‘Your whole life depends on it’: academic stress and high-stakes testing in Ireland

Banks, Joanne; Smyth, Emer

doi:10.1080/13676261.2014.992317

Cited by 110 publications

(88 citation statements)

References 34 publications

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“…There are reasons to believe that school stress involves, for example, studying late at night or nocturnal musings. Earlier research (11,48) reported increasing levels of school stress, which is also seen in the present study, especially among girls (girls 76%, boys 39%). Grades and high demands are highlighted explanations for this outcome (10).…”

Section: Discussionsupporting

confidence: 89%

Sleep duration and sleeping difficulties among adolescents: exploring associations with school stress, self‐perception and technology use

Jakobsson

Josefsson

Jutengren

et al. 2018

Scandinavian Caring Sciences

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Sleeping problems are increasing among adolescents worldwide. This study aimed to describe the prevalence of self‐reported sleep duration and sleeping difficulties, as well as to explore their associations with school stress, self‐perception, that is how adolescents perceive their appearance and happiness, and technology use among adolescents. Data were collected in 2015 using a questionnaire. A total of 937 ninth grade adolescents, 15–16 years, from a city in western Sweden participated, resulting in a response rate of 83%. The result showed that 55% of the adolescents slept less than the recommended 8 hours per night and 11% had sleeping difficulties. School stress and technology use were associated with short sleep duration. School stress and self‐perception were associated with sleeping difficulties. The girls had worse outcomes for sleeping difficulties, school stress, self‐perception and technology use than the boys. Based on the results, there is a need for school nurses to implement preventive measures to improve adolescents’ sleep.

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Section: Discussionsupporting

confidence: 89%

Sleep duration and sleeping difficulties among adolescents: exploring associations with school stress, self‐perception and technology use

Jakobsson

Josefsson

Jutengren

et al. 2018

Scandinavian Caring Sciences

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“…However, teachers may also communicate other messages about the value, importance, and worth of examinations through their instructional dialogue (Banks & Smyth, 2015;Hall, Fear appeals, subjective task value, and academic self-efficacy Collins, Benjamin, Nind, & Sheehy, 2004;Gulek, 2003;Putwain, Connors, Woods, Nicholson, 2012). These messages are used to highlight how failure can lead to subsequent negative life opportunities (e.g., difficulty in finding a job or continuing in education or training) as a motivational tactic to encourage students to engage with their studies (Putwain & Roberts, 2009).…”

Section: Messages Used Prior To High-stakes Examinationsmentioning

confidence: 99%

The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal

Putwain

Symes²,

Remedios

2016

Learning and Individual Differences

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“…For instance, Galloway et al (2013) document that students are more stressed when they need more time to complete their homework. Similarly, there is evidence that students are more stressed during exam periods (Banks and Smyth, 2015), while the amount of school sport (Jewe et al, 2014) and good teacher-student relationships (Conner et al, 2014) relate to be er self-reported measures of mental health.…”

Section: Introductionmentioning

confidence: 99%

Increased instruction time and stress-related health problems among school children

Marcus

Reif

Wuppermann

et al. 2020

Journal of Health Economics

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While several studies suggest that stress-related mental health problems among school children are related to speci c elements of schooling, empirical evidence on this causal relationship is scarce. We examine a German schooling reform that increased weekly instruction time and study its e ects on stress-related outpatient diagnoses from the universe of health claims data of the German Social Health Insurance. Exploiting the di erential timing in the reform implementation across states, we show that the reform slightly increased stress-related health problems among school children. While increasing instruction time might increase student performance, it might have adverse e ects in terms of additional stress.

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‘Your whole life depends on it’: academic stress and high-stakes testing in Ireland

Cited by 110 publications

References 34 publications

Sleep duration and sleeping difficulties among adolescents: exploring associations with school stress, self‐perception and technology use

Sleep duration and sleeping difficulties among adolescents: exploring associations with school stress, self‐perception and technology use

The impact of fear appeals on subjective-task value and academic self-efficacy: The role of appraisal

Increased instruction time and stress-related health problems among school children

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