Abstract
BackgroundWe attempted to apply the model of effort–reward imbalance (ERI) to school settings in order to measure students’ psychosocial stress and analyze its association with self-rated health in adolescents.MethodsA cross-sectional survey was conducted in Kunming, China among 1004 Chinese students (468 boys and 536 girls) in grades 7 through 12, using a 19-item effort–reward imbalance questionnaire.ResultsSatisfactory internal consistencies for the scales for effort and reward were obtained; the value for the scale for overcommitment was acceptable. Factor analysis replicated the theoretical structure of the ERI construct in this sample of Chinese students. All 3 scales were associated with an elevated odds ratio for diminished self-rated health, and the effect was strongest for the effort–reward ratio, as predicted by the theory. Sex and grade differences were also observed.ConclusionsThe ERI questionnaire is a valid instrument for identifying sources of stressful experience, in terms of effort–reward imbalance, among adolescents in school settings.
Highlights
Schools are a powerful psychosocial environment for most children and adolescents worldwide
Several studies have documented unfavorable effects on performance and well-being among students who were exposed to adverse material and psychosocial school settings in both Western[1,2,3,4,5,6] and Asian countries.[7,8,9,10,11,12,13,14]
There were slight differences with regard to family wealth and self-rated health: fewer boys than girls were from families with average wealth, and more girls than boys rated their health as fair
Summary
Schools are a powerful psychosocial environment for most children and adolescents worldwide. Despite changes in the types of schools, locations, and classes during students’ educational trajectories, students experience a rather consistent basic structure of relationships between the requirements of study and their capabilities, resources, needs, and coping strategies. These relationships are embedded in group dynamics within classes and within specific peer groups. We attempted to apply the model of effort–reward imbalance (ERI) to school settings in order to measure students’ psychosocial stress and analyze its association with self-rated health in adolescents. Conclusions: The ERI questionnaire is a valid instrument for identifying sources of stressful experience, in terms of effort–reward imbalance, among adolescents in school settings
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