Appraisal of School-Based Stressors by Fourth-Grade Children A Mixed Method Approach英文文献资料.docVIP

Creative Education 2010. Vol.1, No.3, 196-201 Copyright ? 2010 SciRes. DOI:10.4236/ce.2010.13029 Appraisal of School-Based Stressors by Fourth-Grade Children: A Mixed Method Approach Anjeli Agrawal , Rashmi Garg , Diana Urajnik 1 2* 3 1 Gulf Breeze Elementary, Santa Rosa County, Florida, USA; 2Psychology Department, Laurentian University, Sudbury, Canada; 3Department of Public Health Sciences, University of Toronto, Toronto, Canada. Email: rgarg@laurentian.ca Received August 23rd, 2010; revised September 1st, 2010; accepted September 7th, 2010. This study examined appraisals of school-based stressors made by fourth-grade students. A mixed method ap- proach was taken. School-based stressors were identified through focus group discussions and categorized into four domains (Academic, Peer Interaction, Teacher Interaction, and Discipline) through content analysis. A stress inventory was then constructed and administered to 54 fourth-grade students to assess the prominence of the identified stressor domains as well as any relationships between the stressor domains, academic standing, and gender. Results indicated that, on average, Peer Interaction and Discipline stressors were rated significantly higher than Academic and Teacher Interaction stressors. Furthermore, concerning all academic ability groups, girls rated stressors in all domains higher than boys. This higher rating proved to be significant for girls com- pared to boys with average academic ability regarding Peer Interaction stressors. The challenge for educators and policy makers is to identify situations that lead to stress as early as possible and design coping programs that will facilitate healthy development. Keywords: School Based Stressors Introduction parents, teachers, and peers (Omizo et al., 1988; Bauwens Hourcade, 1992). Some of these demands include: the evalua- tion