(1) Department of Teaching, Learning, and Culture, Texas A & M University, College Station, Texas 77843-4232, USA;(2) San Diego State University, USA;(3) Texas A & M University, USA
Abstract:
The hypothesis was tested that educational expectations of junior high school students in interaction with school-related stress during early adolescence would adversely affect grades during high school. Multiple regression analyses of data from home interviews of 1034 students during junior high school and 3 years later during high school supported the hypothesis that early adolescent school-related stress both independently and in interaction with high academic expectations negatively affected academic performance 3 years later. These results suggest that for students in high stress school environments, an increase in academic expectations may serve to increase their school-related stress and impede their academic performance.
