Exploring students’ stress mindset using participatory action research

Abstract

Students completing formal examinations will undoubtedly experience a degree of stress and this may influence their wellbeing and performance. Stress mindset, our beliefs about the nature of stress, has been shown to relate to both wellbeing and performance in adolescents. The present study aimed to qualitatively investigate students’ stress mindset through the use of Participatory Action Research. Seven students (M_age = 16.14 years, SD = 0.38) who had completed formal school examinations in the previous academic year were trained to be researchers and contributed to all stages of the project. Under the supervision of the first author, they interviewed eight students (n = 3 females, n = 5 males, M_age = 15.63 years, SD = 0.52) to elicit information about their stress mindset. Using thematic analysis, results demonstrated that students have more adaptive beliefs about stress in relation to productivity and personal growth, mixed beliefs about stress’ impact on their performance, and less favourable perceptions of the influence of stress on their mental health. Teachers, parents and past experiences were found to be key agents in shaping their stress mindset. Recommendations for schools to enhance stress mindset included using older students acting as ‘stress mentors’.