Academic stress and cognitive-emotion regulation of adolescents

Abstract

The study aimed to determine the academic stress and the cognitive-emotion regulation strategies used by the adolescent learners in District 3 public and private high schools enrolled during SY: 2023-2024. Specifically, the study aimed to answer the following: 1. What is the level of academic stress experienced by adolescent learners in terms of the following dimensions: a. pressure from studies; b. workload; c. worries about grades; d. self-expectations; and e. despondency. 2. What are the most frequent cognitive-emotion regulation strategies used by adolescent learners in terms of the following dimensions: a. rumination; b. self-blame; c. catastrophizing; d. blaming others; e. acceptance; f. positive refocusing; g. positive reappraisal; h. putting emotions into perspective; and 1. refocusing on planning. 2. What is the relationship between academic stress and cognitive-emotion regulation strategies used by adolescent learners? Hypothesis: There is no significant relationship between academic stress and cognitive-emotion regulation strategies used by adolescent learners. The researcher administered a questionnaire to 361 participants through self-administered printed questionnaires to grade 9 and grade 10 learners. The data collected were carefully tallied and analyzed using SPSS (Statistical Package for Social Science). Weighted mean and Pearson-r Correlation were utilized to treat the collected data.