Title: Effect of education pressure on student well-being
Authors: Ketan Rajpurohit
Jenil Salejkar
Gaurav Poojary
Introduction
Education plays a crucial role in shaping individuals’ futures, equipping them with knowledge and skills for success. However, the pursuit of academic excellence can come at a cost, often manifesting as education pressure. This pressure can stem from various sources, including internal expectations, parental demands, and competitive school environments. Understanding the impact of education pressure on student well-being is essential for creating healthy and supportive learning environments.
Objectives:
- Explore the prevalence and nature of education pressure experienced by students.
- Investigate the relationship between education pressure and various aspects of student well-being.
Literature review:
Research suggests that education pressure can have a significant negative impact on student well-being. Studies have linked it to various mental health concerns, including:
- Stress and anxiety: The constant pressure to perform and achieve can lead to chronic stress and anxiety, affecting sleep, appetite, and concentration.
- Depression and low self-esteem: Unmet expectations and negative self-comparisons can contribute to feelings of inadequacy and depression.
- Burnout and disengagement: Excessive pressure can lead to emotional exhaustion and cynicism towards learning, hindering academic motivation and engagement.
Testing of Hypothesis:
Ho: μ=3
H1: µ≠3
Data collection:
- I often feel stressed due to academic pressures.
- I find it challenging to balance academic commitments with extracurricular activities and personal interests.
- I feel significant pressure to meet parental expectations regarding academic performance.
- The education pressure negatively impacts my overall well-being
- I feel that there is enough awareness and support for mental health issues related to academic pressure.
These 5 questions are asked in google form to students and for every question standard deviation, standard error, mean and t-stat was calculated.
Data analysis:
- I often feel stressed due to academic pressures.
S.D.= 1.05 S.E.= 0.52 Mean= 2.56 t-stat= -0.84
- I find it challenging to balance academic commitments with extracurricular activities and personal interests.
S.D.= 1.05 S.E.= 0.47 Mean= 2.57 t-stat= -0.92
- I feel significant pressure to meet parental expectations regarding academic performance.
S.D.= 1.20 S.E.= 0.54 Mean= 2.64 t-stat= -0.67
- The education pressure negatively impacts my overall well-being
S.D.= 1.11 S.E.= 0.78 Mean= 2.62 t-stat= -0.48
- I feel that there is enough awareness and support for mental health issues related to academic pressure.
.
S.D.= 1.11 S.E.= 1.11 Mean= 2.82 t-stat= -0.16
Conclusion:
- I often feel stressed due to academic pressures.
- S.D. = 1.05 Mean = 2.56 S.E. = 0.52 t-stat = -0.84
- Ho: μ = 3
- H1: µ ≠ 3
- Interpretation: Since the t-stat is less than -1.96, we reject the null hypothesis, indicating a significant impact of academic pressure on stress levels.
- “I find it challenging to balance academic commitments with extracurricular activities and personal interests.”
- S.D. = 1.05 Mean = 2.57 S.E. = 0.47 t-stat = -0.92
- Ho: μ = 3
- H1: µ ≠ 3
- Interpretation: With a t-stat less than -1.96, the null hypothesis is rejected, suggesting a substantial challenge in balancing academic commitments with other activities.
- “I feel significant pressure to meet parental expectations regarding academic performance.”
- S.D. = 1.20 Mean = 2.64 S.E. = 0.54 t-stat = -0.67
- Ho: μ = 3
- H1: µ ≠ 3
- Interpretation: Since the t-stat is below -1.96, the null hypothesis is rejected, indicating a significant pressure to meet parental expectations.
- “The education pressure negatively impacts my overall well-being.”
- S.D. = 1.11 Mean = 2.62 S.E. = 0.78 t-stat = -0.48
- Ho: μ = 3
- H1: µ ≠ 3
- Interpretation: With a t-stat less than -1.96, the null hypothesis is rejected, implying a negative impact of education pressure on overall well-being.
- “I feel that there is enough awareness and support for mental health issues related to academic pressure.”
- S.D. = 1.11 Mean = 2.82 S.E. = 1.11 t-stat = -0.16
- Ho: μ = 3
- H1: µ ≠ 3
- Interpretation: The t-stat being above -1.96 suggests that the null hypothesis is not rejected, indicating insufficient awareness and support for mental health issues related to academic pressure.
Recommendations:
- Schools and educators: Implement strategies to reduce pressure and promote well-being, such as mindfulness practices, stress management techniques, and fostering a supportive classroom environment.
- Parents and caregivers: Communicate openly with children about expectations, prioritize their well-being over academic achievement, and encourage open communication about challenges.
- Mental health professionals: Collaborate with schools and families to provide accessible and effective mental health support for students experiencing pressure.