THE IMPACT OF ACADEMIC STRESS TOWARDS THE MENTAL

WELL-BEING OF GRADE 12 HUMSS STUDENTS

BUTAYA, JOHN CLIFFORD B.

BUTAYA, JOHN GABRIEL B.

CALLO, AILYN B.

CAMUS, EMELIE V.

COWAS, JEVIE C.

UCANG, JESSA MAE B.

Dangcagan National High School

Dangcagan, Bukidnon
 Chapter I

INTRODUCTION

Background of the Study

Academic stress is a common source of anxiety among students. Academic-related

activities can give students fresh learning opportunities as well as new difficulties. This can

have a significant effect on the student’s ability to think clearly and participate well in class.

It can lead to poor academic performance as well as the rise of other mental health issues.

Depression, anxiety, behavioral problems, irritability, etc. are few of the many problems

reported in students with high academic stress (Deb et al., 2015).

Academic stress is commonly recognized as a source of aggravation in the life of a

student. For a long time, people assumed that students were the least impacted by any kinds

or trouble (Reddy et al., 2018). This is the reason why it was often neglected and was not

given a proper attention. Many students believe that prioritizing their academic experience

now will boost their chances of future success. Academic stress can take over a student’s life,

leading to depression in some cases. Academic stress causes students to lose confidence in

their ability to participate in class activities, as well as an increase in anxiety and despair, less

desire to attend school and study in class, as well as a lack of concentration. Academic stress

has now become a serious reality that has been labeled a “career stumbling block” (Kadapatti

& Vijayalaxmi, 2012).

A student’s mental well-being relates to his or her general well-being. Mental well-

being is crucial as it is a part of a person’s health. A student’s mental well-being is significant

as it determines their overall condition. Student’s mental health may suffer as a result of

excessive stress in school. Students with good mental health are better equipped to deal with

stress and preserve relationship stability among others. Their minds are competent and

capable of facing the intense competition and achieving their objectives. Subramani and
Kadhiravan (2017) endorsed that academic stress, and the mental well-being are correlated

and that students are cramped with the academic structure.

When the students work constructively in the classroom, they are mentally well.

Student’s ability to think clearly and to perform well is tangled as a result of the growth of

academic pressure. Students may encounter stressful situations in their lives as a result of

deadlines and expectations. As these expectations rise, the students are forced to work even

more, resulting in increased stress (Jain & Singhai, 2018). Excessive academic

responsibilities and the constant feeling of being on the verge of missing another deadline can

be frustrating. If overlooked, the stress given by academic responsibilities to the mental well-

being of students can have a negative impact on the student’s academic performance.

Student’s stress management skills aren’t always adaptable, and their learning objectives may

be misdirected (Srisongkhram et al., 2019).

Through this study, researchers expect to gain a better grasp of how academic stress

affects a student's mental well-being. Furthermore, the mental stability of students is crucial

to conserve the quality of their academic performance.

Statement of the Problem

This study aimed to determine the influence of academic stress on the mental well-

being of the Grade 12 HUMSS Aristotle students in Dangcagan National High School.

Specifically, it sought to answer the following:

1.) What is the level of academic stress among the Grade 12 HUMSS Aristotle students;?

2.) What is the rate of the mental well-being among the Grade 12 HUMSS Aristotle

students; and
 3.) Is there a significant relationship between the level of academic stress and the rate of

mental well-being of Grade 12 HUMSS Aristotle students?

Objectives of the Study

This study aimed to determine the influence of academic stress on the mental well-

being of Grade 12 HUMSS Aristotle students, which is in keeping with the study’s context.

Specifically, it aimed to:

1.) Determine the level of academic stress among the Grade 12 HUMSS Aristotle

students.

2.) Identify the rate of mental well-being among the Grade 12 HUMSS Aristotle students;

and

3.) Ascertain the relationship of the level of academic stress and the rate of mental well-

being of Grade 12 HUMSS Aristotle students.

Significance of the Study

This study will provide significant information and insights about the impact of

academic stress towards the mental well-being of the students in Dangcagan National High

School.The results of this study will benefit the following:

Students, the findings of this study will provide some significant information and

insights into how academic stress affects their mental well-being. It will make the students

comprehend that there are various things that can influence their mental state.

Parents, the findings of this study will help the parents be aware of their children’s

perceptions of the effects of academic stress on their mental well-being. The further

information that will be provided would assist them in formulating some effective and
appropriate methods to assist their children in coping with the academic stress that they might

encounter.

Teachers, the results of this study will help teachers become more mindful of their

student’s mental well-being. It will assist them in responding appropriately to this situation

and provide them with tips on how to reduce the student’s academic stress as their parental

figure in school.

Researchers, the researcher would acquire in-depth understanding about the study.

The researchers will have a thorough understanding of the context as a result of this

investigation. This research will also be beneficial to future generations of researchers who

are interested with the topic.

Scope and Delimitation of the Study

This study is quantitative type of research. The scope of this study delimits on the

level of academic stress and its impact on the mental well-being of the students. The

researchers will employ convenience sampling for this study. To gather the specific data

needed, the researchers made use of a survey questionnaire which consist of three (3) main

sections. The first section includes the personal information of the chosen participants. The

second section consists of sixteen (16) survey questions. The last part will also be consisting

of fifteen (15) survey questions. The respondents were asked to rate each item on a five-point

Likert scale. Survey questionnaires were utilized in this study to obtain more trustworthy data

and to meet the study’s aims. This study was conducted during the academic year 2021-2022.

The chosen respondents of this study are the Grade 12 HUMSS Aristotle of Dangcagan

National High School which consists of thirty-six enrolled students.

 Definition of Terms

The following words are conceptually and operationally defined for a better

understanding of this study:

Academic Stressrefers to a stress-related condition that Grade 12 HUMSS Aristotle

students encountered as a result of academic demands and responsibilities.

Grade refers to the year level of the participants.

Impact refers to the influence of academic stress towards the mental well-being of the

students.

HUMSS or Humanities and Social Sciences is one of the academic programs offered

in Dangcagan National High School.

Mental well-being refers to the state of mental welfare of the Grade 12 HUMSS

Aristotle students.
 Chapter II

REVIEW OF RELATED LITERATURE

The important statements will be discussed in this chapter, which will provide further

information for the study. It will provide the necessary data to comprehend the variables in

this research study. A student’s academic stress and their emotional state have a link that, if

ignored, can lead to further difficulties, and impair a student's well-being.

Academic Stress

For a long time, people assumed that the student population was the least affected by

any type of stress or problem (Reddy et al., 2018). Stress is assumed as a set of psychological

answers facing some nonconventional situation; stress adapts the organism towards action,

that is why in general terms, it must be considered as a biological mechanism and some kind

of state of alert for the survival in front of manifestations of fear, anxiety and, in diverse

occasions, pathological elements that could unchain equivalent nervous or depressive

pathologies (Garcia et al., 2019). Academic stress is defined as a “social fact” that affects the

well-being of individuals through the repeated use of technology (Gallardo-Lolandes et al.,

2020). Academic overloads, difficult courses, insufficient time to study, the workload in a

semester, the results from exams, low motivation, and high family expectations, goals and

values that they want to fulfill, which is only possible if integrated with that of the institution,

the pressure to perform well in the test and the time allocated to that end, makes the academic

environment rather stressful (Stankovska et al., 2018). Academic stress can lead to severe

mental issues and can even cause death that’s why the researchers are trying to evaluate this

issue.

All sorts of challenges have their own perceived source. Several studies discovered

that the most often cited factors contributing to stress and anxiety during exam times were
heavy requirements, lack of physical exercise, and long exam durations, as reported by

students in a number of studies (Harikiran et al., 2012). Due to the multiple internal and

external expectations placed on students’ shoulders, stress has become a component of their

academic lives (Reddy et al., 201 According to Bedewy and Gabriel (2015), stress was linked

to parental pressures and instructor expectations around exam time, as well as while deciding

on a course of study or a future career. In his study, Dimitrov, G. (2017) claimed that stress

can be alleviated by ensuring that students place a high priority on their well-being.

Academic stress has its own source of emergence.

Perceived sources of academic stress

All sort of challenges has their own perceived source. Reddy et al., (2018) was able to

consider three major factors that causes academic stress to students namely: academic

expectations, workload and examinations, and student’s academic self-perception. Academic

expectations can be obtained by the students due to academic demands put upon them.

Parental expectations are usually distinguished from aspirations, which take into account

parents’ hopes, ambitions, and wishes for their children’s accomplishments rather than

realistic expectations (Samura, M. 2015). The values of parents are based on social

conventions and standards, and they are seen by institutions as a collective victory of society

(Carpenter, 2014). This can make students fulfill their parents’ expectations, and their own

impressions of their studies are influenced, guiding them to achieve their academic goals

(Gutierrez et al., 2019). However, it was identified by Jones et al. (2015) that excessive

parental expectations can lead to student stress, which can have a negative impact on their

academic performance. Academic requirements such as workloads and examinations can also

donate a certain amount of pressure towards the students’ academic stress. Kumar (2014)

stated that if students are given work and told they must do it in a certain amount of time,
their stress levels increase, and only a few students are able to complete the task. The self-

imposed need to succeed can also be a factor in academic stress. The fear of academic failure

can add up more stress among the students. Depression was also found among stressed

adolescents, which has been linked to inability to concentrate, fear of failure, negative future

evaluations, and other factors (Busari, 2012).

Mental Well-Being of the Students

Mental well-being is described by Galderisi et al. (2015) as a dynamic condition of

internal equilibrium that allows individuals to employ their abilities in harmony with

society’s universal values. The psychological distress of students is reflected in various

forms, including depression, anxiety, stress, and sleep disorders (Milojevich and Lukowski,

2016). Too much stress on students might lead to severe anxiety or even depression, which

could ruin their mental state. Negative emotions hinder learning, but positive emotions help

students learn and do better in school (Bergin et al., 2018). This is the reason why assessing

the emotional health of the students significant. There is a need to evaluate the emotional

well-being of a student since during their teenage years, they are vulnerable emotionally. And

being emotionally vulnerable can influence the mental, physical, and spiritual state of

someone.

It is beneficial for students, particularly adolescents, to recognize that they are

sensitive to mental well-being disorders and that they can gain mental control skills (Bergin

et al., 2018). Teachers and parents, as role models for the students, are also required to

provide them with assistance when it comes to mental health care. It is crucial for teachers

and parents to remain aware that, having meaningful and safe connections to caring adults

does not only foster positive emotions but is also a protective factor against negative
emotions, including mental distress which can lead to suicide (Sulkowski, De-maray, &

Lazarus, 2012).

Academic Stress and Mental Well-Being

Several studies have indicated that the stressors most frequently reported by

adolescents are related to school, such as studying for test, getting good grades, completing

homework, and time management (Sydney-Agbor, et al., 2018). These studies also found that

a high level of student-related stress has a negative impact on students’ mental health

(Mostafaei et al., 2012). Sydney-Agbor et al. (2018) also stated that academic stress is caused

by a combination of academic-related demands that surpass an individual’s adaptive capacity.

In their study, Sydney-Agbor et al. (2018) identified a significant inverse relationship

between academic stress and mental wellbeing implies that as scores on substance abuse

increase, mental wellbeing decreases. This entails that academic stress which is a product of a

combination of academic related demands that exceeds the adaptive resources available for

an individual predicts students’ mental well-being. Most researchers that carried out studies

on similar research work, reported findings that are similar (Mostafaei, 2012). According to

the studies of the researchers mentioned, academic demands such as studying effectively to

pass examinations and difficulty in understanding certain textbooks, a lack of lecture hall,

some lecturers’ attitudes toward their students and lectures, financial difficulties in obtaining

the necessary materials for effective learning on the part of some students, and so on, can all

have negative effects on students’ mental health. Many students experiencing stress also

recorded high scores of low self-esteems and nearly half of them obtained high scores on

depression scales (Baste and Gadkari, 2014). If the stress level is high for an extended period

of time, it may lead to greater mental academic problems in the future, as well as a negative

impact on the students’ mental health (Malik, et al. 2020).

 Conceptual Framework

This study is anchored on the cognitive theory of stress by Lazarus & Folkman (1984)

wherein they explained stress as a stimulus rather than as a response. The cognitive theory of

stress is relevant in this study since it explains how students’ perception affects their stress

experience. This means that if various students are subjected to similar stressors, such as

upcoming exams, their stress experiences are likely to be influenced by how each of them

assesses the stressors and their ability to manage them. The research paradigm below

emphasizes the connection between the two variables. Kaur (2014) acknowledged that mental

well-being of students gets affected due to the academic stress (See figure 1).

Research Paradigm

Sources of stress
Level of Academic Mental Well-being

Academic Stress Pressure

Examination
Anxiety

Figure 1. Schematic diagram showing the relationship of the independent and

dependent variables.
Figure 1 presents the schematic diagram of the study. It consists of two variables,

level of academic stress as an independent variable and mental well-being as the dependent

variable. In figure 1, the model demonstrates that academic stress is predictive of mental

well-being (Duncan-Williams, 2015). Another variable, mental well-being, refers to the

mental state of a certain student. It serves as the dependent variable in this study which means

that the amount of academic stress a student receive will impact them mentally. The stressors
or sources of stress are considered as the confounding variables. In this conceptual

framework, it shows that the level of academic stress and the rate of mental well-being can be

affected by the stressors. The level of academic stress can also affect the mental well-being of

the students.

Research Hypothesis

This part will show the null and alternative hypothesis of this study.

Ho: There is no significant relationship between academic stress and mental well-

being among the Grade 12 HUMSS Aristotle students.

Ha: There is a significant relationship between academic stress and mental well-being

among the Grade 12 HUMSS Aristotle students.

 Chapter III

METHODOLOGY

This chapter contains the research methodology of this study. The respondents of the

study, the research locale, the research design, instrumentation, data gathering procedure, and

the statistical analysis.

Respondents of the Study

Individuals that complete a survey or interview for the researcher or contribute data to

be examined for the research study, are considered as the respondents of the study. It is the

collection of all objects or subjects that becomes the focus of the investigation. In this study,

the researchers will make use of convenience sampling. The chosen respondents of this study

are the Grade 12 HUMSS students of Dangcagan National High School. Among the four (4)

Grade 12 HUMSS classrooms, the researchers focused on the Grade 12 HUMSS Aristotle

which consist of twenty-six (26) female students and eight (8) male students as of the

academic year 2021-2022. There will be a total of thirty-four (34) participants for this

research study.

Locale of the Study

This study was conducted at Dangcagan National High School located at Purok 1B,

Poblacion, Dangcagan, Bukidnon. It is a public secondary high school that is under the

supervision of the Department of Education. The population of this research study will be

covering the Grade 12 HUMSS section Aristotle. This is a public high school, which offers

complete secondary education, commenced production in the year 2000 in the month of June.

On May 15, 2013, President Benigno Aquino III signed the Republic Act (RA) 10533

into law, marking a watershed moment for educational equity campaigners. Dangcagan
National High School implemented the K-12 program during the 2016 school year. This

marks the start of the student’s senior high school journey. The senior high school faculty

members started with only four teachers and has only three (3) academic strands namely:

TVL, ABM, and GAS. But as of now, there are already 20 senior high school instructors. The

academic strands available were also modified and made into four categories: TVL, ABM,

HUMSS, and STEM. During this academic year 2021-2022, there are already 712 senior high

school students enrolled in Dangcagan National High School.

Research Design

A descriptive-correlational research design was used in this study. The researchers

made use of a descriptive research design to acquire the frequency of the total number of

students’ ages, genders, and the mean of their academic stress level. In addition, the

researchers utilized a correlational research design to acquire the relationship between the

level of academic stress and the rate of mental well-being among the participants.

Instrumentation

In the data-collection process, instrumentation refers to the tools or procedures by

which investigators attempt to measure variables or items of interest. The researchers made

use of an adapted survey questionnaire. The survey questionnaire consisted of three (3) main

sections: The first part will include the personal information of the participant. The second

part will be a 5-point Likert scale checklist adapted from J. Oketch-Oboth and L. Orunya

(2018) which will consist of sixteen (16) statements. The third part will also be a 5-point

Likert scale checklist adapted from the study of Hidayati et al. (2021).

Level of academic stress checklist

The second survey questionnaire was adapted from J. Oketch-Oboth and L. Orunya

(2018). Sixteen (16) statements will be used to acquire the level of academic stress among the
chosen participants. This survey instrument (questionnaire) was evaluated for face and

content validity by the researcher’s supervisors and two other members of the department

who teach stress management courses.

Rate of Mental Well-Being checklist

The third part of the questionnaire was adapted from the study of Hidayati et al.

(2021). Fifteen (15) statements will be used to acquire the rate of mental well-being among

the chosen participants. Instrument testing begins with a theoretical validity test by 4 experts

and 20 panelists who test the instrument material in terms of construction, content, and

language. The instrument was then reviewed and analyzed quantitatively by panelists using

the Aiken index. The instrument was then proved valid.

Data Gathering Procedure

During the data collection procedure, the researchers wrote a letter to the school

principal requesting permission to conduct the survey. The researchers distributed the survey

questionnaire to the selected participants after receiving consent from the school

administrator. For convenient retrieval of information, the survey was conducted by the

researchers. The researchers went through the importance of the survey in further detail and

provide additional instructions to avoid any misunderstandings. The researchers requested the

Grade 12 HUMSS Aristotle to complete the survey questionnaire provided. The survey

questionnaire was coded, numbered, and tallied after it has been retrieved. The information

was then counted using Microsoft Excel.

Statistical Analysis

The researchers utilized the software SPSS (Statistical Product and Service Solution)

in this study. The frequency, mean scores, and standard deviation value was calculated using

SPSS. In the meanwhile, the researchers also made use of correlational analysis to determine
the relationship between the level of academic stress and the rate of mental well-being among

students in order to meet the study’s objectives.

 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter will present the analysis and interpretation from the data through the

collected survey questionnaire to find out the variables if the Impact of Academic Stress

towards the Mental Well-Being of the Grade 12 HUMSS Students in Dangcagan National

High School.

SCALE INTERVAL DESCRIPTION

1 1.00-1.79 Not Stressful at all
2 1.80-2.60 Slightly Stressful
3 2.61-3.40 Stressful
4 3.41-4.20 Very Stressful
5 4.21-5.00 Extremely Stressful
Table 1. The table that indicates the legend used as basis to know the mean interpretation
of data on respondents’ academic stress.

The table above indicates the legend used as basis for the interpretation of the

gathered data from the respondents. There are a total of 5 scales wherein scale 1 has an

interval of 1.00-1.79 with the description of not stressful at all, scale 2 has 1.80-2.60 with the

description of slightly stressful, scale 3 has 2.61-3.40 with the description of stressful, scale

4 has 3.41-4.20 with the description of very stressful, and scale 5 has 4.21-5.00

MEAN RESULT INTERPRETATION

2.77 Stressful

Table 2. This table indicates the general mean score of the respondent’s academic
stress.
The table above indicates the scales, intervals, and descriptions that was used to

interpret and comprehend the data collected from the respondents through the researchers’

survey questionnaire.

The table indicates the general mean score of the data gathered by the researchers on

the respondent’s insight about their academic stress. As seen on the table above, the
respondents have an overall mean score of 2.77 which interprets that the respondents are

stressful with their academic responsibilities which means that the level of academic stress of

the respondents is stressful.

ITEM INDICATORS MEAN Standard RESULT

SCORE Deviation INTERPRETATION
5 Fear of failing 3.82 0.10 Very Stressful
examinations.

1 Academic 3.12 0.98 Stressful

workload and
examinations.
4 The need to get 3.09 1.31 Stressful
good grades.

14 Too much 3.00 `1.02 Stressful

responsibility to
fulfill my
obligations.
6 Lack of family 2.94 1.98 Stressful
support.

Table 3. The table above indicates the highest mean scores of data gathered based on
the academic stress of students.
The table above shows the highest mean scores of respondents pertaining to the

insights about their academic stress. Based on the results, the respondents consider fear of

failing examinations as very stressful wherein it achieved 3.82(SD=.10) as its mean score

which interprets to very stressful. It is apparent that the respondents suffer from stress on this

viewpoint. Students also consider that the need to get good grades can be stressful wherein it

achieved the mean of 3.09(SD=1.31). It also shows that the students contemplated that too

much responsibility to fulfill obligations and lack of family support can be stressful as both

indicators achieved 3.00(SD=2.94) and 1.02(SD=1.98).

Academic stress should be taken seriously. According to Reddy et al. (2018), people

assumed that the student population was the least affected by any type of stress or problem

for a long time. Due to multiple internal and external expectations placed on students’
shoulders, stress has become a component of their academic lives (Reddy et al., 2018). The

fear of academic failure can add up more stress among the students. Depression was also

found among stressed adolescents, which has been linked to inability to concentrate, fear of

failure, negative future evaluations, and other factors (Busari, 2012). Bedewy and Gabriel

(2015), stress was linked to parental pressures and instructor expectations around exact time,

as well as while deciding on a course of study or a future career.

ITEM INDICATORS MEAN STANDARD RESULT

SCORE DEVIATION INTERPRETATION
8 Sitting for examination. 2.24 0.78 Slightly Stressful

9 Understanding Lectures. 2.24 0.96 Slightly Stressful

12 Competitiveness among 2.41 1.13 Slightly Stressful

classmates.

3 Writing assignments. 2.44 0.78 Slightly Stressful

9 Lecturer’s teaching 2.44 0.91 Slightly Stressful

abilities.

Table 4. The table above indicates the lowest mean scores of data gathered based on
the academic stress of students.
The insights into their academic stress are assigned to the lowest five (5) mean scores

of the respondents. The researchers ranked the results based on the estimated mean scores.

Most respondents believe that taking exams and understanding lectures can be stressful, and

both indications had a mean score of 2.44(SD=0.91). They also believe that competitiveness

is a slightly stressful aspect for them with a mean score of 2.42(SD=1.13). Respondents find

writing assignments as slightly stressful with the mean score of 2.24(SD=0.96). The students

also find lecturer’s teaching abilities as slightly stressful with the mean score of

2.24(SD=0.78).
 It was assumed by Garcia et al. (2019) that stress is a set of psychological answers

facing some nonconventional situation; stress adapts the organism towards action, that is why

in general terms, it must be considered as a biological mechanism and state alert for the

survival in front of manifestations of fear, anxiety and, in diverse occasions, pathological

elements that could unchain equivalent nervous or depressive pathologies. Academic

overloads, difficult courses, insufficient time to study, the workload in a semester, the results

from exams, low motivation, and high family expectations, goals, and values that they want

to fulfill, which is only possible if integrated with that of the institution, the pressure to

perform well in the test and the time allocated to that end, makes the academic environment

rather stressful (Stankovska et al., 2018). Kumar (2014) stated that if the respondents are

given work and told they must do it in a certain amount of time, their stress level increase,

and only a few students are able to complete the task.

The table below indicates the scales, intervals, and descriptions that was used to

interpret and comprehend the data collected from the respondents through the researchers’

survey questionnaire.

Scale Interval Description

1 1.00-1.79 Very Strong Mental Well-Being

2 1.80-2.60 Strong Mental Well-Being

3 2.61-3.40 Moderately Strong Mental Well-

Being

4 3.41-4.20 Weak Mental Well-Being

5 4.21-5.00 Very Weak Mental Well-Being
Table 5. The table above indicates the legend used as basis to know the mean
interpretation of data for the mental well-being of the students.
The table indicates the legend used as basis for the mean interpretation of the data for

mental well-being of the respondents. There are a total of 5 scales wherein scale 1 has an

interval of 1.00-1.79 with the description of very strong mental well-being, scale 2 has an
interval of 1.80-2.60 with the description of strong mental well-being, scale 3 with the

interval of 2.61-3.40 with the description of moderately strong mental well-being, scale 4 has

an interval of 3.41-4.20 with the description of weak mental well-being, and scale 5 has an

interval of 4.21-5.00 with the description of very weak mental well-being.

MEAN RESULT INTERPRETATION

3.55 Weak Mental Well-Being
Table 6. This table indicates the general mean score of the respondent’s mental well-
being.
The table indicates the general mean score of the data gathered by the researchers on

the respondent’s insight about their mental well-being. As seen on the table above, the

respondents have an overall mean score of 3.55 which interprets that the respondents have a

weak mental well-being which means that the rate of the respondents’ mental well-being is

weak.

ITEM INDICATORS MEAN Standard RESULT

SCORE Deviation INTERPRETATION
7 With my abilities, I believe 4.12 0.73 Weak Mental Well-
I can achieve my goals. Being
12 Religious differences do 4.12 0.95 Weak Mental Well-
not prevent me from Being
making friends.
14 I have an interest that 4.03 0.76 Weak Mental Well-
supports learning Being
achievement at school.
13 I obey the rules that exist in 3.94 0.74 Weak Mental Well-
the family environment. Being
11 I prefer travelling with 3.82 1.19 Weak Mental Well-
my family rather than Being
going alone.
Table 7. The table above indicates the highest mean scores of data gathered based on
the rate of mental well-being.
The table indicates the highest mean scores of the respondents pertaining to their

insights about their mental well-being. Based on the results, the respondents suffer weak

mental well-being with the indicator “with my abilities, I believe I can achieve my goals”

where it achieved the mean score of 4.12(SD=0.73). The respondents also suffer weak mental

well-being from the indicator “religious differences do not prevent me from making friends”
with the mean score of 4.12(SD=0.95). The respondents also suffer weak mental well-being

in obeying the rules that exist in the respondent’s family environment with the mean score of

3.94(SD=0.74). The same thing goes for the preference of the respondent in terms of

travelling with the family or travelling alone with the mean score of 3.82(SD=1.19) where

they suffer from weak mental well-being.

It is beneficial for students, particularly adolescents, to recognize that they are

sensitive to mental well-being disorders and that they can gain mental control skills (Bergin

et al., 2012). The psychological distress of students is reflected in various forms, including

depression, anxiety, stress, and sleep disorders (Milojevich and Lukowski, 2016). Too much

stress on students might lead to severe anxiety or even depression, which could ruin their

mental well-being. Negative emotions hinder their learning, but positive emotions help

students learn and do better in school (Bergin et al., 2012). It is crucial for teachers and

parents to remain aware that, having meaningful and safe connections to caring adults does

not only foster positive emotions but is also a protective factor against negative emotions,

including mental distress which can lead to suicide (Lazarus et al., 2012).

ITEM INDICATORS MEAN Standard RESULT

SCORE Deviation INTERPRETATION
5 I accept my 2.41 1.08 Moderately Strong
shortcomings gracefully. Mental Well-Being
1 For no apparent reason, I 2.62 0.92 Moderately Strong
get anxious easily. Mental Well-Being
10 My study concentration 2.97 1.22 Moderately Strong
is not distracted by the Mental Well-Being
problems I am facing.
3 I am not a person who 3.21 1.23 Moderately Strong
panics easily over Mental Well-Being
unfinished tasks.
4 I have a good memory, 3.41 1.07 Moderately Strong
not bothered by the Mental Well-Being
problems I am facing.
Table 8. The table above indicates the lowest mean scores of data gathered based on
the students’ mental well-being.
 The table shows the lowest mean scores of the respondents pertaining to their insights

about their mental well-being. Based on the results, the respondents suffer moderately strong

mental well-being in accepting their shortcomings gracefully with the mean score of

3.41(SD=1.07). The respondents also suffer moderately strong mental well-being in getting

anxious easily for no apparent reason with the mean score of 3.21(SD=1.23). The

respondents also experience moderately strong mental well-being from the indicator “my

study concentration is not distracted by the problems I am facing” with the mean score

2.97(SD=1.22). The respondents experience moderately strong mental well-being with the

indicator “I am not a person who panics easily over unfinished tasks” with the mean score

2.41(SD=0.92). The respondents also experience moderately strong mental-being from the

indicator “I have a good memory, not bothered by the problems I am facing” with the mean

score of 2.41(SD=1.08).

Being emotionally vulnerable can influence the physical, and spiritual state of

someone. Students' psychological suffering manifests itself in a variety of ways, including

sadness, anxiety, stress, and sleep disturbances (Milojevich and Lukowski, 2016).

The Pearson-r correlation was used by the researchers to determine the substantial
association between academic stress and respondents' mental well-being. Because the goal of
this study is to determine the relationship between the two variables being assessed, this
statistical technique is appropriate for solving the problem. Its goal is to find out how
academic stress affects the mental health of Grade 12 HUMSS students.
ACADEMIC STRESS

ACADEMIC STRESS Pearson Correlation 1

Sig. (2 tailed)

N 34

Table 9 to be continued on the next page.

 MENTAL WELL-BEING Pearson Correlation 0.053

Sig. (2-tailed) 0.765

N 34
Continuation of Table 9.
Table 9. The table shows the relationship between academic stress and mental well-being of
students.
According to the table above, there is no substantial relationship between academic

stress and student mental well-being. This shows that students' mental health is unaffected by

academic stress. The results do not imply that if you are academically stressed, it will affect

your mental well-being. This result is in line with Malarvili and Dhanapal's (2018) findings,

which revealed no significant relationship between the two factors studied. Academic stress

has little impact on most students. There is no link between academic stress and mental

health, as seen in the table above.

According to the findings, there is insufficient data to establish that there is a

statistically significant association between students' academic stress and their mental well-

being. In this investigation, the null hypothesis is accepted. In contradict to the study of

Sydney-Agbor et al. (2018), wherein it was identified that there is a significant inverse

relationship between academic stress and mental wellbeing of students. The results also

contradict to the study of Mostafei (2012), wherein it was stated that academic demands such

as studying effectively to pass examinations and difficulty in understanding certain

textbooks , a lack of lecture hall, some lecturer’s attitudes towards their students and lectures,

financial difficulties in obtaining the necessary materials for effective learning on the part of

some students, and so on, can all have negative effects on students’ mental well-being. It also

contradicts to the study of Malik et al. (2020), wherein it was stated that if the stress level is

high for an extended period, it may lead to greater mental academic problems in the future, as

well as a negative impact on the respondents’ mental well-being.

 Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

The purpose of this research is to answer concerns about the study "The Impact of

Academic Stress on the Mental Well-Being of Grade 12 HUMSS Aristotle Students." First,

this study aims to measure the respondents' level of academic stress. Second, the goal of this

survey is to figure out how happy the respondents are. Finally, this research aims to

investigate if there is a link between academic stress and student mental health.

Summary

The independent variable in this study was the respondents' academic stress. The

researchers used questionnaires to determine the level of academic stress among the students.

The researchers then ranked the top five (5) highest mean scores of academic stress and the

top five (5) lowest mean score. Based on the responses, the indicator that received the

highest mean score is “fear of failing an examination” with the mean score of 3.82(0.10)

which interprets to very stressful. The indicator with the lowest mean score is “lecturer’s

teaching abilities” with the mean score of 2.24(0.78) which interprets to slightly stressful.

The general mean score of the independent variable is 2.77 which interprets to stressful

which means that the respondents are stressful with their academic responsibilities.

The study's dependent variable is the mental health of the students. The researchers

also used survey questions to collect the information needed to measure the respondent's rate

of mental health. The researchers also ranked the top five (5) highest mean score as well as

the top five (5) lowest mean score. According to the survey results, two indicators achieved

the highest mean score of mental well-being. These indicators are “with my abilities, I

believe I can achieve my goals” with the mean score of 4.12(0.73) and “religious differences

do not prevent me from making friends” with the mean score of 4.12(0.95) which both
interprets to weak mental well-being. The indicator which achieved the lowest mean score is

“I accept my shortcomings gracefully” with the mean score 2.41(1.08) which interprets to moderately

strong mental well-being. The general mean score of the mental well-being is 3.55 which interprets to

weak mental well-being. This means that the rate of the respondents’ mental well-being is weak.

There is no significant relationship between academic stress and mental well-being

among the respondents. The findings support the null hypothesis, which argues that there is

no substantial relationship between academic stress and respondents' mental health. The

respondent's mental health is unaffected by the level of academic stress among students,

whether it is high or low. The results do not imply that if you are academically stressed, it

will affect your mental well-being.

Conclusion

As the results shows, the respondents are stressful with their academic

responsibilities. The results show that the students suffer more academic stress during exams

because of their fear of failing the exams. Meanwhile, the respondents suffer less stress with

their lecturer’s teaching abilities. Therefore, this research study concludes that the

respondents are academically stressed.

Based on the results gathered by the researchers, it shows that the respondents’ mental

well-being is weak. The results show that the respondents’ mental well-being can be more

affected with their abilities to achieve their goals and whether their religious differences

prevent them from making friends. Meanwhile, the respondents’ mental well-being can be

less affected by how they accept their shortcomings. Therefore, this research study concludes

that the respondents’ mental well-being is weak.

The researchers, however, discovered no significance based on the results of this

study's correlation. This indicates that there is insufficient evidence to prove and establish the
association between the two variables. Furthermore, the researchers conclude that there is no

significant relationship between academic stress and mental well-being.

Recommendation

The findings of this study showed that fear of failing examinations can be a major

stressor among the students. Therefore, the researchers recommend teachers to dig into their

student’s stress level during examinations. This could help them lessen the stress that they are

suffering during this certain period. The researchers also recommend that the students will

give more attention on proper time management for their future examinations and study

earlier before their exams to prevent stress during the examination period.

It was determined by the researchers that mental well-being of the respondents is

weak. The researchers recommend that the respondents will practice healthy coping

mechanisms to make their mental well-being much stronger. Coping mechanisms such as

valuing yourself and taking care of your own can be a good start in making the respondents’

mental well-being stronger.

The findings of this study revealed that there is no substantial link between academic

stress and respondents' mental health. Therefore, the researchers recommend the future

researchers to look for other variables that can be related to the mental health of the

respondents.
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APPENDICES