Academic Stress, Coping Mechanisms, and Self-Perceived Academic Performance Among Senior High School Students in Surigao Del Sur, Philippines

Abstract

Academic stress is a growing concern among senior high school students, influencing their mental health, coping behaviors, and academic performance. This study examined the levels of academic stressors, coping appraisal and resources, and coping strategies among senior high school students in Surigao del Sur, Philippines, and explored their relationship with self-perceived academic performance. Using a descriptive quantitative survey design, data were collected from 300 students enrolled in public and private schools through a validated Likert-scale questionnaire. Descriptive statistics, including weighted means and standard deviations, were applied to analyze the data. Results indicated that students often experienced academic stress, particularly due to heavy academic workloads, performance expectations, and examination pressure. Respondents showed a moderate level of coping appraisal and available resources, suggesting uncertainty in effectively managing academic demands. Additionally, emotion-focused coping strategies such as relaxation and distraction were more commonly used than problem-focused strategies like time management and help-seeking. The findings emphasize the need for targeted stress management programs and coping enhancement interventions in schools to strengthen students’ emotional resilience and academic adaptability. The study contributes to a broader understanding of how Filipino senior high school students respond to academic pressures and provides insights for educators and policymakers in promoting student well-being and performance.