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School related stress in early adolescence and academic performance three years later: the conditional influence of self expectations

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Abstract

The hypothesis was tested that educational expectations of junior high school students in interaction with school-related stress during early adolescence would adversely affect grades during high school. Multiple regression analyses of data from home interviews of 1034 students during junior high school and 3 years later during high school supported the hypothesis that early adolescent school-related stress both independently and in interaction with high academic expectations negatively affected academic performance 3 years later. These results suggest that for students in high stress school environments, an increase in academic expectations may serve to increase their school-related stress and impede their academic performance.

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Authors and Affiliations

  1. Department of Teaching, Learning, and Culture, Texas A & M University, College Station, Texas, 77843-4232, USA

    Diane S. Kaplan

  2. San Diego State University, USA

    Ruth X. Liu

  3. Texas A & M University, USA

    Howard B. Kaplan

Authors
  1. Diane S. Kaplan
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  2. Ruth X. Liu
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  3. Howard B. Kaplan
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Correspondence to Diane S. Kaplan.

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Kaplan, D.S., Liu, R.X. & Kaplan, H.B. School related stress in early adolescence and academic performance three years later: the conditional influence of self expectations. Soc Psychol Educ 8, 3–17 (2005). https://doi.org/10.1007/s11218-004-3129-5

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  • DOI: https://doi.org/10.1007/s11218-004-3129-5

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