Effects of Academic Stress and Academic Burnout on Smartphone Addiction in Junior High School Students

Jung, In-Kyung; Kim, Jung-Hyun

doi:10.7856/kjcls.2017.28.2.289

Cited by 7 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Academic stress has been found to have a significant and adverse effect on all students, but particularly those in adolescence (Jung & Kim, 2017). Academic stress in this developmental period can have a profoundly negative effect on physical and psychological health (Singh & Upadhyay, 2010), learning (Dahlin, Joneborg, & Runeson, 2005), motivation (Huan, See, Ang, & Har, 2008), well-being, sleep quality (Wunsch, Kasten, & Fuchs, 2017), and mental health (i.e., leading to anxiety and depression; Dyrbye, Thomas, & Shanafelt, 2006;Putwain, 2007).…”

Section: Introductionmentioning

confidence: 99%

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Abdollahi

Panahipour

Tafti

et al. 2020

Psychology in the Schools

View full text Add to dashboard Cite

Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short‐ and long‐term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well‐being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (β = −.38, p < .01) and academic hardiness (β = −.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students.

show abstract

Section: Introductionmentioning

confidence: 99%

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Abdollahi

Panahipour

Tafti

et al. 2020

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…This finding is in line with several studies in different countries and regions. 49 , 50 Additionally, when appropriate resources are lacking, individuals may exhibit burnout reactions 61 and then maladaptive addictive behaviors may be induced to escape from the emotional difficulties. 62 Taken together, the aforementioned results and discussions suggest that academic burnout and Internet addiction may serve as chain mediators between academic stress and subjective well-being.…”

Section: Discussionmentioning

confidence: 99%

“… 49 Evidence from Korea also hinted that university students’ academic stress and burnout can significantly predict their subsequent smartphone dependence. 50 The findings of a structural equation modeling (SEM) analysis also revealed the interaction between school burnout and Internet use. In a cohort of students aged 12–14, school burnout status can predict subsequent symptoms of excessive Internet use.…”

Section: Literature Reviewmentioning

confidence: 96%

Mechanisms from Academic Stress to Subjective Well-Being of Chinese Adolescents: The Roles of Academic Burnout and Internet Addiction

Cheng,

Lin

2023

PRBM

View full text Add to dashboard Cite

Purpose Academic stress is commonly known to affect adolescents’ subjective well-being, but the influencing mechanisms are rarely investigated in the Chinese context. This study aims to investigate the psychological and behavioral factors operating as pathways between academic stress and adolescents’ subjective well-being. Samples and Methods A multi-stage cluster random sampling is used to select 1043 adolescents from junior and senior high schools in Jinhu County, Jiangsu Province, China (mean age=14.98 years; 51.1% boys). Structural equation modeling is used to test the direct and indirect effects. Results Academic stress is significantly correlated with adolescents’ subjective well-being after controlling for gender, grade, hukou, and socioeconomic status. In addition to partially mediating the link between academic stress and subjective well-being, academic burnout and Internet addiction can also operate as chain mediators in this mechanism. Adolescents’ subjective well-being shows significant gender disparities, with boys having a greater degree of subjective well-being than girls. Father’s income is found to have a significant positive association with adolescents’ subjective well-being. Conclusion The results indicate that academic stress is a significant predictor of academic burnout, which in turn points to a positive association with Internet addiction, thereby explaining low levels of adolescents’ subjective well-being. The present study develops current knowledge and expands our understanding of the underlying mechanisms by which academic stress influences adolescents’ subjective well-being. This can also illuminate the practical ramifications for policymakers and social workers to mitigate academic-related stress and burnout, prevent Internet addiction, and ultimately promote the well-being of adolescent students.

show abstract

“…Therefore, the stress related to education is called the academic stress [1,2,3,4,5,]. Besides, the academic stress is not only found in adolescents [6] but also it has been discovered in the college students who have begun an early adult development phase [7,8,9,10,5].…”

Section: Introductionmentioning

confidence: 99%

The Role of Parents’ Social Support and SelfEfficacy towards Academic Stress

Andarini¹,

Purwadi²

2020

IJMH

View full text Add to dashboard Cite

Academic stress is one of problems experienced by students including the students of guidance and counseling major. Academic stress can be led by various reasons as if parental social support and self-efficacy. This study aimes to verify the effect of parental social support and self-efficacy of the academic stress on the guidance and counseling students at "X" university in Yogyakarta. Besides, the subjects of this study was all scholar of guidance and counseling study program at "X" University in Yogyakarta. Following this, the samples of this study were 100 people. Technique of the sampling used in this study was cluster random sampling. In addition, the data collection methods of this study utilized the academic stress scale, the scale of parental social support and self-efficacy scale followed by a Likert scaling model. The data analysis of this study used the multiple linear regression analysis,with assumption test consisting of normality test, linearity test, and multicollinearity test. The results of data analysis showed that the parental social support and self-efficacy could significantly influence the academic stress of students in the guidance and counseling study program at "X" university in Yogyakarta. Partially, there was a very significant influence between social support from parents and self-efficacy on the academic stress of guidance and counseling study program students at "X" university in Yogyakarta. Therefore, the implication of this research was the importance of parental social support and selfefficacy to control the students’ academic stress.

show abstract

Effects of Academic Stress and Academic Burnout on Smartphone Addiction in Junior High School Students

Cited by 7 publications

References 13 publications

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Academic hardiness as a mediator for the relationship between school belonging and academic stress

Mechanisms from Academic Stress to Subjective Well-Being of Chinese Adolescents: The Roles of Academic Burnout and Internet Addiction

The Role of Parents’ Social Support and SelfEfficacy towards Academic Stress

Contact Info

Product

Resources

About