Republic of the Philippines

ACLC College of Tacloban

Tacloban City

THE IMPACT OF ACADEMIC PRESSURE ON COLLEGE STUDENTS' MENTAL

HEALTH AND SUCCESS.

In partial fulfillment
of the requirements
for the subject
Thesis Writing 1

Bachelor of Science in Business Administration

Name of Proponents:

Mae Belle Mate

Wayner Evans San Miguel

January 2023
INTRODUCTION

Tests, quizzes, pop quizzes, reports, projects, and deadlines, these are some of the things that

college students tend to face in school everyday. Schools are one of the best learning environment. A

student can learn so much in it from reading, writing, drawing, building etc. Gaining knowledge is

not bad but the standard that is set on students tend to be so high that leads to academic stress and

pressure.(Bedewy & Gabriel, 2015)

According to the study of Hardey et al. (2023) college students are susceptible to mental

health issues, and recent studies have indicated a rise in these concerns. Stress, anxiety, depression,

and burnout are common among students, with academic pressure being a significant contributing

factor. The need to balance academic responsibilities with personal and social obligations creates a

challenging environment that can impact students' mental well-being.

Academic pressure refers to the pressure and strain experienced by students in the pursuit of their

academic goals. The study of Deb et al., (2015) states that academic pressure arises from various

factors such as high expectations, heavy workload, time constraints, fear of failure, and lack of

support. Academic pressure is prevalent across different educational levels, from primary school to

college and beyond.

 One of the primary causes of academic pressure is the high expectations placed on students

by themselves, their families, and society. Students often feel the need to excel academically,

maintain high grades, and meet certain standards. The pressure to perform well can lead to increased

stress levels as students strive to meet these expectations. The workload associated with academics

can also contribute to academic pressure. Students are often bombarded with numerous assignments,

projects, exams, and deadlines. The feeling of being overwhelmed and having insufficient time to

complete all the required tasks can lead to significant pressure that then leads to stress and anxiety.

In today's highly competitive and demanding educational landscape, college students face a

multitude of challenges, with academic pressure being one of the most significant ones. The pursuit

of higher education is often accompanied by high expectations, rigorous coursework, and the

constant need to excel academically. While a certain level of academic pressure can serve as a

motivational force, excessive stress and pressure can have detrimental effects on the well-being and

overall development of college students. Understanding the effect of academic pressure on students

is crucial for educators, parents, and society at large, as it highlights the need for a balanced and

supportive approach to education. (Barbayannis et al., 2022)

 For this the researchers aims to investigate the impact of academic pressure on college

students' mental health and success. Specifically, the study seeks to explore how the excessive

academic demands placed on college students contribute to mental health issues, such as stress,

anxiety, and depression. Additionally, the research aims to examine the relationship between

academic pressure and students' overall success, considering factors such as academic performance,

motivation, and holistic well-being. By understanding the interplay between academic pressure,

mental health, and success, this study aims to identify potential strategies and interventions that can

mitigate the negative effects of academic pressure on college students, ultimately fostering a

healthier and more conducive learning environment for their overall well-being and academic

achievement.

DEFINITION OF TERMS:

1. Academic Pressure: Refers to the external demands, expectations, and perceived obligations

placed on college students to excel academically. It encompasses factors such as high workload, time

constraints, intense competition, and the pursuit of academic achievements.

2. Mental Health: Refers to the psychological and emotional well-being of individuals. It

encompasses a range of factors, including emotional stability, resilience, the absence of mental

disorders, and the ability to cope with stress and adversity.

3. Success: In the context of this study, success refers to the attainment of desired academic

outcomes and overall personal growth. It includes factors such as academic performance, motivation,

engagement, and the ability to achieve one's goals and aspirations within the academic setting.
4. Stress: Refers to the physiological and psychological response to demanding or challenging

situations, including academic pressure. It involves the body's reaction to perceived threats or

pressures, which can have both positive and negative effects on individuals' well-being and

performance.

5. Anxiety: Describes a state of unease, worry, or apprehension often associated with academic

pressure. It can manifest as excessive fear of failure, constant worry about performance, and a sense

of restlessness or tension.

6. Depression: Refers to a mood disorder characterized by persistent feelings of sadness,

hopelessness, and a loss of interest or pleasure in activities. Academic pressure can contribute to the

development or exacerbation of depression among college students.

7. Academic Performance: Refers to students' achievements and outcomes in their academic

endeavors. It includes factors such as grade point average (GPA), test scores, completion of

assignments, and overall academic progress.

8. Motivation: Describes the internal or external factors that drive individuals to engage in specific

behaviors or pursue particular goals. In the context of this study, motivation refers to students' drive

and desire to succeed academically despite the pressures they face.

9. Well-being: Encompasses individuals' overall state of physical, mental, and emotional health. It

includes factors such as life satisfaction, positive emotions, and the absence of significant distress or

psychological symptoms.
REVIEW OF RELATED LITERATURE

Academic Pressure and Mental Health:

A study by Calonia (2022), investigated the association between academic pressure and

mental health among college students. The findings revealed a significant positive correlation

between academic pressure and symptoms of anxiety and depression. The study emphasized the need

for support systems to address mental health concerns arising from academic pressure. .

Additionally, it was determined that undergraduates in higher year levels are perceived as

experiencing greater levels of stress than undergraduates in lower year levels. Academics, subject-

specific workload, and concerns about time management were the top sources of stress for both male

and female respondents. In general, males and females responded to stress with affective and

cognitive responses, respectively. Both hard and soft science students cited academics, subject-

specific workload, and time management concerns as their top stressors. Cognitive stress responses

were used by those in the soft sciences, whereas affective stress responses were used by those in the

hard sciences.(Dy et al., 2015).

With a systematic sample of 12,452 college freshmen from 70 HEIs in the Philippines, a

cross-sectional survey was carried out. Psychological factors, expectancy-value beliefs, and

academic performance are significantly linked, according to zero-order correlations. According to

the findings of the path analysis, expectancy-value beliefs and academic performance are positively

influenced by self-esteem, self-efficacy, and social support. The path analysis also revealed that

expectancy-value beliefs had a positive correlation with academic performance, whereas academic

overload and perceived stress had a negative correlation. Expectancy value beliefs to OBE were

found to partially mediate the effects of six psychological variables on academic performance: help-
seeking, self-esteem, self-efficacy, social support, academic overload, and perceived stress. A model

that used psychological factors and expectancy-value beliefs to predict students' academic

performance under the OBE approach was developed on the basis of the study's findings (Alipio,

2020).

Academic Pressure and Academic Performance

Research by Brobbey (2021), explored the impact of academic pressure on academic

performance among college students. The study found that while moderate levels of academic

pressure positively influenced performance, excessive pressure led to decreased academic success.

The authors emphasized the importance of striking a balance between academic demands and student

well-being. Psychosocial factors and mental health have consistently been linked to college students'

academic success. As a result, university and college counseling centers are well-suited to address

psychosocial distress and help students succeed academically. However, there are limitations to the

existing literature on the impact of counseling on college students' academic success.

Coping Mechanisms and Resilience:

A study by Klonoff and Cohen (2022), examined the role of coping mechanisms and

resilience in mitigating the negative effects of academic pressure on college students. The findings

demonstrated that effective coping strategies, such as seeking social support, utilizing problem-

solving techniques, and practicing self-care, were associated with better mental health outcomes and

increased success in academics.

 A study of Artaramian (2017), stated that three hundred and fifty-seven college students

provided feedback on a variety of indicators of academic success and life satisfaction. To investigate

differences in these academic factors, participants with very high levels of life satisfaction (top 10%)

were compared to those with average and low levels of life satisfaction. Despite the fact that both

groups were content with their lives, the findings showed that, in terms of academic performance,

students with very high life satisfaction performed significantly better than students with average life

satisfaction. This included higher levels of student engagement, higher levels of academic self-

efficacy, approach-oriented achievement goals, and lower levels of academic stress. In addition, the

students who were the most content achieved higher Grade Point Averages (GPAs) than their less-

contented classmates. The students with low life satisfaction and the average students did not differ

in their educational functioning. These results suggest that students with very high levels of life

satisfaction benefit academically in ways that students with average or low levels of satisfaction do

not.
 The present investigation sought to ascertain whether students' experiences with academic

coping, overall academic performance, and educational engagement are influenced by their feelings

of stress, loneliness, and levels of learning burnout. 150 undergraduate students from a medium-

sized Canadian university were selected from the Psychology participant pool and given an online

self-report questionnaire. In terms of academic stress, there were no significant gender differences;

However, females demonstrated greater levels of coping social support. Loneliness and learning

burnout had a negative impact on students' perceptions of stress and their overall academic

experience. The relationship between feelings of loneliness and learning burnout was not mediated

by academic coping skills; However, the relationship between students' academic performance and

loneliness was mediated by approach and avoidance coping ability. This study's findings may be

used to develop intervention and prevention programs that help students better manage academic

stressors that can affect their education (Stoliker & Lafreniere, 2015).

Intervention Programs and Academic Pressure:

A study by Ogakwu et al., (2023) investigated the effectiveness of intervention programs in

managing academic pressure among college students. The research highlighted the positive impact of

stress management workshops, mindfulness-based interventions, and academic support programs on

students' mental health and academic success. The findings emphasized the potential of targeted

interventions to alleviate the negative effects of academic pressure.

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