ERIC Number: ED364492
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Gender Specific Differences in the Perceived Antecedents of Academic Stress.
Jones, Russell W.
This document consists of the report of a study undertaken to establish the existence of any gender specific differences in the perceived antecedents of academic stress. The definition of stress as a negative emotion strongly associated with doubt about coping is suggested to be particularly relevant to the academic arena where students increasingly are being expected to cope with increasingly larger workloads that concomitantly lead to an increase in self-doubt with regard to their aptitude. A strength of this study is that the question of adolescent stress was investigated using an instrument specifically designed for use with an adolescent population. The Academic Pressure Scale for Adolescents was administered to 112 girls and 160 boys attending high school. Significant gender based differences were obtained on 8 of the 35 questions comprising the scale. The eight questions concerned concern or frustration about: (1) performance on a test even after the test is over; (2) inability to learn assignments; (3) difficulty understanding assignments; (4) being made fun of because of inability to answer a question in class; (5) parental pressure for better grades; (6) consultation with teachers over low grades; (7) pretest stress; and (8) being accused of not trying in class if performance was not up to what the school expected. In each case girls reported greater stress than boys. This study provides strong evidence that girls and boys of high school age differentially experience the antecedents of academic stress and that adolescent girls experience greater academic stress than boys. (DK)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Academic Pressure; Academic Pressure Scale for Adolescents; Academic Stress