Parents/teachers and self-expectations as sources of academic stress

Abstract

This study investigated expectations as sources of academic stress specifically among college freshmen. A total of 597 college freshmen enrolled in a state college in the Philippines during the First Semester of School Year 2011-2012 were asked to respond to the Academic Expectations Stress Inventory (AESI). AESI is a nine-item inventory with two domains: expectations of parents/teachers and expectations of self. This study specifically dealt on the responses to expectations as sources of academic stress and whether male and female college freshmen differed with reference to perceived parents/teachers' expectations, self-expectations, and academic expectations in general. Statistical analyses revealed that the means of responses of the college freshmen to the items in the AESI ranged from 3.091 to 3.746 with 1 as the minimum and 5 as the maximum response in every item. Also, male and female college freshmen significantly differed in perceived parents/teachers' expectations, self-expectations, and academic expectations in general.

Academic Stress and Coping Self-Efficacy of Senior High School Students Attending Distance Learning During Sars-Cov-2 Pandemic

“…The findings highlight that the most common domain-specific source of stress (determined by mean scores in 5 dimensions of ESSA) can be found in two dimensions: Factor 4: Self-expectation and Factor 2: Workload. Similar results were reported in previous related surveys conducted among freshmen college students (Calaguas, 2013;Nguyen, 2015). For Asians, academic achievement is viewed as important but becomes a source of stress when associated with expectations from self and others (Calaguas, 2013) even significant people particularly parents may influence one's self-expectation (Nguyen, 2015), which may lead to unrealistic goals and result to anxiety upon failing to meet these standards (Ajmal & Ahmad, 2019).…”

Financial Stress and Well-being of Filipino Students: The Moderating Role of External Locus-of-hope

“…There has been a similar increase in the number of published research on Filipino students' stress-related experiences. Most of these studies inquire into the factors associated with the experience of stress, including the sources of stress (Calaguas, 2012;Pengpid, Peltzer, & Ferrer, 2014), responses to stress (Dy, Espiritu-Santo, Ferido, & Sanchez, 2015;Labrague et al, 2017), and various psychological and educational correlates of stress (Calaguas, 2011;Pengpid et al, 2014;Reyes et al, 2016;Tamanal, Park, & Kim, 2017). There is a noticeably higher frequency of published studies on stress-related experiences of nursing students in the Philippines (e.g., Labrague, 2014;Labrague et al, 2017), which may be explained by the continuing rise in enrollment in nursing programs in the Philippines.…”

Examination of Pre-Service Teachers’ Stress Levels towards Academic Expectations and Goal Commitment in Terms of Various Variables

“…Higher academic stress levels, higher life stress levels, and lower social support levels were observed. When similar studies on the subject of the research were examined, it was found that females experience higher levels of academic stress than males (Calaguas., 2013;Durak-Batigun & Atay-Kayis, 2014;Sun, Dunne, Hou, & Xu, 2013;Yildiz, Senel, & Can. S, 2016).…”