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The objective of the present study was to review the research on the relationship between Chinese adolescents' stress and their academic achievement in the past 20 years. The reviewed studies revealed a generally negative relationship between Chinese adolescents' academic stress and academic achievement; however, other factors, notably, psychological resilience, belief in the value of education, and severity of academic stress moderated the strength of the relationship. In addition, influences such as interpersonal stress and financial stress, on academic achievement were also observed. This review further suggested that future studies are needed to explore the complex interactions among constructs of interest, other potential covariates, and societal-specific mechanisms, as well as the need to integrate previous studies to form a more comprehensive framework of analysis.
Lin et al. (Tue,) studied this question.