Cross-national trends in perceived school pressure by gender and age from 1994 to 2010.

Autor/inn/en	Klinger, Don A.; Freeman, John G.; Bilz, Ludwig; Liiv, Krystine; Ramelow, Daniela; Sebok, Stefanie S.; Samdal, Oddrun; Dür, Wolfgang; Rasmussen, Mette
Titel	Cross-national trends in perceived school pressure by gender and age from 1994 to 2010.
Quelle	In: European journal of public health, 25 (2015) supplement 2, S. 51-56 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1007-1100; 1101-1262; 1464-360X
DOI	10.1093/eurpub/ckv027
Schlagwörter	Bildungsforschung; Längsschnittuntersuchung; Gender; Leistungsdruck; Elementarbereich; Schule; Sekundarbereich; Schulstress; Internationaler Vergleich; 21. Jahrhundert; Altersgruppe; Belastung; 90er Jahre; Deutscher Sprachraum; Großbritannien; Nordamerika; Nordeuropa; Osteuropa
Abstract	Background: Pressure within school can be a critical component in understanding how the school experience influences young people's intellectual development, physical and mental health and future educational decisions. Methods: Data from five survey rounds (1993/1994, 1997/1998, 2001/2002, 2005/2006 and 2009/2010) were used to examine time-, age- and gender-related trends in the amounts of reported school pressure among 11-, 13- and 15-year-olds, in five different regions (North America, Great Britain, Eastern Europe, Nordic and Germanic countries). Results: Across the regions the reported perceptions of school pressure did not change between 1994 and 2010, despite a temporary increase in 2002 and 2006. With the exception of children at 11 years of age, girls reported higher levels of school pressure than boys (Cohen's d from 0.12 to 0.58) and school pressure was higher in older age groups. These findings were consistent across countries. Regionally, children in North America reported the highest levels of school pressure, and students in the Germanic countries the lowest. Conclusion: Factors associated with child development and differences in societal expectations and structures, along with the possible, albeit, differential impact of the Programme for International Student Assessment (PISA), may partially explain the differences and trends found in school pressure. School pressure increases alongside the onset of adolescence and the shift from elementary school to the higher demanding expectations of secondary education. Time-related increases in school pressure occurred in the years following the release of the PISA results, and were larger in those regions in which results were less positive. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2015/3