Skip to main content
Top
Gepubliceerd in:

16-03-2020 | Article

Academic Stress in the Final Years of School: A Systematic Literature Review

Auteurs: Viviana M. Wuthrich, Tess Jagiello, Vanessa Azzi

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 6/2020

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Heightened academic stress in the final years of schooling is a common concern, yet little is known about how stress changes over time and what individual, school and family factors are associated with distress. We conducted a systematic review to examine the nature of distress in students in their final two years of secondary school. Sixty studies were eligible for inclusion. The main findings indicated severity of distress differed across the 17 countries sampled and measures used. There was some consistencies suggesting about 1 in 6 students experienced excessive distress. Female gender and anxiety proneness were consistently associated with increased distress, and freedom from negative cognitions with reduced distress. There was some evidence that individual characteristics (perfectionism, avoidance, coping, self-efficacy, resilience), lifestyle (sleep, homework), school, family and peer connectedness were associated with distress. Overall at-risk students can be predicted by theoretical models of anxiety and distress targeted with psychological interventions.
Literatuur
1.
go back to reference Huan VS, See YL, Ang RP, Har CW (2008) The impact of adolescent concerns on their academic stress. Educ Rev 60(2):169–178 Huan VS, See YL, Ang RP, Har CW (2008) The impact of adolescent concerns on their academic stress. Educ Rev 60(2):169–178
2.
go back to reference Ivancic L, Perrens B, Fildes J, Perry Y, Christensen H (2014) Youth mental health report. Mission Australia and Black Dog Institute, AU Ivancic L, Perrens B, Fildes J, Perry Y, Christensen H (2014) Youth mental health report. Mission Australia and Black Dog Institute, AU
3.
go back to reference McGraw K, Moore S, Fuller A, Bates G (2008) Family, peer and school connectedness in final year secondary school students. Aust Psychol 43(1):27–37 McGraw K, Moore S, Fuller A, Bates G (2008) Family, peer and school connectedness in final year secondary school students. Aust Psychol 43(1):27–37
4.
go back to reference Dewald JF, Meijer AM, Oort FJ, Kerkhof GA, Bogels SM (2014) Adolescents' sleep in low-stress and high-stress (exam) times: a prospective quasi-experiment. Behav Sleep Med 12(6):493–506PubMed Dewald JF, Meijer AM, Oort FJ, Kerkhof GA, Bogels SM (2014) Adolescents' sleep in low-stress and high-stress (exam) times: a prospective quasi-experiment. Behav Sleep Med 12(6):493–506PubMed
5.
go back to reference Putwain D, Daly A (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educ Stud 40(5):554–570 Putwain D, Daly A (2014) Test anxiety prevalence and gender differences in a sample of English secondary school students. Educ Stud 40(5):554–570
6.
go back to reference Leonard NR, Gwadz MV, Ritchie A, Linick JL, Cleland CM, Elliott L, Grethel M (2015) A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Front Psychol 6:1028–1044PubMedPubMedCentral Leonard NR, Gwadz MV, Ritchie A, Linick JL, Cleland CM, Elliott L, Grethel M (2015) A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools. Front Psychol 6:1028–1044PubMedPubMedCentral
7.
go back to reference Chamberlain S, Daly AL, Spalding V (2011) The fear factor: students’ experiences of test anxiety when taking A-level examinations. Pastor Care Educ 29(3):193–205 Chamberlain S, Daly AL, Spalding V (2011) The fear factor: students’ experiences of test anxiety when taking A-level examinations. Pastor Care Educ 29(3):193–205
8.
go back to reference Putwain D (2009) Assessment and examination stress in Key Stage 4. Br Educ Res J 35(3):391–411 Putwain D (2009) Assessment and examination stress in Key Stage 4. Br Educ Res J 35(3):391–411
9.
go back to reference Robinson JA, Alexander DJ, Gradisar MS (2009) Preparing for Year 12 examinations: predictors of psychological distress and sleep. Aust J Psychol 61(2):59–68 Robinson JA, Alexander DJ, Gradisar MS (2009) Preparing for Year 12 examinations: predictors of psychological distress and sleep. Aust J Psychol 61(2):59–68
10.
go back to reference Putwain D, Daly A, Chamberlain S, Sadreddini S (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. Brit J Educ Stud 85(3):247–263 Putwain D, Daly A, Chamberlain S, Sadreddini S (2015) Academically buoyant students are less anxious about and perform better in high-stakes examinations. Brit J Educ Stud 85(3):247–263
11.
go back to reference Spielberger CD (1980) Preliminary professional manual for the Test Anxiety Inventory. Consulting Psychologists Press, Palo Alto Spielberger CD (1980) Preliminary professional manual for the Test Anxiety Inventory. Consulting Psychologists Press, Palo Alto
12.
go back to reference King NJ, Ollendick TH, Prins PJ (2000) Test-anxious children and adolescents: psychopathology, cognition, and psychophysiological reactivity. Behav Chang 17(3):134–142 King NJ, Ollendick TH, Prins PJ (2000) Test-anxious children and adolescents: psychopathology, cognition, and psychophysiological reactivity. Behav Chang 17(3):134–142
13.
go back to reference Putwain D (2008) Deconstructing test anxiety. Emot Behav Difficult 13(2):141–155 Putwain D (2008) Deconstructing test anxiety. Emot Behav Difficult 13(2):141–155
14.
go back to reference Gross C, Hen R (2004) The developmental origins of anxiety. Nat Rev Neurosci 5(7):545–552PubMed Gross C, Hen R (2004) The developmental origins of anxiety. Nat Rev Neurosci 5(7):545–552PubMed
15.
go back to reference Weems CF (2008) Developmental trajectories of childhood anxiety: Identifying continuity and change in anxious emotion. Dev Rev 28(4):488–502 Weems CF (2008) Developmental trajectories of childhood anxiety: Identifying continuity and change in anxious emotion. Dev Rev 28(4):488–502
16.
go back to reference Rapee RM (2001) The development of generalized anxiety. In: Vasey MW, Dadds MR (eds) The developmental psychopathology of anxiety. Oxford University Press, New York Rapee RM (2001) The development of generalized anxiety. In: Vasey MW, Dadds MR (eds) The developmental psychopathology of anxiety. Oxford University Press, New York
17.
go back to reference Spence SH, Rapee RM (2016) The etiology of social anxiety disorder: an evidence-based model. Behav Res Ther 86:50–67PubMed Spence SH, Rapee RM (2016) The etiology of social anxiety disorder: an evidence-based model. Behav Res Ther 86:50–67PubMed
18.
go back to reference Moher D, Liberati A, Tetzlaff J, Altman DG (2009) Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med 151(4):264–269PubMed Moher D, Liberati A, Tetzlaff J, Altman DG (2009) Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Ann Intern Med 151(4):264–269PubMed
21.
go back to reference Hodge GM, McCormick J, Elliott R (1997) Examination-induced distress in a public examination at the completion of secondary schooling. Brit J Educ Psychol 67(2):185–197PubMed Hodge GM, McCormick J, Elliott R (1997) Examination-induced distress in a public examination at the completion of secondary schooling. Brit J Educ Psychol 67(2):185–197PubMed
22.
go back to reference Smith L, Sinclair KE (2000) Transforming the HSC: affective implications. Change 3(2):67–79 Smith L, Sinclair KE (2000) Transforming the HSC: affective implications. Change 3(2):67–79
23.
go back to reference Akca F (2011) The relationship between test anxiety and learned helplessness. Soc Behav Pers 39(1):101–111 Akca F (2011) The relationship between test anxiety and learned helplessness. Soc Behav Pers 39(1):101–111
24.
go back to reference Guner-Kucukkaya P, Isik I (2010) Predictors of psychiatric symptom scores in a sample of Turkish high school students. Nurse Health Sci 12(4):429–436 Guner-Kucukkaya P, Isik I (2010) Predictors of psychiatric symptom scores in a sample of Turkish high school students. Nurse Health Sci 12(4):429–436
25.
go back to reference Moulds JD (2003) Stress manifestation in high school students: an Australian sample. Psychol Schools 40(4):391–402 Moulds JD (2003) Stress manifestation in high school students: an Australian sample. Psychol Schools 40(4):391–402
26.
go back to reference Wilkinson-Lee AM, Zhang Q, Nuno VL, Wilhelm MS (2011) Adolescent emotional distress: the role of family obligations and school connectedness. J Youth Adolesc 40(2):221–230PubMed Wilkinson-Lee AM, Zhang Q, Nuno VL, Wilhelm MS (2011) Adolescent emotional distress: the role of family obligations and school connectedness. J Youth Adolesc 40(2):221–230PubMed
27.
go back to reference Cunha M, Paiva MJ (2012) Text anxiety in adolescents: the role of self-criticism and acceptance and mindfulness skills. Span J Psychol 15(2):533–543PubMed Cunha M, Paiva MJ (2012) Text anxiety in adolescents: the role of self-criticism and acceptance and mindfulness skills. Span J Psychol 15(2):533–543PubMed
28.
go back to reference Locker J, Cropley M (2004) Anxiety, depression and self-esteem in secondary school children. Sch Psychol Int 25(3):333–345 Locker J, Cropley M (2004) Anxiety, depression and self-esteem in secondary school children. Sch Psychol Int 25(3):333–345
29.
go back to reference Einstein DA, Lovibond PF, Gaston JE (2000) Relationship between perfectionism and emotional symptoms in an adolescent sample. Aust J Psychol 52(2):89–93 Einstein DA, Lovibond PF, Gaston JE (2000) Relationship between perfectionism and emotional symptoms in an adolescent sample. Aust J Psychol 52(2):89–93
30.
go back to reference Lay CH, Edwards JM, Parker JD, Endler NS (1989) An assessment of appraisal, anxiety, coping, and procrastination during an examination period. Eur J Person 3(3):195–208 Lay CH, Edwards JM, Parker JD, Endler NS (1989) An assessment of appraisal, anxiety, coping, and procrastination during an examination period. Eur J Person 3(3):195–208
31.
go back to reference Peluso MA, Savalli C, Curi M, Gorenstein C, Andrade LH (2010) Mood changes in the course of preparation for the Brazilian university admission exam—a longitudinal study. Rev Bras Psiquitr 32(1):30–36 Peluso MA, Savalli C, Curi M, Gorenstein C, Andrade LH (2010) Mood changes in the course of preparation for the Brazilian university admission exam—a longitudinal study. Rev Bras Psiquitr 32(1):30–36
32.
go back to reference Smith L, Sinclair KE, Chapman ES (2002) Students' goals, self-efficacy, self-handicapping, and negative affective responses: an Australian senior school student study. Contemp Educ Psychol 27(3):471–485 Smith L, Sinclair KE, Chapman ES (2002) Students' goals, self-efficacy, self-handicapping, and negative affective responses: an Australian senior school student study. Contemp Educ Psychol 27(3):471–485
33.
go back to reference Yeni Palabiyik P (2014) A study of Turkish high school students' burnout and proficiency levels in relation to their sex. Novitas-ROYAL 8(2):169–177 Yeni Palabiyik P (2014) A study of Turkish high school students' burnout and proficiency levels in relation to their sex. Novitas-ROYAL 8(2):169–177
34.
go back to reference Lovibond S, Lovibond P (1995) Manual for the depression anxiety stress scales. Psychology Foundation of Australia, Sydney Lovibond S, Lovibond P (1995) Manual for the depression anxiety stress scales. Psychology Foundation of Australia, Sydney
35.
go back to reference Watson D, Clark LA, Tellegen A (1988) Development and validation of brief measures of positive and negative affect: the PANAS scales. J Pers Soc Psychol 54(6):1063–1070PubMed Watson D, Clark LA, Tellegen A (1988) Development and validation of brief measures of positive and negative affect: the PANAS scales. J Pers Soc Psychol 54(6):1063–1070PubMed
36.
go back to reference Kovacs M (1985) The children's depression inventory (CDI). Psychopharmacol Bull 21:995–998PubMed Kovacs M (1985) The children's depression inventory (CDI). Psychopharmacol Bull 21:995–998PubMed
37.
go back to reference Reynolds CR, Richmond BO (1978) What I think and feel: a revised measure of children's manifest anxiety. J Abnorm Child Psychol 6(2):271–280PubMed Reynolds CR, Richmond BO (1978) What I think and feel: a revised measure of children's manifest anxiety. J Abnorm Child Psychol 6(2):271–280PubMed
38.
go back to reference Rosenberg M (1965) Society and the adolescent self-image. Princeton University Press, New Jersey Rosenberg M (1965) Society and the adolescent self-image. Princeton University Press, New Jersey
39.
go back to reference Szafranski DD, Barrera TL, Norton PJ (2012) Test anxiety inventory: 30 years later. Anxiety Stress Coping 25(6):667–677PubMed Szafranski DD, Barrera TL, Norton PJ (2012) Test anxiety inventory: 30 years later. Anxiety Stress Coping 25(6):667–677PubMed
40.
go back to reference Szabó M (2010) The short version of the Depression Anxiety Stress Scales (DASS-21): factor structure in a young adolescent sample. J Adolesc 33(1):1–8PubMed Szabó M (2010) The short version of the Depression Anxiety Stress Scales (DASS-21): factor structure in a young adolescent sample. J Adolesc 33(1):1–8PubMed
41.
go back to reference Willemsen J, Markey S, Declercq F, Vanhuele S (2011) Negative emotionality in a large community sample of adolescents: the factor structure and measurement invariance of the short version of the depression anxiety stress scales (DASS-21). Stress Health 27(3):120–128 Willemsen J, Markey S, Declercq F, Vanhuele S (2011) Negative emotionality in a large community sample of adolescents: the factor structure and measurement invariance of the short version of the depression anxiety stress scales (DASS-21). Stress Health 27(3):120–128
42.
go back to reference Patrick J, Dyck M, Bramston P (2010) Depression Anxiety Stress Scale: is it valid for children and adolescents? J Clin Psychol 66(9):996–1007PubMed Patrick J, Dyck M, Bramston P (2010) Depression Anxiety Stress Scale: is it valid for children and adolescents? J Clin Psychol 66(9):996–1007PubMed
43.
go back to reference Lin HJ, Yusoff MS (2013) Psychological distress, sources of stress and coping strategy in high school students. Int Med J 20(6):672–676 Lin HJ, Yusoff MS (2013) Psychological distress, sources of stress and coping strategy in high school students. Int Med J 20(6):672–676
44.
go back to reference Goldberg DP (1972) The detection of psychiatric illness by questionnaire. London University Press, London Goldberg DP (1972) The detection of psychiatric illness by questionnaire. London University Press, London
45.
go back to reference Spitzer RL, Kroenke K, Williams JB, Group P (1999) Validation and utility of a self-report version of PRIME-MD: the PHQ primary care study. J Am Med Assoc 282(18):1737–1744 Spitzer RL, Kroenke K, Williams JB, Group P (1999) Validation and utility of a self-report version of PRIME-MD: the PHQ primary care study. J Am Med Assoc 282(18):1737–1744
46.
go back to reference Beck AT, Rush AJ, Shaw BF, Emery G (1979) Cognitive therapy of depression. Guilford, New York Beck AT, Rush AJ, Shaw BF, Emery G (1979) Cognitive therapy of depression. Guilford, New York
47.
go back to reference Yildirim I, Ergene T, Munir K (2007) High rates of depressive symptoms among senior high school students preparing for National University Entrance Examination in Turkey. IJSD 4(2):35–44PubMed Yildirim I, Ergene T, Munir K (2007) High rates of depressive symptoms among senior high school students preparing for National University Entrance Examination in Turkey. IJSD 4(2):35–44PubMed
48.
go back to reference Lee M, Larson R (2000) The Korean "Examination Hell": long hours of studying, distress, and depression. J Youth Adolesc 29(2):249–271 Lee M, Larson R (2000) The Korean "Examination Hell": long hours of studying, distress, and depression. J Youth Adolesc 29(2):249–271
49.
go back to reference Putwain D (2008) Do examinations stakes moderate the test anxiety–examination performance relationship? Educ Psychol 28(2):109–118 Putwain D (2008) Do examinations stakes moderate the test anxiety–examination performance relationship? Educ Psychol 28(2):109–118
50.
go back to reference Putwain D (2008) Test anxiety and GCSE performance: the effect of gender and socio-economic background. EPIP 24(4):319–334 Putwain D (2008) Test anxiety and GCSE performance: the effect of gender and socio-economic background. EPIP 24(4):319–334
51.
go back to reference von der Embse NP, Witmer SE (2014) High-stakes accountability: student anxiety and large-scale testing. J Appl Sch Psychol 30(2):132–156 von der Embse NP, Witmer SE (2014) High-stakes accountability: student anxiety and large-scale testing. J Appl Sch Psychol 30(2):132–156
52.
go back to reference Putwain D (2007) Test anxiety in UK schoolchildren: prevalence and demographic patterns. Brit J Educ Psychol 77:579–593PubMed Putwain D (2007) Test anxiety in UK schoolchildren: prevalence and demographic patterns. Brit J Educ Psychol 77:579–593PubMed
53.
go back to reference Byrne B (2000) Relationships between anxiety, fear, self-esteem, and coping strategies in adolescence. J Adolesc 35(137):201–215 Byrne B (2000) Relationships between anxiety, fear, self-esteem, and coping strategies in adolescence. J Adolesc 35(137):201–215
54.
go back to reference Chukwuorji JC, Nwonyi SK (2015) Test anxiety: contributions of gender, age, parent's occupation and self-esteem among secondary school students in Nigeria. J Psychol Afr 25(1):60–64 Chukwuorji JC, Nwonyi SK (2015) Test anxiety: contributions of gender, age, parent's occupation and self-esteem among secondary school students in Nigeria. J Psychol Afr 25(1):60–64
55.
go back to reference Ünal-Karagüven MH (2015) Demographic factors and communal mastery as predictors of academic motivation and test anxiety. J Educ Train Stud 3(3):1–12 Ünal-Karagüven MH (2015) Demographic factors and communal mastery as predictors of academic motivation and test anxiety. J Educ Train Stud 3(3):1–12
56.
go back to reference Erzen E, Odacı H (2016) The effect of the attachment styles and self-efficacy of adolescents preparing for university entrance tests in Turkey on predicting test anxiety. Educ Psychol 36(10):1728–1741 Erzen E, Odacı H (2016) The effect of the attachment styles and self-efficacy of adolescents preparing for university entrance tests in Turkey on predicting test anxiety. Educ Psychol 36(10):1728–1741
57.
go back to reference Karatas H, Alci B, Aydin H (2013) Correlation among high school senior students' test anxiety, academic performance and points of University Entrance Exam. Educ Res Rev 8(13):919–926 Karatas H, Alci B, Aydin H (2013) Correlation among high school senior students' test anxiety, academic performance and points of University Entrance Exam. Educ Res Rev 8(13):919–926
58.
go back to reference Liu YY (2012) Students' perceptions of school climate and trait test anxiety. Psychol Rep 111(3):761–764PubMed Liu YY (2012) Students' perceptions of school climate and trait test anxiety. Psychol Rep 111(3):761–764PubMed
59.
go back to reference Lushington K, Wilson A, Biggs S, Dollman J, Martin J, Kennedy D (2015) Culture, extracurricular activity, sleep habits, and mental health: a comparison of senior high school Asian-Australian and Caucasian-Australian adolescents. Int J Ment Health 44(1–2):139–157 Lushington K, Wilson A, Biggs S, Dollman J, Martin J, Kennedy D (2015) Culture, extracurricular activity, sleep habits, and mental health: a comparison of senior high school Asian-Australian and Caucasian-Australian adolescents. Int J Ment Health 44(1–2):139–157
60.
go back to reference Rahafar A, Maghsudloo M, Farhangnia S, Vollmer C, Randler C (2016) The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students. Chronobiol Int 33(1):1–9PubMed Rahafar A, Maghsudloo M, Farhangnia S, Vollmer C, Randler C (2016) The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students. Chronobiol Int 33(1):1–9PubMed
61.
go back to reference Ringeisen T, Buchwald P (2010) Test anxiety and positive and negative emotional states during an examination. Special Issue Test Anxiety 14(4):431–447 Ringeisen T, Buchwald P (2010) Test anxiety and positive and negative emotional states during an examination. Special Issue Test Anxiety 14(4):431–447
62.
go back to reference Sari SA, Bilek G, Celik E (2018) Test anxiety and self-esteem in senior high school students: a cross-sectional study. Nord J Psychiatry 72(2):84–88PubMed Sari SA, Bilek G, Celik E (2018) Test anxiety and self-esteem in senior high school students: a cross-sectional study. Nord J Psychiatry 72(2):84–88PubMed
63.
go back to reference Yildirim I, Ergene T, Munir K (2007) Academic achievement, perfectionism and social support as predictors of test anxiety. Hacet U J Educ 34:287–296 Yildirim I, Ergene T, Munir K (2007) Academic achievement, perfectionism and social support as predictors of test anxiety. Hacet U J Educ 34:287–296
64.
go back to reference Manley MJ, Rosemier RA (1972) Developmental trends in general and test anxiety among junior and senior high school students. J Genet Psychol 120(2):219–226PubMed Manley MJ, Rosemier RA (1972) Developmental trends in general and test anxiety among junior and senior high school students. J Genet Psychol 120(2):219–226PubMed
65.
go back to reference Christensen H (1979) Test anxiety and academic achievement in high school students. Percept Mot Ski 49(2):648 Christensen H (1979) Test anxiety and academic achievement in high school students. Percept Mot Ski 49(2):648
66.
go back to reference Aysan F, Thompson D, Hamarat E (2001) Test anxiety, coping strategies, and perceived health in a group of high school students: a Turkish sample. J Genet Psychol 162(4):402–411PubMed Aysan F, Thompson D, Hamarat E (2001) Test anxiety, coping strategies, and perceived health in a group of high school students: a Turkish sample. J Genet Psychol 162(4):402–411PubMed
67.
go back to reference Merikangas KR, He J, Burstein M, Swanson SA, Avenevoli S, Cui L et al (2010) Lifetime prevalence of mental disorders in US adolescents: results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). J Am Acad Child Adolesc Psychiatry 49(10):980–989PubMedPubMedCentral Merikangas KR, He J, Burstein M, Swanson SA, Avenevoli S, Cui L et al (2010) Lifetime prevalence of mental disorders in US adolescents: results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). J Am Acad Child Adolesc Psychiatry 49(10):980–989PubMedPubMedCentral
68.
go back to reference Lawrence D, Johnson S, Hafekost J, Boterhoven de Haan K, Sawyer M, Ainley J et al (2015) The mental health of children and adolescents: Report on the second Australian child and adolescent survey of mental health and wellbeing. Australian Government Department of Health, Canberra Lawrence D, Johnson S, Hafekost J, Boterhoven de Haan K, Sawyer M, Ainley J et al (2015) The mental health of children and adolescents: Report on the second Australian child and adolescent survey of mental health and wellbeing. Australian Government Department of Health, Canberra
69.
go back to reference Chin E, Williams MW, Taylor JE, Harvey ST (2017) The influence of negative affect on test anxiety and academic performance: an examination of the tripartite model of emotions. Learn Individ Differ 54:1–8 Chin E, Williams MW, Taylor JE, Harvey ST (2017) The influence of negative affect on test anxiety and academic performance: an examination of the tripartite model of emotions. Learn Individ Differ 54:1–8
70.
go back to reference Segool NK, von der Embse NP, Mata AD, Gallant J (2014) Cognitive behavioral model of test anxiety in a high-stakes context: an exploratory study. School Ment Health 6(1):50–61 Segool NK, von der Embse NP, Mata AD, Gallant J (2014) Cognitive behavioral model of test anxiety in a high-stakes context: an exploratory study. School Ment Health 6(1):50–61
71.
go back to reference Sarason IG (1963) Test anxiety and intellectual performance. J Abnorm Soc Psychol 66(1):73–75PubMed Sarason IG (1963) Test anxiety and intellectual performance. J Abnorm Soc Psychol 66(1):73–75PubMed
72.
go back to reference McCann SJ, Meen KS (1984) Anxiety, ability, and academic achievement. J Soc Psychol 124(2):257–258PubMed McCann SJ, Meen KS (1984) Anxiety, ability, and academic achievement. J Soc Psychol 124(2):257–258PubMed
73.
go back to reference Çırak Y (2016) University entrance exams from the perspective of senior high school students. J Educ Train Stud 4(9):177–185 Çırak Y (2016) University entrance exams from the perspective of senior high school students. J Educ Train Stud 4(9):177–185
74.
go back to reference Kouzma NM, Kennedy GA (2004) Self-reported sources of stress in senior high school students. Psychol Rep 94(1):314–316PubMed Kouzma NM, Kennedy GA (2004) Self-reported sources of stress in senior high school students. Psychol Rep 94(1):314–316PubMed
75.
go back to reference Putwain D (2011) How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? Int J Qual Stud Educ 24(6):717–731 Putwain D (2011) How is examination stress experienced by secondary students preparing for their General Certificate of Secondary Education examinations and how can it be explained? Int J Qual Stud Educ 24(6):717–731
76.
go back to reference Schmidt S, Tinti C, Levine LJ, Testa S (2010) Appraisals, emotions and emotion regulation: an integrative approach. Motiv Emot 34(1):63–72PubMedPubMedCentral Schmidt S, Tinti C, Levine LJ, Testa S (2010) Appraisals, emotions and emotion regulation: an integrative approach. Motiv Emot 34(1):63–72PubMedPubMedCentral
77.
go back to reference Smyth E, Banks J (2012) High stakes testing and student perspectives on teaching and learning in the Republic of Ireland. Educ Assess Eval Acc 24(4):283–306 Smyth E, Banks J (2012) High stakes testing and student perspectives on teaching and learning in the Republic of Ireland. Educ Assess Eval Acc 24(4):283–306
78.
go back to reference Liebert RM, Morris LW (1967) Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychol Rep 20(3):975–978PubMed Liebert RM, Morris LW (1967) Cognitive and emotional components of test anxiety: a distinction and some initial data. Psychol Rep 20(3):975–978PubMed
79.
go back to reference Putwain D, Connors L, Symes W (2010) Do cognitive distortions mediate the test anxiety–examination performance relationship? Educ Psychol 30(1):11–26 Putwain D, Connors L, Symes W (2010) Do cognitive distortions mediate the test anxiety–examination performance relationship? Educ Psychol 30(1):11–26
80.
go back to reference Sud A, Sujata (2006) Academic performance in relation to self-handicapping, test anxiety and study habits of high school children. Psychol Stud 51(4):304–309 Sud A, Sujata (2006) Academic performance in relation to self-handicapping, test anxiety and study habits of high school children. Psychol Stud 51(4):304–309
81.
go back to reference Putwain D, Daly A, Chamberlain S, Sadreddini S (2016) ‘Sink or swim’: buoyancy and coping in the cognitive test anxiety—academic performance relationship. Educ Psychol 36(10):1807–1825 Putwain D, Daly A, Chamberlain S, Sadreddini S (2016) ‘Sink or swim’: buoyancy and coping in the cognitive test anxiety—academic performance relationship. Educ Psychol 36(10):1807–1825
82.
go back to reference Putwain D, Aveyard B (2018) Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance? Sch Psychol Q 33(1):65–74PubMed Putwain D, Aveyard B (2018) Is perceived control a critical factor in understanding the negative relationship between cognitive test anxiety and examination performance? Sch Psychol Q 33(1):65–74PubMed
83.
go back to reference Frost RO, Marten P, Lahart C, Rosenblate R (1990) The dimensions of perfectionism. Cogn Ther Res 14(5):449–468 Frost RO, Marten P, Lahart C, Rosenblate R (1990) The dimensions of perfectionism. Cogn Ther Res 14(5):449–468
84.
go back to reference Hewitt PL, Flett GL (1991) Perfectionism in the self and social contexts: conceptualization, assessment, and association with psychopathology. J Pers Soc Psychol 60(3):456–470PubMed Hewitt PL, Flett GL (1991) Perfectionism in the self and social contexts: conceptualization, assessment, and association with psychopathology. J Pers Soc Psychol 60(3):456–470PubMed
85.
go back to reference Flett GL, Panico T, Hewitt PL (2011) Perfectionism, type A behavior, and self-efficacy in depression and health symptoms among adolescents. Curr Psychol 30(2):105–116 Flett GL, Panico T, Hewitt PL (2011) Perfectionism, type A behavior, and self-efficacy in depression and health symptoms among adolescents. Curr Psychol 30(2):105–116
86.
go back to reference Eum K, Rice KG (2011) Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety Stress Coping 24(2):167–178PubMed Eum K, Rice KG (2011) Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety Stress Coping 24(2):167–178PubMed
87.
go back to reference Putwain D, Connors L, Symes W, Douglas-Osborn E (2012) Is academic buoyancy anything more than adaptive coping? Anxiety Stress Coping 25(3):349–358PubMed Putwain D, Connors L, Symes W, Douglas-Osborn E (2012) Is academic buoyancy anything more than adaptive coping? Anxiety Stress Coping 25(3):349–358PubMed
88.
go back to reference Compas BE, Jaser SS, Bettis AH, Watson KH, Gruhn MA, Dunbar JP et al (2017) Coping, emotion regulation, and psychopathology in childhood and adolescence: a meta-analysis and narrative review. Psychol Bull 143(9):939–991PubMedPubMedCentral Compas BE, Jaser SS, Bettis AH, Watson KH, Gruhn MA, Dunbar JP et al (2017) Coping, emotion regulation, and psychopathology in childhood and adolescence: a meta-analysis and narrative review. Psychol Bull 143(9):939–991PubMedPubMedCentral
89.
go back to reference Putwain D, Symes W (2011) Perceived fear appeals and examination performance: facilitating or debilitating outcomes? Learn Individ Differ 21(2):227–232 Putwain D, Symes W (2011) Perceived fear appeals and examination performance: facilitating or debilitating outcomes? Learn Individ Differ 21(2):227–232
90.
go back to reference Martin A, Marsh H (2009) Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxf Rev Educ 35(3):353–370 Martin A, Marsh H (2009) Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxf Rev Educ 35(3):353–370
91.
go back to reference Martin A, Marsh H (2006) Academic resilience and its psychological and educational correlates: a construct validity approach. Psychol Schools 43(3):267–281 Martin A, Marsh H (2006) Academic resilience and its psychological and educational correlates: a construct validity approach. Psychol Schools 43(3):267–281
92.
go back to reference Putwain D, Daly A (2013) Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learn Individ Differ 27:157–162 Putwain D, Daly A (2013) Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learn Individ Differ 27:157–162
93.
go back to reference Martin A, Colmar S, Davey L, Marsh H (2010) Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? Br J Educ Psychol 80:473–496PubMed Martin A, Colmar S, Davey L, Marsh H (2010) Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? Br J Educ Psychol 80:473–496PubMed
94.
go back to reference Kouzma NM, Kennedy GA (2002) Homework, stress and mood disturbance in senior high school students. Psychol Rep 91(1):193–198PubMed Kouzma NM, Kennedy GA (2002) Homework, stress and mood disturbance in senior high school students. Psychol Rep 91(1):193–198PubMed
95.
go back to reference Akcoltekin A (2015) High school students’ time management skills in relation to research anxiety. Educ Res Rev 10(16):2241–2249 Akcoltekin A (2015) High school students’ time management skills in relation to research anxiety. Educ Res Rev 10(16):2241–2249
96.
go back to reference Astill RG, Verhoeven D, Vijzelaar RL, Van Someren EJ (2013) Chronic stress undermines the compensatory sleep efficiency increase in response to sleep restriction in adolescents. J Sleep Res 22(4):373–379PubMed Astill RG, Verhoeven D, Vijzelaar RL, Van Someren EJ (2013) Chronic stress undermines the compensatory sleep efficiency increase in response to sleep restriction in adolescents. J Sleep Res 22(4):373–379PubMed
97.
go back to reference Baum KT, Desai A, Field J, Miller LE, Rausch J, Beebe DW (2014) Sleep restriction worsens mood and emotion regulation in adolescents. J Child Psychol Psychiatry 55(2):180–190PubMed Baum KT, Desai A, Field J, Miller LE, Rausch J, Beebe DW (2014) Sleep restriction worsens mood and emotion regulation in adolescents. J Child Psychol Psychiatry 55(2):180–190PubMed
98.
go back to reference Sarchiapone M, Mandelli L, Carli V, Losue M, Wasserman C, Hadlaczky G et al (2014) Hours of sleep in adolescents and its association with anxiety, emotional concerns, and suicidal ideation. Sleep Med 15(2):248–254PubMed Sarchiapone M, Mandelli L, Carli V, Losue M, Wasserman C, Hadlaczky G et al (2014) Hours of sleep in adolescents and its association with anxiety, emotional concerns, and suicidal ideation. Sleep Med 15(2):248–254PubMed
99.
go back to reference Short MA, Gradisar M, Lack LC, Wright HR, Dohnt H (2013) The sleep patterns and well-being of Australian adolescents. J Adolesc 36(1):103–110PubMed Short MA, Gradisar M, Lack LC, Wright HR, Dohnt H (2013) The sleep patterns and well-being of Australian adolescents. J Adolesc 36(1):103–110PubMed
100.
go back to reference Ramsawh HJ, Stein MB, Belik SL, Jacobi F, Sareen J (2009) Relationship of anxiety disorders, sleep quality, and functional impairment in a community sample. J Psychiatr Res 43(10):926–933PubMed Ramsawh HJ, Stein MB, Belik SL, Jacobi F, Sareen J (2009) Relationship of anxiety disorders, sleep quality, and functional impairment in a community sample. J Psychiatr Res 43(10):926–933PubMed
101.
go back to reference Tsuno N, Besset A, Ritchie K (2005) Sleep and depression. J Clin Psychiatry 66(10):1254–1269PubMed Tsuno N, Besset A, Ritchie K (2005) Sleep and depression. J Clin Psychiatry 66(10):1254–1269PubMed
102.
go back to reference Riekie H, Aldridge JM, Afari E (2017) The role of the school climate in high school students’ mental health and identity formation: a South Australian study. Br Educ Res J 43(1):95–123 Riekie H, Aldridge JM, Afari E (2017) The role of the school climate in high school students’ mental health and identity formation: a South Australian study. Br Educ Res J 43(1):95–123
103.
go back to reference Putwain D, Symes W (2011) Teachers' use of fear appeals in the mathematics classroom: worrying or motivating students? Br J Educ Psychol 81(3):456–474PubMed Putwain D, Symes W (2011) Teachers' use of fear appeals in the mathematics classroom: worrying or motivating students? Br J Educ Psychol 81(3):456–474PubMed
104.
go back to reference Symes W, Putwain D, Remedios R (2015) The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations. Sch Psychol Int 36(6):605–619 Symes W, Putwain D, Remedios R (2015) The enabling and protective role of academic buoyancy in the appraisal of fear appeals used prior to high stakes examinations. Sch Psychol Int 36(6):605–619
105.
go back to reference von der Embse NP, Schultz BK, Draughn JD (2015) Readying students to test: the influence of fear and efficacy appeals on anxiety and test performance. Sch Psychol Int 36(6):620–637 von der Embse NP, Schultz BK, Draughn JD (2015) Readying students to test: the influence of fear and efficacy appeals on anxiety and test performance. Sch Psychol Int 36(6):620–637
106.
go back to reference Ollendick TH, King NJ (1994) Diagnosis, assessment, and treatment of internalizing problems in children: the role of longitudinal data. J Consult Clin Psychol 62(5):918–927PubMed Ollendick TH, King NJ (1994) Diagnosis, assessment, and treatment of internalizing problems in children: the role of longitudinal data. J Consult Clin Psychol 62(5):918–927PubMed
107.
go back to reference Rapee RM (2014) Preschool environment and temperament as predictors of social and nonsocial anxiety disorders in middle adolescence. J Am Acad Child Adolesc Psychiatry 53(3):320–328PubMed Rapee RM (2014) Preschool environment and temperament as predictors of social and nonsocial anxiety disorders in middle adolescence. J Am Acad Child Adolesc Psychiatry 53(3):320–328PubMed
108.
go back to reference Zuckerman M (1999) Diathesis-stress models. In: Zuckerman M (ed) Vulnerability to psychopathology: a biosocial model. American Psychological Association, Washington, US Zuckerman M (1999) Diathesis-stress models. In: Zuckerman M (ed) Vulnerability to psychopathology: a biosocial model. American Psychological Association, Washington, US
109.
go back to reference Werner-Seidler A, Perry Y, Calear AL, Newby JM, Christensen H (2017) School-based depression and anxiety prevention programs for young people: a systematic review and meta-analysis. Clin Psychol Rev 51:30–47PubMed Werner-Seidler A, Perry Y, Calear AL, Newby JM, Christensen H (2017) School-based depression and anxiety prevention programs for young people: a systematic review and meta-analysis. Clin Psychol Rev 51:30–47PubMed
110.
go back to reference Lowe C, Wuthrich VM, Hudson JL (2020) Randomised controlled trial of Study Without Stress: a Cognitive Behavioural Therapy group program to reduce academic stress in students in the final year of high school. In preparation Lowe C, Wuthrich VM, Hudson JL (2020) Randomised controlled trial of Study Without Stress: a Cognitive Behavioural Therapy group program to reduce academic stress in students in the final year of high school. In preparation
111.
go back to reference Wuthrich VM, Lowe C (2015) Study without stress program. Department of Psychology, Macquarie University, Sydney, AU, Centre for Emotional Health Wuthrich VM, Lowe C (2015) Study without stress program. Department of Psychology, Macquarie University, Sydney, AU, Centre for Emotional Health
112.
go back to reference Varlow M, Wuthrich V, Murrihy R, Remond L, Tuquiri R, Van Kessel J et al (2009) Stress literacy in Australian adolescents. Youth Stud Aust 28(4):29–34 Varlow M, Wuthrich V, Murrihy R, Remond L, Tuquiri R, Van Kessel J et al (2009) Stress literacy in Australian adolescents. Youth Stud Aust 28(4):29–34
113.
go back to reference Saeki E, Pendergast L, Segool NK, von der Embse NP (2015) Potential psychosocial and instructional consequences of the common core state standards: implications for research and practice. Contemp Sch Psychol 19(2):89–97 Saeki E, Pendergast L, Segool NK, von der Embse NP (2015) Potential psychosocial and instructional consequences of the common core state standards: implications for research and practice. Contemp Sch Psychol 19(2):89–97
114.
go back to reference von der Embse NP, Pendergast LL, Segool N, Saeki E, Ryan S (2016) The influence of test-based accountability policies on school climate and teacher stress across four states. Teach Teach Educ 59:492–502 von der Embse NP, Pendergast LL, Segool N, Saeki E, Ryan S (2016) The influence of test-based accountability policies on school climate and teacher stress across four states. Teach Teach Educ 59:492–502
115.
go back to reference Daly AL, Chamberlain S, Spalding V (2011) Test anxiety, heart rate and performance in A-level French speaking mock exams: an exploratory study. Educ Res 53(3):321–330 Daly AL, Chamberlain S, Spalding V (2011) Test anxiety, heart rate and performance in A-level French speaking mock exams: an exploratory study. Educ Res 53(3):321–330
Metagegevens
Titel
Academic Stress in the Final Years of School: A Systematic Literature Review
Auteurs
Viviana M. Wuthrich
Tess Jagiello
Vanessa Azzi
Publicatiedatum
16-03-2020
Uitgeverij
Springer US
Gepubliceerd in
Child Psychiatry & Human Development / Uitgave 6/2020
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI
https://doi.org/10.1007/s10578-020-00981-y

Andere artikelen Uitgave 6/2020

Child Psychiatry & Human Development 6/2020 Naar de uitgave