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Perceived Academic Stress Predicts State Anxiety via Self-Compassion in High-Achieving Junior School Students: A Daily Diary Study

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Title: Perceived Academic Stress Predicts State Anxiety via Self-Compassion in High-Achieving Junior School Students: A Daily Diary Study
Language: English
Authors: Junyao Zhou (ORCID 0009-0009-1669-1567), Yunhan Cao, Xuehua Deng, Pinchao Luo (ORCID 0000-0001-9817-4233)
Source: Journal of Adolescence. 2026 98(5):1780-1790.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Stress Variables, Anxiety, Grade 9, High Achievement, Altruism, Predictor Variables, Junior High School Students, Adolescents
DOI: 10.1002/jad.70180
ISSN: 0140-1971
1095-9254
Abstract: Background: Previous research has demonstrated the association between perceived academic stress and anxiety. However, the relationship and mechanism between daily self-compassion and daily state anxiety in adolescents, especially high-achieving students, remains unclear. Methods: This study employed a 21-day daily diary design and multilevel modeling to explore whether and how daily perceived academic stress is associated with daily state anxiety. Data were collected from 2025. A total of 106 high-achieving ninth-grade students whose academic achievement ranked in the top 8.68% (59 males, 47 females; ages 14-17 years, M = 15.02, SD = 0.59) completed daily measures of perceived academic stress, self-compassion, and state anxiety across 21 consecutive days. Results: Multilevel regression analysis showed that daily perceived academic stress significantly positively predicted daily state anxiety (b = 0.68, p < 0.001). Furthermore, the 1-1-1 multilevel mediation analysis indicated that daily self-compassion mediated the relationship between daily perceived academic stress and daily state anxiety (within-level: b = 0.05, 95% CI = [0.036, 0.074], between-level: b = 0.31, 95% CI = [0.118, 0.528]). Conclusion: The results of this study suggest that interventions aimed at enhancing self-compassion, such as Compassion-Focused Therapy (CFT), may help reduce state anxiety in adolescents.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1510782
Database: ERIC
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  Data: Perceived Academic Stress Predicts State Anxiety via Self-Compassion in High-Achieving Junior School Students: A Daily Diary Study
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  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Previous research has demonstrated the association between perceived academic stress and anxiety. However, the relationship and mechanism between daily self-compassion and daily state anxiety in adolescents, especially high-achieving students, remains unclear. Methods: This study employed a 21-day daily diary design and multilevel modeling to explore whether and how daily perceived academic stress is associated with daily state anxiety. Data were collected from 2025. A total of 106 high-achieving ninth-grade students whose academic achievement ranked in the top 8.68% (59 males, 47 females; ages 14-17 years, M = 15.02, SD = 0.59) completed daily measures of perceived academic stress, self-compassion, and state anxiety across 21 consecutive days. Results: Multilevel regression analysis showed that daily perceived academic stress significantly positively predicted daily state anxiety (b = 0.68, p &lt; 0.001). Furthermore, the 1-1-1 multilevel mediation analysis indicated that daily self-compassion mediated the relationship between daily perceived academic stress and daily state anxiety (within-level: b = 0.05, 95% CI = [0.036, 0.074], between-level: b = 0.31, 95% CI = [0.118, 0.528]). Conclusion: The results of this study suggest that interventions aimed at enhancing self-compassion, such as Compassion-Focused Therapy (CFT), may help reduce state anxiety in adolescents.
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        Value: 10.1002/jad.70180
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      – Text: English
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      Pagination:
        PageCount: 11
        StartPage: 1780
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      – SubjectFull: Stress Variables
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      – SubjectFull: Anxiety
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      – SubjectFull: Junior High School Students
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      – SubjectFull: Adolescents
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      – TitleFull: Perceived Academic Stress Predicts State Anxiety via Self-Compassion in High-Achieving Junior School Students: A Daily Diary Study
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