Grit Difference in the Association Between Academic Stress and adolescents' Meaning in Life: The Roles of School Burnout and Self-Compassion

IF 1.8 4区医学 Q2 PEDIATRICS

Child Care Health and Development Pub Date : 2024-11-14 DOI:10.1111/cch.70005

Zhiyou Wang, Chunkai Li, Zhe Xie, Oulin Hong

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引用次数: 0

Abstract

Background

Given the cultural and educational environment with Chinese characteristics, academic pressure on adolescents' meaning in life maybe weak or insignificant, which is contradictory with previous studies conducted in Western countries; yet the influencing mechanisms in the association of academic stress with the meaning in life is rarely explored.

Method

A questionnaire survey was carried out among 616 adolescents aging from 12 to 18 in Jiangsu Province, China. The Macro process method was conducted to test the proposed theoretical model.

Results

The direct effect of academic stress on adolescent meaning in life was not significant, whereas the indirect effects through school burnout and self-compassion were significant. Specifically, adolescents who suffer from academic stress are more likely to report increased school burnout and reduced self-compassion, which affects their meaning in life. Besides, grit significantly attenuated the influence of academic stress on school burnout.

Discussion

There are indeed some psychosocial mechanisms including school burnout, self-compassion, and grit in the relation between academic stress and the meaning in life. Those findings imply that the advancement and implementation of relevant intervention projects focusing on improving the meaning in life could be realized by reducing their academic stress and school burnout and promoting their ability of self-compassion and grit.

查看原文本刊更多论文

学业压力与青少年人生意义之间的勇气差异：学业倦怠和自我同情的作用。

研究背景在具有中国特色的文化和教育环境下，学业压力对青少年人生意义的影响可能较弱或不明显，这与西方国家以往的研究相矛盾，但学业压力与人生意义相关的影响机制却鲜有探讨：方法：我们对江苏省 616 名 12 至 18 岁的青少年进行了问卷调查。方法：对江苏省 616 名 12 至 18 岁的青少年进行了问卷调查，并采用宏观过程法对所提出的理论模型进行了检验：结果：学业压力对青少年人生意义的直接影响不显著，而通过学业倦怠和自我同情产生的间接影响显著。具体而言，学业压力过大的青少年更有可能报告学业倦怠增加和自我同情减少，从而影响他们的人生意义。此外，勇气能明显减轻学业压力对学业倦怠的影响：学业压力与人生意义之间确实存在一些社会心理机制，包括学业倦怠、自我同情和勇气。这些发现意味着，可以通过减轻学生的学业压力和学校倦怠，提高他们的自我同情和勇气能力，来推进和实施以改善生活意义为重点的相关干预项目。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Care Health and Development 医学-小儿科

CiteScore

3.40

自引率

5.30%

发文量

136

审稿时长

4-8 weeks

期刊介绍： Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.