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Gender differences in adolescent school stress: A mixed-method study.

Irene García-Moya¹, Carmen Paniagua¹, Antonia Jiménez-Iglesias¹

¹Department of Developmental and Educational Psychology, Universidad de Sevilla, Sevilla, Spain.

Journal of Research on Adolescence : the Official Journal of the Society for Research on Adolescence

|March 5, 2025

Summary

This summary is machine-generated.

Girls experience higher school stress than boys, a difference not explained by academic factors. Underlying reasons include differing priorities, workload, emotional factors, and social expectations.

Keywords:

adolescence gender differences mixed‐method study school stress

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Area of Science:

Educational Psychology
Adolescent Development
Gender Studies

Background:

Consistent findings indicate girls report higher school stress than boys.
Limited scientific understanding exists regarding the factors driving these gender disparities in school stress.

Purpose of the Study:

To investigate the underlying factors contributing to gender differences in school stress among adolescents.
To address the gap in scientific knowledge concerning the causes of higher reported stress in girls.

Main Methods:

A mixed-method approach was employed, starting with quantitative data collection (QUANT) followed by qualitative data collection (QUAL).
Study 1 involved survey data from 4768 adolescents (52.1% girls).
Study 2 utilized focus groups with 80 boys and 82 girls from schools with varying stress levels.

Main Results:

The study confirmed higher school stress reported by girls.
Differences in perceived school demands, academic self-efficacy, and homework time did not explain the gender gap in stress.
Identified factors included differing priorities and school involvement, greater workload for girls, emotional factors, gender stereotypes, social expectations, and differential teacher treatment.

Conclusions:

Gender differences in school stress are influenced by a complex interplay of social, emotional, and academic factors beyond perceived demands or academic efficacy.
Addressing gender disparities in school stress requires considering factors such as workload, emotional well-being, societal expectations, and classroom dynamics.