Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students

2017 ◽  
Vol 20 (1) ◽  
pp. 283-305 ◽  
Author(s):  
Zhoulei Xiang ◽  
Shen Tan ◽  
Qian Kang ◽  
Baoshan Zhang ◽  
Lei Zhu
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Self Esteem ◽  
School Students ◽  
Psychological Well Being ◽  
Mediating Role ◽  
Longitudinal Effects ◽  
Examination Stress

scholarly journals Effects of a Positive Psychology-based Mental Health Promotion Program for High School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 154-163
Author(s):  
Myung Sun Hyun ◽  
Mi-kyung Yun ◽  
Sun-Mi Chae ◽  
Hee Young Oh ◽  
Sun-Mi Jung
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Positive Psychology ◽  
Well Being ◽  
Self Esteem ◽  
Health Promotion Program ◽  
Control Group ◽  
School Students ◽  
Psychological Well Being

Purpose: The purpose of this study was to investigate the effects of a positive psychology-based mental health promotion program for high school students. Methods: This study used a randomized control group pretest-posttest design. A total of 47 high school students participated from two high schools in Gyeonggi Province. They were randomly assigned to an experimental group (n=24), which participated in the 8-session program, or to a control group (n=23). Psychological well-being, depression, and self-esteem were measured. Results: A significant difference in psychological well-being was observed between the two groups after the program. However, there were no significant between-group differences in depression or self-esteem. Conclusion: The positive psychology-based mental program was effective at increasing psychological well-being in adolescents, especially high school students. This study suggests that a school curriculum could incorporate positive psychology-based mental programs for high school students to promote their mental health.

scholarly journals Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

2021 ◽  
Vol 11 (2) ◽  
pp. 334-344
Author(s):  
Luciano Romano ◽  
Giacomo Angelini ◽  
Piermarco Consiglio ◽  
Caterina Fiorilli
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Support ◽  
School Engagement ◽  
School Context ◽  
Well Being ◽  
Academic Resilience ◽  
School Students ◽  
Mediating Role

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.

scholarly journals The Mediating Role of Mathematics Self-Concept in the Association of Self-esteem and Classroom Environment Perceptions with Math Anxiety in Students

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Maasomeh Naderi Dehsheykh ◽  
Fariba Hafezi ◽  
Zahra Dasht Bozorgi
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Environment ◽  
Math Anxiety ◽  
Self Esteem ◽  
Self Concept ◽  
School Students ◽  
Mediating Role ◽  
Female High School

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

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