Belastungserleben von Lernenden im inklusiven Kontext

Many adolescents report experiencing increased levels of stress and anxiety related to their academic experiences. Such experiences may result from growing academic demands that must be met on a daily basis in schools and can place a significant burden on students’ learning. Well-being and mental health can be considered prerequisites for participation and success in academic life and should therefore be central concerns of inclusive efforts. This dissertation aims to explore factors associated with students’ experiences of stress and anxiety that may serve as starting points for intervention in schools to support student wellbeing. For this purpose, a theoretical framework of the development of academic stress and achievement anxiety will be introduced in a first step, focusing on the transactional stress model, the person-environment fit theory, and the control-value theory, which will then be applied to academic learning. This is followed by an outline of potential personal and contextual factors that may be associated with the experience of high levels of stress and anxiety, which are addressed in the subsequent research articles. These factors include not only students’ motivational dispositions, but also their individual academic achievement and school-related difficulties, as well as motivational and achievement-related characteristics of the classroom. An overview of the overarching empirical design and research questions of the dissertation project are provided, followed by four empirical papers that form the core of this dissertation, each of which examines selected factors using cross-sectional or longitudinal analyses. This dissertation concludes with a presentation and discussion of the central findings, along with an identification of key limitations, the derivation of pedagogical implications, and an overview of future research questions.