[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-136307-105":59,"doc-detail-136307-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","gender-differences-in-adolescent-school-stress-a-mixed-method-study","Gender differences in adolescent school stress - A mixed-method study","","Previous research consistently links girls to higher school stress, but limited evidence explains what drives those gender differences. This mixed-method study uses a QUANT → QUAL design to identify underlying factors. Study 1 analyzes survey data from 4,768 adolescents (52.1% girls). Study 2 conducts focus groups with 80 boys and 82 girls from high- and low-stress schools. Girls show higher school stress not explained by perceived demands, academic self-efficacy, or homework time, and gender-linked differences emerge in priorities, workload, emotions, stereotypes, social expectations, and teacher treatment.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gender-differences-in-adolescent-school-stress-a-mixed-method-study/136307/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gender-differences-in-adolescent-school-stress-a-mixed-method-study/136307.png","ImageObject",300,407,{"name":92,"@type":93},"Ethan Miller","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-21","2026-08-22",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What gap does the study address about gender differences in school stress?","Question",{"text":113,"@type":114},"It addresses limited scientific understanding of the underlying factors that explain why girls report higher school stress than boys.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the mixed-method approach implemented?",{"text":118,"@type":114},"The study used quantitative survey data (QUANT) in Study 1 and qualitative focus groups (QUAL) in Study 2 to explore boys’ and girls’ perspectives.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors were tested to explain girls’ higher school stress, and what was found?",{"text":122,"@type":114},"Higher stress in girls was not explained by differences in perceived school demands, academic self-efficacy, or homework time.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},136307,1787370633,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145},687207017582,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Received: 10 November 2023 | Accepted: 3 January 2025  \nDOI: 10.1111/jora.13057  \nE M P I R I C A L A R T I C L E  \nGender differences in adolescent school stress: A mixed-method study  \nIrene García-Moya | Carmen Paniagua  | Antonia Jiménez-Iglesias  \nDepartment of Developmental and Educational Psychology, Universidad de Sevilla, Sevilla, Spain  \nCorrespondence  \nIrene García-Moya, Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, C/ Camilo José-Cela, s/n. 41018 Sevilla, Spain.  \nEmail: [irenegm@us.es](irenegm@us.es)  \nFunding information  \nMCIN/AEI/ 10. 13039/501100011033, Grant/ Award Number: PID2019-105463RA-I00  \nAbstract  \nPrevious research has consistently found higher school stress among girls. However, scientific understanding of the underlying factors that may explain those gender differences is limited. This study adopts a mixed-method approach (QUANT → QUAL) to address this gap. In Study 1 (quantitative), we used survey data from 4768 adolescents (52.1% girls). In Study 2 (qualitative), focus groups were conducted with 80 boys and 82 girls from high-and low-stress schools. Findings confirmed higher school stress in girls, which were not explained by differences in perceived school demands, academic self-efficacy, and homework time. Identified underlying factors for gender differences included differing priorities and school involvement, girls' greater school workload, emotional factors, gender stereotypes and social expectations, and differential teacher treatment.  \nK E Y WO R D S  \nadolescence, gender differences, mixed-method study, school stress  \nThere has been growing concern about adolescents' increasing levels of school stress, which have been linked to a myriad of mental health and well-being indicators (Wuthrich et al., 2020). Previous research has shown significant increases in school pressure in numerous countries (Löfstedtet al., 2020) that may partly explain increasing trends in health complaints (Cosma et al., 2020). Furthermore, a study of secular trends concluded that the effects of school stress on mental health have grown stronger (Högberg, 2021), and the last decade has been described as a period of escalating stress, with the COVID pandemic being seen as radically changing adolescents' habits and contributing to heightened  \nadolescents' stress in different areas (Erath & Pettit, 2021).  \nPrevious research has also consistently found gender differences in school stress, with girls experiencing higher levels of school stress than boys. This finding has been replicatedin a variety of countries with important cultural and educational system differences (e.g., Löfstedt et al., 2020), as well as in studies combining self-reports with hormonal biomarkers (e.g., Östberg et al., 2015) . However, compared to the ample evidence on gender differences in school stress, scientific understanding of the underlying factors that may explain the higher levels of school stress in girls is limited. In addition, few studies have focused on adolescent boys' and girls'perspectives on gender differences in school stress and their underlying factors. To address this gap, the present study  \nadopted a mixed-method approach: we used quantitative data to examine gender differences in school stress and the role of potentially relevant associated factors and delved further into those findings by conducting a qualitative exploration of boys'and girls' perspectives on gender differences in school stress and the explanatory factors contributing to them.  \nWhat do theoretical models tell us about individual differences in school stress?  \nThe school has been characterized both as a main context for positive development in adolescence, and as a main source of stress during this development stage, with school stressors frequently mentioned including academic pressure to obtain good grades, conflicts with classmates and teachers, difficulties with school subjects, and the excessive amount of schoolwor","cbCaify3UIu70SMs","https://ap.wps.com/l/cbCaify3UIu70SMs","pdf",1108012,22,"English","# Abstract\n## Study design (QUANT → QUAL)\n## Quantitative findings (Study 1)\n## Qualitative insights (Study 2)\n## Theoretical background on school stress","[{\"question\":\"What gap does the study address about gender differences in school stress?\",\"answer\":\"It addresses limited scientific understanding of the underlying factors that explain why girls report higher school stress than boys.\"},{\"question\":\"How was the mixed-method approach implemented?\",\"answer\":\"The study used quantitative survey data (QUANT) in Study 1 and qualitative focus groups (QUAL) in Study 2 to explore boys’ and girls’ perspectives.\"},{\"question\":\"Which factors were tested to explain girls’ higher school stress, and what was found?\",\"answer\":\"Higher stress in girls was not explained by differences in perceived school demands, academic self-efficacy, or homework time.\"}]","Gender differences in adolescent school stress - A mixed-method study | PDF",55]