Presentation Information
[P-34-03]Perceived Academic Stress and Adolescent Mental Health in Singapore: The Protective Role of Resilience
*Brenda Lio Liaw Wen1, John Chee Meng Wong1, Liang Shen1, Dennis Kom3, Victoria Fee3, Ruochen Du1, Qai Ven Yap1, Natalie Cheok Ling Lei1, Natalie HuiJing Yap1, Muhammad Nabil Syukri Bin Sachiman1, Nicholas En-Ping Sii1, Michelle Si Wan Jing1, Jie Yu Teoh1, Leoniek M Kroneman1, Daniel Fung2, Say How Ong2, Cheong Sing Tian1, Jia Ying Teng1, Tze Pin Ng1, Frank Verhulst4 (1.National University of Singapore (NUS)(Singapore), 2.Institute of Mental Health (IMH)(Singapore), 3.Ministry of Education (MOE)(Singapore), 4.Erasmus University Medical Center(Netherlands))
Keywords:
academic stress,resilience,adolescence,internalizing symptoms,Singapore
Introduction
In Singapore, academic success is culturally central, and stress from academic expectations contributes significantly to mental distress. However, less is known about how this stress differs across developmental stages and the protective role of resilience. This study examines how stress from academic expectations impacts internalising symptoms across adolescence and identifies resilience domains that buffer internalizing symptoms in Singaporean adolescents.
Methods
A sample of Singaporean adolescents aged 11–18 (n = 3,336) completed self-report measures: Academic Expectations Stress Inventory (AESI), Youth Self Report (YSR), and Singapore Youth Resilience Scale (SYRESS). Participants were grouped into early (11–12), early-middle (13–14), late-middle (15–16), and late adolescence (17–18). Moderated regression analyses examined age and resilience as moderators of the relationship between perceived academic stress and internalising symptoms.
Results
Perceived academic stress from self (β = 1.31, p < .001) and others (β = 1.05, p < .001) were associated with higher internalizing symptoms. Adolescents aged 15–16 reported significantly higher distress (β = 1.62, p < .05), with age groups 2 and 3 moderating the effect of academic stress due to self-expectations. After accounting for age, resilience significantly moderated the impact of both self- and others-imposed academic stress. Domain-level analysis revealed that personal control, positive self-image/optimism, and emotional regulation were the most protective (p < .001, f² = 0.017-0.023) with medium–large effect sizes. For stress from parent/teacher expectations, these domains remained protective (f²s = 0.011–0.014; all p < .001), with medium effect sizes.
Conclusion
Mid-adolescence is a sensitive period where self-imposed academic stress contribute to internalizing symptoms. Resilience—particularly personal control, positive self-image, and emotional regulation moderate and serve as critical buffers of perceived academic stress. These findings underscore the importance of culturally sensitive, developmentally informed interventions that enhance domain-specific resilience to reduce mental distress among adolescents navigating academic pressures in Singapore.
In Singapore, academic success is culturally central, and stress from academic expectations contributes significantly to mental distress. However, less is known about how this stress differs across developmental stages and the protective role of resilience. This study examines how stress from academic expectations impacts internalising symptoms across adolescence and identifies resilience domains that buffer internalizing symptoms in Singaporean adolescents.
Methods
A sample of Singaporean adolescents aged 11–18 (n = 3,336) completed self-report measures: Academic Expectations Stress Inventory (AESI), Youth Self Report (YSR), and Singapore Youth Resilience Scale (SYRESS). Participants were grouped into early (11–12), early-middle (13–14), late-middle (15–16), and late adolescence (17–18). Moderated regression analyses examined age and resilience as moderators of the relationship between perceived academic stress and internalising symptoms.
Results
Perceived academic stress from self (β = 1.31, p < .001) and others (β = 1.05, p < .001) were associated with higher internalizing symptoms. Adolescents aged 15–16 reported significantly higher distress (β = 1.62, p < .05), with age groups 2 and 3 moderating the effect of academic stress due to self-expectations. After accounting for age, resilience significantly moderated the impact of both self- and others-imposed academic stress. Domain-level analysis revealed that personal control, positive self-image/optimism, and emotional regulation were the most protective (p < .001, f² = 0.017-0.023) with medium–large effect sizes. For stress from parent/teacher expectations, these domains remained protective (f²s = 0.011–0.014; all p < .001), with medium effect sizes.
Conclusion
Mid-adolescence is a sensitive period where self-imposed academic stress contribute to internalizing symptoms. Resilience—particularly personal control, positive self-image, and emotional regulation moderate and serve as critical buffers of perceived academic stress. These findings underscore the importance of culturally sensitive, developmentally informed interventions that enhance domain-specific resilience to reduce mental distress among adolescents navigating academic pressures in Singapore.