Incidence of academic stress in high school students: Considerations from a post-pandemic context

Abstract

In this study, perceived stress and its generating factors were investigated in post-pandemic high school students in Venezuela. The perception of stress is crucial because of its impact on mental health, academic performance and emotional well-being. We sought to identify the sources of stress and its influence on school performance. A quali-quantitative methodology was employed with 150 high school students, using the "Perceived Stress Scale" and the "Academic Stress Generating Factors Scale". The results showed a moderate level of stress (average of 2.75), highlighting areas such as adaptation to unexpected situations and lack of control. Generating factors included lack of participation in decisions, lack of appreciation in certain subjects, pressure from evaluations, negative social environment and excessive workload, among others. These findings highlight the need to address students' emotional well-being through supportive strategies. The research highlights how stress and its origins affect the educational environment, emphasizing the importance of a humanistic and ethical approach to promote a healthy educational environment. The robustness of the scales used supports their relevance in educational research, applicable in different contexts.