Factors Affecting the Academic Stress of Grade 10 Students

Statement of the problem

This research aims to determine the Factors Affecting the Academic Stress of Grade 10

Students in University of Immaculate Conception. Specifically, it seeks to answer the

following questions:

1. What is the profile of Grade 10 students in terms of:

a. academic stress; and

b. academic motivation?

2. What is the stress level among Grade 12 STEM honor students in an online

learning system in terms of:

a. Work factors;

b. Parental factors;

c. Social factors;

d. Personal factors

3. What is the extent of these factors in affecting the academic stress among

Grade 12 STEM honor students in an online learning system when taken as a

whole, or grouped according to:

a. Sex;

b. Academic honor;

c. Number of hours spent on online classes

 Background of the Study (Final)

Grade 10 is the last year of Junior High School, and will undergo moving up to pursue

their senior high school career. However, the Grade 10 students encounter a significant

barrier that is a hindrance to their academic advancement and overall success within

their educational journey. These problems can negatively affect the student's life.

Students will not be able to live their life to the fullest and peacefully with the constant

pressure of family and friends with the student’s academic life. The factors affecting the

students can lead to bigger problems if actions are not done. In the current highly

competitive academic environment, students' performance is largely affected by several

factors, such as social media, academic quality, family and social bonding, etc. (4) As

students advance in education, their workload increases year to year. In a study by

Greene and Azevedo (2017), it was found that a heavy workload leads to a decrease in

students’ intrinsic motivation, which refers to the internal drive to engage in an activity

because it is interesting or enjoyable. Hence, it is important to dig deeper into the cause

of this problem. According to Pascoe et al., 2020, academic stress can reduce

motivation, hinder academic achievement, and lead to increased college dropout rates.

Academic stress has also been shown to negatively impact mental health in students

(15). Since the educational system plays the leading role in the increase of stress levels

experienced by its students, some of the common stressors reported in academic

settings include excessive assignments, poor time management and social skills, peer

competition, etc. (Fairbrother & Warn, 2014). Never-ending stress or academic pressure

of studies can also be a chief reason leading to depression in students (12) Students
are a pillar of the future in building an educated society (10). If they will be unable to

handle stress and pressure, it can negatively affect the economy and society as they

are the ones who will hold the future.

In several countries, university students were studied concerning stress, and results

show that depression disorder and apparent anxiety are correlated to educational needs

and demands (3). Stress negatively impacts students' mental peace, and 42.3% of

students of Canadian university respondents testified devastating levels of anxiety and

stress (35, 36). Moreover, there were (58.1%) students who stated academic projects

are too tough to handle for them. In Germany, Bulgaria, and Poland, a huge sample of

respondents consider assignments a burden on their lives that cannot stand compared

to relationships or any other concern in life (14).

Emphasized by Jacinto, M. (2024) Academic pressure has significant effects on

students' mental health in the Philippines. Students experience worry, tension, and

dread related to academic settings or tasks, including exams, assignments, and social

pressures. This leads to moderate to high levels of academic anxiety among grade 10

students. A survey conducted with 1879 respondents from the Philippines resulted to

16.3% of the respondents rating psychological impact of the pandemic as moderate-to-

severe, 16.9% reported depression symptoms as moderate-to-severe, 28.8% reported

anxiety levels as moderate-to-severe, and lastly 13.4% reported moderate-to severe

stress levels wherein students where one of the factors in the survey conducted

(Pubmed, 2020).
Recent research of Gonzaga, M. & Oblianda, L. (2022) There were a total of 307

respondents who are the online students enrolled in the different Universities in Davao

Region, and were selected through random sampling. The result reveals that the

students in Davao Region perceived a high level of academic stress, moderate level of

academic burnout, and moderate level of self-efficacy.

This study is relevant to the Grade 10 students. An awareness of these stressors can

help them foster a healthier relationship with school, minimize risks of both physiological

diseases and mental disorders, and demonstrate positive help-seeking behaviors with

stress as they move on to a different playing field in college, it is important for students

to have an understanding these concepts so they are able to judge the extent to which

stress may affect them as well as know how to manage that stress in a proper way.

Through this study, teachers can also have a better understanding of their responsibility

as a potential stressor.
[ Stress is a common factor that largely diminishes individual morale (5). It develops
when a person cannot handle their inner and outer feelings. When the stress becomes
chronic or exceeds a certain level, it affects an individual's mental health and may lead
to different psychological disorders, such as depression (6) Given that teenagers spend
the majority of their time in school studying, it is possible to assume that a significant
percentage of stress influencing teenagers could have academic roots. The University
of San Diego reports that high schoolers spend 16.8 hours weekly on homework. In a
study by Better Sleep Council, 74% of teens say homework causes stress. Depression
leads to decreased energy, difficulty thinking, concentrating, and making career
decisions (6). For them, academic achievement is a big goal of life and can severely be
affected if the students fall prey to depression (11). There can be several reasons for
this: family issues, exposure to a new lifestyle, poor academic grades, favoritism by
teachers, etc. (12) ]
 Review of the Related Literature

Work Factors

High schools strive to train their students for academic and personal achievement -
offering teenagers a wide variety of curricular programs in pursuit of this goal. Students
are prepared in areas much outside the academic curriculum in high school. Secondary
education is widely believed to provide the optimum setting to prepare young people,
predominantly adolescents, for healthy and productive adult lives, including participation
in social, political, and economic spheres (Jacob J. & Lehner. S) The persistent and
increased expectations for honor students to perform at the highest level may exact a
heavy toll on their social well-being and development as their workloads become
heavier. The University of San Diego reports that high schoolers spend 16.8 hours
weekly on homework. In a study by Better Sleep Council, 74% of teens say homework
causes stress. A significant workload reduces students' intrinsic motivation, or their
inner drive to participate in an activity because it is interesting or enjoyable according to
research by Greene and Azevedo (2017).

Academic pressure is defined as "the tension, discomfort, and other emotions caused
by the pressure from school, family, and society in the learning process" (Vallejo 2023).
Parents, guardians, or educators encourage children to plan ahead and meet academic
milestones from a young age; in some cases, they even make it mandatory. In the
Philippines, academic pressure has a major impact on students' mental health. Exams,
assignments, and social pressures are just a few of the academic environments and
tasks that cause anxiety, tension, and dread in students. Students in senior high school
have moderate to severe levels of academic anxiety as a result.
Parental Factors

Parent involvement can be described as social relations that are imbued with norms of
trust, obligation, or reciprocity (Coleman 1988; McNeal 1999). Explained by Hafeez
(2022) parents significantly contribute to the academic stress experienced by students,
as their own levels of anxiety not only directly affect their children's mental health but
also influence various aspects of their educational journey at the fourth year of Junior
High school. This parental anxiety can manifest in multiple dimensions, including the
learning process, social behavior, cognitive skills, and ultimately, academic
achievements. Such influence underscores the intricate interplay between parental well-
being and the academic development of adolescents.

Highlighted by the same author, Mukti (2023) Parental involvement in their children's
academic journey can facilitate open communication channels, enabling students to
express their concerns and seek guidance when facing academic stressors. This active
engagement fosters a sense of connection and trust between parents and students,
further enhancing the protective effect of parental support on academic stress reduction.
The impact of parents on students' academic stress levels is multifaceted, with parental
social support emerging as a crucial mitigating factor. Parental involvement would fall
into one of these two categories. When involvement has a negative effect on the child it
becomes pressure, when it has a positive effect, it is viewed as support (Anderson,
2003)

Mentioned in the research of Hafeez (2022) Parental expectations, deeply embedded

within familial dynamics and often shaped by cultural nuances, exert a significant
influence on academic stress experienced by students, as evidenced by a plethora of
research findings indicating a discernible positive correlation between the degree of
parental expectations and the intensity of academic stress levels perceived by their
children. According to DiBartolo and Rendon (2012), parental expectations are
commonly characterized as parents' views and judgments about their children's future
accomplishments as reflected by course grades, how far their children will go in school,
their expected highest level of education, and so on.

Social Factors

Academic performance has been associated with two distinct categories of behaviors: social
conduct and peer issues. These two activities have been connected to a number of academic
capacity, including study habits, classroom conduct, and peer relationships, all of which have an
impact on academic achievement. Individual connections, the social environment, and the home
environment are some of the social elements that have an impact on students' learning. The
study's findings indicated that these variables both significantly and positively affected the
learning results. But a student's social circle may have an effect on their academic achievement
in terms of their mental health and time boundaries. According to Umur (2010), these elements
comprise romantic connections, clubs, organizations, sports, and other extracurricular activities.

In the research of Ibrahim (2023) it is stated that social factors play a significant role in
influencing students' academic stress levels. Research indicates that social support has a
mediating effect on school dropout intentions due to academic stress. In the absence of
adequate social support, these negative emotions may escalate, increasing the likelihood of
dropout intentions as students seek to escape or avoid the source of stress.

Additionally discussed by Jarvis (2020) Within the intricate tapestry of social dynamics
influencing students' academic stress levels, the concept of family social capital emerges as a
significant determinant, with the degree of closeness to parents serving as a key component.
Research suggests that strong familial bonds and a supportive home environment characterized
by open communication, mutual trust, and emotional connectedness can serve as a protective
factor against academic stressors. When students feel securely attached to their parents and
perceive their family as a source of comfort, guidance, and encouragement, they may
experience lower levels of stress in navigating academic challenges.

According to the literature (see Schwab et al., 2015a), pro-social conduct and the lack of
behavioral issues appear to be especially significant for social participation in students with
SEN. Research indicates that children with special education needs (SEN), especially those
with learning difficulties, exhibit less pro-social and more aggressive conduct when compared to
their classmates without SEN (see Schwab, 2014 for an overview). Mand (2007) came to the
conclusion that social conduct is a major factor in social engagement after seeing that children
with behavioral issues were not well-liked in both the general education and special education
systems.

Peers can influence kids' academic achievement, classroom engagement, self-esteem, self-
efficacy, and identity in good or negative ways. Collaborative learning with peers may help
students learn from one another and solve issues correctly, even if they are unable to do it
alone. Teenagers' social interactions with their classmates influence intellectual ability and
improve elementary school achievement. Peer interaction influences academic performance,
regulates connections, supports in building up of knowledge, and increases enthusiasm and
involvement in students, all of which are essential to their overall success.

Personal Factors

Studies have shown that teachers and parents have higher learning expectations of teenagers
with good academic performance, resulting in greater academic pressure. When academic
performance does not match expectations, this can create negative emotions, which will lead to
deviant behaviors (Ma et al., 2018; Çelik, 2019). Teenagers with poor academic performance
are vulnerable to peer pressure in the campus environment, and they are prone to feelings of
inferiority, anxiety, and fear in their studies. At the same time, their academic failures also make
them vulnerable to peer investigation and rejection (Jiang, M. M., Gao, K., Wu, Z. Y., & Guo, P.
P. (2022). Teenagers under excessive academic pressure are likely to experience emotional
changes as a result, which might eventually result in mental illnesses like depression (Anyan
and Hjemdal, 2016).

While mild academic pressure can be motivating for young kids, many often experience
negative effects from it, particularly when it is excessive. While a competitive drive does
increase motivation, engagement, and social skills, if it is not given appropriate parameters, it
can lead to aggression, anxiety, and frustration. A student might worry about disappointing his
or her parents and teachers or losing status among peers.
Conceptual Framework (Bongato, Velasquez, Booc)

Factors Affecting the Academic

Stress Of Grade 10 Students

Academic stress Demographics

- Work factors - Sex

- Personal factors - Academic honor
- Social Factors
- Parental Factors
Part I. Work Factors
Instruction. Please check the box that corresponds to your answer. Do not leave any
items unanswered. See the details of the Likert-scale with its description below:

5 - Always; 4 - Mostly of the time; 3 - Sometimes 2 - Rarely 1 - Never

A. Work Factors 5 4 3 2 1
Alway Most of Sometimes Rarely Never
s the
time

1. The size of the curriculum/workload

is excessive

2. There are too many deadlines in

school that are difficult to meet.

3. Examinations are very stressful to

me.

4. I don’t have enough time for my

interests and hobbies outside of
school.

5. I feel fatigued or tired after doing

school work.

6. I think about my class requirements

even after school hours.

7. I get frequent headaches because I

spend hours doing school work
online.

8. My sleeping hours have changed

because of academic demands

9. I often stay up late at night just to

finish my assignments

10. I find it difficult to do household

tasks because I spend most of my
time doing school work online.
Part II. Parental Factors
Instruction: Please check the box that corresponds to your answer. Do not leave any
items unanswered. See the details of the Likert-scale with its description below

5 – Always; 4 – Most of the time; 3 - Sometimes; 2 - Rarely; 1 – Never

B. Parental Factors 5 4 3 2 1
Always Most of Sometimes Rarely Never
the time

1. My parents play a critical role in my

academic performance.

2. My parents would want me to get

into a prestigious college

13. It would disappoint my parents if I get

low grades

14. I feel like I have to keep up with the

achievements of my family members.

15. I want my parents to be proud of my

achievements

16. I feel pressured to study well because

my parents want me to get a good job
in the future.

17. My family often runs into money-

related troubles.

18. My family’s problems distract me from

focusing on school.

19. My parents expect me to support them

financially in the future.

20. My parents are interested to know

what I do in school.

21. My parents are supportive of my

 academic decisions.

rt III. Parental Factors

Instruction: Please check the box that corresponds to your answer. Do not leave any
items unanswered. See the details of the Likert-scale with its description below

5 – Always; 4 – Most of the time; 3 - Sometimes; 2 - Rarely; 1 – Never

C. MENTAL FACTORS 5 4 3 2 1
Always Most of Sometimes Rarely Never
the time

22. I am confident that I can get high

grades.

23. My academic achievements are

consistent.

24. I mostly do the work in group tasks to

make sure they are done properly.

25. I feel discouraged if I get low test

scores.

26. I criticize myself more than I praise my

achievements, even when it’s well
deserved.

27. I have guilty feelings when I relax and

do nothing.

28. As much as possible, I want to get the

highest scores in class

29. I compare my scores with my

classmates

30. I feel insecure if someone has higher

scores than me.
Part IV. Social Factors
Instruction: Please check the box that corresponds to your answer. Do not leave any
items unanswered. See the details of the Likert-scale with its description below

5 – Always; 4 – Most of the time; 3 - Sometimes; 2 - Rarely; 1 – Never

D. SOCIAL FACTORS 5 4 3 2 1
Alway Most of Sometimes Rarely Never
s the time

33. The competitive

attitude of my
peers/classmates for
being a top student is
quite intense.

34. My peers expect me

to lead and take
charge in group
works.

35. My peers expect me to know the

answer to difficult questions.

36. My teachers are

critical of my academic
performance.

37. My teachers often

rely on me to take
charge in group works.
Source

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