CHAPTER I

The Problem and its Setting

INTRODUCTION

Nowadays many of the students face problems regarding on how

to manage the stress they encountered in their daily lives. It an be seen

that those pressure is already part of themselves but there is a need for

such investigation on how to address that kind of pressure and mitigate

the possible worst outcome. This study examines the different common

pressure experienced by the 1st year criminology students and determine

its significant impact to the well-being of the students by provide valuable

insight and ideas in academic setting.

Pressure or stress is inevitable and unfortunately it produces

headache, neck crick and causes many health problems that include

depression, anxiety, heart disease and stroke. In their stay in the college

environment, they need to cope with the standards of higher education –

the fast-paced teaching-learning conditions and procedures. Anything that

poses a challenge or threat to wellbeing undermine both mental and

physical health (Guevarra & Cimanes 2017). The Bottom-Line Excessive

levels of academic pressure on students can lead to issues such as

depression, anxiety, stress, and physical conditions like fatigue. (Vallejo,

M.2023).

Challenging situations can lead to positive outcomes such as

motivation and improved task performance (Rheinberg & Engeser, 2018)

while threatening ones or distress can result in anxiety, depression, social

dysfunction and even suicidal intention (Tang, Byrne, & Qin, 2018). Along

with the enhancements during the scientific era and the speedy

development of information, competitiveness among people has become

increasingly robust, as a consequence, people have become busy and

demanding, and thus, stress is a natural consequence. Albeit appropriate

stress is a juncture for self - growth, it is also a drive for people to

headway keenly. It not merely affects our thoughts and feelings but our

actions as well. However, overstress causes problems and discomfort,

and can have severe effects on people. Precisely, students face stress

when they enter an entirely new world of the education professionals.

Their transition from high school to college and their awareness of

strict adherence to grade requirements need to be looked into as

contributors to their pressure. There is also the realization that this crucial

stage in their tender years may make or break their tomorrows and

equally this pressure is exacerbated by their desperate aspiration to be

freed from the bondage of poverty. Being recipients of opportunities and

scholarships which they would not wish to squander, these students are

given a heavy load of responsibilities together with community and

parental expectations and social concern. Looking into these perceived

pressures as experienced by the respondents, the researchers wish to

delve deeper, and infer if these perceptions of pressure are real and,

consequently, recommend, based on the findings, ways by which their

pressures may be alleviated (Carlos J. et al 2020).

 The academic rigor and increased independence can often lead to

high levels of stress and pressure among first-year criminology students.

This research aims to explore the common pressure experiences faced by

first-year criminology students, identify potential solutions to alleviate

these pressures, and emphasize the importance of addressing these

issues within the academic setting. Potential solutions to alleviate these

pressures, and emphasize the importance of addressing these issues

within the academic setting.

Against this backdrop, there is a pressing need to conduct a

comprehensive study to assess the effects of common pressure

experienced to the 1st year criminology students of South East Asian

Institute of Technology. While existing literature provides valuable insights

into the broader implications of common pressure experienced of students

in terms of family, peer, and social pressure, there remains a significant

research gap concerning its specific effects within academic setting. By

addressing this gap, this study aims to contribute to the body of

knowledge on common pressures experienced and provide actionable

recommendations for curriculum planner, teachers, parents, deans, the

community and future researchers to navigate the challenges and

capitalize on the effects brought by common pressure in 1 st year

Criminology students
STATEMENT OF THE PROBLEM

Generally, this study aims to examine the effect of common

pressure experienced to the 1st year criminology students specifically:

1. To know the common pressure experienced among first year

criminology student in terms of:

1.1 Family Pressure

1.2 Peer Pressure

1.3 Social Pressure

2. To know the impacts of such pressure to their well-being in

terms of:

2.1 Physical Aspect

2.2 Behavioral Aspect

2.3 Mental Aspect

[Link] there a significant relationship between common pressure

experience among criminology students and its effect to their well-being?

Hypothesis

(Ho): There is no significant relationship between common pressure

experiences among first-year criminology students and its effects to their

well-being.

(Ha): There is a significant relationship between common pressure

experiences among first-year criminology students and its effects to their

well-being.
SCOPE AND THE DELIMITATION

The scope of this study encompasses an in-depth investigation into

the effect of common pressure experienced among 1 st year criminology

students of South East Asian Institute of Technology. The study will also

focus on common pressure of the student and its effects in physical,

behavioral, and social aspect within the academic setting.

However, certain delimitations constrain the study's breadth and

generalizability. Firstly, findings may not be widely applicable beyond the

context of the institution, limiting the generalizability of the results to the

schools in other regions. Additionally, limitations such as sample size

constraints, religious involvement and external factors that may impact the

depth and comprehensiveness of the study's analysis. Despite these

constraints, the study aims to provide valuable insights into the dynamics

of common pressure and its implications to the 1 st year criminology

students.

SIGNIFICANCE OF THE STUDY

This study will be beneficial to the following:

To the teachers. The study may be a good basis towards the

teacher for them to be able to plan and will give idea to the teachers on

how they will give interventions in case if there will be the same problem.

To the Deans. The findings of the study may be of great help

towards the planning of the school in achieving the best performance of

the students and for them to plan a specific program to alleviate this kind

of problem face by the students.

 To the Parents. The findings of the study will give idea to the

parents on how they will be part of the solution towards the performance

of their children.

To the Community. The findings of the study will give idea to the

community on how to solve or give solution towards the problem when it

comes to social aspect.

To the Students. The study can validate the experiences of

students and help them feel understood and supported in their academic

journey. It can equip students with coping strategies and resources to

manage pressure effectively and prioritize their well-being.

To the Researcher. The study can contribute valuable data and

insights to the existing body of research on student well-being and

pressure experiences in the field of criminology education. It can inspire

further research on the topic, leading to a deeper understanding of the

factors influencing student well-being and academic success.

To the Future Researcher. Future researchers can build upon the

findings of this study to explore different aspects of pressure experiences

among criminology students or delve into other student populations. They

can use the study as a reference point for developing new research

methodologies and interventions to support student well-being in

academic settings.
DEFINITION OF TERMS:

The following terms are defined operationally, to help with and

improve comprehension of this study:

Criminology. A study of criminal behavior and crime informed by

principles of sociology and other non-legal fields, including psychology,

economics, statistics, and anthropology.

Pressure. to attempt to convince someone into doing something,

or to place something or someone in a difficult situation.

Behavioral Aspect. Refers to the observable actions and

reactions of an individual in response to various stimuli or situations.

Family Pressure. refers to the influence or expectations that family

members place on a person to behave, think or at in the certain way.

Physical Aspect. Refers to the tangible and visible characteristics

of an individual, including their physical appearance, health and bodily

functions. It can also include the impact of physical health on mental well-

being and overall quality of life.

Peer Pressure. Refers to the influence of peers or people in the

same age group on an individual’s behavior, belief and attitude. Peer

pressure can be both positive, encouraging healthy and constructive

behavior, and negative, leading to risky or harmful behavior.

Social Aspect. Refers to the interactions and relationships that

people have with others in community or society.

 Social Pressure. Refers to the implicit or direct expectations and

influences that society or community places on individuals to conform to

certain standards or norms.

Students. a person who is studying at South East Asian Institute of

Technology.
 CHAPTER II

Review of Related Literature

This chapter includes the ideas, finished thesis, generalization or

conclusion, methodologies and others. Those that were included in this

chapter helps in familiarizing information that are relevant and familiar to

the present study.

Family pressure

Parental participation and learning effect how parents treat their

children, as well as how they handle their children's habits and cognitive

processes. This, in turn, shapes their children's performance and

behaviors toward them. As a result, the parent-child relationship is

dependent on the parents' attitudes, understanding, and perspectives.

When parents have positive views, the relationship between them and

their children will be considerably better than when they have negative

attitudes. Parents respond to unpleasant emotions in a variety of ways,

which can be classified as supportive or non-supportive (Atolagbe, A. et

al.2019). Parents' supportive reactions encourage children to explore their

emotions by encouraging them to express them or by assisting them in

understanding and coping with an emotion-eliciting scenario. Non-

supportive behaviors, such as downplaying the kid's emotional

experience, disciplining the child, or getting concerned by the child's

display, transmit the child the message that expressing unpleasant

emotions is inappropriate and unacceptable (Descals-Tomás A. et al.

2021). Supportive parental reactions to unpleasant emotions in children

have been linked to dimensions of emotional and social competence,

such as emotion comprehension and friendship quality. Non-supportive or

repressive parental reactions, on the other hand, have been connected to

a child's stored negative affect and disordered behaviors during emotion-

evoking events, probably due to an inability or unwillingness to

communicate unpleasant sentiments (Abbas J, Sagsan M. 2019).

The topic, impact of parental pressure on academic achievement

takes on greater significance in a teeming society, where education is a

passage to affluence and the desire to edge out others and get ahead is

keen. The pressurization from parents is more significant than from any

other source, because parents are the key figures in a child's life, and

they are his immediate providers and protectors. They provide the child

the sort of buffer he needs once in a while, for instance, the child needs

his parent's support when he is under stress due to the burdening

curriculum. Parent’s criticism and condemnation affect him profoundly. It

can make the child feel frustrated and less competent, and he may

develop an aversion to studies. Many psychiatrists and educationalists

agree that the rising psycho- somatic, learning, and behavior problems of

children can be attributed to a number of factors, the most important one

being the over-ambitious parents. Children suffer from depression and

severe anxiety especially when the examination time approaches

(Srivastava, A. 2017).

There are two types of family risk factors, soft and hard. Hard

factors are encountered in families with a weak family building structure,

parents are little to no educated at all, and of course, the family status

(economically) (Sparks, A. et al. 2021). Several studies have proved that

students of hard risk factors are more likely to encounter depression

(Ahsan, U. et al. (2020). Firstly, students from broken families have low

confidence in every aspect of life, and they are weak at handling

emotional breakdowns compared to students from complete and happy

families (Abbas J, Dogan E. 2022). Secondly, the university students born

in educated families, especially mothers (at least a college degree or

higher degree), are less likely to confront depression than the university

students born in families with little to no educated families. Secondly,

children born with educated mothers or mothers who at least have a

college degree tend to be less depressive than the children of less-

educated mothers (Jules, A. 2021). However, Parker et al (2021. and

Mahmood et al. (2020) stated a strong relationship between depression

and mothers with low literacy levels.

On the other hand, it couldn't prove the authentication of this

relationship in university students. Thirdly, university students who belong

to lower class families tend to have more unstable mental states and are

more likely to witness depression than middle or upper-class families.

Abbas J. (2020) said that there is no link between depression and

economic status. Their irrelevance can be because medical students

often come from educated and wealthy families and know their jobs are

guaranteed as soon as they graduate. Therefore, the relationship

between the hard family environment and depression can be known by

targeting a huge audience, and there are several factors to consider while

gauging this relationship.

The soft family environment is divided into clear factors (parenting

style example, family guidelines, rules, the parent with academic

knowledge, etc.) and implied factors (family norm, parent-child

relationship, communication within the family, etc.). The soft factor is the

key factor within the family that cannot be neglected while studying the

teenagers' mental state or depression. Families make microsystems

within the families, and families are the reason to build and maintain

dysfunctional behavior by multiple functional procedures (Flurry, L. 2021).

Amongst the soft family environmental factors, consistency and struggles

can be helpful while forecasting the mental health of teenagers. The youth

of broken families, family conflict, weak family relationships, and marital

issues, especially unhappy married life, are major factors for youth

depression (Coley, R. et al. 2021). Ruchkin et al. (2021) stated that

African Americans usually have weak family bonding, and their teenagers

suffer from depression even when controlling for source bias. Whereas,

few researchers have stated, family unity is the most serious factor while

foreseeing teenagers' depression. Eaton noted that extreme broken family

expressions might hurt emotionality and emotional regulation (Fu, Q. et al.

2022).

Peer pressure

Human development is affected by its socialization with other

people in the environment. Specifically, the academic achievements of

students are conjectured to be correlational by the support given by the

parents, the teachers and the peer of teenagers that affect their level of

academic performance. In general teenagers spend more time with peers.

Peer pressure is described to have a positive and negative impact among

individuals and even without effect to a person because peer pressure is

a continuous learning (Gulati, 2017).

Peer pressure often seems to have various effects toward the

student academic performance in school. It is how their peers affect them

whether in a positive or negative way. Teenagers need to seek comfort

from others that they found in the presence of their peers, and they are

not even aware on how their peers influence them academically

(International Journal 2019).

Studies show that the influence of peer groups among student can

boost their anxiety especially pertaining to their education (Kadir,

Atmowasdoyo & Salija 2018). The relationship within the group with its

peers are co-related with each other, hence the direction of this particular

relationship should be monitored where these relationships should go

considering all possible factors correlated within the group’s outcome.

Peer pressure faced by many teenagers of the society,

professionals understood the concept of peer influence that could affect

teenagers in a negative way which can be prevented by educating and

preparing teenagers to face the negative aspects caused by peer

pressure. Similarly, peer influence among teenagers does not directly

affect them in a negative way but it varies in how much and how the
students receive the climate of the peers coming from the group (Mosha,

2017). When a student is influenced and motivated by peers, he will

perform excellent at school and got good grades (Boechnke, 2018).

Getting the support needed coming from the peer group, student

tend to excel and exceed its capability and concentrate more pertaining to

his studies and do good in the academic tasks in school. Adolescence

gaining social support from its peers is an important factor to cope with

different problems and illnesses by letting go of emotions by talking

someone. Social support plays an important role for teenagers to lessen

the effects of stressful situations and stressors through the support of the

peers in the group. Despite the various studies conducted for

understanding the effects of peer group in student’s academic

performance, no one has yet understood the nature of peer effects among

students (International Journal, 2019).

Knowing how the teenagers interact with their peers and how they

interact with each other and how presence of peer group affects student’s

academic achievement in school plays an important role for various

categories and even the whole educational system. Peer pressure is

commonly described as peers encouraging other teenagers to do things.

Peer pressure is also caused by parent’s lack of supervision towards their

children during adolescence, children tend to enjoy their peer’s company

and spend with their peers more during the adolescence period. There

are different factors that could affects student’s academic performance in

school whether it’s their family is giving proper guidance and motivation to
their children with the healthy and harmonies interaction with their

surroundings. Students’ interactions with its peers could help enhance

their capability and increase their academic performance in school

because they could seek help from their peers that could serve as a

motivation than working alone. Student peer group in school plays as an

in-socializing teenager with the peers to socialize with each other that

help should the child adolescents (Uzezi & Deya, 2017).

Interaction of students between its peer are likely to influence the

students and can be crucial for the student to determine their choice and

could affect student performance (De Giorgi, n.d. 2019). Understanding

peer influence towards teenagers is important for developing and

understanding how to improve socioeconomic policies. Peer among youth

plays a vital role during the adolescence of a teenager. This is the time

when teenagers develop deep friendship among their peers and become

permanent during their adolescence (Guzman, 2017).

Peer pressure towards persons behavior is said to be a social

phenomenon where the members of a particular society or may not be

influence negatively but majority are affected by the undesirable behavior

of those people who resist what others do (Gulati, 2017). Looking to the

different group of factors that influence adolescence in their completion of

their academic excellence it is further hindered by developmental

challenges. An individual seeks emotional support towards

communicating publicly and showing his private objectives or goals.

Indeed, through showing your emotions to others individual can get

emotional benefits from it because it could help them to overcome

temptation and could give them emotional benefits. Also, peer groups

answer questions from teenager different concern from adolescence

stage including physical appearance or changing bodies. Peer pressure

could easily affect the self-esteem of students that an important factor

adolescence. Individual adapt attitudes towards a certain aspect that they

encountered or they are aware of. In many events students fantasizing

and visualizing what they dreamed to became through with their

colleague’s atmosphere. Eventually, they pursue their choices through

with the influence of peer pressure. The pressure among peer group

among its member may engage to do undesired things or negative

behavior with the presence of a particular peer group leader who engage

its member to do deviant acts or promote undesirable things to the group

(International Journal, 2019).

Peer group is important in the social context that plays a vital role

in society and to determine the academic achievement that affect during

development relatively with each other. Adaptive behavior of the

development increases become broader and complex and as the age

increases (Yonus, Mushtaq & Qaiser n.d., 2019).

Social Pressure

Students may feel pressure to conform to certain academic or

social standards or to meet the expectations of their relatives, teachers, or

families. These pressures can lead to stress, anxiety, and even

depression, which can in turn affect a student's ability to focus, learn, and
perform at their best (Filade et al., 2019). Academic performance is

influenced by factors such as student's ability, motivation, effort, and

instruction, as well as external factors like social pressures. As

elaborated by the article by Smith (2021), social pressure can have a

detrimental effect on a student's self-esteem and self-confidence, leading

to a lack of belief in their abilities and efficiencies. BS Criminology has a

certain amount of pressure that comes with the territory. This pressure is

not only felt academically but also socially and from family‟s and friends‟

standards and expectations. A study conducted at NU-Nazareth by Flores

et al. (2022) has revealed the impact of social pressure on criminology

students. This pressure can manifest itself in a variety of ways, such as

the need to conform to social norms, pressure to participate in activities,

and even the pressure to achieve academic success. These pressures

can have both positive and negative effects on students. On one hand,

the pressure to conform to social norms can encourage them to

participate in activities, such as sports or clubs, that can enhance their

social skills and help them make friends. On the other hand, the pressure

to achieve academically can lead to students feeling overwhelmed and

stressed out, which can have a negative impact on their mental health.

Furthermore, the pressure to participate in activities can also lead to

students feeling isolated and excluded if they are unable to maintain high

levels of performance in these activities. Also, it is important for students

to recognize the impact of social pressure and to find healthy ways to

cope with it. It was assumed that criminology would be simple, but it
proved to be difficult (Mora et al, 2020; Escobido et al, 2020). However,

there is insufficient literature that discusses the different social pressures

that criminology students experience, their influence on their academic

performance, and how they cope with these types of social pressures.

The current body of literature lacks a comprehensive exploration of

the various types of social pressures that the students experience. While

some studies touch on general social pressures, there is a dearth of

research that delves into the nuanced aspects, such as societal

expectations, peer dynamics, family influence, and academic demands

(Flores et al., 2022; Mora et al., 2020; Escobedo et al., 2020). Moreover,

existing literature provides limited insights into how criminology students

cope with different forms of social pressure. Understanding the strategies

and mechanisms they employ to navigate these pressures is crucial for

developing effective interventions and support systems (Filade et al.,

2019).

Mental Aspect

The mental wellbeing of students is under pressure, and this is a

serious health and societal problem (Alharbi E., Smith A. 2018). Recent

research has shown that students are a ’very high-risk population’ for

mental health problems and disorders (Baik, C. et al 2019). Mental

wellbeing is more than just the absence of mental illness, but also

includes psychological functioning, life satisfaction, and ability to develop

and maintain mutually beneficial relationships. Increased stress is

considered an important cause for lowered mental wellbeing, as

persistent stress is associated with an increased risk of mental disorders,

a deteriorated quality of life and a decrease in study success (Frajerman

A. et al. 2019, Ribeiro ÍJS. et al 2018). In the Netherlands, recent studies

have shown that over 60% of the students report excessive levels of

stress (Bakker K. et al. 2017, Dopmeijer J. 2021). In addition, more than

half suffer from burnout-related complaints, such as emotional exhaustion

and avoidance of social contacts. To alleviate the problem and improve

mental wellbeing of students it is important to increase our understanding

of how perceived stress and underlying sources of stress are related to

mental wellbeing and what factors can buffer the negative effects of stress

on mental wellbeing. These insights can lead to the identification of target

points for preventive interventions (Othman, N. 2019).

Stress is described as the way one deals with expectations and

pressure from the environment that can be experienced as threatening or

overwhelming by an individual. Perceived stress is the extent to which

certain situations are judged to be stressful. The moment one falls short in

personal resources to alleviate the perceived stress (e.g., lack of coping)

there is a risk for a decreased mental wellbeing. Perceived stress has a

strong influence on the level of students’ mental wellbeing (He, F. 2018).

Evidence is available for an increased perceived stress level of university

students in the past years. Research has mainly been conducted among

medical education (e.g., medicine, nursing, dentistry and psychology), but

similar findings have been made for other educational programs. In recent

studies, several factors have been identified as underlying stressors

having both a direct- and indirect effect on mental wellbeing. Academic-

and performance pressures were reported in various educational profiles

and seem to be the most influential determinants of perceived stress

(Mitchell A. 2020). In addition, perceived stress has been found to

strongly correlate with female gender, family circumstances (Huda, M.

2021), lack of leisure or side-activities (Denovan, A. 2017), financial

situation (Britt, S. et al. 2017), self-esteem, coping style and study

satisfaction (Enns, A. et al. 2018). Perceived stress has also been found

to be a significant mediator in the association between emotional

intelligence and indicators of mental wellbeing. Similar mediation effects

were found in the relation between social skills and mental wellbeing.

The impact of perceived stress on mental wellbeing, however, is

complex and depends on internal and external personal resources, such

as coping and social support. The degree to which stress is perceived

depends on underlying factors or stressors. Loneliness can lead to

deteriorating personal resources, increasing the association of perceived

stress and mental wellbeing. The impact of loneliness on mental wellbeing

was especially found among international students, due to a lack of

support coping and social contacts. Personality also affects the

association between perceived stress and mental wellbeing. A significant

positive association was found between self-critical perfectionism,

depression and stress symptoms (Huang, S., Mussap, J. 2018), whereas

students who are open to new experiences and environments, were found

to experience significantly less stress and were more able to adapt to new
environments. Finally, applying the right coping style is crucial in dealing

with stress, by preventing the development of its (potential) deleterious

consequences. The number of mental health problems experienced by

students is related to their ability to cope with stressors. Problem-focused

coping, also named approach coping, seems to moderate the relation

between perceived stress and mental wellbeing. At low levels of problem-

focused coping, perceived stress had a greater impact on mental

wellbeing than at high levels of problem-focused coping (Gubbels, N. et al

2019).

Behavioral Aspect

Behavioral health is an often-overlooked part of our overall well-

being. It refers to the relationship between our behavior, our mental

health, and their impact on our physical and mental well-being. The

relationship between mental and physical health Behavioral problems

such as stress, anxiety and depression can have a significant impact on

our physical health. For example, chronic stress can lead to high blood

pressure, heart disease and a weakened immune system. By addressing

behavioral problems, we can improve our overall health and reduce the

risk of physical health problems.

Better quality of life Managing behavioral problems can lead to a

better quality of life by reducing symptoms, improving daily functioning,

and improving ours. health the ability to face life's challenges. Effective

behavioral health care can help people live full, productive lives and

strengthen relationships with loved ones. Prevention and Early

Intervention Early identification and intervention of behavioral health

problems can help prevent more serious problems later in life.

Early intervention can improve long-term outcomes and reduce the

need for more intensive treatment. Reducing Stigma By openly discussing

behavioral health and seeking help when needed, we can work to break

down the stigma surrounding mental health issues. This can encourage

more people to seek support and promote a healthier and more

compassionate society. Remember that taking care of your behavioral

health is just as important as taking care of your physical health – it's time

to prioritize your well-being. Behavioral health is the scientific study of

emotions, behavior, and biology as they relate to a person's mental well-

being, ability to function in daily life, and self-concept. "Behavioral Health"

is a better than "mental health".

A person struggling with behavioral health may experience stress,

depression, anxiety, relationship problems, grief, addiction, ADHD or

learning disabilities, mood disorders, or other psychological problems.

Counselors, therapists, life coaches, psychologists, nurses, or doctors can

help manage behavioral health problems through treatments such as

therapy, counseling, or medication. (Guoveia, Louis 2023)

Physical Aspect

The experience of high levels of common pressures increases the

risk of young people developing preventable physical health problems

later in life. A systematic review of prospective studies found that people

who were stressed, such as during examination periods, were less likely
to be physically active, the impact of which is associated with a plethora of

potentially inter-related poor physical health outcomes. Stress may also

lead to the development of non-communicable diseases, including

metabolic syndrome, obesity and reduced insulin sensitivity, resulting

from unhealthy lifestyle habits and stress system dysregulation. Similarly,

stress has been shown to be associated with increased appetite and

higher body weight. Therefore, academic-related stress can contribute to

the development of health issues, including chronic non-communicable

diseases, due to decreases in physical activity and increases in unhealthy

lifestyle habits (Pascoe, M. 2019).

Insufficient sleep-in adolescents are recognized as a serious health

risk by the American Medical Association and the American Academy of

Sleep Medicine, who report that many young people do not get enough

hours of sleep. Stress and pressure is a contributing factor to poor sleep

in young people. Self-perceived stress has been shown to result in poorer

sleep-in female university students from the United States (Wallace, et al.

2017), medical students from Saudi Arabia (Almojali, et al. 2017),

university students from Portugal (Amaral et al., 2017) and Pakistani

medical school students, demonstrating the cross-cultural impacts of

stress on sleep quality and quantity tertiary education students. In a study

from the United States, over 90% of 9–students reported that they have

an inadequate number of hours of sleep on most school nights.

These young people report that the impact of the loss of sleep is

difficulty paying attention, lower grades, higher stress, and trouble getting
along with other people. Some students reported problematic coping

strategies such as taking sleeping pills, smoking cigarettes and drinking

alcohol to help them sleep. Sleep quality and quantity has been shown to

be closely related to student learning capability and academic

performance. Loss of sleep is frequently associated with poor learning.

Therefore, stress-related disruption to sleep quality and quantity is an

important factor contributing to poor learning and well-being among

students (Pascoe, M. 2019).

THEORICAL FRAMEWORK

Teenagers are involved by peer pressure at least once in their life.

It is commonly thought to be an issue related being a teenager but

pressure from society and peers start at a very young age can continue

into late adulthood. Peer pressure can range from encouragement to

indirectly pressure to intense bullying. This study anchored on.

Erikson’s Theory on Social Development

Erikson’s theory states that peer pressure is needed for a person to

develop, learn and grow and to form into an individual, it is through both

positive and negative peer pressure that people form and develop their

individuality and social status, this often start in adolescence. The impact

of exerted by a peer group on its separate member to fit in with conform to

group expectations by thinking, feeling and acting in a like or approve

way. Commonly refers to peer pressure.

Both positive and negative social influences are used to form an

individual. People learn and develop personalities and traits from their
social influence such as friends and family. Adolescence is the time where

people develop traits and caricatures that will from the way act and are

perceived, these characteristics can be influence by peers. To deal with

peer pressure we should take note that, we should be prepared to deal

with peer pressure by having a response ready. Avoid places where

people do illegal activities or other things you feel uncomfortable around.

Lean on people for support, like your friends, family or a therapist.

CONCEPTUAL FRAMEWORK

This study was based on concepts illustrated in a schematic

diagram which showed the flow of relationship between two variables.

The paradigm assumed relationship between independent and dependent

variables. The independent variable was the Common Pressure

experience among first year criminology students and the dependent

variable was its effects to their well-being which varies directly to the

independent variable, this covers mental aspect, physical aspect, and

behavioral aspect of the students. Relationship between these two

variables were analyzed. These serve as basis for the formulating the

hypothesis.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

CommonEffects of Common
Pressure
Pressure
- Mental aspect
- Family pressure

- Physical aspect
- Peer pressure

- Behavioral aspect
- Social Pressure
 Figure 1: Conceptual framework

Chapter III

Research Methodology

This Chapter present all the methods and procedures that the

research will employ in the conduct of the study. The section consists of

the Research Design, Research Locale, Respondent of the study,

Research Instrument, Data Gathering procedure, Statistical treatment and

Ethical consideration.

Research Design

The researchers will use the Quantitative type of research in order

to determine the Common pressure experience among first year

criminology students and its effect to their well. Important information and

Ideas were gathered from the respondents through the questionnaire

which were administer to them. The data given by the respondents

described the characteristics that was relevant to the study.

This quantitative component offers a structured framework for

systematically assessing the relationship between common pressure

experienced and its effects to their well-being. By employing this method,

the study seeks to facilitate findings from diverse data sources, offering a
comprehensive understanding of common pressure experienced by 1st

year criminology students.

Research Locale

The Locale study was conducted at South East Asian Institute of

Technology Located in National Highway Barangay Rubber Tupi South

Cotabato. The province of South Cotabato is in Region XII Socksargen

Region in the Island of Mindanao.

 Figure 2. Map of Tupi, South Cotabato

The Respondents of the Study

The respondents for this study would primarily consist of 1 st year

students who currently enrolled in South East Asian Institute of

Technology. The sample size of the respondents will be one hundred

(100) students that experienced the stated common pressures. The

respondents were chosen through quota sampling. According to Alshibly

(2018) stated that 100 respondents is enough participants in the minimum

sample size when the population is large. These individuals would provide

their experiences on common pressure and its effects to their well-being.

Through surveys, interviews, or focus group discussions, these

respondents would contribute essential data to facilitate a comprehensive

analysis of the research objectives.

Research Instrument

To determine the level of Common Pressure Experience Among

First Year Criminology Students and its effect to their well- being, the

researcher will use a survey questionnaire. Quantitative data will be

collected through surveys or questionnaires, employing structured Likert

scale inquiries to assess the extent of common pressure experience by 1 st

year criminology students and perceived its effects on their well-being.

The figure below shows the Likert Scale Value and its corresponding

description.

Scales Range of Means Values Descriptive

4 3.25 – 4.00 Always

3 2.50 – 3.24 Sometimes

2 1.75 – 2.49 Rarely

1 1.00 – 1.74 Never

Source: Chan and Barlis 2023

Figure 3. Likert Scale Description

Date Gathering Procedure

The researcher did the following procedures to gather

pertinent data needed for the study.

The first step in the research process was the preparation of the

questionnaire, ensuring that it was well-structured and relevant to the

study. Once the questionnaire was finalized, it was submitted for approval

to the professor overseeing the research project. A formal letter was then

sent to the head of the School Department at CCJE South East Asian

Institute of Technology, Inc. to seek permission to conduct the study

within the institution. After receiving approval, the researcher prepared

copies of the questionnaire for distribution to the respondents. The

questionnaires were then distributed to the targeted respondents ensuring

that each one received a copy and had an opportunity to provide their
responses. Once all the data had been collected and processed, the

researchers analyzed the results to draw conclusions and make

recommendations based on the findings. This final step was crucial in

summarizing the key findings of the study and identifying areas for further

research or improvement.

Statistical Treatment

The statistical treatment for this study will use the quantitative

approach to provide a comprehensive understanding of the common

pressure experienced by 1st year criminology students on academic

settings. Here's how the statistical analysis process might unfold.

Quantitative data collected via surveys or questionnaires will

undergo descriptive statistical analysis to summarize key metrics such as,

frequencies, percentage, weighted mean and correlation coefficient.

Frequency

Frequency summarizes the obtained data from the respondents by

indicating the number of times a data value occurs. The formula for

frequency is f=1/t; where f= frequency and t= period.

Percentage

This is the expression of the portion of the population corresponding to a

particular variable or items.

Formula:

%= f/N x 100
Where:

%= percentage

F= frequency

N= total number of respondents

Weighted Mean

Used to identify the corresponding weight and the value of any

particular observation measurement.

Formula:

x= ∑fx/ N

Where:

X= weighted mean

∑fx= total number of weights

N= total number of respondents

Correlation Coefficient

Correlation Coefficient The correlation coefficient is a statistical

measure of the strength of the relationship between two continuous

variables. There are several types of correlation coefficients, but the one

that is most common is the Pearson correlation coefficient, which is

represented as r. The values of a Pearson correlation coefficient range

between -1.000 and 1.000. A correlation of -1.000 shows a perfect

negative correlation, while a correlation of 1.000 shows a perfect positive

correlation. A correlation of 0.000 shows no linear relationship the two

variables. A correlation coefficient of exactly r = 1.000 means there is a

perfect positive relationship between the two variables. As one variable

increases, the other variable increases. A correlation coefficient of exactly

r = -1.000 means there is a perfect negative relationship between the two

variables. As one variable increases, the other variable decreases (Ganti,

2020).

r=[n∑x2−(∑x)2][n∑y2−(∑y)2]n(∑xy)−(∑x)(∑y)

Where:

• nn = the number of data points

• xx = the scores of the first variable

• yy = the scores of the second variable

• ∑∑ = summation (i.e., the sum of all the values)

• yxy = the product of each pair of scores xx and yy

• x2x2 = the square of each score in xx

• y2y2 = the square of each score in yy

Ethical Consideration

This research required not only expertise and dedication but also

honesty and integrity, aiming to recognize and safeguard the interests of

human subjects. The rights to self-determination, anonymity,

confidentiality, and informed consent were all observed to ensure the

ethical conduct of this study.

Participants were thoroughly informed about the general purpose

of the study. Their consent was sought, emphasizing the concept of

voluntary participation, and measures were taken to guarantee the

confidentiality of all personal information.

 During the research, ethical guidelines were adhered to, and

permission was obtained from the respondents before conducting the

study. Given the global pandemic, an online platform was utilized, and

respondents were not coerced into answering the questionnaire, with a

commitment to maintaining the confidentiality of their personal

information. This quantitative study is exposed to substantial ethical

question with significant repercussions. The technique used in this study

is largely responsible for the emergence of these problems and issues.

The research in question raised ethical questions about proper conduct of

the study, as well as the confidentiality and anonymity. This study

adhered to the Ethics and Review Committee’s ethical principles,

particularly in relation to ethical considerations concerning people and

data, including, but not restricted to:

Participation is entirely voluntary. Participants was informed that their

involvement in the study is entirely voluntary, and they have the right to

withdraw from the study at any time without penalty or consequence. This

ensures that participants are not coerced or pressured into participating

against their will and that their autonomy and agency are respected

throughout the research process.

Confidentiality and Privacy. Measures was implemented to protect the

confidentiality and privacy of participants' data. All information collected

during the study will be kept confidential and anonymized to prevent the

identification of individual participants. Data will be stored securely and

only accessed by authorized researchers involved in the study.

Process of Informed Consent. Prior to participating in the study,

participants was provided with detailed information about the study

objectives, procedures, risks, benefits, and their rights as research

participants. They will be given the opportunity to provide informed

consent voluntarily, indicating their understanding of the study and their

willingness to participate.

Recruitment. Participants was recruited transparently and ethically,

without coercion or undue influence. Recruitment materials will accurately

represent the nature and purpose of the study, and participants will be

provided with sufficient information to make an informed decision about

their participation.

Risks. Participants was informed of any potential risks associated with

participation in the study, and steps will be taken to minimize these risks

to the greatest extent possible. Any potential risks will be carefully

weighed against the potential benefits of the research.

Benefits. Participants was informed of any potential benefits of

participating in the study, both to themselves and to society. This may

include contributing to the advancement of knowledge in the field, gaining

insights into their own experiences, or receiving compensation or

incentives for their participation.

Plagiarism, Fabrication, and Falsification. Researchers was adhering

to ethical standards of academic integrity and honesty, refraining from

plagiarism, fabrication, or falsification of data or results. All sources will be

properly cited, and data will be accurately collected and reported without

manipulation or distortion.

Conflict of Interest (COI). Researchers was disclosing any potential

conflicts of interest that may arise from their involvement in the study,

including financial interests, affiliations, or personal relationships that

could influence the research process or outcomes. Steps will be taken to

mitigate or manage any identified conflicts of interest.

Deceit. Researchers was not engaging in deceitful practices or withhold

information from participants that could impact their decision to participate

in the study. Transparency and honesty will be maintained throughout the

research process to ensure the trustworthiness of the study.

Organization/Location Permission. Permission was obtained from

relevant organizations or locations before conducting research on their

premises or involving their members or employees as participants. This

ensures that the research is conducted ethically and with respect for the

rights and interests of all stakeholders involved.

Authorship. Authorship credit was assigned based on substantial

contributions to the conception, design, execution, or interpretation of the

study. All individuals who meet the criteria for authorship will be

acknowledged appropriately, and conflicts regarding authorship will be

resolved transparently and fairly.

 CHAPTER IV
Presentation, Analysis, and Interpretation
This chapter present to you the gathered data by the researcher

including the presentation, analysis and interpretation.

Table 1.1
Family Pressure Mean Interpretation

1. My family push me to attain 3.19 Oftentimes

high grades
2. My family compare my grades 3.01 Oftentimes
to my siblings
3. My family have high 3.18 Oftentimes
expectations from me
4. My family obliged me to have 3.03 Oftentimes
high achievement
5. My family scold me when I 2.88 Oftentimes
have low grades
Overall Mean 3.06 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely), and 1.00-
1.74(Never
 Table 1.1 shows the data about the common pressure experienced

among first year criminology students in terms of family pressure. It can

be seen in the data above that all statements falls in the range of 2.50-

3.24 with the verbal interpretation of Oftentimes with the highest mean of

3.19 in the statement; My family push me to attain high grades and with

the lowest mean of 2.88 in the statement; My family Scold me when I

have a low grade with a total composite mean of 3.06 with the same

verbal interpretation and an average positive effect. This data means that

family pressure is Oftentimes experienced by criminology students as one

of the common pressures that directly affects their well-being.

This data implies that family pressure really affects the well-being

of the students. It is evident that family pressure plays a big impact in the

stress and pressure they experienced by meeting those expectations set

by the family to the students. The data suggest the need of every family to

motivate their student and pursue a healthy competition for them to lift up

the burdened and pressure they experienced.

Parental pressure is highly the reason why students experience

academic stress. Parents pressurized their children in order to attain

desirable grades without thinking the abilities of their children. Moreover,

students have the fear of discouraging their parents in getting lower

grades. Some parents compared their children to the other people with

high achievements. Too much pressure coming from the parents to gain

high achievement would result to anxiety (Aafreen, M. et. al. 2018).

Table 1.2
 Peer Pressure Mean Interpretation

1. I sometimes miss classes 2.79 Oftentimes

because of my friends
2. I cannot resist going for a late- 2.92 Oftentimes
night party
3. I cannot say “No’ to my friends 3.09 Oftentimes

4. I go for a date with my friend 2.93 Oftentimes

despite of warnings
5. I find it difficult to escape from 2.80 Oftentimes
peer pressure
Overall Mean 2.91 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)

Table 1.2 shows the data about the common pressure

experienced among first year criminology students in terms of peer

pressure. It can be seen in the data above that all statements falls in the

range of 2.50-3.24 with the verbal interpretation of Oftentimes with the

highest mean of 3.09 in the statement; I cannot say “No” to my friends

and with the lowest mean of 2.80 in the statement; I find it difficult to

escape from peer pressure with a total composite mean of 2.91 with the

same verbal interpretation and an average positive effect. This data

means that peer pressure is Oftentimes present and experienced by the

criminology student which affects their well-being especially in saying no

to their friends.

This data implies that peer pressure that experienced by the

criminology students really contributed to the pressure experienced by the

students that affect their well-being. It is evident that peer pressure is very
crucial in the part of students especially in making decisions. This data

suggests the need of every student to choose their friends wisely that

really help them in their college which motivate them and eliminate the

pressure they suffer with.

Peer pressure could easily affect the self-esteem of students that

an important factor adolescence. Individual adapt attitudes towards a

certain aspect that they encountered or they are aware of (Uslu, 2023). In

many events students fantasizing and visualizing what they dreamed to

became through with their colleague’s atmosphere. Eventually, they

pursue their choices through with the influence of peer pressure (Owoyele

& Toyobo, 2018).

Table 1.3
Social Pressure Mean Interpretation

1. My teacher has high 2.75 Oftentimes

expectation from me
2. My relatives compare me to 2.91 Oftentimes
my cousins
3. I am pressured to contribute to 2.85 Oftentimes
the community
4. I am tending to appease my 2.77 Oftentimes
relatives
5. I am socially pressured 2.87 Oftentimes

Overall Mean 2.83 Oftentimes

Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)

Table 1.3 shows the data about the common pressure experienced

among first year criminology students in terms of social pressure. It can

be seen in the data above that all statements falls in the range of 2.50-
3.24 with the verbal interpretation of oftentimes with the highest mean of

2.91 in the statement; My relatives compare me to my cousins and with

the lowest mean of 2.75 in the statement; My teacher has high

expectations from me with a total composite mean of 2.83 with the same

verbal interpretation and an average positive effect. This data means that

social pressure contributes to the common pressure experienced by

criminology students as it is evident that they oftentimes experienced it

due to comparison and expectation.

This data implies that social pressure is one of the factors that

contributes to the common pressures that experienced by the criminology

students. It is evident that social pressure like the community, relatives

and teachers’ expectations is one of the determining factors that alleviate

the pressure the students experienced. The data suggest the need of the

community as the supporting pillar to the criminology students instead of

being a source of pressure.

According to the American Psychological Association (n.d.), social

pressure is the influence exerted on an individual or group by another

person or group. It can be positive, influencing good behavior towards

others, or negative, leading to harmful actions towards oneself or others.

Social pressure can come in many forms, such as persuasion, implicit

cultural or societal expectations, threats, and the potential for punishment

or reward. Social pressures refer to the external expectations or

influences that influence an individual's behavior or actions. These

pressures can come from a variety of sources, including peers, family,

and academics at large (Edukasiana, 2024).

Table 1.4 Summary Result of Common Pressure Experienced Among

First Year Criminology Students.
Indicators Mean Interpretation

Family Pressure 3.06 Oftentimes

Peer Pressure 2.91 Oftentimes
Social Pressure 2.83 Oftentimes

Overall Mean 2.93 Oftentimes

Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74 (Never

Table 4 shows the data about the common pressure experienced

among first year criminology students. The data shows that all computed

weighted mean falls in the range of 2.50-3.24. with the verbal

interpretation of Oftentimes with the total grand mean of 2.93 with the

same verbal interpretation which shows an average positive effect. The

data also suggest that family pressure is the biggest factor that alleviates

the common pressure experienced by the criminology students with the

weighted mean of 3.06. This means that these (3) indicators contribute

highly to the common pressure experienced by criminology students as

they experienced it sometimes based on the data, especially pressure

that comes from family. This data means that common pressure directly

affects the physical aspect of the criminology students which leads them

to stress eating, physical burnout, and other unhealthy habits which they

experienced sometimes based on the data given.

 This data implies that these three factors contributed highly to the

pressure experienced by the students that directly affects their well-being.

It is evident that with the presence of such pressure we the student well-

being well be affected. The data suggest the need to determine the

factors that affects the well-being of the students for them to formulate

coping strategies and interventions

Students may feel pressure to conform to certain academic or

social standards or to meet the expectations of their peers, teachers, or

families. These pressures can lead to stress, anxiety, and even

depression, which can in turn affect a student's ability to focus, learn, and

perform at their best (Filade et al., 2019). Academic performance is

influenced by factors such as student's ability, motivation, effort, and

instruction, as well as external factors like stress and pressures.

Table 2.1

Mental Aspect Mean Interpretation

1. I experienced depression and 2.80 Oftentimes

anxiety
2. I feel not supported by my 2.82 Oftentimes
parents
3. I lack focus and concentration 2.98 Oftentimes
in classes
4. When I have free time, I prefer 2.87 Oftentimes
to be alone than to socialize to
other people
5. I experienced stigma due to 2.90 Oftentimes
my mental health
Overall Mean 2.87 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)
 Table 5 shows the data about the impacts of common pressure to

the well-being of first year criminology students in terms of mental aspect.

It can be seen in the data above that all statements falls in the range of

2.50-3.24 with the verbal interpretation of oftentimes with the highest

mean of 2.98 in the statement; I lack focus and concentration in classes

and with the lowest mean of 2.80 in the statement; I experienced

depression and anxiety with a total composite mean of 2.87 with the same

verbal interpretation and an average positive effect. This data means that

common pressure affects the mental aspect of the criminology students

as it’s affected them sometimes that resulted to their lack of focus and

concentration in classes and minimally causes depression and anxiety.

This data implies that the depression and anxiety experienced by

the students is from the common pressures they experienced. It is evident

that mental aspect is one of the factors that is affected when common

pressures are experienced. The data suggest the need of determining its

effects so that we can formulate strategies to minimize the effects.

Steare et al. (2023) note “there is evidence that levels of academic

pressure have risen among adolescents over a similar time period to the

increases in depression, anxiety, self-harm, and suicide”. These statistics

demonstrate a trend in the correlation between more academic pressure

occurring in adolescents and the increase in mental health problems. As

academic expectations increase so do the negative impacts on children's

well-being. According to Emmerton et al. (2024), changes in mental health

trends are worrying, especially considering the susceptibility of students

across all educational levels, it highlights the potential long-term impacts

of mental health.

Table 2.2

Behavioral Aspect Mean Interpretation

1. I am easily irritated by little 2.83 Oftentimes

things
2. I am angry easily when I am 2.84 Oftentimes
asked over and over again
3. I involved myself in any fights 2.86 Oftentimes
and conflicts
4. I don’t immediately interact 2.81 Oftentimes
with other people
5. I am easily distracted and 2.87 Oftentimes
have little patience
Overall Mean 2.84 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)

Table 6 shows the data about the impacts of common pressure to

the well-being of first year criminology students in terms of behavioral

aspect. It can be seen in the data above that all statements falls in the

range of 2.50-3.24 with the verbal interpretation of oftentimes with the

highest mean of 2.87 in the statement I am easily distracted and have a

little patience and with the lowest mean of 2.81 in the statement; I don’t

immediately interact with other people with a total composite mean of 2.84

with the same verbal interpretation and an average positive effect. This

data means that common pressure changes the behavioral aspect of the

criminology students as its affects them sometimes which causes

distraction and having them a little patience.

 The data implies that the change occurring in the behavior of the

students is directly comes from the common pressures. It is evident that

behavioral aspect is affected when common pressures are meet those

results to being impatient, and getting angry easily. The data suggest the

need of intervention that minimize the changes its affect to their behaviors

and self-efficacy is needed.

Adolescents’ problem behavior refers to behavior that deviates

from the normal standard of society expected while adolescents are

growing up. As a negative social behavior, it is usually used to measure

adolescents’ physical and mental health and social function development

(Kenneth et al., 2023). The specific manifestations of adolescents’

problem behavior include an inappropriate learning attitude, poor

interpersonal relationships, and bad living habits. Relevant research

shows that adolescents’ problem behavior is persistent, which can

significantly affect adult drinking, violence, and even committing crimes

(Evans et al., 2020). This not only affects adolescents’ behavioral health,

but also is not conducive to the harmonious and stable development of

society. It has been found that adolescents’ problem behavior is mainly

influenced by stress, pressures, anxiety and depression. (Reaves et al.,

2018).

Table 2.3

Physical Aspect Mean Interpretation

1. Due to tasks and 2.96 Oftentimes

performances I have to finish, I
 don’t get enough sleep or rest
2. I get tired easily and prone to 2.71 Oftentimes
physical burnout
3. I didn’t sleep at the right time 2.95 Oftentimes
due to lot of activities and
chasing time for academics.
4. Sometimes I noticed that I eat 3.03 Oftentimes
a lot and experience stress
eating
5. I involved myself in unhealthy 2.81 Oftentimes
habits
Overall Mean 2.89 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)

Table 7 shows the data about the impacts of common pressure to

the well-being of first year criminology students in terms of physical

aspect. It can be seen in the data above that all statements falls in the

range of 2.50-3.24 with the verbal interpretation of oftentimes with the

highest mean of 3.03 in the statement; “Sometimes I noticed that I eat a

lot and experience stress eating” and with the lowest mean of 2.71 in the

statement; I get tired easily and prone to physical burnout with a total

composite mean of 2.89 with the same verbal interpretation and an

average positive effect. This data means that common pressure directly

affects the physical aspect of the criminology students which leads them

to stress eating, physical burnout, and other unhealthy habits which they

experienced sometimes based on the data given.

The data implies that physical aspect is also affected when those

common pressure and present. It is evident that lack of sleep and other

unhealthy habits is the results that comes from common pressure in terms

of physical aspect. The data suggest the need of physical conditioning of

the students to alleviate the impact of such pressure to their physical

health.

The experience of high levels of academic-related stress increases

the risk of young people developing preventable physical health problems

later in life. A systematic review of prospective studies found that people

who were stressed, such as during examination periods, were less likely

to be physically active, the impact of which is associated with a plethora of

potentially inter-related poor physical health outcomes (Stults-

Kolehmainen & Sinha, 2024).

Table 2.4 Summary Results of Impacts of such Pressure to their

Well-being

Indicators Mean Interpretation

Mental Aspect 2.87 Oftentimes
Behavioral Aspect 2.84 Oftentimes
Physical Aspect 2.89 Oftentimes
Overall Mean 2.86 Oftentimes
Legend:3.25-4.00(Always),2.50-3.24(Oftentimes),1.75-2.49(Rarely),and1.00-1.74(Never)
Table 8 shows the data about the impacts of such pressure to their

well-being. It can be seen in the data that all computed weighted mean

falls in the range of 2.50-3.24. with the verbal interpretation of oftentimes

with the total grand mean of 2.86 with the same verbal interpretation

which shows an average positive effect. The data also shows that

common pressure have a big impact in the physical aspect with the

weighted mean of 2.89. This means that common pressure affects these

(3) indicators especially the physical aspect of the students by

experiencing it sometimes without disregarding its effects to their mental

and behavioral aspect.

The data implies that those common pressure experienced by the

criminology stud ents affects their mental, behavioral, and physical

aspect. It is evident that those impacts bring important changes and bad

habits to the well-being of the students. The data suggest the need to

determine the collaborative changes it brings for us to be aware of those

effects its brings and to provide immediate intervention on site.

Common pressure may have an important impact on teenagers’

physical and mental health, family relations, and happiness, which has

been confirmed by many studies (Sun et al., 2021). Pressure refers to the

tension, discomfort, and other emotions caused by the pressure from

school, family, and society in the learning process (Luo et al., 2020).

Table 3.1

Variables r p-value Decision Interpretation

The common The 0.7341477 1.4639E- Reject Significant

pressure impact of 5 30 H0
experienced such
by the pressure
students to their
(x=2.87) well-being
( x=2.86 ¿
*Correlational at 0.05

Table 9 presents the data on correlation analysis about the

significant relationship between the common pressure and its impact to

their well-being. There is significance relationship between the common

pressure experienced and its impact to their well-being as shown in the

table above the correlation coefficient (r) is 0.73414775 indicating a strong

positive correlation. The P-value of all the indicators is 1.4639E-30, it is

clear in the result that the null hypothesis (HO) is rejected, suggesting that

there is a significant relationship between common pressure experienced

and its impact to their well-being with the level of significance of 0.05. This

data means that common pressure experienced by the criminology

students have a big impact to their well-being in terms of mental,

behavioral and physical aspect. As evident in the results above, the

presence of its impacts to their well-being is directly related to the

common pressures they experienced showing a significant relationship in

these two variables.

CHAPTER V

Summary, Conclusion and Recommendation

SUMMARY OF FINDINGS

The researcher come up with the analysis based from the

results given by the study by determining the common pressures

experienced, its impacts to their well-being and the significant relationship

between the common pressure experienced and its impact to the well-
being of the first-year criminology students at South East Asian Institute of

Technology Inc. (SEAIT).

In determining the common pressures experienced by the

criminology students we found that:

1.1. Family pressure that is sometimes experienced by criminology

students is one of the common pressures that directly affects their

well-being with the grand mean of 3.06 with the verbal

interpretation of sometimes.

1.2. Peer pressure is sometimes present and experienced by the

criminology student which affects their well-being especially in

saying no to their friends with the overall mean of 2.91 with the

verbal interpretation of sometimes.

1.3. Social pressure contributes to the common pressure experienced

by criminology students as it is evident that they sometimes

experienced it due to comparison and expectation with the grand

mean of 2.83 with the same verbal interpretation of sometimes

In analyzing the impact of common pressure to the well-being of

criminology students we found that:

2.1. Mental aspect of the criminology students is affected them

sometimes that resulted to their lack of focus and concentration in classes

and minimally causes depression and anxiety with the overall mean of

2.87 with its verbal interpretation of sometimes.

2.2. Common pressure changes the behavioral aspect of the

criminology students as its affects them sometimes which causes

distraction and having them a little patience with the overall mean of 2.84

with the verbal interpretation of sometimes.

2.3. Common pressure directly affects the physical aspect of the

criminology students which leads them to stress eating, physical burnout,

and other unhealthy habits which they experienced sometimes based on

the data given with the grand mean of 2.89 with the its verbal

interpretation of sometimes.

3.1 The data on correlation analysis about the significant

relationship between the common pressure and its impact to their well-

being. There is significance relationship between the common pressure

experienced and its impact to their well-being as shown in the table above

the correlation coefficient (r) is 0.73414775 indicating a strong positive

correlation. The P-value of all the indicators is 1.4639E-30, it is clear in

the result that the null hypothesis (HO) is rejected, suggesting that there is

a significant relationship between common pressure experienced and its

impact to their well-being with the level of significance of 0.05. This data

means that common pressure experienced by the criminology students

have a big impact to their well-being in terms of mental, behavioral and

physical aspect. As evident in the results above, the presence of its

impacts to their well-being is directly related to the common pressures

they experienced showing a significant relationship in these two variables.

CONCLUSION

Based on the findings there are various factors that can contribute

to common pressure, such family pressure, peer pressure and social

pressure. However, by understanding and addressing these negating

factors, individuals can effectively manage and reduce the pressured they

experienced. It is essential to recognize that pressure is a natural and

inevitable part of life, but it can be controlled and minimized through

proper coping mechanisms by knowing its significant impact to the well-

being. By identifying and addressing the specific sources of pressures,

individuals can take proactive steps to alleviate their negative impact,

leading to improved mental, behavioral and physical well-being. It is

crucial to prioritize self-care, maintain a healthy student-life balance, and

seek professional help if needed. Ultimately, by addressing negating

factors of pressure, individuals can lead a more balanced and fulfilling life.

Overall, it is evident that the common pressures faced by students,

such as family pressure, peer pressure, and social pressure, have a

significant impact on their well-being. These pressures can lead to high

levels of stress, anxiety, and even mental health issues. As a result,

students may struggle to maintain a healthy balance between their

academic and personal lives, which can have long-term consequences on

their overall well-being. The pressure to perform well academically may

push students to prioritize their studies over their physical and mental

health, leading to burnout and exhaustion. This, in turn, can affect their
academic performance and overall satisfaction with their college

experience. Family pressure, particularly for students from low

backgrounds, can also have a detrimental impact on their well-being. The

constant worry about how to meet the expectation set by the family can

take a toll on their mental health and cause distractions from their studies.

Moreover, the pressure to fit in and conform to social norms can also

affect students' well-being. The fear of being judged or excluded by peers

can lead to feelings of social anxiety and a decline in self-esteem. This

can also hinder students' ability to form meaningful relationships and feel

a sense of belonging in the college community.

In conclusion, the common pressures faced by students have a

significant impact on their well-being. It is crucial for universities and

colleges to recognize these challenges and provide support services to

help students cope with them effectively. It is also essential for students to

prioritize self-care and seek help when needed to maintain a healthy

balance between academic and personal life. By addressing these

pressures, we can promote a healthier and more positive environment for

students to thrive in.

RECOMMENDATIONS

Here are the following recommendations made by the researchers

in order to help the first-year criminology students in dealing with the

common pressure they experienced at South East Asian Institute of

Technology Inc.
 To the teachers. Implement policies and programs that helps

negating the common pressure experienced by the criminology students

and give interventions in case if there will be the same problem.

To the Parents. Help your students to motivate and encouraged

them to a healthy competition towards their studies so that they will not

feel the burdened of being pressured to meet your expected expectations.

To the Community. Be a supporting pillar to the students and

avoid putting so much pressure to their shoulders for them to increase the

quality of their studies and to minimize the pressure they felt

To the Students. Validate the experiences of students and help

them feel understood and supported in their academic journey. Help equip

students with coping strategies and resources to manage pressure

effectively and prioritize their well-being.

To the Future Researcher. Explore different aspects of pressure

experiences among criminology students or delve into other student

populations. Develop new research methodologies and intervention to

support the student well-being in academic setting

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 EFFECTS OF COMMON PRESSURE EXPERIENCED AMONG 1ST

YEAR CRIMINOLOGY STUDENTS SURVEY QUESTIONNAIRE

Direction: Please answer the following questions honestly by putting a

check mark (√) on the space provided for your answer. Use the given

legend below.

Scale Description Interpretation

4 Always It denotes that the common pressure experienced and

its effects is manifested all the time.

3 Sometimes It denotes that the common pressure experienced and

its effects is manifested sometimes.

2 Rarely It denotes that the common pressure experienced and

its effects is manifested rarely.

1 Never It denotes that the common pressure experienced and

its effects is never manifested

PART I. The common pressures experienced by 1 st year criminology

students

COMMON PRESSURES RATINGS

4 3 2 1

I. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS Of: FAMILY PRESSURE

[Link] family push me to attain high grades

[Link] family compare my grades to my

 siblings

[Link] family have high expectation from me

[Link] family obliged me to have high

achievement

[Link] family scold me when I have low

grades

II. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS OF: PEER PRESSURE

1I sometimes miss classes because of my

friends

2I cannot resist going for a late-night party

3I cannot say ‘NO’ to my friends

4I go for a date with my friend despite of

warnings.

5I find it difficult to escape from peer

pressure

III. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS OF: SOCIAL PRESSURE

1My teacher have high expectation from me

2My relatives compare me to my cousins

3I am pressured to contribute to the

community

4I am tending to appease my relatives

5I am socially pressured
PART II. The effects of common pressures on their well-being.

EFFECTS TO THEIR WELL-BEING RATINGS

4 3 2 1

I. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS OF: MENTAL ASPECT

1I experienced depression and anxiety.

2I feel not supported by my parents

3I lack focus and concentration in classes

4I When I have free time, I prefer to be

alone than to socialize to other people

5I experience stigma due to my mental

health

II. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS OF: BEHAVIORAL ASPECT

1I am easily irritated by little things

2I am angry easily when I am asked over

and over again

3I involved myself in any fights and conflicts

4I don’t immediately interact with other

people

5I am easily distracted and have little

patience

III. COMMON PRESSURE EXPERIENCED AMONG FIRST YEAR

CRIMINOLOGY STUDENT IN TERMS OF: PHYSICAL ASPECT

1. Due to tasks and performances I have to

finish, I don't get enough sleep or rest

2I get tired easily and prone to physical

burnout

3I didn’t at the right time due to lot of

activities and chasing time for academics.

4 Sometimes I noticed that I eat a lot and

experience stress eating.

5I involved myself in unhealthy habits