Homework, Stress, and Mood Disturbance in Senior High School Students

Abstract

This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years (M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week (M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

Family, peer and school connectedness in final year secondary school students

“…The present study found high levels of depression, anxiety and stress in a relatively large sample of Year 12 students in Victoria, Australia, in support of other studies showing a high degree of negative affect associated with being a teenager in the final year of school (Kouzma & Kennedy, 2002Pitman & Jukes, 1982;Smith & Sinclair, 2000). More than 10% of students were extremely or severely stressed and depressed at the time of testing, and more than 20% were extremely or severely anxious.…”

“…Results are used for competitive tertiary selection, exacerbating the pressures associated with the adolescent transitions characteristic of this stage of life. Stress, depression and anxiety have been identified in many young people as they complete Year 12 studies (Kouzma & Kennedy, 2002Smith & Sinclair, 2000). Such negative affect may impact on young people's goals for success and render them at risk for even more severe psychological difficulties.…”

Advancing a Biopsychosocial and Contextual Model of Sleep in Adolescence: A Review and Introduction to the Special Issue

“…Indeed, adolescents in the US spend less time doing homework than adolescents in other industrialized countries (Larson 2001), suggesting that cultural factors may be important to consider when examining how time spent on various activities impacts teens' (and children's) sleep functioning. Further, time spent on homework may increase adolescents' stress and depressive symptomatology (Kouzma and Kennedy 2002;Leone and Richards 1989), which may in turn further impact sleep functioning.…”

Homework Management Scale: Confirming the Factor Structure With Middle School Students in China

“…First, homework is a common and well-known educational activity extending across cultures and national boundaries (Chen & Stevenson, 1989;Cooper et al, 2006;Corno, 2000;Warton, 2001). Second, students from different countries face similar homework challenges (e.g., arranging the environment, handling distraction, and dealing with negative emotions; Kouzma & Kennedy, 2002;Leone & Richards, 1989;Pool, van der Voort, Beentjes, & Koolstra, 2000;Verma, Sharma, & Larson, 2002;Xu & Corno, 1998). Furthermore, the items in the HMS have been designed to be culturally neutral and general, but not country or culture specific.…”