CHAPTER II

REVIEW OF RELATED LITERATURE

A research project undertaken, organized, and executed by the following team members: Diaz, De Ocampo, Miranda,

Ojos, Tacal, Tejada, and Vallejos.

INTRODUCTION

The following literature review dives into the qualitative review of literature that aims to explore qualitative

research on the academic pressure and stress that students deal daily in their school lives, affecting their mental health.

By testing the different and exploring different qualitative studies, this literature review seeks to know and explore the

different emotions and experiences of Grade 7 students in Caloocan City Science High School.

Furthermore, students may experience stress in various other aspects of life. This includes a variety of causes such

as major life changes, academic pressure, family issues, and the physical and mental health of us individuals.

SEARCH STRATEGY

The search was conducted using Google Scholar, ERIC, and ResearchGate, employing the keywords "academic

pressure," "stress," "high expectations," "family problems," "comparison and competition," and "time management." The

purpose was to gather relevant literature on the effects of academic pressure, stress management strategies, the impact

of high expectations on students, the role of family problems in academic performance, the influence of comparison and

competition, and the importance of time management. The search aimed to obtain comprehensive information from

scholarly sources to support the understanding of these factors and their implications for student well-being and

academic success.
 STUDY SELECTION

The study selection aimed to focus on the impact of stress on grade 7 students at Caloocan City Science High

School. Selected studies explored various factors that contribute to student stress, including homework, social life,

academic recognition, perceived parental pressure, college applications, and heavy workloads.

DATA EXTRACTION

After conducting comprehensive academic research, we have identified five main stressors that are frequently

encountered by students:

• Academic Pressure: Students, especially in esteemed educational institutions with rigorous standards, often encounter

the challenge of keeping pace with their fellow students to fulfill the expectations of their parents, classmates, teachers,

and themselves.

• Time Management: Numerous students struggle to effectively organize their schedules, particularly when confronted

with stringent deadlines established by their teachers. Insufficient time management skills and the pressure to meet

assignment deadlines contribute to heightened levels of stress.

• High Expectations: Students frequently set lofty expectations for themselves, aspiring to achieve outcomes that may

surpass their capabilities. When they fail to meet these expectations, they may experience dissatisfaction and additional

stress in their endeavors to meet the standards set by others, including parents and fellow students.

• Comparison and Competition: Within competitive educational settings, students may engage in self-comparison and

strive to outperform their fellow students academically or in other domains. This ongoing comparison and competition

can induce stress as students endeavor to excel and fulfill societal expectations.

• Family Problems: Student stress extends beyond academic and school-related activities; personal life circumstances

also significantly impact their well-being. Many students grapple with family problems, such as health issues, financial

challenges, and separation, which can profoundly affect them and contribute to stress levels.
 SYNTHESIS OF FINDINGS

In summary, the synthesis of findings from academic sources indicates that students commonly experience stress

due to academic pressure, time management challenges, high expectations, comparison with peers, and family problems.

These stressors have been consistently identified in research studies conducted across diverse educational contexts, and

their detrimental effects on student well-being are well-documented.

Understanding and addressing these stressors is crucial in promoting students' mental health and overall well-

being. By providing support mechanisms, teaching effective time management skills, promoting realistic expectations,

fostering collaboration rather than excessive competition, and offering resources to assist students in managing personal

challenges, educators can help alleviate student stress and create a conducive learning environment.

CONCLUSION

The qualitative review of the literature reveals that academic pressure is a significant issue affecting students

worldwide. This literature review aimed to explore the impact of academic pressure on students' well-being and

academic performance. The findings revealed that high levels of academic pressure can lead to various negative

outcomes, including stress, anxiety, burnout, and even physical health problems. Additionally, academic pressure can

adversely affect students' motivation, creativity, and overall learning experience.

Several factors contribute to academic pressure, such as high expectations from parents, teachers, and society,

competition among peers, excessive workload, and the pursuit of academic excellence. Moreover, the prevalence of

standardized testing and the emphasis on grades and rankings further intensify academic pressure.
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