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Academic Overload in Freshmen Education Students

The document discusses the issue of academic overload, particularly among freshmen education students transitioning to tertiary education, highlighting the increased academic demands and stressors they face. Research indicates that while students may not perceive themselves as overloaded, they experience significant information overload affecting their well-being, with variations in stressors across different educational contexts. The document emphasizes the need for targeted research and interventions to address academic overload and improve the mental and physical health of these students.

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3 views2 pages

Academic Overload in Freshmen Education Students

The document discusses the issue of academic overload, particularly among freshmen education students transitioning to tertiary education, highlighting the increased academic demands and stressors they face. Research indicates that while students may not perceive themselves as overloaded, they experience significant information overload affecting their well-being, with variations in stressors across different educational contexts. The document emphasizes the need for targeted research and interventions to address academic overload and improve the mental and physical health of these students.

Uploaded by

jinpaja4
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Existing literature on academic overload has largely concentrated on secondary school students or

general higher education populations, with limited attention given to freshmen education students who
face a critical transition from secondary to tertiary education. This transition is characterized by
increased academic demands, independent learning expectations, dense course content, and stricter
time constraints, all of which heighten vulnerability to academic overload. Studies consistently show
that excessive academic workload and time pressure are associated with heightened stress, anxiety,
fatigue, and reduced well-being among students (Salmela-Aro & Read, 2017; Pascoe et al., 2020;
Iskandar et al., 2024).

Research conducted in South Lebanon highlights that while students may not always perceive
themselves as academically overloaded, they frequently experience information overload, which
negatively affects both mental and physical well-being (Ismail, 2022). Unlike findings from other regions
where examinations are identified as the primary academic stressor (Acosta-Gómez et al., 2018; García-
Ros et al., 2018), this study emphasizes the volume and complexity of academic information as the
dominant source of strain. These inconsistencies suggest that the nature of academic overload varies
across educational contexts and learning environments.

Studies focusing on undergraduate populations reveal similarly concerning patterns. Evidence shows
that large volumes of course material, frequent deadlines, and limited time to complete academic
requirements significantly contribute to students’ perceived overload and psychological distress (Licayan
et al., 2021; Yangdon et al., 2021). Freshmen are particularly at risk due to limited coping experience and
adjustment difficulties during their first year of university. Academic overload among this group has
been linked to sleep disturbances, mental fatigue, anxiety about grades, and feelings of pressure, all of
which undermine students’ capacity to function effectively in academic settings.

Research also indicates that the impact of academic overload is moderated by individual and
institutional factors. While some students employ adaptive coping strategies, such as time management
and seeking social support, others resort to maladaptive behaviors that intensify stress and exhaustion
(Iskandar et al., 2024). Institutional practices—including compressed schedules, overlapping
assessments, and limited academic support—further exacerbate overload, particularly in professional
and technical programs (Yangdon et al., 2021).

Despite growing evidence on academic overload and student well-being, context-specific research
remains limited, particularly among freshmen education students in regional universities in the
Philippines. Most existing studies either examine broader student populations or emphasize academic
stress without isolating academic overload as a distinct construct involving workload, time pressure, and
academic requirements. This gap underscores the need for focused investigation into how academic
overload specifically affects the mental and physical well-being of freshmen education students, who
must simultaneously adjust to university demands and professional preparation requirements.

Addressing this gap is essential for informing targeted academic interventions, such as realistic workload
design, improved scheduling of assessments, and early support mechanisms for freshmen.
Understanding academic overload within this specific context may contribute to enhancing student well-
being, academic engagement, and overall success in teacher education programs.

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