TITLE:
A Preliminary Exploration of the Sources of Stress among Chinese High School Students: An Analysis from the Perspectives of Parents, Teachers, and the Students
AUTHORS:
Yiming Xie
KEYWORDS:
Chinese High School Students, Academic Pressure, Mental Health, Stress Source, Self-Impose Stress
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.10,
October
17,
2024
ABSTRACT: With the advancement of China’s social development, the demand for talent is progressively escalating, while the substantial population base exacerbates the issue of social retraction. As a result, academic qualifications are continuously devalued in such a societal context, placing greater learning pressure on every student. These pressures may stem from various factors, with parents, teachers, and self-imposed expectations constituting the primary stressors. In this study conducted in Guangzhou, Guangdong Province, China, data was collected through a questionnaire survey involving 35 students (12 males, 19 females, and 4 others). Repeated measures analysis of variance (ANOVA), paired sample t-test, Pearson correlation analysis were employed to examine the impact of different behaviors on stressors. The survey found that self-imposed pressure generally surpassed that exerted by teachers and parents. No significant correlation was observed between academic ranking and academic pressure. Moreover, a negative correlation existed between students’ communication frequency with their parents and parental pressure they experienced. Additionally, a significant positive correlation was found between teachers being called to the office and increased learning pressure encountered by students.