Academic Stress in Chinese Schools and a Proposed Preventive Intervention Program
Saved in:
| Title: | Academic Stress in Chinese Schools and a Proposed Preventive Intervention Program |
|---|---|
| Language: | English |
| Authors: | Zhao, Xu, Selman, Robert L., Haste, Helen |
| Source: | Cogent Education. 2015 2(1). |
| Availability: | Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20 |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | China |
| DOI: | 10.1080/2331186X.2014.1000477 |
| ISSN: | 2331-186X |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 75 |
| Entry Date: | 2016 |
| Accession Number: | EJ1087919 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186X.2014.1000477 |
