Effects of experiencing positive and negative events on stress responses, school refusal, and self-efficacy of junior high school students

Abstract

Effects of positive and/or negative events experienced in junior high school on mental health and school maladaptation of students were investigated. Junior high school students (N=218) from first to third grade completed scales assessing school stressors, daily uplifts in school, stress responses, unwillingness to attend school, and self-efficacy for school life. Results of multiple regression analyses indicated that school stressors increased stress responses and unwillingness to attend school, or decreased self-efficacy for school life, whereas school uplifts decreased stress responses and unwillingness to attend school, or increased self-efficacy. Results of cluster analysis suggested that event patterns experienced by students could be classified into three types: (1) Average stressors and low uplifts; (2) high stressors and average uplifts; and (3) low stressors and high uplifts. Moreover, an analysis of variance indicated that students in the third cluster, compared to students in first two clusters had higher self-efficacy for school life, lower stress responses, and less unwillingness to attend school.