Stress and anxiety in schools: a multilevel analysis of individual and class-level effects of achievement and competitiveness.

Autor/inn/en	Becker, Saskia Jasmin; Börnert-Ringleb, Moritz
Titel	Stress and anxiety in schools: a multilevel analysis of individual and class-level effects of achievement and competitiveness.
Quelle	In: Frontiers in education, (2025) 9, S. 1-12 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2504-284X
DOI	10.3389/feduc.2024.1519161
URN	urn:nbn:de:0168-ssoar-110328-9
Schlagwörter	Angst; Leistungsdruck; Schüler; Stress; Mehrebenenanalyse; Leistung; Deutschland
Abstract	Stress and anxiety are commonly experienced by students in schools. Both phenomena are mutually dependent and associated with various negative outcomes. A range of variables have been addressed when explaining the development of stress and anxiety and the need to consider classroom-level effects becomes clear. So far, the effects of individual as well as classroom-level competitiveness on stress and anxiety have not been focused. This study aims to address this research gap and examines associations between achievement, competitiveness, stress and anxiety. Therefore, cross-sectional self-reports of 591 students from 10 secondary schools in Germany were collected using a paper-pencil-questionnaire in regular classrooms and analyzed using hierarchical linear modeling. The results highlight the relevance of achievement and competitiveness for the experience of anxiety and stress of students. Academic achievement on individual and class level were related to individual and classroom levels of stress and anxiety. Similarly, competitiveness on both levels was positively associated with the experiences of stress and anxiety. Consequently, the study highlights the relevance of achievement and competitiveness for the experience of anxiety and stress of students and emphasizes a need for adequate educational support.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/4