A recent study from Umeå University in Sweden has revealed that secondary school students who set high social responsibility goals may experience elevated psychosomatic symptoms, particularly over time. The research tracked students from Grade 9 to Grade 12, examining how their motivation to be responsible correlated with academic achievements and the presence of physical symptoms tied to stress, such as headaches, stomachaches, and sleep disturbances. The findings were published in the Scandinavian Journal of Educational Research.
Social responsibility goals, as defined in the study, refer to students’ dedication to fulfilling their roles and obligations in school. This includes being dependable, completing tasks on time, and maintaining a solid performance. The research found a significant link between these goals and academic success, with students who set high social responsibility goals generally achieving higher grades. However, the study also identified a downside: as students, particularly boys, advanced through secondary school, their commitment to responsibility appeared to correlate with increased reports of psychosomatic issues.
According to the findings, students in Grade 9 with strong social responsibility goals reported fewer psychosomatic symptoms than those with less commitment. This initial benefit, however, did not persist through Grade 12. Instead, boys who maintained high responsibility goals from Grade 9 onwards reported a rise in psychosomatic symptoms, including symptoms of tension and frequent headaches, by their final year of secondary school. Among girls, a similar trend was noted, though the connection between responsibility goals and physical symptoms was weaker.
The study used a sample of over 3,500 students from Swedish secondary schools, aiming to capture the role of responsibility in education from both an academic and a health perspective. To measure these variables, the researchers collected data on the students’ achievements, social goals, and well-being. These were monitored at different stages, with grades and psychosomatic complaints noted at the end of Grade 9 and Grade 12. By analysing students’ progression over time, the research team aimed to assess both the benefits and drawbacks of social responsibility in school.
One noteworthy outcome of the study is the difference observed between boys and girls. Girls generally set higher social responsibility goals and attained higher grades. Nonetheless, boys reported a greater increase in physical stress symptoms tied to responsibility goals, indicating that the pressure to meet these goals may take a unique toll on male students. The study suggests that this gendered difference could relate to how boys and girls process academic pressure and responsibility.
The research highlights the complexity of social responsibility goals in educational contexts. While these goals initially support academic achievement, they may also introduce challenges for students’ well-being as school demands increase. The study’s authors emphasise that while fostering responsibility and commitment in students is valuable, the findings indicate a need for strategies to manage academic stress, especially in upper secondary years. Without such support, students with high social responsibility goals might face greater health issues, which could affect their ability to maintain consistent performance.
