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EFFECTS OF ACADEMIC STRESSORS AND COPING STRATEGIES ON STRESS RESPONSES, FEELING OF SELF-GROWTH AND MOTIVATION IN JUNIOR HIGH SCHOOL STUDENTS
Open accessAbstract
The purpose of this study was to investigate the effects of appraisal of academic stressors and coping strategies on stress responses and academic motivation in junior high school students. In the first survey, subjects were made of 233 junior high school students. It was shown that appraisal of academic stressors, dependent emotion-focused coping and avoidance coping all were positively related to stress responses. On the other hand, positive emotion-focuced coping was seen negatively related to stress responses. In a second survey subjects were made of 495 junior high school students. It was shown that appraisal of academic stressors were negatively related to feeling of self-growth and academic motivation; but probrem-solving coping was positively related to a feeling of self-growth and academic motivation.
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“The relationship between academic-related stress, motivation and dropout does not appear to be culturally specific, with similar findings shown from a number of international studies (Liu, 2015;Liu & Lu, 2011;Shinto, 1998;Walburg, 2014).”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Shinto, 1998
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“Academic-related stress is strongly related to decreased student academic motivation (Liu, 2015;Liu & Lu, 2011;Shinto, 1998)”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Shinto, 1998
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“Similarly, in 495 Japanese students in junior secondary school, selfreported academic-related stress was found to negatively relate to feelings of self-growth and academic motivation (Shinto, 1998).”
From The impact of stress on students in secondary school and higher education (2020) · cites this paper as Shinto, 1998
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The impact of stress on students in secondary school and higher education
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2019.1596823 · Cited by 1,359
“Academic-related stress is strongly related to decreased student academic motivation (Liu, 2015; Liu & Lu, 2011; Shinto, 1998) and academic”
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Metadata
- Authors
- SHINTO, T.
- Affiliations
- The University of Osaka (JP)
- Corresponding author
- SHINTO, Takaaki
- Venue
- The Japanese Journal of Educational Psychology
- Published
- 1998
- Volume
- 46
- Issue
- 4
- Pages
- 442-451
- ISSN
- 0021-5015 (ISSN-L)
- OpenAlex
- W2330866504
- Cited by
- 12
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 1 · 2019: 1 · 2018: 1 · 2017: 1 · 2015: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Japanese Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- academic stressors, coping strategies, stress response, self-growth, academic motivation, emotion-focused coping, avoidance coping, problem-solving coping, stress appraisal, junior high school students
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