School-Related Stress and Outcomes among Students with Health Impairments in Addis Ababa: the Moderating Role of Psychological Capital
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Date
2020
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AAU
Abstract
The current study was carried out to investigate the association of school-related
stress and psychological capital with academic achievement and behavior problems
in students with health impairements as well as the the possible moderating influence
of psychological capital in the school-related stress and outcomes relationships. In
addition, the study examined differences in school-related stress, psychological
capital, academic achievement and behavioral problems between students with and
without health impairments. The study involved 233 students with health impairments
and 250 students without health impairements in Addis Ababa. Instruments used for
the study include the Demographic Questionnaire, Perceived School-Related Stress
Scale, Psychological Capital Questionnaire, Strengths and Difficulties Questionnaire
and school record reviews.
Descriptive statistics, structural equation modeling,
multi-group structural equation modeling, one-way MANOVA and independent
samples t-test were utilized to anlyze the data. Results revealed that school-related
stress was significantly and negatively associated with academic achievement and
positively with behavior problems. Psycholgical capital was significantly and
positively associated with academic achievement and negatively with behavior
problems. Higher levels of psychological capital had a significant moderating role in
the relationships between school related stress and both outcomes of academic
achievement and behavior problems. The results also indicated that students with
health impairments had higher school-related stress, lower psychological capital,
lesser academic achievement and greater behavior problems compared to students
without health impairments. Conclusions, implications and directions for future
research are provided
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Keywords
school-related stress, psychological capital, academic achievement, behavior problems, moderating role, students with health impairments