02024nas a2200241   4500000000100000008004100001260001800042653002000060653002100080653002200101653003000123100003400153700003500187700003700222700002200259700003400281245009500315856006600410300001000476490000700486520127500493022001401768       2017                            d  cjanbElsevier10aAcademic stress10aStress responses10aExplanatory model10aSecondary school students1 aJuan Francisco Caldera-Montes1 aOscar Ulises Reynoso-González1 aNeismy Janette Gómez-Covarrubia1 aOlga Mora-García1 aBrenda Bianey Anaya-González00aExplanatory and predictive model of academic stress responses in secondary school students  uhttp://linkinghub.elsevier.com/retrieve/pii/S1134793716300379  a20-260 v233 aThe aim of this study is to identify psychosocial predictors of academic stress in secondary school students. The study population were students of three technical academic programmes at a public education institution in the state of Jalisco, Mexico. The sample consisted of 988 students. The predictive variables included in the study were school atmosphere, school adjustment, school victimisation, dissatisfaction with body image, depression and gender. The instrument for measuring academic stress was the Academic Stress Inventory (ASI) developed by Hernández, Polo & Pozo (1996). In terms of results and through a multiple linear regression analysis, two predictive models were constructed, the first comprising ‘Stress-generating situations’ and the second ‘Stress responses’. In the first case, family support, teacher help, school adjustment problems, relational victimisation, dissatisfaction with body image and depression were identified as predictors. In the second, depression, dissatisfaction with body image and gender were identified as predictors. It is suggested that further studies should include other characteristics that could better explain the onset of stress-generating situations and confirm the influence of the mentioned variables.  a1134-7937