“Academic Stress, Achievement Motivation, and Academic Achievement as Predictors of Adjustment Among Highschool Students.”

Alleviate family stress to enable the student to function more effectively in school and community

Students today spend the majority of their weekdays at schools which can result in stress due to many factors. It is important for students to learn to cope with pressure because it is an important skill for overall health. Grades can cause stress and anxiety in many ways. For example, a student that is receiving “bad” grades can have stress because they feel pressured by the teachers or parents to get better grades, and the student may feel that their peers are judging them because of their grades. On the other hand, a student who is receiving “good” grades may feel stress due to the pressure of maintaining their grades for the sake of their peer’s judgement and parent’s expectations. Sources of stress in schools include: Teacher Interactions, Academic Stress, Peer Interactions, and Academic Self-Concept (Helms and Gable 6). The manifestation of stress results in emotional, behavioral, or psychological distress (Helms and Gable 6). Grades are a factor in all of the sources mentioned, the student may feel the teacher disapproves of them, their peers don’t respect them, and their self-esteem will be impacted because of poor grades. This can result in behaviour and emotional issues which further the student’s insecurities and can cause psychological problems in the long term. Letter or percentage grades say nothing about these issues, it is very difficult to spot stress in children and the resulting behaviour due to stress can be misinterpreted if the parents and teachers are not made aware. Summary assessments can help detect stress in students, where the student can explain how they are feeling and the teachers and parents can detect high levels of stress. Test anxiety is another manifestation of stress in students today; unfortunately, many schools and teachers face a huge responsibility in which the students must perform well in order for teachers to keep their jobs and for schools to

They were given a survey comparing many different factors using a 6-point likert scale, which is a series of six boxes with the first being a strongly disagree to the last being a strongly agree. They were asked questions about who influenced them, parental influence and pressure, their socialization, how often they trained or had sporting events, their need for academic support, financial aid, stress level and various other topics. The test concluded that the main stress point to do well in school was parental pressure. “The highest mean score is for parental pressure at 4.55. This is followed by support systems and socialization (both 4.15)” (Chuan et al. 16). This was the most consistent among both male and female test takers; however, females tended to show a stronger desire to do well academically. According to the test results, the authors were also able to deduce that sports participants typically got lower grades than students that did not participate in sports.

It also can deal with how much the student as learn and understanding of the information. Many of times academic achievement is shown by grades that are given out by the teacher. The teacher gets these grades by test and assignments the students perform by using the information they gain in class. Academic achievement is very important and all schools want everyone student to have high academic achievement.

Stress is a major factor that contributes to the students’ performance and state of mind. The effects of stress on a student’s ability to achieve adequate grades can be extremely detrimental. The weight

In conclusion each child has a unique pattern of adjusting to school life and academics in their own pattern of

Students in higher or older grades are prone to having a much higher stress level than students and learners of a lower grade. Students are stressed because of the hard study work that they need to prepare themselves for before writing their exams. They also worry about getting their work done in time and having deadlines for projects and speeches. Many students feel as though they are unprepared or feel like they have not worked and studied hard

It is important to be aware that students tend to put all of their efforts and time in school to get the best possible academic performance. Especially for high school students who are expected to go to college after they get

That can be easily attributed to a great support system at home. However, for some students their journey is a difficult one, full of obstacles. In Parkay’s third chapter titled “Today’s Schools” he states, “Increasing numbers of young people live under conditions characterized by extreme stress” (p.86). School has a tendency to be stressful on its own, regardless of grade level. To have stress from school, and then have stress from family at home can only make the learning process a whole lot harder. When one refers to stress it can have a variety of different meanings. Anything from being treated wrong to not getting enough food can lead to stress. The type of stress Parkay highlights is the stress put on children by lack of parental stability. He states, “10 percent were victims of other types of maltreatment, including threatened abuse, parent’s drug/ alcohol abuse, or lack of supervision (p.90). As cliché as it sounds, every student needs love and support from their parents. It is of great help when a student knows his/her parents support them and want them to

The other reasons that they added for student dropout of high school low GPA and work related. This implies that students have a lots pressures including personal, environmental and financial problem that make it harder for them to earn their diploma. Especially for those who grew up in the family with a low-income; it’s challenging due to lack of social support and resources. As I research, I acknowledge the problems about high schools dropout is very complex. However, over all, the main factors for student’s lack of academic achievements are family structures, communities and schools. Negative impacts come when students feel that their parents, schools and the communities are not there for them. When children obtain support, they will have

Factors like biological, environmental, sociocultural and psychological may all affect a student’s achievement. A student’s performance and well being is an indicator of what the school’s environment is like. If the student is in a deprived environment, then they will surely not excel in school and will not have any academic success, where as students who study in an enriched school environment would find it much less difficult to obtain academic

Furthermore, the pressure for students to score high grades academically results in the educators to lose focus on the appropriate educational practices. Therefore, the demands for high scores in tests causes stress among 12th grade students, violence among 8th graders, low attention among 3rd grade students, and a robbed childhood among 4-year olds.

Some student think that when they leave the educational setting and experience life without school stress, then they won’t want to go back to the academic life.

Newth (2011) claims that modern day stress seems to be more widespread than ever causing interference with human intellect, emotional and interpersonal functioning. Therefore; I suggest that students will encounter stress and it will impact their academic performance. In this fast pace and performance driven society each organization needs well performing people. The only way we will know what people require to become productive and less stressed is to explore topics as my research question. The topic

Next, the study conducted by Kamarudin Rafidah, Aris Azizah, Mohd Daud Norzaidi, Siong Choy Chong, Mohamed Intan Salwani and Ibrahim Noraini from Universiti Teknologi MARA, Malaysia and Putra International College, Melaka, Malaysia was to examine the relationship between stress factors (health, social and academic) and the level of perceived stress at three different periods of a semester (beginning, middle and end) and their impact on the academic performance of Pre-Diploma Science students at the University of Technology MARA (UiTM), Malaysia. The population of the Pre-Diploma Science students for the June-November 2005 intake in the campus was 242 and all of the students were chosen as subjects for the survey. 154 complete responses were returned out of the