Daily Stressors Questionnaire for Adolescents

Introduction

Modern life is filled with stress-inducing situations. Both isolated negative life events and chronic tension (due to poverty, physical and psychological violence, family conflicts, etc.), as well as excessive fascination with computer technologies, can contribute to the emergence of emotional problems [Glinkina, 2023; Pavlova, 2022; Aneshensel, 1992; Aneshensel, 1991; Dohrenwend, 1990; Nelson, 2021; Roberts, 2021]. Among the most common consequences of stress are neurological disorders, mental health issues, cardiovascular and respiratory system problems [Piazza, 2013], signs of emotional burnout [Masten, 2011], negative emotional reactions, and a complex of cognitive, communicative, and behavioral disorders [Tarabrina, 2017a], as well as depressive symptoms associated with suicidal risk [Subotich, 2023; Adam, 2010; Dohrenwend, 1990; Ross, 2000; Schönfeld, 2016; Turner, 1999].

In recent years, the stress-inducing impact of the environment has increased due to higher demands on adolescents' personalities, more complex educational programs, crisis phenomena in the family sphere, the active introduction of gadgets into modern life, and the expansion of stressors in professional, family, and social spheres, etc. [Bykhovec, 2023; Golovey, 2018; Tarabrina, 2017a].

In scientific literature, the problem of everyday stress and its differences from traumatic stress is actively discussed [Tarabrina, 2017; Kanner, 1981]. Situations of everyday life that cause tension were described by Lazarus and Folkman with the term "daily hassles" [Lazarus, 1984]. Compared to critical life events, everyday stressors are less intense but can accumulate and have a long-term negative impact on health, depleting physiological and psychological resources [Rasheed, 2016; Roberts, 2021]. Everyday stressors are individual events in a person's life, and their perception can depend on various factors: age, stress sphere, and coping strategies used [Tarabrina, 2017a], complicating the process of their study [Petrash, 2018].

In the perception of everyday stressors, their subjective evaluation is important—how threatening the person considers the situation [Galasheva, 2023; Lazarus, 1984]. There is evidence that sensitivity to everyday stressors is related to irrational personal beliefs, a tendency to "catastrophize," and the attribution of global subjective significance to everyday hassles [Konovalov, 2022]. At the same time, a person's belief in their ability to manage life events (self-efficacy) serves as a resource that reduces the consequences of everyday stress [Adam, 2010; Aneshensel, 1991].

It has been established that the prolonged influence of everyday stressors manifests in increased psycho-emotional tension and decreased life satisfaction [Hussenoeder, 2022]. As predictors that reduce the level of everyday stress, scientists highlight emotional stability, suppression, and reappraisal coping strategies [Leont'ev, 2011; Padun, 2016]. Studies have shown that personality traits in response to everyday stress are predictors of future chronic diseases [Piazza, 2013; Rasheed, 2016]. It is also important to note that the consequences of stress are mitigated by the saturation of everyday life with positive emotions and exacerbated by frequent worry [Piazza, 2013]. Thus, the question of individual susceptibility to everyday stressors and personality traits that can prevent the consequences of long-term everyday stress is important.

In the study by N.E. Kharlamenkova, D.A. Nikitina, and E.N. Dymova, it is noted that children, upon entering adolescence (8-12 years), are already capable of differentiating their stress assessments, that is, evaluating stressful situations both negatively and positively. Moreover, a child's positive assessment of stress can be an indicator of successful coping with stress, indicating the functioning of psychological defenses [Kharlamenkova, 2023]. A certain level of stress in an adolescent's life can contribute to the development of adaptive mechanisms, coping strategies, and, as a result, increase resilience to negative impacts [Kopina, 1994; Roberts, 2021]. Thus, stress in adolescence can have both negative and positive effects on the formation of an adolescent's personality. Stressful situations provide adolescents with the opportunity to overcome difficulties and develop stress coping strategies. However, excessive stress levels can negatively impact an adolescent, affecting their mental and psychological health, interpersonal interactions, and academic performance.

As a rule, the literature highlights the main life spheres of adolescents most saturated with stressors: school, family interactions, and peer interactions. It can be assumed that these are far from all the life spheres in which stressors are present. Alongside these external spheres, stress also affects internal life spheres—experiences related to self-acceptance, acceptance by others, fears, and more. The problem of studying everyday stress is complicated by the lack of psychodiagnostic tools adequate for adolescent age. It is necessary to note that the problem of everyday stress has been studied predominantly in adult samples. There are not enough representative studies on adolescent samples. Considering all of the above, the tasks of the work were to create a Daily Stress Questionnaire for adolescents, its testing and validation, as well as an analysis of daily stress tension in adolescents and the life spheres associated with stress.

Methods

To determine convergent validity, methods were used to diagnose variables that should theoretically predictably relate to indicators of everyday life stressors: Perceived Stress Scale (PSS-10, V.A. Ababkov et al., adaptation by N.E. Kharlamenkova) [Kharlamenkova, 2019], Stress Resistance Test (N.V. Kirsheva, N.V. Ryabchikova) [Psikhologiya lichnosti. Testy, 1995], Multidimensional Life Satisfaction Scale by E.S. Huebner (O.A. Sychev et al.) [Sychev, 2018], Psychological Well-being Scale by C. Ryff (L.V. Zhukovskaya) [Zhukovskaya, 2011; Ryff, 1995], Personal Anxiety Scale for Students (A.M. Prikhozhan) [Praktikum po vozrastnoi, 2001], Method for Diagnosing Social and Psychological Adaptation (K. Rogers, R. Diamond, adapted by Snegireva) [Snegiryova, 1987], the Hardiness Test by S. Maddi (D.A. Leontiev) [Leont'ev, 2011], and the "School Situation" method (V.K. Zaretsky, A.B. Kholmogorova) [Zareckii, 2011].

For statistical processing, SPSS-20 software was used, employing factor analysis (exploratory, alpha factorization, confirmatory factor analysis), correlation analysis (Pearson's r), and comparative analysis (student's t-test, Cohen's d).

Results

Method Development Procedure

The total sample size at different stages of the study comprised 555 adolescent boys and girls. The initial pilot sample (2021-2022) included 299 adolescents aged 13 to 17 years (155 girls and 144 boys). To increase the sample size and refine results, an additional study was conducted on a sample of 256 adolescents (72 boys, 184 girls, aged 13-17, average age 15.5 years) in 2023-2024.

The Daily Stressors Questionnaire underwent a pilot test [Galasheva, 2023] on a sample of 299 adolescents in 2021-2022. Exploratory factor analysis using the principal components method with Varimax rotation identified 9 factors explaining 63.31% of the total variance. Alpha factorization identified similar factors with the same item composition of the Questionnaire, explaining 58.31% of the total variance. Confirmatory factor analysis confirmed the nine-factor structure of the Questionnaire (Chi-square = 3515.920; df = 2309; RMSEA = 0.042; Pclose = 1.000). The suitability coefficient for the final version of the 65-item questionnaire is high: Cronbach's α = 0.93. Considering the intensity of experience and the number of stressful situations in each of the 9 stress areas, Cronbach's α ranges from 0.82 to 0.85. Thus, factor analysis conducted to reveal the internal consistency of the questionnaire demonstrated its construct validity and structure.

Nine areas of adolescent stress intensity were identified: "Loneliness, well-being," "Self-attitude," "Rejection," "Fears, anxiety," "Mystical fears" (internal life events of the adolescent), and "Finances," "School, studies," "Communication with elders," "Tasks, planning" (external environment events). The methodology includes counting the number of stressful events in each area, as well as the intensity of experiencing stressful events.

Subsequently, a reassessment of the internal consistency of the Questionnaire was conducted on a sample of 256 adolescents (2023-2024). Correlations between the number of stressful events and the intensity of experiencing events in all areas were found (90 correlations at p≤0.01). The strong direct correlations of the intensity of experience in different areas of life suggest that the intensity of response to stressors is characterized by individual consistency and determined by stable individual psychological characteristics. Additionally, the presence of correlations confirms the high integration of the system and the internal consistency of the Questionnaire.

Convergent validity was determined using methods aimed at diagnosing variables that should theoretically predictably relate to everyday life stressors. Correlation relationships with the level of perceived stress, stress resistance, and anxiety were studied.

Examining the relationships between the indicators of the Daily Stress Questionnaire and the Perceived Stress Scale revealed that all parameters of everyday stress (number of stressors and intensity of experience) have direct relationships with overstrain, perceived stress level, and stress resistance (54 correlations at p≤0.01, 3 correlations at p≤0.05). These correlations indicate that with an increase in the number of stressors, overstrain, perceived stress level, and resistance intensity also increase. Exceptions are the "Resistance to Stress" indicator and the intensity of experiencing stressful events in the areas of "Mystical Fears," "Finances," and "Rejection," where no correlations were found. The absence of correlations between these indicators may indicate the impossibility of managing stress in these areas.

Negative correlations were found between everyday stress indicators and stress resistance (18 correlations at p≤0.01, 1 correlation at p≤0.05), indicating that a decrease in stress resistance is accompanied by an increase in the number of stressors and their intensity of experience. An exception is the number of events in the "Communication with Elders" area.

Positive correlations were identified between the number of stressful events and their intensity with the Personal Anxiety Scale for Students (69 correlations at p≤0.01, 8 correlations at p≤0.05). The results suggest that increased anxiety is a predisposing factor for increased sensitivity to stressors. An exception is the absence of correlations between the number of stressors in the "School, Studies" area and interpersonal and magical anxiety.

Thus, the identified correlations indicate the stressful nature of the events filling the Questionnaire factors and confirm its intended purpose.

Comparative Analysis of Adolescents' Perception of Everyday Stress

Examining the results of the questionnaire on samples diagnosed in 2021-2022 and 2023-2024 revealed that in the 2023-2024 sample, the number of stressors and the intensity of experiencing stressful events increased (Table 1).

Table 1. Perception of Everyday Stress by Adolescents

As seen in Table 1, for most stress indicators, Cohen's d coefficient falls within medium and high values, confirming the difference between the samples. Stress parameters are higher in the 2023-2024 sample. Lower values in the 2021-2022 sample may be due to the pandemic situation and remote learning, leading to a reduction in social contacts. In 2023-2024, in-person schooling resumed fully, social contacts with peers and teachers increased, and there were changes in the socio-political situation related to the Special Military Operation (SMO) and restrictive measures towards Russia, which could have contributed to heightened stress across various life domains and an increase in the overall number of stressors. This is consistent with the findings of Y.V. Bykhovets [Bykhovec, 2023] on the impact of informational threats on youth, as well as the features of stress during the pandemic [Nelson, 2021].

Let's consider gender differences in the perception of everyday stress in the samples diagnosed in 2021-2022 (Table 2) and 2023-2024 (Table 3).

Table 2. Perception of Everyday Stress by Girls and Boys (2021-2022)

Girls showed higher tension in the areas of "Loneliness, well-being" (average number of stressors and average intensity of experience at p≤0.000), "Self-attitude" (number p≤0.029, intensity p≤0.020), and "Tasks, planning" (intensity p≤0.002). Boys showed higher indicators in the "Mystical fears" area (number p≤0.051, intensity p≤0.036). Additionally, boys exhibited higher stress resistance (p≤0.005). No significant differences were found in other life areas, perceived stress, or the overall level of everyday stress.

Table 3. Perception of Everyday Stress by Girls and Boys (2022-2023)

Girls exhibited higher indicators of perceived stress (p≤0.001), average intensity of stress experience (p≤0.027), number of stressors (p≤0.000), tension in the areas of "Loneliness, well-being" (average number of stressors p≤0.000), "Tasks, planning" (number p≤0.000), "Mystical fears" (intensity p≤0.025), "School, studies" (number p≤0.000).

Boys showed higher indicators for the number of stressors in the areas of "Mystical fears" (p≤0.004), "Rejection" (p≤0.000), "Communication with elders" (p≤0.000), "Self-attitude" (p≤0.000), "Finances" (p≤0.000), "Fears, anxiety" (p≤0.000). They also had higher stress resistance (p≤0.009). No significant gender differences were found in other life areas, perceived stress, and overall level of everyday stress.

Thus, in the 2021-2022 sample, girls showed the highest stress intensity in the following life areas: "Loneliness, well-being," "Self-attitude," "Tasks, planning," while boys showed it in "Mystical fears."

In the 2023-2024 sample, the situation is similar: girls showed higher perceived stress, number of stressors, and average intensity of experience, as well as stress intensity in the areas: "Loneliness, well-being," "Tasks, planning," "School, studies," while boys showed it in "Rejection," "Communication with elders," "Fears, anxiety," "Self-attitude," "Finances."

Boys in both groups exhibited higher levels of stress resistance.

External Validity of the Daily Stress Questionnaire

To assess external validity, the Questionnaire indicators were compared with various manifestations of adolescents' psychological characteristics, their adaptability, their evaluation of the school situation, satisfaction with different life areas, and psychological well-being. The analysis of correlations between the Daily Stress Questionnaire and the indicators of the Method for Diagnosing Social and Psychological Adaptation (SPA) revealed 115 negative correlations at p≤0.01 and 8 at p≤0.05. The highest number of correlations was observed between the scales of the Daily Stress Questionnaire and the SPA indicators "Adaptation," "Self-acceptance," "Acceptance of others," and the overall assessment of social and psychological adaptation, indicating that a decrease in SPA indicators is accompanied by an increase in stress load.

When examining the correlations between the Questionnaire and the indicators of the "School Situation" method, 51 correlations were found at p≤0.01 and 27 at p≤0.05. The parameters of everyday stress were correlated with the indicators "Difficulties in studies" (17 correlations, p≤0.01; 3 correlations, p≤0.05), "Parents' attitude towards studies and school" (9 correlations, p≤0.01; 5 correlations, p≤0.05), "Friends" (5 correlations, p≤0.01; 6 correlations, p≤0.05), "Leisure" (5 correlations, p≤0.01; 5 correlations, p≤0.05), "Attitude towards studies and academic subjects" (8 correlations p≤0.01; 2 correlations, p≤0.05), "Teachers" (6 correlations p≤0.01; 1 correlation, p≤0.05), "Truancy" (1 correlation p≤0.01; 5 correlations, p≤0.05). The nature of these correlations indicates that an increase in school difficulties is accompanied by an increase in stress.

The analysis of correlations between daily stress and the indicators of the Multidimensional Life Satisfaction Scale by E.S. Huebner revealed 75 correlations at p≤0.01 and 16 correlations at p≤0.05. The highest number of correlations of life satisfaction was found with stresses in the areas "Loneliness, well-being" (12 correlations), "Rejection" (12 correlations), "Self-attitude" (11 correlations), "Fears, anxiety" (10 correlations), "Mystical fears" (11 correlations). Stresses in the areas "Self-attitude," "Fears, anxiety," and "Mystical fears" were not correlated with satisfaction with relationships with teachers but were correlated with overall life satisfaction in such a way that increased stress intensity was accompanied by decreased life satisfaction and its aspects.

The analysis of correlations between stress and resilience indicators revealed 65 correlations at p≤0.01 and 8 correlations at p≤0.05. Overall resilience has negative correlations with all stress parameters, indicating that an increase in resilience contributes to a decrease in stress levels. No correlations were observed between the level of control and stress in the areas "Finances," "School, studies," "Tasks, planning." Possibly, these areas are beyond the adolescent's control.

The analysis of correlations between stress intensity and psychological well-being revealed 99 correlations at p≤0.01 and 18 at p≤0.05. The highest number of correlations with stress was found in the areas "Loneliness, well-being," "Self-attitude," "Rejection," "Fears, anxiety," "Mystical fears" (14 correlations each). The least number of correlations was found with the "Finances" area (4 out of 14 possible). These correlations indicate the high significance of the areas of an adolescent's inner life for their well-being, primarily positive self-attitude and the feeling of being accepted by others.

Discussion

The conducted study showed that almost all major areas of adolescents' everyday life contain events and situations that cause them tension. It has been shown that stress can arise not only from external life events but also from internal experiences of adolescents. This partially aligns with the findings of academic stress studies on college students, which identified factors such as family relationships, peer communication, school stress, and self-attitude stress [Yashpal, 2024]. Our results also align with studies conducted on adults; however, the intrapersonal stressors in adolescents are more diverse and pronounced. For instance, adults showed only one internal sphere saturated with experiences, termed the sphere of personal experiences, which does not occupy a leading position among other spheres [Golovey, 2018]. In adolescents, stress is prominent in the areas of self-attitude, rejection, fears, and mystical fears, which were not observed in adults. This widespread presence of stress and its penetration into the internal life of adolescents may be due to this period being a crisis stage in development, as well as the transition to adulthood altering the developmental context and imposing new demands on the individual. Adolescents strive for separation from the family, increasing "separation anxiety" [Korennaya, 2024], which amplifies stress in relationships with adults, teachers, and parents. Researchers indicate an elevated level of social anxiety, characteristic of the transition to adulthood, as a cause of social maladaptation [Krasnova, 2011]. According to the current study, stress is more pronounced in adolescents with high internality, who have their own point of view and strive to manage their life events independently. It has been shown that everyday stress is lower in adolescents with a higher level of socio-psychological adaptation.

 The validation of the Daily Stressors Questionnaire was conducted using various statistical procedures, demonstrating the internal consistency of the Questionnaire scales. By comparing the Questionnaire indicators with traditionally used and validated Perceived Stress Scales and the Stress Resilience Questionnaire, the focus of the Questionnaire on diagnosing stress tension was confirmed. Unlike existing stress diagnostic methods, the Questionnaire allows for determining not only the level of stress but also the area of greatest stress tension in adolescents, enabling educators, psychologists, and parents to direct efforts towards humanizing and positively transforming the social environment [Rean, 2022]. The external validity of the Questionnaire was confirmed by comparing the indicators of everyday stress with various manifestations of adolescents' individual psychological characteristics, resilience, social adaptation, school difficulties, psychological well-being, and satisfaction with different life areas. The Questionnaire also showed sensitivity to manifestations of everyday stress in response to changes in the external socio-political situation and the introduction of restrictive measures when comparing results from different years (pandemic and post-pandemic periods).

Conclusions

The study conducted using the developed Questionnaire allows for the following conclusions:

1. The Daily Stressors Questionnaire was validated, establishing its internal consistency.
2. Areas of everyday stress in adolescents were identified: "Loneliness, well-being," "Self-attitude," "Rejection," "Fears," "School, studies," "Communication with elders," "Tasks, planning," "Finances," "Mystical fears."
3. The highest stress load was found in significant areas of adolescents' life activities: "School, studies," "Tasks, planning," "Communication with elders," "Fears, anxiety," "Rejection."
4. The relationships between everyday stress and perceived stress level, stress resilience, anxiety, resilience, as well as socio-psychological adaptation, satisfaction with various life aspects, academic difficulties, and the level and structure of psychological well-being were described, confirming the convergent validity of the proposed instrument.
5. Gender differences in the perception of everyday stressors in adolescence were identified and described.

1. Bykhovec Yu.V. Stress ot nevidimykh informacionnykh ugroz i ego posledstviya [Stress from invisible information threats and its consequences]. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling psychology and psychotherapy, 2023. Vol. 31, no. 3(121), pp. 132–167. DOI:10.17759/cpp.2023310307 (In Russ.).
2. Galasheva O.S., Golovey L.A. Povsednevnyi stress i psikhologicheskoe blagopoluchie mal'chikov i devochek podrostkovogo vozrasta [Everyday stress and psychological well-being of adolescent boys and girls]. Psikhologiya cheloveka v obrazovanii [Human Psychology in Education], 2023. Vol. 5, no. 4, pp. 500–511. DOI:10.33910/2686-9527-2023-5-4-500-511 (In Russ.).
3. Glinkina L.S., Vasilenko V.E. Psikhologicheskie prediktory raznykh tipov vovlechennosti v komp'yuternye igry v period rannei vzroslosti [Psychological predictors of different types of involvement in computer games during early adulthood]. Konsul'tativnaya psikhologiya i psikhoterapiya = Consultative psychology and psychotherapy, 2023. Vol. 31, no. 191, pp. 107–127. DOI:10.17759/cpp.2023310105 (In Russ.).
4. Golovey L.A., Petrash M.D., Strizhickaya O.Yu., Savenysheva S.S., Murtazina I.R. Rol' psikhologicheskogo blagopoluchiya i udovletvorennosti zhizn'yu v vospriyatii povsednevnykh stressorov [The role of psychological well-being and life satisfaction in the perception of everyday stressors]. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling psychology and psychotherapy, 2018. Vol. 26, no. 4, pp. 8–26. DOI:10.17759/cpp.2018260402 (In Russ.).
5. Zhukovskaya L.V. Psikhologicheskoe blagopoluchie i roditel'skie ustanovki zhenshchin. Avtoref. diss. kand. … psikhol. nauk [Psychological well-being and parental attitudes of women. Abstract. diss. PhD psychol. sciences], St. Petersburg, 2011. (In Russ.).
6. Zareckii V.K., Smirnova N.S., Zareckii YU.V., Evlashkina N.M., KHolmogorova A.B. Tri glavnye problemy podrostka s deviantnym povedeniem [Three main problems of a teenager with deviant behavior]. Mosсow, 2011, pp. 182–185. (In Russ.).
7. Konovalov I.A., Kosheleva E.S. Pozitivnaya pedagogika i psikhologiya: sistemnyi podkhod k uluchsheniyu shkol'noi sredy [Positive pedagogy and psychology: a systematic approach to improving the school environment]. Pod red. akademika RAO A.A. Reana. Mosсow: MPGU, 2022. (In Russ.).
8. Krasnova V.V., Kholmogorova A.B. Social'naya trevozhnost' i studencheskaya dezadaptaciya [Social anxiety and student maladjustment]. Psikhologicheskaya nauka i obrazovanie psyedu.ru = Psychological science and education psyedu.ru, 2011. Vol. 3, no. 1. (In Russ.).
9. Korennaya A.V., Ral'nikova I.A. Psikhologicheskaya separaciya ot roditelei v yunosheskom vozraste v kontekste cennostnykh i smyslovykh orientacii [Psychological separation from parents in adolescence in the context of value and semantic orientations]. Konsul'tativnaya psikhologiya i psikhoterapiya = Consultative psychology and psychotherapy, 2024. Vol. 32, no. 1, pp. 122–138. DOI:10.17759/cpp.2024320106 (In Russ.).
10. Leont'ev E.A., Rasskazova E.I. Test zhiznestoikosti [Vitality test]. Moscow: Smysl Publishing House, 2011. (In Russ.).
11. Pavlova N.V., Filippova E.V. Fenomen selfi i ego psikhologicheskii smysl dlya sovremennogo podrostka [The selfie phenomenon and its psychological meaning for a modern teenager]. Konsul'tativnaya psikhologiya i psikhoterapiya = Consultative psychology and psychotherapy, 2022. Vol. 30, no. 1, pp. 109–131. DOI:10.17759/cpp.2022300107 (In Russ.).
12. Padun M.A., Psyadlo I.A. Regulyaciya emocii i psikhologicheskii distress u predstavitelei rossiiskoi i ital'yanskoi kul'tur [Regulation of emotions and psychological distress in representatives of Russian and Italian cultures]. In Zhuravlev A.L. (eds.), Psikhologiya povsednevnogo i travmaticheskogo stressa: ugrozy, posledstviya, sovladanie [Psychology of everyday and traumatic stress: threats, consequences, coping]. Moscow: Publishing house "Institute of Psychology RAS", 2016, pp. 124–139. (In Russ.).
13. Petrash M.D., Strizhickaya O.Yu., Golovey L.A., Savenysheva S.S. Oprosnik povsednevnykh stressorov [Everyday Stressors Questionnaire]. Psikhologicheskie issledovaniya [Psychological Research], 2018. Vol. 11, no. 57, pp. 5. DOI:10.54359/ps.v11i57.326 (In Russ.).
14. Praktikum po vozrastnoi psikhologii [Workshop on developmental psychology]. Pod redakciei L.A. Golovei, E.F. Rybalko. St. Petersburg: Rech Publishing House, 2001, pp. 316–323. (In Russ.).
15. Psikhologiya lichnosti. Testy, oprosniki, metodiki [Psychology of Personality. Tests, questionnaires, methods.]. Kirsheva N.V. (eds.). Moscow: Gelikon, 1995. (In Russ.).
16. Rean A.A., Stavcev A.A., Konovalov I.A., Kosheleva E.S. Pozitivnaya pedagogika i psikhologiya: sistemnyi podkhod k k uluchsheniyu shkol'noi sredy [Positive pedagogy and psychology: a systematic approach to improving the school environment]. Moscow: MPGU, 2022. (In Russ.).
17. Snegiryova T.V. Metodika izucheniya osobennostei lichnostnoi samoregulyacii [Methodology for studying the characteristics of personal self-regulation]. In Dubrovina I.V. (ed.), Diagnosticheskaya i korrekcionnaya rabota shkol'nogo psikhologa [Diagnostic and correctional work of a school psychologist]. Sbornik trudov APN SSSR [Collection of works of the Academy of Pedagogical Sciences of the USSR]. Moscow, 1987, pp. 92–96. (In Russ.).
18. Subotich M.I. Kliniko-psikhologicheskie i sociodemograficheskie faktory suicidal'nogo povedeniya i riska ego khronifikacii: obzor issledovanii [Clinical, psychological and sociodemographic factors of suicidal behavior and the risk of its chronicity: a review of studies]. Konsul'tativnaya psikhologiya i psikhoterapiya = Consultative psychology and psychotherapy, 2023. Vol. 31, no. 1, pp. 9–25. DOI:10.17759/cpp.2023310101 (In Russ.).
19. Sychev O.A., Gordeeva T.O., Lunkina M.V., Osin E.N., Sidneva A.N. Mnogomernaya shkala udovletvorennosti zhizn'yu shkol'nikov [Multidimensional scale of life satisfaction among schoolchildren]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018, no. 6, pp. 5–15. DOI:10.17759/pse.2018230601 (In Russ.).
20. Tarabrina N.V., Zhuravlev A.L., Sergienko E.A., Kharlamenkova N.E. Povsednevnyi i travmaticheskii stress: sovremennye napravleniya issledovanii [Everyday and traumatic stress: modern directions of research]. Fundamental'nye i prikladnye issledovaniya sovremennoi psikhologii [Fundamental and applied research in modern psychology], 2017, pp. 1468–1475. (In Russ.).
21. Tarabrina N.V., Kharlamenkova N.E., Padun M.A., Khazhuev I.S., Kazymova N.N., Bykhovec Yu.V., Dan M.V. Intensivnyi stress v kontekste psikhologicheskoi bezopasnosti [Intense stress in the context of psychological safety]. Moscow: Publ. «Institut psikhologii RAN», 2017. 343 p. (In Russ.).
22. Kharlamenkova N.E., Dan M.V., Kazymova N.N., Shatalova N.E. Dinamika urovnya stressa i izmenenie predstavlenii o bolezni u podrostkov s opukholyami oporno-dvigatel'nogo apparata i ikh materei [Dynamics of stress levels and changes in ideas about the disease in adolescents with tumors of the musculoskeletal system and their mothers]. Psikhologiya. Zhurnal VSHE [Psychology. HSE Journal], 2023. Vol. 20, no. 1. DOI:10.17323/1813-8918-2023-1-151-167 (In Russ.).
23. Kharlamenkova N.E., Dan M.V., Kazymova N.N., Shatalova N.E. Dynamics of stress level and changing of representation of the disease in adolescents with tumors of the musculoskeletal system and their mothers. World of Science. Pedagogy and Psychology, 2019. Vol. 7, no. 4. (In Russ.)
24. Adam E.K., Doane L.D., Zinbarg R.E., Mineka S., Craske M.G. Psikhologiya cheloveka v obrazovanii Griffith J.W. Prospective prediction of major depressive disorder from cortisol awakening responses in adolescence. Psychoneuroendocrinology, 2010. Vol. 35, no. 6, pp. 921–931. DOI:10.1016/j.psyneuen.2009.12.007
25. Aneshensel C.S. Social stress: theory and research. Annual Review of Sociology, 1992. Vol. 18, pp. 15–38.
26. Aneshensel C.S., Rutter C.M., Lachenbruch P.A. Social structure, stress, and mental health: competing conceptual and analytic models. American Sociological Review, 1991. Vol. 56, no. 2, pp. 166–178. DOI:10.2307/2095777
27. Dohrenwend B.P. Socioeconomic status (SES) and psychiatric disorders. Are the issues still compelling? Social Psychiatry and Psychiatric Epidemiology, 1990. Vol. 25, no. 1, pp. 41–47. DOI:10.1007/BF00789069
28. Yashpal A., Harbani K. Academic Stress and Psychological Wellbeing Among Boys And Girls College Students. International Journal of Research and Analytical Reviews, 2024. Vol. 11, no. 1, pp. 510–522. DOI:10.13140/RG.2.2.27571.81447/1
29. Hussenoeder F.S., Conrad I., Pabst A., Luppa M., Stein J., Engel C., Zachariae S., Zeynalova S., Yahiaoui-Doktor M., Glaesmer H., Hinz A., Witte V., Wichmann G., Kirsten T., Löffler M., Villringer A., Riedel-Heller S.G. Different Areas of Chronic Stress and Their Associations with Depression. Interntaional Journal of Environmental Research and Public Health, 2022. Vol. 19, no. 14. DOI:10.3390/ijerph19148773
30. Kanner A.D., Coyne J.C., Schaefer C., Lazarus R.S. Comparison of two modes of stress measurement: daily hassles and uplifts versus major life events. Journal of Behavioral Medicine, 1981. Vol. 4, pp. 1–39. DOI:10.1007/BF00844845
31. Kopina O.S., Souslova E.A., Zaikin E.V. Stress level in Moscow population in 1986-1992. Materials of the 3rd International Congress of Behavioral Medicine, 1994. P. 162.
32. Lazarus R.S., Folkman S. Coping and adaptation. The handbook of behavioral medicine. W.D. Gentry (ed.). New York: Guilford, 1984, pp. 282–325.
33. Masten A., Monn A., Supkoff L. Resilience in children and adolescents. In S. Southwick, B. Litz, D. Charney, M. Friedman (Eds.). Resilience and Mental Health: Challenges Across the Lifespan Cambridge: Cambridge University Press, 2011, pp. 103–119.
34. Nelson N.A., Bergeman C.S. Daily Stress Processes in a Pandemic: The Effects of Worry, Age, and Affect. Gerontologist, 2021. Vol. 61, no. 2, pp. 196–204. DOI:10.1093/geront/gnaa187
35. Piazza J.R., Charles S.T., Sliwinski M.J., Mogle J., Almeida D.M. Affective reactivity to daily stressors and long-term risk of reporting a chronic physical health condition. Annuals of Behavioral Medicine, 2013. Vol. 45, no. 1, pp. 110–120. DOI:10.1007/s12160-012-9423-0
36. Rasheed N. Prolonged Stress Leads to Serious Health Problems: Preventive Approaches. International Journal of Health Science (Qassim), 2016. Vol. 10, no. 1.
37. Roberts B.L., Karatsoreos I.N. Brain-body responses to chronic stress: a brief review. Faculty Revievs, 2021. DOI:10.12703/r/10-83
38. Ross C.E. Neighborhood disadvantage and adult depression. Journal of Health and Social Behavior, 2000. Vol. 41, no. 2, pp. 77–187. DOI:10.2307/2676304
39. Ryff C.D., Keyes C.L.M. The structure of psychological well-being revisited. Journal of Personality and Social Psychology, 1995. Vol. 69, no. 4, pp. 719–727. DOI:10.1037/0022-3514.69.4.719
40. Schönfeld P., Brailovskaia J., Bieda A., Zhang X.C., Margraf J. The effects of daily stress on positive and negative mental health: Mediation through self-efficacy. International Journal of Clinical and Health Psychology, 2016. Vol. 16, no. 1, pp. 1–10. DOI:10.1016/j.ijchp.2015.08.005
41. Turner R.J., Lloyd D.A. The stress process and the social distribution of depression. Journal of Health and Social Behaviour, 1999. Vol. 40, no. 4, pp. 374–404. DOI:10.2307/2676332