Advanced

Skolrelaterad stress i högstadiet, hur det ser ut och varför

Fridolin, Louise LU (2015) PSYK11 20142
Department of Psychology
Abstract (Swedish)
En tvärsnittlig enkätstudie genomfördes på niondeklassare (N=34) under skoltid. Frågeställningen var: ”Hur samvarierar upplevd skolstress med self-efficacy, copingstrategier och fritidsaktiviteter?” Samplet kom från ett bekvämlighetsurval. Enkäten var uppdelad i fyra delar: Upplevd akademisk stress, akademisk self-efficacy, copingstretegier i relation till stressfulla situationer i skolan, och fritidsaktiviteter. Resultaten visade att deltagarna kände sig generellt mer stressade av betyg och framtid än andra skolrelaterade stressorer. Man fann också att akademisk self-efficacy samvarierade positivt med problemfokuserad coping respektive negativt med emotionsfokuserad coping. Problemfokuserad coping associerades i sin tur negativt med... (More)
En tvärsnittlig enkätstudie genomfördes på niondeklassare (N=34) under skoltid. Frågeställningen var: ”Hur samvarierar upplevd skolstress med self-efficacy, copingstrategier och fritidsaktiviteter?” Samplet kom från ett bekvämlighetsurval. Enkäten var uppdelad i fyra delar: Upplevd akademisk stress, akademisk self-efficacy, copingstretegier i relation till stressfulla situationer i skolan, och fritidsaktiviteter. Resultaten visade att deltagarna kände sig generellt mer stressade av betyg och framtid än andra skolrelaterade stressorer. Man fann också att akademisk self-efficacy samvarierade positivt med problemfokuserad coping respektive negativt med emotionsfokuserad coping. Problemfokuserad coping associerades i sin tur negativt med skolrelaterad stress. Idrottsaktiviteter korrelerade positivt med akademisk self-efficacy men hade ingen påverkan på copingstrategi eller skolrelaterad stress. Datoranvändning hade en negativ samvarians med self-efficacy men inget samband med skolrelaterad stress eller copingstrategi. Dessa korrelationer bevisar inte ett kausalt samband men stödjer antagandet att variablerna påverkar varandra. Dessa antydda orsaksverkningar handlade i denna studie således om att self-efficacy påverkade copingstrategi och upplevd skolrelaterad stress. Self-efficacy, i sin tur, påverkades av fritidsaktiviteter. Copingstrategin påverkades också av fritidsaktivteter, och påverkade skolrelaterad stress. (Less)
Abstract
A cross-sectional questionnaire study was conducted on ninth graders (N = 34) during school hours. The research question was: “How does perceived school stress correlate with self-efficacy, coping strategies and leisure activities?" The sample was a convenience sample. The questionnaire was divided into four parts: Perceived academic stress, academic self-efficacy, coping strategies in relation to stressful situations at school, and leisure activities. The results showed that participants felt generally more stressed by grades and the future than other school-related stressors. It was also found that academic self-efficacy
co-varied positively with problem focused coping and negatively with emotion focused coping. Problem focused coping... (More)
A cross-sectional questionnaire study was conducted on ninth graders (N = 34) during school hours. The research question was: “How does perceived school stress correlate with self-efficacy, coping strategies and leisure activities?" The sample was a convenience sample. The questionnaire was divided into four parts: Perceived academic stress, academic self-efficacy, coping strategies in relation to stressful situations at school, and leisure activities. The results showed that participants felt generally more stressed by grades and the future than other school-related stressors. It was also found that academic self-efficacy
co-varied positively with problem focused coping and negatively with emotion focused coping. Problem focused coping was in turn, associated negatively with school-related stress. Sport activities correlated positively with academic self-efficacy but had no correlation with coping strategy or school-related stress. Computer use had a negative covariance with self-efficacy but no correlation with school-related stress or coping strategy. These correlations do not prove a causal relationship but supports the assumption that the variables affect each other. These implied causal effects in this study were that self-efficacy influence coping strategy and perceived school-related stress. Self-efficacy, in turn, is influenced by leisure activities. Also, coping strategy is influenced by leisure actively, and in turn it affects school-related stress. (Less)
Please use this url to cite or link to this publication:
author
Fridolin, Louise LU
supervisor
organization
course
PSYK11 20142
year
type
M2 - Bachelor Degree
subject
keywords
fritidsaktiviteter, ungdomar, Stress, self-efficacy, coping, skola, adolescents, leisure activities, academic, school
language
Swedish
id
4935310
date added to LUP
2015-01-19 09:35:05
date last changed
2015-01-19 09:35:05
@misc{4935310,
  abstract     = {A cross-sectional questionnaire study was conducted on ninth graders (N = 34) during school hours. The research question was: “How does perceived school stress correlate with self-efficacy, coping strategies and leisure activities?" The sample was a convenience sample. The questionnaire was divided into four parts: Perceived academic stress, academic self-efficacy, coping strategies in relation to stressful situations at school, and leisure activities. The results showed that participants felt generally more stressed by grades and the future than other school-related stressors. It was also found that academic self-efficacy 
co-varied positively with problem focused coping and negatively with emotion focused coping. Problem focused coping was in turn, associated negatively with school-related stress. Sport activities correlated positively with academic self-efficacy but had no correlation with coping strategy or school-related stress. Computer use had a negative covariance with self-efficacy but no correlation with school-related stress or coping strategy. These correlations do not prove a causal relationship but supports the assumption that the variables affect each other. These implied causal effects in this study were that self-efficacy influence coping strategy and perceived school-related stress. Self-efficacy, in turn, is influenced by leisure activities. Also, coping strategy is influenced by leisure actively, and in turn it affects school-related stress.},
  author       = {Fridolin, Louise},
  keyword      = {fritidsaktiviteter,ungdomar,Stress,self-efficacy,coping,skola,adolescents,leisure activities,academic,school},
  language     = {swe},
  note         = {Student Paper},
  title        = {Skolrelaterad stress i högstadiet, hur det ser ut och varför},
  year         = {2015},
}