Academic Achievement Pressure Research Articles

Self-esteem of high school students: A structural equation modelling analysis

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem.
 Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.

Ual Mediating Effect of Socially Prescribed Perfectionism and Academic Self-Efficacy on the Relationship between Mothers’ Academic Achievement Pressure and High School Students’ Test Anxiety

ual Mediating Effect of Socially Prescribed Perfectionism and Academic Self-Efficacy on the Relationship between Mothers’ Academic Achievement Pressure and High School Students’ Test Anxiety

중학생의 학업성취압력 및 학업스트레스와 학교적응 간의 관계: 학교스포츠클럽 참여도의 조절효과

The purpose of this study was to test the moderating effect of school sports club participation in relation among academic achievement pressure, academic stress, and school adjustment. The participants were 257 middle school students. All the students administered four instruments, academic achievement pressure scale, academic stress scale, school sports club participation scale, school adjustment scale. The results of this study were as follows: First, there are significient relationship among academic achievement pressure, academic stress, school sports club participation and school adjustment. Second, it was proved that school sports club participation exerted as moderating variable between academic achievement pressure and school adjustment. Third, it was proved that school sports club participation exerted as moderating variable between academic stress and school adjustment. The implications of this study were investigated variables regarding school adjustment to help middle school students. Based on the finding results, how to increase school sports club participation and school adjustment and reduce academic achievement pressure and academic stress were suggested.

초등학교 고학년 부모-자녀 의사소통과 부모의 학업성취압력에 따른 군집 유형별 자기결정성 동기와 그릿(Grit)의 차이

이 연구에서는 초등학교 고학년 부모-자녀 의사소통과 부모의 학업성취압력에 따른 군집 유형을 확인하고, 각 집단 별로 자기결정성 동기와 그릿(Grit)의 하위수준에 차이가 있는지 살펴 보았다. 이를 위해 초등학교 6학년 342명으로부터 수집된 자료를 사용하여 2단계 군집분석과 다변량분석을 실시하였다. 연구결과, 군집유형은 총 5개의 집단(군집 1 ‘비편중적 대화-낮은 학업요구’, 군집 2 ‘이해ㆍ수용-낮은 성취기대’, 군집 3 ‘부정ㆍ회피-평균적 성취기대’, 군집 4 ‘비난ㆍ방어-높은 성취압력’, 군집 5 ‘평가고심-높은 성취기대’)으로 나타났다. 이렇게 도출된 집단 간 차이를 살펴보면, 외재적 동기와 부과된 동기는 군집 4와 5가 유의하게 높았으나, 확인된 동기와 내재적 동기의 경우, 군집 2와 5가 유의하게 높았다. 또한 그릿의 하위요인인 흥미유지에서는 군집 2가, 노력지속에서는 군집 2와 5가 유의하게 높은 결과를 나타냈다. 이는 자기결정성 동기와 그릿에 있어 부모-자녀 의사소통과 부모의 학업성취압력 각각의 변인 뿐만 아니라 두 변인이 함께 주요하게 고려될 필요가 있음을 시사한다. 이 결과를 바탕으로 부모교육 및 학교상담에서의 시사점을 논의하였다.

The effects of middle school students’ perception of parental support and academic achievement pressure on their grit

The effects of middle school students’ perception of parental support and academic achievement pressure on their grit

부모학업성취압력이 학습자 실수인식에 미치는 영향 : 학습자 성취목표지향성의 매개효과를 중심으로

본 연구의 목적은 실수인식에 영향을 줄 수 있는 부모 요인으로서 학업성취압력의 영향을 분석하고, 두 변인 간 관계에서 나타나는 학습자 요인인 성취목표지향성의 매개효과를 분석하는 데 있다. 이를 위해 초등학교 5~6학년 544명을 대상으로 설문을 실시한 후, 부모학업성취압력이 학습자 성취목표지향성을 매개로 실수인식에 영향을 미치는 구조방정식 모형을 검증하였다. 연구결과, 우선 부모학업성취압력이 실수인식의 하위요인 중 실수에 대한 고찰과 실수에 대한 부담에 이르는 직접적인 경로가 유의한 것으로 나타났다. 둘째, 숙달목표지향성은 실수인식 중 실수로부터 학습할 수 있다는 생각, 실수에 대한 도전적인 태도 및 실수에 대한 고찰에 이르는 경로가 유의하였다. 셋째, 부모학업성취압력은 학습자 수행접근목표지향성에 영향을 미쳤으며, 수행접근목표지향성은 실수에 대한 고찰과 관련이 있는 것으로 드러났다. 넷째, 부모학업성취압력에서 실수에 대한 부담으로 이어지는 경로에서 수행회피목표지향성의 매개효과가 유의하게 나타났다. 부모학업성취압력과 실수에 대한 부담의 관계에서 수행회피목표지향성의 역할을 확인하였으며, 더불어 학습자의 실수에 대한 부담을 낮출 수 있는 교육적 실천 가능성을 논의하였다. 본 연구는 학습자의 실수인식에 대한 부모 학업성취압력의 영향력을 확인하고 이를 매개하는 학습자 성취목표지향성의 역할을 검증하였으며, 교육적 개입의 가능성을 확장하였다는 점에서 의의가 있다.

여고생이 지각한 부모의 학업성취압력과 과보호가 여고생의 시험불안에 미치는 영향

본 연구는 부모의 학업성취압력과 과보호가 인문계 고등학교 여학생의 시험불안의 두 국면인 시험준비불안과 시험도중불안에 미치는 영향을 살펴보았다. 연구대상은 부산시에 소재한 4개 인문계 고등학교의 여학생 1,2,3학년 568명을 대상으로 시험불안 척도(Anxiety Responses in Testing Scale: ARTS), 부모의 학업성취압력 척도, 부모의 과보호 척도를 실시하였으며, 연구의 결과는 다음과 같다. 첫째, 부모의 학업성취압력과 과보호는 여고생의 시험불안과 유의미한 정적 상관을 보였다. 둘째, 부모의 학업성취압력을 높게 지각하는 여고생들은 시험도중불안 보다 시험준비불안을 더 높게 지각했으며 특히, 시험준비불안의 하위 요인 중 인지를 가장 높게 지각했다. 셋째, 부모의 과보호를 높게 지각하는 여고생들은 시험준비불안 보다 시험도중불안을 높게 지각했으며 특히, 시험도중불안의 하위 요인 중 심체를 가장 높게 지각했다. 이러한 결과는 여고생들의 시험불안을 낮추기 위해서는 부모의 학습관여 형태와 여고생들의 시험불안 시기 및 원인에 대한 탐색이 고려되어야 함을 시사한다. 즉, 부모의 학습관여 형태가 성취압력의 형태가 아니라 여고생들이 자율적으로 학습계획과 목표를 수립할 수 있도록 민주적인 학습관여가 필요하며, 시험도중과 시험준비 상황에 따라 인지적 요소와 심체적 요소를 여고생들이 다르게 지각하므로 부모의 양육태도를 고려한 시험불안 감소 개입이 필요하다는 것을 시사한다. 이러한 연구결과에 따라 연구의 의의와 제한점 및 개입에 대해서 논의하였다.

The effects of Interpersonal Relation, Academic Achievement Pressure and Parents’ Support on Adolescents’ learning motivation in accordance with Developmental Stages

본 연구는 한국교육개발원에서 수행한 『한국교육종단연구2005』의 2차년도(2006년)와 5차년도(2009년) 6,908명의 데이터를 활용하여 청소년의 발달단계에 따라 대인관계, 성취압력, 부모지원이 학습동기에 미치는 영향을 알아보기 위해 수행되었다. 분석 결과, 청소년들의 동기유형은 중학교와 고등학교 시기에 유의미한 차이가 있으며, 무동기를 제외하면 중학교 때보다 고등학교시기에 모든 유형의 동기가 낮아지는 것으로 나타났다. 그리고 중학교와 고등학교 시기 모두에서 대인관계, 성취압력, 부모지원과 학습동기 간에는 유의미한 상관관계가 있었다. 구체적으로는 중고등학교 시기 모두에서 확인된 조절동기와 내적 조절동기는 대인관계, 성취압력 및 부모지원의 영향을 받고 있었고, 무동기와 관련해서는 중학교 시기의 경우 모든 요인이 부정적 영향을 미쳤으나 고등학기 시기에는 대인관계와 부모지원이 부정적 영향을 미쳤다. 이러한 결과는 교사 및 또래와의 관계 등 청소년들의 대인관계가 그들의 학습동기 내재화에 중요한 역할을 하고 있음을 다시 한 번 확인한 것이다.

The Effects of Evaluative Concerns Perfectionism and Parental Pressure for Academic Achievement on Gifted Students' Mental Health Problems

The Effects of Evaluative Concerns Perfectionism and Parental Pressure for Academic Achievement on Gifted Students' Mental Health Problems

AGE-RELATED DIFFERENCES IN ACADEMIC BURNOUT OF KOREAN ADOLESCENTS

Korean adolescents experience considerable stress because of an educational system that focuses primarily on college entrance examinations, pressure for academic achievement, and a competitive atmosphere in school. The main purpose of this study was to explore age differences in the construct of Korean adolescents’ academic burnout. Once assumptions of configural, factor loading, and intercept invariance were satisfied, we compared means of latent variables (four components of academic burnout in the present study). Results of the latent mean analysis showed that all four subscales (exhaustion, antipathy, cynicism, and inefficacy) of academic burnout increased gradually as age increased. Moving from elementary to middle and middle to high school appears to be stressful for students. Implications for school professionals and recommendations for future research are discussed.

Mediating Effects of Academic Self-efficacy in Relations of Academic Achievement Pressure of Parents and Academic Stress: Focused on Elementary School Students and Middle School Students

이 연구의 목적은 초등학생과 중학생을 중심으로 부모의 학업성취압력과 학업적 자기효능감, 학업스트레스의 관계를 기초로 부모의 학업성취압력과 학업적 자기효능감이 학업스트레스에 미치는 영향을 살펴보고, 나아가 학업적 자기효능감이 부모의 학업성취압력과 학업스트레스의 관계를 매개하는지 알아봄으로써, 초등학생과 중학생의 학업스트레스에 대한 대처방안과 학교상담의 실질적 활용방안 및 부모교육에 대한 시사점을 제공하는데 있다. 초등학생 484명과 중학생 494명을 대상으로 분석한 결과, 첫째, 초등학생과 중학생 모두 학업스트레스와 부모의 학업성취압력 간의 유의한 정적 상관이 확인되었으며, 학업스트레스와 학업적 자기효능감 간의 유의한 부적상관이 나타났다. 반면, 부모의 학업성취압력과 학업적 자기효능감 간의 관계는 초등학생만이 유의한 부적상관이 되었다. 둘째, 초등학생과 중학생 모두 부모의 학업성취압력과 학업적 자기효능감은 학업스트레스에 유의한 영향을 미치는 것으로 나타났다. 셋째, 중학생과 달리 초등학생의 경우 학업적 자기효능감이 부모의 학업성취압력과 학업스트레스 간의 관계에서 부분매개하는 것으로 나타났다. 이후 이 연구 결과를 토대로 초등학생과 중학생의 학업스트레스 감소를 위한 부모의 역할과 학업적 자기효능감의 중요성을 중심으로 논의하였다.

A longitudinal study of career maturity of Korean adolescents: the effects of personal and contextual factors

The purpose of this longitudinal study is to examine the effects of personal factors and contextual determinants on the career maturity change of Korean adolescents over a 5-year period. This study used data from the Korea Youth Panel Survey which was administered to 3,449 junior high students from Grades 8 to 12, starting in 2003. A linear mixed-effects regression was used to test the study model. The results showed the levels of Korean adolescents’ career maturity were significantly influenced by personal predictors (gender, work values, career efficacy, self-efficacy, career development activities, school achievement, sex-role stereotyping, pressure for academic achievement, and part-time experiences) and contextual predictors (career conversations with parents, relationships with friends, and private education expense). Among career-related variables, only work values affected the slope of the career maturity growth curve. Implications for career counselors and educators are discussed.

Depression and self-esteem in adolescence:a study of senior high school students in Greece

Background and aims:The evaluation of depressive symptomatology and self-esteem in high school adolescent students in Greece and the assessment of their relation to demographic variables, school performance and adolescents' activities.Methods:The CES-D Scale (depressive symptomatology) and the Rosenberg scale (self-esteem) were administered to 713 students (396 girls and 317 boys, age 15-18), of the Athens Metropolitan Area, Senior's High School Grades 1-3. Personal data such as age, sex, school records, family's conditions and time spent per week in school-related (e.g. tutorials) and extracurricular (e.g. sports) activities were collected.Results:Considering CES-D cut-off score >28, 26.2% of the students (33.7% of females and 16.1% of males) could be considered as having depression. CES-D score was found to be associated to sex and school record (being less for students with a better record). Male students were having higher depression scores as they grew older, while respective scores for females were decreasing; at third grade boys had slightly higher CES-D mean score than girls.Self-esteem and depressive symptoms were negatively correlated among both boys and girls.Conclusions:A relatively high number of adolescent students in Greek schools can be considered as having significant depressive symptomatology and low self-esteem. The higher depression score in girls is consistent with the existing literature. The fact that boys have higher depression scores in the last grade of high school may be an indication of the higher pressure for academic achievement imposed by the family on them.

Putting Physical Activity Back in Children??s Daily Life to Prevent Obesity

1029 We are facing a public health crisis that is related to and would respond to environmental change at the community level. Obesity, now the most common nutritional disorder in the US, is increasing at an alarming rate in children. Physical activity levels are insufficient and eating habits and food intakes are inconsistent with recommendations for optimal health. PURPOSE: The Shape Up Somerville: Eat Smart. Play Hard. (SUS) project is a three-year community based participatory research project using an environmental approach to curb obesity in 1–3 grade children in Somerville, Massachusetts, an urban, industrial, multi-ethnic city with a population of 78,000. Over 50% of children attending public schools represent ethnic-racial minorities. Currently, obesity rates in Somerville children are higher than national averagesFinearly one-half (46%) of 1–3 graders are at risk for overweight or are overweight (> 85th percentile for BMIfor- age). Hispanic students have the highest rate (59%), followed by multi-racial (54%), white (44%) and black (36%). Even within this narrow age range, BMI-forage is significantly higher in third graders compared with first graders (p < 0.05). Due to academic achievement pressure and budgetary constraints, students only attend physical education classes once per week and recess has been reduced to 15 minutes per day. In addition, less than 50% of children walk to school and there is no busing system due to neighborhood schools being within walking distance of a child's home. METHODS: SUS has partnered with schools, community organizations, and city departments to design multiple physical activity options that can lead to an expenditure of up to 125 additional kcals per day to bring the energy equation into balance. RESULTS: SUS interventions include a walk to school initiative; provision of physical activity equipment and games for before school and recess time; new classroom and after school health curriculums with daily physical activity sessions; and educational strategies to increase family activity time. CONCLUSION: This community collaboration is increasing daily physical activity among high-risk children. Further, its model of implementation encourages lifelong physical activity and assures sustainability. Supported by a CDC grant R06 CCR121519.

Putting Physical Activity Back in Childrenʼs Daily Life to Prevent Obesity

1029 We are facing a public health crisis that is related to and would respond to environmental change at the community level. Obesity, now the most common nutritional disorder in the US, is increasing at an alarming rate in children. Physical activity levels are insufficient and eating habits and food intakes are inconsistent with recommendations for optimal health. PURPOSE: The Shape Up Somerville: Eat Smart. Play Hard. (SUS) project is a three-year community based participatory research project using an environmental approach to curb obesity in 1–3 grade children in Somerville, Massachusetts, an urban, industrial, multi-ethnic city with a population of 78,000. Over 50% of children attending public schools represent ethnic-racial minorities. Currently, obesity rates in Somerville children are higher than national averagesFinearly one-half (46%) of 1–3 graders are at risk for overweight or are overweight (> 85th percentile for BMIfor- age). Hispanic students have the highest rate (59%), followed by multi-racial (54%), white (44%) and black (36%). Even within this narrow age range, BMI-forage is significantly higher in third graders compared with first graders (p < 0.05). Due to academic achievement pressure and budgetary constraints, students only attend physical education classes once per week and recess has been reduced to 15 minutes per day. In addition, less than 50% of children walk to school and there is no busing system due to neighborhood schools being within walking distance of a child's home. METHODS: SUS has partnered with schools, community organizations, and city departments to design multiple physical activity options that can lead to an expenditure of up to 125 additional kcals per day to bring the energy equation into balance. RESULTS: SUS interventions include a walk to school initiative; provision of physical activity equipment and games for before school and recess time; new classroom and after school health curriculums with daily physical activity sessions; and educational strategies to increase family activity time. CONCLUSION: This community collaboration is increasing daily physical activity among high-risk children. Further, its model of implementation encourages lifelong physical activity and assures sustainability. Supported by a CDC grant R06 CCR121519.

Self-derogations in young retardates and special class placement.

The article reports a segment of a larger investigation into the efficacy of special homogeneous classes for educable (Binet IQ 60 to 85) mentally handicapped (hereafter referred to as EMH) children. It is suggested that the implications of this research are relevant to the social psychology of deviancy and childhood, generally. Advocates of special classes for EMH children contend that, among other advantages, these classes promote in the children the acquisition of a more nearly realistic and healthy self-concept. This contention is based upon the assumption that regular class placement confronts the EMH child with standards so out of reach that he has no substantial basis for self-evaluation. It is further assumed that the EMH child who works in a setting wherein he can operate at a rate that is consistent with his learning characteristics will thereby learn to recognize the reality of his assets and liabilities. Past investigations (1, 2) of academic progress in special classes offer little clear-cut evidence for or against the utility of these classes. However, the bulk of studies tend to support the contention of superior social adjustment for the EMH child placed in a special class (3, 12). Jordan and DeCharmes (7) suggest that this superior social adjustment may be attributed to the EMH child's fear of failure experienced in a regular grade, due to the pressure for academic achievement; this pressure is not felt by the child in the special class. While the argument for special class placement is generally accepted, it overlooks the implications of the placement itself on self-concept. The question must be raised: What impact is there on the youngster's self-perception when he is singled out from a classroom of friends and neighbors