Department of Education

Division of Aklan
District of Malay
Boracay National High School
Balabag, Malay, Aklan

A PHENOMENOLOGICAL STUDY ON ACADEMIC PRESSURE OF

GRADE 11 STUDENTS IN BORACAY NATIONAL HIGH SCHOOL,
S.Y. 2022-2023

In Partial Fulfilment of the Requirements

for the Subject Practical Research I

Submitted to:

Romeluzvie Tenulio Nabor

Submitted by:

Acraman, Almojeb
Gabinete, Grejee
Soliman II, Russel
Tolosa II, Alejandro
Apolinario, Trishia Claire
Ayap, Franzine
Balictar, Shanna Mae

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 Chapter I

Introduction

Background of the Study

Academic pressure is a widely recognized issue experienced by students

worldwide. It encompasses the stress and expectations that students face in their academic
pursuits, including achieving high grades, meeting the expectations of teachers and parents,
and performing well on standardized tests. In many societies, academic success is highly
valued as a pathway to a successful life. Consequently, individuals often face pressure to
excel academically, fearing that failure would be seen as a personal and social failure. The
importance placed on academic achievement in certain cultures may further contribute to
this pressure, as academic success becomes tied to family honor and social status (Haider,
2022). Additionally, individual attitudes and beliefs regarding the significance of academic
success can influence the self-imposed pressure students place on themselves (Duchesne,
2018). The structure and expectations of the educational system itself, such as grading
systems that heavily rely on exams and assignments, can create pressure. Students also
grapple with managing a heavy course load, participating in extracurricular activities, and
balancing academic demands with other commitments, further intensifying their academic
pressure (Koch, 2018)

The Philippines, like many other countries, faces the pervasive issue of academic
pressure among students. The education system in the country places significant value on
academic performance, where grades and test scores are seen as primary indicators of
success. Consequently, Filipino students experience immense pressure to excel
academically from their families and society at large. This pressure often results in intense
competition, with students perceiving their success and future prospects as dependent on
their academic performance. Unfortunately, the negative consequences of academic
pressure on students' mental health are evident, with many experiencing symptoms of
anxiety and depression (Zhang, 2022). Disturbingly, academic pressure has also been
associated with increased suicide rates among 15 to 24-year-olds, highlighting the urgency
for us as educators, parents, and policymakers to address this issue (Philippine Daily
Inquirer, 2020). It is crucial that we strive to create a more supportive and balanced
education system that prioritizes the well-being of students.

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 Motivated by the prevalence of academic pressure among students, this
phenomenological study aims to provide deeper insights into the academic pressure
experienced by grade 11 students at Boracay National High School. By understanding the
perceptions of these students regarding their academic experiences, we seek to emphasize
the need for effective intervention. Our observations indicate the presence of academic
pressure at our school, evidenced by students’ consistent attendance and their drive to excel
academically, albeit with varying answers and goals. This study is motivated by the desire
to address this ongoing problem and gain deeper knowledge on how we can alleviate it.
Educators can utilize these insights to develop strategies that promote a healthier academic
environment, allowing students to thrive academically without compromising their mental
health. Parents, armed with a better understanding of the challenges their children face, can
provide the necessary support. Policymakers can also leverage the study’s results to inform
policy decisions aimed at reducing academic pressure and fostering a more holistic
approach to education. Ultimately, this study aspires to contribute meaningfully to the
well-being of grade 11 students at Boracay National High School and advocate for a more
balanced educational system.

In conclusion, academic pressure among Grade 11 students in Boracay National

High School is a pressing issue that requires attention and intervention. This study aims to
shed light on the perceptions and experiences of these students regarding their academic
pressure, providing valuable insights for us to address this challenge effectively.

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Statement of the Problem

The objective of this study is to gain insight into academic pressure by exploring
Grade 11 students’ experiences and perceptions about this phenomenon. This study seeks
to answer the following research questions:

1. What are the experiences of Grade 11 students concerning academic pressure?

2. How do Grade 11 students perceive academic pressure?
3. What are the coping strategies of Grade 11 students in dealing with academic
pressure?

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Scope and Limitations

The objective of this phenomenological research is to investigate the academic

pressure experienced by Grade 11 students at Boracay National High School during the
academic year 2022-2023. The study will focus solely on their academic pressure, with a
specific emphasis on their personal experiences, perceptions, and coping strategies, and
will not cover any other aspects of their lives. The study will include 8 student informants,
with 2 students selected from each Grade 11 strand, purposively chosen based on the need
for the study’s implementation.

The study will use a phenomenological approach, which means that the data
gathered will be limited to the subjective experiences and perceptions of the participants.
The research instrument for identifying eligible informants will include a checklist of
questions related to academic pressure, formulated using related literature to ensure the
instrument’s reliability and validity. Finally, an interactive interview with the participants
will be conducted to collect rich and detailed information. During the interview, the
interviewers will use a set of questions in the form of an interview guide. These questions
will be partially structured and allow for open-ended responses. However, due to time
constraints, the interviews will be conducted only during the second semester of the current
academic year. The data collected will be transcribed, and a thematic analysis will be
applied to identify, analyse, and interpret patterns or themes within the dataset.

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Theoretical Framework

This section presents theories that the researchers relied on to bolster and reinforce
the current study.

Social Cognitive Theory. This theory was developed by Albert Bandura (1977), a
psychologist who emphasized the role of observation and imitation in learning. According
to Bandura, people do not simply react to their environment; they actively engage with it
and can shape it through their actions. In the case of academic pressure among students,
social cognitive theory suggests that students are likely to observe and imitate the
behaviour of important people in their lives, such as parents, teachers, and peers. For
example, if a student sees their parent or teacher expressing a high level of anxiety about
academic performance, they may internalize that attitude and become more anxious
themselves. On the other hand, if a student observes their peers handling academic pressure
in a calm and effective way, they may be more likely to adopt those coping strategies
themselves.

Another theory is the Stress and Coping Theory (Lazarus, 1984) which suggests
that stress is a natural response to a perceived threat or challenge, and that individuals use
a variety of cognitive and behavioural strategies to manage that stress. Coping strategies
can be adaptive (i.e. effective in reducing stress and promoting well-being) or maladaptive
(i.e. ineffective or even harmful in managing stress). The effectiveness of coping strategies
can depend on a variety of factors, including individual differences (such as personality
traits), situational factors (such as social support), and previous experiences with stress. In
the case of academic pressure among students, stress and coping theory suggests that
students may perceive academic expectations as a threat to their well-being, and may use
a variety of coping strategies to manage that stress. Some students may use adaptive coping
strategies such as seeking support from others or developing a plan to meet academic
demands, while others may use maladaptive strategies such as avoidance or substance use.

Generally, in order to understand students' perception of academic pressure,

researchers can refer to several theories including Social Cognitive Theory and Stress and
Coping Theory. These theories provide a framework for examining the personal,
environmental, and behavioural factors that influence students' perceptions of academic
pressure, leading to a more comprehensive understanding about the phenomenon.

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Significance of the Study

This study on how students experience academic pressure is important because it

can give us a better understanding of their perception. This can help us create interventions
and support systems that meet their unique needs and ultimately help them do well and feel
good. This study will be a great benefit to the following:

Students. This study can offer important insights into the experiences of students dealing
with academic pressure, helping them better understand and manage their emotions,
thoughts, and behaviours in response to this issue.

Parents. The study can enable parents to understand and support their children dealing
with academic pressure, providing emotional support, guidance, and resources. It can also
lead to changes in the education system prioritizing student well-being.

Teachers. The study can assist teachers in developing strategies to support students
dealing with academic pressure, improving their well-being and academic performance. It
can also lead to a more inclusive and supportive learning environment.

Mental Health Professionals. The study can provide mental health professionals with
valuable information to develop effective interventions and support strategies for students
struggling with academic pressure, thereby improving their mental health.

Policy Makers. The study can provide evidence-based information to inform policies
related to education and student well-being, identifying gaps in the education system and
developing targeted interventions that promote student success and well-being.

Future Researchers. The study can contribute to the body of research on academic
pressure, developing a more nuanced understanding of the issue and identifying areas for
further investigation, leading to the development of effective interventions and support
strategies catering to different student populations.

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Definition of Terms

To provide a clearer understanding, the following terms were defined conceptually

and operationally:

Academic Achievement. Conceptually, this refers to the extent to which a student has
achieved the outcomes of their learning experiences (Steinmayr, 2014). For this study, it
refers to the level of achievement in academic subjects, including grades, test scores, and
other measures of academic success.

Academic Pressure. Conceptually, this refers to the expectations and demands placed on
students to succeed academically (Jiang, 2022). For this study, it refers to the external and
internal demands and expectations that Grade 11 students experience regarding academic
performance, including the pressure to meet certain standards, expectations, and academic
demands.

Coping Strategies. Conceptually, this refers to thoughts and behaviours that people use to
manage the demands of stressful situations (Algorani, 2022). For this study, it refers to the
methods that Grade 11 students use to manage academic pressure.

Mental Health. Conceptually, this refers to a state of well-being in which an individual

can cope with the normal stresses of life, and can work productively. (World Health
Organization, 2022). For this study, it refers to the overall well-being of Grade 11 students,
including their emotional, psychological, and social functioning.

Stress. Conceptually, this refers to a state of worry or mental tension caused by a difficult
situation. It is a natural human response that prompts us to address challenges and threats
in our lives (World Health Organization, 2023). For this study, it refers to the physical and
psychological response of Grade 11 students to academic pressure.

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 Chapter II

Review of Related Literature (RRL)

The literature review presented in the following paragraphs delves into the topic of
academic pressure among students. The review is structured thematically, covering aspects
such as the historical context of academic pressure, the factors and consequences of
academic pressure, as well as the various coping mechanisms adopted by students to deal
with academic pressure. To properly comprehend, it also displays synthesis.

Academic pressure refers to the stress and anxiety experienced by students due to
the high expectations and demands placed on them to perform well academically (Durette,
2020). It is a common phenomenon in educational institutions, particularly in highly
competitive environments, where students feel the need to excel academically to secure
their future prospects. Academic pressure among students has existed for centuries, and it
has become increasingly prevalent in recent times due to the intensification of competition
and expectations. In ancient Greece, the education system was highly demanding, and
students had to endure rigorous training to become scholars. The pressure to excel in
academics was immense, as education was the key to social and economic mobility in the
society (Garland, 2020).

During the medieval period, the Catholic Church was the main institution that
provided education, and students were expected to adhere to strict rules and regulations.
The curriculum was heavily focused on religious studies, and the pressure to succeed was
high, as failing to meet the academic standards could lead to severe punishment
(Woessmann, 2022). In the 19th century, academic pressure among students increased due
to the rise of industrialization and the need for a skilled workforce. Schools and universities
became more specialized, and students were expected to specialize in particular fields to
meet the demands of the job market (Reddy, 2018). The competition for top grades and
scholarships became intense, and students were under immense pressure to excel
academically.

In the early 20th century, the education system underwent significant changes, with
the introduction of standardized testing and the focus on academic performance. The
pressure to succeed in these tests was high, as they determined a student’s admission to
prestigious colleges and universities. The pressure to perform well in these tests has
continued to increase in recent times, with students spending countless hours studying and

9
preparing for them (Eyler, 2022). Today, academic pressure is a common phenomenon in
educational institutions, particularly in highly competitive environments. The pressure to
perform well academically has been found to have detrimental effects on students’ mental
health, leading to stress, anxiety, and depression (Deng, 2022). Hence, it is increasingly
important to tackle the issue of academic pressure among students, given the clear evidence
of its existence spanning decades or even centuries, and its continued prevalence in the
present time.

Phenomenological studies have provided valuable insights into the lived

experiences of students regarding academic pressure. For instance, Shakeel et al. (2022)
conducted a phenomenological study to explore the experiences of Pakistani university
students with academic pressure and stress. Participants reported feeling immense pressure
to excel academically due to high expectations from their families and cultural values that
prioritize education. The pressure resulted in negative effects on their mental and physical
health, including stress, anxiety, and exhaustion. Similarly, a phenomenological study by
Jarvis et al. (2020), participants reported feeling immense pressure to excel academically
due to cultural values that prioritize education and competition. They described the ways
in which academic pressure affected their self-esteem, relationships, and mental health.

Moreover, internal sources such as achievement goals and academic self-concept,

also contribute to academic pressure among students. Zarrin et al. (2020) found that
students who have high achievement goals, such as a desire for academic success or a fear
of failure, are more likely to experience academic pressure. Additionally, students who
have a negative academic self-concept, such as feeling incompetent or inadequate, may
also experience higher levels of academic pressure (Dechesne, 2018). The damaging
effects of academic pressure are not limited to academic performance alone but also extend
to one's self-concept.

Furthermore, external sources such as parental and teacher expectations and peer
pressure, also contribute to academic pressure among students. Jiang et al. (2022) found
that parental and teacher expectations are positively related to academic pressure. Students
who perceive that their parents and teachers have high expectations for them may feel
pressured to meet these expectations. One study conducted by Versaevel (2014) examined
the external sources of academic pressure among high school students in Canada. The
study found that parental expectations and teacher demands were the two main sources of

10
external academic pressure, and that these factors were associated with students’ academic
achievement, motivation, and engagement. Parents and teachers’ expectations can
contribute to academic pressure by setting high standards and placing significant emphasis
on academic achievement. When students perceive that their parents and teachers have
high expectations for them, they may feel pressured to meet these expectations, which can
lead to stress, anxiety, and a fear of failure.

Additionally, as peer pressure considered as one of the external source concerning

academic pressure, the connection of peer and academic pressure has been a topic of
interest for researchers studying the social influences on academic performance. Filade
(2019) found that peer pressure can have both positive and negative influence on academic
pressure, depending on the nature of the peer group and the degree to which students feel
pressure to conform to group norms.

On one hand, peer pressure can lead to positive academic outcomes by creating a
culture of high academic expectations and promoting academic engagement. A study by
Reindl (2021) found that peer groups with a strong emphasis on academic achievement
were associated with higher levels of academic motivation and engagement. Students who
feel supported by their peers in their academic pursuits may be more likely to invest time
and effort into their studies and to seek out academic challenges.

On the other hand, peer pressure can also lead to negative academic outcomes by
creating a culture of competition and anxiety. A study by Arshad (2015) found that peers
can influence academic pressure through comparison and competition. Peer pressure often
arises from the desire to fit in or be accepted by one’s peers. In an academic setting, this
can manifest as students feeling pressured to perform at a certain level or achieve certain
grades to be on par with their peers. The constant comparisons and competition among
classmates can create additional stress and pressure to excel academically.

In addition, cultural expectations and values also play a role in academic pressure
among students. Chyu et al. (2022) found that students from certain cultural backgrounds,
such as Asian cultures, may experience higher levels of academic pressure due to cultural
values that place a strong emphasis on academic achievement. These cultural expectations
may lead to increased stress and anxiety among students who feel they must meet these
expectations to fulfill their cultural obligations. Moreover, according to Chyu’s study,
cultures also place a strong emphasis on respect for authority figures, such as teachers and

11
educators. This cultural value can contribute to a sense of obligation to meet academic
expectations and perform well to show respect to teachers and uphold the honor of the
family. The fear of disappointing or disrespecting these authority figures can result in
increased academic pressure.

Furthermore, research suggests that academic pressure can also lead to negative
outcomes such as academic burnout and academic procrastination. Academic burnout is
characterized by emotional exhaustion, feelings of cynicism or depersonalization, and a
reduced sense of personal accomplishment (Maslach, 2016). A study conducted by March-
Amengual (2022) found that academic pressure can contribute to academic burnout. When
students face intense academic pressure, such as high expectations, heavy workloads, or a
competitive environment, they may experience chronic stress, which can eventually lead
to burnout. The constant pressure to perform academically at a high level without adequate
rest and self-care can result in feelings of exhaustion, decreased motivation, and a sense of
being overwhelmed.

Similarly, a study conducted by Zarrin (2020) found that academic pressure can
also lead to academic procrastination. When students feel overwhelmed by the demands
and expectations placed upon them, they may develop a tendency to delay or avoid tasks
and assignments. Procrastination can serve as a coping mechanism to temporarily alleviate
the stress and pressure associated with academic responsibilities (Zarrin, 2020). However,
this avoidance behaviour can further exacerbate academic pressure, as deadlines approach
and the workload accumulates, resulting in a cycle of increased stress and procrastination.
The negative impact of procrastination on academic performance and well-being can add
to the overall academic pressure experienced by students.

Moreover, academic pressure can also have long-term effects on students’ mental
health and well-being. A study conducted by Zhang et al. (2022) found that academic
pressure was positively related to symptoms of anxiety and depression among university
students. Students who experienced high levels of academic pressure reported more
symptoms of anxiety and depression compared to those who experienced lower levels of
academic pressure. These findings came directly from the help of mental health
professionals, which also highlights the importance of addressing academic pressure in
order to promote students’ mental health and well-being.

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 Despite the negative effects of academic pressure, some studies have suggested that
moderate levels of academic pressure can be beneficial for students. For example, a study
by Jiang (2021) found that moderate levels of academic pressure were associated with
higher levels of academic engagement among Chinese university students. Similarly, a
study by Mutlu (2018) found that moderate levels of academic pressure were associated
with higher levels of academic achievement and self-esteem among Turkish high school
students.

Another study by Liu (2021) found that moderate levels of academic pressure were
associated with higher levels of academic motivation and self-efficacy among Chinese
high school students. It shows that moderate levels of academic pressure may help to foster
a sense of personal responsibility and ownership over one’s academic performance, leading
to increased motivation and confidence. Additionally, a study by Zhu (2021) found that
moderate levels of academic pressure were associated with better academic performance
and mental health outcomes among Chinese college students. Moderate levels of academic
pressure may help to foster a sense of achievement and mastery, leading to increased
academic performance and positive mental health outcomes.

Moreover, a study by Tran et al. (2023) found that academic pressure were
associated with higher levels of academic self-regulation and better academic outcomes
among Taiwanese college students. The study shows that academic pressure can somehow
help to promote self-discipline and goal-oriented behaviours, leading to increased
academic success. Although, these studies suggest that moderate levels of academic
pressure may have some potential benefits for students, including increased academic
engagement, motivation, self-efficacy, academic achievement, and mental health
outcomes. However, it is important to note that these benefits may only be present at
moderate levels of academic pressure, and high levels of academic pressure are still
associated with negative outcomes.

Students adopt various coping strategies to manage their academic pressure.

Seeking social support, time management, relaxation techniques, and academic support are
some of the common coping strategies identified in phenomenological studies. In a study
by Zhou et al. (2023) on coping strategies for academic pressure among Chinese college
students, the researchers found that seeking social support was the most commonly used

13
coping strategy. Participants reported seeking support from their family, friends, and
teachers to manage their stress and anxiety.

Similarly, a study by Austria-Cruz (2019) on coping strategies for academic

pressure among Filipino high school students found that time management and relaxation
techniques, such as meditation and yoga, were effective coping strategies. Participants
reported that these techniques helped them manage their time effectively and reduce their
stress levels. Academic support, such as tutoring and study groups, was also found to be
an effective coping strategy in a study by Yazon (2018) on coping strategies for academic
pressure among Filipino college students. Participants reported that seeking academic
support helped them improve their academic performance and reduce their stress levels.

While there are various studies on academic pressure among students, it is apparent
that most of these studies were conducted in other countries. This indicates a gap in the
body of knowledge concerning academic pressure in the Philippines, where more research
is needed to address the issue. Hence, there is a need to conduct a phenomenological study
to delve deeper into the experiences and perceptions of students and gain a more profound
understanding of this phenomenon. The detrimental effects of academic pressure on
students are widespread and can impact their self-concept, academic performance, mental
health, and overall well-being. It is crucial to conduct research on academic pressure
among students in the Philippines to develop effective interventions and support
mechanisms that can better support these students and promote their well-being in this
challenging time.

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 Chapter III

Methodology

Research Design

This research study aims to explore the experiences of Grade 11 students from
Boracay National High School who are experiencing academic pressure. To achieve this,
the researchers will conduct in-depth interactive, semi-structured interviews with each
informant while taking audio recordings and field notes. The researchers will employ a
phenomenological approach to gather detailed and comprehensive descriptions of the
informants' experiences with academic pressure. Phenomenological approach is a
qualitative research method that explores the subjective experiences and perspectives of
participants regarding a phenomenon, with the goal of understanding the essence and
meaning of the phenomenon from their point of view (Creswell, 2013). The collected data
will be analysed thematically, allowing themes and patterns to emerge. The study will also
follow ethical guidelines, including obtaining informed consent and ensuring
confidentiality and anonymity.

15
Participants and Sampling Technique
In this study, a purposive sampling technique will be employed. Purposive
sampling is a set of non-probability sampling techniques where units are selected based on
specific characteristics required for the sample (Nikolopoulou, 2022). In this case, the
researcher will choose participants who truly encounter academic pressure. To identify
these students, a checklist consisting of academic pressure-related situations obtained from
the review of related literature (RRL) will be utilized. This checklist will be distributed to
each section of Grade 11, and students will indicate whether they have experienced each
situation. The researcher will analyse the responses and select only the top two students
from each of the four strands, totaling eight students, who have the highest number of
checks, to participate in the study.

During the pre-survey, the researchers will ensure ethical and professional conduct.
They will seek approval and consent from the school principal and advisers of each Grade
11 section to briefly interrupt their classes. The purposive sampling method will assist the
researchers in identifying students who genuinely experience academic pressure, as their
experiences will greatly contribute to the study. The sample size of 8 informants is deemed
appropriate for a phenomenological study as the focus is on in-depth exploration of the
experiences of each individual informant.

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Data Collecting Procedure

The process of collecting data will involve several steps. Initially, the researchers
will carefully select eligible participants for the study. To accomplish this, a checklist
consisting of academic pressure-related situations will be provided to grade 11 students.
Based on their responses, only two students from each academic strand will be chosen,
totaling eight participants. Conducting this pre-survey activity will ensure adherence to
ethical guidelines.

After identifying the eight participants, the researchers will ensure their voluntary
participation by obtaining parental consent and acknowledgment from the school principal.
Once the necessary approvals are secured, the researchers will gather the participants and
begin the interview session. To accommodate varying school schedules, the researchers
will prioritize the availability of the participants and create an interview schedule that is
convenient for both the participants and the researchers.

During the interview session, the researchers will utilize an interview guide
consisting of questions designed for the study. An interview guide serves as a framework
for organizing candidate interviews. It assists interviewers in knowing what to ask and in
what sequence, guaranteeing a consistent experience for all participants (Bird, 2016). If
necessary, the researchers will ask follow-up questions to obtain further elaboration on the
participants’ answers.

The interview guide questions will comprise two parts. The first part will focus on
gathering basic personal information about the students, such as their names, ages, grade
levels, and academic strands. The second part will contain the actual interview questions,
derived from the three research questions outlined in the study’s problem statement. These
interview questions will be designed to be semi-structured and open-ended, aiming to
explore the participants’ understanding, personal experiences, and coping strategies
concerning academic pressure.

The data collected from the interviews will be recorded, transcribed, and analysed
using qualitative research methods to uncover valuable insights and patterns related to the
participants’ experiences and perspectives on academic pressure.. The researchers will
ensure compliance with ethical guidelines by obtaining permission and approval from the
principal and class advisers to conduct the study. Both the checklist and interview
questions will be clear and concise to enhance student comprehension.

17
Research Instrumentation

For this study, two research instruments will be utilized. The first instrument is a
checklist that includes situations obtained from a thorough review of related literature. Its
main objective is to ensure that the participants genuinely experience academic pressure.
The checklist will be distributed to every section in Grade 11, and only the students who
have the highest number of checks will be chosen. Consequently, a total of 8 participants
will be selected, with 2 participants selected from each strand.

The second research instrument is an interview guide question, which will be

employed during the interview sessions with the selected participants. The interview guide
question is divided into two parts. The first part focuses on capturing essential personal
information of the participants, including their name, address, age, grade level, and
academic strand. This part ensures the confidentiality and privacy of the information given
by the participants. The second part contains the interview guide questions themselves,
which are derived from the three research questions outlined in the statement of the
problem for this study. The interview questions are designed to be semi-structured and
open-ended, aiming to delve into the participants’ personal experiences with academic
pressure, including the main sources of this phenomenon, and the strategies they employ
to cope with academic pressure.

To facilitate better understanding for the participants, both the checklist and
interview guide questions will be translated based on their preferred language. This will
enable the participants to comprehend the questions more effectively. By employing a
structured approach to collecting comprehensive and in-depth data, the interview guide
question can inform interventions and support strategies aimed at promoting a healthy
learning environment for Grade 11 students at Boracay National High School.

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 Chapter IV

Results and Discussion

In this chapter, the researchers present the results and findings obtained from
interviews conducted to gather information for the study on academic pressure among
Grade 11 students at Boracay National High School. This chapter will explore the common
themes that emerged from the participants’ answers and provide further discussion and
explanation of these themes.

I. Main Sources of Academic Pressure

A. Family and Parental Expectations

Parents often want their children to do well in school, which is understandable. But
sometimes, they can go too far and expect their kids to be perfect in every way. This study
found that the hopes and expectations parents have for their children can create a lot of
pressure on them, and this pressure shows up in different ways.

Parents’ hopes and expectations have a big influence on how well their kids do in
school, but they can also become a major source of pressure (Jiang, 2022). Parents want
their kids to have a good future, so they set high standards for their academic performance.
They want their children to get top grades and go to prestigious schools, based on their
own experiences or what they think is best. However, these high expectations can be a
heavy burden for children. They feel like they have to meet or even surpass their parents’
expectations.

One way parents’ expectations can create pressure is by comparing their kids to
other family members or friends. Key Informant One (KI 1) said, “My parents always
compare me to my successful relatives, which makes me feel like I have to match their
academic achievements.” Students are constantly being measured against others (Jiang,
2022), and this can make them feel like they’re not good enough or make them work extra
hard to prove themselves. They’re afraid of disappointing their parents and being seen as
failures. This constant worry can cause a lot of stress and anxiety, which can make it harder
for them to do well in school.

Also, parents sometimes get too involved in their child’s academic success. They
put their own dreams and desires on their child and make decisions for them. Key
Informant Two (KI 2) said, “My mom tries to control what course I take in college because

19
she thinks it’s the key to my future success.” Parents may sacrifice their own dreams for
their child’s education and put a lot of pressure on them (Versaevel, 2014). This leaves
little room for children to explore their own interests and goals. They may lose their passion
for learning because they’re so focused on meeting their parents’ expectations.

Moreover, parents or other family members can have unrealistic demands. They
push their kids to always strive for the highest grades, even if it’s not possible. Key
Informant Three (KI 3) said, “My aunt always tells me I need to get grades above 90, and
she got upset when I got an 85.” Similarly, Key Informant Four (KI 4) said, “My family
always expects me to get 90 or above, and it puts pressure on me.” This kind of pressure
can lead to burnout and make students lose motivation. When they feel like they can never
reach the high standards set for them, they lose confidence and feel like they’re not good
enough. Learning becomes stressful and anxiety-inducing instead of enjoyable.

Lastly, when parents only show love and approval when their kids do well in
school, it makes them feel like their worth is based only on their achievements. Key
Informant Five (KI 5) said, “My parents always tell me that doing well in school is
important for my future, so I’m afraid of making mistakes, even in exams, activities, and
projects.” The fear of failing is strong because they don’t want to disappoint their parents.
This fear can stop them from being creative and trying new things. It also prevents them
from developing important skills like problem-solving and resilience (Jarvis, 2020).

While parents’ hopes can be a good thing, it’s important to find a balance. When
parents have reasonable expectations and support their children, it can motivate them to do
well and feel proud of their accomplishments. Parents can guide and encourage their kids
and provide them with resources to succeed. However, when expectations become too
much or take over a child’s life, they become a major source of pressure.

B. Self-Imposed Pressure

Based on the interviews, most of the informants feel pressure that they create for
themselves, apart from what their families or parents expect. This self-imposed pressure
becomes a big part of their academic experience. When students set high expectations and
demand a lot from themselves, they unknowingly create a stressful and anxious
environment related to their school performance. This self-imposed pressure comes from
various factors, which we will explore below to understand it better.

20
 First, students often strive for perfection in their academics. Key Informant Six (KI
6) said, “Sometimes, I feel that no matter how much I try, it’s never enough, so I push
myself too hard to be perfect.” They set unrealistic standards for themselves and see
anything less than perfection as unacceptable. This constant pursuit of excellence creates
chronic stress and a fear of failure (Shakeel, 2022). The informant added, “I not only fear
disappointing my parents, but I also fear failing to meet my own expectations.”

Moreover, the desire to meet other people’s expectations also contributes to self-
imposed pressure. Students often feel obligated to live up to the hopes and dreams of their
parents, teachers, or friends. Key Informant Seven (KI 7) mentioned, “I feel the need to
prove myself because my teachers and even my friends expect me to do well in school.”
These external pressures add to their internal drive to succeed academically, making the
burden of pressure even heavier and giving them a strong sense of responsibility.

Additionally, the fear of personal or interpersonal disappointment is a big part of

self-imposed pressure. “When I get low scores or grades, I sometimes feel lost and
worthless,” stated by Key Informant Eight (KI 8) . Students attach great importance to
their academic achievements and see them as a measure of their self-worth. The possibility
of falling short of their own or others’ expectations leads to feelings of inadequacy (Zhu,
2021). Thus, they put immense pressure on themselves, constantly striving for academic
excellence to maintain a positive self-image and seek validation from their social circle.

Furthermore, the competitive nature of school environments amplifies self-

imposed academic pressure. “When I see my classmates doing well, I feel the need to be
like them and put pressure on myself to excel academically,” shared by Key Informant
Three (KI 3). In settings where academic performance is highly valued and compared
among peers, students feel compelled to outperform others (Tran, 2023). This competitive
mindset fuels self-imposed pressure, driving students to constantly pursue academic
success to secure top positions, scholarships, or admission to prestigious institutions.

Lastly, the fear of missing out on opportunities and having a bleak future adds to
the burden of self-imposed academic pressure. “My parents always tell that academic
success is crucial for a successful life, and I believe the same,” stated by Key Informant
Two (KI 2). Students often think that their entire future depends on their academic
performance. The possibility of not achieving certain grades or securing desirable

21
opportunities creates a sense of urgency. This pushes students to go beyond their limits,
often neglecting other aspects of their well-being in the process.

C. Family Honor

When talking about the pressure students face from their families, one theme that
stood out was the idea of “Family Honor.” This is from an informant who comes from a
successful family with relatives who are teachers and doctors. Key Informant One (KI 1)
shared, “Because of my family’s success and achievements, I always feel like I have to live
up to their standards. When I don’t do well in school, it feels like I’m letting them down
and bringing shame to our family. They constantly remind me to excel in school and
achieve the same level of success as they have.”

Family honor is a big factor in the pressure students feel about their academics. It’s
expected that family members, especially children, achieve academic success to maintain
the reputation and dignity of the family. Doing well in school is a source of pride and
respect for the whole family, showing their social status and success in the community.
Key Informant One (KI 1) said, “I’m pressured to follow in the footsteps of my relatives
and uphold my family’s honor.” This pressure comes from deeply rooted cultural and
societal values (Chyu, 2021). Families believe that their children’s academic achievements
directly affect their social standing, opportunities, and future prospects. That’s why there’s
such a strong emphasis on doing well in school to ensure a bright future and protect the
family’s reputation.

Moreover, students growing up in families that value family honor often feel
intense pressure to succeed academically (Chyu, 2021). They have a strong sense of
responsibility to meet the expectations placed on them, not just for their own success but
also to bring honor and pride to their family. Failing to meet these expectations can be seen
as a source of shame and disappointment, both for the individual and the entire family.
Parents may set high academic goals, just like what Key Informant One (KI 1) mentioned,
“To show that our family is successful, my parents always emphasize the importance of
doing well in school, like getting high grades and scores.” They may closely monitor their
children’s studies and progress. The child’s academic success becomes closely tied to the
family’s honor, creating even higher expectations and a constant drive to meet or surpass
them.

22
 While striving for academic excellence can be a positive motivator, the pressure of
family honor in academics can also have negative effects. The intense pressure to uphold
family honor can lead to excessive stress, anxiety, and a decreased sense of self-worth if
the child feels unable to meet the high expectations. The focus on academic success may
overshadow other important aspects of their lives, such as their physical health, social
relationships, and pursuing their individual passions.

D. Peer Pressure (Friends and Classmates)

When it comes to academic pressure, friends and classmates can have a big impact
on students. During adolescence, it’s common to feel influenced by peers as we try to fit
in and be accepted (Arshad, 2015). In school, this pressure can show up in different ways.

First, friends and classmates might create an atmosphere where they’re always
comparing their academic achievements. One informant (KI 3) in their group of friends
said, “I usually have the lowest grades, and that makes me feel like I need to do better than
everyone else. I want to be at the top or even better than them all.” They might feel the
need to outdo their classmates to get recognized and approved by their social circle. Always
comparing themselves like this can make them constantly chase success, leaving little time
for personal growth or exploring other things they’re interested in (Arshad, 2015). The fear
of being seen as “lesser” or falling behind can cause a lot of stress and worry, which can
affect their mental well-being.

Also, classmates who do well in school can indirectly set high standards for others.
Seeing their success can make other students feel inadequate and want to measure up. One
informant (KI 8) said, “Many of my classmates are really smart, and that makes me feel
like I’m falling behind because I’m not as skilled as them. It’s not their fault, but their
presence puts pressure on me to try and achieve what they have.” This pressure to compare
themselves can make students aim for similar grades or excel in the same subjects, even if
their true passions and abilities lie elsewhere. This external pressure to fit society’s idea of
success can hinder their personal growth (Reddy, 2018). Thus, it stop them from pursuing
what they’re truly passionate about.

Furthermore, peer pressure can also affect students’ study habits and choices. If
their classmates prioritize social activities over studying, it can be hard for students to resist
the temptation to join them (Zhou, 2023). The fear of missing out or being left out can
negatively affect their academic performance. They might also feel pressured to use

23
unhealthy study methods, like cramming or cheating, because their peers are doing it to
handle the workload. One informant (KI 7) said, “Sometimes, I feel like I have to cram not
only because my friends influence me but also because I want to finish a lot of schoolwork
all at once.” These harmful behaviours not only prevent students from truly learning but
also create a cycle of stress and dissatisfaction.

Lastly, peer pressure can influence important decisions about students’ education.
One informant (KI 5) explained, “Sometimes, I feel like I have to have the same goals as
my friends so I won’t feel left out. That pressure makes me pursue the same dreams as
them, even if they’re not what I really want.” Students might feel compelled to choose
certain subjects, courses, or career paths based on what their friends expect and think. The
fear of being different or not fitting in with the group’s choices can make them lose their
sense of self and have less control over their own decisions. Thus, they end up going down
academic paths that don’t match their true interests and aspirations, leading to less
motivation and satisfaction in the long run.

E. Teachers and Workloads

Teachers and workloads can make students feel a lot of pressure. Some teachers
are very strict and have high expectations for activities, assignments, and deadlines,
especially in higher section. In fact, one informant (KI 6) shared, “Some of my teachers
are very strict about school works and deadlines.” While it’s good for teachers to have
responsibilities, sometimes they don’t realize that they’re putting too much pressure on
students. This can make students feel like they always have to be perfect and worry about
failing or making their teachers unhappy.

Moreover, the amount of school work is also a big problem. One informant (KI 4)
said, “The overwhelming amount of school work and the need to complete it promptly, in
addition to my household responsibilities, became too much for me to handle both mentally
and physically.” Students have to manage many classes, assignments, projects, and exams
all at once. It’s a lot to handle and makes them mentally and physically tired. Trying to
finish everything on time adds to the stress and makes it difficult to balance school and
personal life.

In addition, teachers sometimes give too much homework or too many

assignments. One informant (KI 2) mentioned, “There are instances when my teacher
assigns a large number of tasks that need to be completed and submitted all at once.”

24
While homework is meant for practice, having too much of it is not helpful. It leaves
students with little time for other activities and relaxation, which are important for their
well-being. The pressure to complete a heavy workload can lead to burnout and negatively
impact students’ mental health.

Lastly, grades and academic achievements also contribute to the pressure. Another
informant (KI 6) shared, “Given that grades are consistently based on tests and
performances, I always strive to excel in both aspects.” The fear of getting low grades or
not meeting academic expectations can push students to develop unhealthy study habits
like cramming or striving for perfection (Jarvis, 2020). The focus on grades takes away the
joy of learning and limits students’ exploration of subjects they are interested in.

25
II. Students’ Perception and Emotional Responses to Academic Pressure
Students feel a lot of different emotions when they’re under a lot of academic
pressure. While emotions can vary from person to person and from time to time, academic
pressure often creates a consistent set of emotions in many students. They may experience
a range of emotions such as stress, anxiety, fear, frustration, and even sadness. These
emotions show how much pressure can affect students mentally. One informant (KI 4)
said, “I feel overwhelmed when I face a lot of academic pressure because people expect a
lot from me. If I can’t handle it, I feel drained.” Another informant (KI 1) said, “I get
really tired when I face too much pressure. I have a hard time sleeping because of all the
work, and sometimes I forget to take care of myself.” This shows that academic pressure
truly affects their well-being.

Feeling overwhelmed can also make students lose motivation. One informant (KI
1) said, “The pressure is really affecting my mental health. I often have emotional
breakdown, and I lose motivation. I’d rather sleep than do my schoolwork because it feels
like too much.” Some people might think this is laziness, but it’s actually about students
recognizing that academic pressure is bad for their mental health. They lose motivation
and choose to prioritize getting enough restful sleep, which is important for their overall
well-being, instead of finishing their schoolwork right away. When students feel like their
efforts don’t lead to good results or they get criticized a lot, their motivation to do well in
school can go down (March-Amengual, 2022). This lack of motivation makes things even
harder for them. On top of all these emotions, students can also feel exhausted. One
informant (KI 5) said, “Although I haven’t even begun my school assignments, thinking
about the workload makes me feel tired already.” Having too much work, studying late at
night, and feeling the pressure to do well can make students constantly tired and worn out.
This exhaustion makes it hard for them to concentrate and remember things.

Academic pressure can also make students feel bad about themselves. One
informant (KI 2) said, “Because people expect a lot from me, my self-esteem decreases
whenever I try to do well in my studies.” When students have high expectations and face
tough competition, they can start doubting themselves and feeling like they’re not good
enough. This really affects how they see themselves and how confident they feel.
Frustration is another common feeling when students have a lot of academic pressure. One

26
informant (KI 8) said, “I get angry with myself when I can’t finish tasks.” Not being able
to meet deadlines or achieve academic goals can make students feel frustrated and
unhappy.

Also, academic pressure can cause distress. Another informant (KI 5) talked about
the challenges, saying, “It’s draining and stressful because the tasks in grade 11 are not
easy, especially when I have many projects and exams to handle simultaneously.” This
shows that students face a lot of pressure and difficulties when they have multiple projects
and tasks to handle all at once. Distress means feeling extremely sad, frustrated,
overwhelmed, and hopeless (Yazon, 2018). When students have too much work and
struggle to manage expectations, it adds to the pressure and distress they feel. Anxiety is
another common feeling among students dealing with academic pressure. One informant
(KI 7) said, “I feel tensed and anxious. I always feel like I have to succeed because people
expect a lot from me.” This shows that anxiety is a constant feeling of worry and fear
caused by the pressure and expectations students face. They often feel anxious about
upcoming exams, deadlines, or the pressure to meet high expectations.

Emotions play a big role in our lives, including when we’re dealing with academic
pressure. The research shows that students feel a lot of different emotions when they’re
under pressure, and most of these emotions are negative. However, it’s important to know
that not all experiences are completely negative. One informant (KI 3) had a different
perspective and said they actually enjoy academic pressure when it’s related to something
they like. They said, “I find certain tasks enjoyable when they’re about things I’m
interested in and not too challenging.” This enjoyment comes from overcoming
challenges, achieving academic milestones, or studying subjects they find interesting. This
shows that sometimes academic pressure can bring positive emotions, especially when
students are interested in the tasks. But usually, the overwhelming nature of academic
pressure overshadows this enjoyment.

It’s also important to understand how students see academic pressure. When asked
about their views, the students shared thoughtful responses that explain how they perceive
academic pressure and how it affects them. One informant mentioned that some people
have high expectations for their academic performance, and that motivates them to do
better. But when their scores aren’t really high, they feel judged by others, and that makes
them lose motivation and enthusiasm. As the informant (KI 7) said, “Everyone expects a

27
lot from me, and some of them motivate me to do better. But some make me lose my will.
When I don’t get high scores, I feel like they’re judging me.” This shows how external
expectations affect their motivation and drive, and how external judgments can lower their
self-esteem and make them lose motivation. It highlights the constant pressure to meet or
exceed these expectations and the fear of not measuring up, which adds to their stress and
decreases their self-confidence.

Moreover, some students described academic pressure in both negative and

positive ways. They acknowledged that pressure can push them to complete their tasks and
aim for perfection. One informant (KI 2) said, “I feel pressured to be perfect. It’s a burden
in my life, but I don’t have a choice.” However, another informant (KI 5) said, “There are
times when academic pressure helps me because I exert so much effort in school projects
and exams, which results in a good grade.” And (KI 1)“It benefits me. It makes me work
harder to produce better results in school activities and achieve higher grades.” This
shows that academic pressure can sometimes motivate students to work harder and strive
for excellence. It pushes them to set goals, be disciplined, and develop good study habits.
Thus, they can achieve better academic performance and reach their full potential. These
feelings show the dual nature of academic pressure as both a motivator and a source of
exhaustion. They demonstrate the emotional burden and overwhelming feeling that comes
with academic pressure.

28
III. Students’ Coping Strategies in dealing with Academic Pressure
To comprehensively discuss the coping strategies employed by the informants in
managing academic pressure, the present analysis draws upon the key principles derived
from Richard Lazarus “Stress and Coping Theory”

A. Adaptive Coping Strategy

Seeking Social Support

Students have different ways of handling the academic pressure. Some ways are
helpful, while others can be harmful. Using adaptive coping strategies is a good and
effective way to deal with this stress. From the interviews, the most common adaptive
coping strategy is seeking support from others.

Getting support from others is a helpful way to cope with academic stress. First,
talking to friends who are going through the same things can make you feel better and less
alone. One informant (KI 8) said, “I meet my friends who are in the same situation as me,
and we support each other.” Talking to each other, sharing study tips, and encouraging
one another can help reduce stress and make you feel like you belong to a group.

Second, seeking help from teachers can also be useful. One informant (KI 3)
mentioned, “Sometimes, I ask my teacher for advice because I’m too shy to talk to my
classmates.” Teachers have a lot of knowledge and experience. They can help with
managing your workload, setting goals, and studying effectively. They can also explain
things you don’t understand and give you feedback on your work. Having a teacher who
believes in you and supports you can boost your confidence and motivation, which makes
school easier.

Lastly, family support is important too. Family members can listen to your
problems and understand how you feel. One informant (KI 8) said, “My sister has always
been there for me, especially when I feel pressured about school. She gives me advice and
support.” Having emotional support from your family can make you feel better and help
you focus on more than just school. They can also help you with practical things like
creating a good study environment, managing your time, or even helping you with some
tasks so that you have more time to study (Zhou, 2023). Sharing your worries with trusted
people can give you a different perspective and reduce the pressure of school stress.

29
Engaging in Activities or Hobbies

The second most common way students cope with academic pressure is by doing
activities they enjoy. Doing things like meditating, reading, drawing, listening to music, or
practicing yoga can be helpful. For example, when there’s a lot of school work, taking a
break and meditating can help reduce stress. One informant (KI 2) said, “When I have a
lot of school work, I take a break and meditate to relax.” Meditating helps calm their mind,
reduces stress, and gives a sense of peace. It let them forget about school for a while and
helps focus better when they go back to studying.

Reading, drawing, and listening to music can also be relaxing. One informant (KI
3) said, “When I feel stressed, I listen to K-pop music. It helps me feel better.” Another
informant (KI 1) mentioned, “When there are many tasks to do, I take a break by reading
or drawing because it’s my hobby.” Doing these activities gives you a break from school
work and allows you to express yourself or just unwind. They give you a break from school
pressure and help you relax, so you can concentrate better later.

Yoga is another helpful activity. It combines movement and mindfulness, which is

good for managing school stress. One informant (KI 7) said, “When I have time, I do yoga
to relax and stay focused on my school work.” Yoga helps release tension, improves
flexibility, and makes you feel better overall (Austria-Cruz, 2019). It helps them be present,
balanced, and grounded, which is good for school. When doing yoga, it helps reduces
physical and mental strain, making it easier to handle school challenges.

B. Maladaptive Coping Strategy

Self-Harm

When students face a lot of pressure in school, some of them might resort to hurting
themselves as a way to cope. This includes things like not eating, not sleeping, hurting
themselves physically, or isolating themselves.

When students feel overwhelmed by academic pressure, they might stop eating to
feel more in control. One informant (KI 1) said, “Sometimes, when I feel stressed and
overwhelmed, I don’t eat anything for a whole day. I know it’s not healthy, but it helps me
deal with pressure.” Restricting food or having disordered eating habits might make them
temporarily forget about school stress and feel like they accomplished something.

30
However, this behaviour can lead to serious health problems and make mental health issues
worse.

Sleep deprivation is another coping strategy. Students might stay awake for long
periods to study more. One informant (KI 6) shared, “When I have a lot of work, I
intentionally stay up late or don’t sleep to finish everything at once.” Sacrificing sleep to
study more might seem like a good idea, but it actually harms your ability to think, feel
good, and stay healthy. Not getting enough sleep affects your concentration, memory, and
problem-solving skills, which can make school harder.

Some students resort to hurting themselves physically when they can’t handle the
pressure. For example, one informant (KI 4) said, “When I struggle with academic
pressure, I sometimes hit the table or wall to cope.” The student added, “...or worse, I end
up banging my head against the table.” This shows how self-violence can be a way to deal
with pressure. Some students might punch, cut, burn themselves, or even hit their head to
release their emotional pain or try to reduce stress and anxiety. However, these actions can
cause serious physical harm and show that there are underlying mental health problems
that need professional help and support.

Isolating oneself is another common response to overwhelming pressure. One

informant (KI 5) said, “When I can’t handle the pressure and stress anymore, I lock myself
up to be alone.” Students may avoid socializing and stay away from friends and family,
thinking that dedicating more time to studying will lead to academic success. But isolating
oneself can make them feel even lonelier, increase stress, and harm their well-being. It
ends up making school performance worse instead of better.

Procrastination and Cramming

Procrastination and cramming are common ways students cope with academic
pressure, but they are harmful. Procrastination means delaying or postponing tasks, which
leads to a rush to complete them at the last minute (Mutlu, 2018). It happens because of
anxiety, wanting things to be perfect, or lacking motivation. One informant (KI 1) said,
“At times, I choose to ignore all my tasks to relieve stress and pressure, and then later
finish them all in one go.” This shows that students try to escape from overwhelming
school work by avoiding it. However, this only makes the stress worse in the end because
all the tasks pile up and become more daunting.

31
 Cramming means studying intensively in a short period, usually right before an
exam or deadline (Zarrin, 2020). It often happens because of procrastination when students
try to make up for lost time. Another informant (KI 2) mentioned, “Cramming has become
a habit for me, as I tend to disregard the pressure to complete necessary tasks in order to
avoid stress.” This shows how cramming can become a regular thing for some students.
Instead of facing the pressure and completing tasks on time, they choose to ignore their
responsibilities until the last minute. This avoidance helps reduce immediate stress, but it
doesn’t solve the root causes of school pressure and usually leads to poor quality work and
increased anxiety.

Furthermore, one informant (KI 4) said, “I found that cramming helps me cope in
some way, but I’ve realized I only do it to pass, not to truly learn.” According to their
experience, cramming tricks students into thinking they’re learning fast and understanding
concepts quickly. But this approach prevents deep learning and long-term retention. It only
creates a superficial understanding that is quickly forgotten after exams. This leads to more
stress, worse performance, and limited understanding of the subject. Both procrastination
and cramming are commonly used to cope with school pressure, but they only provide
temporary relief and have negative consequences like anxiety, poor time management, and
limited understanding.

According to the informants, all the coping strategies mentioned, both the adaptive
ones like seeking support and engaging in activities, and the maladaptive ones like self-
harm, procrastination, and cramming, were considered effective by them at some point.
However, they realized over time that the harmful strategies were never really healthy ways
to deal with school pressure. It’s clear that these strategies don’t effectively solve the
underlying problem.

32
 Chapter V

Summary, Conclusion and Recommendations

This chapter presents a summary of the study’s objectives and findings on academic
pressure. It includes recommendations for creating interventions and suggestions for future
researchers in this area.

This study aimed to examine academic pressure among Grade 11 students at

Boracay National High School during the academic year 2022-2023. The study addresses
three main research questions: 1) What are the experiences of Grade 11 students in relation
to academic pressure? 2) How do Grade 11 students perceive academic pressure? 3) What
coping strategies do Grade 11 students employ to manage academic pressure? The study
involved eight informants, two from each of the four strands in Grade 11, selected
purposively. An adaptive checklist, validated by Mrs. Romeluzvie T. Nabor, was used for
the selection of participants. The study utilized a phenomenological approach, employing
interactive interviews guided by specific questions to gain a deeper understanding of the
phenomenon under investigation. The study findings were analyzed thematically.

In summary, this study revealed that the primary sources of academic pressure are
family and parental expectations, self-imposed pressure, family honor, peer pressure,
teachers and workloads. The informants also expressed various emotional responses to
academic pressure, such as irritation, burnout, lack of motivation, reduced self-esteem,
fear, frustration, slight enjoyment, overwhelming stress, extreme fatigue, distress, and
anxiety. Additionally, the interviews identified both adaptive and maladaptive coping
strategies, including seeking social support, engaging in hobbies, self-harm,
procrastination, and cramming. Interestingly, all these coping strategies were found to be
effective, but there was a notable shift from negative to positive coping strategies, which
considered as a positive change.

33
 Based on the findings of the study conducted in our school, it is clear that academic
pressure is a significant issue among students. They have different experiences and
perceptions regarding this matter. Therefore, the following recommendations are
proposed:

1. Provide education and support to families: Offer resources and guidance to

help families establish realistic expectations and improve communication
about academics.
2. Develop programs for coping skills: Organize workshops or counselling
sessions that equip students with techniques to manage stress and enhance
their emotional well-being.
3. Foster peer support networks: Encourage students to connect with their
peers to receive mutual support in dealing with academic pressure.
4. Train teachers in workload management: Offer professional development
opportunities to teachers to help them balance assignments and promote a
healthy work-life equilibrium.
5. Promote positive coping strategies: Encourage students to seek social
support, engage in hobbies, and practice relaxation techniques as effective
ways to cope with academic pressure.

For future research, it is crucial to investigate various sources of academic pressure,

consider the diverse student populations and cultural contexts within our school, and
conduct long-term studies to evaluate the effectiveness of intervention programs. These
efforts will contribute to the development of efficient strategies to support students in
effectively managing academic pressure.

34
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