Isabela National High School

Junior High School

NAVIGATING THE PRESSURE OF HIGH EXPECTATIONS: A STUDY

EXPLORING THE EFFECTS OF ACADEMIC STRESS ON GRADE 8 STE

EAGLE STUDENTS

A research proposal presented to Arriane C. Paguirigan

In partial fulfilment of the Requirement in Research 8

SYBIL GUIA R. SINGSON

GAIL MISSY D. ZIPAGAN

GABRIELLE Q. MARTINEZ

BRIAN JAY C. ASTRONOMIA

PHILIP ARMAN C. RAMIREZ

JEDIDIAH ALLEN MIGUEL S. ABAD

BRANDON T. CAMBE

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 TABLE OF CONTENTS

Title Page 1

Table of Contents 2

Chapter I: The Problem and Its Background

Introduction 3

Statement of the Problem 5

Research Question 5

Research Hypothesis 5

Scope and Delimitation 5

Significance of the Study 6

Chapter II: Review of Related Literature and Study

Review of Related Literature and Study 7

Bibliography 15

Chapter III: Research Methodology

Research Design 19

Research Instruments 20

Respondents 20

Date Gathering Procedure 21

Data Analysis 21

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Interview and Survey Questions 23

NAVIGATING THE PRESSURE OF HIGH EXPECTATIONS:

A STUDY EXPLORING THE EFFECTS OF

ACADEMIC STRESS ON GRADE 8

STE EAGLE STUDENTS

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In today’s fast-paced world, pressure has become part of students’

academic life due to the various internal and external expectations placed

upon their shoulders. Students are expected to perform at a high level

academically, socially, and emotionally. High expectations for students can

have a positive impact on their academic performance, self-esteem, and

overall success. At the other end of the spectrum, high expectations can be

detrimental to student learning and motivation, particularly if they are

unrealistic or unattainable. This has led to a constant debate about how to

strike a balance between pushing students to excel and ensuring that they

have the necessary support and resources to succeed.

The high expectations of academic performance placed on students

have wide-ranging implications. The societal, familial, and institutional

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pressures students encounter can affect their well-being, motivation, and

overall development. High standards encourage both academic success and

student well-being (Karma, et al., 2021). According to research, children’s

academic motivation, self-esteem, and emotions of self-efficacy are all

impacted by the expectations of their teachers, parents, and classmates.

Learning and success are closely related to these motivational elements. The

constant pressure to excel academically may undermine intrinsic motivation

and hinder the development of a genuine love for learning. Students may also

feel compelled to prioritize academic success over their well-being, leading to

imbalanced lifestyles and diminished overall satisfaction (Dlugosz, 2021).

Today, as contrasted to earlier years, high expectations for kids are

more typical because they might differ by school, teacher, and location.

However, many educational systems all throughout the world are placing

more and more value on performance and achievement in the classroom. As

a result, certain students can encounter greater demands from educators,

parents, and society at large. However, it's crucial to make sure that these

goals are realistic and attainable and that pupils aren't overworked or under-

stressed (Schmid & Garrels, 2021)

Considering these, it is imperative to create supportive environments

that foster a healthy approach to academic achievement. This entails

balancing academic rigor and personal growth, emphasizing holistic

development, and recognizing that success encompasses individual strengths

and aspirations. By studying the effects of high expectations, we can

empower students to reach their full potential while nurturing their well-being

and a lifelong love for learning.

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Statement of the Problem

General Problem:

This research aims to determine if there is a relationship between the

academic performance of the Grade 8 STE Eagle learners and the high

expectations of peers. In this manner, we aim to analyze the role of high

expectations in the academic performance of Grade 8 STE Eagle pupils.

Research Question:

1. What is the academic performance of Grade 8 STE Eagle students?

2. What is the relationship between the academic performance and high

expectations of peers among Grade 8 STE learners?

Research Hypothesis:

1. There is no significant relationship between the academic performance and

high expectations of peers among Grade 8 STE students

2. High expectations do not affect the academic performance of Grade 8 STE

Eagle students

Scope and Delimitation of the Study

Our study focuses on the relationship between the academic

performance of Grade 8 STE Eagle students and high expectations of their

peers in Isabela National High School (INHS).

Students. This study will serve as a source of information which will be

ample for the proper development and benefit of the students.

School Personnel/Staff. This study will also be significant to the

school personnel as it will give them awareness and the necessary

information such as the effects of high expectations among learners to

improve the education system and inner learning circles of students.

Future Researchers. Future researchers will be able to use our

present study as their basis and comparison to their future studies.

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 Chapter II

Reviews of Related Literature and Studies

This chapter contains related literature and studies. These pieces of

literature and studies which are included in this chapter are all related,

although it contain different ideas, concepts, generalizations, conclusions, and

developments that aid in familiarizing the researchers with data relevant to the

present study and act as a guide for the researchers as they conduct their

own research study.

Related literature

Foreign

According to the New South Wales article, high academic expectations

are a measure of students' experiences in the classroom. They are a

reflection of the extent to which people value academic achievement and hold

the expectation that every student can and should work towards their

potential.

Academic pressure is defined in an article by Pacific Teen Treatment

as “an experience in which a student is burdened by the demands of time and

energy to achieve specific academic goals. The stress can come from a

variety of potential sources and have a myriad of impacts on students both

emotionally and academically.” For example, it is highly common for young

people to experience self-imposed academic pressure. A young person can

feel academic pressure from outside sources (e.g., the increasingly

competitive nature of being accepted into a university, parents, wanting to fit

in with peers, etc.).

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 According to an article by Psyhologs magazine, in the quest for

external validation of their worth through academic performance, students

nowadays tend to drown In academic pressure and may undergo various

kinds of mental disorders. There are various ways by which a student may be

negatively affected by academic pressure both physically and mentally.

The high expectations of academic performance placed on students

have wide-ranging implications. The societal, familial, and institutional

pressures students encounter can affect their well-being, motivation, and

overall development. High standards encourage both academic success and

student well-being (Karma, et al., 2021).

Educational expectations play a significant role in students' schooling,

with both parents and students playing a significant role. Variables like

household possessions and test scores have a similar effect on students'

expectations, suggesting that both factors contribute to the final school level

achieved by students. However, these expectations are not independently set

by students and parents and are dependent on socio-economic, cognitive,

and non-cognitive variables. Educational policy can shape educational

expectations by improving family economic conditions, allocating public funds

to educational goods, and addressing academic performance. Ultimately,

improving cognitive skills in adolescence leads to higher educational

expectations, ultimately increasing students' years of schooling. Before setting

high educational expectations, both parents and students should be aware

that having high expectations for their children's education can have an

impact on their future. ( Lopez-Agudo, et al., 2021)

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Related Studies

Local

According to “Is Having High Expectations Good or Bad?”, having high

expectations isn’t all bad. There is evidence that having high expectations

could be beneficial for students, whether it’s boosting their productivity or

realizing their goals. Having consistent positive reinforcement is key to

reaching their goals. Setting high expectations in some areas can help

students strive for more. Even though pushing students can be stressful for

them, it'll make them more engaged. Having a certain set of expectations for

students can motivate them to keep going. Although there’s plenty of good

that comes from setting high expectations, it can still affect students

negatively, resulting in serious consequences. The study showed that a group

of students who were expected to do well by their parents experienced severe

levels of depressive, anxiety, or stress symptoms. The study also found that

the students’ motivation and goals changed with higher levels of psychological

distress from high expectations.

Foreign

Many individuals believe that having high expectations for students

helps them perform better. In reality, though, setting the bar excessively high

demotivates the majority of students. Students become exhausted because

they are unable to keep up their hustling and striving energy. Setting

extremely high standards can backfire on students by making them give up

because they drain their energy in failed or successful attempts to meet

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unrealistic goals. When students are constantly working to meet an extremely

high standard, they frequently miss out on the enjoyable activities and ends

up losing sight of joy. Majority of students have made the decision to

investigate the true cost of having high expectations of oneself a little further.

(Brown, 2020)

According to the study, students worked harder in lessons when more

pressure was placed on them. Students were more likely to put in extra effort

when they were motivated, either by their personal interest in the subject or by

external rules like being rewarded with good grades or not wanting to

disappoint a teacher. This favorable correlation was accompanied by a more

alarming finding, though. Students were reported to be feeling less confident

in the subjects where this occurred and less enjoyment in subsequent

lessons. As a result, students began to think that they were less capable.

(O’Connell, 2019)

According to a study, high expectations have a significant impact on a

student's performance. High expectations have the potential to enhance

performance, whereas low expectations seem to undermine achievement. A

teacher who has high expectations of his or her students will probably spend

more time explaining things, provide more detailed feedback, and encourage

students to work harder in order to help them meet those high standards. The

study demonstrated that although students with low aspirations and low

expectations performed the worst, students with high aspirations but low

expectations also tended to perform poorly compared to those with high

expectations. (Stenger, 2019)

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 According to “How to Cope With High Expectations”, although dealing

with high expectations might be difficult, there are coping methods and

strategies that can help students. For instance, students should be aware of

their limitations and other people's expectations. Setting long-term objectives

is crucial, but you should also make short-term plans, take lessons from

failures, and reward yourself for accomplishments. These may be healthy

coping strategies, but there are, of course, negative coping strategies as well.

High expectations can positively impacts self-reflection by allowing

flexibility to change thoughts and direction, promoting self-compassion and

recognizing and letting go of harmful expectations. Although High

expectations and demands of yourself can lead to depression, after all we are

all taught to strive to do our best and set our goals high. Reflecting on the

effects of high expectations can help determine if they serve or harm oneself.

If they do, let them go, allowing flexibility to change thoughts and direction.

Self-compassion is essential, as humans are trying their best in life. By

recognizing and letting go of these expectations, individuals can improve their

overall well-being and self-compassion. (Pradko, 2020)

High expectations and low expectations can lead to better performance

and resilience. High expectations help us adapt to changing circumstances

and maintain a positive outlook. Mental contrast helps us determine which

dreams are realistic and which ones should be let go. High expectations also

keep us optimistic, allowing us to keep going in the face of adversity. In

contrast, low expectations can limit our capacity to develop and grow, leading

to feelings of helplessness and despair. Although high expectations can be

positive, they can also have negative effects. Overestimating one's skills and

11
challenging oneself can lead to frustration and anxiety. To maintain

equilibrium, it's important to lower expectations and prepare challenging

meals that challenge our abilities. Managing emotions and adversity can help

cope with adversity effectively. (Burke, 2023)

This study presents a new theory about students' experiences of their

teachers' expectations, focusing on 25 secondary school students who were

observed interacting with their teachers. Teacher expectations have a

significant impact on student learning, with an average effect size of 0.43.

Research has shown that teacher expectations can account for 3 to 60% of

variance in student academic outcomes, reflecting contextual factors such as

student and teacher characteristics. (Johnston et al., 2021)

Parental expectations are reasonable beliefs or decisions parents have

about their children's future, influencing their academic achievement. High

expectations from parents lead to better grades, performance, and longer

school stays, while low expectations weaken the impact of low expectations.

These expectations regulate the relationship between family history and

achievement, and students with low expectations lose a sense of purpose and

meaning. A healthy sense of self-esteem is essential for students to achieve

their goals. (Sadeghi, 2022)

This study reviews the effects of 19 teacher expectation interventions

on student achievement. Prior research on teacher expectations primarily

focused on correlational relationships with student and teacher

characteristics, leaving open the questions of whether it is possible to raise

teacher expectations and prevent too low expectations from having

12
detrimental effects on student achievement. The study distinguished three

types of interventions: changing teacher behavior, creating awareness of

expectancy effects, and addressing the beliefs underlying the expectations.

The results indicated that it was possible to raise teacher expectations and

subsequent student achievement, with summary effects of Hedges' g = 0.38

and 0.30, respectively. The narrative review suggested that the intervention

type did not affect the effectiveness, but teacher support for the intervention

did. However, verification of this suggestion with moderator analysis was not

possible due to the limited number of interventions. (De Boer et al,. 2018)

According to research, childrens' academic motivation, self-esteem,

and emotions of self-efficacy are all impacted by the expectations of their

teachers, parents, and classmates. Learning and success are closely related

to these motivational elements. The constant pressure to excel academically

may undermine intrinsic motivation and hinder the development of a genuine

love for learning. Students may also feel compelled to prioritize academic

success over their well-being, leading to imbalanced lifestyles and diminished

overall satisfaction (Dlugosz 2021).

High expectations for kids are more typical because they might differ

by school, teacher, and location. However, many educational systems all

throughout the world are placing more and more value on performance and

achievement in the classroom. As a result, certain students can encounter

greater demands from educators, parents, and society at large. However, it's

crucial to make sure that these goals are realistic and attainable and that

pupils aren't overworked or under-stressed (Schmid, E. & Garrel, V.)

13
Summary

High expectations can be beneficial for students, but excessively high

expectations can demotivate and exhaust them leading to feelings of

inadequacy and reduced enjoyment in lessons. Students worked harder when

pressured with high expectations, but students also felt less confident in

subjects. High expectations can boost productivity and help achieve goals, but

they can also negatively affect students, leading to psychological distress.

Coping strategies such as being aware of limitations, setting short-term goals,

learning from failures, and rewarding accomplishments can help students deal

with high expectations. Educational policy can also shape expectations, but it

is crucial to balance the positive and negative effects of high expectations on

students' performance. High expectations can help promote self-reflection,

self-compassion, and help students adapt to changing circumstances.

However, they can lead to depression. Reflecting on the effects of high

expectations can help determine if they serve or harm oneself. High

expectations can also lead to better performance and resilience.

14
 BIBLIOGRAPHY

-EduAdvisor.my

( Is Having High Expectations Good or Bad? (2021, February 23).

EduAdvisor. Retrieved June 20, 2023, from https://eduadvisor.my/articles/is-

having-high-expectations-good-or-bad )

-Educational Research

(Schmid, E., & Garrels, V. (2021, October 2). Parental involvement and

educational success among vulnerable students in vocational education and

training. Educational Research, 63(4), 456–473.

https://doi.org/10.1080/00131881.2021.1988672 )

-Educational Research and Evaluation, 24(3-5), 180-200.

(de Boer, H., Timmermans, A. C., & van der Werf, M. P. C. (2018, April 3).

The effects of teacher expectation interventions on teachers’ expectations and

student achievement: narrative review and meta-analysis. Educational

Research and Evaluation, 24(3–5), 180–200.

https://doi.org/10.1080/13803611.2018.1550834 )

-Educational Research and Reviews, 16(11), 418-427.

(Karma, Y., Kezang, S., Pema, C., Sangey, P., & Sonam, D. (2021,

November 30). Well-being and academic workload: Perceptions of Science

and technology students. Educational Research and Reviews, 16(11), 418–

427. https://doi.org/10.5897/err2021.4197 )

-Headteacher-update.com

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(O’Connell . (2019, November 14). The Side-effects of High Expectations. . .

The side-effects of high expectations. . . Retrieved June 20, 2023, from

https://www.headteacher-update.com/best-practice-article/the-side-effects-of-

high-expectations/221224)

-Journal of New Approaches in Educational Research, vol. 10, no. 2

( Lopez-Agudo, L. A., Prieto-Latorre, C., & Marcenaro-Gutierrez, S. D. (2021,

July 15). The Power of Expectations on Students’ Years of Schooling | Lopez-

Agudo | Journal of New Approaches in Educational Research. The Power of

Expectations on Students’ Years of Schooling | Lopez-Agudo | Journal of New

Approaches in Educational Research.

https://naerjournal.ua.es/article/view/v10n2-8 )

-lynnemcleanbrown.com

( Brown, L. M. (2020, February 21). The Cost of Having High Expectations for

Yourself - Lynne McLean Brown Life Coaching. Lynne McLean Brown Life

Coaching. Retrieved June 20, 2023, from

https://www.lynnemcleanbrown.com/cost-of-high-expectations/ )

-Mindyourmind.ca

(How to Cope With High Expectations. (2023, June 9). Mindyourmind.

Retrieved June 20, 2023, from https://mindyourmind.ca/wellness/how-cope-

high-expectations )

-NSW Department of Education

(Centre for Education Statistics and Evaluation (2020) Supporting high

academic expectations-Every student is known valued and cared for in our

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school, NSW Department of Education, sex.gov.au Centre for Education

Statistics and Evaluation (2020) Supporting high academic expectations-

Every student is known valued and cared for in our school, NSW Department

of Education, sex.gov.au )

-Opencolleges.edu.au

(Stenger, M. (2019, February 19). How Expectations Influence Performance |

InformED. InformED. Retrieved June 20, 2023, from

https://www.opencolleges.edu.au/informed/features/expectations-influence-

performance/)

-Opportunifycanada.org

(Sadeghi. (2022, March 30). Effects of Parents’ Expectations on Students

&Mdash; Opportunify. Opportunify. Retrieved June 20, 2023, from

https://opportunifycanada.org/effects-of-parents-expectations-on-students )

-Paigepradk.com

(Pradko . (2020, November 12). Having High Expectations Can Cause

Depression. Having High Expectations Can Cause Depression. Retrieved

June 20, 2023, from https://www.paigepradko.com/blog/how-high-

expectations-can-cause-depression)

-Pacific Teen Treatment

(What Are the Effects of Academic Pressure? (n.d.). Pacific Teen Treatment.

Retrieved June 26, 2023, from https://pacificteentreatment.com/mental-

health/what-are-the-effects-of-academic-pressure/ )

-Preprint.org

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(Długosz, P. (2021, June 9). The Relationship Between Mental Health,

Educational Burnout and Strategies for Coping With Stress Among Students.

A Cross-Sectional Study of Poland. The Relationship between Mental Health,

Educational Burnout and Strategies for Coping with Stress among Students. A

Cross-Sectional Study of Poland[v1] | Preprints.org. Retrieved June 24, 2023,

from https://www.preprints.org/manuscript/202106.0267/v1 )

-Psychologs Magazine

(Academic Pressure and Its Effect on the Mental Health of Students |

Psychologs Magazine. (2023, March 18). Psychologs Magazine. Retrieved

June 26, 2023, from https://www.psychologs.com/academic-pressure-and-its-

effect-on-the-mental-health-of-students/ )

-Springer.com

(Johnston, O., Wildy, H., & Shand, J. (2021, October 20). ‘Believe in Me, and I

Will Too’: A Study of How Teachers’ Expectations Instilled Confidence in

Grade 10 Students - Social Psychology of Education. SpringerLink. Retrieved

June 20, 2023, from https://link.springer.com/article/10.1007/s11218-021-

09668-1 )

-Theconversation.com

( Burke, J. (2023, April 6). Having Low Expectations Probably Won’t Make Us

Happier – Here’s What Psychology Research Says. The Conversation.

Retrieved June 20, 2023, from http://theconversation.com/having-low-

expectations-probably-wont-make-us-happier-heres-what-psychology-

research-says-203084 )

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 Chapter III

RESEARCH METHODOLOGY

This chapter contains various research methods that will be followed by

the researchers in conducting the study. The researchers are going to

describe the research design and explain why it was chosen. The researchers

are also going to describe the instrument that will be used and the reason why

it will be chosen. The methods that will be used to analyze the data that is to

be gathered are also going to be described.

Research Design

This study was conducted using the researcher's descriptive

methodology. The researcher made an effort to find the solution to the issue,

as well as to support and fulfill the study's goals. This design was developed

to gather information about the effects of high expectations in the academic

performance of grade 8 STE eagle. The identified factors can then be

categorized into individual perceptions, contributing factors and affecting the

likelihood of students in maintaining good academic performance to avoid

academic stress caused by high expectations.

According to the National Library of Medicine, descriptive research

aims to describe the distribution of one or more variables without regard to

any causal or other hypothesis. Descriptive research is particularly useful

19
when the differences in exposure between individuals within a group are

much smaller than the differences in exposure between groups.

Descriptive research design was chosen by the researcher, because it

cannot control and interfere with the variables, and the researchers can either

be a complete observer, an observer as a participant, a participant as an

observer or a full participant when collecting data for the study.

Respondents

The respondents in this study are all from the Grade 8 STE-Eagle, because they

are affected by the pressure of high expectations.

A total of 28 students from the Grade 8 STE-Eagle will be responding to our

interview and survey.

Research Instrument

In this study the researchers will be using interview and survey forms to

gather necessary data needed for the study from the 28 Grade 8 Eagle

students.

The interview includes two questions that can provide more in-depth

information about high expectations.

The survey will be beneficial in helping to describe and explore variables and

constructs of interest that contains two checklist designed to elicit responses

from the respondents.

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Research Procedure

This research proposal was made at Isabela National High School

during the school year 2022-2023 by the researchers from Group 1 Grade 8

STE-Eagle. After completing the first and second chapters, the researchers

will plan how to gather the necessary data needed for the study and seek the

approval of the research advisor to conduct the study. The researchers

planned to use interview and survey forms; the data gathered will later be

interpreted honestly and serve as a basis for navigating the pressure of high

expectations.

Data Analysis

The data analysis process will involve identifying patterns, trends, and

relationships among the variables being studied. The researchers will use

various statistical like hypothesis testing to identify significant findings and

draw meaningful conclusions from the data. The results of the analysis will be

presented in a clear and concise manner, using charts, graphs, and tables to

facilitate understanding and interpretation. The findings will be used to

develop recommendations and strategies that can be implemented to address

the research problem or answer the research questions. Finally, the

researchers will critically evaluate the limitations of the study and suggest

areas for further research. The data analysis process will involve identifying

patterns, trends, and relationships among the variables being studied. The

researchers will use various statistical like hypothesis testing to identify

21
significant findings and draw meaningful conclusions from the data. The

results of the analysis will be presented in a clear and concise manner, using

charts, graphs, and tables to facilitate understanding and interpretation. The

findings will be used to develop recommendations and strategies that can be

implemented to address the research problem or answer the research

questions. Finally, the researchers will critically evaluate the limitations of the

study and suggest areas for further research.

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Interview Questions

1.Have you ever experienced being put under high expectations?

2.How did you cope with high expectations?

Survey Questions

1.Does being put under high expectations motivate you to do or achieve

more?

2.Do you think that it is necessary to satisfy the high expectations of the

environment?

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