Stressful Events and Executive Functioning in Adolescents with and without History of Grade Repetition *
Link to article:
https://www.scribd.com/document/380571015/Stressful-Events-and-Executive-Functioning-in-Adolescents-with-and-without-History-of-Grade-Repetition
In this article, Luiza Mothes, Christian Haag Kristensen, Rodrigo Grassi Olivera, Irani Iracema De Lima Argimon, Rochelle Paz Fonseca and Tatiana Quarti Irigaray noticed that there were only a few studies on the relationship between stressful events and grade repetition. They decided then that their main goal was "to compare the frequency of exposure to stressful events, academic performance, executive functioning, and performance on working memory tasks between adolescents with and without a history of grade repetition."
The authors were wise to note that the impact of a stressful event is not necessarily determined by the event itself, but by the appraisal of the event by the individual. Since their participant pool was adolescents, they were quick to note that adolescents are not necessarily yet equipped with adequate coping strategies for stressful events, so a simple situation of high tension could possibly lead to catastrophe for the adolescent. As a side note, whenever I read these articles and come across statements such as these, I sometimes wonder how different it is for adults.
"...the most frequently reported stressful events among the adolescents studied were arguments with friends, exams at school, obeying parents, death of a relative (not parents or siblings), and fights with siblings." One interesting finding among their results was that repeating grades was considered more stressful by those who had not repeated a grade.
As is to be expected, individuals who had repeated grades one or more times reported a much higher percentage of stressful life events. Similar results have been found and reported by several other studies. For example "Sbaraini and Schermann (2008) found that children who experienced a high number of stressful events by age 10 were also more likely to have repeated grades in school."
Given that adolescents with a history of grade repetition typically display higher incidence of stressful events, worse academic performance, and worse executive functions as compared to those who had not repeated grades, this suggests that enhancing coping strategies and executive functioning capabilities could be a more powerful strategy for teachers and therapists alike than having a child repeat a grade. If a child missed certain milestones in a given grade, it is possible that he will continue to miss them by staying in the same grade without outside intervention.
Mothes, L., Kristensen, C.H., Olivera, R. G., Argimon, I.I.D.L., Fonseca, R.P., Irigaray, T.Q. (2013). Stressful Events and Executive Functioning in Adolescents with and without History of Grade Repetition. https://www.scribd.com/document/380571015/Stressful-Events-and-Executive-Functioning-in-Adolescents-with-and-without-History-of-Grade-Repetition
https://www.scribd.com/document/380571015/Stressful-Events-and-Executive-Functioning-in-Adolescents-with-and-without-History-of-Grade-Repetition
In this article, Luiza Mothes, Christian Haag Kristensen, Rodrigo Grassi Olivera, Irani Iracema De Lima Argimon, Rochelle Paz Fonseca and Tatiana Quarti Irigaray noticed that there were only a few studies on the relationship between stressful events and grade repetition. They decided then that their main goal was "to compare the frequency of exposure to stressful events, academic performance, executive functioning, and performance on working memory tasks between adolescents with and without a history of grade repetition."
The authors were wise to note that the impact of a stressful event is not necessarily determined by the event itself, but by the appraisal of the event by the individual. Since their participant pool was adolescents, they were quick to note that adolescents are not necessarily yet equipped with adequate coping strategies for stressful events, so a simple situation of high tension could possibly lead to catastrophe for the adolescent. As a side note, whenever I read these articles and come across statements such as these, I sometimes wonder how different it is for adults.
"...the most frequently reported stressful events among the adolescents studied were arguments with friends, exams at school, obeying parents, death of a relative (not parents or siblings), and fights with siblings." One interesting finding among their results was that repeating grades was considered more stressful by those who had not repeated a grade.
As is to be expected, individuals who had repeated grades one or more times reported a much higher percentage of stressful life events. Similar results have been found and reported by several other studies. For example "Sbaraini and Schermann (2008) found that children who experienced a high number of stressful events by age 10 were also more likely to have repeated grades in school."
Given that adolescents with a history of grade repetition typically display higher incidence of stressful events, worse academic performance, and worse executive functions as compared to those who had not repeated grades, this suggests that enhancing coping strategies and executive functioning capabilities could be a more powerful strategy for teachers and therapists alike than having a child repeat a grade. If a child missed certain milestones in a given grade, it is possible that he will continue to miss them by staying in the same grade without outside intervention.
Mothes, L., Kristensen, C.H., Olivera, R. G., Argimon, I.I.D.L., Fonseca, R.P., Irigaray, T.Q. (2013). Stressful Events and Executive Functioning in Adolescents with and without History of Grade Repetition. https://www.scribd.com/document/380571015/Stressful-Events-and-Executive-Functioning-in-Adolescents-with-and-without-History-of-Grade-Repetition
Comments
Post a Comment