Educational Stress Scale For Adolescents Research Articles

Academic Stress and Subjective Well-Being among Adolescents on Islamic Boarding School in Rural Aceh

Subjective well-being (SWB) is something that is directly related to what a person thinks and how they feel about their life. SWB is one of the important things for adolescents, it could influence the learning process, social, and emotional relationships. However, adolescents who have low SWB will easily experience depression, fatigue and anxiety. This research aims to determine the relationship between subjective well-being and academic stress in adolescents at one of the Islamic boarding schools in Aceh, Indonesia. A cross-sectional study was conducted on adolescents in an Islamic boarding school in Aceh Province, Indonesia. There were 169 respondents were taken by using a simple random sampling technique. Data were collected using the Scale of Positive and Negative Experience (SPANE), Satisfaction with Life Scale (SWLS), and Educational Stress Scale for Adolescents (ESSA). The results of the Chi-square test analysis showed a relationship between academic stress and subjective well-being in adolescents (p-value 0.030). Therefore, academic stress is an important aspect to pay attention because it can affect adolescents' subjective well-being. It is suggested that community health centers and Islamic boarding schools to increase the involvement of adolescents in peer counsellor programs so that adolescents can have good stress management and improve stressors through health promotion.

The Relationship between Academic Performance, Peer Pressure, and Educational Stress as It Relates to High School Students’ Openness to Seeking Professional Psychological Help

Adolescents, especially high school students, are more susceptible to stress and encounter other mental health issues. This is linked to extrinsic causes like academics, family, and friends. However, previous studies have shown low rates of students seeking professional psychological help for their problems. This study investigate the relationship among factors including academic performance, educational stress, peer pressure and openness to seeking professional psychological help. We conducted this study with 471 high school students (grades 10–12) engaged. The questionnaire was based on three measurements: peer pressure short form (PPSF), educational stress scale for adolescents (ESSA), and openness to seeking professional psychological help (ATSPPH_O). The Mann-Whitney U test, Kruskal-Wallis test and The PLS-SEM method were used to evaluate this research. The results showed that: (i) students with a higher level of peer pressure have a greater openness to seeking professional psychological help; (ii) the more open to seeking professional psychological help, the higher educational stress that students got; (iii) students with a higher level of peer pressure have greater educational stress; (iv) the openness to seeking professional psychological help would mediate the relationship between peer pressure and educational stress; (v) there was a significant difference between academic performance of peer pressure. On the one hand, counselors, clinicians, and therapists must identify students who are experiencing educational stress in the context of peer pressure as vulnerable groups in need of early mental health interventions. On the other hand, educators and teachers must consider the impact of peer pressure on students' academic performance and devise appropriate teaching strategies.

ACADEMIC STRESS AND COPING SELF-EFFICACY OF SENIOR HIGH SCHOOL STUDENTS ATTENDING DISTANCE LEARNING DURING SARS-COV-2 PANDEMIC

Purpose – Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalentpsychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensityof academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the addedpressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. Withclasses transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants. Methodology – A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25. Findings – Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, andSHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = .08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strandtends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy. Significance – These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption.

Melintasi Tantangan Pendidikan Online: Dinamika Dukungan Sosial dan Reduksi Stres Akademik pada Mahasiswa Selama Pandemi COVID-19

Online learning during the Covid-19 pandemic has led to stress experienced by students worldwide affected by the outbreak. This study aims to examine the level of social support and stress in academic activities, as well as to investigate the influence of social support on the level of academic stress during online learning. The research follows a quantitative correlational approach, with a population of 410 students and a sample size of 41 from the Psychology Department at State University of Padang Campus V, Bukittinggi. Data were collected using a questionnaire with a Likert scale distributed via Google Forms. Academic stress was measured using the Educational Stress Scale for Adolescents (ESSA) developed by Sun et al., while Sarafino and Smith's theory was employed to measure the variable of social support. Data were analyzed using simple regression analysis with the assistance of SPSS version 16. The results showed a moderate level of social support and moderate levels of stress. The regression analysis revealed no significant influence of social support on academic stress during online learning for Psychology students at State University of Padang during the Covid-19 pandemic, with a significance value of 0.249; p>0.05. Several factors influencing these results include coping strategies, social conditions, and individual factors.

FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN SOCIAL MEDIA FATIGUE SELAMA PEMBELAJARAN DARING PADA MAHASISWA KEPERAWATAN

Social media fatigue is prone to be experienced by students during online learning which results in adverse effects on physical and mental health such as depression, anxiety, unstable emotions, and academic decline due to the use of social media. This study aims to determine the factors associated with social media fatigue during online learning for nursing students at Udayana University. The research design used a quantitative approach with a cross sectional study method. The research sample used probability sampling with stratified random sampling technique (n=180). Data were collected using the Educational Stress Scale for Adolescents (ESSA), Pittsburgh Sleep Quality Index (PSQI), Connor-Davidson Resilience Scale (CD-RISC) and Social Media Fatigue Scale (SMFS) questionnaires. The results showed 156 (86,7%) respondents had a moderate level of social media fatigue. The correlation test on social media fatigue shows that the respondent's characteristics have no relationship (p value of age = 0,999; gender = 1,000; GPA = 1,000). Likewise with sleep quality (p value = 0,162) and resilience (p value = 0,333). However, academic stress has a significant relationship with social media fatigue (p value = 0,001). Social media fatigue can be influenced by academic stress which causes students to tend to use social media during the learning process. Prevention of social media fatigue can be done by exercising self-control such as self-healing and using social media effectively, especially as a learning tool.

Educational Stress among Greek Adolescents: Associations between Individual, Study and School-Related Factors

Greek adolescent students experience high levels of educational stress during the school period. In this cross-sectional study, we examined various factors associated with educational stress in Greece. The study was conducted using a self-report questionnaire survey in Athens, Greece, between November 2021 and April 2022. We studied a sample of 399 students (61.9% females; 38.1% males, with a mean age of 16.3 years). We found that several factors, such as age, sex, study hours, and health status of the adolescents, were associated with the subscales of the Educational Stress Scale for Adolescents (ESSA), Adolescent Stress Questionnaire (ASQ), Rosenberg Self-Esteem Scale (RSES), and State-Trait Anxiety Inventory (STAI). Older age, female sex, family status, parental profession, and the number of study hours were positively associated with the amount of stress, anxiety and dysphoria-related symptoms reported by the students, including pressure from studying, worry about grades, and despondency. Future research studies are needed to aid specialized interventions for adolescent students to effectively deal with their academic challenges.

Reliability and Validity of the Educational Stress Scale for Adolescents (ESSA) in a Sample of Greek Students

This research outlines the initial validation of a new instrument to quantify academic stress, the Educational Stress Scale for Adolescents (ESSA). A total of 399 students (61.9% females, 38.1% males), with a mean age of 16.3 years, participated in the research protocol. Cronbach's α for the total 16-item ESSA scale was 0.878, suggesting good reliability. Cronbach's α for each one of the five components were statistically positively significant. The Greek version of the Educational Stress Scale for Adolescents (ESSA) can be utilized as a valid tool to measure the perceived educational stress in adolescents.

The Relationship Between Hardiness and Academic Stress in XII Grade Students of X Senior High School

This study aims to examine the relationship between hardiness and academic stress during the completion of the final project in XIIth grade in students of X Senior High School. This study is based on the phenomenon of academic stress in students. One of the factors that can affect a student’s academic stress level is hardiness. This study uses quantitative research techniques with correlational descriptive methods. The study was conducted on the XIIth grade students of X Senior High School in Malang, a total of 62 students. In this study, descriptive analysis was used to reveal a description of hardiness and academic stress that has been tested in general. Data collection used a modification of the Educational Stress Scale for Adolescents (ESSA) (15 items, r = .736) and a modification of The Dispositional Resilience (Hardiness) Scale (HARDY) (27 items, r = .701). To test the hypothesis a correlation test using Pearson Product Moment correlation was used. The results of the correlation test that had been carried out using the Product Moment correlation, got a significance value of .147 which is greater than the significance of .05 or a sig > .05. These results show that H0 = accepted which means there is no correlation between the hardiness variable and the academic stress variable.
 Keywords: hardiness, academic stress, student

Academic stress and depression among vietnamese adolescents: a moderated mediation model of life satisfaction and resilience.

Academic stress is rising among high school students, especially in light of the Covid-19 pandemic, such as social distancing, long-term online learning, and lack of social support. Many studies have also shown that students with high levels of academic stress have a higher risk of depression. However, very few researchers are interested in studying life satisfaction as a moderate factor for the indirect relationship between academic stress and depression. This study investigated whether life satisfaction factors moderate the indirect effect of academic stress on the depressive disorder in Vietnam adolescents. Participants include 1336 Vietnamese adolescents. Participants completed the Educational Stress Scale for Adolescents, Connor–Davidson Resilience Scale, Satisfaction with Life Scale, and Beck Depression Inventory-II. Moderated mediation analyses were conducted using the PROCESS macro to investigate the relationship among variables. In the relationship between academic stress and depressive disorder in Vietnamese adolescents, resilience is partly mediated; life satisfaction significantly moderated the indirect effect of academic stress on depressive disorder. This study suggests that depressive disorders prevention and intervention practices for adolescents need to consider enhancing resilience and life satisfaction.

Examining the relationship between academic stress and motivation toward physical education within a semester: A two-wave study with Chinese secondary school students.

The present study aimed to investigate the relationship between academic stress and motivation toward physical education (PE) through a longitudinal design with cross-lagged panel analyses. A sample of 556 Chinese secondary school students participated in the research and completed Perceived Locus of Causality Scale and Educational Stress Scale for Adolescents at the beginning of the semester and 3 months later. The results demonstrated that academic stress factors were positively related to less self-determined motivations except that worry about grades was positively related to more self-determined motivations within each time point. In addition, we found that academic stress negatively predicted more self-determined motivations but positively predicted less self-determined motivations, whereas worry about grades negatively predicted amotivation 3 months later. Meanwhile, the influence of amotivation on despondency was also found. These results suggest that academic stress can obstruct students’ participation in PE through an impact on self-determined motivation. Our findings also indicate that self-determined students in PE will seek academic achievement as well, which in turn improves students’ academic status.

Kelompok untuk menurunkan stres selama sekolah daring

During the pandemic, learning at school is delivered by online. Online schools make many students experience stress due to the burden of the lessons. During this pandemic the learning methods provided by schools are more difficult to understand. The purpose of this case study is to reduce the symptoms of stress in students by using group counseling. The assessment method uses interviews, observation, and the Educational Stress Scale for Adolescents (ESSA). The subjects in this case were 5 teenagers aged 13 to 14 years old. The subjects were junior high school students in class VII and class VIII. All subjects live together in a boarding school in Malang. Before the intervention, the stress level of the subjects was in the high category. After the intervention with group counseling decreased to a moderate level.

HUBUNGAN STRES AKADEMIK DENGAN KUALITAS TIDUR PADA MAHASISWA KEPERAWATAN UNIVERSITAS UDAYANA

Academic stress is stress related to educational activities. The cause of academic stress is the inability of individuals to make adjustments to academic demands. There are factors influence sleep quality such as academic stress. This study aimed at identifying the relationship between academic stress and sleep quality among nursing students at Udayana University. This was a quantitative correlative study using a cross-sectional design. The research sample in this study was 163 respondents who were selected by stratified random sampling technique. The independent variable of this study is academic stress while the dependent variable is sleep quality. The data were collected by the Educational Stress Scale for Adolescents (ESSA) dan Pittsburgh Sleep Quality Index (PSQI) questionnaires. The results showed 55 students (33,7%) had very high academic stress and 118 students (72,4%) had poor sleep quality. Data were analyzed using Spearman Rank correlation test. The result of the correlation test showed that there was a relationship between academic stress and sleep quality with a weak correlation and the direction of the correlation was positive (r = 0,236; p = 0,002), which means the higher the academic stress, the worse the sleep quality.

PSYCHOMETRIC PROPERTIES AND FACTOR STRUCTURE OF EDUCATIONAL STRESS SCALE FOR ADOLESCENTS IN PAKISTAN

Every human being faces stress in their life and no one can say that they did not experience it at all. With passing time, stress is becoming highly prominent among school students. In Pakistan, there is a high need of self-reported scale for adolescents. Current study was aimed to carry out Urdu translation, cross language validation and factor structure of Educational stress scale for adolescents (Urdu version). From October 2021 to November 2021, data was collected by non probability sampling technique from public schools. In total, 910 adolescents of 10 to 19 years (including male (n=454) and female adolescents (n = 456) (M=13.45, SD=1.63) were part of the main study. Findings of pilot study shown that the Educational Stress Scale for Adolescents had acceptable reliabilities (Urdu Version α = 0.85; English Version α = 0.83). Test retest correlation coefficients was computed after 15 days gap to check cross language validity that displayed correlation r = 0.86. In addition, results of confirmatory factor analysis (CFA) showed similar factor structure same as original author which was based on five factors. Results highlighted that Urdu version of the Educational stress scale for adolescents is reliable as well as valid scale for the measuring school stress among adolescents in Pakistan.

Academic Stress among High School Students During the Covid-19 Pandemic in Banda Aceh

Academic stress is a condition where there is a mismatch between the demands of the school and the student's abilities, so the students are burdened by the various school or academic needs. This article aims to describe the level of academic stress of State Senior High School 4 Banda Aceh students during the learning process during the Covid-19 pandemic. This type of research uses a descriptive-analytic method with a cross-sectional study design. The population in this study were students of SMA Negeri 4 Banda Aceh, which amounted to 542 people. The sampling technique was proportionate stratified random sampling with a total of 230 respondents. Data were taken using 2 standard questionnaires, namely the Educational Stress Scale For Adolescents (ESSA) questionnaire, which consisted of a demographic data questionnaire and a questionnaire containing 16 questions about academic stress. The results of this study showed that 161 respondents (70%) experienced high levels of academic stress and 69 respondents (30%) experienced low levels of academic stress.So, Educators are expected to reduce assignments at school, and home works to minimize academic stress on students.

The Effect of Online Learning on Academic Stress on Students

The policies carried out by the Indonesian government to reduce the number of COVID-19 cases include implementing health protocols, namely maintaining a distance so that theteaching and learning process in schools and campuses in each university uses the distancemethod as an effort to prevent the development and spread of COVID-19. Rapid and suddenchanges in the education system can cause intense academic stress on students. The purpose of this study was to determine whether online learning can affect academic pressure on students. The subjects of this study were undergraduate students from several universities, both PTN and PTS spread across Java Island, who participated in online learning as many as 237 students or participants who had filled out the online learning scale and the Educational stress scale for adolescents (ESSA). This test uses SLR (Simple Linear Regression) SPSS 20.0 for windows with the results of a simple linear regression test between online learning and academic stress, the calculated F value = 5.110 at a significance level of p = 0.027 (p < 0.01). The results show asignificant relationship between distance learning independent variable (X) and learning stressdependent variable (Y). So it can be concluded that there is an important relationship between online learning and academic stress. The implications of the results of this study are expected to be a reference for related parties to evaluate the online learning system so that it does not have an impact on increasing academic stress on students.

The Effect of Online Learning on Academic Stress on Students

The policies carried out by the Indonesian government to reduce the number of COVID-19 cases include implementing health protocols, namely maintaining a distance so that theteaching and learning process in schools and campuses in each university uses the distancemethod as an effort to prevent the development and spread of COVID-19. Rapid and suddenchanges in the education system can cause intense academic stress on students. The purpose of this study was to determine whether online learning can affect academic pressure on students. The subjects of this study were undergraduate students from several universities, both PTN and PTS spread across Java Island, who participated in online learning as many as 237 students or participants who had filled out the online learning scale and the Educational stress scale for adolescents (ESSA). This test uses SLR (Simple Linear Regression) SPSS 20.0 for windows with the results of a simple linear regression test between online learning and academic stress, the calculated F value = 5.110 at a significance level of p = 0.027 (p < 0.01). The results show asignificant relationship between distance learning independent variable (X) and learning stressdependent variable (Y). So it can be concluded that there is an important relationship between online learning and academic stress. The implications of the results of this study are expected to be a reference for related parties to evaluate the online learning system so that it does not have an impact on increasing academic stress on students.

Relationships Self-Regulation Learning and Academic Stress First Year Students at Faculty of Nursing University of Jember

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate analysis using Kendall tau b correlation (α <0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α < 0.05) and t = - 0.150. This study found that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self-regulation learning process as an effort to deal with various problems during the lecture period.

Academic stress in adolescent students of an islamic-based school: the correlation with parenting style and spirituality.

BackgroundAdolescents are vulnerable to experiencing academic stress because of exams and their expectations about their careers. Proper parenting styles from parents can reduce students’ academic stress. Also, Islamic-based schools develop youth spirituality so it can reduce academic stress. This study aimed to identify the correlation of parenting styles and spirituality with academic stress in adolescent students of an Islamic-based school.Design and MethodsThe study was used descriptive correlative with a cross-sectional approach. Data was collected online started from April 3rd to May 10th, 2020, with 109 respondents of the 12th-grade senior student at Islamic-based high school MAN Jakarta Timur. Respondents were selected by simple random sampling. This study used the Parental Care Style Questionnaire, the Spiritual Involvement and Beliefs Scale, and the Educational Stress Scale for Adolescents. Data were analysed using the Pearson correlation analysis (CI 95%).ResultsThere was a significant negative correlation between the democratic parenting style and academic stress level (p=0.000). There was a negative correlation between spirituality level and academic stress level (p=0.000).ConclusionsThis study suggests the parents use the democratic parenting style by encouraging and giving comfort to their children to be open to their parents about academic problems. Islamic-based schools should carry out routine religious programs, such as reading the Qur'an every day before classes start.

Group Counseling to Reduce Academic Stress in Senior High School Students

The objective of the study is to determine the effect of group counseling on academic stress of senior high school students. Academic stress is a student's response to academic demands that cannot be prevented, avoided or controlled. Respondents in this study were four senior high school students who had high academic stress scores. This study used a quasi-experimental one-group pretest-posttest design. Researchers measured respondents' academic scores before and after the group counseling was given. Researchers used the Educational Stress Scale for Adolescents (ESSA) to measure the academic stress of respondents. The treatment given, which was group counseling, was given in five sessions. Researchers used anava repeated measures to analyze the data. From the statistical analysis conducted, it can be concluded that group counseling has a significant effect on reducing the academic stress of the research respondents. From the results of this study, researchers suggest that group counseling is effective for reducing academic stress in senior high school students.

Bruxism, Related Factors and Oral Health-Related Quality of Life Among Vietnamese Medical Students.

Although bruxism is a common issue with a high prevalence, there has been a lack of epidemiological data about bruxism in Vietnam. This cross-sectional study aimed to determine the prevalence and associated factors of bruxism and its impact on oral health-related quality of life among Vietnamese medical students. Bruxism was assessed by the Bruxism Assessment Questionnaire. Temporomandibular disorders were clinically examined followed by the Diagnostic Criteria for Temporomandibular Disorders Axis I. Perceived stress, educational stress, and oral health-related quality of life were assessed using the Vietnamese version of Perceived Stress Scale 10, the Vietnamese version of the Educational Stress Scale for Adolescents, and the Vietnamese version of the 14-item Oral Health Impact Profile, respectively. The prevalence of bruxism, sleep bruxism, awake bruxism, and both conditions in Vietnamese medical students were 51.2%, 38.2%, 23.4%, and 10.4% respectively. Stress, temporomandibular joint pain, masticatory muscle pain, and tooth attrition were associated with the presence of bruxism. Vietnamese medical students were negatively affected by bruxism in terms of oral health-related quality of life.