Skip to main content

Advertisement

SpringerLink
Log in

Academic Stressors and Anxiety in Children: The Role of Paternal Support

  • Original Paper
  • Published:
Journal of Child and Family Studies Aims and scope Submit manuscript

Abstract

We examined the role of paternal support in the relation between academic stress and the mental health of primary school children in Hong Kong. The participants of this cross-sectional study were 1,171 fifth and sixth graders. The results indicated that academic stress was a risk factor that heightened student anxiety levels and that parental emotional support was a protective factor that contributed to better mental health among children. However, paternal informational support delivered to children during times of high academic stress appeared to heighten student anxiety levels. The practical implications of the findings on parent education are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abouserie, R. (1994). Sources and levels of stress in relation to locus of control and self esteem in university students. Educational Psychology, 14, 323–330.

    Article  Google Scholar 

  • Aheneku, J. E., Nwosu, C. M., & Ahaneku, G. I. (2000). Academic stress and cardiovascular health. Academic Medicine, 75, 567–568.

    Article  Google Scholar 

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.

    Google Scholar 

  • Alva, S. A., & de Los Reyes, R. (1999). Psychosocial stress, internalized symptoms, and the academic achievement of Hispanic adolescents. Journal of Adolescent Research, 14, 343–358.

    Article  Google Scholar 

  • Ang, R. P., & Huan, V. S. (2006a). Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement, 66, 522–539.

    Article  Google Scholar 

  • Ang, R. P., & Huan, V. S. (2006b). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37, 133–143.

    Article  PubMed  Google Scholar 

  • Barrera, M., Jr. (1988). Models of social support and life stress: Beyond the buffering hypothesis. In L. H. Cohen (Ed.), Life events and psychological functioning: Theoretical and methodological issues. Newbury Park, CA: Sage.

    Google Scholar 

  • Bell, D. (2000). Guanxi: A nesting of groups. Current Anthropology, 41, 132–138.

    Article  PubMed  Google Scholar 

  • Bond, M. H., & Hwang, K. K. (1986). The social psychology of Chinese people. In M. H. Bond (Ed.), The psychology of the Chinese people (pp. 213–266). Hong Kong: Oxford University Press.

    Google Scholar 

  • Bossy, S. (2000). Academic pressure and impact on Japanese students. McGill Journal of Education, 35, 71–84.

    Google Scholar 

  • Brent, A. M., Sarah, J. S., & Thomas, R. R. (2002). Child characteristics, parenting stress, and parental involvement: Fathers versus mothers. Journal of Marriage and Family, 64, 998.

    Article  Google Scholar 

  • Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nuture reconceptualization in development perspective: A bioecological model. Psychological Review, 101, 568–586.

    Article  PubMed  Google Scholar 

  • Burnett, P. C., & Fanshawe, J. P. (1997). Measuring school-related stressors in adolescents. Journal of Youth and Adolescence, 26, 415–428.

    Article  Google Scholar 

  • Chan, J. C. Y., & Lam, S. F. (2008). Effects of competition on students’ self efficacy in vicarious learning. British Journal of Educational Psychology, 78, 95–108.

    Article  PubMed  Google Scholar 

  • Chao, R. K. (1996). Chinese and European American mothers’ beliefs about the role of parenting in children’s school success. Journal of Cross-cultural Psychology, 27, 403–427.

    Article  Google Scholar 

  • Chen, H., & Lan, W. (1998). Adolescents’ perceptions of their parents’ academic expectations: Comparison of American, Chinese–American, and Chinese high school students. Adolescence, 33, 385–390.

    PubMed  Google Scholar 

  • Chen, X., Liu, M., & Li, D. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14, 401–419.

    Article  PubMed  Google Scholar 

  • Cohen, S., Gottleib, B. H., & Underwood, L. G. (2000). Social relationships and health. In S. Cohen, B. H. Gottleib, & L. G. Underwood (Eds.), Social support measurement and intervention: A guide for health and social scientists (pp. 3–25). Oxford, UK: Oxford University Press.

    Google Scholar 

  • Cohen, S., & Wills, T. A. (1985). Stress, social support and the buffering hypothesis. Psychological Bulletin, 98, 310–357.

    Article  PubMed  Google Scholar 

  • Cole, D. A., Peeke, L. G., Martin, J. M., Truglio, R., & Seroczynski, A. D. (1998). A longitudinal look at the relation between depression and anxiety in children and adolescents. Journal of Consulting and Clinical Psychology, 66, 451–460.

    Article  PubMed  Google Scholar 

  • Committee on Home-School Co-operation. (2004). Primary school profiles. Retrieved April 26, 2005, from http://embhsc.hkedcity.net/primary/.

  • Crean, H. F. (2004). Social support, conflict, major life stressors, and adaptive coping strategies in Latino middle school students: An integrative model. Journal of Adolescent Research, 19, 657–676.

    Article  Google Scholar 

  • de Kemp, R. A. T., Overbeek, G., de Wied, M., Engels, R. C. M. E., & Scholte, R. H. J. (2007). Early adolescent empathy, parental support, and antisocial behavior. Journal of Genetic Psychology, 168, 5–18.

    Article  PubMed  Google Scholar 

  • DePlanty, J., Coulter-Kern, R., & Duchane, K. A. (2007). Perceptions of parent involvement in academic achievement. The Journal of Educational Research, 100, 361–368.

    Article  Google Scholar 

  • Dong, Q., Yang, B., & Ollendick, T. H. (1994). Fears in Chinese children and adolescents and their relations to anxiety and depression. Journal of Child Psychology and Psychiatry, 35, 351–363.

    Article  PubMed  Google Scholar 

  • Fanshawe, J. P., & Burnett, P. C. (1991). Assessing school-related stressors and coping mechanisms in adolescents. British Journal of Educational Psychology, 61, 92–98.

    PubMed  Google Scholar 

  • Fields, L., & Prinz, R. J. (1997). Coping and adjustment during childhood and adolescence. Clinical Psychology Review, 17, 937–976.

    Article  PubMed  Google Scholar 

  • Flouri, E. (2005). Fathering and child outcomes. Chichester, UK/Hoboken, NJ: Wiley.

    Book  Google Scholar 

  • Fonseca, A. C., & Perrin, S. (2001). Clinical phenomenology, classification and assessment of anxiety disorders in children and adolescents. In W. K. Silverman & P. D. A. Treffers (Eds.), Anxiety disorder in children and adolescents: Research, assessment and intervention (pp. 126–158). New York: Cambridge University Press.

    Google Scholar 

  • Gore, S., & Aseltine, R. H., Jr. (1995). Protective processes in adolescence: Matching stressors with social resource. American Journal of Community Psychology, 23, 301–327.

    Article  PubMed  Google Scholar 

  • Gow, L., Balla, J., Kember, D., & Hau, K. T. (1996). The learning approaches of Chinese people: A function of socialization processes and the context of learning? In M. H. Bond (Ed.), The handbook of Chinese psychology (pp. 109–123). Hong Kong: Oxford University Press.

    Google Scholar 

  • Gu, Z. (1999). Investigation of the special subject on conditions of primary and secondary school students’ academic burden. Nanning Shi: Guangxi Educational Publishing House.

    Google Scholar 

  • Guidi, L., Tricerri, A., Vangeli, M., Frasca, D., Errani, A. R., Di-Giovanni, A., et al. (1999). Neuropeptide Y plasma levels and immunological changes during academic stress. Neuropsychobiology, 40, 188–195.

    Article  PubMed  Google Scholar 

  • Gullone, E., King, N. J., & Ollendick, T. H. (2001). Self-reported anxiety in children and adolescents: A three-year follow-up study. Journal of Genetic Psychology, 162, 5–15.

    Article  PubMed  Google Scholar 

  • Halme, N., Tarkka, M.-T., Nummi, T., & Åstedt-Kurki, P. (2006). The effect of parenting stress on fathers’ availability and engagement. Child Care in Practice, 12, 13–26.

    Article  Google Scholar 

  • Heaven, P. C. L., Newbury, K., & Mak, A. (2004). The impact of adolescent and parental characteristics on adolescent levels of delinquency and depression. Personality and Individual Differences, 36, 173–185.

    Article  Google Scholar 

  • Ho, D. Y. F. (1996). Filial piety and its psychological consequences. In M. H. Bond (Ed.), The handbook of Chinese psychology (pp. 155–165). Hong Kong: Oxford University Press.

    Google Scholar 

  • Hong Kong Census and Statistics Department. (2003). Thematic household survey report no. 14. 2006 Population By-census. Retrieved May 30, 2009, from http://www.statistics.gov.hk/publication/stat_report/social_data/B11302142003XXXXB99.pdf.

  • Hong Kong Census and Statistics Department. (2007a). Persons attending full-time courses or educational institutions in Hong Kong by place of study and area of residence, 2006. 2006 Population By-census. Retrieved May 20, 2009, from http://www.bycensus2006.gov.hk/en/data/data2/index.htm.

  • Hong Kong Census and Statistics Department. (2007b). Women and men in Hong Kong—Key statistics. 2006 Population By-census. Retrieved May 20, 2009, from http://www.bycensus2006.gov.hk/en/data/data2/index.htm.

  • Kao, C. C. (2001). Children’s stress and after-school lives in Taiwan. Unpublished PhD, State University of New York.

  • Kendler, K. S. (1996). Parenting: A genetic-epidemiologic perspective. The American Journal of Psychiatry, 153, 11–20.

    PubMed  Google Scholar 

  • Kim, U., Triandis, H. C., Kagitcibasi, C., Choi, S. C., & Yoon, G. (Eds.). (1994). Individualism and collectivism: Theory, methods and applications. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Kohn, J. P., & Frazer, G. H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59, 415–426.

    Google Scholar 

  • Lamb, M. E. (Ed.). (2004). The role of the father in child development (4th ed.). Hoboken, NJ: Wiley.

    Google Scholar 

  • Last, C. G., Perrin, S., Hersen, M., & Kazdin, A. E. (1996). A prospective study of childhood anxiety disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1502–1510.

    Article  PubMed  Google Scholar 

  • Lazarus, R. S. (1999). Stress and emotion: A new synthesis (pp. 27–48). New York: Springer.

    Google Scholar 

  • Lee, M., & Larson, R. (2000). The Korean “Examination Hell”: Long hours of studying, distress and depression. Journal of Youth and Adolescence, 29, 249–271.

    Article  Google Scholar 

  • Li, J. (2004). Parental expectations of Chinese immigrants: A folk theory about children’s school achievement. Race, Ethnicity & Education, 7, 167–183.

    Article  Google Scholar 

  • Lou, W., & Chi, I. (2000). The stressors and psychological well-being of senior secondary school students. Psychological Science China, 23, 156–159.

    Google Scholar 

  • Lu, Z. Z., Maume, D. J., & Bellas, M. L. (2000). Chinese husbands’ participation in household labor. Journal of Comparative Family Studies, 31, 191–215.

    Google Scholar 

  • Ma, X. (2001). Bullying and being bullied: To what extent are bullies also victims? American Educational Research Journal, 38, 351–370.

    Article  Google Scholar 

  • Malecki, C. K., & Demaray, M. K. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASSS). Psychology in the Schools, 39, 1–18.

    Article  Google Scholar 

  • Marshal, M. P., & Chassin, L. (2000). Peer influence on adolescent alcohol use: The moderating role of parental support and discipline. Applied Developmental Science, 4, 80–88.

    Article  Google Scholar 

  • McCormack, A. S. (1996). Drinking in stressful situations: College men under pressure. College Student Journal, 30, 65–68.

    Google Scholar 

  • Morris, T. L., & March, J. S. (Eds.). (2004). Anxiety disorders in children and adolescents (2nd ed.). New York: Guilford Press.

    Google Scholar 

  • Muris, P., Merckelbach, H., Mayer, B., & Prins, E. (2000). How serious are common childhood fears? Behavior Research and Therapy, 38, 217–228.

    Article  Google Scholar 

  • Parker, G., Tupling, H., & Brown, L. B. (1979). A parental bonding instrument. British Journal of Medical Psychology, 52, 1–10.

    Google Scholar 

  • Phares, V., Fields, S., & Kamboukos, D. (2009). Fathers’ and mothers’ involvement with their adolescents. Journal of Child and Family Studies, 18, 1–9.

    Article  Google Scholar 

  • Reynolds, C. R., & Richmond, B. O. (1978). “What I think and feel”: A revised measure of children’s manifest anxiety. Journal of Abnormal Psychology, 6, 271–280.

    Google Scholar 

  • Salili, F., Lai, M. K., & Leung, S. S. K. (2004). The consequences of pressure on adolescent students to perform well in school. Hong Kong Journal of Paediatrics, 9, 329–336.

    Google Scholar 

  • Shek, D. T. L. (1991). The Chinese version of the state-trait anxiety inventory: Some normative data.Unpublished manuscript.

  • Shek, D. T. L. (1999). Paternal and maternal influences on the psychological well-being of Chinese adolescents. Genetic, Social, and General Psychology Monographs, 125, 269–296.

    PubMed  Google Scholar 

  • Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and math achievement. The Journal of Educational Research, 98, 196–206.

    Article  Google Scholar 

  • Shu, B. C., Lo, W. J., & Lung, F. W. (1999). The reliability and validity of a Chinese version of the parental bonding instrument. Nursing Research, 7, 479–489.

    Google Scholar 

  • Sim, H. O. (2000). Relationship of daily hassles and social support to depression and antisocial behavior among early adolescents. Journal of Youth and Adolescence, 29, 647–659.

    Article  Google Scholar 

  • Sorensen, E. S. (1993). The family perspective: Theoretical and methodological notes. In Children’s stress and coping: A family perspective (pp. 25–49). New York: Guilford Press.

  • Stevenson, H. W., & Lee, S. Y. (1996). The academic achievement of Chinese students. In M. H. Bond (Ed.), The handbook of Chinese psychology (pp. 124–142). Hong Kong: Oxford University Press.

    Google Scholar 

  • Tao, Y. K. (2003). Hong Kong Chinese students’ learning motivation: The role of social- versus individual-oriented achievement motivation. Dissertation Abstracts International: Section B: The Sciences and Engineering, 64(10-B), 5278.

    Google Scholar 

  • The Chinese Young Men’s Association of Hong Kong. (2005). Report on the role and participation of parents in family activities. Hong Kong: The Chinese Young Men’s Association of Hong Kong.

    Google Scholar 

  • The University of Hong Kong. (2008). Work life balance in Hong Kong survey results. Retrieved June 1, 2009, from http://www.hku.hk/press/news_detail_5755.html.

  • Wang, J. S., & Ding, X. H. (2003). A study on the influential factors on anxiety of secondary school students. Chinese Journal of Clinical Psychology, 11(3), 164–166.

    Google Scholar 

  • Weidner, G., Kohlmann, C. W., Dotzauer, E., & Burns, L. R. (1996). The effects of academic stress on health behaviors in young adults. Anxiety, Stress and Coping: An International Journal, 9, 123–133.

    Article  Google Scholar 

  • Wenz-Gross, M., Siperstein, G. N., Untch, A. S., & Widaman, K. F. (1997). Stress, social support, and adjustment of adolescents in middle school. Journal of Early Adolescence, 17, 129–151.

    Article  Google Scholar 

  • Windle, M. (1992). A longitudinal study of stress buffering for adolescent problem behaviors. Developmental Psychology, 28, 522–530.

    Article  Google Scholar 

  • Xing, L. F., Huang, X. Y., Huang, H. X., Sanchez, K., & Ye, R. (2005). Middle school students’ parent-related test anxiety: Comparisons between United States and China. Chinese Mental Health Journal, 19, 509–512.

    Google Scholar 

  • Yu, G., & Chen, S. (2001). The relationship of event stress and academic achievement to behavioral adjustment of elementary school students. Acta Psychologica Sinica, 33(4), 349–353.

    Google Scholar 

  • Yu, A. B., & Yang, K. S. (1994). The nature of achievement motivation in collectivist societies. In U. Kim, H. C. Triandis, C. Kagitcibasi, S. C. Choi, & G. Yoon (Eds.), Individualism and collectivism: Theory, method, and applications (pp. 239–250). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Zhou, X.-h., Hong, Q., Luo, X.-X., Liang, C., & Ye, C.-r. (2005). Research on relationship between anxiety and life events about adolescents in a middle school of Shenzhen city. Chinese Journal of Child Health Care, 13(2), 108–110.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Social Work and Social Administration, The University of Hong Kong, 13/F, K. K. Leung Building, Pokfulam Road, Hong Kong, China

    Grace S. M. Leung & K. C. Yeung

  2. School of Nursing and Social Work, The University of Melbourne, Faculty of Medicine, Dentistry and Health Sciences, Melbourne, Victoria, Australia

    Daniel F. K. Wong

Authors
  1. Grace S. M. Leung
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. K. C. Yeung
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Daniel F. K. Wong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Grace S. M. Leung.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Leung, G.S.M., Yeung, K.C. & Wong, D.F.K. Academic Stressors and Anxiety in Children: The Role of Paternal Support. J Child Fam Stud 19, 90–100 (2010). https://doi.org/10.1007/s10826-009-9288-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10826-009-9288-4

Keywords

Search

Navigation