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The Subjective Experiences of Academic Pressure among Senior Highschool Students; A Phenomenology
INTRODUCTION

Navigating academic pressure can be a unique experience for every student. While some may view achieving academic excellence as an attainable goal, others may feel overwhelmed and unsure of their ability to handle the rigorous workload and expectations placed upon them. According to Ribeiro et al. (2017), a comprehensive analysis of 13 studies revealed that among individuals pursuing higher education, self-reported stress levels are linked to diminished quality of life and well-being. According to Kessler (1997) and Moylan et al. (2013), ongoing stress is also associated with the development of more serious mental health issues such as anxiety and depression.Understanding individual perspectives and approaches to academic pressure is crucial for providing appropriate support to help students achieve academic success."

THEORETICAL LENS

Need achievement and self-worth motivation theory

This study is seen through the proposition of several researchers, including McClelland et al. (1965), who developed the Need Achievement and Self-Worth Motivation Theory. This theory posits that students' motivation to avoid failure and approach success can determine their academic behavior and achievement. Specifically, Failure-avoidant students display anxiety (Alpert & Haber, 1960) and are motivated by a fear of failure, living in self-doubt and uncertainty about their ability to avoid failure or achieve success (Covington & Omelich, 1991).

To gain a better understanding of the subjective experiences of academic pressure among senior high school students, the Need Achievement and Self-Worth Motivation Theory can be applied. By exploring how students' motivation and self-worth impact their responses to academic pressure, this theory can provide valuable insights. Specifically, it can reveal how students' attitudes towards success and failure influence their academic behavior and achievement. Accordingly, researchers can identify effective coping strategies and interventions that support students in managing academic pressure and achieving their goals. Leveraging the insights gained from this theory, educators and researchers can develop targeted strategies to help students navigate academic pressure. By doing so, they can promote student success and well-being.

 

Self-efficacy and expectancy x value theory

This study is seen through the proposition of Bandura (1997), who pointed out that the significant impact of a student's level of self-efficacy on their academic performance and behavior in the classroom. Specifically, students who are high in self-efficacy tend to generate and test alternative courses of action, display elevated levels of effort and persistence, and deal more effectively with problem situations by influencing cognitive and emotional processes. In contrast, According to Bandura (1997), students with low self-efficacy often dwell on their deficiencies and perceive situations as more difficult than they truly are.

 

It is necessary to understand how a student's academic performance is impacted by self-efficacy. As an example, a math student who has strong self-efficacy would typically perform better than one who has low self-efficacy. This information can be used to identify the amount of self-efficacy required for academic success. 

 

Attribution theory and control

Moreover, the study considers the tenets of Attribution theory as proposed by Weiner (1994), who pointed out that the attributions a student makes in the classroom can influence their performance and affect (Weiner, 1994).. Additionally, MMartin et al. (2001b) examined the role of control in influencing how students react to setbacks, pressure, or the fear of failure. According to Connell (1985), Harter and Connell (1984), and Patrick, Skinner, and Connell (1993), students who perceive limited control over outcomes may develop uncertainty about their ability to avoid failure or achieve success. Conversely, a higher level of control is associated with students' persistence, attention, effort, participation, mastery motivation, and achievement.

 

This theory can provide us a better grasp of how students handle pressure from their academics. We can find solutions to lessen the factors that contribute to students' academic pressure by determining how students perceive their influence over academic achievements. Additionally, we can also identify strategies that let the students control their academic success such as goal-setting and self evaluation.

 

 

Self-efficacy and expectancy x value theory

This study is seen through the proposition of Bandura (1997), who pointed out how self efficacy of a student impacts their academic performance and behavior in the classroom. Specifically, students who have high self-efficacy tend to deal with academic pressure by showing heightened levels of effort and persistence. In contrast, students low in self-efficacy tend to dwell on their deficiencies and view situations as more difficult than they actually are (Bandura, 1997).

It is necessary to understand how a student's academic performance is impacted by self-efficacy. As an example, a math student who has strong self-efficacy would typically perform better than one who has low self-efficacy. This information can be used to identify the amount of self-efficacy required for academic success. 

 

URGENCY OF THE STUDY

The studies conducted on academic stress and its impact on the well-being and academic performance of senior high school students have brought attention to the urgent need to address this issue. With multiple studies from different countries highlighting the negative effects of academic pressure on mental health, academic performance, and overall well-being, it is crucial to take immediate action to provide support and guidance for students. The study conducted in UM Tagum College further emphasizes the urgency of the issue by revealing the low level of academic performance among management students and the need for improvement. The academic success of students plays a critical role in their contribution to the growth of their country, making it essential to prioritize this issue and implement effective strategies to help students manage academic stress and improve their well-being and academic performance.

 

SOCIAL RELEVANCE

As seen through the Global, National and Local scopes, it highlights the negative impact of stress on academic achievement and mental health. Additionally, the long term effects of academic pressure will affect not just the student, but for society as a whole. This research can help raise awareness and promote the right actions towards improving the educational environment, and securing future success of the Senior Highschool students.

GLOBAL

GLOBAL

Academic stress has been found to be a significant predictor of mental health problems, such as depression, anxiety, and stress, among senior high school students in different countries. Guo et al. (2020) discovered a connection between academic pressure, poorer academic performance, and decreased well-being among senior high school students in China. Similarly, Khan et al. (2019) found academic pressure to be a significant source of stress and anxiety for senior high school students in Pakistan, where high expectations from parents and teachers and the stress of performing well in school were reported as key factors. Sahu et al. (2020) investigated the link between academic stress and mental health issues among senior high school students in India and found that higher levels of academic stress were associated with higher levels of physical symptoms such as anxiety, despair, and pain. The study emphasizes the significance of addressing academic pressure and promoting mental health support for senior high school students in India, with the aim of enhancing overall well-being and academic success

NATIONAL
Evangelista M.B.J., et, al. (2019) examined the relationship between parental pressure, academic achievement motivation, and academic performance among senior high school students in the Philippines in their study, "Perceived Parental Pressure, Academic Achievement Motivation, and Academic Performance among Senior High School Students in the Philippines." The study's findings revealed the complex effects of academic pressure on students' academic achievements and well-being, demonstrating a positive association between perceived parental pressure and academic achievement motivation, but a negative association with academic performance.
 
URGENCY OF THE STUDY
 
The studies conducted on academic stress and its impact on the well-being and academic performance of senior high school students have brought attention to the urgent need to address this issue. With multiple studies from different countries highlighting the negative effects of academic pressure on mental health, academic performance, and overall well-being, it is crucial to take immediate action to provide support and guidance for students. The study conducted in UM Tagum College further emphasizes the urgency of the issue by revealing the low level of academic performance among management students and the need for improvement. Academic success is a crucial role to the growth of a country, making it essential to prioritize this issue and create suitable strategies to help students manage academic pressure and improve their academic success
 
SOCIAL RELEVANCE
 
This study on academic pressure among senior high school students is socially relevant as it highlights the negative impact of stress on academic achievement and mental health. It emphasizes the need to manage academic pressure globally, nationally, and locally, taking into account the various stress-related factors that affect students' academic experiences. The study also underscores the urgency of addressing the research gap in this field to develop effective strategies that promote the academic and mental wellbeing of senior high school students. This research can contribute to raising awareness and guiding actions aimed at improving the educational environment and securing the future success of senior high school students
 
 
 
THEORETICAL LENS
 
 
Attribution theory and control
the study is seen through the proposition of Weiner (1994), who pointed out that the attributions a student makes in the classroom can influence their performance and affect. Additionally, Martin et al. (2001b) focused on the issue of control as a determinant of students' responses to setbacks, pressure, or fear of failure. Students who feel they have little or no control over outcomes may become uncertain about their ability to avoid failure or achieve success, while high levels of control are linked to students' persistence, attention, effort, participation, mastery motivation, and achievement (Connell, 1985; Harter & Connell, 1984; Patrick, Skinner, & Connell, 1993).
 
SCOPE AND LIMITATIONS
The study is specifically designed to investigate the perceptions of Grade 11 students in Tagum National Trade Schools. The participants of this research project will be limited to senior high school students only, excluding those from other grade levels. The study will aim to gain insights into the students' attitudes, beliefs, and opinions regarding a specific topic, which will be identified in the research question. The scope of this study will be limited to Tagum National Trade Schools and will not include other schools or educational institutions. Additionally, the study will only be conducted within a specific timeframe, and any data gathered beyond that period will not be included in the analysis.
 
 
 
Research Gap:
Current research tends to use or will use one size fits all approaches that attribute academic pressure as the same construct that does not take into account the potential moderation of its effects on each of us. Because there is a need for investigation that researches how other factors interact, such as the characteristics of each individual or personality, front strategies and social backgrounds in academic pressure to shape the results or experiences of our students.
 
PURPOSE OF THE STUDY
The purpose of the study is to investigate and analyze thoroughly the effects of academic pressure on senior high school students and its potential effects on each individual such as strategies and characteristics of each personality. This investigation or study aims to fill the gap of research in the field by providing a meaningful understanding of how academic pressure affects the students and also determines the effective strategies of stress and the improvement
 
 

This study on academic pressure among senior high school students is socially relevant as it highlights the negative impact of stress on academic achievement and mental health. It emphasizes the need to manage academic pressure globally, nationally, and locally, taking into account the various stress-related factors that affect students' academic experiences. The study also underscores the urgency of addressing the research gap in this field to develop effective strategies that promote the academic and mental wellbeing of senior high school students. Overall, this research can help raise awareness and promote action towards improving the educational environment and ensuring the success and well-being of young learners.

 RESEARCH QUESTIONS

1. What are the experiences of senior high school students in dealing with academic pressure? 1.1 How does academic pressure affect our physical and emotional students?
1.2 How do students cope with and see the academic pressure in their daily life?
1.3 How do students' experiences of academic pressure differ from their social background?
2. What are the coping mechanisms used by senior high school students to appreciate the academic pressure
2.1 What is the most common approach students use to deal with academic pressure 2.2 How students' coping strategies change over time as they face senior high school
2.3 How other mechanisms are effective in dealing with chronic pressure
3. What insights can be derived from the study to help students effectively manage academic pressure and promote academic achievement
3.1 What can the school and the teachers promote a successful academic while managing the academic pressure?
3.2 what are the strategies and sorting skills students used to handle academic pressure?
3.3 How can parents and families support their students in promoting success and academic pressure?
 
 
DEFINITION OF TERMS
SUBJECTIVE EXPERIENCES
the psychological and cognitive effects of a human experience that are particular to the individual and cannot be measured by others in an objective way. It emphasizes the perception, the experience and the personal nature of a senior highschool student.
 
ACADEMIC PRESSURE
Academic pressure is defined as the tension, uneasiness, and other feelings brought on by the pressure placed on students during the learning process by school, family, and society. It is a situation when a student must put in a lot of time and effort to meet certain academic objectives.
 
SENIOR HIGH SCHOOL STUDENTS. Senior high school students are students who are in the 11th or 12th grade. They are typically aged 16–18 and are preparing for college or the workforce.
 
ORGANIZATION OF THE STUDY
 
 
Chapter 1 consists of the introduction which explains that the study aims to provide a deeper understanding how pressure and stress affect the academic success of a Senior Highschool Student. Additionally, the tools that are used to gather data are In-depth interviews, and Focus Groups Discussions. Furthermore, it also comprises of the research questions, the theoretical lens where the study is grounded, the importance and the delimitation of the study and lastly the definition of terms used and organization of the study. 
 
 
 
𝐒𝐢𝐠𝐧𝐢𝐟𝐢𝐜𝐚𝐧𝐭 𝐎𝐟 𝐭𝐡𝐞 𝐒𝐭𝐮𝐝𝐲 The result of this study will benefit the following:
𝐒𝐭𝐮𝐝𝐞𝐧𝐭𝐬. The study can help students understand the impact of academic pressure on their mental and physical health. It can also provide them with coping mechanisms to deal with academic stress.
𝐏𝐚𝐫𝐞𝐧𝐭𝐬 𝐚𝐧𝐝 𝐆𝐮𝐚𝐫𝐝𝐢𝐚𝐧𝐬. The study can help parents and guardians understand the sources of academic pressure on their children and how they can support them in managing stress.
𝐓𝐞𝐚𝐜𝐡𝐞𝐫𝐬. The study can help teachers identify the signs of academic pressure in their students and provide them with appropriate support.
𝐅𝐮𝐭𝐮𝐫𝐞 𝐫𝐞𝐬𝐞𝐚𝐫𝐜𝐡𝐞𝐫𝐬. The study can serve as a basis for future research on academic pressure among high school students, particularly in different cultural contexts.
𝐓𝐡𝐞 𝐑𝐞𝐬𝐞𝐚𝐫𝐜𝐡𝐞𝐫. The study can contribute to the existing literature on academic pressure and provide insights into the subjective experiences of senior high school students.
 

 

 

 

 

The Subjective Experiences of Academic 

Pressure among Senior High School Students;

A Phenomenology 

 

Rea Mae Dolorito

Aron Carl Erfe

Daniel Jade Estacion

Adam Shane Galan

 

Understanding the impact of self-efficacy on a student's academic performance is crucial. For instance, a math student with high self-efficacy is likely to perform better than one with low self-efficacy

 

Chapter 3 covers the methodology of the study which covers the research design, involved participants and as well as the role of the researcher. This chapter also includes data gathering and analysis. Along with its ethical consideration, the study's credibility and trustworthiness are evaluated.