Societal and Organisational Factors of Stress on Students in School.

Autor/in	Hurrelmann, Klaus
Titel	Societal and Organisational Factors of Stress on Students in School.
Quelle	In: European Journal of Teacher Education, 7 (1984) 2, S.181-90 (12 Seiten)Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Adjustment (to Environment); Adolescents; Coping; Foreign Countries; High Risk Students; School Attitudes; School Organization; Secondary Education; Secondary School Students; Social Influences; Social Science Research; Stress Management; Stress Variables; Student Adjustment; Student Motivation; Student School Relationship; West Germany + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bewältigung; Ausland; Problemschüler; School organisation; Schulorganisation; Sekundarbereich; Sekundarschüler; Sozialer Einfluss; Social scientific research; Sozialwissenschaftliche Forschung; Stressmanagement; Stressbewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulische Motivation; Schüler-Lehrer-Beziehung
Abstract	Objectively speaking, there has been great historical progress in the educational and developmental opportunities for children and adolescents. However, this progress is not reflected either in an actual improvement of the "qualify of life" or in the subjectively perceived chances of education of adolescents in and out of school. Empirical support for this proposition comes in the observation that symptoms of stress do not only appear in students whose achievements are rated as poor. In this paper an attempt is made both to discuss factors of stress in 14- to 18-year-old students in and out of school and at the same time to point out the adolescent's own subjective perception of some of those factors by means of an empirical investigation. Factors external and internal to school must be seen as standing in a close relation of interaction to each other. The kind and intensity of mental and social stress is explained by combining an "objective" analysis with a "subjective" one. School is looked at both as a system of social order, organization and interaction, and as a realm of experience and a social environment for students. On the basis of these considerations, the conception of "stress" is discussed in the context of a meta-theoretical model of the subject who is productively managing his or her reality. (Author/BZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC