Pressure and Performance: Investigating the causes of stress among Benguet National High

School-Senior High Students of Grade 11 STEM

CHAPTER 1: INTRODUCTION
BACKGROUND OF THE STUDY
Tony Robbins once said, “Ten years from now, you’ll laugh at whatever’s stressing you
out today. So why not laugh now?” This reminds us not to be overwhelmed by stress and to
adopt a lighter perspective. Moreover, this quote can be a reminder for us students to put aside
our anxious or stressful thoughts and look into the brighter side. Stress, as defined by Cleveland
Clinic (2024), is the body’s natural response to challenges, sometimes beneficial for motivation
but harmful when persistent. This research paper focuses on analyzing stress among SHS
students, particularly at Benguet High School. As students advance in education, stress increases,
affecting retention and progression (Robotham & Julian, 2006). So, why do many teens feel so
stressed? Being a teenager can be tough, with changes in your body, grappling with identity,
academic pressures, and social media stress (Reynolds 2023). While stress among students is
well-documented, limited data exist on BeNHS students. Studies in the Cordillera region
highlight school challenges, boredom, lack of routine, and financial struggles as common
stressors, which, if unmanaged, can lead to anxiety and depression. High school students face
stress from academics, friendships, and personal issues. Managing it through exercise, time
management, social support, and counseling is crucial. Providing physical, mental, and
emotional support is essential, as students shape the future of society. Our research topic
provides information about how students of the Senior High School level face their stress.
Students currently face pressures from their performances in their academic life and many
expectations from the environment and self is what starts this pressure, this is what makes
students feel stressed and feel pressured to be a good performative student.
Stress is common among high school students and tends to increase as they transition to
university due to the demanding nature of higher education. In the Philippines, stress is often
caused by academic pressure, heavy workloads, financial struggles, family expectations, mental
health issues, and limited support. The influence of the internet and social media also contributes
to stress, leading to feelings of depression. A study in a Manila private school found that grade
12 male students experienced low energy, sadness, decision-making problems, and low self-
esteem (Tan, 2022). Research by Frazier et al. (2018) explored on how stress affects US college
students’ academic performance, revealing that background and mental well-being influence
their stress levels and GPA. Pascoe, Hetrick, & Parker (2020) from the USA, they’ve found that
academic-related stress negatively impacts students’ learning, sleep, physical and mental health,
and overall well-being. Financial struggles and limited mental health support contribute to stress
in the Philippines, while globally, students face pressures from competitive education systems.
Addressing these issues through better support systems, such as counseling and stress
management programs, can help students succeed and maintain their health.
 This study explores key stress factors and their impact on academic performance and
well-being. According to Robotham & Julian (2006), students react to stress emotionally,
cognitively, behaviorally, and physically, leading to anxiety, irritability, unhealthy habits, and
physical symptoms. Common stressors include exams, time pressure, financial worries, career
decisions, and parental expectations. Stress among students is caused by relationship issues
(working with new people), environmental concerns (worries about the future), academic
pressures (class workload), and personal factors (financial problems). Stress can be managed
through courses and extracurricular activities (Owusu & Essel 2017). Bhargava & Trivedi (2018)
found young people face high stress levels, often leading to overeating, depression, and
headaches. Social media use can increase stress by reducing physical activity and family time.
Coping strategies include meditation, sleep, socializing, and counseling. A study by Tan (2022)
found 40% of respondents feel easily stressed, leading to confusion, fear of failure, sleep
problems, and loss of interest. While many experience sadness and guilt, most recognize the need
for help. Tus (2020) highlights that support from teachers and school programs helps students
manage stress. The study found no link between stress, motivation, and academic performance,
emphasizing the importance of maintaining current support systems. Since senior high students
are into transition to college, their anxiety and stress might get even worse. In relation, stress is
experienced by anyone, and is not based on what gender they are. In a study made by (Porwal &
Kumar 2014) in correspondence to our research on SHS students’ stress aligns with the idea that
boys face pressure to excel academically, manage responsibilities, and meet parental
expectations. These factors contribute to stress and mental health issues, especially for boys, as
seen in the study. Noted to mention that senior high school students experience these negative
things, but mostly what stresses them is about their life and school. With the effects of stress to
their school record and reputation, students acknowledged that stress affects their performance
by causing absenteeism, lowering morale, and hindering assignment completion. The study
suggests that stress and academic performance are inversely related (Brobbery 2021).
After a thorough review of the studies related to stress among students, the same reason
ends up coming up. Students have always been stressed and pressured mostly because of
academic pressure and performance, as society expects the youth to be more firm and
responsible but it’s not always because of academics as there are various ways that students can
have occurrences of stress that negatively impacts life, like finacial issues, societal/peer
expectations, internet overdose, mental health issues, and limited support as mentioned in the
cited studies. These additional factors have not been dived into yet probably because of its vast
of a concept. That’s why most researchers would think students are commonly stressed with
academics. In connection with stressors, familial expectations and influence is also relevant to
student stress but the combined effects of academic and family-related stressors on students’
mental health and academic performance are not well-explored. Parents’ increasing expectations
for their children, such as wanting them to become doctors or engineers, can create stress,
especially when these goals don’t align with the child’s own interests. Societal pressures also
contribute to this, leading to growing stress levels among youth (Porwal & Kumar 2014). The
related factors to stress is being depressive and suicidal which could drive people to doing
stressful stuffs. The study by Deng et al. (2022) doesn’t explore factors that might influence the
link between stress and depression, and its findings may not apply to all cultures. Filling these
gaps could improve our understanding of how stress affects students’ academic performance.
Having to study the causes of stress among individuals could give out more clarity and diversity
of answers. (UMCGResearch 2021) says there’s a need for further research to determine which
interventions are most effective in reducing stress. It is also a note to mention that, if research
like this have been made public, why has any adjustments to lessen student stress not been made.
REVIEW OF RELATED LITERATURE
Stress is that overwhelming surge of reactions and emotions that an individual
experiences when faced with challenges or pressure. In some ways, stress can serve as a
motivator, pushing us to stay focused and complete tasks efficiently. However, excessive stress
can lead to anxious thoughts, burnout, and a decline in overall well-being, especially when there
is no time to rest and recharge. Overcoming stress is a crucial factor in maintaining productivity
and mental clarity. Students, in particular, need to remain alert, motivated, and engaged to
perform well in their studies. However, the expectations and pressure from themselves, teachers,
and peers can lead to stress, making it difficult for them to function effectively. Learning to
manage stress through relaxation techniques, time management, and a healthy work-life balance
is essential for both academic success and personal well-being. Stress is a dynamic interaction
where perceived demands exceed available resources, particularly critical in adolescence. Poorly
managed stress can lead to anxiety, depression, and suicide, highlighting the need to address
students’ social, physical, and psychological needs.
Acosta-Gómez et al. (2018) found that while most students reported normal or low stress,
women and second-year students experienced higher levels. Major stressors included exams,
career choices, and family issues. Strong health, social support, and coping strategies helped
mitigate stress, leading to recommendations for stress management programs and study skills
training. Desamparado et al. (2019) reported that Grade 12 students experienced moderate to
high stress, particularly in academics. Gender influenced stress levels in content, while economic
status impacted stress in content and skills, emphasizing the need for support systems. Nagle &
Sharma (2018) highlighted increasing academic stress in India due to parental expectations,
competition, and an exam-driven system, resulting in mental health issues. They called for
awareness programs, counseling, and educational reforms to balance academic success with
well-being. Advincula, Morales, & Morales (2023) examined academic stress, motivation, and
performance among Senior High School students in Bulacan. While students experienced
moderate stress, academic performance remained high. Stress had no significant impact on
performance, but motivation played a crucial role. The study suggests programs to reduce stress,
enhance motivation, and improve academic outcomes. These studies emphasize the importance
of stress management programs, study skills training, and support systems to help students cope
and succeed academically.
 Studies made by Acosta-Gómez et al. (2018), Desamparado et al. (2019), Nagle &
Sharma (2018), and Advincula, Morales, & Morales (2023), have explored the academic stress in
high school students, highlighting key stressors such as parental expectations, competition, and
mental health concerns. Despite these insights, the studies have limitations. Most collect data at a
single point in time, making it difficult to track changes in stress and motivation. Their focus on
specific schools or regions limits how well the findings apply to other students. Additionally,
they do not explore personal experiences, parental views, or the effectiveness of school support
programs in depth. While they suggest ways to reduce stress, they do not test their effectiveness.
Research is also lacking on how long-term stress affects brain function, memory, and learning, as
well as how personality, resilience, and emotional intelligence influence coping. The effects of
sleep, nutrition, digital learning, gender differences, and social support on academic stress
remain underexplored. Furthermore, few studies assess the impact of school-based stress
management programs or examine long-term outcomes such as college success, career choices,
and mental health. Addressing these gaps could improve student support and academic
performance.
With these information our study which explores the causes and effects of academic
stress among Senior High School students at Benguet National High School, focusing on how it
impacts motivation and performance, it will further explain the situation into a more clear
understanding. The researches shows that stress comes from exams, career choices, parental
expectations, and financial struggles (Acosta-Gómez et al., 2018; Desamparado et al., 2019;
Nagle & Sharma, 2018). While motivation helps students succeed despite stress (Advincula et
al., 2023), excessive stress can lead to anxiety, burnout, and even serious mental health issues.
However, many studies only look at stress at one point in time and don’t fully explore students’
personal experiences, the role of family support, or the effectiveness of school programs. Using a
qualitative approach through interviews and focus groups, this research aims to understand
students’ struggles, coping strategies, and how stress affects their daily lives. The goal is to raise
awareness, suggest better support systems, and help create a healthier learning environment for
students, teachers, and parents.
 CONCEPTUAL FRAMEWORK
Stress is a common experience among senior high school learners as they navigate
academic demands, social expectations, and personal responsibilities. Understanding the factors
that contribute to their stress levels is essential in developing effective support systems and
strategies to enhance their well-being and academic performance. This conceptual framework
aims to explore the relationship between various causes of stress and the stress levels
experienced by senior high school learners.
In this conceptual framework of the study, only two variables are present, independent
variable and dependent variable. The study aims to determine the direct impact of various
stressors on the stress levels of students, making it a simple cause-and-effect relationship.

Diagram of Framework
INDEPENDENT VARIABLE

Causes of Stress

• Academic Workload
DEPENDENT VARIABLE
• Financial Concerns
Stress Levels among Senior
• Family Expectations High School Learners
• Social Pressures

• Personal Expectations

This conceptual framework illustrates the cause-and-effect relationship, highlighting how

different stressors contribute to the overall stress levels of senior high school learners. By
identifying these factors, educators and support systems can implement strategies to help
students manage stress and improve their academic performance and mental health.
STATEMENT OF THE PROBLEM
Stress is a common issue among Senior High School (SHS) students, often caused by
academic pressure, personal challenges, and external expectations. At Benguet National High
School (BeNHS), students face various stressors, including rigorous academic workloads,
financial difficulties, societal and familial pressures, and the influence of social media. If left
unmanaged, stress can negatively impact students’ academic performance, mental well-being,
and overall quality of life.
This study aims to investigate the causes and effects of stress among BeNHS Senior High
School students, focusing on the following key questions:
1. What are the primary causes of stress and pressure among Senior High School
student?

2. How do student’s experience and navigate stress and pressure?

3. What coping mechanisms do students employ to manage stress?

4. How do demographic factors (e.g. Socioeconomic status, gender) influence stress
experiences?
By addressing these questions, this study seeks to provide insights into the factors
contributing to student stress and propose effective interventions to support their academic
success and mental health.

SIGNIFICANCE OF THE STUDY

This research could give out answers to why students may be stressed and the research
might be able to shed light to this serious matter and can make their answers appear and be heard
by everyone. This research could also benefit future researchers who will study the same topic in
the future. The goal of this whole research is to provide a variety of answers and get different
responses to why students of Benguet National High School might experience stress. Teachers
can use the results to create a stress-free school environment, while parents can gain insight into
how their expectations may contribute to their children’s stress. The findings of this research will
have a great contribution to the students of the STEM (Science, Technology, Engineering, and
Mathematics) Senior High Students and it will help them overcome the problems that they have
such as academic pressure, family problems, and etc. Additionally, this research provides a
foundation for future studies on student stress, particularly for senior high school students. By
addressing these issues, the study seeks to improve mental health, enchance academic
performance, and build healthier relationships, better equipping students to face future
challenges. It will be a solution to handle stress management in the most effective way. To break
the stigma around mental health and improving personal development for students. This research
is a message to all people who suffer from stress to never forget that stress is a temporary state,
we cannot control the things that are beyond our power, let us practice peace and focus. This is
our obligation to help the senior high school students of Benguet National High School, so that
we can minimize the reasons of our stress and be at peace with ourselves and others.q

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INTERVIEW QUESTIONS

1. Is it pressuring you to maintain a high scores in activities?

2. How does personal problems contribute to your stress?

3. How does Academic stress impact your daily life, and your overall well-being?

4. How does students personal values and beliefs influence their stress responses?

5. Is it stressing or pressuring you that your parent’s have high expectations on you on
academic performance?

6. What strategies can individuals use to maintain a healthy work-life balance and reduce
stress?

7. How do your family dynamics and support system help (or worsen) your stress
management?

8. What specific coping strategies do you use to handle academic pressure?

9. What caused your stress the most in senior high school—was it schoolwork, exams,
social relationships, or something else?

10. When you were really stressed, what was the first thing you did to cope? Did it help? If
not, why?