Predictors of Adolescents’ Academic Stress from an Ecological System Perspective

This study aims to identify the predictive factors of academic stress among adolescents from an ecological systems perspective.To analyze this research question, data from the 14th wave of the Panel Study on Korean Children (PSKC) was utilized, targeting 1,326 adolescents who responded to the survey in the 14th wave.Using SPSS Win 24.0, reliability analysis, frequency analysis, correlation analysis, and hierarchical regression analysis were conducted.First, the level of parental achievement pressure perceived by adolescents was relatively low, while self-regulated learning was at a median level.On the other hand, self-esteem at the individual system level; rational explanations by parents and parental supervision at the family system level; and peer support, teacher support, and school rules at the school and peer system level were all relatively high.Second, among the ecological system variables, individual system variables had the greatest influence on adolescents' academic stress, with self-esteem being the most significant factor.When examining the influence of individual variables, adolescents with lower self-esteem, higher parental achievement pressure, stricter perceptions of school rules, and lower parental supervision experienced higher levels of academic stress.This study holds significance in that it comprehensively examined the predictive factors of academic stress, which have been fragmented and partially studied in the past, from an ecological systems perspective, thereby capturing the diverse factors influencing academic stress during adolescence.