The purpose of the study was to explore the lived experiences of senior high school students with high honors. It also examined the factors that contribute to the academic stress of the high honors students, the observed effects of it and the coping strategies they adopted. The study employed phenomenological design. The informants of the study were Senior High School students at the University of Cebu - Main Campus, Senior High School Department who were selected through purposive sampling with the help of inclusion criteria. Thematic analysis was used to analyze the gathered data.
Findings revealed that the main factors behind the academic stress of senior high school students with high honors were academics, parental pressure and environmental factor. It was disclosed that these factors would result in poor academic performance and behavioral problems. On the other hand, academic stress motivated some of the students to do better in school. Senior high school students were able to cope with these difficulties through various escape mechanisms. The findings of the study had implications for parents, school staffs, teachers and counselors. Addressing this problem by focusing more on the main factors behind the student’s academic stress by conducting in-depth interviews to dig-out the differences in the experiences of stress to individuals with high honors is recommended.
Table of Contents
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Rationale
Theoretical Background
Theoretical Framework
Statement of the Problem
Significance of the Study
Scope and Delimitation
Definition of Terms
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Types of Stressors and its Characteristics
Factors Contributing to Stress
Effects of Stress
Coping Strategies
Related Studies
Types of Stressors and its Characteristics
Factors Contributing to Stress
Effects of Stress
Coping Strategies
CHAPTER 3: METHODOLOGY
Research Design
Research Locale
Research Informants
Research Instruments
Data Gathering Procedure
Data Analysis Procedure
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Presentation of Themes
Factors that contribute to Academic Stress
Observed Effects of Academic Stress
Strategies in Coping with Academic Stress
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
Summary of Findings
Conclusion
Recommendations
Research Objectives and Themes
The primary objective of this research is to explore the lived experiences regarding academic stress among Senior High School students with high honors at the University of Cebu – Main Campus. The study specifically seeks to identify the contributing factors to this stress, observe its varied effects on students, and analyze the specific coping strategies utilized to manage these pressures.
- Identification of academic, parental, and environmental stressors.
- Assessment of the psychological and behavioral effects of chronic stress.
- Evaluation of coping mechanisms including problem-focused and emotion-focused techniques.
- Examination of the positive and negative impacts of academic pressure on student motivation.
- Analysis of the correlation between scholastic performance and mental well-being for high-achieving students.
Excerpt from the Book
A. Heavy Workload
An increase in class workload stresses up students in the sense that when students have to do more than they can handle, they turn to get frustrated and are unable to focus and think straight. Students will over-schedule their plans to meet up with the class workload in order to get good grades, but eventually, because these tasks are too much for them, they end up messing everything. The students experienced this heavy workload, which typically included multiple advanced and college-level classes, as a challenge to their abilities to lead a balanced, healthy lifestyle (Leonard et al., 2015). As what one of the informants said:
“The factors that I attribute to my academic stress includes difficulty and amount of school work that I must do, procrastinating, and personal or family problems.” (Informant 1, line 45-47).
“Heavy workload with a busy schedule. Intawn lang jud. MWF at least 5? man guro and subjects nya TTh makaginhawa ka kay 3 ra dayon out of 8 subjects ang lima ana mohatag ug projects/ assignments/ activity/ exam nya usa ra ka kastudyante ba dayon parepareha ra pajud mga deadline. Makalumos siya nya maglibog ko unsay unahon nya mao na mastress ko dayun mag procrastinate.” (Informant 2, line 49-53)
Summary of Chapters
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND: This chapter introduces the research topic, providing the rationale behind the study, the theoretical anchors, and defining the specific research questions regarding academic stress.
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES: This section presents a comprehensive compilation of existing literature and studies concerning stressors, their characteristics, contributing factors, and various student coping mechanisms.
CHAPTER 3: METHODOLOGY: This chapter outlines the phenomenological research design used, the research locale, participant selection criteria, and the step-by-step procedures for data gathering and analysis.
CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA: This chapter details the thematic analysis of the interview transcripts, grouping feedback into categories such as factors of stress, its effects, and coping techniques.
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS: This final chapter synthesizes the results, draws formal conclusions, and offers targeted recommendations for parents, educators, and future researchers.
Keywords
academic stress, lived experiences, senior high school, high honors, workload, parental pressure, coping strategies, student performance, thematic analysis, mental strain, phenomenal design, behavioral problems, school environment, emotion-focused coping, problem-focused coping
Frequently Asked Questions
What is the core focus of this research paper?
The research explores the lived experiences of high-honor senior high school students regarding academic stress, examining why they feel stressed, how it manifests, and how they manage it.
Which thematic areas does the study cover?
It covers the factors contributing to stress (such as workload and parental pressure), the observed effects on performance and behavior, and the various coping mechanisms students employ.
What is the primary objective of the study?
The primary goal is to identify the sources of academic stress for high-honors students and understand the coping behaviors they use to maintain their performance and well-being.
Which research methodology was utilized?
The study employed a phenomenological design, utilizing qualitative in-depth interviews with 7 purposefully selected informants to gather primary data.
What is discussed in the main body (Chapter 4)?
Chapter 4 provides the presentation, analysis, and interpretation of the data, categorizing the findings into themes like academics, parental pressure, school environment, and coping techniques.
Which keywords characterize this paper?
Key terms include academic stress, lived experiences, high honors, student performance, coping strategies, and heavy workload.
How does parental pressure influence the students in this study?
The study reveals that parental expectations often create unrealistic goals for students, which leads to feelings of invalidated struggle and increased emotional distress.
Can academic stress have positive outcomes according to the research?
Yes, the participants indicated that for some, stress functions as a motivator, providing an "adrenaline" boost that encourages them to work harder to achieve their high-merit goals.
What are the common escape mechanisms identified?
Students use a mix of problem-focused techniques, such as better organization and focus, and emotion-focused techniques, like eating, gaming, music, or prayer to manage stress.
What is the final recommendation regarding parental expectations?
The researchers recommend that parents adjust their expectations to prevent drastic pressure and reduce the risk of academic-associated mental distress in their children.
- Arbeit zitieren
- Mikhael Merlinius (Autor:in), 2023, Lived Experiences of Senior High School Students With High Honors towards Academic Stress, München, GRIN Verlag, https://www.grin.com/document/1416280
