Social Conditions for Stress: Young people's experience of doing GCSEs

Abstract

This article describes and analyses the experiences of [15][16] year-olds in the East Midlands of England in relation to the General Certi cate of Secondary Education (GCSE). In particular, it focuses on the way that GCSEs constitute a new and distinct source of stress in the already stressful lives of young people. Using data from Economic and Social Research Council funded research involving a large-scale questionnaire survey, focus groups and interviews, it is argued that, when doing GCSEs in years 10 and 11 at school, the stress experienced by young people can be linked to the social conditions of late modernity. In this social context there is a tendency to approach GCSEs from a self-centred and instrumental perspective, which emphasises the need for good results in terms of their utility for getting a job or continuing in education, and their value in relation to self-identity and self-worth. Seen in this light, the stress stems from the fact that GCSEs constitute a fateful moment in the life trajectory of the young people.

Assertiveness and attitudes of HIV/AIDS orphaned girls towards education in Kampala (Uganda)

“…Girls orphaned to HIV/AIDS were the least assertive and their attitude towards education was most negative. This finding supported Denscombe (2000) who established that orphan hood due to HIV/AIDS and other causes stressed up students. Van Heerden (1999) found out that discrimination by categorization of girls influenced their levels of assertiveness and attitude towards education.…”

Fear appeals prior to a high-stakes examination can have a positive or negative impact on engagement depending on how the message is appraised

“…These include progression or retention within the program of study (Allensworth, 2005;Carnoy, 2005;Jacob, 2005), entry to the labor market (Bishop & Mane, 2001;Heath, Rothon, & Kilpi, 2008), selection for post-compulsory education (Cumming & Maxwell, 2004;Gregory & Clarke, 2003;Leathwood, 2005), and students' self-worth and motivation (Denscombe, 2000;Harlen, 2005;Jones, 2007;Ryan & Weinstein, 2009). In England, where the present study was conducted, secondary school exit examinations, the General Certificate of Secondary Education (GCSE), are taken at the end of Year (Grade) 11, at the of age of 16 years.…”

Gender differences in perceptions of studying for the GCSE

“…Denscombe (2000) highlights the GCSE as a source of stress for pupils and suggests that, while coursework might alleviate some of the pressure, pupils perceive the examinations to be pivotal to their success. Boys expressed a stronger preference for examinations and were less anxious about whether they would achieve their aims.…”