The Psychosocial Functioning of High School Students in Academically Rigorous Programs

Autor/inn/en	Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth
Titel	The Psychosocial Functioning of High School Students in Academically Rigorous Programs
Quelle	In: Psychology in the Schools, 50 (2013) 8, S.823-843 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21708
Schlagwörter	High School Students; Academic Standards; Difficulty Level; Stress Variables; Advanced Placement Programs; Psychological Patterns; Life Satisfaction; Psychopathology; Social Adjustment; General Education; Academic Achievement; Case Studies; Questionnaires; Student Records; Statistical Analysis; Comparative Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Lebensvollendung; Psychopathologie; Soziale Anpassung; Allgemein bildendes Schulwesen; Allgemeinbildung; Schulleistung; Case study; Fallstudie; Case Study; Fragebogen; Schülerakte; Statistische Analyse
Abstract	This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools. Results of analyses of covariance suggested that stress is not always associated with deleterious outcomes, as students in academically rigorous programs (specifically, Advanced Placement [AP] classes and International Baccalaureate [IB] programs) reported more perceived stress than did students in general education, while maintaining exceptionally high academic functioning. Furthermore, despite their stress level, the psychological functioning of students in AP and IB is similar or superior to the levels of psychopathology, life satisfaction, and social functioning reported from their peers in general education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10