Relationships between School Hassles and Uplifts and Anxiety and Conduct Problems in Grades 3 and 4

Suzanne Barrett*, Bernd G. Heubeck

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    37 Citations (Scopus)

    Abstract

    This study explored whether behavior problems and anxiety in primary school children are related to daily experiences with school. A differentiated view of daily experiences was proposed to examine the relationship between hassles and uplifts in different areas: peers, teachers, schoolwork, and home-school issues. Self-report data from 256 Australian students in grades 3 and 4 underwent correlation and multiple regression analyses. Reports of hassles with school were related to major negative life events as well as anxiety and conduct problems. Hassles with peers and hassles with teachers made unique contributions to the prediction of anxiety and conduct problems, respectively. Overall, reports of uplifts were neither related to major life events nor to reports of hassles or anxiety or conduct. However, the interaction of peer hassles and uplifts contributed significantly to the prediction of conduct problems. The results are discussed in relation to prior research, different conceptualizations of stress, and possible implications for prevention and intervention.

    Original languageEnglish
    Pages (from-to)537-554
    Number of pages18
    JournalJournal of Applied Developmental Psychology
    Volume21
    Issue number5
    DOIs
    Publication statusPublished - 2000

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