Influence de la pression perçue par les lycéens français sur le stress scolaire

The objective of this study was to explore the impact of perceived pressure on academic stress. Two hundred and sixty-five students from six-form classes were solicited to participate by filling out an academic stress scale, and a questionnaire relating to perceived pressure provided by teachers, parents and peers. The results show that the perceived pressure provided by teachers had the greatest effect on academic stress, and girls seem to be more vulnerable to academic stress than boys. Whereas perceived pressure provided by parents affects only the parent-child relationship, and perceived pressure from peers has little impact. The results of this study underline the important impact of perceived expectations of teachers on academic stress. Further studies will be necessary to explore internal aspects, such as personality traits or coping strategies, which can bias the perception of expectations coming from teachers, parents or peers.