# data[].attributes.body
"Results indicated that the primary determinants of the two types of appraisals differed. While self-perceived English-language skills and, to a lesser degree, cultural distance were the predictors of primary appraisal, self-perceived English-language, academic, and problem-solving skills and social support network were the main determinants of secondary appraisal.”

# data[].attributes.body
"The contribution of perceived language skill in reducing stress outweighed the contribution of all other variables in the analyses combined. Students with stronger language skills were less likely to view academic situations as stressful and believed they were more able to cope with the stress they did experience."

# data[].attributes.body
"Students mentioned a constant barrage of assignments that warranted consistent attention, focus, and effort during and well after the school day. The magnitude of homework students described reflected extensive investments of time and energy dedicated to studying for tests, completing labor-intensive projects, and managing multiple concurrent assignments and due dates."

# data[].attributes.body
"Students mentioned managing stress by determining priorities, creating a schedule that targets these priorities, and adhering to the schedule. Students evidenced marked self-awareness of their master schedule and responsibilities both in and out of school. They overwhelmingly described use of time and task management strategies as a particularly effective way to manage school-related stress."

# data[].attributes.body
"The majority (54.5%) of respondents reported levels of stress ranging from moderate to extreme. Higher levels of stress were significantly associated with female gender (p=0.039) and international status (p=0.031).”

# data[].attributes.body
"A significant association was also noted between reported stress and the transition to online learning (p<0.0001) and online assessment formatting (p<0.0001), concerns for personal health (p<0.0001) and for the health of family members (p<0.0001)."

# data[].attributes.body
"We decided to design a real world so full of dangers that children should never be allowed out without adult supervision... At the same time... we left children free to roam in the Vast West of the virtual world, where threats to children abounded.”

# data[].attributes.body
"Children are intrinsically antifragile, which is why overprotected children are more likely to become adolescents who are stuck in defend mode. In defend mode, they’re likely to learn less, have fewer close friends, be more anxious, and experience more pain from ordinary conversations and conflicts.”

# data[].attributes.body
O’Byrne points out that international students are a high-stress group. Wan's quote explains the main reason why, showing that language confidence is the biggest key to solving that specific stress.

# data[].attributes.body
Shaunessy describes the overwhelming pressure students face. Haidt’s idea about overprotection explains why so many students might lack the resilience to handle that pressure when they get to college.

# data[].attributes.body
Wan says problem-solving skills are crucial for coping. Shaunessy shows a perfect real life example of students using those exact skills to actually manage their stress effectively.

# data[].attributes.body
Haidt’s theory is that overprotection creates anxious people. O’Byrne's data proves it, showing that a majority of students are indeed experiencing exactly that kind of high stress.