Stress experienced by adolescents in school: The importance of personality and interpersonal relationships

Abstract

Objective: The aim of the investigation was to determine the interrelatedness between personality variables, interpersonal relationships, and stress in adolescents.

Method: The personality of adolescents (variables related to Jung’s theory, self-concept, and egocentrism) and their relationships with teachers and peers as well as stress were measured using a sample of 358 school-going adolescents with an average age of 16.28 years.

Results: Extraverts experienced better relationships with peers. Sensing- and judging-orientated learners had better relationships with teachers. Thinking- and judging-orientated learners experienced less stress. Self-concept correlated positively with interpersonal relationships and negatively with stress while egocentrism correlated negatively with interpersonal relationships and positively with stress. Personality variables (especially self-concept) were the most important variables to explain the variance in stress.

Conclusion: Perceiving-orientated learners who lack structure in their schoolwork experienced more stress and relationship problems with teachers. The enhancement of the adolescents’ self-concept should be a priority to strengthen interpersonal relationships and to lower stress. Adolescent egocentrism should also be addressed, especially in those who overestimate their responsibilities.