Influence of school factors on emotional disorder risk in Vietnamese middle school students
1
University of Social Sciences and Humanities – Vietnam National University, Hanoi, Vietnam
2
Hanoi University of Education, Hanoi, Vietnam
Submission date: 2019-07-15
Final revision date: 2019-09-25
Acceptance date: 2019-09-25
Online publication date: 2019-11-12
Publication date: 2019-10-16
Health Psychology Report 2019;7(4):316-324
KEYWORDS
emotional disordersschool violenceacademic problemproblem with teachersdiscipline problemacademic problemsproblems with teachersdiscipline problems
TOPICS
ABSTRACT
Background:
This study examined how school factors such as school violence, academic problems, problems with teachers, and discipline problems influence the risk of emotional disorders in middle school students.
Participants and procedure:
Our sample included 1085 middle school students, whose age ranges from 11 to 14, from Hanoi, which is a major city, and Backan, which is a rural area. Measurements included: 1) an emotional disorder scale (EDS) that was developed by the authors and 2) a self-report questionnaire using a Likert scale about relevant school factors, including school violence, academic problems, problems with teachers, and discipline problems. We developed the EDS based on the stress, anxiety, and depression symptoms specified in the DSM-5 and the Conners Emotional Disorder Subscale that included somatic, affective, cognitive, and behavioral symptom manifestations.
Results:
The results showed that school factors were significantly correlated with emotional disorder risk in middle school students. School violence, academic problems, and problems with teachers could predict 39.6% of emotional disorder risk in middle school students, among which academic problems have the strongest effect and could best predict emotional disorder risk. These results suggest that future research should scrutinize ac-ademic pressure that middle school students face in order to develop emotional disorder prevention programs that help students.
Conclusions:
School factors, especially academic problems, had a negative influence on students. We suggest that educa-tors should consider reducing the academic challenge and workload for prevention of emotional disorder risk in middle school students. Additionally, it is necessary to develop a curriculum that meets the cognitive and cultural needs of students from rural areas.
This study examined how school factors such as school violence, academic problems, problems with teachers, and discipline problems influence the risk of emotional disorders in middle school students.
Participants and procedure:
Our sample included 1085 middle school students, whose age ranges from 11 to 14, from Hanoi, which is a major city, and Backan, which is a rural area. Measurements included: 1) an emotional disorder scale (EDS) that was developed by the authors and 2) a self-report questionnaire using a Likert scale about relevant school factors, including school violence, academic problems, problems with teachers, and discipline problems. We developed the EDS based on the stress, anxiety, and depression symptoms specified in the DSM-5 and the Conners Emotional Disorder Subscale that included somatic, affective, cognitive, and behavioral symptom manifestations.
Results:
The results showed that school factors were significantly correlated with emotional disorder risk in middle school students. School violence, academic problems, and problems with teachers could predict 39.6% of emotional disorder risk in middle school students, among which academic problems have the strongest effect and could best predict emotional disorder risk. These results suggest that future research should scrutinize ac-ademic pressure that middle school students face in order to develop emotional disorder prevention programs that help students.
Conclusions:
School factors, especially academic problems, had a negative influence on students. We suggest that educa-tors should consider reducing the academic challenge and workload for prevention of emotional disorder risk in middle school students. Additionally, it is necessary to develop a curriculum that meets the cognitive and cultural needs of students from rural areas.
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