THE PRICE OF EXCELLENCE: PRESSURE

AMONG SENIOR HIGH SCHOOL STEM

ACHIEVERS
DURAN AQUILLA DWYANE REY T. ZABALA
ARIANE JANE AGNER NOAH ANDRIE VENTOSO
CARL JOHN ABRIHAN SHARLENE JOY BRILLO
DENVER MAS RHOMLYN JO ACHAZO
MYLES MARAY
 INTRODUCTION
Background of the Study
Chapter 1 • Schools offer education and knowledge to its students.

• These students come to receive education in order to achieve

Chapter 2 their hopes and dreams

• academic pressure can have a significant negative impact on

students' physical and mental health, family relationships, and
Chapter 3 happiness (Sun et al., 2011; Zhang et al., 2016)

• The demands of society, their family, their school, and

occasionally even their own expectations are the source of this
pressure (Luo et al., 2020).
 RESEARCH GAP
• Limited research on academic pressure specifically
among high-achieving STEM students in the
Chapter 1
Philippines.

Chapter 2 • Insufficient exploration of the impact of academic

pressure on the mental health and well-being of
high-achieving STEM students and;
Chapter 3
• Lack of attention to the coping mechanisms and
strategies employed by high-achieving STEM
students to manage academic pressure.
 INTRODUCTION
Statement of the Problem
Chapter 1 • the study will seek to answer these following research questions:

1. How does the pressure experienced by high-achieving senior

high school STEM students impact their well-being, academic
Chapter 2 performance, and future aspirations?

2. What coping mechanisms do these students use to manage

Chapter 3 academic pressure?

3. How do they feel about seeking support from their family, friends,
teachers, and mental health professionals?
 Theoretical Framework
Chapter 1 • Self-Determination Theory (SDT) developed by Deci and
Ryan (2014) serves as the underlying theoretical framework

• individuals possess three innate psychological needs, which

Chapter 2
are autonomy, competence, and relatedness

• SDT suggests that individuals who receive support and

Chapter 3
encouragement in their pursuit of academic goals are more
likely to experience intrinsic motivation
 Self-Determination Theory

Human’s three
Competence Relatedness
basic needs

Autonomy Need to have a close,

Need to be effective affectionate
in dealing with relationship with
environment others
Need to control the
course of their lives
 RESEARCH METHODOLOGY
Research Design

Chapter 1
• research methodology chosen for this study is
qualitative research
Chapter 2
• research design chosen for this study is
phenomenological research
Chapter 3
• explore the essence of a phenomenon and describe its
essential structure, through the lived experiences of
individuals who have experienced the phenomenon
 RESEARCH METHODOLOGY
Participants

Chapter 1 • a minimum of 8 students from Leyte National High School

• purposively chosen from two different grade levels

Chapter 2

Chapter 3
4 Grade 11 4 Grade 12
Students Students
 RESEARCH METHODOLOGY
Participants

Chapter 1 • The participants will be identified on the basis of

the following criteria:
Chapter 2
1. with high honor student or with highest honor
student;
Chapter 3
2. consistent honor student from high school to
senior high;

3. from the STEM strand;

 RESEARCH METHODOLOGY
Participants

Chapter 1 4. a student from Leyte National High School;

5. currently residing in Tacloban City, and

Chapter 2

6. willing to participate in the study.

Chapter 3
 RESEARCH METHODOLOGY
Research Instruments
Chapter 1 • SEMI STRUCTURED INTERVIEW

Chapter 2
• REFLECTIVE JOURNAL

Chapter 3
 RESEARCH METHODOLOGY
Sampling Techniques
Chapter 1

• PURPOSIVE SAMPLING
Chapter 2

Chapter 3
 RESEARCH METHODOLOGY
Data Analysis
Chapter 1
• The researchers will adhere to Braun and
Clarke's (2006) publication, "Using Thematic
Chapter 2
Analysis in Psychology," as their reference
for the research
Chapter 3
 BIBLIOGRAPHY

Ackerman, C. E., MA. (2023). Self Determination Theory and How It Explains Motivation. PositivePsychology.com.

https://positivepsychology.com/self-determination-theory/#what-is-the-meaning-of-self-determination-theory

Luo, Y., Deng, Y., & Zhang, H. (2020). The influences of parental emotional warmth on the association between

perceived teacher–student relationships and academic stress among middle school students in China. Children

and Youth Services Review, 114, 105014. https://doi.org/10.1016/j.childyouth.2020.105014

Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2011). Educational Stress Scale for Adolescents. Journal of

Psychoeducational Assessment, 29(6), 534–546. https://doi.org/10.1177/0734282910394976