CHAPTER II

Review of Related Literature and Studies

In this chapter we will talk about the relevant studies about The Effects of Academic

Pressure on Grade 11 STEM Students at Claret School of Lamitan. These studies include foreign

and local studies; this would strengthen the foundation of our research.

2.1 Related Literature

Parental and Teacher Expectations Ang & Huan, (2006) Research shows that when students

perceive school tasks as overwhelming, their stress levels increase significantly. A study by Pascoe,

Hetrick, & Parker (2020) found that students who appraise schoolwork as threats rather than challenges

experience higher anxiety, reduced concentration, and lower academic performance. This supports the

idea that perception of academic demands plays a crucial role in determining stress levels.

Academic Pressure among STEM Learners Saban and Umali (2019) a local study revealed that

STEM students face heavier workloads, advanced mathematics, and science requirements, which

intensify academic pressure. Students reported feeling overwhelmed during major exams and research

projects. This supports the conceptual framework’s “academic pressure”—a major factor influencing

student well-being and performance.

Parental and Teacher Expectations (Ang & Huan, (2006) Research on Asian learners found that strong

expectations from parents and teachers significantly increase stress levels. When students believe they

cannot meet these expectations, feelings of failure and burnout increase. This supports Cognitive

Appraisal Theory, showing how perceived expectations influence emotional reactions to school tasks.

Motivation and Self-Determination Theory (Deci & Ryan, (2008) Studies show that when students

experience autonomy, competence, and support, they are more motivated and resilient. A research by
Jeno (2015) found that STEM learners with high intrinsic motivation demonstrate better coping strategies

and improved well-being. This aligns with your Process box, specifically the development of positive

coping mechanisms

Optimal Stress and Performance (Yerkes–Dodson Law) A study by Podsakoff & LePine (2005)

found that moderate stress can help students focus, but excessive stress leads to cognitive overload and

decreased productivity. This supports your Output component Students productivity—as heavily

influenced by stress levels.

Peer and Teacher Support as Stress Buffers (Malecki & Demaray, (2003).

2.2 Related Studies

2.2.1 Foreign

In the study of Pascoe, Hetrick, and Parker (2020) examined the impact of stress on students in

secondary school and higher education, finding that academic-related stress negatively affects academic

achievement, decreases motivation, and increases the likelihood of school dropout. Their study highlights

how prolonged exposure to academic pressure can impair students’ overall well-being and performance.

In the same manner, Liu and Zhang (2022) explored the effects of academic pressure on

adolescents’ behavioral problems, noting that high pressure can lead to increased emotional and

behavioral issues. Their study identified self-control and family conflict as mediating factors,

suggesting that academic stress interacts with both personal and environmental conditions to

shape student behavior.

Similarly, Jiang, M., et al. (2022). The influence of academic pressure on adolescents’ problem

behavior — Frontiers in Psychology.

Empirical study exploring how academic pressure relates to adolescents’ problem behaviors and well-

being, and how family/individual factors (e.g., parent–child conflict, self-control) mediate or moderate
those relationships — directly relevant for discussing behavioral outcomes of heavy academic demands in

senior high populations.

Additionaly, Kristensen, S. M., et al. (2023). Academic Stress, Academic Self-efficacy, and

Psychological Distress: Intraindividual Mediation (open access).

Summary: Uses empirical data to test whether academic self-efficacy mediates the relationship between

academic stress and psychological distress — useful for theorizing interventions (e.g., boosting self-

efficacy for Grade 11 STEM students)

Lastly, Sharma and Kulkarni (2025) investigated academic stress among adolescents through a

school-based study in Belagavi, India. Their research revealed that high academic pressure significantly

contributes to adolescents’ stress levels and is associated with behavioral difficulties. The study also

emphasized demographic factors that influence students’ stress experiences.

Both foreign and local studies consistently show that academic pressure significantly affects
the well-being, motivation, and performance of STEM students. Across different countries, research
identifies similar stressors: heavy workloads, complex subjects, competitive environments, and high
parental expectations.

Foreign studies emphasize emotional exhaustion, disrupted sleep cycles, and pressure brought by
academic competition. Local studies highlight time management issues, performance task overload, and
stress caused by teaching styles and parental expectations.

Overall, the reviewed studies demonstrates that STEM students are uniquely vulnerable to academic
pressure because of the demanding nature of their subjects and performance requirements.

2.2.2 Local

According to Martinez and Hao (2000) examined “Academic Stressors and Emotional Exhaustion

Among STEM Students in Southeast Asia.” Their study ex+plored the relationship between high-level

academic demands and the emotional exhaustion experienced by senior high school students in STEM

tracks across different ASEAN countries. The findings indicated that continuous exposure to difficult
subjects such as physics, chemistry, and advanced mathematics led to increased stress and reduced

academic engagement. It was also found that students who lacked proper time management experienced

higher levels of burnout compared to those who received academic support from teachers or parents.

Furthermore, the researchers reported that emotional exhaustion was strongly associated with decreased

motivation and overall satisfaction with learning.

In addition, Santos (2018) conducted research on “Academic Pressure, Sleep Quality, and Overall

Well-Being of Grade 11 STEM Students in Quezon Province.” The study assessed how academic

pressure affects students’ physical and emotional health. Results revealed that heavy workloads from

research, laboratory activities, and mathematics subjects contributed to disrupted sleep cycles among the

participants. The students reported experiencing headaches, difficulty focusing, and irritability during

class due to poor sleep quality. Moreover, the study discovered that academic pressure significantly

lowers students’ overall well-being, particularly during exam weeks and major project submissions.

Based on these findings, the researcher emphasized the need for schools to implement structured

academic schedules and wellness programs.

Likewise, Zhang et al. (2023) investigated “The Influence of Academic Competitiveness on Stress

Levels of Senior High STEM Students in China.” Their study focused on how classroom competition and

high expectations from both parents and teachers affect students’ mental and emotional stability. The

findings disclosed that academic competitiveness was one of the strongest contributors to elevated stress

levels among STEM learners, as many felt pressured to outperform their peers to secure future college

admissions. Additionally, students who felt constant competition showed symptoms of anxiety,

perfectionism, and fear of failure. The researchers concluded that an overly competitive environment may

negatively affect student development, suggesting the adoption of collaborative learning strategies.

Similarly, Ramirez (2024) explored “Parental Pressure and Academic Performance of Grade 11
Students in Northern Luzon.” The study highlighted how parents expectations influence the academic

behavior and stress levels of senior high school students. The findings revealed that students who

experienced high parental pressure were more likely to feel overwhelmed and emotionally distressed.

Although some students reported increased motivation due to parental encouragement, many expressed

that excessive pressure led to mental fatigue, reduced interest in learning, and lower academic

satisfaction. The study concluded that parental involvement should be balanced to avoid overwhelming

students.

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