UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| This study aims to investigate the connections among perceived stress, teacher support, peer relationships, self-esteem, and school adjustment. This research employs a quantitative approach involving 818 boarding students from China selected through Multi Stage Cluster Sampling. Instruments for data collection encompass the Chinese Perceived Stress Scale (CPSS), Classroom Environment Scale for Primary and Secondary Schools, Friendship Quality Questionnaire, Self-Esteem Scale, and School Attitudes Questionnaire. Analysis was conducted using SPSS software, including Ttests and ANOVA, to examine differences in perceived stress and school adjustment across various demographic groups. Smart-PLS structural equation modeling was employed to explore the relationships among the variables. The results indicate that gender has negligible effects on perceived stress and school adjustment, and that ninthgrade boarding students experience elevated levels of perceived stress and lower school adjustment compared to seventh and eighth graders. Nevertheless, teacher support and peer relationships emerge as pivotal mediators between perceived stress and school adjustment, with self-esteem serving as a moderator in this relationship. These findings illuminate the nuanced dynamics shaping school adjustment among boarding students in Chinese middle schools. The study underscores the importance of tailored interventions aimed at enhancing teacher support, fostering positive peer relationships, bolstering self-esteem, and considering demographic factors to alleviate perceived stress and improve school adjustment outcomes for this student demographic. The implications extend to policy recommendations geared towards establishing a supportive educational environment for the well-being and academic achievement of boarding students by involving both institutional and governmental sectors._ |
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