Author: Karolina Glinka
Institution: University of Silesia in Katowice
Year of publication: 2020
Source: Show
Pages: 138-146
DOI Address: https://doi.org/10.15804/tner.20.59.1.11
PDF: tner/202001/tner5911.pdf

Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4t and 5t grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.

REFERENCES:

  • Agarwal, A., (2011). Impact of Academic Stress upon Academic Achievement and Mental Health of the Adolescents. International Journal of Management and Social Sciences, 1(1), 79-87.
  • Grills-Taquechel, A.E., Fletcher, J.M., Vaughn, S.R., Denton, C.A., Taylor, P. (2013). Anxiety and inattention as predictors of achievement in early elementary school children. Anxiety, Stress & Coping, 26(4), 391-410.
  • Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review. 84 (2), 191-215.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist. 37(2), 122-147.
  • Bandura, A., Pastorelli, C., Barbaranelli, C., Caprara, G.V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology. 76, 258-269.
  • Chemers, M.M., Hu, L., Garcia, B.F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Education Psychology. 93, 55-64.
  • Fairbrother, K., Warn, J. (2003). Workplace Dimensions, Stress and Job Satisfaction. Journal of Managerial Psychology. 18(1). 8-21.
  • Hesketh, T., Zhen, Y., Lu, L., Zhou, X.D., Ye, X.J., Zhu, W.X., (2010). Stress and psychosomatic symptoms in Chinese school children: cross-sectional survey. Archives of Disease in Childhood. 95, 136-140.
  • Margolis, H., McCabe, P.P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic. 41(4), 218-227.
  • Matsushima, R., Shiomi, K. (2003). Social self-efficacy and interpersonal stress in adolescence. Social Behavior and Personality. 31(4), 323-332.
  • Pajares, F., Johnson, M., Usher, E. (2007). Sources of Writing Self-Efficacy Beliefs of Elementary, Middle, and High School Students. Research in the Teaching of English. 42(1), 104-120.
  • Phillips, B.N. (1978). School stress and anxiety: Theory, research, and intervention. Oxford: Human Sciences Press.
  • Usher, E.L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology. 31, 125-141.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart