Die uitwerking van stres op die akademiese prestasie van standerd ses–leerlinge
Abstract
The purpose of this research project was
to clarify the precise meaning of the term "stress" and to
formulate criteria for diagnosing stress in Standard six
pupils;
to identify various stress factors prevalent among Standard
six pupils by means of a questionnaire on stress;
to determine the influence of stress on the
achievement of a group of Standard six pupils; and
academic
to provide guidelines for combating stress which will promote
the optimization of the academic achievement of pupils.
The method of research entailed an empirical
which 1054 Standard six pupils from five
investigation in
Afrikaans medium
secondary schools were involved. In order to determine the
incidence of stress in these pupils and to obtain biographical
data and information on stress, each of these pupils had to
complete a questionnaire.
In addition to biographical data and information on stress, the
academic achievement and IQ of each individual pupil were also
required.
The average academic achievement for the first examination written
by Standard six pupils in a new school environment and the IQ
scores available at the schools were taken into consideration in
this research project. No additional IQ tests were conducted.
The questionnaire was completed by the pupils themselves. Their
academic achievement and IQ scores were recorded on a class list
by their tutor teachers. In order to ensure anonymity and confidentiality,
every questionnaire on stress was linked to the appropriate
pupil in respect of the marks he/she obtained and his/her
IQ score by means of a numerical system (cf. par. 5.4.2).
Based on the biographical data gathered, it was concluded that
the following pupils were more prone to stress:
Girls
Pupils who had changed schools three or more times
Pupils who had older brothers and/or sisters
Children from broken homes.
From the questionnaire on stress it appeared that the following
ten items showed the highest negative correlation with academic
achievement:
How often do you feel helpless?
Is your schoolwork important to you?
Are you afraid of the unknown?
Are you shy?
How often do you feel that you are a demanding person?
Do you easily become tense about an issue?
How often do you feel cheerful and playful?
Do you find it easy to talk to others and do you talk a lot?
Do you often do something with the purpose of annoying or
irritating somebody?
How often are you restless or overactive?
It can, however, never be taken for granted that a child who is
not performing well academically is suffering from stress. Many
factors within and outside the school situation can be the cause
of poor academic achievement.
Some of the items mentioned may have a negative influence on a
child's academic achievement. These items may be used in a test
with the purpose of identifying stress in a child.
It is significant that the three items which showed the highest
negative correlation with academic achievement, also showed the
highest negative correlation with the IQ score. These items are
a feeling of helplessness, the child's attitude towards school
work and his fear of the unknown.
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- Education [1695]