The Role of Demographics, Personality Variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings

Karatzias, Athanasios; Power, Kevin; Flemming, Julianne; Lennan, F.; Swanson, Vivien

doi:10.1080/01443410120101233

Cited by 93 publications

(78 citation statements)

References 55 publications

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“…A stressful school climate, characterized by perceptions of academic pressure, danger, discrimination, and the absence of supportive relationships, can directly affect students' well-being, who might begin to feel that the requirements of the environment tax their abilities to cope (Karatzias, Power, Flemming, & Lennan, 2002). Stress in the school environment is an important contributor to health problems and psychosomatic symptoms in students and exerts its effects through a combination of individual and contextual-level factors (Torsheim & Wold, 2001).…”

Section: Conceptualizing Immigrantsmentioning

confidence: 98%

Afterword: New directions in research with immigrant families and their children

Suárez‐Orozco

Carhill

2008

New Directions for Child and Adolescent Development

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Although migration is fundamentally a family affair, the family, as a unit of analysis, has been understudied both by scholars of migration and by developmental psychologists. Researchers have often struggled to conceptualize immigrant children, adolescents, and their families, all too often giving way to pathologizing them, ignoring generational and ethnic distinctions among immigrant groups, stereotyping immigrants as "problem" or (conversely) "model" minorities, and overlooking the complexity of race, gender, documentation, and language in their lives. In addition, contexts other than the family remain understudied. In this afterword, the authors examine these issues, the contributions of the chapters in this volume to understanding them, and their implications for research and theory within the field of developmental science.

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Section: Conceptualizing Immigrantsmentioning

confidence: 98%

Afterword: New directions in research with immigrant families and their children

Suárez‐Orozco

Carhill

2008

New Directions for Child and Adolescent Development

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“…Second, as little was known about this phenomenon in Vietnam, it is useful to understand the relation between school stress and student's demographics. The review of the literature indicated the correlation between gifted students' stress and demographic characteristics including gender, grade, academic achievements and living arrangements (Geisthardt & Munsch, 1996;Hang, 2012;Karatzias, Power, Flemming, Lennan, & Swanson, 2002;Misra & McKean, 2000;Rollins & Cross, 2014;Suldo, Shaunessy, & Hardesty, 2008;Thuy, 2011). In this study, the relationship between stress score and those demographics variables will be tested to determine whether the effect has a role in a Vietnamese context.…”

Section: Discussionmentioning

confidence: 99%

Stress faced by gifted Vietnamese students: what might contribute to it?

Nguyen¹,

Hoang²,

Nong³

2015

Health Psychology Report

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Gifted students might have to face an abundance of stress. Nevertheless, very little evidence in Vietnam indicates how much stress those students are experiencing and what might predict it. This study aims to examine the stress level in students of the High School for Gifted Students in Hanoi and factors that might contribute to the stress. participants and procedureThis is a cross sectional study with the participation of 150 students from the High School for Gifted Students, Hanoi. Data were collected from March to April 2015. The first measure was the "Stress Level Test", which was adapted to the Vietnamese culture to measure academic stress in students. The second measure examined factors contributing to stress: 1) social life, 2) family, 3) school work, 4) personal relationships, 5) well-being, 6) adapting skills. resultsThe results showed that 74.00% of students were experiencing mild to medium stress, which was found to be higher in girls and in students who lived away from home. The six predicting factors significantly contribute 17.30% to students' stress experience, of which school work (p = .001) and students' well-being (p = .011) can individually predict stress. These outcomes suggested that more attention should be focused on this specific population and more actions need to be taken to help them perform better at school. conclusionsStudents of the High School for Gifted Students definitely experienced a considerable amount of stress which was related to school pressure and their well-being. For them to have a better high school life, more recreational and leisure time activities outside the classroom need to take place. In addition, more approachable and functional advisors and counseling personnel would be an ideal solution to this problem.

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“…The school life quality conceptualised by Epstein and McPartland (1976) can be defined as the general satisfaction of students with the school, their commitment to the school and their attitudes towards their teachers. According to Karatzias et al (2002), school life quality is a general state of happiness that students feel as a result of their involvement in school life and around it. And according to Thien and Razak (2013), school life quality is a synthesis of positive or negative experiences at school.…”

Section: Faculty Life Qualitymentioning

confidence: 99%

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

Türkoğlu¹,

Cansoy²

2017

JEL

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Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form", "Faculty Life Quality Scale" and "Occupational Anxiety Scale for Pre-Service Teachers" were used in the collection of the research data. The information on the demographic features of the participants was collected as gender, age, branch and division. Arithmetic mean and T-test were used in the analysis of the data. In the research, it was seen that the burnout levels of pre-service teachers are at moderate level, and they are centred the dimension of feeling competent. It was found that occupational anxiety is centred in appointment related anxiety. It was seen that the level of satisfaction on the quality of faculty life is at a moderate level and it is centred on the dimension of satisfaction with the teaching staff. It was found that the faculty life quality satisfaction levels of female pre-service teachers are higher than male pre-service teachers. On the other hand, the burnout and occupational anxiety levels of female pre-service teachers were found significantly higher than male pre-service teachers.

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The Role of Demographics, Personality Variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings

Cited by 93 publications

References 55 publications

Afterword: New directions in research with immigrant families and their children

Afterword: New directions in research with immigrant families and their children

Stress faced by gifted Vietnamese students: what might contribute to it?

Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

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