Academic hardiness as a mediator for the relationship between school belonging and academic stress
Academic hardiness as a mediator for the relationship between school belonging and academic stress
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DOI：
10.1002/pits.22339
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发表时间：
2020-01-18
影响因子：
2
通讯作者：
Allen, Kelly A.
中科院分区：
文献类型：
--
作者：
Abdollahi, Abbas;Panahipour, Sana;Allen, Kelly A.
学业压力是高中生常见的情感状态，可能伴随着不必要的和无益的短期和长期影响，包括学校归属感低。了解学生如何缓解或管理学习压力是所有关注学生福祉的学校的一个重要考虑因素。本研究旨在探讨学业压力与学校归属感之间的关系，以及学业坚韧性的中介作用。研究招募了来自德黑兰（伊朗）六所学校的405名高中生。结构方程模型的数据分析显示，学校归属感（β = -.38，p < .01）和学业坚韧性（β = -.40，p < .01）是学业压力的重要预测因子。Bootstrapping分析表明，学业坚韧性在学校归属感和学业压力之间起中介作用。研究结果阐明了低学校归属感如何导致高中生学业压力的潜在机制。创建一个文化的学校归属感和教学和支持技能有关的学术毅力应该是所有学校寻求减少学生的学术压力的关键考虑因素。
Academic stress is a commonly reported affective state by high school students that can be accompanied by unwanted and unhelpful short- and long-term implications including a low sense of school belonging. Understanding how academic stress may be alleviated or managed by students is an essential consideration for all schools concerned with student well-being. This study aimed to examine the relationship between academic stress and sense of school belonging, as well as the mediation effect of academic hardiness. Four hundred and five high school students from six schools in Tehran (Iran) were recruited in the study. Data analyses with Structural Equation Modeling revealed that a sense of belonging to school (beta = -.38, p < .01) and academic hardiness (beta = -.40, p < .01) were significant predictors of academic stress. Bootstrapping analysis showed that academic hardiness acted as a mediator between a sense of belonging to school and academic stress. The findings elucidate the underlying mechanism in how low school belonging may lead to academic stress in high school students. Creating a culture of school belonging and teaching and supporting skills related to academic hardiness should be key considerations for all schools seeking to reduce academic stress experienced by their students.