The Relationship Between The High School Students’ Academic Stress And Internal-external Problems

For high school students, learning is the most important task, which is also the mainsource of their psychological pressure. High school students′academic stress has increasinglybecome a hot topic in the family, school and society, so many domestic scholars carried outrelated researches. Song Jiasheng, Nie Wenhai considered students would make differentreactions to avoid academic stress under the situation of lack of capacity, confidence. Theincrease of pressure at different levels makes high school students appear some badphenomena, such as tiredness, skipping classes, attack, anxiety, depression, etc., and evensome students run away from home, from Dutch act, law etc. In view of the phenomena ofthe internal-external problems of high school students, there are many scholars doing someresearches, such as the relationship of high school students attack and family factors, therelationship of parents strict discipline, control, and students’ internal-external problems, therelationship of peer victimization and internalizing problems and the difference of attributionof internal and external students, but few researches focus on the relationship between thehigh school students′academic stress and internal—external problems.Through summarizing previous studies we can find that the academic pressures and theinternal-external problems have aroused attention of many scholars, and there are manyresearchers respectively discussing the academic pressures and internal-external problemsfrom different angles. These studies provide good clues for our research, but at the same timethey are insufficient:(1), for internal-external problems, fewer researches are about highschool students. Many studies have focused on children, early childhood, youth; researches onhigh school students are relatively less.(2)Fewer researches focus on the relationship betweenthe High school students′academic stress and internal—external problems. At present, manyresearches explored influences, the grade differences of academic pressure, and gender and grade differences of internal and external problems, but few studies combine academicpressures and internal—external problems. Based on the above analyses, this study willexamine the differences in gender, grade of high school students′academic stress and therelationship between the High school students′academic stress and internal—externalproblems.This study, through the stratified cluster sampling method, investigated510students ofthree typical high schools from Jining(senior one to senior three) collectively. The "middleschool students’ learning situation questionnaire"(SSS) compiled by Chen Xu and YouthSelf-Report (YSR) compiled by Achenbach (1991) is applied. The conclusions are as follows:1. The total pressure of high school students feel no significant gender difference.2. There areSignificant differences in grades of target requirement stress. Academic pressure of senior oneis greater than two.3. The internal—external problems have significant difference in gender,girls feel higher in anxiety, depression, thought problems, rule-breaking behavior than boys.4.The different dimensions of internal and external problems increase from grade one to three.There are significant differences in grades on dimensions of attention problems, aggressivebehavior and total problem.5. There is a significant correlation between academicperformance and attention problems, social problems, thought problems and rule-breakingbehavior, which indicate academic performance is an important influence of high schoolstudents′internal—external problems.6. Academic pressure is significantly associated withthe internal—external problems, and there is a significant correlation between academic stressand anxiety, depression, withdrawal, attention problems, rule-breaking behavior, aggressivebehavior，and is related with the other dimensions to a certain extent.