Academic Stress and Students’

Mental Health

MEMBERS:
Guirit, Barbie Pacatang, Justine Nicole
Camposo, Liza Solis, Uriel
Mangadang, Jessa Mae
 This study investigated the significant relationship between
students’ academic stress and mental health.
 162 respondents
 The researcher’s utilized the descriptive-correlational design.
 Stratified survey questionnaire was used to gather the data.
Statistical Treatment:
 Weighted Mean, Percentage, Spearman Rho, and t-test for
significant relationship.
1. Students’ Academic Stress
Statements Weighted Interpretation
Mean
1. I am confident that I will be a successful student. 1.75 Not Stressed
Shown in table 1 the statement
“Teachers have unrealistic 2. I am confident that I will be successful in my future career. 1.82 Least Stressed

expectation of me” got the

3. I can make academic decision easily. 2.33 Least Stressed
highest weighted mean value of
2.53 which is interpreted as 4. The time allocated to classes and academic books is enough. 2.43 Least Stressed

“Least Stressed”. Moreover, the

5. I have enough time to relax after school. 2.41 Least Stressed
statement “I am confident that
I will be a successful student” 6. My teachers are critical of my academic performance. 2.22 Least Stressed
got the lowest weighted mean
value of 1.75 which is 7. I fear failing my subjects this year. 1.90 Least Stressed

interpreted as “Not Stressed”.

8. I think that my worry of examination is a weakness of character. 2.07 Least Stressed

9. Teachers have unrealistic expectation of me. 2.53 Least Stressed

10. The size of curriculum workload is excessive. 2.23 Least Stressed

 11. I believe that the amount of work assignments is too much. 2.35 Least Stressed

12. I am unable too catch up if getting behind in the work. 2.29 Least Stressed

Overall, it can be seen that 13. The unrealistic expectation of my parents stress me out. 2.44 Least Stressed
the average weighted mean
value is 2.22, which is 14. Competition with my peers is quite intense. 2.45 Least Stressed

described as “Least
15. The examination questions are quite difficult. 2.28 Least Stressed
Stressed”
16. Examination time is short to complete the answer. 2.31 Least Stressed

17. Examination time are very stressful for me. 2.15 Least Stressed

18. Even if I pass my exams, I’m worried about getting a job. 1.97 Least Stressed

AVERAGE WEIGHTED MEAN 2.22 Least Stressed

 Range Frequency Percentage Interpretation
1.1 Verbal Interpretation on Students’
Academic Stress
4.20 – 5.00 0 0% Very Much Stressed
It showed that most students 3.40 – 4.19 1 0.62% Moderately Stressed
identify themselves as “Least
Stressed” with the highest 2.60 – 3.39 13 8.02% Slightly Stressed
frequency of 135 or 83.33% in 1.80 – 2.59 135 83.33% Least Stressed
the range of 1.80-2.59. Mean-
while, none of the respondents 1.00 – 1.79 13 8.02% Not Stressed
got the range 4.20-5.00 which is
describe as “Very Much Stressed”.
 Statement Weighted Interpretation
2. Students’ Mental Health Mean
1. I have little interest or pleasure in doing school works. 2 Good Mental Health
Status
2. I am feeling down, depressed, or hopeless in my 2.44 Good Mental Health
academic performance. Status

Shown in table 2 the statement “I 3. I have trouble falling, staying asleep, or sleeping too 2.30 Good Mental Health
much. Status
am feeling nervous when taking
the exam” got the highest 4. I am feeling tired or have little energy in doing school 2.30 Good Mental Health
weighted mean value of 2.60 works. Status

which is interpreted as “Mild
Mental Health Concern”.
Moreover, the statement “I am
worrying too much about my
grades” got the lowest weighted
mean value of 1.98 which is
interpreted as “Good Mental
Health Status”.
5. I am feeling nervous when taking the exam. 2.60 Mild Mental Health
Concerns
6. I am worrying too much about my grades. 1.98 Good Mental Health
Status
7. I am not able to concentrate on studying. 2.38 Good Mental Health
Status
8. I feel afraid that something awful might happen while 2.11 Good Mental Health
doing academic performance. Status

9. I have trouble relaxing. 2.41 Good Mental Health

Status

10. I feel bad about myself as if I’m a failure or have 2.12 Good Mental Health
disappointed myself or my family. Status

Overall, it can be seen that
the average weighted mean
value is 2.28, which is
described as “Good Mental
Health Status”
11. I am not able to stop or control worrying about my grades. 2.30 Good Mental Health Status
12. I am being so restless that it’s hard to sit still. 2.44 Good Mental Health Status
13. I have guilty feelings if I relax and do nothing. 2.15 Good Mental Health Status
14. I am afraid to ask questions to teachers. 2.27 Good Mental Health Status
15. I am moving or speaking so slowly that other people could 2.39 Good Mental Health Status
have noticed; being so fidgety or restless that I have been moving
around a lot more than usual.
16. I have a poor appetite or overeat. 2.49 Good Mental Health Status
17. I have thoughts of hurting myself in some way. 2.59 Good Mental Health Status
18. I become easily annoyed or irritable in school. 2.40 Good Mental Health Status
AVERAGE WEIGHTED MEAN 2.28 Good Mental Health Status
 Range Frequency Percentage Interpretation
2.1 Verbal Interpretation on
Students’ Mental Health Status 4.20 – 5.00 0 0% Severe Mental Health
Concerns
3.40 – 4.19 1 0.62% Moderate Mental Health
It showed that most students
Concerns
identify themselves as “Good Mental
Health Concerns” with the highest 2.60 – 3.39 30 18.52% Mild Mental Health
frequency of 119 or 73.46% in Concerns
the range of 1.80-2.59. Mean- 1.80 – 2.59 119 73.46% Good Mental Health
while, none of the respondents Concerns
got the range 4.20-5.00 which is 1.00 – 1.79 12 7.41% Optimal Mental Health
describe as “Severe Mental Health Concerns
Concerns”.
VARIABLE 𝛒 COMPUTED CRITICAL DECISION INTERPRETATI
VALUE VALUE ON

Students’ 0.31 0.15 Reject Ho Significant

Academic Stress
and Mental Health

There is strong correlational between students’ academic stress and mental health. At the 0.05
level of significance, the computed value of 0.31 is higher than the critical value of 0.15. The null
hypothesis will be disregarded because it demonstrates that students’ academic stress have an
impact on their mental health.
 CONCLUSION

Based on the findings of the study, the researchers

conclude that the students’ academic stress is related to
the students’ mental health. The rho computed value of
0.31 is greater than the critical value of 0.15. Thus, the
researchers reject the null hypothesis that it has been
revealed that there is significant relationship between
students’ academic stress and mental health.
 RECOMMENDATION
S
After a thorough investigation of the findings and conclusions of the study, the

researchers offer the following recommendations:

1. The school community must be aware of the warning signs and symptoms

so they can assist students who may be in need.

2. Strong open-door policies encourage students to approach any staff

member with concern since they feel secure and at ease doing so.

3. Host a Wellness Week focusing on various well-being themes to make

mental health and well-being the focal point of your school.

“Your present circumstances don’t determine
where you go; they merely determine where
you start.”

- Dr. Lauren Fogel Mersy