Details
Originalsprache | Englisch |
---|---|
Aufsatznummer | 1519161 |
Fachzeitschrift | Frontiers in Education |
Jahrgang | 9 |
Publikationsstatus | Veröffentlicht - 24 Jan. 2025 |
Abstract
Stress and anxiety are commonly experienced by students in schools. Both phenomena are mutually dependent and associated with various negative outcomes. A range of variables have been addressed when explaining the development of stress and anxiety and the need to consider classroom-level effects becomes clear. So far, the effects of individual as well as classroom-level competitiveness on stress and anxiety have not been focused. This study aims to address this research gap and examines associations between achievement, competitiveness, stress and anxiety. Therefore, cross-sectional self-reports of 591 students from 10 secondary schools in Germany were collected using a paper-pencil-questionnaire in regular classrooms and analyzed using hierarchical linear modeling. The results highlight the relevance of achievement and competitiveness for the experience of anxiety and stress of students. Academic achievement on individual and class level were related to individual and classroom levels of stress and anxiety. Similarly, competitiveness on both levels was positively associated with the experiences of stress and anxiety. Consequently, the study highlights the relevance of achievement and competitiveness for the experience of anxiety and stress of students and emphasizes a need for adequate educational support.
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in: Frontiers in Education, Jahrgang 9, 1519161, 24.01.2025.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Stress and anxiety in schools: A multilevel analysis of individual and class-level effects of achievement and competitiveness
AU - Becker, Saskia
AU - Börnert-Ringleb, Moritz
PY - 2025/1/24
Y1 - 2025/1/24
N2 - Stress and anxiety are commonly experienced by students in schools. Both phenomena are mutually dependent and associated with various negative outcomes. A range of variables have been addressed when explaining the development of stress and anxiety and the need to consider classroom-level effects becomes clear. So far, the effects of individual as well as classroom-level competitiveness on stress and anxiety have not been focused. This study aims to address this research gap and examines associations between achievement, competitiveness, stress and anxiety. Therefore, cross-sectional self-reports of 591 students from 10 secondary schools in Germany were collected using a paper-pencil-questionnaire in regular classrooms and analyzed using hierarchical linear modeling. The results highlight the relevance of achievement and competitiveness for the experience of anxiety and stress of students. Academic achievement on individual and class level were related to individual and classroom levels of stress and anxiety. Similarly, competitiveness on both levels was positively associated with the experiences of stress and anxiety. Consequently, the study highlights the relevance of achievement and competitiveness for the experience of anxiety and stress of students and emphasizes a need for adequate educational support.
AB - Stress and anxiety are commonly experienced by students in schools. Both phenomena are mutually dependent and associated with various negative outcomes. A range of variables have been addressed when explaining the development of stress and anxiety and the need to consider classroom-level effects becomes clear. So far, the effects of individual as well as classroom-level competitiveness on stress and anxiety have not been focused. This study aims to address this research gap and examines associations between achievement, competitiveness, stress and anxiety. Therefore, cross-sectional self-reports of 591 students from 10 secondary schools in Germany were collected using a paper-pencil-questionnaire in regular classrooms and analyzed using hierarchical linear modeling. The results highlight the relevance of achievement and competitiveness for the experience of anxiety and stress of students. Academic achievement on individual and class level were related to individual and classroom levels of stress and anxiety. Similarly, competitiveness on both levels was positively associated with the experiences of stress and anxiety. Consequently, the study highlights the relevance of achievement and competitiveness for the experience of anxiety and stress of students and emphasizes a need for adequate educational support.
KW - achievement
KW - anxiety
KW - competition
KW - reference group effects
KW - stress
UR - http://www.scopus.com/inward/record.url?scp=85216950528&partnerID=8YFLogxK
U2 - 10.3389/feduc.2024.1519161
DO - 10.3389/feduc.2024.1519161
M3 - Article
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 1519161
ER -