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Tracking stress, depression, and anxiety across the final year of secondary school: A longitudinal study
Journal of School Psychology ( IF 6.033 ) Pub Date : 2021-08-13 , DOI: 10.1016/j.jsp.2021.07.004
Viviana M Wuthrich 1 , Jessica Belcher 1 , Chris Kilby 2 , Tess Jagiello 1 , Catherine Lowe 1
Affiliation  

Levels of distress, which include stress, depression, and anxiety, are often heightened during the final year of secondary school and have been linked to major examinations that occur during this time period. However, relatively little is known about how these symptoms change over the course of the year or what moderates symptom severity. Using a longitudinal survey design, we tracked student outcomes and potential moderators (i.e., gender, test anxiety, self-efficacy, connectedness with peers, school and family, perceived use of fear appeals by teachers) associated with stress, depression, and anxiety once per term (i.e., 4 times total) over the final year of high school in seven Australian high schools. We hypothesised that student symptoms would increase over time and that symptom severity would be moderated by individual and environmental factors. Six hundred and thirty-eight unique students (M age = 16.95 years, SD = 0.56, range = 15–18 years, female = 474 [74.29%]) participated in at least one of the four surveys administered during each term of the final year of high school. Linear mixed models indicated that stress (d = 0.2) and anxiety (d = 1.7) increased over time. When all potential moderators of distress were entered into the full model, gender, test anxiety, emotional self-efficacy, and peer connectedness were all significant unique predictors of stress. Similar patterns were found for symptoms of depression and anxiety. Time 3 stress was predicted by unique variance in baseline stress, higher test anxiety, and academic self-efficacy. Overall distress increased over time and was moderated by gender, as well as by test anxiety, self-efficacy, and peer connectedness, which are areas that can then be targeted by interventions designed to maintain distress at optimum levels for wellbeing and academic performance.



中文翻译:

追踪中学最后一年的压力、抑郁和焦虑:一项纵向研究

压力、抑郁和焦虑等压力水平通常会在中学最后一年加剧,并且与这段时间的主要考试有关。然而,对于这些症状在一年中如何变化或减轻症状严重程度的因素知之甚少。使用纵向调查设计,我们跟踪了与压力、抑郁和焦虑相关的学生成绩和潜在的调节因素(即性别、考试焦虑、自我效能感、与同龄人、学校和家庭的联系、教师对恐惧诉求的感知使用)在七所澳大利亚高中的高中最后一年每学期(即总共 4 次)。我们假设学生的症状会随着时间的推移而增加,并且症状的严重程度会受到个人和环境因素的影响。六百三十八名独特的学生(M年龄 = 16.95 岁,SD = 0.56,范围 = 15-18 岁,女性 = 474 [74.29%])至少参加了在高中最后一年每个学期进行的四项调查中的一项。线性混合模型表明压力 ( d  = 0.2) 和焦虑 ( d = 1.7) 随着时间的推移而增加。当所有潜在的苦恼调节因素都被输入到完整模型中时,性别、考试焦虑、情绪自我效能感和同伴联系都是压力的重要独特预测因子。在抑郁和焦虑症状中也发现了类似的模式。时间 3 的压力是通过基线压力、较高的考试焦虑和学业自我效能感的独特变化来预测的。总体痛苦会随着时间的推移而增加,并受性别、考试焦虑、自我效能感和同伴联系的影响,这些领域可以通过旨在将痛苦保持在最佳水平以实现幸福感和学业表现的干预措施作为目标。

更新日期:2021-08-15
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