Potential Moderators of Academic Stress-Related Internalizing Problems Among Chinese High Schoolers: A Systematic Review from the Biopsychosocial Perspective

Abstract

ABSTRACT Purpose This systematic review aims to identify potential moderators of academic stress and internalizing problems among high-school students in mainland China and to facilitate future research and interventions. Method The initial search identified 3875 publications, including 34 that met the inclusion criteria. We identified 19 potential moderators in total. Results According to the ranking system based on the frequency and weight of each moderator, personal relationships, gender, grades, family relationships, school climate, and resilience are identified as the most important moderators of academic stress and internalizing problems among Chinese high schoolers. Discussion The biopsychosocial model was used to explain the top moderators. Future interventions include increasing physical activities and sleep time, providing monthly unexcused absence for girls, hiring more school-based psychotherapist, providing more psychology classes, generalizing mandated report system in China, and providing financial supports for students from low-income families.