From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

More documents

Recommendations

Info

94 From Leaving Certificate to Leaving School The extent to which these perceived differences in exam-related stress between middle-class and working-class schools reflect the intended pathways of young people will be discussed further in Chapter Six. 3.4 Conclusions This chapter examines the prevalence of stress among students in their sixth year, placing the patterns found in the context of student workload and exam preparation. The findings show that students find sixth year more difficult than previous years and many struggle to keep up with the pace of work. To overcome these problems, students in some schools spend four or more hours on homework every night, with many attending organised study sessions at their school. The levels of stress found in this study are higher than those found in previous studies on Junior Certificate students and young adults (see Hannan et al., 1996). In keeping with previous research (Smyth, 1999), female students report higher levels of stress in sixth year than their male counterparts. There are some differences in the levels of stress among students across Leaving Certificate programmes, with LCA students reporting lower levels of stress compared to LCE and LCVP students. In keeping with previous Irish research (Hannan et al., 1996), students who experience more positive interaction with their teachers have lower stress levels. Moreover, the quality of peer relations is also related to stress, with higher stress levels among those who were experiencing bullying. Other factors influencing levels of stress among students include sports participation, which appears to reduce student stress, and dissatisfaction with subjects they are taking, which increases stress levels. Students who feel unable to cope with their schoolwork have much higher stress levels and this difficulty in schoolwork is reflected in losing sleep over worry and feeling under strain. Findings from the qualitative interviews show students themselves place enormous weight on their performance in the Leaving Certificate exam because of its consequences for their quality of life when they leave school. Many view the exam as the first exam that really matters in their lives and feel that it does not compare with the Junior Certificate. The stress experienced by students appears to relate mainly to their own
Academic Stress and the Leaving Certificate 95 aspirations, with many concerned that they will not get their first choice of higher education course and many students discussing the fear of failing or not getting what they want. In addition to their own internal stress, students also spoke about other drivers of stress such as their teachers and their parents. Many felt that teachers spoke about the exam far too often and placed too much emphasis on it. Some students suggested that teachers themselves were stressed about covering enough of the curriculum in time for the exams and they then projected this onto the students. Some of the school personnel interviews noted the increased stress among some of the students and, in some cases, feared for their health and mental wellbeing in the run-up to the exams.
Page 1:
The Economic and Social Research In
Page 5 and 6:
FROM LEAVING CERTIFICATE TO LEAVING
Page 7 and 8:
CONTENTS List of Tables and Figures
Page 9:
Contents vii 5.3.3 Always Wanted to
Page 12 and 13:
x From Leaving Certificate to Leavi
Page 14 and 15:
xii From Leaving Certificate to Lea
Page 17 and 18:
EXECUTIVE SUMMARY Introduction Curr
Page 19 and 20:
Executive Summary xvii centrate on
Page 21 and 22:
Executive Summary xix to higher edu
Page 23:
Executive Summary xxi Such a focus
Page 26 and 27:
2 From Leaving Certificate to Leavi
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
10 From Leaving Certificate to Leav
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Chapter Two CURRICULUM, TEACHING AN
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69: 44 From Leaving Certificate to Leav
Page 120 and 121: Chapter Four LEAVING CERTIFICATE EX
Page 124 and 125: 100 From Leaving Certificate to Lea
Page 156 and 157: Chapter Five GUIDANCE AND DECISION-
Page 168 and 169:
144 From Leaving Certificate to Lea
Page 170 and 171:
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 186 and 187:
Page 188 and 189:
Page 190 and 191:
Page 192 and 193:
Page 194 and 195:
Page 196 and 197:
Page 198 and 199:
Page 200 and 201:
Page 202 and 203:
Page 204 and 205:
Page 206 and 207:
Page 208 and 209:
Page 210 and 211:
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 263 and 264:
REFERENCES Airasian, P.W. and Madau
Page 265 and 266:
References 241 Grodsky, E., Warren,
Page 267 and 268:
References 243 Mickelson, R.A. (199
Page 269 and 270:
References 245 Smyth, E. and Calver
Page 271:
Current debates about senior cycle
show all

From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?