According to Pariat, et al.

[5], academic stress is a tangible product of a transaction between a student's cognitive

evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Republic of the Philippines

Department of Education
REGION V - BICOL
SCHOOLS DIVISION OF MASBATE CITY
MASBATE NATIONAL COMPREHENSIVE HIGH SCHOOL
MASBATE CITY
_______________________________________________________________________________________________________
____________________________
2 spaces

Note: Research title font size = 14

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

A study on the Stress management strategies among ABM students of

Masbate National Comprehensive High School

A Research Paper Presented to:

SAMSON G. CAPINIG

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

In partial fulfillment of the requirements in

Practical Research 1
2 spaces

Researchers:

ANGELYN R. BORADO
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

JILLIANNE G. IRENEA
EUNICE MISSY P. PANES
TRESHA MAE Q. OMBAJIN
ESTEVEN D. ZURBITO

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

March 2024 At the bottom of the page

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Background of the study

The academic journey of a student is a complex collaboration of learning, growth,

and challenges. Among these challenges is stress, that is a result of different factors that
pose significant hindrance. This is particularly true for students pursuing the
Accountancy, Business, and Management (ABM) track, given the demanding nature of
the learning curriculum.
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

In recent years, the issue of student stress has gained increased attention.
However, there is a need for more focused studies examining these issue within specific
student populations, such as ABM students. This study aims to explore the unique ways
in which ABM (Accounting, Business, and Management) students uses to manage their
academic and personal lives. It is a demanding program that requires students to juggle
multiple tasks, including attending lectures, completing assignments, studying for exams,
and managing personal responsibilities.
The research is conducted through interviews, providing an in-depth look at the
students’ experiences, strategies, and challenges with the research question of: What are
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

the most effective strategies used by ABM students to cope with their stress. This study
involves conducting interviews with ABM students at Masbate National Comprehensive
High School to gather their perspectives on how they manage their time, finance,
academic workloads that’s resulting to stress. The expected outcome of this study is to
provide insights into the challenges faced by ABM students and the strategies they
employ to manage their workload effectively. The findings will help the students,
educators, and parent in certain matter such, helping students to know that their not
unique in their struggles and can ask guidance from the educators and parents. The results
of the study will also help teachers to cultivate their tactic in teaching, Moreover the
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

study’s result will bring a great impact in their personal life with their families, the result
will help each member of the family to understand what are their ABM companions are
going through and will be able to help them formulate a strategy to help and guide them
in any circumstances.
Understanding how these students navigate their unique strategies can provide
valuable insights to support their academic success and well-being. By focusing on a
specific school and academic track, this study hopes to provide a detailed pictures of the
realities faced by ABM students. The findings would be instrumental in informing

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

strategies and interventions to support these students, contributing to a healthier and more
supportive learning environment.

Statement of the Problem

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Ideally, students in the Accountancy, Business, and Management (ABM) track

would be able to manage their academic responsibilities effectively, balancing their
workload with personal commitments and self-care. They would also have the financial
resources necessary to cover educational expenses without undue stress.
However, the reality is that these students often experience significant stress,
which can have serious implications on their academic performance, mental health, and
overall well-being. If not properly managed, this stress can become overwhelming and
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

harmful. Several factors contribute to this stress reality. Poor time management often
leaves students feeling overwhelmed as they juggle academic and personal commitments.
Extreme workloads, a common experience for ABM students, that can intensify this
issue, leaving little time for relaxation or self-care.
Financial factors, including the costs of materials used in specialized subjects and
school-related expenses, that adds’ additional stress level to students.This research aims
to explore these factors and their impact on ABM students’ stress levels, with the goal of
answering the following ;

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

1. How ABM students’ manage their stress?

2. What factor/s hinders them the most?
3. What subject/s releases more stress levels than others?
4. How to improve their stress management?

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Scope and delimitation

The proponents conducted an interview for the Accountancy, Business and Management
students (ABM) at the Masbate National Comprehensive High School involving ____
number of ABM students participated in the interview. The subjects answers the question
from the interviewer and stated their struggles in daily living as an ABM student. The
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

proponents only interviews the students as for they’re the subjects for the research,
however some may argue that the proponents should also interviews the parents and
teachers on what’s their observation in their children. By conducting the additional
interview the proponents will be able to present the life and struggle of the students in
different perspective.

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Significance of the study

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

The study helps the learners to understand that they are not alone in facing the challenges
and helps understand each other it can provide them with strategies to cope with their
academic stress, time management, finance, and academic overload.
As for the educators the study will help them understand students and their struggles this
will allow them to formulate and foster a new and effective tactics to suit students
personalities and management overtime, this will create a new and effective learning
harmony inside the school.

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

This study also benefits the parents to understand their child’s struggle in turn the parents
will be able to help them in different situation when needed. This study will help parents
to understand what their children are going through. It can guide them in providing the
necessary support, be it emotional, academic or motivational. It can also foster better
communication between parent and children about academic struggles and mental health
problems. On the other hand, this study will serve as a tangible resource for future
researchers and will guide them in conducting a study pertaining to this topic for
particular students.

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

The goal of stress management is to learn how to control our stress and turn it into
a strength. We need to determine the ideal level of stress that will individually motivate

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

but not overwhelm each of us. Excessive stress can leave us feeling "tied up in knots."
Insufficient stress serves as a depressant and can leave us feeling bored or depressed.
According to Mahisha Suramadhini (2013), stress management can be defined as
interventions designed to reduce the impact of stress in the work place. These can have an
individual focus, aimed at increasing an individual’s ability to cope with stress.
(Brobbey, 2020) discovered that academic stress could be controlled to enhance
students’ performance. His study discovered that by educating students on how to manage
stress, staying focus, having enough rest, exercising a lot and effective time management
can help to manage stress in order to enhance students’ academic performance.
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Stress as an emotional pressure suffered by someone resulted to different behavior

and responses depending on what extent of challenges they experienced. There were
different changes in the mood and interactions with others of those experiencing stress.
Stress students have lack of motivation to take notes of the lessons resulted to difficulties
in reviewing for the exams and low scores. Stress resulted to delayed submission of
assignments, affecting the total scores in the output submitted in every subjects. And
students cannot finish their projects on time. (Acosta and et al)
According to Masong and et al(2022), numerous students struggled and were
rarely able to accept the knowledge and skills acquired in school to everyday situations.
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Accountancy, Business and Management or ABM is one of the academic tracks. Part of
the K-12 basic education curriculum. A strand focuses the basic concept of business
world. One of the specialized subjects in ABM is the Fundamental of Accountancy,
Business and Management. It was stated that the main objective of Fundamentals of
Accountancy, Business and Management (FABM)subject is to help student develop skills
for accounting. And help build analytical skills and apply in-depth knowledge throughout
the process.
Academic performance is one of the most vital considerations among students in
high school level. The academic performance can be illustrated by grade-weighted
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

average (GWA). Despite living in the millennium area where education is accessible to
all, there are still some differences in performance among the students. Several studies
identified internal and external factors associated with academic performance. Stress is
one of the factors that has negative effect on the mastery of the academic curriculum. It is
a process by which we perceive and cope with environmental threats and challenges. A
student can be stressed due to different reasons or stressors such as the academic,
financial problem, health problem or loss of close family member or friend. Stress in
academic situation can have both positive and negative consequences. Stress can inhibit

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

and suppress learning, which is called ‘unfavorable stress’ and is associated with
inhibition of students’ academic performance. (Bernal, 2019)
According to Pariat, et al. [5], academic stress is a tangible product of a
transaction between a student's cognitive evaluation and environmental stressors or
expectations associated with academic contexts. Anxiety, inefficient time. management, a
lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social
activities, and other variables that students perceive as risks to their academic success are
among the possible stressors [6] The study of Shaikh, et al. [7] found that academics and
examinations are the most common. sources of stress for pupils. Wilks [8] warned that if
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow According to Gbollie and Keamu [9], students'
academic performance varies at different levels because they are driven by motivation.
Students are equipped with varied abilities because they came from various institutions
that provide distinct training. Hence, students' academic performance varies at different
levels because they are driven by motivation. Some pupils excel academically, while
others struggle, and still others are ordinary Akman [14] further noted that classroom
stress is caused by both failure and disappointed expectations. As a result, if problems or
conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress Kosir [21] highlighted that a breakdown of the
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

equilibrium between the cognitive-emotional- environmental system and external

influences is defined as stress. These external circumstances also contributed to the
cognitive and emotional system's equilibrium, depending on an individual's performance
capacity (e.g., coping resources) at the time Latsch [20] highlighted Lazarus and Folkman
[23] notion that small and insignificant happenings in everyday life might induce stress.
If this is the case, teachers should recognize that students are caught up in their everyday
struggles and be more attentive to their feelings According to Malach-Pines and Keinan
[27], stress is the awareness of inconsistency between external burdens (stressors) and a
person's ability to meet particular obligations According to Jain and Singhai [16],
students are routinely acclimated in a way that makes them fearful of enduring various
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

problems because the focus is solely on academics rather than the mental evolution
According to Pariat, et al. [5], academic stress is a tangible product of a transaction
between a student's cognitive evaluation and environmental stressors or expectations
associated with academic contexts. Anxiety, inefficient time. management, a lack of
rewarding extracurricular activities, financial troubles, sleep deprivation, social activities,
and other variables that students perceive as risks to their academic success are among
the possible stressors [6] The study of Shaikh, et al. [7] found that academics and
examinations are the most common. sources of stress for pupils. Wilks [8] warned that if
a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow According to Gbollie and Keamu [9], students'
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

academic performance varies at different levels because they are driven by motivation.
Students are equipped with varied abilities because they came from various institutions
that provide distinct training. Hence, students' academic performance varies at different
levels because they are driven by motivation. Some pupils excel academically, while
others struggle, and still others are ordinary Akman [14] further noted that classroom
stress is caused by both failure and disappointed expectations. As a result, if problems or
conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress Kosir [21] highlighted that a breakdown of the
equilibrium between the cognitive-emotional- environmental system and external
influences is defined as stress. These external circumstances also contributed to the
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

cognitive and emotional system's equilibrium, depending on an individual's performance

capacity (e.g., coping resources) at the time Latsch [20] highlighted Lazarus and Folkman
[23] notion that small and insignificant happenings in everyday life might induce stress.
If this is the case, teachers should recognize that students are caught up in their everyday
struggles and be more attentive to their feelings According to Malach-Pines and Keinan
[27], stress is the awareness of inconsistency between external burdens (stressors) and a
person's ability to meet particular obligations According to Jain and Singhai [16],
students are routinely acclimated in a way that makes them fearful of enduring various
problems because the focus is solely on academics rather than the mental evolution of a
go-getter. As a result, positive reinforcements should be offered to pupils in order to drive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

them in theiracademic pursuits. Dimitrov [17] also emphasized that the students' welfare
should be given top priority, withfood, exercise, employment, and recreation being some
of the areas to concentrate on. However, Yates [2] believed that the correct amountof
stress is an important part in anyone's life who wants to remain vibrant. Stress is managed
rather than avoided. Likewise, Ivancevich and Matteson [3] indicated that stress does not
always lead to a drop in performance. They claimed that there is a certain amount of
stress that may be tolerated in order to achieve good results Organization is very
important in academic life for dealing with stress (Sinha, 2014). By keeping academic
notes organized, turning in assignments on time, and keeping track of all deadlines, stress
can be reduced to a great extent Proper time management is one of the most effective
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

stress-relieving techniques (Macan et al., 1990). Whether it's relaxation, work or study,
time must be spent wisely. Students must be able to design and stick to a timetable.
Choose a relaxing break between work and study, even if it's just taking out time to
breathe. Developing a schedule and managing time properly indicates goals and
priorities. Always students should try to plan ahead and avoid procrastination, and then
they can manage stress effectively

Enter
Write to Practical Research group
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

a go-getter. As a result, positive reinforcements should be offered to pupils in order to

drive them in theiracademic pursuits. Dimitrov [17] also emphasized that the students'
welfare should be given top priority, withfood, exercise, employment, and recreation
being some of the areas to concentrate on. However, Yates [2] believed that the correct
amountof stress is an important part in anyone's life who wants to remain vibrant. Stress
is managed rather than avoided. Likewise, Ivancevich and Matteson [3] indicated that
stress does not always lead to a drop in performance. They claimed that there is a certain
amount of stress that may be tolerated in order to achieve good results Organization is
very important in academic life for dealing with stress (Sinha, 2014). By keeping
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

academic notes organized, turning in assignments on time, and keeping track of all
deadlines, stress can be reduced to a great extent Proper time management is one of the
most effective stress-relieving techniques (Macan et al., 1990). Whether it's relaxation,
work or study, time must be spent wisely. Students must be able to design and stick to a
timetable. Choose a relaxing break between work and study, even if it's just taking out
time to breathe. Developing a schedule and managing time properly indicates goals and
priorities. Always students should try to plan ahead and avoid procrastination, and then
they can manage stress effectively

Enter
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Write to Practical Research group

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive
evaluation and environmental stressors or expectations associated with academic contexts. Anxiety, inefficient time.
management, a lack of rewarding extracurricular activities, financial troubles, sleep deprivation, social activities, and
other variables that students perceive as risks to their academic success are among the possible stressors [6]

The study of Shaikh, et al. [7] found that academics and examinations are the most common. sources of stress for
pupils.

Wilks [8] warned that if a student fails to manage successfully one's academic. stress, substantial psychosocial and
mental health implications could follow

According to Gbollie and Keamu [9], students' academic performance varies at different levels because they are driven
by motivation. Students are equipped with varied abilities because they came from various institutions that provide
distinct training. Hence, students' academic performance varies at different levels because they are driven by
motivation. Some pupils excel academically, while others struggle, and still others are ordinary

Akman [14] further noted that classroom stress is caused by both failure and disappointed expectations.

As a result, if problems or conflicts arise in the classroom, such as those between teachers and students, there will be
enough anxiety to cause classroom stress

Kosir [21] highlighted that a breakdown of the equilibrium between the cognitive-emotional- environmental system
and external influences is defined as stress. These external circumstances also contributed to the cognitive and
emotional system's equilibrium, depending on an individual's performance capacity (e.g., coping resources) at the
time

Review of Related Studies

According to Pariat, et al. [5], academic stress is a tangible product of a transaction between a student's cognitive