CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews the theoretical framework, and literature review from the first to the

third objective of this study which focuses on how academic stress is related to anxiety among

secondary school students. It also looks at the study's conceptual framework and the chapter

summary.

2.2 Theoretical Framework

2.3 Empirical Literature Review

2.3.1 Academic Stress among Students

Stress is universally recognized as a psychological process including a person's unique

interpretation and reaction to every dangerous situation Prabu (2015), further defines academic

stress as the worry and tension accompanying education and learning. Prabu states that pursuing

a degree and education frequently entails a great deal of strain. These include reading

assignments, quizzes, tests, homework, and labs. There's the pressure to finish everything on

time, manage your schedule, and make time for extracurriculars. The origins and effects of

academic stress have been the subject of numerous international studies. A study done in

Australia found that high-stakes standardized testing, school ranking systems, and parental and

teacher expectations are major sources of academic stress in many developed nations.

A review done in India by Anitta (2022), noted that academic stress among high school

students often stems from fear of failure and the uncertainty surrounding their future educational

and career prospects. On the contrary, another study done in Tunisia by Pascoe et al. (2021)

conducted a comprehensive study and found that academic stress significantly correlates with
poor mental health outcomes in adolescents, especially among those in highly competitive

academic environments, and not about failures or career as stated by Prabu. They both

highlighted how parental pressure, peer competition, and societal expectations all contribute to

higher stress levels. According to Ying et al. (2020), almost half (45.2%) of the Chinese

participants said they spent two hours or more a day on their homework, and nearly 90% (86.6%)

felt under high or extremely high pressure due to learning-related issues. This study again

contradicts Prabu (2015) and Pascoe et al., (2021). According to his findings, a higher percentage

of stress is expressed due to overloading homework the students have to cope with from school

environments.

School-related academic constraints, such as high expectations from parents and instructors

greatly increased stress levels.

Furthermore, the continual pressure to score well on tests caused stress, according to several

students. The atmosphere of competition and the dread of failing were other significant factors.

Stress among high school students has been linked to the challenge of juggling assignments,

academics, and other academic demands. Approximately 60% of students reported feeling

stressed out as a result of their schoolwork. The majority of students, or 60.9%, had poor social

skills. Approximately 10% of students said they had experienced cyberbullying in the previous

12 months (10.2%). They experienced more stress as a result of this balance problem, especially

since they didn't have enough time to unwind. Additionally, the survey made clear that children

were under tremendous pressure to perform well academically, which added to their stress levels.

Students who believed they were unable to fulfill these requirements were (Karki et al., 2022).

A confirmation of Karki’s study is made by another research from India which supports the

high rate of students feeling stressed because of academics. It states that only 20–25% of
students said they were under a lot of stress because of their studies. In general, these students

were better at time management and handling the demands of school. About 50–60% of people

were classified as having moderate stress. Although these youngsters had normal academic

difficulties, they were not overburdened to the point where there were detrimental effects on

their mental health. Approximately 15–25% of pupils reported severe levels of academic stress,

according to the survey. This group frequently expressed feeling under a lot of pressure from

competition, parental expectations, and exams, which might result in more severe mental health

conditions including anxiety and sadness (Ghatol,2017).

From the regional perspective, there has been no difference in the experiences of academic

stress among students from global and regional perspectives. A study done in South Africa

emphasizes that a common cause of academic stress is a mismatch between students' talents and

external expectations, such as those from families and educational institutions. This leads to a

vicious loop in which students especially those in competitive programs constantly feel pressure

to perform well in school, which can make mental health issues worse. This is according to Cho's

research, which also suggested some ways to lessen the negative effects of stress on students'

well-being. He states institutions should develop supportive learning environments and

incorporate mental health resources (Cho, 2024).

The pressure to pass the West African Senior School Certificate Examination (WASSCE)

was the main cause of the high academic stress that a sizable majority of remedial students in the

Greater Accra Region encountered. According to Duncan (2015), the students reported that

failure to pass this exam could have serious socioeconomic and psychological repercussions. It is
essential for admission to postsecondary schools. The study found that 70% of students said their

inability to pay for school fees and other educational expenses was the main source of their

worry and caused them to develop academic stress. Social and familial expectations: A large

number of students approximately 65% cited social and familial pressure to perform well in

school and get a job as a major source of stress. The overwhelming workload and the pressure to

finish tasks on time were also cited by 60% of respondents as significant sources of stress

(Duncan,2015). Completing assignments is a major stress contributor to academic stress.

Additionally, another study done by Adom et al. (2020), states that both groups experience

significant stress due to high expectations and academic standards. Exams, thesis requirements,

and family pressure were cited by students as major sources of stress. This study done in Ghana

confirms the previous study by Duncan. It also shows that faculty members suffer from juggling

teaching responsibilities with research output, particularly in the absence of sufficient resources

or support, while many students feel constant pressure to perform academically well to secure

future possibilities.

The local perspective is not left behind on the academic stress experiences. According to

research by Ayiro et al. (2023), just 3% of students reported little stress, 31% reported high

stress, and 66% reported moderate stress. These findings highlight numerous significant

discoveries about stress levels. These findings show that a sizable percentage of students

experience moderate to high levels of stress, which are mostly related to peer pressure, family

circumstances, and school pressures. The study found that the adoption of avoidance coping
mechanisms was positively correlated with high levels of stress ( Ayiro et al., 2023). This

indicates that rather than facing their stressors head-on, pupils frequently attempt to avoid them.

However, students were reluctant to ask for assistance from classmates or teachers, even though

they understood the value of emotional, social, and psychological support.

In the setting of Kenya, with an emphasis on form four students getting ready for national

exams. At this point, students are more likely to feel the most pressure from their significant

others to perform academically. Investigating academic burnout could aid in understanding

secondary school students' academic burnout (Oyoo et al., 2020). Finding the potential factors

impacting academic accomplishment in the Kenyan environment has piqued the curiosity of

numerous educational researchers. This study done in Homabay County by Oyoo et al. (2020),

has shown that both contextual and psychological elements, including the leadership styles of

principals, interpersonal conflicts, and student characteristics, have an impact on students'

academic progress. While addressing students' knowledge and perceptions of mental health in

the academic context, the findings revealed that a sizable portion of students experienced

moderate to high levels of stress and also pointed out a link between stress and coping

mechanisms like avoidance (Oyoo et al., 2020).

The results of a different study conducted at secondary schools in Kenya's Eldoret East Sub-

County show a strong correlation. With around 60% of students seeing academic pressure as a

direct source of stress that can result in disruptive behaviors like strikes and aggressiveness, the

study demonstrates that high levels of academic stress are linked to an increase in indiscipline.

According to the study, students frequently become more frustrated when academic

responsibilities increase and turn to indiscipline as a coping strategy. To establish a more

balanced learning environment, this link highlights the necessity for schools to incorporate stress

management practices into their discipline plans (Chewen et al.,2018).

2.4 The level of anxiety among students

Innate and inherent to our nature is anxiety. Perrotta (2019) defines anxiety as our body's

natural reaction to get ready for any threat it senses. We have a sense of vulnerability, even if we

may not always know why. The physical alterations that occurred in our ancestors equipped

them for either struggle or escape when they were threatened by vicious animals or hostile

peoples. Even though the threats we encounter today are very different, we nonetheless undergo

the same changes when we are confronted with a scenario that makes us feel threatened or afraid.

Moderate anxiety can be helpful since it keeps us awake when faced with challenging

circumstances, enabling us to respond swiftly. When it persists for too long or is excessive to the

circumstances we are in, it can become a serious issue and make even the most basic tasks

extremely difficult (Perrotta,2019).

Since 2013, the World Health Organization (WHO) has been investigating and treating

mental health disorders at the national level with a special emphasis on the end of adolescence

and early youth. The World Health Organization predicted in 2014 that by 2017, 260 million

people will suffer from anxiety and 300 million will suffer from depression symptoms in the

world. Globally, the prevalence rate of mental disorders in children and adolescents fluctuates

from 1–51%. The stresses of this stage of life can be followed by negative repercussions such as

a deterioration in the quality of life, disturbance in mental health, and the onset of complications

such as anxiety (WHO 2017).

 According to a report from a study done in Saudi Arabia, anxiety is the most common mental

health issue among Saudi Arabian female high school students, followed by sadness and stress.

The study also looked at correlations with demographic factors, finding that factors like family

background, socioeconomic status, and academic performance were associated with the levels of

stress, anxiety, and depression in this population (GHsabe et al., 2024). The study found that

67% of the students reported having a low degree of anxiety, with roughly 32% experiencing

moderate to severe anxiety, 60% had varying degrees of depressive symptoms, with roughly

29% experiencing moderate to severe cases, and 47% reported having symptoms of stress, with

roughly 18% experiencing moderate to high levels of stress (GHsabe et al., 2024).

Anxiety level and related factors in senior high school students continue to worry most parts

of the world as a study done in China by Johannessen et al. (2017) during the outbreak of

coronavirus illness 2019 confirms. The study looked into anxiety levels among Chinese high

school students during the COVID-19 pandemic. According to the survey, by Johannessen et al.

(2017). approximately 37% of students reported suffering anxiety-related symptoms. This

includes mild to severe anxiety, which was exacerbated by pandemic-related stresses such as

isolation, fear of infection, and uncertainty regarding academic achievement. Furthermore,

specific characteristics related to increased anxiety levels were identified, such as feminine

gender, academic pressure, worry about family health, and a lack of social support during

solitude.

The pandemic left effects not only in China and other continents but also in Africa. A study
done on the Impacts of the COVID-19 Pandemic on Education and Mental Health Among Sub-
Saharan African Adolescents" looked at the pandemic's long-term impacts in five sub-Saharan
African countries: Burkina Faso, Ethiopia, Ghana, Nigeria, and Tanzania. The survey, which
took place between July and December 2021 and included a sample of roughly 2,803
adolescents, discovered that approximately 17% of them did not receive any type of schooling
throughout this time. Girls were 15% more likely to miss out on in-person learning than boys.
Furthermore, adolescents from rural areas had substantially greater educational hurdles, with
these students having a 2.7% probability of being denied access to education. In terms of mental
health, the survey revealed high rates of psychological distress, with 18% of individuals
reporting.
Locally, in a study of the frequency of depression and anxiety among Kenyan high school

students and examining the impact of social support and demographic factors on these mental

health difficulties Osborn et al.( 2020) discovered that roughly 35% of the students showed signs

of sadness, with a considerable fraction suffering moderate to severe levels, while approximately

40% of students reported feelings of anxiety, and a large subset had moderate to severe

symptoms.

Osborn et al.( 2020), discovered that social support from family and peers was inversely related

to symptoms of depression and anxiety, implying that higher levels of social support were

associated with lower levels of both symptoms. Gender, age, and socioeconomic status were also

factors that influenced the outcome.

A study was carried out in Nairobi, Kenya, to evaluate the mental health of children and

adolescents attending public secondary schools. Based on the Multidimensional Anxiety Scale

for Children (MASC), 43.7% of the 3,775 students polled had clinical diagnostic levels of

sadness, while 12.9% had anxiety symptoms. Furthermore, 49.3% reported moderate to severe

anxiety, with or without depression, according to the Ndetei-Othieno-Kathuku (NOK) scale

(Ndetei et al. 2016).

The findings of Syokwaa and. Aloka's study "The Relationship between Anxiety Levels

and Academic Achievement among Students in Selected Secondary Schools in Lang'ata District,

Kenya" revealed precise percentages of students who had anxiety: A high level of anxiety.

Approximately 33% of the students in the study experienced high levels of anxiousness. Around
45% of students expressed moderate anxiety levels, followed by 22% who indicated low anxiety

levels. The study revealed that there was a statistically significant link between anxiety levels

and academic performance. Higher anxiety levels were frequently associated with lower

academic performance, implying that anxiety may impair pupils' capacity to do well

academically in Lang'ata District, Kenya (Syokwaa et al. 2014).

2.5 Relationship between academic stress and anxiety among students

One significant conclusion is that anxiety and academic stress are frequently entangled and

not always easily differentiated. Because terms like "stress," "anxiety," and "worry" are

commonly used interchangeably, in their study, Pascoe et al. (2020), stated that it can be difficult

to tell whether researchers are concentrating on students' subjective experiences of distress or

outside pressures like tests. Additionally, it is difficult to determine precisely how academic

stress causes anxiety and vice versa because of this confusion. Pascoe et al. further contend that

concentrating solely on measurable aspects of stress ignores significant subjective interpretations

by students, such as how various stressors are viewed depending on coping strategies and

individual resilience.

The high-stakes Leaving Certificate exams put students under a lot of pressure, as the

study "Your Whole Life Depends on It by Banks & Smith (2015), states that academic Stress and

High-Stakes Testing in Ireland" explores. More than 50% of female students and almost 40% of

male students reported feeling "constantly under strain" and "losing sleep" due to academic

stress, according to a study by Joanne Banks and Emer Smyth that polled 900 students from 12

different schools. According to the study, girls had significantly higher stress levels and a

propensity to put homework ahead of recreational activities. Students described the Leaving

Certificate as essential to their future options, including higher education and work, and cited
teachers, peers, and self-imposed expectations as major sources of stress. The study also

discovered that children who have opportunities and interactions with supportive teachers have

less stress compared to the ones without those opportunities (Banks & Smith, 2015).

Another study confirms the high levels of academic stress and anxiety among students in

secondary or high schools. According to the findings of this study "Academic Stress and

Depression among Adolescents: A Cross-sectional Study," which was carried out in Tamil Nadu,

India, academic stress considerably raised the risk of anxiety and depression in teenagers. In

particular, students who experienced high levels of academic stress were 2.4 times more likely to

suffer from anxiety or depression than students who did not. 45.7%, of the study group,

experienced moderate, and 25.4% experienced mild, 19.6%, and 9.3% severe depression,

respectively (Jayanthi et al., 2015). The case group's average academic stress score was 36.5%

more than the control group's score.

According to a study done in Nepal Asia, stress is one of the major mental health

problems that high school students face. To determine the statistically significant variables of

DAS symptoms at p-value<0.05, multivariable logistic regression was used. Overall, 56.5%

(95% CI: 51.8%, 61.1%), 55.6% (95% CI: 50.9%, 60.2%), and 32.9% (95% CI: 28.6%, 37.4%)

of the population had DAS (Karki et al., 2022). The existence of perceived academic stress,

students from science or humanities faculties, and nuclear family type are all included in the

multivariable model.
2.4 Conception Framework

Variable A Variable B

Academic stress
Anxiety
 Academic performance
 Mental symptoms
 Class participation
 Physical symptoms
 Study habits
 Behavioural symptoms
 Psychical health

Moderating variables

 Age
 Sex
 Religion
 class
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