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Ability of stress, sense of control and self-theories to predict Swedish high school students’ grades.

På svenska

Author

  • Marianne Ollfors
  • Sven Ingmar Andersson

Summary, in English

The aim of this study was to investigate self-theories (theories of intelligence, confidence in one's intelligence, internal attribution of failure, academic self-efficacy), specific control, and experiencing of stress by means of a questionnaire for 915 Swedish high school students. Factor analysis yielded 6 stress domains (Workload, Psychosocial Problems, Uncertainty, Problems in Close Relationships, Demands to be Met, Problems of the Physical Environment). The balance between control and stress was measured by the Control-Stress Index. Most of the adolescents' stress appeared to be connected with their schoolwork. Female students, especially in academic programs, experienced greater stress and greater deficit of control than male students. Sequential regression analyses showed that final grades could be predicted to 28% from demographic variables, self-theories, and stress. The contribution of stress was 4%.

Publishing year

2007

Language

English

Pages

143-169

Publication/Series

Educational Research and Evaluation

Volume

13

Issue

2

Document type

Journal article

Publisher

Routledge

Topic

  • Psychology

Status

Published

ISBN/ISSN/Other

  • ISSN: 1380-3611