| 000 -LEADER |
|---|
| fixed length control field |
02207nam a2200217 4500 |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
Ref 373.07 St838 2026 |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Stress and motivation levels: a descriptive-correlational analysis among high school ADI-SMCS scholars / |
| Statement of responsibility, etc. |
by Gia J. Matutina, Kenan Kristian Vier E. Villavert, Chermel Zyra E. Alibanggo, Martin Angelo P. Fong, and De'Jeon S. Juarez. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc. |
[Iloilo City] : |
| Name of publisher, distributor, etc. |
[Ateneo de Iloilo], |
| Date of publication, distribution, etc. |
c2026. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent/Page number |
45 p. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This study examined the levels of academic stress and academic motivation and analyzed the relationship between these variables among high school scholars of Ateneo de Iloilo Santa Maria Catholic School (ADI-SMCS) during the school year 2025-2026. A quantitative descriptive-correlational research design was employed, with data collected from 55 scholars across five scholarship programs using an adapted Perceived Stress Scale (PSS) and a researcher-developed Academic Motivation Scale for Scholars (AMFS). The results revealed that scholars experienced a moderate level of academic stress (M = 27.06) and a relatively high level of academic motivation (M = 32.29). There existed a strong positive relationship between stress and motivation (r = 0.80), which was statistically significant (p = 0.017, p < 0.05), leading to the rejection of the null hypothesis. This indicates that as stress levels increase, motivation levels also rise proportionally among scholars. The findings suggest that stress functions as a motivational catalyst, particularly among scholars with higher financial stakes, who exhibited elevated levels of both stress and motivation. Overall, the study highlights the role of structured academic pressure in fostering resilience, effective coping mechanisms, and sustained motivation, enabling scholars to transform stress into productive energy for academic success. |
| 526 ## - STUDY PROGRAM INFORMATION NOTE |
|---|
| PROGRAM TYPE |
Social Sciences (how people live and work in society; law, government and institutions) |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Stress (Psychology). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Motivation (Psychology). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Students—Psychology. |
| 700 ## - ADDED ENTRY--PERSONAL NAME/OTHER AUTHORS |
|---|
| Personal name |
Matutina, Gia J. |
| 700 ## - ADDED ENTRY--PERSONAL NAME/OTHER AUTHORS |
|---|
| Personal name |
Villavert, Kenan Kristian Vier E. |
| 700 ## - ADDED ENTRY--PERSONAL NAME/OTHER AUTHORS |
|---|
| Personal name |
Alibanggo, Chermel Zyra E. |
| 700 ## - ADDED ENTRY--PERSONAL NAME/OTHER AUTHORS |
|---|
| Personal name |
Fong, Martin Angelo P. |
| 700 ## - ADDED ENTRY--PERSONAL NAME/OTHER AUTHORS |
|---|
| Personal name |
Juarez, De'Jeon S. |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Classification |
|
| Item type |
Book |
