Counselor Needs Analysis on the Development of A Website-Based Reality Counseling Self-Help Model for Reducing Academic Stress for High School Students

The main sources of stress reported by 423 Australian final-year high school students using the Academic Stress Questionnaire were school-related as expected. The highest sources of this stress were examinations and outcomes, too much to do, worry over future, making choices about career, studying for examinations, amount to learn, need to do well imposed by others, and self-imposed need to do well.

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Self-esteem of high school students: A structural equation modelling analysis

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v14i3.4107 ◽

2019 ◽

Vol 14 (3) ◽

pp. 422-435

Author(s):

Taner Atmaca ◽

Hamit Ozen

Keyword(s):

High School ◽

High School Students ◽

Structural Equation ◽

Self Esteem ◽

Academic Stress ◽

Negative Evaluation ◽

Fear Of Negative Evaluation ◽

School Students ◽

Parental Pressure ◽

Equation Modelling

The aim of this study is to investigate the effect of the parents’ success pressure, academic stress and fear of negative evaluation on high school students’ self-esteem. The relationships between self-esteem and parent’s pressure for academic success, fear of negative evaluation and academic stress on high school students were investigated employing structural equation modelling. The data were collected from 499 students studying at an Anatolian high school in Duzce province with purposeful sampling method. The characteristic of this school is a project school with successful students who get the highest score in the High School Entrance Examination. The result demonstrates that parental pressure for academic achievement on students and associated academic stress increase students’ fear of being evaluated negatively at school, which in turn affects students’ self-esteem. The fear of negative evaluation is a partial mediator between parental pressure and self-esteem, and full mediation between academic stress and self-esteem. Keywords: Parent pressure; fear of negative evaluation; academic stress; self-esteem, high school.

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Academic Stress among High School Students in a Rural Area of Nepal: A Descriptive Cross-sectional Study

Journal of Nepal Medical Association ◽

10.31729/jnma.4978 ◽

2020 ◽

Vol 58 (225) ◽

Author(s):

Minani Gurung ◽

Natkamol Chansatitporn ◽

Kanittha Chamroonsawasdi ◽

Punyarat Lapvongwatana

Keyword(s):

High School ◽

High School Students ◽

Sample Size ◽

Rural Area ◽

Sampling Technique ◽

Cross Sectional Study ◽

Academic Stress ◽

Sectional Study ◽

School Students ◽

Cross Sectional

Introduction: The period of adolescence undergoes many physical and mental changes.Changing emotional and physical status along with increasing social, family, and academicpressure lead to various impairments in the mental health of adolescents. Academic failureleads to the suicide rate in adolescents, predominantly high during the declaration of examresults which is significantly high in a rural area in comparison with urban. The study examinedthe prevalence of academic stress among high school students in a rural area of Rolpa, Nepal. Methods: A descriptive cross-sectional study was conducted in 6 schools in Rolpa from July to October 2019. The sample size calculated was 521. A convenient sampling technique was used for this study.The target population was adolescents enrolled in high schools of Rolpa. Ethical approval was takenbefore data collection. The scale for assessing academic stress was used to find out the prevalence.A questionnaire was translated in local language and pre-testing was done in Nepal Police School,Sanga among 10% of the calculated sample size. Data entry was done in Statistical Package for theSocial Sciences version 18. Descriptive statistical analysis was done for prevalence calculation. Results: Out of a total of 521 students, the prevalence of academic stress was seen among 138 (26.5%)students at a 95% confidence interval (22.72-30.28). Conclusions: The prevalence of academic stress in our study was high and was consistent with otherSouth Asian studies. Understanding academic stress and providing help and support to the studentswould help ease the burden for them.

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Kontribusi Dukungan Sosial, Self-Esteem, dan Resiliensi terhadap Stres Akademik Siswa SMA

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v4i4.12285 ◽

2019 ◽

Vol 4 (4) ◽

pp. 491

Author(s):

Ihdan Nizar Aza ◽

Adi Atmoko ◽

Imanuel Hitipeuw

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Random Sampling ◽

Sampling Technique ◽

Self Esteem ◽

Academic Stress ◽

School Students ◽

Direct Contribution ◽

Cluster Random Sampling

Abstract: This study aims to determine the contribution of social support, self-esteem, and resilience to the academic stress of high school students with path analysis methods with a sample of 307 students taken by cluster random sampling technique. The research instrument was developed by authors with item validity> 0.30 and reliability> 0.70. The results showed a direct contribution of social support and self-esteem to the resilience of 0.242 and 0.453 sig (0.000). The direct contribution of social support, self-esteem, and resilience to academic stress were -0.153, -0.118, and -0.583 sig (0.000). Indirect contribution of social support and self-esteem to academic stress through the resilience of -0.141 and -0.264.Abstrak: Penelitian ini bertujuan untuk mengetahui kontribusi dukungan sosial, self-esteem dan resiliensi terhadap stres akademik siswa SMA dengan metode analisis jalur dengan sampel 307 siswa yang diambil dengan teknik cluster random sampling. Instrumen penelitian dikembangkan penulis dengan validitas butir >0.30 dan reliabilitas >0,70. Hasil penelitian menunjukkan kontribusi langsung dukungan sosial dan self-esteem terhadap resiliensi sebesar 0.242 dan 0,453 sig (0.000)., kontribusi langsung dukungan sosial, self-esteem, dan resiliensi terhadap stres akademik sebesar -0.153, -0.118, dan -0.583 sig (0.000). Kontribusi tidak langsung dukungan sosial dan self-esteem terhadap stres akademik melalui resiliensi sebesar -0.141 dan -0.264.

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