A Piekarska1. 1. Victoria University of Wellington, School of Education, New Zealand.
Abstract
OBJECTIVE: This paper presents the research study on school stress and the coping strategies children use in public schools in Poland. The main goals were to identify and investigate: (1) school stress components, its frequency and intensity, (2) its psychological and temperamental correlates and consequences, (3) students' coping strategies. METHOD: A field-correlative design was applied to test 271 students, between the ages of 13 and 14, using six questionnaires. School stressors and children's coping strategies were identified and analyzed on two separate questionnaires with open-ended questions. School stress scale investigated the frequency of stress components and the intensity of stress. Anxiety level was measured by standardized, Polish version of STAIC. Temperamental characteristics were tested by the standardized questionnaire STI-R/4. RESULTS: The most frequent stressors were teachers' abusive behaviors in the classroom teaching and assessment. Students' coping strategies, and their school results, were determined by the intensity of school stress, anxiety, and temperamental characteristic. CONCLUSIONS: This study demonstrated teachers' psychological abuse as an important component of children's school stress. An over-abundant by the abuse, stress and anxiety subjects regulate their optimal level of stimulation and activation by using survival-coping strategies, destructive for their school achievements, and well-being.
OBJECTIVE: This paper presents the research study on school stress and the coping strategies children use in public schools in Poland. The main goals were to identify and investigate: (1) school stress components, its frequency and intensity, (2) its psychological and temperamental correlates and consequences, (3) students' coping strategies. METHOD: A field-correlative design was applied to test 271 students, between the ages of 13 and 14, using six questionnaires. School stressors and children's coping strategies were identified and analyzed on two separate questionnaires with open-ended questions. School stress scale investigated the frequency of stress components and the intensity of stress. Anxiety level was measured by standardized, Polish version of STAIC. Temperamental characteristics were tested by the standardized questionnaire STI-R/4. RESULTS: The most frequent stressors were teachers' abusive behaviors in the classroom teaching and assessment. Students' coping strategies, and their school results, were determined by the intensity of school stress, anxiety, and temperamental characteristic. CONCLUSIONS: This study demonstrated teachers' psychological abuse as an important component of children's school stress. An over-abundant by the abuse, stress and anxiety subjects regulate their optimal level of stimulation and activation by using survival-coping strategies, destructive for their school achievements, and well-being.
Authors: Po-Chun Lin; Li-Yun Peng; Ray C Hsiao; Wen-Jiun Chou; Cheng-Fang Yen Journal: Int J Environ Res Public Health Date: 2020-06-06 Impact factor: 3.390