The impact of stress on students in secondary school and higher education
By M. Pascoe, S. Hetrick, A. Parker. International Journal of Adolescence and Youth, 2019
1,132 citations recorded by the source corpus.
ABSTRACT Students in secondary and tertiary education settings face a wide range of ongoing stressors related to academic demands. Previous research indicates that academic-related stress can reduce academic achievement, decrease motivation and increase the risk of school dropout. The longer-term impacts, which include reduced likelihood of sustainable employment, cost Governments billions of dollars each year. This narrative review presents the most recent research concerning the impact of academic-related stress, including discussion of the impact on students’ learning capacity and academic performance, mental health problems, such as depression and anxiety, sleep disturbances and substance use.
Subfields: Clinical Psychology, General Health Professions
View Paper: https://www.semanticscholar.org/paper/cb875214c2157d53611d7fdf2992e4edf829f677
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Mohamed A. Elsadek
- E. Janeczko
- A. Łukowski
- R. Wójcik
- M. Woźnicka
- Wojciech Kędziora
- K. Szyc
- K. Janeczko
Citations in the corpus
- When Urban Environment Is Restorative: The Effect of Walking in Suburbs and Forests on Psychological and Physiological Relaxation of Young Polish Adults (2020, background): “Students face a wide range of ongoing stressors related to academic demands [62], resulting in many having mental health problems such as depression and anxiety, sleep disorders and substance use [63].”
- Student wellbeing and assessment in higher education: the balancing act (2020, background): “…indicates that elevated levels of anxiety have a detrimental impact on students’ academic achievement, with higher selfreported levels of examination stress, anxiety and depression associated with poorer productivity, motivation and test scores (Reschly et al. 2008; Liu 2015; Kotter et al. 2017).”