Curriculum and Sex-specific Differences in Academic Stress Arising from Perceived Expectations
With the aim of knowing whether curriculum and sex
differences exist in academic stress arising from perceived
expectations, high school students were asked to respond to the
Academic Expectations Stress Inventory (AESI). AESI is a nine-item
inventory with two domains, namely: expectations of
teachers/parents and expectations of self. Out of the 504 officially
enrolled high school students in a state college, 469 responded to the
inventory. Responses were analyzed using independent samples ttest.
Significant differences were found between the mean scores of
the respondents coming from the Science and the Vocational
curriculum. The respondents from the Science curriculum
consistently registered higher mean scores. Likewise, significant
differences were found between the male and the female respondents.
The female respondents consistently registered higher mean scores.
[1] Seaward, B. L., Managing stress: Principles and strategies for health
and well-being (Fifth Edition). Jones & Bartlett Learning, Sudbury,
MA, 2008.
[2] Neil, R., Stress: Taming the tyrant. TEACH Services Inc., Brushton,
NY, 1994.
[3] S.E. Wilks, "Resilience amid academic stress: The moderating impact of
social support among Social Work students," Advances in Social Work,
Vol. 9 No. 2, pp. 106-125, 2008.
[4] A. Hussain, A. Kumar and A. Husain, "Academic stress and adjustment
among high school students," Journal of the Indian Academy of Applied
Psychology, Vol. 34 special issue, pp. 70-73, 2008.
[5] J.E. Agolla and H. Ongori, "An assessment of academic stress among
undergraduate students: The case of University of Botswana,"
Educational Research and Review, Vol. 4 No. 2, pp. 63-70, 2009.
[6] Masih, P. P. & Gulrez, N. K., Age and gender differences on stress. In
Husain, A. & Khan, M. I. (eds.). Recent trends in human stress
management (pp.97-104). Global Mission Publishing House, New Delhi,
India, 2006.
[7] B.T. Shaikh, A. Kahloon, M. Kazmi, H. Khalid, K. Nawaz, K.A. Khan
and S. Khan, "Students, stress and coping strategies: A case of Pakistani
Medical School," Education for Health, Vo. 17 No. 3, pp. 346-353,
2004.
[8] T. Sulaiman, A. Hassan, V.M Sapian and S.K. Abdullah, "The level of
stress among students in urban and rural secondary schools in
Malaysia," European Journal of Social Sciences, Vol. 10 No. 2, pp. 179-
184, 2009.
[9] Y.M. Li and L.L. Yen, "Daily stress and its correlates among high
school students in Hualien City," Kaohsiung Journal of Medical
Sciences, Vol. 14, pp. 234-241, 1998.
[10] R.P. Ang and V.S. Huan, "Relationship between academic stress and
suicidal ideation: Testing for depression as a mediator using multiple
regression," Child Psychiatry and Human Development, Vol. 37, pp.
133-143, 2006. DOI 10.1007/s10578-006-0023-8
[11] F.M. de Leon Jr., "Hiyang: A Filipino approach to healing," Humanities
Diliman, Vol. 4 No.1, pp. 187-191, 2007.
[12] R.P. Ang and V.S. Huan, "Academic Expectations Stress Inventory
(AESI): Development, factor analysis, reliability, and validity, "
Educational and Psychological Measurement," Vol. 66 No. 3, pp. 522-
539, 2006. doi: 10.1177/0013164405282461
[13] Hyman, M. R. and Sierra, J. J., Marketing research kit for dummies.
Wiley Publishing Inc, Hoboken, NJ, 2010.
[14] P.R. Malik and S. Balda, "High IQ adolescents under stress: Do they
perform poor in academics," Anthropologist, Vol. 8 No. 2, pp. 61-62,
2006.
[15] L.A. Gentry, J.J. Chung, N. Aung, S. Keller, K.M. Heinrich and J.E.
Maddock, "Gender differences in stress and coping among adults living
in Hawai`i," Californian Journal of Health Promotion, Vol. 5 No. 2, pp.
89-102, 2007.
[16] R. Misra and L.G. Castillo, "Academic stress among college students:
Comparison of American and international students," International
Journal of Stress Management, Vol. 11 No. 2, pp. 132-148, 2004. doi:
10.1037/1072-5245.11.2.132
[17] M.P. Matud, P., "Gender differences in stress and coping styles,"
Personality and Individual Differences, Vol. 37 No. 7, pp. 1401-1415,
2004. doi:10.1016/j.paid.2004.01.010
[18] V.S. Huan, Y.L. See, R.P. Ang and C.W. Har, "The impact of
adolescents concerns on the academic stress," Educational Review, Vol.
60 No. 2, pp. 169-178, 2008.
[1] Seaward, B. L., Managing stress: Principles and strategies for health
and well-being (Fifth Edition). Jones & Bartlett Learning, Sudbury,
MA, 2008.
[2] Neil, R., Stress: Taming the tyrant. TEACH Services Inc., Brushton,
NY, 1994.
[3] S.E. Wilks, "Resilience amid academic stress: The moderating impact of
social support among Social Work students," Advances in Social Work,
Vol. 9 No. 2, pp. 106-125, 2008.
[4] A. Hussain, A. Kumar and A. Husain, "Academic stress and adjustment
among high school students," Journal of the Indian Academy of Applied
Psychology, Vol. 34 special issue, pp. 70-73, 2008.
[5] J.E. Agolla and H. Ongori, "An assessment of academic stress among
undergraduate students: The case of University of Botswana,"
Educational Research and Review, Vol. 4 No. 2, pp. 63-70, 2009.
[6] Masih, P. P. & Gulrez, N. K., Age and gender differences on stress. In
Husain, A. & Khan, M. I. (eds.). Recent trends in human stress
management (pp.97-104). Global Mission Publishing House, New Delhi,
India, 2006.
[7] B.T. Shaikh, A. Kahloon, M. Kazmi, H. Khalid, K. Nawaz, K.A. Khan
and S. Khan, "Students, stress and coping strategies: A case of Pakistani
Medical School," Education for Health, Vo. 17 No. 3, pp. 346-353,
2004.
[8] T. Sulaiman, A. Hassan, V.M Sapian and S.K. Abdullah, "The level of
stress among students in urban and rural secondary schools in
Malaysia," European Journal of Social Sciences, Vol. 10 No. 2, pp. 179-
184, 2009.
[9] Y.M. Li and L.L. Yen, "Daily stress and its correlates among high
school students in Hualien City," Kaohsiung Journal of Medical
Sciences, Vol. 14, pp. 234-241, 1998.
[10] R.P. Ang and V.S. Huan, "Relationship between academic stress and
suicidal ideation: Testing for depression as a mediator using multiple
regression," Child Psychiatry and Human Development, Vol. 37, pp.
133-143, 2006. DOI 10.1007/s10578-006-0023-8
[11] F.M. de Leon Jr., "Hiyang: A Filipino approach to healing," Humanities
Diliman, Vol. 4 No.1, pp. 187-191, 2007.
[12] R.P. Ang and V.S. Huan, "Academic Expectations Stress Inventory
(AESI): Development, factor analysis, reliability, and validity, "
Educational and Psychological Measurement," Vol. 66 No. 3, pp. 522-
539, 2006. doi: 10.1177/0013164405282461
[13] Hyman, M. R. and Sierra, J. J., Marketing research kit for dummies.
Wiley Publishing Inc, Hoboken, NJ, 2010.
[14] P.R. Malik and S. Balda, "High IQ adolescents under stress: Do they
perform poor in academics," Anthropologist, Vol. 8 No. 2, pp. 61-62,
2006.
[15] L.A. Gentry, J.J. Chung, N. Aung, S. Keller, K.M. Heinrich and J.E.
Maddock, "Gender differences in stress and coping among adults living
in Hawai`i," Californian Journal of Health Promotion, Vol. 5 No. 2, pp.
89-102, 2007.
[16] R. Misra and L.G. Castillo, "Academic stress among college students:
Comparison of American and international students," International
Journal of Stress Management, Vol. 11 No. 2, pp. 132-148, 2004. doi:
10.1037/1072-5245.11.2.132
[17] M.P. Matud, P., "Gender differences in stress and coping styles,"
Personality and Individual Differences, Vol. 37 No. 7, pp. 1401-1415,
2004. doi:10.1016/j.paid.2004.01.010
[18] V.S. Huan, Y.L. See, R.P. Ang and C.W. Har, "The impact of
adolescents concerns on the academic stress," Educational Review, Vol.
60 No. 2, pp. 169-178, 2008.
@article{"International Journal of Business, Human and Social Sciences:53258", author = "Glenn M. Calaguas", title = "Curriculum and Sex-specific Differences in Academic Stress Arising from Perceived Expectations", abstract = "With the aim of knowing whether curriculum and sex
differences exist in academic stress arising from perceived
expectations, high school students were asked to respond to the
Academic Expectations Stress Inventory (AESI). AESI is a nine-item
inventory with two domains, namely: expectations of
teachers/parents and expectations of self. Out of the 504 officially
enrolled high school students in a state college, 469 responded to the
inventory. Responses were analyzed using independent samples ttest.
Significant differences were found between the mean scores of
the respondents coming from the Science and the Vocational
curriculum. The respondents from the Science curriculum
consistently registered higher mean scores. Likewise, significant
differences were found between the male and the female respondents.
The female respondents consistently registered higher mean scores.", keywords = "academic stress, curriculum and sex differences,high school students, perceived expectations", volume = "5", number = "2", pages = "125-4", }
