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Ability of stress, sense of control and self-theories to predict Swedish high school students’ grades.

Ollfors, Marianne LU and Andersson, Sven Ingmar LU (2007) In Educational Research and Evaluation 13(2). p.143-169
Abstract
The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial Problems, Uncertainty, Problems in Close Relationships, Demands to be Met, Problems of the Physical Environment). The balance between control and stress was measured by the Control-Stress Index. Most of the adolescents' stress appeared to be connected with their schoolwork. Female students, especially in academic programs, experienced greater stress and greater deficit of control than male... (More)
The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial Problems, Uncertainty, Problems in Close Relationships, Demands to be Met, Problems of the Physical Environment). The balance between control and stress was measured by the Control-Stress Index. Most of the adolescents' stress appeared to be connected with their schoolwork. Female students, especially in academic programs, experienced greater stress and greater deficit of control than male students. Sequential regression analyses showed that final grades could be predicted to 28% from demographic variables, self-theories, and stress. The contribution of stress was 4%. (Less)
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author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
Educational Research and Evaluation
volume
13
issue
2
pages
143 - 169
publisher
Taylor & Francis
external identifiers
  • scopus:34547348870
ISSN
1380-3611
DOI
10.1080/13803610701434241
language
English
LU publication?
yes
id
ce09277c-2904-41c8-a36e-b7176e72168f (old id 777803)
date added to LUP
2016-04-01 11:54:34
date last changed
2025-01-14 23:16:18
@article{ce09277c-2904-41c8-a36e-b7176e72168f,
  abstract     = {{The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial Problems, Uncertainty, Problems in Close Relationships, Demands to be Met, Problems of the Physical Environment). The balance between control and stress was measured by the Control-Stress Index. Most of the adolescents' stress appeared to be connected with their schoolwork. Female students, especially in academic programs, experienced greater stress and greater deficit of control than male students. Sequential regression analyses showed that final grades could be predicted to 28% from demographic variables, self-theories, and stress. The contribution of stress was 4%.}},
  author       = {{Ollfors, Marianne and Andersson, Sven Ingmar}},
  issn         = {{1380-3611}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{143--169}},
  publisher    = {{Taylor & Francis}},
  series       = {{Educational Research and Evaluation}},
  title        = {{Ability of stress, sense of control and self-theories to predict Swedish high school students’ grades.}},
  url          = {{http://dx.doi.org/10.1080/13803610701434241}},
  doi          = {{10.1080/13803610701434241}},
  volume       = {{13}},
  year         = {{2007}},
}