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Academic stress, self-efficacy, social support, and health behaviours in female Victorian Certificate of Education (VCE) students

Published online by Cambridge University Press:  29 October 2015

Nadya M. Kouzma  and
Gerard A. Kennedy
Nadya M. Kouzma
Affiliation:
Department of Psychology, Victoria University
Gerard A. Kennedy*
Affiliation:
Department of Psychology, Victoria University
*
Department of Psychology, Victoria University, PO Box 14428, MELBOURNE Victoria MC 8001, Phone: 03 9365 2481, Fax: 03 9365 2218, E-mail: Gerard.Kennedy@vu.edu.au
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Abstract

This study examined academic stress in female Victorian Certificate of Education (VCE) students in terms of somatic symptoms and mood disturbance before, during, and after the midyear examination period and also examined the role of self-efficacy, number of social supports, social support satisfaction, and health behaviours in mediating the effects of stress on symptoms and mood disturbance. It was hypothesised that (a) student would report increased somatic symptoms and mood disturbance during the examination period and that (b) self-efficacy, social support (number and satisfaction), and health behaviours would account for a significant proportion of variance for somatic symptoms and mood disturbance before, during, and after the exam period. The participants were 51 VCE students from a large Catholic girls’secondary college in Melbourne. Four weeks before the exam period, the Generalized Self-Efficacy Scale, Reported Health Behaviours Checklist, Short Form Social Support Questionnaire, Symptoms Checklist, and Profile of Mood States were administered.The Symptoms Checklist and Profile of Mood States were administered again during the exam week and four weeks after the exam period. Statistical analyses showed that the VCE examination period was associated with significantly increased self-reports of somatic symptoms and mood disturbances that were strongly indicative of high levels of stress. Self-efficacy was found to have a weak role in mediating the stress response during the exam week. Social support did not account for any of the variation in academic stress. Health behaviours accounted for a small but significant proportion of the variance in stress after the exam period. It was concluded that there is a need to study other factors that may attenuate the academic stress response in adolescent secondary school students. The perceptual and cognitive appraisal of academic stressors is suggested as an area that may be worthy of examination.The implications of the findings are discussed in terms of the impact that academic stress may have on adolescents’ health during this critical period of development.

Keywords

Academic StressAdolescenceExam StressHealth BehavioursHigh School StudentsMood DisturbanceSelf-EfficacySocial SupportSomatic SymptomsVictorian Certificote Of Education
Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 17 , Issue 2 , 2000 , pp. 24 - 43
Copyright
Copyright © Australian Psychological Society 2000

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