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Sources of Academic Stress among Higher Secondary School Students

Article · July 2019

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 International Review of Social Sciences and Humanities
www.irgssh.com
ISSN 2250-0715 (P) 2248-9010 (O)
Volume 9 Number 7 July 2019

Sources of Academic Stress among Higher Secondary School

Students
C. Subramani *1, & J. Venkatachalam2
1Researchscholar (Ph.D.,),
Department of Psychology,
Periyar University,
Salem-636011, India.
2Professor,

Department of Psychology,
Periyar University,
Salem-636011, India.

Abstract
This study was aimed to identify the sources of academic stress among higher secondary
school students. A survey questionnaire was prepared for the study and used to assess the
major sources of academic stress among higher secondary school students. The
questionnaire addressed personal and school environment sources of academic stress and
consisted of 11 statements which explains the potential stressful sources. Participants were
198 higher secondary school students from three higher secondary schools, Salem, Tamil
Nadu. The results showed that overall, academic environment was frequently reported to be
major cause for academic stress than personal environment. The top five sources of
academic stress were; parental expectations (96%), fear of failure in exams (96%),
comparison with others (89.9%), grade competition with other student (89.4%), and too
many tests (74.7%). The findings from this study could be useful for future research on
examining the sources of academic stress and might help counsellors working with school
students to create the counselling programmes.
Key words: 1.Academic Stress, 2.School Students, 3.Academic Stressors.

Introduction
Earlier, the school was not considered as much stressful environment creator for students.
The student population was less affected by this stress related problems. The students were
expected only to study and studying was never perceived as stressful. But nowadays,
academic have become one among the stressors for students. Brand and Schoonheim-Klein
(2009) explained that stress among students is multifactorial, arising from both academic
and non-academic factors, including socio-cultural, environmental, and psychological
attributes. Apart from academic environment such as excessive assignments, poor time
management and social skills, peer competition, etc. (Fairbrother & Warn, 2003), there are
many other sources for example expectations of parents having for their children (Ang &
Huan, 2006), little interest in subjects, poor confidence level of passing in exams, making
comparison with others and not getting enough sleep, induce stress in students. Lee and
Larson (2000) indicated this stress would be the result of an interaction between
environmental stressors, student’s appraisal and reactions for the same. Though certain
levels of stress drive students towards optimum performance, when it is not managed
efficiently due to inadequate resources to cope with the stress, it can have negative

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ISSN 2250-0715 (P) 2248-9010 (O)
Volume 9 Number 7 July 2019

consequences for the student as well as the institution (Reddy, Menon &Thattil, 2018). The
result of high academic stress might cause depression, anxiety, behavioural problems,
irritability in students (Deb, Strodl& Sun, 2015; Verma, Sharma & Larson, 2002) also, it is
linked with inability to concentrate, fear of failure, negative evaluation of future, physical
inactivity, poor eating and sleeping patterns (Busari, 2012; Bennet & Holloway, 2014; King,
Vidourek& Singh, 2014).
These results of previous researches reported various sources of academic stress
among students for example: individual’s particular reasons such as problems in financial
management, changes in living atmosphere, difficulties in managing personal and academic
life (Byron, Brun &Ivers, 2008; Chernomas& Shapiro, 2013; Goff, 2011; Jimenez, Navia-
Osorio & Diaz, 2010; Moscaritolo, 2009), likewise high parental expectations, vastness of
syllabus, tests, lack of time and facilities for entertainment (Sreeramareddy et al., 2007)
have part in academic stress of students. Moreover, the role of academic environment is
crucial in leading to the increased stress levels of students. Some of the academic sources
including inadequate resources and facilities (Awino&Agolla, 2008), vastness of syllabus
(Agrawal &Chahar, 2007; Sreeramareddy et al., 2007), exams (Saipanish, 2003), homework
and work outside of school (Celis et al., 2001), giving presentations, competition with
classmates, and academic overload (Kogan, McConnell & Schoenfeld-Tacher, 2005).
Thus, this study tries to identify some of the major or potential sources of academic
stress among school students.
Method
Participants
Participants of this study were 198 higher secondary school students (82 males, 116
females). The sample for the study was selected through simple random sampling technique
from three higher secondary schools around Salem city, Tamil Nadu, India.
Material and Procedure
The survey questionnaire was created for this study based on the focused group discussion
with targeted population and with 11th and 12th grade school teachers. After got some of the
sources from focused group discussion, the list of sources was given to three school
counsellors to rectify the similar and least causes of academic stress. From the experts’
opinion 11 items remained, further the items were divided into two groups; five items
represented as personal environment and six items represented as school environment.
After getting consent from students, nature of the study was briefly explained.
Students were asked to check items which are causing them academic stress in priority.
Data was distributed and collected from students on the same day.
Results
The number of items checked by students ranged from 1 to 10, with a mean of 7.20 (SD =
1.49). The number of responses to each item is presented in table 1. In the present study
sample, academic environments are the most common source of academic stress.
Interestingly, top three sources listed by the participants were personal environments that
are parental expectations (96%), fear of failure in exam (96%) and comparison with others
(89.9%). The least frequently reported stressor is lack of interest (6.6%).

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 International Review of Social Sciences and Humanities
www.irgssh.com
ISSN 2250-0715 (P) 2248-9010 (O)
Volume 9 Number 7 July 2019

Table 1
Number of Higher Secondary School Students Reporting Each Source of Academic Stress

Category Total (%)

Personal

Parental Expectations 96
Fear of Failure in Exams 96
Comparison with Others 89.9
Lack of Sleep 40.4
Lack of Interest 6.6
School

Grade Competition with Other Students 89.4

Too Many Tests 74.7
Limited Time 67.7
Teachers Pressure 64.1
Too Many Home Work 47.5
Too Many Subjects 47.5

The difference between male and female students in source of academic stress is
presented in table 2. It can be seen that high percentage of male students checked in fear of
failure in exams (97.6%), lack of interest (7.3%), too many tests (75.6%), limited time
(69.5%), teachers’ pressure (65.9%), and too many home work (53.7%) comparing female
students. Likewise, high percentage female students checked in parental expectations
(98.3%), comparison with others (93.1%), lack of sleep (45.7%), grade competition with
other students (94.8%), and too many subjects (49.1%) comparing male counterpart.

Table 2
Gender Difference in Reporting Each Source of Academic Stress

Category 1 2 3 4 5 6 7 8 9 10 11

Male
92.7 97.6 85.4 32.9 7.3 81.7 75.6 69.5 65.9 53.7 45.1
(N = 82)

Female
98.3 94.8 93.1 45.7 6 94.8 74.1 66.4 62.9 43.1 49.1
(N = 116)
Note: Response Values are in percentage, 1-Parental Expectations, 2-Fear of Failure in
Exams, 3-Comparison with Others, 4-Lack of Sleep, 5-Lack of Interest, 6-Grade Competition
with Other Students, 7-Too Many Tests, 8-Limited Time, 9-Teachers Pressure, 10-Too Many
Home Work, 11-Too Many Subjects

In table 3, the difference between private and government school students in source
of academic stress is given. The result shows that high percentage of private school

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 International Review of Social Sciences and Humanities
www.irgssh.com
ISSN 2250-0715 (P) 2248-9010 (O)
Volume 9 Number 7 July 2019

students checked in parental expectations (98.1%), failure in exams (99.1%), too many tests
(81.3%), limited time (78.5%), teachers pressure (66.4%), comparison with others (98.1%),
lack of sleep (42.1%), grade competition with other students (92.5%), and too many subjects
(73.8%). On the other hand, higher percentage of government school students checked in
lack of interest (6.5%) and too many home work (70.3%) comparing private school students.

Table 2
Government and Private School Difference in Reporting Each Source of Academic Stress

Category 1 2 3 4 5 6 7 8 9 10 11

Private School
98.1 99.1 98.1 42.1 6.5 92.5 81.3 78.5 66.4 28 73.8
(N = 107)

Government
School 93.4 92.3 80.2 38.5 6.6 85.7 67 54.9 61.5 70.3 16.5
(N = 91)

Note: Response Values are in percentage, 1-Parental Expectations, 2-Fear of Failure in

Exams, 3-Comparison with Others, 4-Lack of Sleep, 5-Lack of Interest, 6-Grade Competition
with Other Students, 7-Too Many Tests, 8-Limited Time, 9-Teachers Pressure, 10-Too Many
Home Work, 11-Too Many Subjects

Conclusion
Academic stress has become a prevalent problem across countries, cultures, and ethnic
groups (Wong, Wong & Scott, 2006). The present study presented some of the sources of
academic stress which are affecting students’ mental health and well-being. From the
results, it could be understood that parental expectations and fear of failure in exams
which were used in the study are at top than other sources. Understanding the source of
academic stress from different spheres could enable counsellors as well as educational
institutions to create awareness and tailor-made intervention programs for students.
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