{"id":13577,"date":"2025-01-28T13:26:35","date_gmt":"2025-01-28T11:26:35","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=13577"},"modified":"2025-01-30T18:50:01","modified_gmt":"2025-01-30T16:50:01","slug":"stresul-scolar-in-randul-adolescentilor","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/stresul-scolar-in-randul-adolescentilor","title":{"rendered":"Stresul \u0219colar \u00een r\u00e2ndul adolescen\u021bilor"},"content":{"rendered":"<p>Stresul \u0219colar reprezint\u0103 o problem\u0103 tot mai prezent\u0103 \u00een r\u00e2ndul adolescen\u021bilor, cu implica\u021bii semnificative asupra dezvolt\u0103rii lor academice \u0219i personale. Acest studiu exploreaz\u0103 manifestarea stresului \u0219colar \u00een r\u00e2ndul adolescen\u021bilor \u0219i rela\u021bia acestuia cu autoeficacitatea academic\u0103, concentr\u00e2ndu-se asupra provoc\u0103rilor specifice perioadei de dezvoltare 14-17 ani. Utiliz\u00e2nd scala de stres educa\u021bional pentru adolescen\u021bi (ESSA) \u0219i scala de autoeficacitate academic\u0103, cercetarea a fost realizat\u0103 pe un e\u0219antion de 49 de elevi de liceu. Rezultatele indic\u0103 un nivel moderat de stres \u0219colar \u00een r\u00e2ndul responden\u021bilor, cu o corela\u021bie pozitiv\u0103 semnificativ\u0103, dar slab\u0103, \u00eentre presiunea resim\u021bit\u0103 din studiu \u0219i percep\u021biile pozitive cu privire la autoeficacitatea academic\u0103. Cercetarea eviden\u021biaz\u0103 necesitatea implement\u0103rii unor strategii de gestionare a stresului \u0219i subliniaz\u0103 rolul important al profesorilor \u00een crearea unui climat \u0219colar suportiv, care s\u0103 faciliteze at\u00e2t performan\u021ba academic\u0103, c\u00e2t \u0219i bun\u0103starea emo\u021bional\u0103 a adolescen\u021bilor. <!--more--><\/p>\n<p>Adolescen\u021ba este considerat\u0103 perioada de tranzi\u021bie \u00eentre copil\u0103rie \u0219i maturitate, care \u00eencepe de la 10 ani \u0219i se termin\u0103 \u00een jurul v\u00e2rstei de 19 ani, fiind caracterizat\u0103 de o serie de schimb\u0103ri importante din punct de vedere fizic, cognitiv \u0219i psihosocial (World Heath Organization). Aceast\u0103 perioad\u0103 este \u00eemp\u0103r\u021bit\u0103 \u00een trei etape, precum: adolescen\u021ba timpurie (10-13 ani) care implic\u0103 importante schimb\u0103ri fizice care st\u00e2rnesc curiozitate, dar \u0219i anxietate, respectiv egocentrinsm \u0219i o nevoie crescut\u0103 de intimitate; adolescen\u021ba timpurie (14-17 ani) care aduce cu sine nevoi pronun\u021bate de identificare \u0219i independen\u021b\u0103 \u00een raport cu familia, grupul de prieteni, iar deciziile \u00eenc\u0103 sunt influen\u021bate de impulsurile de moment; adolescen\u021ba t\u00e2rzie (18-21 ani) care implic\u0103 o mai bun\u0103 capacitate de evaluare a riscurilor \u0219i recompenselor, un focus mai pronun\u021bat pe viitor \u0219i idealuri, stabilindu-se o nevoie de rela\u021bie adult\u0103 cu p\u0103rin\u021bii (Brittany Allen &amp; Helen Waterman, 2024).<\/p>\n<p>Dezvoltarea comportamental\u0103 la mijlocul adolescen\u021bei (14-17 ani) presupune de cele mai multe ori o revolt\u0103 a adolescen\u021bilor fa\u021b\u0103 de p\u0103rin\u021bi, o tendin\u021b\u0103 spre a ac\u021biona ra\u021bional, dar \u00een acela\u0219i timp impulsiv, fiind influen\u021ba\u021bi de grupul de prieteni \u0219i de dorin\u021ba de a demonstra c\u0103 pot face \u0219i ei asemenea celorlal\u021bi. De\u0219i pot p\u0103rea ca fiind capricio\u0219i, manifest\u00e2nd \u00een mod constant schimb\u0103ri de comportament, adolescen\u021bii se confrunt\u0103 de fapt cu st\u0103ri emo\u021bionale pe care nu le pot gestiona, dezvolt\u00e2nd anxietate social\u0103, depresie, izolare sau chiar g\u00e2nduri suicidare (Newport Academy, 2022). Practic, orice provocare sau solicitare pe care ace\u0219tia o au \u00een aceast\u0103 perioad\u0103 de adolescen\u021b\u0103 poate reprezenta o surs\u0103 de stres, un r\u0103spuns pe care corpul uman \u00eel are, \u00een general, pentru a face fa\u021b\u0103 unor amenin\u021b\u0103ri, unor situa\u021bii necunoscute din jur.<\/p>\n<p>Aceste st\u0103ri pot fi influen\u021bate \u0219i de stresul resim\u021bit \u00een cadrul mediului \u0219colar, adolescen\u021ba presupun\u00e2nd o suprapunere cu perioada liceului, o etap\u0103 nou\u0103 \u00een via\u021ba unui \u0219colar trecut de gimnaziu care implic\u0103 multe provoc\u0103ri: colegi \u0219i profesori noi, mediu \u0219colar nou, sarcini de lucru mai complexe, necesitatea unei mai bune organiz\u0103ri a timpului, o mai mare independen\u021b\u0103, etc. De\u0219i \u00een literatura de specialitate se demonstreaz\u0103 faptul c\u0103 schimb\u0103rile la nivelurile fizic, psihic \u0219i de comportament aferente adolescen\u021bei sunt str\u00e2ns legate de s\u0103n\u0103tatea mintal\u0103 a adolescen\u021bilor (Kieling C,. et al., 2011), se consider\u0103 c\u0103 un factor de risc major pentru aceasta o reprezint\u0103 \u0219i stresul academic, dat fiind timpul \u00eendelungat petrecut de ace\u0219tia \u00een \u0219coli (Hovsepian S,. et al., 2019). Stresul \u0219colar la nivelul adolescen\u021bilor decurge din presiunile academice referitoare la note, teme, teste, din presiunile sociale din mediul \u0219colar rezultate din rela\u021biile cu colegii, profesorii, chiar \u0219i cu p\u0103rin\u021bii prin raportare la situa\u021bia \u0219colar\u0103.<\/p>\n<p>Carly Claney (2023) subliniaz\u0103 faptul c\u0103 stresul \u0219colar \u00een r\u00e2ndul adolescen\u021bilor l\u0103sat negestionat se transform\u0103 \u00een stres cronic, afect\u00e2nd nu doar s\u0103n\u0103tatea emo\u021bional\u0103 a acestora, dar \u0219i func\u021biile de memorie, aten\u021bie, de \u00eenv\u0103\u021bare, fiind mai predispu\u0219i la boli de inim\u0103 sau la o imunitate mai sc\u0103zut\u0103, la tulbur\u0103ri de s\u0103n\u0103tate mintal\u0103 (care pot persista \u00een via\u021ba de adult).<\/p>\n<p>Tot acesta identific\u0103 modalit\u0103\u021bi de identificare a stresului \u0219colar la adolescen\u021bi, precum:<\/p>\n<ul>\n<li>Schimb\u0103ri emo\u021bionale: triste\u021be, anxietate, iritabilitate, sentimentul de a fi comple\u0219i\u021bi sau neputincio\u0219i<\/li>\n<li>Simptome fizice: dureri de cap, de stomac, schimbarea obiceiurilor alimentare sau de somn<\/li>\n<li>Schimb\u0103ri de comportament: pierderea interesului pentru activit\u0103\u021bile pe care le pl\u0103ceau, pl\u00e2nsete, shimb\u0103ri \u00een interac\u021biunile sociale<\/li>\n<li>Simptome cognitive: dificult\u0103\u021bi de concentrare, luarea a deciziilor, uitare, autocritic\u0103 excesiv\u0103<\/li>\n<li>Mecanisme de copiere nes\u0103n\u0103toase: abuzul de substan\u021be, autov\u0103t\u0103marea.<\/li>\n<\/ul>\n<p>Mai mult dec\u00e2t at\u00e2t studiile de cercetare arat\u0103 faptul c\u0103 stresul \u0219colar, c\u00e2t \u0219i cel resim\u021bit \u00een familie are un impact semnificativ asupra performan\u021belor academice, afect\u00e2nd \u00een mod negativ rezultatele \u00eenv\u0103\u021b\u0103rii (Deng, Y, et. al., 2022; Pascoe, MC, Hetrick, SE, Parker, AG., 2020).<\/p>\n<p>Astfel, putem conchide faptul c\u0103 stresul \u0219colar reprezint\u0103 un predictor semnificativ pentru numeroase st\u0103ri, comportamente, afec\u021biuni ale adolescen\u021bilor (\u0219i nu numai), care poate fi redus prin practicarea \u00een \u0219coli a unui model de echilibru \u00eentre performan\u021b\u0103 \u0219i bun\u0103stare, abord\u00e2ndu-se stiluri de \u00eenv\u0103\u021bare flexibile, personalizate, care s\u0103 conduc\u0103 la o atitudine pozitiv\u0103 fa\u021b\u0103 de \u00eenv\u0103\u021bare \u0219i la promovarea unor valori de echilibru, de sustenabilitate, prioritare pentru orice comunitate dornic\u0103 s\u0103 progreseze.<\/p>\n<p><strong>Metodologie \u0219i rezultate ale studiului de cercetare<\/strong><\/p>\n<p>Scopul acestui studiu de cercetare \u00eel reprezint\u0103 identificarea nivelului de stres \u0219colar \u00een r\u00e2ndul adolescen\u021bilor de liceu. De asemenea, am avut \u00een vedere identificarea unei corela\u021bii \u00eentre stresul \u0219colar \u0219i autoeficacitatea academic\u0103.<\/p>\n<p>Pentru aceasta a fost utilizat\u0103 scala de stres educa\u021bional pentru adolescen\u021bi (ESSA Educational Stress Scale for Adolescent- limba englez\u0103) dezvoltat\u0103 de Sun, Dunne, Hou &amp; Xu (2011) care include 16 elemente grupate \u00een cinci factori cheie: presiunea din studiu: aceast\u0103 dimensiune reflect\u0103 stresul pe care elevii \u00eel resimt din cauza a\u0219tept\u0103rilor academice; volumul de lucru: aceasta evalueaz\u0103 volumul perceput \u0219i dificultatea muncii academice; \u00eengrijorarea cu privire la note: aceasta implic\u0103 anxietate legat\u0103 de performan\u021b\u0103 \u0219i rezultate; a\u0219tept\u0103rile proprii: aceast\u0103 dimensiune capteaz\u0103 stresul din presiunea intern\u0103 a elevilor de a performa bine; dezn\u0103dejde: m\u0103soar\u0103 sentimentele de neputin\u021b\u0103 sau lips\u0103 de motiva\u021bie cauzate de stresul academic. Scala de autoeficacitate academic\u0103 dezvoltat\u0103 de c\u0103tre are \u00een vedere identificarea gradului \u00een care un elev este \u00eencrez\u0103tor \u00een propriile abilit\u0103\u021bi pentru rezolvarea sarcinilor \u0219colare. Dimensiunile aceste scale fac referire la: procesul de \u00eenv\u0103\u021bare, citirea, \u00een\u021belegerea, memoria, activit\u0103\u021bile curriculare, gestionarea timpului, rela\u021bia profesor-student, rela\u021bia \u00eentre egali, utilizarea resurselor, orientarea obiectivelor, ajustarea \u0219i examinarea. Scala are c\u00e2te 20 de afirma\u021bii pozitive \u0219i negative \u00een totalul de 40 de afirma\u021bii, 20 dintre acestea av\u00e2nd scor pozitiv, iar 20 \u2013scor negativ, realiz\u00e2ndu-se o inversare a scorurilor prin op\u021biunea transformare-recodificare \u00een variabile diferite.<\/p>\n<p>A fost aplicat\u0103 op\u021biunea de computare a itemilor pe dimensiuni, astfel:<br \/>\n1. Presiunea din studiu: 6, 11, 4, 5<br \/>\n2. Volumul de lucru: 3, 2, 7<br \/>\n3. \u00cengrijorarea cu privire la note: 10, 9, 8<br \/>\n4. A\u0219tept\u0103rile proprii: 14, 15, 16<br \/>\n5. Dezn\u0103dejde: 12, 13, 1<br \/>\n6. Scoruri pozitive: 1, 3, 5, 7, 9, 11, 14, 16, 19, 21, 24, 26, 28, 30, 32, 34, 35, 36, 38, 40<br \/>\n7. Scoruri negative: 2, 4, 6, 8, 10, 12, 13, 15, 17, 18, 20, 22, 23, 25, 27, 29, 31, 33, 37, 39.<\/p>\n<p>\u00cen urma aplic\u0103rii chestionarului au r\u0103spuns 49 de elevi responden\u021bi, majoritatea fiind de gen feminin, 38,8% fiind din clasa a XI-a B, 34,7% din clasa a XI-a C \u0219i 26,5% din clasa a X-a E.<\/p>\n<p>Analiza descriptiv\u0103 a datelor arat\u0103 faptul c\u0103 elevii responden\u021bi prezint\u0103 un nivel moderat de stres \u0219colar \u00een cazul tuturor celor 5 dimensiuni specifice, ceea ce indic\u0103 faptul c\u0103 elevii responden\u021bi \u00eent\u00e2mpin\u0103 unele dificult\u0103\u021bi \u00een mediul \u0219colar, \u00eens\u0103 acestea pot fi gestionate.<\/p>\n<p><a href=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_1.png\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_1.png\" alt=\"\" width=\"1698\" height=\"728\" class=\"alignnone size-full wp-image-13606\" \/><\/a><\/p>\n<p>Dimensiunea pozitiv\u0103 m\u0103soar\u0103 percep\u021biile pozitive ale elevilor legate de abilit\u0103\u021bile lor academice \u0219i \u00eencrederea \u00een gestionarea aspectelor \u0219colare, cum ar fi: gestionarea timpului, abilit\u0103\u021bile de \u00eenv\u0103\u021bare, rela\u021biile cu profesorii sau colegii. Scorul mediu 53,59 sugereaz\u0103 o percep\u021bie moderat pozitiv\u0103 a elevilor asupra acestor aspecte. Dimensiunea negativ\u0103 reflect\u0103 provoc\u0103rile sau percep\u021biile negative ale elevilor legate de dificult\u0103\u021bi academice, cum ar fi: presiunea examenelor, lipsa de \u00een\u021belegere a materiilor, rela\u021bii conflictuale cu colegii sau profesorii. Scorurile negative au fost inversate, ceea ce \u00eenseamn\u0103 c\u0103 un scor mare reflect\u0103 o percep\u021bie mai pozitiv\u0103 (mai pu\u021bine dificult\u0103\u021bi). Scorul mediu 63,98 indic\u0103 un nivel moderat spre ridicat de percep\u021bie pozitiv\u0103.<\/p>\n<p><a href=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2.png\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2.png\" alt=\"\" width=\"1698\" height=\"476\" class=\"alignnone size-full wp-image-13605\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2.png 1698w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2-300x84.png 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2-1024x287.png 1024w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2-768x215.png 768w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2-1536x431.png 1536w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_2-500x140.png 500w\" sizes=\"auto, (max-width: 1698px) 100vw, 1698px\" \/><\/a><\/p>\n<p><strong>Analiza de corela\u021bie<\/strong> indic\u0103 faptul c\u0103 exist\u0103 o leg\u0103tur\u0103 pozitiv\u0103, semnificativ\u0103 (pentru un prag al sig de 0.033), dar slab\u0103, \u00eentre dimensiunea referitoare la presiunea resim\u021bit\u0103 din studiu \u0219i percep\u021biile pozitive cu privire la autoeficacitatea academic\u0103. Elevii care resimt o presiune moderat\u0103 \u00een studiu tind s\u0103 aib\u0103 un nivel u\u0219or mai mare de autoeficacitate pozitiv\u0103, poate ca o motiva\u021bie.<\/p>\n<p>Exist\u0103, de asemenea, leg\u0103turi pozitive semnificative\u00a0 \u00eentre urm\u0103toarele:<\/p>\n<ul>\n<li>Presiune studiu \u0219i volum lucru (r= 0,696). Rela\u021bia puternic pozitiv\u0103 indic\u0103 faptul c\u0103 o cre\u0219tere a percep\u021biei volumului de munc\u0103 este asociat\u0103 cu o cre\u0219tere a percep\u021biei presiunii academice.<\/li>\n<li>Presiune studiu \u0219i a\u0219tept\u0103ri proprii (r= 0,664). Elevii care percep o presiune ridicat\u0103 \u00een studiu tind s\u0103 aib\u0103 \u0219i a\u0219tept\u0103ri ridicate de la ei \u00een\u0219i\u0219i. Acest lucru poate reflecta o autoexigen\u021b\u0103 crescut\u0103.<\/li>\n<li>Presiune studiu \u0219i dezn\u0103dejde (r = 0,6430). Corela\u021bia indic\u0103 faptul c\u0103 o presiune crescut\u0103 \u00een studiu este asociat\u0103 cu o tendin\u021b\u0103 spre dezn\u0103dejde sau sentimente de neputin\u021b\u0103.<\/li>\n<\/ul>\n<p>Analiza de regresie liniar\u0103 indic\u0103 acela\u0219i lucru, doar variabila presiune din studiu av\u00e2nd o influen\u021b\u0103 asupra percep\u021biilor pozitive asupra performan\u021belor academice. Aproximativ 9,3% din varia\u021bia variabilei dependente poate fi explicat\u0103 de variabila &#8222;presiune studiu&#8221;. Aceasta este o propor\u021bie destul de mic\u0103, ceea ce sugereaz\u0103 c\u0103 alte variabile ar putea avea o contribu\u021bie mai mare \u00een explicarea varia\u021biei variabilei dependente.<\/p>\n<p><a href=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3.png\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3.png\" alt=\"\" width=\"1708\" height=\"632\" class=\"alignnone size-full wp-image-13604\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3.png 1708w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3-300x111.png 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3-1024x379.png 1024w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3-768x284.png 768w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3-1536x568.png 1536w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_3-500x185.png 500w\" sizes=\"auto, (max-width: 1708px) 100vw, 1708px\" \/><\/a><br \/>\n&nbsp;<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4.png\" alt=\"\" width=\"1694\" height=\"348\" class=\"alignnone size-full wp-image-13603\" srcset=\"https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4.png 1694w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4-300x62.png 300w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4-1024x210.png 1024w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4-768x158.png 768w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4-1536x316.png 1536w, https:\/\/iteach.ro\/experientedidactice\/wp-content\/uploads\/2025\/01\/nr61_4-500x103.png 500w\" sizes=\"auto, (max-width: 1694px) 100vw, 1694px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Concluzii \u0219i recomand\u0103ri<\/strong><\/p>\n<p>\u00cen general, datele ob\u021binute sugereaz\u0103 c\u0103 stresul \u0219colar \u00een r\u00e2ndul adolescen\u021bilor chestiona\u021bi este gestionabil, situ\u00e2ndu-se la un nivel moderat, iar presiunea dat\u0103 de studiu are o influen\u021b\u0103 slab\u0103, semnificativ statistic\u0103 asupra percep\u021biilor de autoeficacitate academic\u0103. Astfel, putem considera c\u0103 sunt necesare \u0219i \u00een aceast\u0103 situa\u021bie o serie de interven\u021bii pentru a sprijini\u00a0 elevii \u00een reducerea presiunii \u0219i \u00eembun\u0103t\u0103\u021birea experien\u021bei educa\u021bionale.<\/p>\n<p>\u00cen acest sens, pot fi men\u021bionate urm\u0103toarele: gestionarea stresului de c\u0103tre elevi prin exerci\u021bii de respira\u021bie, activit\u0103\u021bi fizice, medita\u021bii; setarea de obiective clare, realiste \u0219i posibil de atins de c\u0103tre elevi astfel \u00eenc\u00e2t s\u0103 se evite o presiune dat\u0103 \u00een momentul ob\u021binerii unor note sau confrunt\u0103rii rezultatelor cu a\u0219tept\u0103rile proprii; organizarea eficient\u0103 a timpului prin gestionarea volumului de sarcini, evit\u00e2nd astfel acumularea de sarcini \u0219colare.<\/p>\n<p>Profesorii pot contribui \u00een mod activ la reducerea stresului \u0219colar \u0219i \u00eembun\u0103t\u0103\u021birea performan\u021belor \u0219colare prin oferirea de suport emo\u021bional, dar \u0219i educa\u021bional prin aplicarea de metode de \u00eenv\u0103\u021bare mai interactive, reducerea volumului de munc\u0103, \u00eencurajarea unui climat \u0219colar deschis, elevii put\u00e2nd s\u0103 discute despre propriile \u00eengrijor\u0103ri legate de performan\u021ba academic\u0103 sau propriile a\u0219tept\u0103ri, oferindu-li-se feedback constant \u0219i \u00eencurajator pentru a se sim\u021bi sus\u021binu\u021bi \u00een aceast\u0103 etap\u0103 dificil\u0103 a vie\u021bii numit\u0103 adolescen\u021b\u0103.<\/p>\n<p><em><strong>Surse de referin\u021b\u0103<\/strong><\/em><br \/>\n1. Brittany, Allen, MD, FAAP &amp; Helen, Waterman, DO, (2024), Stages of Adolescence. <a href=\"https:\/\/www.healthychildren.org\/English\/ages-stages\/teen\/Pages\/Stages-of-Adolescence\">www.healthychildren.org\/English\/ages-stages\/teen\/Pages\/Stages-of-Adolescence<\/a>.<br \/>\n2. Carly, Claney, (2023), Exploring the Impact of School Stress on Teens&#8217; Emotional Well-being. Understand the complex landscape of school stress and its impact on teenagers&#8217; emotional health. Relational Psych. <a href=\"https:\/\/www.relationalpsych.group\/articles\/exploring-the-impact-of-school-stress-on-teens-emotional-well-being#strategies-to-mitigate-school-stress\">www.relationalpsych.group\/articles\/exploring-the-impact-of-school-stress-on-teens-emotional-well-being#strategies-to-mitigate-school-stress<\/a><br \/>\n3. Deng, Y, Cherian, J, Khan, NUN, Kumari, K, Sial, MS, Comite, U, Gavurova, B, Popp, J. (2022), Family and Academic Stress and Their Impact on Students&#8217; Depression Level and Academic Performance. Front Psychiatry, 16; Vol 13, no.869337. doi: 10.3389\/fpsyt.2022.869337.<br \/>\n4. Hovsepian, S, Qorbani, M, Asadi, M, Hatami, M, Motlagh, ME, Mahdavi-Gorabi, A. et al., (2019), Socioeconomic Inequalities in Quality of Life in Iranian Children and Adolescents: The Weight Disorder Survey of the CASPIAN-IV Study. J Res Health Sci., 19(3).<br \/>\n5. Kieling, C, Baker-Henningham, H, Belfer, M, Conti, G, Ertem, L, Omigbodun, O. et al., (2011), Child and adolescent mental health worldwide: evidence for action. 378(9801):1515\u20131525. doi: 10.1016\/S0140-6736(11)60827-1<br \/>\n6. Newport Academy, (5 october 2022), Middle Adolescence (Ages 15\u201317): Teenage Developmental Milestones. <a href=\"https:\/\/www.newportacademy.com\/resources\/well-being\/middle-adolescence\/\">www.newportacademy.com\/resources\/well-being\/middle-adolescence\/<\/a><br \/>\n7. Pascoe, MC, Hetrick, SE, Parker, AG., (2020). The impact of stress on students in secondary school and higher education. Int J Adolesc Youth, 25:104\u2013112, 10.1080\/02673843.2019.1596823.<br \/>\n8. Sun, J., Dunne, M.,P., Hou, Xiang-yu, Xu, Ai-qiang, (2011), Educational Stress Scale for Adolescents: Development, Validity, and Reliability With Chinese Students. Journal of Psychoeducational Assessment, 29(6), 534\u2013546, SAGE Publications, DOI: 10.1177\/0734282910394976<br \/>\n9. World Heath Organization, (n.a), Adolescent health. <a href=\"https:\/\/www.who.int\/health-topics\/adolescent-health#tab=tab_3\">www.who.int\/health-topics\/adolescent-health#tab=tab_3<\/a><\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Stresul \u0219colar reprezint\u0103 o problem\u0103 tot mai prezent\u0103 \u00een r\u00e2ndul adolescen\u021bilor, cu implica\u021bii semnificative asupra dezvolt\u0103rii lor academice \u0219i personale. Acest studiu exploreaz\u0103 manifestarea stresului \u0219colar \u00een r\u00e2ndul adolescen\u021bilor \u0219i rela\u021bia acestuia cu autoeficacitatea academic\u0103, concentr\u00e2ndu-se asupra provoc\u0103rilor specifice perioadei &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/stresul-scolar-in-randul-adolescentilor\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1138,903,1886,1386,1591,1588,775,1132,1840,1587],"tags":[1966],"class_list":["post-13577","post","type-post","status-publish","format-standard","hentry","category-a-invata-sa-inveti","category-cercetare","category-educatia-adolescentilor","category-esec-scolar","category-invatare","category-motivatia-pentru-invatare","category-psihologia-educatiei","category-starea-de-bine","category-stiluri-de-invatare","category-succes-scolar","tag-simina-bohalteanu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13577","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=13577"}],"version-history":[{"count":4,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13577\/revisions"}],"predecessor-version":[{"id":13608,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/13577\/revisions\/13608"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=13577"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=13577"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=13577"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}