scholarly journals Academic hardiness as a mediator for the relationship between school belonging and academic stress

2020 ◽  
Vol 57 (5) ◽  
pp. 823-832
Author(s):  
Abbas Abdollahi ◽  
Sana Panahipour ◽  
Mahnaz Akhavan Tafti ◽  
Kelly A. Allen
Keyword(s):  
School Belonging ◽  
Academic Stress ◽  
Academic Hardiness ◽  
The Relationship

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

The Reciprocal Longitudinal Relationship Between the Parent-Adolescent Relationship and Academic Stress in Korea

2013 ◽  
Vol 41 (9) ◽  
pp. 1519-1531 ◽  
Author(s):  
Eunkyung Kim ◽  
Mijin Lee
Keyword(s):  
Academic Stress ◽  
Longitudinal Survey ◽  
Panel Survey ◽  
Korean Culture ◽  
Direction Of Causation ◽  
Korean Youth ◽  
Adolescent Relationship ◽  
The Relationship

We explored the direction of causation and the longitudinal significance of the relationship between the parent-adolescent relationship and adolescent academic stress. We analyzed responses from the Korean Youth Panel Survey (KYPS), a longitudinal survey that has taken place over 5 years. Just over 2,400 valid responses were analyzed using autoregressive cross-lagged modeling. The results revealed that the parent-adolescent relationship and academic stress experienced by students during 1 year were significant predictors of the levels of stress felt in subsequent years. The central finding in this study was that the closer the parent-adolescent relationship, the greater was the intensity of the adolescents' academic stress. We posited possible explanations for these findings in the context of Korean culture.

Undergraduate Prescription Stimulant Misuse and Academic Strain: The Role of College Major and Graduate School Plans

2019 ◽  
Vol 49 (4) ◽  
pp. 756-771 ◽  
Author(s):  
Lauren B. Norman ◽  
Jason A. Ford
Keyword(s):  
College Major ◽  
Postgraduate Education ◽  
Academic Stress ◽  
Future Research ◽  
Prescription Stimulants ◽  
Prescription Stimulant Misuse ◽  
Education Plans ◽  
School Plans ◽  
The Relationship

The literature has shown that undergraduates engage in the misuse of prescription stimulants in large part to meet academic demands and as an attempt to alleviate academic stress. The current study examined the relationship between misusing prescription stimulants for academic purposes and academic strains (academic stress, grade strain, and academic impediments) to determine whether prescription stimulant misuse (PSM) and the types of academic strains experienced by undergraduates differed based on their college major and postgraduate education plans. We utilized survey data that had been collected from 924 students at a large southeastern university in 2014, which specifically assessed for PSM. Results indicated significant differences in the misuse of prescription stimulants based on the types of academic strains experienced, college major, and postgraduate education plans. Implications and suggestions for future research are discussed.

Emotional Engagement and School Adjustment in Late Childhood: The Relationship between School Liking and School Belonging in Japan

2014 ◽  
Vol 114 (2) ◽  
pp. 496-508 ◽  
Author(s):  
Yuko Honma ◽  
Ichiro Uchiyama
Keyword(s):  
School Adjustment ◽  
Emotional Adjustment ◽  
School Belonging ◽  
Emotional Engagement ◽  
Late Childhood ◽  
Japanese Children ◽  
School Work ◽  
Grade 5 ◽  
School Liking ◽  
The Relationship

This study examined the relationship between school adjustment and emotional engagement in late childhood. Participants were Grade 5 and 6 Japanese children ( N = 304; 164 boys, 200 girls). The School Liking and Avoidance Questionnaire (SLAQ) was used to measure children's emotional adjustment to school. The School Adjustment Scale, which was used to assess emotional engagement, consists of four factors: “friendships,” “school work,” “teacher–child relationships,” and “school in general.” The last factor was used to measure school belonging.

The Relationship between Emotion Regulation, School Belonging, and Psychosocial Difficulties among Adolescents with Specific Learning Disorder

2020 ◽  
Author(s):  
Daphne Kopelman-Rubin ◽  
Alana Siegel ◽  
Noa Weiss ◽  
Inna Kats-Gold
Keyword(s):  
Emotion Regulation ◽  
Public Schools ◽  
School Belonging ◽  
Learning Disorder ◽  
Specific Learning Disorder ◽  
Sense Of School Belonging ◽  
Eighth Grade Students ◽  
Psychosocial Difficulties ◽  
The Relationship ◽  
Specific Learning

Abstract This study explores the relationship between emotion regulation and psychosocial difficulties among adolescents with a specific learning disorder (SLD) and examines the role of the sense of school belonging in this connection. Participants were 249 seventh- and eighth-grade students diagnosed with SLD (146 boys, 103 girls) from 11 urban public schools. The analysis indicated that the total effect of students’ emotion regulation on the degree of psychosocial difficulties was significant: the better the students’ ability to regulate emotions, the lower their degree of psychosocial difficulties. This association was significantly mediated by a student’s sense of school belonging. Furthermore, the better the student’s ability to regulate emotions, the higher their sense of school belonging, which was in turn linked with fewer psychosocial difficulties. The article concludes with a discussion of theoretical and applied implications of the findings.

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