Educational stress among Chinese adolescents : measurement, risk factors and associations with mental health

摘要: Academic pressure among adolescents is a major risk factor for poor mental health and suicide other harmful behaviours. While this worldwide phenomenon, it appears to be especially pronounced in China East Asian countries. Despite growing body of research into adolescent recent years, the multiple constructs within ‘educational stress’ phenomenon have not been clearly articulated Chinese contexts. Further, individual, family, school peer influencing factors educational stress its associations with are well understood. An in-depth investigation may provide important information ongoing reform Mainland special focus on students’ wellbeing. The primary goal study was examine relative contribution health, comparison well-known factors. Another task identify significant stress. In addition, due lack culturally suitable instrument population, new tool – Educational Stress Scale Adolescents (ESSA) initially developed tested reliability validity. A self-administered questionnaire used collect from convenient samples secondary students Shandong, China. The pilot survey conducted 347 (grades 8 11) test psychometric properties ESSA scales or questions questionnaire. Based analysis validity testing, 16-item scale (the ESSA) five showed adequate good internal consistency, 2-week test-retest reliability, satisfactory concurrent predictive validity. Its structure further demonstrated main confirmatory illustrating fit proposed model based analysis. The reliabilities were also study. The subsequently sample 1627 7-12) outcomes, including depression, happiness suicidal A wide range found association total subscale scores. Most strong academic study-related, rural location, low connectedness, perceived grades frequent emotional conflicts teachers peers. Unexpectedly, family parental factors, such as bonding, connectedness parents little no stress. Educational most variable but strongly associated happiness. It had ideation attempts. Among subscales ESSA, ‘Study despondency’ score strongest these measures. Surprising, two subscales, ‘Self-expectation’ ‘Worry about grades’ protective effect additional revealed that although commonly reported reason thinking, occurrence problems relationships teasing bullying, romantic much stronger relationship actual This provides some insights nature implications adolescents. Findings suggest interventions should environment Intervention programs focused high impact prevalence common disorders depression. Efforts increase however cover wider importance healthy adequately emphasised prevention. newly demonstrates sound expected future academic-related