Stressful academic situations: study on appraisal variables in adolescence |
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| Institution: | 1. Center for Health Sciences, SRI International, Menlo Park, California, USA;2. Brain Function Research Group, School of Physiology, University of the Witwatersrand, Johannesburg, South Africa;3. Melbourne School of Psychological Sciences, University of Melbourne, Parkville, Victoria, Australia;1. Family Institute, 310 Longmire, The Florida State University, Tallahassee, FL 32306-1491, United States;2. Department of Psychology, Illinois Institute of Technology, 3105 S. Dearborn Ave., Chicago, IL 60616, United States;1. Medical Research Council Unit for Lifelong Health and Ageing, University College London, London, UK;2. Department of Psychology, University of Bath, Bath, UK;3. Centre for Longitudinal Studies (UCL Institute of Education), University College London, London, UK;4. Division of Psychiatry, University College London, London, UK |
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| Abstract: | Several studies emphasized the key role of the cognitive appraisal processes on the way stress is experienced by adolescents. Surprisingly, few studies applied this concept to the academic stress. This research studied adolescents’ cognitive appraisal processes and their relationships with academic stress. A sample of adolescents (N = 100, mean age = 16.9 years) reported 145 academic stressful situations. Sex and age differences were analyzed. Girls granted greater importance to the stressful situation, while boys perceived themselves as having more resources for coping with it. Student’s age was negatively correlated with the perception that the stressful situation will be resolved on its own. Five appraisal patterns were identified using cluster analysis. Subsequent analysis showed that the five groups differ in their perceived degree of stress. One group was labelled at-risk appraisal group, demonstrating a high level of perceived stress, and two groups showed a favorable appraisal pattern associated with low level of perceived stress. Implications for future research and applications in school psychology are suggested. |
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