Academic expectations stress, its associations with symptoms of depression and anxiety, and preliminary exploration of suicidality: results from a National Youth Mental Health Survey in Singapore

Background The Academic Expectations Stress Inventory (AESI) was developed to measure levels of academic stress resulting from perceived expectations from parents and teachers, and expectations from the self, among middle and high school students. The objectives of the present study are to describe AESI scores and compare its total and subscale scores among youths in Singapore, investigate relevant sociodemographic correlates, and examine the association between AESI scores and symptoms of depression and anxiety, with a brief exploration on suicidality. Methods Data analyzed for this study was collected as part of a larger study—the National Youth Mental Health Study, a cross-sectional nationwide survey of youths aged 15–35 years. Participants were recruited through door knocks and street intercepts. The survey contained a battery of self-administered instruments, including a sociodemographic section, the Depression Anxiety Stress Scales 21, and the AESI. Nearing the tail-end of the study, a brief questionnaire on suicidality was added and administered to a subset of participants. Results Of the total 2600 participants who were recruited for the original study, 959 respondents indicated that they were “currently studying”. On the AESI total scale, age group, gender, ethnicity, monthly household income, paternal education, and number of siblings remained significant correlates in the regression, after accounting for other sociodemographic variables. AESI scores were significantly associated with severe depression and anxiety. A logistic regression revealed that the AESI total score remained significantly associated with having at least one suicidal ideation or behavior in the past 12 months. Conclusions In sum, the data seems to suggest that being female, being an only child, and belonging to the middle-income group are associated with increased risk of greater academic stress, particularly due to expectations from the self. It is hoped that results from this study would inform future interventions targeted at managing academic expectations and preventing suicide among youth.