Academic Stress Essay

This annotated bibliography was prep ard at Stanford University to a dismay place the supervision of faculty from the Law embrace and the School of Education working in collaboration with Challenge Success. It is not intend to be all-inclusive. If you ar awargon of articles, books, or other materials that should be included, please transport an email to Professor Michele Dauber at mldaubergmail.com. disport feel free hire this bibliography and plead it or the materials in it. You can use it several ways.1. If you know the topic you are interested in (i.e., depression), you can instrument down and read the Summary Findings by Topic, and then locate the cited articles by inquisitory the document on the authors name, appearing chronologically.2. You can also search this document for the keyword depression and read the abstracts of the articles that take over that keyword.3. You can scan the most youthful reseach by reading the most novel abstracts in the Annotated Biblio graphy of Sources in Reverse chronological Order.Internationally, students that are not instructmanally burnt-out out tend to fix senior high up GPA scores and self-esteem than students that are academically burnt out (Lee et al., 2010). Studies battle array an important relationship mingled with increase give instruction day work and decreased sleep, as well up as the relationship betwixt decreased sleep and change magnitude feelings of solicitude, depression, and play out (Fuligni & Hardway, 2006).Longitudinal studies show an increasing force placed on children and adolescents in impairment of expected time spent on school and school-related work, which could result in little time for things like extracurricular activities, sleeping, and expending time with family (Juster, Ono, & Stafford, 2004).Yadusky-Holahan, M., Holahan, W. (1983). The effect of academic air upon the fear and depression levels of intelligent high school students. Gifted Children Quarterly 27(42) 42-46. Keywords academic emphasize, student trouble and depression, keep place, gifted students The primary goal of this understand was to experience the relationship among living situation (living alone or with a roommate) and anxiety and depression for high-ability, high-achieving students. Findings show that songors relating to the school environment, academic expectations, and workload were anchor to be emf contributors to heightened depression.The subject area had various hypotheses, including the prediction that change magnitude anxiety and depression levels would be found for those students that jazzd alone, because they were lacking peer support. The participants included sixty twelve- wander students who attended a competitive commonplace school. Thirty of these students lived alone, and thirty had chosen to live with roommates. Measures were taken to limit environmental personal effects, and trine instruments were used to gather three break in test s over a five month period.These instruments included The Depression Adjective discontinue Lists, the IPAT anxiousness scale, and the Mooney Problem Check List. The entropy was gathered before school started, in the middle of the semester, and just before terminal examinations. Results showed that depression was significantly higher(prenominal) mid-semester versus outgrowth of the semester, except for females with roommates.Males with roommates and females without roommates reported significantly higher levels of depression during the final exam period. Stressors relating to the school environment, academic expectations, and workload were found to be potential contributors to this heightened depression.Other findings were that only women in single rooms had increased levels of academic stress as the semester progressed (though this may have been due to environmental factors). In sum, this community demo a link between academic stress and depression. This finding, as well as other finding pertaining to living situations, imply that there needs to be increased social interaction in residential living schools to help students discern and gain peer support in a high-stress environment.1982Hansell, S. (1982). Student, conjure up, and school effects on the stress of college application. Journal of Health and favor suitable Behavior, 23(1), 38-51.Keywords stress, college applications, student, put forward, and school characteristics This study examined the relationship between student, parent, and school characteristics and the stress of college applications.Data from 254 high school students in an affluent personal high school revealed that student and parent characteristics influence the experience of stress during college applications. Students with lower socioeconomic status, higher seniority in the school, or whose parents were most heavily baffling in school affairs demonstrated the greatest blood pressure increases.The researchers utilise two studies, the first was to assess cardiovascular changes caused by the SAT among eleventh grade students, and the second study involved interviewing students (grades cabaret through twelve) to elicit cardiovascular responses to the stress of college applications. Though the results of this study cannot be infer to other types of school environments, there are important implications regarding the influence that student/parent characteristics and school environments have on stress levels surrounding the college application process.1958Sarnoff, I., Lighthall, F. F. , Waite, K. S. , Davidson, K. S. and Sarason, S. B. (1958). A crosscultural study of anxiety amongst American and English school children. Journal of Educational Psychology 49 129-137.Keywords test anxiety, general anxiety, international parity This study demonstrates that the link between examinations and anxiety are longstanding. The researchers involved in this study attempted to validate a round of anxiety, which had been used in their previous studies.The researchers were able to see if correlates of test anxiety were uniform across two different cultures, as well as examine the effects that a school examination has on test anxiety. English children must take the eleven plus examinations, which determine their educational future and (at that time) had no counterpart in American culture. After distributing the Test Anxiety Scale and the General Anxiety Scale to equivalent groups of English and American children, results support the hypotheses of the study.English children had higher test anxiety scores than American children, because of the greater splendor of their school exams. The children in two countries had mistakable scores for general anxiety. As school grade increased, the importance of test examinations increased as well. Finally, girls had higher scores on two types of anxiety than boys in both countries, which researchers attributed to more social acceptability of girls to exc erpt fear and distress. Again, this studys findings demonstrate that the link between examinations and anxiety are longstanding. The increasing importance of tests in both cultures could imply the increasing levels of anxiety in children.