Academic Stress in Chinese Schools and a Proposed Preventive Intervention Program

Autor/inn/en	Zhao, Xu; Selman, Robert L.; Haste, Helen
Titel	Academic Stress in Chinese Schools and a Proposed Preventive Intervention Program
Quelle	In: Cogent Education, 2 (2015) 1, Artikel 1000477 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2014.1000477
Schlagwörter	Intervention; Stress Management; Stress Variables; Student Problems; Student Experience; Prevention; Educational Policy; Test Anxiety; Social Problems; Parent Attitudes; Curriculum Development; Social Development; Culturally Relevant Education; Barriers; Change Strategies; Foreign Countries; College Entrance Examinations; China + Suchen Sie Ihr Suchwort? Stressmanagement; Stressbewältigung; Studienproblem; Studienerfahrung; Prävention; Vorbeugung; Politics of education; Bildungspolitik; Examination phobia; Testangst; Prüfungsangst; Social problem; Soziales Problem; Elternverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Entwicklung; Lösungsstrategie; Ausland; Aufnahmeprüfung
Abstract	While American educators fret about the mediocre educational performance of American students in international contests (e.g. the Program for International Student Assessment) and wonder why the Chinese education system produces such high-achieving students, educators, journalists, and public officials in China want to know what causes and how to prevent the high levels of academic stress that Chinese students, their families, and their school systems experience. So far, much of the blame for these toxic levels of stress has been directed to the Gaokao, the Chinese national college entrance exam that takes place in June each year. But to date, top-down Chinese educational reforms have been ineffective in reducing the problem. In this article, we build a case for strengthening bottom-up efforts at the school level in China and propose an evidence-based approach for addressing the challenge of academic stress experienced by Chinese students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01