Academic Stress and Self-Regulation Skills among High School Mathematics Learners

Abstract

Academic stress is one of the serious issues in mathematics education that is likely to undermine student performance and motivation. This study examines the relationship between academic stress and self-regulation skills among high school mathematics learners, focusing on how self-regulation can prevent the adverse effects of stress and enhance academic performance. With a descriptive-correlational research design, the research sampled 300 high school students from private schools in Davao City for the academic year 2024–2025. Data were collected using validated Likert-scale questionnaires to measure academic stress (e.g., teaching methods, parental expectations, and exam results) and self-regulation skills (planning, self-checking, effort, and self-efficacy). Statistical analysis indicated a significant negative correlation between academic stress and self-regulation skills. Among the stress indicators, only class tests and content difficulty stress showed a considerable relationship with self-regulation. These findings support the necessity to address these particular sources of stress in building resilience and improving performance in mathematics. Therefore, the study recommends that educational institutions emphasize developing interventions for reducing academic stress and enhancing student self-regulation through structured learning strategies, well-rounded support systems, and alternative assessment methods. Moreover, involving parents in nurturing supportive learning environments is essential. Future research should investigate the relative effect of digital tools and institutional policies for maintaining lower stress levels and improving academic self-regulation across diverse educational contexts. Addressing academic stress is crucial for fostering a positive learning environment and improving student achievements in mathematics education.