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Social Psychology of Education

, Volume 8, Issue 1, pp 3–17 | Cite as

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

  • Diane S. Kaplan
  • Ruth X. Liu
  • Howard B. Kaplan
Article

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.

Keywords

High School Multiple Regression Analysis Social Context High Stress Academic Performance 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2005

Authors and Affiliations

  • Diane S. Kaplan
    • 1
  • Ruth X. Liu
    • 2
  • Howard B. Kaplan
    • 3
  1. 1.Department of Teaching, Learning, and CultureTexas A & M UniversityCollege StationUSA
  2. 2.San Diego State UniversityUSA
  3. 3.Texas A & M UniversityUSA

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