Academic Stress and Engagement of Students under K to 12 Curriculum

Abstract

Academic stress and engagement of Grade 7 –11 students under K to 12 curriculum was studied. To analyze the data from 195 students from Lucban, Quezon, simple linear regression was used as the main statistical tool. Results showed that there was a negative correlation between academic stress and students’ engagement. The research also found that academic stress can predict students’ engagement. This was discussed on its emotional cost under the Expectancy-Value Theory. To understand the study better, other theories were used to explain its results. It was suggested to have a program that would serve as an intervention that may help students to improve their management of stress. Future researchers may also look at other predictors that would affect student’s engagement for the effect size of academic stress in this study was small and engagement may also be examined in terms of their domains because researches have indicated that stress affects different domains differently.