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Academic Stress Among Secondary School Students in Hong Kong : = Correlates, Outcomes, and the Roles of Filial Piety, Social Support and Gender.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Academic Stress Among Secondary School Students in Hong Kong :/
其他題名:	Correlates, Outcomes, and the Roles of Filial Piety, Social Support and Gender.
作者:	Chyu, Pui Yung.
面頁冊數:	1 online resource (191 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-10, Section: B.
Contained By:	Dissertations Abstracts International83-10B.
標題:	Social psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798426804555

Academic Stress Among Secondary School Students in Hong Kong : = Correlates, Outcomes, and the Roles of Filial Piety, Social Support and Gender.
Chyu, Pui Yung.

Academic Stress Among Secondary School Students in Hong Kong :Correlates, Outcomes, and the Roles of Filial Piety, Social Support and Gender. - 1 online resource (191 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: B.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2021.

Includes bibliographical references

Academic stress is a rising global phenomenon that affects the young generations worldwide in both developed and developing countries. Despite its prevalence, few studies have thoroughly examined the issue in East Asian contexts. This dissertation adopts a multimanuscript approach and comprises four distinct but conceptually related studies. The first two studies examine academic stress as an endogenous variable. The first study investigates how different factors, i.e., perfectionism, social-oriented achievement motivation, parental aspiration for achievement, parent-child relationship, emphasis on academic in school and school climate, from the personal, familial and school domains predict academic stress. The second study examines how the endorsement of filial piety acts as a mediator between parent-child relationship, which is one of the predictors in study one, and academic stress. Study three and study four are the other two studies that examine academic stress as an exogenous variable. Study three investigates the association between academic stress and its associated outcomes, including mental distress, academic self-disclosure to parent and school engagement. Finally, study four examines how different sources of social support mediate academic stress and various symptoms of mental distress. Structural equation modelling (SEM) is used to examine the theoretical models with a sample of 1804 secondary 4 to 6 students in Hong Kong. The findings indicate that the theoretical models have a good fit with the full dataset. The results of study one suggest that two personal factors, i.e., perfectionism and the endorsement of social-oriented achievement motivations, account for the greatest explained variance of academic stress when compared with the other four factors. The findings of study two indicate that the endorsement of reciprocal filial piety has a mediating effect on the positive association between parent-child relationship and academic stress. The results of study three show that academic stress predicts a high level of mental distress, a greater likelihood of academic nondisclosure to parents and a high level of school engagement. The findings of the last study provide empirical evidence for the social support mobilization model in which academic stress predicts an increase in perceived social support and is further associated with a decrease in mental distress. The implications for theories, policies and social work practices and the direction of future research are discussed along with each respective study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426804555Subjects--Topical Terms:

554804
Social psychology.
Subjects--Index Terms:

Academic stressIndex Terms--Genre/Form:

554714
Electronic books.

Academic Stress Among Secondary School Students in Hong Kong : = Correlates, Outcomes, and the Roles of Filial Piety, Social Support and Gender.
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