The Correlates of Academic Stress in Hong Kong

Suicide and Non-Suicidal Self-Injury From Internet Addiction Among Korean Adolescents

Objectives

This study examined the associations between Internet addiction and suicide and non-suicidal self-injury (NSSI) among South Korean adolescents.

Methods

We conducted a cross-sectional study of 1694 Korean adolescents. The suicidal Ideation Questionnaire and Deliberate Self- Harm Inventories were used to identify high-risk suicide and NSSI groups, respectively. Internet addiction was assessed using the Internet Addiction Scale. Other questionnaires included sociodemographic data, perceived academic stress, and daily life-related factors. We also performed a logistic regression analysis using the high suicide risk and NSSI groups as dependent variables.

Results

The high suicide risk and NSSI prevalence rates among participants were 11.8% and 28.3%, respectively. A multivariable logistic regression analysis revealed that Internet addiction is associated with higher suicide risk and NSSI. Additionally, being female and academic stress were significant suicide risk factors, while male participants had a higher NSSI prevalence.

Conclusion

Our results suggest that monitoring adolescents' Internet use and providing education to prevent Internet addiction would lower high suicide and NSSI risk. Moreover, suicide and NSSI risk screening in adolescents with Internet addiction and providing suitable interventions will be essential for the preventing suicide and NSSI.

Iron Deficiency among School-Aged Adolescents in Hong Kong: Prevalence, Predictors, and Effects on Health-Related Quality of Life

Iron deficiency (ID) is a prevalent nutritional deficiency affecting children/adolescents worldwide. We reported (1) the prevalence of ID and ID with anemia (IDA) among Chinese school-aged adolescents, (2) clinical and dietary predictors of iron status, and (3) its impact on health-related qualities of life (HRQoL). This cross-sectional study recruited 183 boys and 340 girls (mean age = 17.55) from 16 schools in Hong Kong. ID is defined as serum ferritin <15 μg/L. The participants reported their dietary habits, menstrual patterns (girls), and HRQoL using structured questionnaires. The overall prevalence of ID was 11.1%. None of the boys had ID or IDA. Among girls, the rate of ID was 17.1% and IDA was 10.9%. One-third (36.3%) reported a regular habit of skipping ≥1 meal/day. Lower ferritin was found in adolescents who skipped meals (Est = -35.1, p = 0.017). Lower ferritin is correlated with poorer school functioning (Est = 0.81, p = 0.045) and fatigue (Est = 0.92, p = 0.016). Skipping meals is associated with poorer physical (p = 0.0017) and school functioning (p = 0.027). To conclude, 1 in 10 school-aged adolescents in Hong Kong are iron-deficient. The ID rate in girls (17.1%) is similar to that in other industrialized countries (5.2-16.6%). Future work should promote awareness on the potential health consequences of poor dietary habits on ID and the well-being of adolescents.

Ecological predictors of academic satisfaction in senior secondary school students in Hong Kong: The mediating role of academic confidence

Introduction

Although the secondary school curriculum reform has taken place for more than 1 decade in Hong Kong, very few studies have examined senior secondary school students’ academic satisfaction and its predictors at the individual and school levels. The present study examined the influence of academic stress, school support, positive youth development (PYD) attributes on academic satisfaction via the mediation of academic confidence among senior secondary school students using three-wave longitudinal data.

Methods

This study was derived from a 6-year longitudinal project examining youth development among Hong Kong adolescents. Only three waves of data collected from 2,023 students, including 959 boys (47.4%) and 1,040 girls (51.4%), from grade 10 to 12 (i.e., Waves 4–6), were used in the present study focusing on senior high school years. Students responded to a questionnaire concerning different aspects of their development, including their perceptions of school support, PYD attributes, academic stress, academic confidence, and satisfaction with the NSS curriculum. We conducted structural equation modeling (SEM) to test the hypothesized model.

Results

Results showed that while Wave 4 academic stress negatively predicted academic satisfaction at Wave 6, Wave 4 positive youth development attributes and school support had positive associations with Wave 6 academic satisfaction; Wave 5 academic confidence also served as a mediator in these relationships, except for the relationship between school support and academic satisfaction.

Discussion

The theoretical, practical, and policy implications of the findings are discussed. The present study generally supports previous findings on the relationships between academic stress, school support, PYD attributes, academic confidence, and academic satisfaction. The findings emphasize the prominence of PYD attributes, school support, and confidence in enhancing students’ academic satisfaction.

Associations Between Academic Stress, Mental Distress, Academic Self-Disclosure to Parents and School Engagement in Hong Kong

Numerous studies have indicated that academic stress is associated with various detrimental personal physical and emotional outcomes; however, relatively few studies have explored how academic stress affects adolescents' interactions with their significant others in families and schools, which are two important social systems for school-age adolescents. In addition, there are also few studies examining how academic stress influences adolescents' self-disclosure to parents and school engagement in East Asian districts particularly in Hong Kong, where the level of academic stress among adolescents is high. This study examines how academic stress affects mental distress, academic self-disclosure to parents and school engagement and explores gender differences in the risk for the outcomes of academic stress. One thousand and eight hundred and four students from eight secondary schools in Hong Kong participated in this study. The results indicate that academic stress has a significant association with all three outcomes, but the correlation with school engagement is positive, which is contrary to the findings of most previous studies. The possible reasons for such positive association are discussed. In addition, the model can be applied to both genders, but females are more susceptible to the detrimental outcomes of academic stress by suffering a higher level of mental distress. This study suggests that academic stress should be an important entry point to tackle adolescents' mental distress while interventions should be targeted at females who are experiencing a higher level of mental distress. In addition, in view of the significant associations between academic stress and self-disclosure to parents, as well as between academic stress and school engagement, suggestions are provided to families and schools on how to proactively provide support to those students who are experiencing academic stress.