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Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students

Author

Listed:
  • Zhoulei Xiang

    (Shaanxi Normal University)

  • Shen Tan

    (Shaanxi Normal University)

  • Qian Kang

    (Shaanxi Normal University)

  • Baoshan Zhang

    (Shaanxi Normal University)

  • Lei Zhu

    (Shaanxi Normal University)

Abstract

Through using a latent growth curve model (LGCM), the present study investigated longitudinal relationships between examination stress, self-esteem, and psychological well-being in Chinese high school students. This paper presents results of a three-wave longitudinal study among 248 Chinese high school students who were followed over the course of one semester. The students completed questionnaires about once every 2 months from the beginning to the end of a school semester for a total of three questionnaires including the shorten version of Academic Stress Scale, the Rosenberg Self-Esteem Scale and the Chinese version of Psychological Well-Being Scale. The results obtained from latent growth curve modeling (LGCM) showed that the initial examination stress level negatively predicted the students’ initial level of psychological well-being. Also, changes in examination stress over time negatively predicted changes in psychological well-being. In addition, self-esteem can mediate the effects of examination stress on psychological well-being: first, initial level of examination stress can influence the initial level of psychological well-being via self-esteem; second, examination stress at Time 1 predicted psychological well-being at Time 3 mediated by self-esteem at Time 2. These findings contributed the theoretical explanation about the effect of stress in damaging psychological well-being and the mediating mechanism of self-esteem. There are also some practical implications on improving psychological well-being among the high school students through reducing the levels of examination stress.

Suggested Citation

  • Zhoulei Xiang & Shen Tan & Qian Kang & Baoshan Zhang & Lei Zhu, 2019. "Longitudinal Effects of Examination Stress on Psychological Well-Being and a Possible Mediating Role of Self-Esteem in Chinese High School Students," Journal of Happiness Studies, Springer, vol. 20(1), pages 283-305, January.
    • Handle: RePEc:spr:jhappi:v:20:y:2019:i:1:d:10.1007_s10902-017-9948-9
    DOI: 10.1007/s10902-017-9948-9
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    References listed on IDEAS

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    1. Carol Ryff & Burton Singer, 2008. "Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being," Journal of Happiness Studies, Springer, vol. 9(1), pages 13-39, January.
    2. Xinshu Zhao & John G. Lynch & Qimei Chen, 2010. "Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis," Journal of Consumer Research, Journal of Consumer Research Inc., vol. 37(2), pages 197-206, August.
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    Cited by:

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    2. Yi Wang & Ronnel King & Shing On Leung, 2023. "Understanding Chinese Students' Well-Being: A Machine Learning Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 581-616, April.
    3. Zewei Li & Yangu Pan & Guangzeng Liu & Bingbing Li & Xu Li, 2022. "Childhood Maltreatment and Psychosocial Flourishing among Emerging Adults: Roles of Psychological Suzhi and Self-Esteem," IJERPH, MDPI, vol. 19(9), pages 1-11, April.
    4. Wei Cui & Zhihui Yang, 2022. "Association Between Connection to Nature and Children’s Happiness in China: Children’s Negative Affectivity and Gender as Moderators," Journal of Happiness Studies, Springer, vol. 23(1), pages 47-63, January.
    5. Baojie Zhang & Lifeng Yang & Xiangyang Cheng & Feiyu Chen, 2021. "How Does Employee Green Behavior Impact Employee Well-Being? An Empirical Analysis," IJERPH, MDPI, vol. 18(4), pages 1-19, February.
    6. Li, Bingbing & Pan, Yangu & Liu, Guangzeng & Chen, Wanfen & Lu, Jiamei & Li, Xu, 2020. "Perceived social support and self-esteem mediate the relationship between childhood maltreatment and psychosocial flourishing in Chinese undergraduate students," Children and Youth Services Review, Elsevier, vol. 117(C).

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