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The moderating effect of self-attitude on the correlation of stress and achievement
Author
Lim, Brendan Cheng Hai
Supervisor
Soh, Kay Cheng
Abstract
This study is an attempt to ascertain (a) the relationships between stress and academic achievement and (b) self-attitude as a moderating factor among primary school students. Such knowledge can help to improve the understanding of student stress among teachers. It also helps parents to understand their children's stress and to be sensitive to their needs. Proactive preventive measures based on the findings will be beneficial to the students, educators and their parents.
Subjects consisted of 133 Primary 6 students from a neighbourhood primary school. These students were of various academic abilities (EM1 and EM2) and most of them lived in the neighbourhood and of a lower socio-economic background in the west zone of Singapore. These students were chosen because Primary 6 constituted a critical point in their life, being the last year of their primary school education.
The questionnaire that was administered to these students consists of three sections. Section A is the Locus of Control Scale (LCS) and it measures the extent to which a student believes in his own ability to influence social and academic performance. Section B is the School-Related Stress Scale (SRSS) that measures the level of stress perceived by students in relation to their academic achievement, peers and teachers. Section C is the Self-Esteem Scale (SES) and it measures the students' personal judgement of worthiness which is expressed in the attitudes the students hold toward themselves. The students' preliminary examination results which are categorized into grades A* or A to D were used as measures of their academic achievement.
It is found that social stressor and teacher stressor do affect the academic achievement of the students, but academic stressor did not. However, the correlations did not change when self-esteem was controlled. It appears that self-esteem has no moderating effect on stress in relation to the academic achievement of the students.
The study shows that the ups and downs of peer relationships cause stress because peer acceptance is highly regarded for these students that will affect their academic achievement. Teacher-student relationships are also important catalysts in affecting the stress level of the students in relation to their academic achievement.
Hence, it is recommended that children must be allowed to grow at a pace they are comfortable with and be able to enjoy their childhood. Children need time to think, create, draw, dream, fantasise and explore special interests. Such activities promote self-awareness by helping children to clarify who they are and what they are truly interested. In our efforts to produce Renaissance children who are competitive in all areas, we must realise that excessive and consciously exerting pressure on our children may be counterproductive.
Subjects consisted of 133 Primary 6 students from a neighbourhood primary school. These students were of various academic abilities (EM1 and EM2) and most of them lived in the neighbourhood and of a lower socio-economic background in the west zone of Singapore. These students were chosen because Primary 6 constituted a critical point in their life, being the last year of their primary school education.
The questionnaire that was administered to these students consists of three sections. Section A is the Locus of Control Scale (LCS) and it measures the extent to which a student believes in his own ability to influence social and academic performance. Section B is the School-Related Stress Scale (SRSS) that measures the level of stress perceived by students in relation to their academic achievement, peers and teachers. Section C is the Self-Esteem Scale (SES) and it measures the students' personal judgement of worthiness which is expressed in the attitudes the students hold toward themselves. The students' preliminary examination results which are categorized into grades A* or A to D were used as measures of their academic achievement.
It is found that social stressor and teacher stressor do affect the academic achievement of the students, but academic stressor did not. However, the correlations did not change when self-esteem was controlled. It appears that self-esteem has no moderating effect on stress in relation to the academic achievement of the students.
The study shows that the ups and downs of peer relationships cause stress because peer acceptance is highly regarded for these students that will affect their academic achievement. Teacher-student relationships are also important catalysts in affecting the stress level of the students in relation to their academic achievement.
Hence, it is recommended that children must be allowed to grow at a pace they are comfortable with and be able to enjoy their childhood. Children need time to think, create, draw, dream, fantasise and explore special interests. Such activities promote self-awareness by helping children to clarify who they are and what they are truly interested. In our efforts to produce Renaissance children who are competitive in all areas, we must realise that excessive and consciously exerting pressure on our children may be counterproductive.
Date Issued
2003
Call Number
LB1062.6 Lim
Date Submitted
2003