Premium
A Review on the Relationship Between Chinese Adolescents’ Stress and Academic Achievement
Author(s) -
Ye Lin,
Posada Alexandria,
Liu Yangyang
Publication year - 2019
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cad.20265
Subject(s) - psychology , academic achievement , stress (linguistics) , psychological resilience , interpersonal relationship , developmental psychology , interpersonal communication , value (mathematics) , social psychology , clinical psychology , linguistics , philosophy , machine learning , computer science
The objective of the present study was to review the research on the relationship between Chinese adolescents’ stress and their academic achievement in the past 20 years. The reviewed studies revealed a generally negative relationship between Chinese adolescents’ academic stress and academic achievement; however, other factors, notably, psychological resilience, belief in the value of education, and severity of academic stress moderated the strength of the relationship. In addition, influences such as interpersonal stress and financial stress, on academic achievement were also observed. This review further suggested that future studies are needed to explore the complex interactions among constructs of interest, other potential covariates, and societal‐specific mechanisms, as well as the need to integrate previous studies to form a more comprehensive framework of analysis.