Stressis a common factor in the lives of every individual, notwithstanding of whateach other’s ethnicity is (Garrett, 2001).

If stress and anxiety combines arepresent for a long time, it may be very difficult to cope with these and oreven a health risk may develop. Stress may become dangerous when it does notallow yourself to perform your normal needs that you usually do on a regularbasis. There are many ways how students are able to cope with stress andeveryone deals with it to the best of their ability. As the academicexpectation increase every following year of high school, the expectations alsoincrease. Academic success includes meeting the educational expectations thatare meant to be met and being able to be at the standards of the school board.

According to Lau (2002), there were three main reasons that stress was related toschool that included the fear of success or even failure, the test orperformance anxiety that students received, and fears that are connected withthe school setting (p. 241). As students struggle with exams, the many chosesof career decisions, and social pressures, many students find themselveshelpless in dealing with the situation which causes the students to stress tothe extreme. Accordingto Shaunessy- Dedrick, E., Suldo, Sharron, M.

, Roth, Rachel, A and Fefer,Sarah, A.  their purpose was to explorestress, coping, and potential factors that some students develop. They alsoexplored resources that students observe as related in determining which AP/IBDstudents that were able to succeed with in school even though that the stressthat they encountered was for the demand for academic expectations. To beginthis study, they investigated 30 students in general but half of them wereperforming well in school while the other half was not so much. They observedtheir stressors, coping strategies, and environmental factors that studentshave that may influence their success in college-level courses. They found outthat the main reason for the source of stress was that it involved meeting theschool’s academic demands and being able to balance all of their social needsand extracurricular activities. In order for this to be carried out, theyscheduled meetings regarding the school’s leadership team and they explainedwhat the purpose of this whole this involved and the procedures. They askedstaff members to choose potential participants based on class rankings,performance on high-stakes tests and, common knowledge that students have.

Theschools that they used were given a written statement about this progress. Theyexplored student viewpoints by interviews that made the students talk aboutinformation that they may not feel comfortable with others around, so it wasprivate.  They concluded that thesestudents’ practices and observations are similar with respect to their effect. Furthermore,Suldo, Shannon M; Shaunessy, E; Thalji, A; Michalowski, J; Shaffer, E purposeis that the educational changeover to high school has many challenges forstudents since they are required to meet and befriend other peers and to beable to accomplish the academic expectations that are set. For the studentsthat are placed these in college programs that prepare them, such as theInternational Baccalaureate (IB) program, the amount of stress may be greaterthan usual (Suldo, Shaunessy, Hardesty, 2008).

There were 319 students thatparticipated in general but 162 are from the IB program whereas the other 157students are in general education. They found out that the main source of thestress experienced by the IB students was connected to academic requirementsthat were necessary. All these participants attended one high school in a ruralsoutheastern state. This school was selected because it contained an IB programas well as a general education program in the same school building. Students inboth programs were expected to meet the curricular requirements that werenecessary for graduation, but students in the IB program must also complete theIBO requirements. Once they were given consent to perform all of these, all thestudent’s that are participants in all of this received a letter from theresearch team explaining what the study was and that they needed written parentpermission for students’ participation. For the results, there were 7 factorsthat were collected in order of the results.

Additionally,LaRue, Denise E; Herrman, Judith W. purpose of this study was to fix teen perceptionsabout the different stressors that they face, as well as offering an adolescentperspective to the works related to teen stress. Stress has been linked to avariety of high-risk behaviors, including smoking, suicide, depression, drugabuse, and participating in high-risk sexual behaviors (Finkelstein, Kubzansky,Capitman, & Goodman, 2007; Finkelstein, Kubansky, & Goodman,2006; Goodman, McEwan, Dolan, Schafer-Kalkhoff, & Adler, 2005) (pg. 106).These studies show the wide variety of the sources of stress that were impactingthe adolescents. Though Chandra and Batada’s (2006) study included the teens’voice, and that most of the research was discovered in nature, using recognizedmeasures of stress and adult views in the analysis of results. The currentstudy provides a new perspective by using the adolescences voices to describetheir levels of stress and those stimuli that are related to the greatestlevels of adolescent stress. They performed this investigation by choosingdifferent supervisors, that were paid to gather teenagers to given them consentforms if they were interested.

This sample included 120 youths, 72 females and48 males ranging in age from 12 to 19 years. There were 17 groups of studentsand they were conducted in six weeks.  Rangingfrom 3-15 participants in each as well as the interviews being appropriately 40minutes long. The focus groups were conducted in private conference rooms andwere recorded to be able to use the data. The interviews included ice-breakerquestions, questions that led to the cause of their stress in their daily livesand resulted in the group discussing the sources of stress. After, they figuredout what the teens’ most common stressors, they were then ranked from the mostcommonly found to the least commonly found. They noticed that they were rangedfrom the order of school, followed by money, relationships, and parents. Moreover,Khanh, B observed the potential relationships that were between the educationalexpectations and academic achievement from the data they collected fromstudents when they were in Grades 8, 10, and 12.

A cross-lagged analyses showedthat between Grades 8 and 10 the pathways from success to expectations werestronger than the path from expectations to success; however, between Grades 10and 12, these pathways were much weaker than they anticipated. Theyaccomplished this by collecting data from a report that come from NELS(National Education Longitudinal Study), which selected a total of 24,599students from 1,052 schools. The students completed a questionnaire on manytopics regarding their expectations during each grade that they were in. Havinga high academic performance serves as a solid foundation and prepares studentsfor higher education which they might need in the future. Whilestress is present during a student’s high school journey, it will prevent themfrom having academic success. Stress normally occur when you feel pressured toget a certain grade or even when you feel uneasy within the school setting.High school is the place when students are generally challenged mentally in orderfor students to develop in to adults. Therefore, the anxiety that is during testmay be experienced for the first time or with increased as the school yearcontinues.

No matter where you are in your high school life it is very importantthat students receive a good night rest to be able to function in the morning properly,thinking positivity, using relaxation techniques, and seeking guidance willhelp you manage your stress that comes along with academic success. MethodParticipants/MaterialsThisstudy was conducted at St. Mary Catholic Secondary School and the participantsof this study was students that attended the school that were in the graderange from 10 to 5th Year.

The research was conducted towards malesand females that were focusing on their future post secondary plans. There were100 contributors to this study that produced valid information that waseditable to use in the research progress. These applicants were selected basedon their age regarding post secondary. Also, choosing the grades where postsecondary plans matter regarding education success. The participants were fromthe ages of 14-18. It was highly recommended not to use anyone who is belowthis age group because they may not take this study seriously and may not haveplans for post secondary.

Material used to accomplish this study are 100 validsurveys about academic success and stress related questions. Once you have yoursurveys, you would need to use pencils and pen to complete the survey. As soonas the participants completed the survey, a brief look over was completed justto clarify that the survey was valid. If not, the it was handed back to them tocomplete properly or throw away.

  Procedures            The survey was handed out to 5 classes ranging fromgrades 10- 5th year at the school St. Mary.  Before the questionnaires were handed out toclasses, the class was informed to not put their name on it, only circle oneanswer if there are options, and that there is another side of the survey. Thesurveys were handed out during the student’s homeroom classes. Taking thestudents out of their natural habitat might of have altered the results thatwere given. All the teachers were given notice ahead of time that a survey willbe completed within their period, and the teachers were provided with a copy ofthe survey to review it before completion.

Over the span of 2 days, over 150surveys were conducted and 100 of them were valid, including 50 males and 50females.  The teens’ mostcommon stressors were then ranked from the most commonly found to the leastcommonly found. Informing the students that what the purpose of thisquestionnaire because it will make the students feel more comfortable whilecompleting it. It is also important to reassure them that no one will seeand know what answer were checked off, and that they answer it as truthfully aspossible. This questionnaire should take no more than 20 minutes per class, butthis will differ based on the contributor’s responses and questions based onthe surveys. Results            Figure 1 consist of how stressful do you consider schoolrelated to your grade average. As seen in Figure 1, the more likely forstudents to consider school stressful are students that have a grade averageabout 80% with a total of 50% stating that out of 100%.

About 2% out of 100%says that they are very stress due to a below 50% grade average. Figure2 consist of is it difficult to balance all the situations in life related towhat grade you are in. As seen in Figure 2, about 60% of participants statedthat it was difficult balance social situation from grades 10-5thyear. The other 40% stated that it was not difficult, ranging from grades 10-5thyear. Figure3 consist of how stressful do you consider school related to what grade you arein. As seen in Figure 3, mainly grade 11 are stressed out which is 52% of theparticipants. The least stressed are 5th years with a total of 3% ofstudents.

 Figure 4, consist of how often you completeyour homework related to your comfortableness within a school setting. As seenin Figure 4, 22% of students complete their homework sometimes and feelmoderately comfortable in their classes. About 2% of the contributors feel not comfortable within the schoolwhile they never complete their homework. Figure5, consist of the number of absents form school per week related to howstressful you consider school. As seen in Figure 5, mainly 27% of students findthat school is very stressful and just stressful when they never miss a day ofschool per week on average. Figure6, consist of the activates that are performed to relieve your stress relatedto your age.

As seen in Figure 6, about 30% of students rely on listening tomusic to relieve stress between the ages 14-18. Figure7, consist of post- secondary plans related to how stressful school isconsidered. As seen in Figure 7, mainly students are more stressed out with a56% are planning to attend University rather than 4% of people who have noplans that are stressed. Figure8, consist of how comfortableness within a school setting related to yourgender.  As seen in Figure 8, men are 54%comfortable within the school setting where as females are 31% comfortablewithin a school setting.DiscussionInthis study, the intend was to focus on how stress can affect the academicsuccess of a student while attending St. Mary Catholic Secondary School.

Thehypothesis that is associated to this study states that stress can preventstudent from having academic success within their high school education. The results showed that as students progress further intheir high school education, the more stress is placed upon the students thusresulting in a negative affect towards academic success. Achieving a high-gradeaverage can be quite difficult when courses that are chosen are stressful dueto the levels of the courses that is picked for the individual.

Balancingmany situations in life can interfere with your academic success and apply agreat amount of stress to the individual. Also, students that complete theirhomework regularly, feel moderately comfortable within their school settingwith a total of 22% since a classroom setting can be intense and students mayfeel out of place or uncomfortable when they are placed there or even based ontheir gender. As well students find it very stressful to just stressful whenthey never miss a day of school because the student is responsible for missingdays and it is their responsibility to collect any missed work that occurred onthat day. To relieve the stress that the students encounter, mainly they relyon listening to music. As well as post- secondary plans, morestudents are planning to attend University which is considered more stressfulfor more than half of the students. The results that were conducted incorrelation to the hypothesis supported the study that was made. More than halfof the participants in the study stated that the higher the students progressedin their high school journey, the more stress was place upon them which mayaffect their academic success.

In relation to Khanh, B study, the results inthe pervious study showed that between Grades 8 and 10 the pathways fromsuccess to expectations were stronger than the path from expectations tosuccess; however, between Grades 10 and 12, these pathways were much weakerthan they anticipated. As thegrades 8 and 10 found achievement that were stronger than the path fromexpectations to achievement. These grade, do not need as much focus and thestress to achieve in comparison to grade 12 since it is planning towards theirfuture. In this study, the students in the grades 11-5th year stresslevels increased as they progressed in high school because these are the mostimportant years during high school for the reason that it can determinestudent’s futures.

It was predicted that the results of the would support thehypothesis of reciprocal effect. The current study expected that when thestudents are in middle school and high school, a relationship between theireducational expectations and academic achievements would be due to thereciprocal effect of the two variables. To collect this study, the studentscompleted a questionnaire in relation to education expectations and rangingfrom the different grades. For this current study, a questionnaire was handedout that is similar to the topics given based on the two variablespresent.  It is shown that as theacademic expectations increased over time, the stress levels of the studentsalso increase which results them have lower academic success. In correlation to LaRue, D.

E., & Herrman, J, W study, the results theywere found was that the most frequently stressors were school, followed bymoney, relationships, and parents. Maintaining good grades, passing theirclasses, making it to graduation, and the being accepted into university orcollege were all worries that shown within students. Seniors that conducted thesurvey also included the increased pressure of keeping up with school andgraduating with the rest of your class. Pulling themselves together and stayingon track to graduate were very important to many of the students. In thecurrent study, seniors that attend St. Mary found that it was furthermorestressful as their year was ending and entering the real world soon.

Manyseniors have future plans whether it was either University or College. Imaginewaiting anxiously to receive an acceptance letter that determines your entirefuture and it has been dream since childhood to attend. Pressure is placed uponseniors to be the role models of the school for their fellow students to showthem how to act responsible, take charge and prioritize. Having everything duearound the same time can often lead to students saying that they are stress outand this phase is echoed by students as they progress throughout high school.LaRue, D.

E., & Herrman, J, W study consisted of 120 youth from throughoutthe ranges of 12-19 years old including 72 females and 48 males. This studyconsisted of 100 youth including 50 females and 50 males. These studies allowthe students to open up about their lives and their responses to stress. LaRue,D.

E., & Herrman, J, W study made the students interact with otherstudents, and share insights related to the perspectives of others in thegroup, and they were separated into seventeen groups. As they were placed ingroups of 17 and the total results were conducted in six weeks.

  Each group had 3 to 15 participants, and theinterviews averaged 40 minutes in length. Somegroups included pregnant girls, teen fathers, teen mothers, and, non-parentingteens. The study conducted at St.

Mary was conducted in classroom setting withclass sizes ranging from twenty-five to thirty. The results of these studieswere similar where as the juniors and seniors have higher levels of stress dueto the academic expectations that are made towards the students. In connection to Suldo, S. M., Shaunessy, E., Thaliji, A.

,Michalowski, J., & Shaffer, E study, the educationalchangeover to high school has many challenges for students since they arerequired to meet and befriend other peers and to be able to accomplish theacademic expectations that are set. As studentstake on different level of programs, it will determine the level of difficultyas they progress. Also, the amount of stress that the student is under mayinfluence their performance like being nervous for a presentation and you keepon stuttering and shaking because of it, it may result in a lower academicsuccess.

Mainly students that took academic or even university courses, theyall find it sometimes difficult to give it your all and have it not the bestsometimes. This study states that students in academic and university coursesfind it difficult to have such high expectation on them which makes thestudents develop stress to be successful within their setting. Many individualsare different, and they can deal with stress in a variety of way, where as somemay turn to other things for a stress reliever. Suldo, S. M., Shaunessy, E.,Thaliji, A., Michalowski, J.

, & Shaffer, E study used participants in theirgeneral school programs but as well as students that are in advance programs.Where as this current study chose participants were students that were ingeneral students that attend St. Mary. In relation to Shaunessy-Dedrick, E.

, Suldo, S. M., Roth, R.A., & Fefer, S.

A. study, they found that out that the mainreason for the source of stress was that it involved meeting the school’sacademic demands and being able to balance all of their social needs andextracurricular activities.   Many of the participants in this study as well as thestudy conducted at St. Mary, the students perceived a strong work ethics andhigh achievements as well as motivations. As the study was conducted, theresearch showed that school was the primary factor of which caused the studentsto develop stress and influence them.

Some students stated that some strategiesthey had to used to manage academic requirements were not always beneficial andsometimes increased their stressors. Where as in this current study, studentsbelieve that they way they rely on to relieve their stress did dismiss theirstress periodically. In order for this to be carried out, they scheduledmeetings regarding the school’s leadership team and they explained what thepurpose of this whole this involved and the procedures.

where as the current study selected students that attended St. Mary. Some weaknesses that were present during the procedure waswhen 150 questionnaires were printed out and handed out, only 88 of them werevalid since the participants circled more than one answers for the question whenit states chose one, when they put their name one it, and sometimes not evencomplete the back page. Also, when conducting the study, keeping in mind thatgrade nine may not be truthful when completing the survey which can alter theresults in a negative way. As well as targeting questions that pertains to thestudents so that they are able to relate and understand it. Potentialimplication that can alter future research is that as years pass by, curriculumbecome more difficult to challenge the students in order to succeed in life.

Ifstudents are becoming stress now that affects their academic success so in thefuture it will only become harder thus resulting in more stress and a negativeacademic success. The significant of the research that is done shows thatstudents are held up to these expectations of being next to prefect, butparents, teachers, guardians, and friends are not realizing how much it affectthe individuals. There are many factors regarding stress, but the primaryfactor is school, and not only does it affect your academic success, but itaffects your overall mood towards life.

         

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