Skolrelaterad stress i högstadiet, hur det ser ut och varför
(2015) PSYK11 20142Department 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:
http://lup.lub.lu.se/student-papers/record/4935310
- author
- Fridolin, Louise LU
- supervisor
- organization
- course
- PSYK11 20142
- year
- 2015
- 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}},
language = {{swe}},
note = {{Student Paper}},
title = {{Skolrelaterad stress i högstadiet, hur det ser ut och varför}},
year = {{2015}},
}