EXPLORING THE SOURCES AND IMPACT OF ACADEMIC STRESS AMONG SELECTED SENIOR HIGH SCHOOL STUDENTS OF GENERAL DE JESUS COLLEGE

Abstract

Adolescents and young people are particularly vulnerable to problems associated with academic stress, as transitions occur at both individual and social levels. Therefore, it is imperative to understand the sources and impact of academic stress in order to design appropriate and effective intervention strategies (Reddy, Menon, and Thattil, 2018). In this context, the study sought to determine the causes of academic stress and examine how it affects senior high school students. The study employed a phenomenological research method to determine the experiences of senior high school students with academic stress. Five Grade 11 participants and four Grade 12 participants, for a total of nine participants, took part in the study using a descriptive research approach. Data were collected through semi-structured interviews supported by audio recordings. The gathered data were analyzed using thematic analysis. The study revealed that most senior high school students experience academic stress primarily due to pressure from their families and other people. The results also showed that academic stress can have positive effects, such as increased motivation. However, it was also revealed that academic stress affects students’ academic performance, resulting in both decreased and increased grades, with some students experiencing both outcomes. The mental health of the participants was likewise affected, with the majority reporting mental instability due to academic stress. Overall, academic stress had both positive and negative impacts on students, although the findings indicated that most senior high school students were affected negatively. In conclusion, this research provides valuable insights into the impact of academic stress among senior high school students. The findings highlight that academic stress is a serious concern due to the negative effects experienced by students. The study found that academic stress, primarily driven by familial and societal pressure, significantly affects students’ mental health and academic performance in both positive and negative ways. The implications of this study may be used to promote awareness among students and teachers regarding the importance of addressing academic stress to support students’ well-being and academic performance.