Stress in High School Students: A Descriptive Study

According to the cognitive-transactional model of stress, stress is the dynamic relationship

between an individual and the environment in which a stimulus (whatever it is) disturbs an
individual’s homeostasis, causing him/her to respond to the situation with all available resources.
(Folkman S. (1984) A theoretical analysis. , Journal of Personality and Social Psychology 46,
839-852.0)
Academic environments can be highly competitive, and students must rely on their coping
abilities to handle school-related stress successfully. (Chrzanowska D, Wdowiak L, Bojar I.
(2004) The origin of stress, its causes, symptoms and frequency of appearance among the
students of. , Medical University of Lublin. Annales Universitatis Mariae Curie-Skłodowska 59,
438-443). High school students experience stress in many situations(Juszczak L, Melinkovich P,
Kaplan D. (2006) Uso de Servicios de Salud y Salud mental por adolescentes. Revista de Salud
en la Adolescencia 32, 108-118). Adolescence is a critical period full of changes, and it must be
carefully managed if teenagers are to develop properly(S Y Rueger, C K Malecki. (2011) Effects
of stress, attributional style and perceived parental support on depressive symptoms in early
adolescence: a prospective analysis. , Journal of Clinical Child and Adolescent Psychology 40,
347-359),( JM De la Roca Chiapas. (2008) Psicoanálisis y epidemiología del suicidio en
Guanajuato en el periodo 1997-2001, Revista Salud Pública de México. 50(1), 5-6). Although
some of the problems of adolescence do not originate in the school environment, they may still
impact students’ academic performance (P C Chou, Y M Chao, H J Yang, G L Yeh, T S Lee.
(2011) Relationships between stress, coping and depressive symptoms among overseas
university preparatory Chinese students: a cross-sectional study. , BMC Public Health 11, 352..
Williams maintains that we must attend to the social, physical, and psychological needs of
teenagers to prevent the possible negative effects of adolescent stress on health and academic
performance(De la Roca-Chiapas, J M Solís-Ortiz, Fajardo-Araujo S, Sosa M, Córdova-Fraga M
et al. (2010) Stress profile, coping style, anxiety, depression and gastric emptying as predictors
of functional dyspepsia: a case-control study. , Journal of Psychosomatic Research 68, 73-81).’
Researchers have found that the main sources of stress in the academic environment are exams,
homework and work outside of school(Celis J, Bustamante M, Cabrera D, Cabrera M, Alarcón
W et al. (2001) Ansiedad y estrés académico en estudiantes de medicina humana del primer y
sexto año. Anales de la Facultad de Medicina, Universidad Nacional Mayor de San
Marcos. 62(1), 25-30), giving presentations, competition with classmates, and academic
overload and animal models (María José. De la Roca Chiapas, Gloria Barbosa Sabanero, Jorge
Antonio Martínez-García, Joel Martínes Soto, Victor Manuel Ramos Frausto, Ken Novack.
Impact of stress and levels of corticosterone on the development of breast cáncer. , Psychology
Research and Behavior Management; 2016, 1-6). However, not all sources of stress are
academic, like family problems(Wei M, T Y Ku, K Y Liao. (2011) Minority stress and college
persistence attitudes among African American, Asian American, and Latino students: Perception
of the university environment as a mediator. , Cultural Diversity & Ethnic Minority
Psychology 17, 195-203), anxiety about upcoming school terms, and difficulty adapting to
change and body image perception(Colunga-Rodríguez Cecilia, Mercedes Gabriela Orozco-
Solis.María Elena Flores-Villavicencio, José María de la Roca-Chiapas, Ricardo Gómez-
Martínez, Alfonso Mercado, Julio César Vázquez-Colunga, Juan Carlos Barrera de León,
Claudia Liliana Vázquez-Juárez, Mario Ángel-González. Body Image Perception and
Internalization Problems Indicators in Mexican Adolescents. , Psychology Journal 2016, 1671-
1681), have also been identified as important stressors.
To prevent negative outcomes associated with stress, such as suicide or more commonly among
students, depression and anxiety (A N Supe. (1998) A study of stress in medical students at Seth
G.S. Medical College. , Journal of Postgraduate Medicine 44, 1-6) we must measure students’
stress to help those in need improve their coping strategies so they can manage stress and thereby
improve their quality of life(Perales A, Sogi C, Morales R. (2003) Estudio comparativo de salud
mental en estudiantes de medicina de dos universidades estatales peruanas. Anales de la Facultad
de. , Medicina 64, 239-246) . In this study, we examined high school students at the “Escuela de
Nivel Medio Superior Salamanca” (ENMS).

The impact of stress on students in

secondary school and higher education
Students in secondary and tertiary education settings face a wide range of
ongoing normative stressors, which can be defined as normal day to day hassles
such as ongoing academic demands. Accordingly, secondary/high school
(defined here as junior/lower secondary education and senior/upper secondary
education)] (UNESCO, 2012UNESCO. (2012). International standard
classification of education (ISCED) 2011. Montreal, Quebec: Author. [Google
Scholar]) and tertiary (defined here as post-secondary education)
(UNESCO, 2012UNESCO. (2012). International standard classification of
education (ISCED) 2011. Montreal, Quebec: Author. [Google Scholar]) students
commonly self-report experiencing ongoing stress relating to their education,
which we refer to as academic-related stress, such as pressure to achieve high
marks and concerns about receiving poor grades. For example, the Organisation
for Economic Co-operation and Development (OECD) recently conducted a
survey involving 72 countries and consisting of 540,000 student respondents
aged 15–16 years. On average across OECD countries, 66% of students
reported feeling stressed about poor grades and 59% reported that they often
worry that taking a test will be difficult. The OECD further found that 55% of
students feel very anxious about school testing, even when they are well
prepared. As many 37% of students reported feeling very tense when studying,
with girls consistently reporting greater anxiety relating to schoolwork compared
to boys (OECD, 2017OECD. (2017). PISA 2015 Results (Volume III). Paris,
France.[Crossref], , [Google Scholar]). This data demonstrates that education
and academic performance are a significant source of stress for students. The
impact of this ongoing academic-related stress on student outcomes and well-
being has not been comprehensibly explored. Therefore, the current narrative
review explores the impact of academic-related stress on students’ academic
performance, mental health, and well-being. (Pascoe, Michaela, C., Received:
April 11,2019.)
(https://www.tandfonline.com/doi/full/10.1080/02673843.2019.1596823)

Effect of Stress on Academic Performance of

Students
Student’s academic learning and performances can be affected by many factors such as gender, age, teaching staff,
father/ family’s economic condition, family’s social status, total study hours, and accommodation of them as
hostelries or day scholars (Pritchard, 1996).

Many researchers have been done by scholars on finding the factors which contribute to student’s academic
performance and achievements at different educational levels. A study suggested that student’s educational
performance and achievement relies heavily on the social status of parents and guardians of them (Graetz; 1995).
Research is done by Considine and Zappala also found similar results that social status and family’s income is
positively correlated with the student’s performance in academia (Considine and Zappala; 2002). Some of the
researchers found that previous academic performance is also a factor affecting current academics of students. As
found by research, the performance of students in higher education level depends on the undergraduate level of
studies (Minnesota; 2007). Also found in another study, past educational performances of students are considered to
be an important indicator in finding the future achievements of them, as said that better the previous academic
performance; the better will be in the upcoming endeavors (Durden and Ellis; Staffolani and Bratti; 2002).

Researches also indicated that employment is also one of the factors that affect the academic achievement of
students. They resulted that it affects negatively on its performance as the more the number of hours they work, the
more they are distracted from academics. They mentioned that more working hours will decrease the probability of
being ‘A’ Grade student (Pritchard, 1996). According to other researchers, it is not about doing the job which creates
the problem in managing the workload of studies. It is about the amount of work done as the students who work
more spend less time on their studies and also pay less attention during their classes (Steinberg & Dornbusch, 1991,
p. 307).

We can resolute the student’s academic achievements by their performances in their institutions, their activities, and
assignments done in classes, presentations they give and results of their exams (Ong, Bessie, and Cheong, 2009).
Research has been conducted in order to review the relationship among stress and academic performance of students
and it has been found that stress affects the academic performances of students in a great manner (Elliot et al., 2005;
Choi, Abbott, Arthur & Hill, 2007). Students complained about the stress they feel while giving their exams or any
competition regarding grades or in any case when they have so much to study and less time to do it. They say that it
really affects their performance of work (Carveth, Gesse & Moss, 1996). One study reported that stress among
undergraduate business students is a notably important factor which is interrelated with poor performance (Bennett,
2003). The research found that a student’s attitude towards the learning of working ethics is related to academic
performance and achievements (Conard, 2006; Jansen & Bruinsma, 2005).

It is also found, that confidence level of students in themselves in terms of academics and their managerial abilities
as to how they manage their academic workload affects their academic performance (achievement (Richardson,
2011; Yip, 2009). Students who are coming to colleges and universities for only professional outcomes meaning to
get the job, and earn good money will have totally different thinking and approaches inside the classes and during
their studies because they will be attending it for their personal knowledge enhancement. Their approach to the
acquisition of education with so much motivation dominantly affects their academic performance and achievement
(Durik, Lovejoy, & Johnson, 2009). Additionally, family’s expectation can be a big factor that can affect the
motivation level of a student on their academic performances and they must be considered as an important point as
an attitude towards education (Mutsoto & Abenga, 2010).

A study examined a significant correlation of academic performance with intelligence level among the students of
high school on gender basis and found that the relationship among intelligence of a student and academic
performance of them is higher among girls. They also found that socioeconomic status is not affecting the student’s
academic performance notably among boys and girls and that the academic performance of urban girls and boys are
higher than that of rural ones. They resulted from their research that academic performance and achievements of
girls are much more superior to that boy (Mishra; 1997). ( https://bohatala.com/effect-of-stress-on-academic-
performance-of-students/)

Academic Stress in Students

School education is a very important part of an individual’s life and is also a turning
point in their academic life. At this stage, the academic performance of a student plays a
crucial role in deciding the next stage of their education, which in turn shapes their
career. An excess of academic stress during this stage can result in adverse effects that
are far-reaching and prolonged. (Thakkar, Anoushka, Published: April 6, 2018)

In today’s highly competitive world, students face various academic problems including
exam stress, disinterest in attending classes and the inability to understand a subject.
Academic stress involves mental distress regarding anticipated academic challenges or
failure or even the fear of the possibility of academic failure. Academic stressors show
themselves in many aspects in the students’ environment: at school, home, in their peer
relations and even in their neighborhood.

Excessive levels of academic stress can result in an increased prevalence of psychological

and physical problems like depression, anxiety, nervousness and stress-related disorders,
which in turn can affect their academic results. Anxiety as a disorder is seen in about 8%
of adolescents and children worldwide. Anxiety and stress have a substantial negative
effect on their social, emotional and academic success. Depression is becoming the most
common mental health problem college students suffer these days. It is also a reflection
of an individual’s academic frustration, academic conflict, academic anxiety, and
academic pressure. The four components of academic stress usually identifiable in a
student are academic frustration, academic conflicts, academic anxieties, and academic
pressures. ( Thakkar, Anoushka, Published: April 6, 2018)

According to most high school students, their greatest academic stressors include tests,
grades, homework, academic and achievement expectations, and parental pressure.
School-related stresses include inadequate instructional methods, teacher-student
relationships, heavy academic workload, poor physical classroom environments, inability
to balance one’s leisure time with school, and disorganization surrounding academic
assignments and schedules. Additional sources consist of a struggle to meet academic
standards, worries about time management and concerns over grades and scores.
Students are thus, seen to be affected by the negative causes of academic stress.

The mental health of students, especially in terms of academic stress and its impact, has
become a serious issue among school and policymakers because of the increasing
incidence of suicides among students across the globe. The Lancet report states that
India has the world’s highest suicide rates among the youth. Parental pressure for better
academic performance is found to be mostly responsible for academic stress. Due to the
constant pushing of the student by the parents in order to perform better in both
academics and extra-curricular activities, some children develop deep-rooted nervous
disorders during their childhood.

Academic and exam stress is found to be positively correlated with parental pressure and
psychiatric problems. It is important to remember that the mental constitution or coping
capacities vary from one child to another. Therefore, children with poor coping capacities
become more prone to anxiety, depression, and fear of academic failure and this shows
us that one should not compare one student with another. ( https://medium.com/one-
future/academic-stress-in-students-498c34f064d7)

STRESS
Stress is a feeling of emotional or physical tension. It can come from any event or
thought that makes you feel frustrated, angry, or nervous. Stress is your body's reaction
to a challenge or demand. In short bursts, stress can be positive, such as when it helps
you avoid danger or meet a deadline. But when stress lasts for a long time, it may harm
your health. (A.D.A.M. Inc, 8600 Rockville Pike, Bethesda, MD 20894 U.S. Department
of Health and Human Services National Institutes of Health: Page last updated: 10 July
2019}.

TWO TYPES OF STRESS

Acute stress. This is short-term stress that goes away quickly. You feel it when you slam
on the brakes, have a fight with your partner, or ski down a steep slope. It helps you
manage dangerous situations. It also occurs when you do something new or exciting. All
people have acute stress at one time or another.

Chronic stress. This is stress that lasts for a longer period of time. You may have chronic
stress if you have money problems, an unhappy marriage, or trouble at work. Any type
of stress that goes on for weeks or months is chronic stress. You can become so used to
chronic stress that you don't realize it is a problem. If you don't find ways to manage
stress, it may lead to health problems.

STRESS AND YOUR BODY

Your body reacts to stress by releasing hormones. These hormones make your brain
more alert, cause your muscles to tense, and increase your pulse. In the short term,
these reactions are good because they can help you handle the situation causing stress.
This is your body's way of protecting itself.

When you have chronic stress, your body stays alert, even though there is no danger.
Over time, this puts you at risk for health problems, including High blood pressure,
Heart disease, Diabetes, Obesity, Depression or anxiety, Skin problems, such as acne or
eczema, Menstrual problems, If you already have a health condition, chronic stress can
make it worse.

SIGNS OF TOO MUCH STRESS

Stress can cause many types of physical and emotional symptoms. Sometimes, you may
not realize these symptoms are caused by stress. Here are some signs that stress may be
affecting you: Diarrhea or constipation, Forgetfulness, Frequent aches and pains,
Headaches, Lack of energy or focus, Sexual problems, Stiff jaw or neck, Tiredness,
Trouble sleeping or sleeping too much, Upset stomach, Use of alcohol or drugs to relax,
Weight loss or gain. (https://medlineplus.gov/ency/article/003211.htm).