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Edukasiana: Jurnal Inovasi Pendidikan
ISSN 2809-6770
Volume 3, Issue 1, 2024, pp. 57-87
This is an open access article under the CC BY-SA license.
Copyright © 2024 by Author
Influence of Social Pressures on the Academic Performance of
HUMSS Students at NU-Nazareth
Ghian Louie B. Garcia*, Marinel F. Moral, Angeline Rose R. Rocete, Marithe Ilagan,
John Claude Cabido, Hannah Gabrielle Escueta, Ken Joseph Novilla, Lourence Retone
National University-Nazareth School, Manila, Philippines
*Corresponding Author: garciagb@students.national-u.edu.ph
ABSTRACT
Article History:
Received 2023-08-23
Accepted 2023-11-07
DOI:
10.56916/ejip.v3i1.496
This study aims to investigate the influence of social pressures on the academic performance of
Humanities and Social Sciences (HUMSS) students at NU-Nazareth. Students may experience
various types of social pressure, including peer pressure, family pressure, and academic pressure,
which can impact their academic performance and well-being. Social pressure is the influence
exerted on an individual by peers, family, or society to conform to certain behaviors, leading to
affect their motivation, focus, and overall success in school. Insufficient literature on social
pressures experienced by HUMSS students, their impact on academic performance, and coping
mechanisms are the reasons why the researchers conducted this study. The study will be utilizing
qualitative research employing a phenomenological approach to identify how external factors
affect a student's academic success, explore the different ways in which social pressures impact
academic performance, and know the coping mechanism that HUMSS students use to manage
social pressure in order to achieve their academic goals. Using thematic analysis, the findings of
the study were: 1.) HUMSS Students Experienced Family Pressure as the Most Common Type of
Social Pressure Driven by High Standards and Expectations by Parents; 2.) The Influence of Social
Pressure to the Academic Performance of HUMSS Students; 3.) HUMSS Students' Strategies for
Managing and Coping with Social Pressures. Based on the study's findings, it is crucial for parents
to engage in open communication with their children, balancing aspirations with realistic
expectations, and encouraging dialogue about academic goals and challenges. Moreover, future
research should delve into the potential long-term effects of social pressure on students'
academic, physical, and personal well-being beyond their time in educational institutions,
employing both qualitative and quantitative approaches for a comprehensive understanding in
sociology and psychology.
Keywords: Academic Performance; Academic Pressure; Family Pressure; HUMSS Students; Peer
Pressure; Social Pressure
1. INTRODUCTION
Background of the Study
Academic performance refers to the measure of a student's success in their educational endeavors.
It can be assessed in various ways, such as through grades, test scores, or other forms of evaluation.
Academic performance is often considered to be a combination of several factors, such as the student's
ability, motivation, effort, and the quality of instruction they receive. It can also be affected by external
factors such as social pressure, family, and personal life. Academic performance is not only limited to
academic grades, but it also includes the acquisition of skills, knowledge, and competencies that are
required for success in the field of study. Academic performance is greatly influenced by a variety of
factors, including social pressures. These pressures can come from a variety of sources, including peers,
family members, and teachers, and can have a significant influence on a student's motivation, focus, and
overall success in school.
Students may feel pressure to conform to certain academic or social standards or to meet the
expectations of their peers, teachers, or families. These pressures can lead to stress, anxiety, and even
depression, which can in turn affect a student's ability to focus, learn, and perform at their best (Filade et
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al., 2019). Academic performance is influenced by factors such as student's ability, motivation, effort, and
instruction, as well as external factors like social pressures. As elaborated by the article by Smith (2021),
social pressure can have a detrimental effect on a student's self-esteem and self-confidence, leading to a
lack of belief in their abilities and efficiencies.
Humanities and Social Sciences (HUMSS) strand has a certain amount of pressure that comes with
the territory. This pressure is not only felt academically but also socially and from family‟s and friends‟
standards and expectations. A study conducted at NU-Nazareth by Flores et al. (2022) has revealed the
impact of social pressure on HUMSS students. This pressure can manifest itself in a variety of ways, such
as the need to conform to social norms, peer pressure to participate in activities, and even the pressure to
achieve academic success. These pressures can have both positive and negative effects on HUMSS
students.
On one hand, the pressure to conform to social norms can encourage them to participate in
activities, such as sports or clubs, that can enhance their social skills and help them make friends. On the
other hand, the pressure to achieve academically can lead to students feeling overwhelmed and stressed
out, which can have a negative impact on their mental health. Furthermore, the pressure to participate in
activities can also lead to students feeling isolated and excluded if they are unable to maintain high levels
of performance in these activities. Also, it is important for HUMSS students to recognize the impact of
social pressure and to find healthy ways to cope with it. It was assumed that HUMSS would be simple, but
it proved to be difficult (Mora et al, 2020; Escobido et al, 2020).
However, there is insufficient literature that discusses the different social pressures that HUMSS
students experience, their influence on their academic performance, and how they cope with these types
of social pressures. Hence, the purpose of the study on the influence of social pressures on the academic
performance of HUMSS students is to identify how external factors, such as peer, family, or academic
pressure, affect a student's academic performance. Overall, the purpose of the study is to gain a better
understanding of the role that social pressures play in academic performance and to use this information
to develop strategies to support future researchers. The current body of literature lacks a comprehensive
exploration of the various types of social pressures that HUMSS students experience. While some studies
touch on general social pressures, there is a dearth of research that delves into the nuanced aspects, such
as societal expectations, peer dynamics, family influence, and academic demands (Flores et al., 2022; Mora
et al., 2020; Escobedo et al., 2020). Moreover, existing literature provides limited insights into how HUMSS
students cope with different forms of social pressure. Understanding the strategies and mechanisms they
employ to navigate these pressures is crucial for developing effective interventions and support systems
(Filade et al., 2019). This study at NU-Nazareth aims to investigate how social pressures impact the
academic performance of humanities and social sciences (HUMSS) students. The research seeks to
address three key questions: firstly, what specific types of social pressures are most commonly
experienced by HUMSS students? Secondly, how do these identified social pressures influence the
academic performance of these students? Lastly, the study aims to understand the coping mechanisms
and strategies employed by HUMSS students to navigate and manage the social pressures they face. By
examining these dimensions, the research aims to provide a comprehensive understanding of the intricate
relationship between social pressures and academic achievement among HUMSS students, ultimately
contributing to the development of targeted support systems and interventions.
Research Questions
This study aims to investigate the influence of social pressures on the academic performance of
students in the humanities and social sciences at NU-Nazareth. Specifically, it wants to answer the
following:
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1. What is the type of social pressure that most HUMSS students experience?
2. How do these social pressures influence the academic performance of humanities and social
sciences students?
3. How do the HUMSS students cope and manage with these social pressures?
Significance of the Study
The results of this study are envisioned to be beneficial to the following:
1. To HUMSS students
This study will give a greater understanding of the several forms of social constraints that HUMSS
students at NU-Nazareth face, as well as how these influences affect their academic performance. By
understanding the types of social pressure that students experience and how these pressures affect their
academic performance, the study may provide insights into how students can better manage these
pressures to improve their well-being and academic success. This information could be used to develop
strategies and interventions to support students in maintaining their mental health and well-being, as well
as to improve their academic performance. This study has the potential to improve the academic success
of HUMSS students at NU- NU-Nazareth and lead to better outcomes in their future careers. Thus, in the
future, this study is significant as it will have a positive influence on the individual students who will soon
become a part of society, as it will lead to a more highly skilled and educated workforce.
2. To parents
This study will provide insights into the factors that affect the academic performance of their
children who are enrolled in the Humanities and Social Sciences (HUMSS) strand at NU-Nazareth. It also
provides recommendations on how parents can create a supportive environment for their children to
thrive academically, such as by setting realistic expectations, encouraging open communication, and
providing emotional support. This highlights the importance of understanding the social pressures that
students face and the role that parents can play in supporting their children's academic success.
Therefore, parents can benefit from the findings of this study to help their children overcome challenges
and achieve their academic goals.
3. To the peer groups
This study will be beneficial to the peer group because it helps them understand the impact of
social pressure on their peers' academic performance. This knowledge can create a more supportive
learning environment and help peers empathize with the challenges their fellow students are facing. This
study identifies different types of social pressure, such as peer pressure, family pressure, and societal
pressure, which can help peer groups be more aware of the sources of pressure that may be affecting
their peers and offer more targeted support.
4. To educators
This study will help educators explore effective techniques they can use to manage and minimize
social pressures and enhance academic achievement among NU- Nazareth HUMSS students. It is
important for them to know about the social pressures that affect students' academic performance as
these pressures can significantly impact a student's well-being and academic success. By understanding
the types of social pressure that students experience, educators can better identify and support students
who may be struggling with these pressures, as well as use procedures and methods to manage and
minimize the influence of those.
5. To the school‟s administration
It is important for school administration to understand where social pressures faced by students
come from because this knowledge can help them to better support their students and address any
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negative effects of these pressures. Understanding the sources of social pressure can also help school
administration to anticipate and prevent potential issues that may arise as a result of these pressures.
Additionally, knowing the sources of social pressure can help school administrations to have a better
understanding of the experiences and challenges faced by their students, which can inform their decision-
making and lead to more effective and inclusive policies and practices.
6. To the policymakers
Policymakers are and should be aware that students are experiencing high levels of social pressures
which may help them be able to develop programs or resources to help students resist these pressures
and make beneficial choices. Since policymakers are the ones on duty to improve society, understanding
these social pressures will help in improving the academic performance of students, not just in NU-
Nazareth but the students in general as well.
7. To future researchers
For future researchers, this study will contribute to the existing literature on the influence of social
pressures on academic performance and ways to effectively manage these pressures. This is significant as
it will provide a deeper understanding of the issue and help inform future research and policy decisions
on this topic.
Scope and Delimitation
This study will focus on the influence of social pressure on the academic performance of students in
the humanities and social sciences at NU-Nazareth. The study will focus specifically on the different types
of social pressure (peer pressure, family pressure, academic pressure) that students may experience and
how these pressures affect their academic performance. The study will also examine the coping strategies
used by students to manage social pressure.
This study will only consider students in the humanities and social sciences at NU- Nazareth. This
means that the results of the study may not be generalized to students in other disciplines or at other
institutions. Additionally, it will also only consider social pressure as it relates to academic performance.
Other factors that may influence academic performance, such as individual differences in ability, will not
be considered. This means that the study will not examine these other factors and their relationship to
academic performance.
2. REVIEW OF RELATED LITERATURE
Related Studies
1. Different Social Pressure that Students Experienced
There are several types of social pressure that students may experience throughout their academic
careers. These can include peer pressure, which is the influence of peers on an individual's behavior or
decisions, as well as family pressure, which refers to the expectations and influences that a family places
on an individual. Students may also experience academic pressure, which refers to the expectations or
influences related to academic success or achievement placed on them by their educational institution or
society. According to the American Psychological Association (n.d.), social pressure is the influence
exerted on an individual or group by another person or group. It can be positive, influencing good
behavior towards others, or negative, leading to harmful actions towards oneself or others. Social
pressure can come in many forms, such as persuasion, implicit cultural or societal expectations, threats,
and the potential for punishment or reward. Social pressures refer to the external expectations or
influences that influence an individual's behavior or actions. These pressures can come from a variety of
sources, including peers, family, and academics at large. Social pressure can manifest itself in a variety of
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ways, such as the need to conform to social norms, peer pressure to participate in activities, and even the
pressure to achieve academic success. These pressures can have both positive and negative effects on
students.
Social pressures can be positive, in that they can motivate an individual to strive for success or make
positive choices, but they can also be negative if they lead to stress, anxiety, or negative behaviors (Smith
College, n.d.). It is important to note that social pressure is not the only factor that influences decision-
making, and individuals still have the agency to make their own choices. If someone is having difficulty
resisting social pressure and making independent decisions, it may be helpful for them to consider
seeking therapy (Harrel, 2022).
Peer pressure is a form of social pressure that students may encounter that can affect their
academic performance. Orillana (2018) defines peer pressure as the pressure from one's peers to conform
to certain behaviors, values, or norms in order to be accepted. In an educational setting, students may feel
pressure to be part of a group or have friends, which can be beneficial for their socialization and
confidence. However, peer pressure can also hinder a student's main goals and have negative
consequences. While it can be harmful, peer pressure can also motivate and inspire students to be their
best selves. Peer pressure often occurs when students are worried about fitting in with their peers. The
influence of peer groups on individuals' actions and thoughts is referred to as "peer pressure," which can
range from seeking approval to participating in bullying.
While peer pressure is often linked to negative consequences such as substance abuse, it can also
have positive effects such as a sense of belonging, increased self-confidence, and the introduction of
positive hobbies and interests. However, it can also lead to negative outcomes for children, such as
pressure to use substances, engaging in risky behaviors, neglecting academics, distancing from family and
friends, and changes in behavior and beliefs (Reach out, n.d.).
Mahmood et al. (2013) and Damm (2018) describe peer pressure as the perceived or actual feeling
of being pressured by others to do things that an individual does not want to do. While both authors
recognize that peer pressure can have both positive and negative influence in high school, they
concentrate on the negative influences, including academic underachievement. They also discovered that
adolescents are likely to encounter similar types of peer connections and pressures, leading to
psychological issues and influencing relationships with parents, family, and society, as well as future
employment and marital life.
Ukwayi et al. (2012) discovered that peer pressure is a contributing factor to substance abuse
among students. The researchers stressed the importance of surrounding oneself with peers who will
make good decisions and influence behavior. Therefore, it is vital to provide support to students through
programs that will encourage them to improve their behavior and associate with positive influences.
Another social pressure that the students experience is family pressure, which also influences the
students‟ academic performance. Family pressure, or the expectations and influences that a family places
on an individual, can have a significant influence on academic performance. In a study of Pakistani high
school students, researchers found that students who experienced high levels of family pressure were
more likely to experience academic stress, leading to lower academic performance (Haider, 2022). The
authors suggest that interventions aimed at reducing family pressure and promoting a positive and
supportive family environment may be beneficial in improving academic performance among students.
According to the study of Taylor et al. (1995), parents may help their children build reading habits
before they start school. Children who begin reading at home do at least as well, if not better, in first
grade. Asian parents have high expectations for their children's academic achievement. They still place a
high value on education and believe that a good education will eventually provide a good living; as a
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result, they place enormous pressure on their children to strive for academic excellence. Education has
always been viewed as a stepping stone to a better and higher social status.
Family pressure is a form of social pressure that arises from the high standards and expectations set
by parents on their children. It identified family pressure as a significant factor that can affect the
academic performance and mental well-being of students (Bruce et al., 1980).
Parents set their expectations for their children as they know what could be good for them and for
their children to be motivated in striving for the better. But some parents are only bringing pressure
instead of making them strive to become and achieve better academic performance. Expecting their
children to be always as good as others, or even better than others, only puts them into a difficult
situation. Due to wanting to be better by learning more at school, they also develop levels of stress,
pressure, and even anxiety that will only affect their performance at school. Being under pressure and
stress does not guarantee that a student will achieve better academic performance as it only distracts the
mind, resulting in performing poorly at school (Deb et al, 2015).
Family pressure can be caused by parents, and parental pressure is related to their socioeconomic
status, which is one of the possible reasons for their parents' pressure in terms of test anxiety; however,
parental pressure can be converted into parental support by encouraging parents to provide emotional
support. affection among Chinese high school students (Chen 2012).
Academic Pressure is also the one social pressure that students experience that influences their
academic performance. Academic pressure, or the expectations or influences that an educational
institution or society places on an individual related to academic success or achievement, can have a
significant influence on student well-being and performance (Pacific Teen Treatment, n.d.).
According to Hatoum (2021), academic pressure, or the expectations placed on students to achieve
high grades and succeed academically, can negatively influence students' well-being and lead to
academic stress, ultimately hindering their academic performance. Society today is living in high regard
for academic excellence. Those who fail to meet expectations frequently face harsh criticism, which causes
students to doubt their abilities and intelligence.
One major stressor of adolescence relates to the pressure that comes from their parents
accompanied by high academic expectations. Parents nowadays are too concerned about the world
would perceive their students which in turn results in parental pressure. Several large-scale international
surveys demonstrate that general stress among youth is increasing, endangering students‟ psychosocial
and academic development (Kulakow et al., 2021).
2. The Influence of Social Pressures on the Academic Performance of Students
Social Pressure and influence have a significant influence on the academic performance of Senior
High School students in a variety of ways. Families and friends. According to Williams (2015), it plays
critical roles in various students outcomes, and working through an individual vulnerability suggests
several practice implications that are discussed. Many factors influence how parents support their
children, which in turn influences students' academic performance.
A study revealed that students experienced pressure in various forms, such as academic deadlines,
expectations from family and peers, and personal aspirations. Whilst some students reported feeling
overwhelmed by this pressure, others perceived it as a motivating factor that pushed them to work harder
in order to attain their goals. Those who experienced pressure in a positive manner described it as a
driving force that assisted them in staying focused and disciplined (Pelletier et al., 2002).
Clearly, sociohistorical factors, as well as real differences in the social and economic strength of
ethnic communities, affect the ways and degree to which parents can support their children's schooling.
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Students, however, do not grow and develop in a vacuum, and the home is not the only influence on their
behavior (Gandara, 2004; Smith, 2021).
An analysis from Harvey (2010) confirmed the importance of the connection between students'
social/emotional and academic experiences of school and highlighted that both academic and
social/emotional outcomes are straightforwardly influenced by the quality of relationships between
teachers and students, which, when compared to family and peers, impose the strongest influence on
students' well-being and achievement outcomes.
The influence of peers on an individual's behavior or decisions, can have both positive and negative
effects on students' academic performance. Some studies have found that peer pressure can lead to
academic underachievement and negative behaviors such as substance abuse. Many students are under
the influence and pressure of those around them (Leka, 2015).
According to Moldes (2019), students are expected to face the effects of peer pressure with
optimism in order to cope with the negative influence of peer pressure on their studies. Students can take
either a positive or negative approach to peer pressure.
Additionally, the teacher can guide and assist them in dealing with such problems It is contrary to
the study of Wentzel (2016), children who have positive peer relationships have higher levels of emotional
well-being, self-belief, and values for prosocial forms of behavior and social interaction than those who do
not have positive peer relationships. Furthermore, they are more motivated, engaged, and even excel at
academic tasks than those who have peer relationship issues. Learning does not occur in an isolated
setting, but rather through healthy engagement with various circumstances, one of which is peer group.
As a result, it is possible to conclude that the peer group with whom a kid interacts will have a favorable
influence on learning and academic accomplishment. This study investigated the influence of peers on
pupils' academic progress (Reang & Kaipeng 2022).
Filade's (2019) study found that peer groups have a significant influence on students' academic
achievement. Peer groups can affect many aspects of a student's life, including their choices in clothing
and involvement in risky behaviors like drug use, cheating in class, and plagiarism. The study's findings
also showed that there is a strong association between peer group and academic success, which can be
either positive or negative. Positive peer influence can improve academic performance and socialization
can increase self-awareness and collaboration. In addition, close friendships with either girls or boys have
been linked to academic performance and the ability to change negative behaviors to positive ones.
Family pressure is the expectations and influences placed on an individual by their family, can have
a significant influence on students' academic performance and well-being. Studies have shown that family
pressure is associated with increased academic stress and reduced academic achievement (Sangma et al.,
2018; Waters, 2014). Factors that contribute to family pressure may include high expectations for
academic success, parental involvement in students' academic decisions and activities, and financial or
career-related pressures.
Contradict to the previous study, Mundhe (2018) found that there is a substantial association
between parental income and academic success in students. The study also found a significant
relationship between parents' educational level and students' academic success. As a result, it is proposed
that faculties devote greater attention to the teaching and learning processes of students from low-
income and educational backgrounds. In some cases, family pressure may be a source of motivation and
support for students. However, excessive or unrealistic expectations from family members can lead to
increased stress and negatively influence academic performance. It is important for educators and
policymakers to consider the role of family pressure in students' lives and develop strategies for
supporting students in managing this type of social pressure.
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According to Srivastava (2017), a parent who places too much pressure on their child's studies has
an influence on the child; they are easily stressed, and their temper is easily triggered. The pressured child
also influences his or her ability to focus on schoolwork. Because the child is pressured, the child is
destroyed when it comes to learning and loses creativity in the work, and his or her self-esteem suffers
because of the pressure. This is intended for parents with high expectations for their children. Parents can
positively influence their children's academic performance through involvement in their education, such as
checking homework and attending school events. This can also improve parent-child relationships.
As studied by Jaiswal and Choudhuri (2017), this type of involvement has a positive effect on
academic performance in younger students but becomes less effective as students get older and become
more independent. However, even as students enter high school, parental involvement and effective
communication can still lead to academic success. While parents may have high expectations for their
children's academic achievement, it is important to focus on maintaining a supportive and caring
relationship rather than placing excessive pressure on students.
Academic pressure, or the expectations or influences related to academic success or achievement
placed on students by their educational institution or society, can have significant effects on students'
academic performance. Academic pressure can have both positive and negative effects on a student's
academic performance. On one hand, a certain level of academic pressure can be motivating and help
students to focus and work harder. It can also encourage students to set goals and strive for excellence
(Mosby, 2009; Agolla, J., & Ongori, H., 2009).
It is common for students to feel overwhelmed and demotivated due to social pressure. This
pressure may come from various sources, such as peers, family, and society, and can manifest in different
forms, such as academic expectations, social norms, and cultural values. When students feel that they are
not meeting these standards, it can lead to anxiety, stress, and a decline in their academic performance
and well-being (Kadhila and Sheelongo, 2022).
However, according to the study done by Li & Li (2010), excessive academic pressure can have
negative effects on a student's academic performance. When students feel overwhelmed or stressed by
the pressure to succeed academically, it can interfere with their ability to learn and retain information. It
can also lead to anxiety, depression, and other mental health issues that can negatively influence a
student's academic performance.
Additionally, the study found that students who experienced high levels of academic pressure were
more likely to report feeling overwhelmed and anxious, and less likely to report feeling confident and
motivated. These negative emotions can further influence academic performance and overall well-being
(Bossy, 1996).
Students face academic pressures that can influence their daily lives and their ability to achieve their
educational goals. In today's digital age, students need to find a balance between school, work, and
personal life. It can be challenging for students to navigate the demands of studying, completing
assignments, working, and maintaining a social life. It takes time to get used to the balancing act of
managing these responsibilities (Tran, 2022).
3. Students‟ Strategies for Managing and Coping with Social Pressures
Based on a study conducted by Haylon et al. (2022), students use a variety of strategies to manage
social pressures. These strategies can be classified into three categories: avoidance, confrontation, and
seeking help. Avoidance strategies include ignoring or avoiding the source of the pressure, while
confrontation strategies involve directly confronting or challenging the source of the pressure. Seeking
help strategies involve seeking support or advice from others, such as friends, family, or professionals. The
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study found that the most effective strategies for managing social pressures were seeking help and
confrontation strategies, while avoidance strategies were the least effective (Joshi, 2022).
Tara et al. (2009) found that students choose not to seek help from their support network and try to
manage this pressure on their own. In observing the behaviour of students in managing social pressure, it
was noticed that many of them chose to deal with it independently rather than seeking help. Instead of
reaching out for assistance, they rely on their own strategies to cope with the demands of their social
environment.
As elaborated in the study of Alhamami (2020), the role of parental support in helping students
manage social pressures. The study found that parental support, including emotional and instrumental
support, was significantly related to students' coping strategies and academic performance. Students who
received more parental support reported using more adaptive coping strategies, such as seeking social
support and problem-solving, and had better academic performance. Overall, students use a variety of
strategies to manage social pressures, and the effectiveness of these strategies may depend on the
individual student and the specific situation. Seeking help and confrontation strategies are generally more
effective, and parental support can play a role in helping students cope with social pressures and achieve
academic success.
Managing peer pressure that influences academic performance can be challenging for students.
One effective strategy is to surround oneself with friends who are supportive and understanding, as they
can provide a positive influence and help students resist peer pressure to engage in activities that may be
detrimental to their academic performance (Fairfax Country Public Schools, n.d.).
It can also be helpful for students to identify and recognize when they are being subjected to peer
pressure, as this can allow them to be better prepared to handle the situation (Lyness, 2015). Additionally,
students can practice saying no in a firm but respectful way if they feel pressured to engage in activities
that may negatively impact their academic performance. Seeking help from a trusted adult or mental
health professional can also be an important step if the peer pressure becomes overwhelming or leads to
negative consequences. By using these strategies, students can effectively manage peer pressure and
focus on their academic goals (Temitope & Ogunsakin, 2015; Uzezi and Deya 2017).
Family Pressure can be challenging to manage for students. In order to manage family pressure that
influences academic performance, it can be helpful for students to communicate openly and honestly with
their family members about their goals and expectations. This can allow students to better understand
their family's perspective and find ways to meet these expectations that work for them (Tiret & Knurek,
2020).
Based on the article by LifeStance Health (2019), students may need to establish clear boundaries
with their family members. If they feel overwhelmed by expectations, they can communicate their needs
and desires and work with their family to find a balance that works for everyone. This can help alleviate
stress and allow students to focus on their academic goals. If the family pressure becomes overwhelming
or leads to negative consequences, it's important for students to seek support from a trusted adult or
mental health professional. These individuals can provide guidance and help students manage their stress
and emotions (ReachOut, n.d.). It's important for students to take care of themselves in order to manage
stress and maintain a healthy balance. This can include activities such as taking breaks from studying,
exercising, or spending time with friends (Reynolds, 2022).
In the article written by the Bay Altantic University (2022), it is important for parents to create an
environment where their child can grow and succeed, and to identify and encourage their child's abilities
and talents. To avoid pressuring their child while setting healthy goals, parents can reflect on their
behavior after interactions with their child about academic performance, offer encouragement, and create
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positive interactions and a supportive environment for their child. It is also important for parents to
recognize that students may be experiencing stress and to offer love and motivation to help them
manage this stress.
A study examined the strategies that students use to manage academic pressure. The study found
that the most common strategies used by students included seeking support from friends and family,
setting goals, and prioritizing tasks, and taking breaks to relax and recharge (Struthers et al., 2000).
The study found that academic stress is a widespread problem that influences students' mental
health and well-being across different countries, cultures, and ethnicities (Wong et al., 2006).
The research also indicated that there are differences in the way students experience stress based
on their academic stream. Therefore, it is important to address the issue of academic stress at personal,
social, and institutional levels. Some effective strategies for reducing academic stress include biofeedback,
life-skills training, mindfulness meditation, and psychotherapy. By understanding the sources of academic
stress from different spheres, professionals can tailor interventions for students that combine the most
effective strategies. Improving students' overall well-being is not only beneficial for the individual, but
also for the productivity of institutions (Reddy, K. J. et al., 2018).
Rajendran and Kaliappan (1990), suggest other strategies that students reported using included
seeking help from teachers or tutors, setting realistic expectations for themselves, and finding ways to
reduce stress and anxiety, such as through exercise or meditation.
The study of Reddy et al. (2018) also found that students who used a combination of these
strategies were more likely to report feeling confident and motivated, and less likely to report feeling
overwhelmed and anxious. They also had higher levels of satisfaction with life and reported better
academic performance.
Synthesis
Students experience various forms of social pressure during their academic careers, such as peer
pressure, family pressure, and academic pressure. These pressures can significantly impact a student's
academic performance and well-being. Strategies for managing social pressure include setting goals and
priorities, seeking support from friends and family, developing healthy coping skills, and learning to say
no to unreasonable demands. Students experience various forms of social pressure during their academic
careers, such as peer pressure, family pressure, and academic pressure. These pressures can significantly
impact a student's academic performance and well-being. Strategies for managing social pressure include
setting goals and priorities, seeking support from friends and family, developing healthy coping skills, and
learning to say no to unreasonable demands. Moreover, the literature underscores the multifaceted
nature of social pressures, emphasizing the need for tailored interventions that address the unique
challenges faced by students. It also underscores the crucial role of support systems, including peers,
family, and educational institutions, in assisting students in managing these pressures effectively. This
synthesis not only advances our understanding of the intricate relationship between social pressures and
academic performance but also provides valuable insights for educators, parents, and policymakers
seeking to create environments that foster student success and well-being. Future research should further
explore the nuanced effects of social pressures, taking into account diverse cultural and socioeconomic
contexts, to inform targeted interventions and support mechanisms.
As shown in Figure 1, the input is the independent variables which are the social pressures that
the students face such as peer pressure, family pressure, and academic pressure. The process to make
know the relationship of two variable are interview the participant, then analyse the response to
understand the experiences of students in social pressure that influence their academic performance. The
output is the dependent variable, which is the academic performance of HUMSS students at NU-Nazareth.
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Figure 1: Conceptual Framework of the study of The Influence of Social Pressure on the Academic
Performance of HUMSS Students at NU-Nazareth
Definition of Terms
In a study on the influence of social pressures on the academic performance of HUMSS students at
NU-Nazareth, some examples of terms that may be defined include:
1. Academic Performance: The measure of a student's success in their academic studies, typically
based on grades or other assessment measures. In this study, academic performance will be used to
refer to the grades and other academic achievements of HUMSS students at NU-Nazareth.
2. Academic Pressure: The expectations or influences that an educational institution or society places
on an individual related to academic success or achievement.
3. Coping Strategies: Refers to the actions or methods that individuals use to manage and deal with
social pressures and their impact on their academic performance.
4. Family Pressure: An influence or expectation placed on an individual by their family to behave or
perform in a certain way. This can include pressure to excel academically, to follow certain career
paths, to adhere to certain cultural or religious values, or to make certain life choices. Family pressure
can be positive, in that it may motivate and support an individual, or it can be negative, in that it may
cause stress or conflict within the family dynamic.
5. HUMSS Students: It refers to students enrolled in the Humanities and Social Sciences program at
NU-Nazareth. This program is focused on the study of arts, culture, literature, politics, and society,
and aims to develop critical thinking and communication skills in students.
6. Influence: It is the ability to affect or change the thoughts, actions, or behavior of someone or
something. It can come from external sources, such as social pressure or authority figures, or from
internal factors, such as personal beliefs or values. Influence can be positive or negative, depending
on the intentions and outcomes of the person or group exercising it.
7. Peer Pressure: It is the influence that peers have on individuals to conform to certain behaviors,
values, or social norms in order to be accepted. It is often associated with negative consequences,
such as engaging in risky behaviors or participating in activities that may be harmful to oneself or
others. However, peer pressure can also have positive effects, such as introducing individuals to new
hobbies or interests or providing a sense of belonging and support.
8. Social Pressures: External expectations or influences that influence an individual's behavior or
actions. In the context of this study, social pressures may include expectations from peers, academics,
and family to perform academically or meet certain standards.
3. METHODOLOGY
Research Design
This study will be using a qualitative research design employing a phenomenological approach to
understand social pressures and their influence on students by investigating the lived events and
experiences of students to learn more about how they interpret their experiences from the phenomenon
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(Delve. Ho, L., & Limpaecher, A., 2022). This will provide a wide and deep understanding of how social
pressures influence the academic performance of students through the Humanities and Social Sciences
(HUMSS) students‟ perspective by exploring phenomena that do not involve numerical information.
Research Setting and Participants
The research setting for this study will be NU-Nazareth, a university located in Sampaloc, Manila,
Philippines. The participants of this study consist of twenty-five (25) HUMSS Students. The researchers
will use a purposive sampling technique to select the participants for the study. This method of sampling
allows the researcher to select participants based on specific criteria (McCombes, 2022). The purposive
sampling technique will be used to ensure that the participants selected for the study are appropriate for
the research question and will provide valuable insights into the influence of social pressures on the
academic performance of HUMSS students at NU-Nazareth. By this sampling method, the researchers will
have reliable and accurate results from the random participants.
The participants of this study were purposively chosen were HUMSS students that currently enrolled
at National University-Nazareth School in Academic Year 2022-2023. Also, a student who experienced any
type of social pressure that has an influence on their academic performance. The research will be
conducted over a period of 1 month, starting from the date of the proposal approval.
Research Instrument
This study will be using long interview questions that consist of open-ended questions that the
participants will answer to gather information on their experiences with social pressures related to their
academic performance, as well as their coping strategies, motivation, and focus. The interviews will be
conducted in person, depending on the participants' availability. The interview will be conducted by the
researchers who will ask the questions, record the responses, and take notes on the participants' answers.
The interview will be conducted in a private and comfortable setting to ensure that the participants feel at
ease and are able to share their experiences candidly.
The respondents will answer the following interview questions:
1. Have you ever experienced being pressured by your friends, family, or even inside the school?
2. How do you think those social pressures have impacted your academic performance as a HUMSS
Student?
3. Can you describe a specific instance in which social pressures affected your ability to complete a
HUMSS class or assignment?
4. Where can you ask for help about social pressure?
5. Can you provide some of the ways in which you have coped with social pressures related to your
academic performance as a HUMSS student?
Procedure
The research will be conducted over a period of three months, divided into two phases: planning
(five weeks), and data collection and analysis (eight weeks) with the final report completed in the last two
weeks. The researchers created a poster to recruit participants for their study. Participants will fill out a
registration form that includes a consent form. The researchers will ensure that participants are fully
informed about the study and that all responses are kept private and confidential. Then, the researchers
will send a copy of the questions to the participants via MS Forms. Lastly, the researchers will conduct a
face-to-face interview with the respondents, and their responses will be audio recorded. The researchers
will use thematic analysis to code and analyse the data and publish aggregated data showing averages or
generalizations about responses. The schedule and methods may be subject to change as required by the
research.
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Data Analysis
This study will use thematic analysis in interpreting qualitative data, such as transcripts from
interviews or focus groups, in order to identify patterns and themes within the data. This process involves
coding the data, identifying common themes and patterns, and interpreting the results. The goal of
thematic analysis is to understand the underlying meaning and significance of the data being analyzed
and to create a comprehensive and coherent account of the themes and patterns that emerge. It is
commonly used in the field of psychology and is a useful tool for researchers who want to gain a deeper
understanding of the experiences and perspectives of their participants (Kiger and Varpo, 2020).
4. RESULTS AND DISCUSSION
The summary of the demographic characteristics of participants included in this study is shown in
Table 1. The study was composed of 25 HUMSS students from grades 11 to 12 that were currently
enrolled at NU-Nazareth and that have an experience with social pressures that influence their academic
performance.
Table 1. Demographic Characteristics of Participants
Variable
Frequency
Grade 11
HUMSS 2201
2
HUMSS 2202
3
HUMSS 2203
3
HUMSS 2204
2
Grade 12
HUMSS 2101
7
HUMSS 2102
8
Total
25
The researchers will present the analysis of data gathered through a semi-structured interview. The
audio recordings were transcribed into texts thoroughly and used direct quotations from various
participants to elaborate on each concept. Three major themes were identified in this study: namely, 1.)
HUMSS Students Experienced Family Pressure as the Most Common Type of Social Pressure Driven by
High Standards and Expectations by Parents; 2.) The Influence of Social Pressure to the Academic
Performance of HUMSS Students; 3.) HUMSS Students' Strategies for Managing and Coping with Social
Pressures.
Theme 1. HUMSS Students Experienced Family Pressure as the Most Common Type of Social
Pressure Driven by High Standards and Expectations by Parents
Family pressure is an ever-present factor in the lives of HUMSS students at NU-Nazareth, and can
have a significant effect on their academic performance. As shown in Table 2, it indicates that family
pressure is the most commonly experienced social pressure among HUMSS students and it was caused by
the high standards and expectations by parents, who often expect their children to excel academically and
achieve success in their careers. 17 out of 25 respondents mentioned that they were experiencing family
pressure in the past and in present times that has an influence on their academic performance as a
HUMSS student. 3 out of 25 respondents mentioned that they experiencing peer pressure, and 5 out of 25
respondents said that they are experiencing academic pressure because of the standards of the school.
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Table 2. Different Social Pressures that HUMSS Students Experienced
Social Pressure
Frequency
Family Pressure
17
Academic Pressure
5
Peer Pressure
3
Total
25
As shown in Table 3, Family Pressure is the most common pressure that most HUMSS students
experience. The respondents state causes, experiences, and their stories about family pressure.
Table 3. Coding of interview responses for the family pressure caused by parents‟ high standards and
expectations category.
Interview
Question
Response
Codes
Category
Question 1:
Have you ever
experienced
being
pressured by
your friends,
family, or even
inside the
school?
Respondent 13
I had a hard time fulfilling my family‟s standards and
expectations because of the standard that I built every time I
show them my own grades, at the same time doing my school
works all at once when I needed time for myself.
Respondent 24
Because they have high expectations and also set standards for
me because all I do in our house is just study and do my
schoolwork, and I'm always updating them with my grades. So
far, they are happy with my grades and because of that, their
expectations of me become high.
Respondent 17
I experience pressure most of the time from my family and
relatives. In doing my school works in our subjects, I always
think that I should do good as they have high expectations
from me. Its impact made me do my best as I was always
feeling like I was not doing my best enough.
Respondent 15
I have experienced the pressure of trying to meet my parents'
standards and expectations of being the "ideal" child. They
have always emphasized the importance of getting good
grades, pursuing a dream job, and having a perfect life. I used
to thrive under the pressure of high expectations.
Respondent 11
I was pressured by my parents to the point where I‟ll think that
having a line of 8 as a grade is already very low. Basically, if my
parents saw that I do have a line of 8 I‟ll get scolded for at least
a week because of it.
Respondent 19
I do get a lot of pressure from my parents. My family,
especially my parents, put a lot of pressure on me to perform
Pressure to meet
family standards
and expectations
Pressure to meet
family standards
and expectations
High family
expectations and
pressure to
perform
academically
Pressure to meet
parents' standards
and expectations
on a student‟s
choice.
Parental pressure
and high
expectations to
achieve academic
excellence
Family pressure on
academic success
Family
Pressure
caused by
parents' high
standards
and
expectations
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Interview
Question
Response
Codes
Category
well academically. They have high expectations, and they
believe that getting good grades is an indicator of success. My
family believes that my future depends on my academic
performance, and they want me to be well-prepared for my
future.
Respondent 7
I'm being pressured by my family because I am a son of
Professors, and they want the best of me by setting standards
and expectations on me.
for future
preparedness
Parents‟ standards
and expectations
due to occupation
In Theme 1, it highlights that many HUMSS students at NU-Nazareth are facing pressure from their
families to excel academically and achieve success in their careers. This pressure can have a considerable
effect on their academic performance and overall well-being. It is common for parents to have high
expectations for their children, particularly when it comes to academic achievement; however, if these
expectations are too high or unrealistic, it can lead to a stressful and anxiety-inducing environment for
students. The fact that 17 out of 25 respondents mentioned experiencing family pressure in past and
present times demonstrates that this is a widespread problem among HUMSS students at NU-Nazareth. It
is essential for parents to comprehend that while they may want the best for their children, putting too
much pressure on them can be counterproductive and detrimental to their academic performance.
Additionally, it is not just parents who are putting pressure on students. As stated in the results, 5 out of
25 respondents said they were experiencing academic pressure because of the high standards of the
school. It is imperative for schools to also be conscious of the impact of their standards and expectations
on students and take action to ensure that they are not putting an excessive amount of pressure on them.
It is noteworthy that only 3 out of 25 respondents mentioned experiencing peer pressure. This implies
that while peer pressure is often talked about as a major factor in students' lives, it may not be as
prominent as family and academic pressure in the context of HUMSS students at NU-Nazareth. A study
conducted by Bruce et al. (1980) supports the results of Theme 1, the effects of parental pressure on
students‟ academic achievement, finding that those with high levels of parental pressure had lower
academic achievement than those with moderate levels of pressure. Table 3 of the study provides further
evidence of the prevalence of family pressure among HUMSS students, demonstrating that family
pressure is experienced by the majority of respondents. This suggests that family pressure is a significant
factor in the lives of these students, and that parents' high expectations are a major source of this
pressure. Furthermore, the respondents' stories and experiences documented in the study highlight the
causes and effects of family pressure, such as parents having high expectations due to their own academic
success, feeling pressure to live up to their parents' expectations due to financial values, or feeling
anxious, stressed, and having low self-esteem.
Theme 2. The Influence of Social Pressure to the Academic Performance of HUMSS Students
Social pressure has a significant influence on the academic performance of students in a variety of
ways. This theme discusses the influence of social pressure to the academic performance of HUMSS
students. Among the four subordinates shown in Table 4, Social Pressures motivates HUMSS Students to
perform academically to achieve their goals, and Social Pressures has an impact to the mental health of
the HUMSS students that makes them distracted have the highest frequency that were mentioned by the
respondents by ten times, which was associated with the respondents' answers.
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Table 4. The influence of social pressure on the academic performance of humss students
Influences
Frequency
Social Pressures Motivates HUMSS Students to Perform Academically to Achieve their Goals.
10
Social Pressures has an impact to the mental health of the HUMSS students that makes them
distracted.
10
HUMSS students feel overwhelmed and demotivated to do school works due to social
pressure.
9
HUMSS students‟ experiences challenges in classes and group work activities due to social
pressure
6
Total
25
In Theme 2, it highlights the idea that social pressure can have a significant influence on the
academic performance of students in various ways, as stated by Williams (2015). As shown in Table 4,
social pressures have both positive and negative effects on the academic performance of HUMSS
students. Social pressure can motivate students to perform academically and attain their goals. This
finding supports the notion that a certain amount of pressure can be beneficial for students, as it can
drive them to work harder and strive for success. However, the table also shows that Social Pressures have
an impact on the mental health of HUMSS students. This negative impact can lead to distractions that can
harm academic performance. This finding suggests that too much social pressure can be unproductive,
demotivated, and have negative effects for students' academic performance and overall well-being. The
respondents' answers provide further experience into the influence of social pressure on the academic
performance of HUMSS students. The respondents' stories and experiences mentioned that social
pressure can come from various sources, including parents, peers, and academic. The respondents
reported feeling anxious, stressed, and overwhelmed by social pressure, which in turn affected their ability
to concentrate and perform academically. They also mentioned their experienced challenges in classes
and group work such as difficulty in communication, workloads of academic task, leadership difficulties,
and difficulty in managing school works.
Theme 2.1. Social Pressure Motivates HUMSS Students to Perform Academically to Achieve their
Goals
HUMSS students states that the social pressure that they were experiencing is a good pressure
because it motivates them to perform academically in order to achieve their goals, they mentioned it 10
times during a face-to-face interview. As shown in the Table 5, students encountered pressure in varied
forms, such as academic deadlines, family and peer expectations, and individual goals. Most of the
HUMSS students perceived it as a motivation to exert more effort and reach their goals. Students who
viewed pressure in a positive manner perceived it as a driving force that helped them keep their focus and
be disciplined.
Table 5. Coding of interview responses for the influence of social pressure as the motivation to students
to perform academically category.
Interview Question
Response
Codes
Category
Question 2:
How do you think
those social
pressures have
impacted your
academic
performance as a
Respondent 19:
Pressure makes me better because we are forced to
think creatively and to problem solve on-demand. It is
also a positive force like a motivation when you're in
command of the situation.
Pressure as
motivation and
skill-building
influence of
social pressure
as the
motivation to
students to
perform
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Interview Question
Response
Codes
Category
HUMSS Student?
Respondent 23:
It was a good pressure for me because it pressured
me to do better. It motivates me to do my best to
meet the standards and expectations. When I am
under pressure, my best self and capabilities come
out.
Respondent 17:
Sometimes the pressure‟s impacts are good to me as I
feel the eagerness to do better in my academic
performance and because I seek academic validation
from my family.
Respondent 18:
I think in a way, it has influenced me like a motivation
to do better when it comes to studying and improving
my grades.
Respondent 21:
Those family pressure as motivation have impacted
my academic performance to the point that through
them it gives me the reason to give my best in
academic. I am being pressured because they have
standards and expectations on me by pushing me to
my limits. I tend to disappoint them sometimes.
Respondent 4:
I am able to understand or comprehend those
pressures and to not let those pressures get the best
of me, trying to use pressure as a motivator rather
than another piled-up insecurity.
Pressure as
motivation and
self-discovery
Pressure as
motivation and
academic
validation
Pressure as
motivation for
academic
improvement
Family pressure as
motivation to
perform
academically
Using Pressure as
a Motivator and
Overcoming
Insecurities
academically
The result in Theme 2.1 highlights the idea that HUMSS students perceive social pressure as a
positive or good pressure that motivates them to perform academically in order to achieve their goals.
They mentioned pressure as a motivation ten times during a face-to-face interview. This finding is
supported by Table 5, which shows that students encounter pressure in various forms, including academic
deadlines, family and peer expectations, and individual goals. The fact that most HUMSS students
perceive social pressure as a motivation to exert more effort and reach their goals is an interesting
observation. This suggests that social pressure can have both positive and negative effects on students'
academic performance, depending on how they perceive and react to it. Pelletier et al. (2002), Mosby
(2009), Agolla and Ongori (2009), Wentzel (2016), and Mundhe (2018), supports the idea that social
pressure can be a motivating force for student, it also discusses the role of pressure in student motivation
and academic performance. These studies states that pressure can be beneficial for students if it is
perceived as a challenge rather than a threat. However, it is important to note that not all students
perceive social pressure in the same way. Some students may find social pressure overwhelming and
detrimental to their academic performance and mental health.
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Theme 2.2. Social Pressures has an impact to the mental health of the HUMSS students that makes
them distracted.
Social pressure has a negative impact on the mental health of students which can lead to academic
difficulties such as distraction. As shown in Table 6, HUMSS students states that social pressures have an
impact to their mental health, it results to anxiety, depression, and overthinking which makes them hard
to focus and distracted during class, they mentioned it ten times during a face-to-face interview.
Table 6. Coding of interview responses for the influence of social pressures on the mental health of
students‟ category.
Interview
Questions
Responses
Codes
Category
Question 2:
How do you think
those social
pressures have
impacted your
academic
performance as a
HUMSS Student?
Respondent 13:
It was hard for me to focus on different activities and
tasks because I often overthink my family‟s reaction
whenever I am not satisfied with my own score and
grade despite knowing I did my utmost best in this task.
Respondent 24:
It's stressful because mostly in some subjects they do
activities by group and it's tiring because I am always
the leader and it's all major subject so it's hard, but I
handled it well it's just stressful because some of my
groupmates are not participating.
Respondent 1:
Family issues greatly affect my mental and emotional
well-being, making it difficult for me to focus on my
studies and perform well in class. In some cases, I feel
overwhelmed and even miss school just because of the
pressure in my home. When it comes to my friends, I
sometimes feel degraded or mistreated by them just
because they are smarter than me. It really damages my
self-esteem and mental health.
Respondent 22:
It impacts in a way that I have anxiety. I tend to
procrastinate and cram the school works. In a sense it
impacted my behavior.
Respondent 12:
Many students today are experiencing depression,
including me, because of multiple problems like family
problems, one after the other tasks given by the school.
So, it's like you'll really wonder if you can do it, so it's
just as hard to make or finish the assignments if you're
thinking deeply about something and only have
problems on your mind.
Overthinking
and fear of
disappointing
family
expectations
Academic stress
related to group
work and
leadership
Negative impact
of family and
peer pressure on
mental and
emotional well-
being and
academic
performance
Negative impact
on behavior and
anxiety
Academic
pressure as a
contributor to
depression and
overwhelming
stress.
The influence of
social pressures
on the mental
health of
students
Aligned with the previous result, in Theme 2.2 presented in Table 6 points out the negative effects
of social pressures on the mental health of HUMSS students. They mentioned it ten times during the
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interview. Anxiety, depression, and overthinking were among the mental health issues raised by the
students as a result of social pressure. These difficulties can result in a lack of focus during class, as well as
other academic problems. Li and Li (2010) support this finding, claiming that pressure has a detrimental
effect on the mental health of students, which can lead to academic issues. It is therefore important to
address the implications of social pressures on students' mental health in order to promote their
academic success. It is also important to note that not all students respond to pressure in the same way.
Whereas some students may be able to thrive in such situations, others may find it to be overwhelming
and damaging to their mental health and academic performance. Therefore, individual differences in
students' responses to pressure should be taken into account, and personalized support and guidance
should be offered.
Theme 2.3. HUMSS students feel overwhelmed and demotivated to do schoolwork due to social
pressure
As shown in Table 7, HUMSS students to feel overwhelmed and demotivated due to social pressure.
HUMSS students mentioned it nine times that social pressures influence them to feel overwhelmed and
demotivated to complete a task, assignment, class, and school works.
Table 7. Coding of interview responses for the overwhelmed and demotivated experiences of HUMSS
students due to social pressure category.
Interview
Question
Responses
Codes
Category
Question 3:
Can you
describe a
specific instance
in which social
pressures
affected your
ability to
complete a
HUMSS class or
assignment?
Respondent 14:
I would feel like things are not going my way because it
doesn't make sense like how the others do, then I will end
up procrastinating and lose my motivation to do things
that I'm supposed to do.
Respondent 4:
With the pressures I experienced in my family, I sometimes
lose the motivation to do a certain task, not just in school
but also in everyday life. I was still eager to do my best and
complete my tasks.
Respondent 21:
Due to family pressure, it affected my performance because
I feel unproductive and less motivated to do those
assignments in Trends, Entrepreneurship and Practical
Research. When there are family problems, my studies are
affected and I become unproductive in the things that I
need to do because I have things on my mind.
Respondent 6:
When school requirements are 10x overwhelming due to
workloads and short deadlines. I would often self-sabotage
myself because of self and family pressures.
Respondent 11:
It really made me question the point of continuing to study.
Because there were some things that my parents told like
Feeling of
confusion leading
to procrastination
and loss of
motivation
Loss of motivation
to perform
academically
Unproductivity
and Loss of
motivation in
academic tasks
Overwhelming
and
Unproductivity in
School Works
Loss of motivation
and questioning
Overwhelmed
and
demotivated
experiences of
HUMSS students
due to social
pressure
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“if you‟re going to study and just have a low grade then
why bother studying” or “you already have a low grade so
why bother to continue” with that being said, it made me
realize that not all my efforts are recognized yet my
mistakes were. Having to realize this, it really made me lose
motivation to attend class or basically continue studying
overall.
the value of
education due to
lack of recognition
and excessive
focus on mistakes.
Theme 2.3 highlights how social pressures influence HUMSS Students from NU-Nazareth as they
feel overwhelmed and demotivated in accomplishing their school works. As seen in Table 6 where there
are 5 respondents who stated that social pressures affect their well-being in which their academic
performance is also being affected, it was mentioned 9 times during a face-to-face interview that the
students are feeling less eager in doing their school works. As supported by the study of Sheelongo and
Kadhila (2022), students lose their motivation and tend to feel overwhelmed because of the stress they
experience from pressure. It is also stated in the study that due to the stress that the students feel, they
become disorganized and fail to manage their time which affects how they participate in class and
accomplish their tasks. According to the study of Yangdon et al. (2021) which states that having balanced
psychological and physical well-being improves the academic performance of students. The students who
participated in the interview oftentimes procrastinate, and they become more unproductive even though
their school tasks are piling up because they feel pressured by a lot of things that distract them. They feel
stressed which leads them into accomplishing their tasks only out of pressure causing them to feel
drained and burnout. As seen also in Table 6, it is mentioned that some students also tend to doubt their
abilities to succeed and question the value of education which result in feeling hesitant to learn more. It is
important to note that the condition and well-being of the students are important as they can
significantly affect their academic performance. Creating a more supportive learning environment is
important for the students to feel more motivated in learning as they accomplish their tasks and improve
their performance at school.
Theme 2.4. HUMSS students’ experiences challenges in classes and group work activities due to
social pressure
As shown in Table 8, HUMSS students' challenges in classes by increasing their fear of failure and
reducing their willingness to take risks. Participants reported feeling pressure to excel academically, which
can lead to perfectionism and fear of failure. Additionally, social pressure impacts their group work
activities because some members rely on their leader, they are being pressured because there is a lack of
communication, deadline, amount of work loads, and fear of failing the subject.
Table 8. Coding of interview responses for the challenges in classes and group work activities experiences
due to social pressure.
Interview
Question
Responses
Codes
Category
Question 3:
Can you
describe a
specific instance
in which social
pressures
affected your
Respondent 22:
Last school year in philosophy, since groupwork and online class,
it is hard to comply because it is hard to communicate with my
groupmates. I feel the pressure because I am the one who did all
the work. I am grade anxious also because I didn‟t know what to
expect because of the challenges.
Academic
Challenges in
Online Group
Work
Challenges in
classes and
group work
experiences
due to social
pressure
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ability to
complete a
HUMSS class or
assignment?
Respondent 19:
Managing a heavy workload of homework can be challenging.
With so many tasks to complete, especially during the mid-term
week, it is difficult for me to know where to start and prioritize.
The deadlines for the worksheets are going crazy. In our
entrepreneurship and Practical Research subject, my other
groupmates are done with their part but I‟m not. That's a major
pressure for me because I cannot submit my part on time.
Respondent 13:
There was a time where we had to accomplish a group activity
within the day I was the leader yet I am having a tough time to
focus and understand the assigned task that was given to us, I
had to compose and cheer myself up to be able to lead my
group nonetheless it still went well and we got the highest score
I was very proud of my group that time.
Respondent 17:
When I was in Grade 11, we were given a hard task in our subject
Philosophy. It gave me too much pressure as I did not know how
to start the task but I wanted to finish it already. The task was so
hard that I felt pressured and did not know how to do it to the
point that nothing even comes to my mind doing it. I also feel
that right now in our task in CLF.
Challenges in
managing
school works
Leadership
and Group
Performance
Under
Pressure
Academic Task
Difficulty and
Pressure
Theme 2.4 emphasizes the challenges that HUMSS Students from NU-Nazareth experience in their
performance at school due to social pressures. This can be seen in Table 8 where 5 respondents of the
study stated 6 times in a face-to-face interview that they feel pressured to excel academically, causing
them to struggle in doing and giving their best when it comes to their classes, written works, and group
works. As stated by Koch (2018), the academic workload is correlated with student stress which affects not
only their performance at school but also their overall well-being. The study explains that because of the
hard and many school tasks that students must accomplish on time, there is an increased level of stress
among students which also leads them into feeling pressured to comply. Summing up the responses of
the 5 respondents from Table 7, it is hard to comply with the classes and school tasks due to the
academic pressure they experience, which results in feeling anxious and fearful of failing. While the
students are struggling to perform well academically, they cannot avoid being pressured as their school
tasks are piling up and it is hard for them to accomplish them on time. According to the results from
Table 7, some students who were once a leader in their group work felt pressured because of how hard
their tasks were, considering that other members mostly rely on them and that they have other tasks to
accomplish as well. Having a lot of tasks to accomplish on time while wanting to meet their academic
expectations, students find themselves not knowing how to manage their time and what to prioritize first
to avoid failure. Providing support to students is essential to enhance their academic success and improve
their overall well-being. It may start with the educators and the school administration who may provide
the students with some opportunities and resources which they may utilize to better cope with pressure
and mitigate its influences on them.
To analyze the discussion on Theme 2, it delves into the profound influence of social pressure on
the academic performance of HUMSS students, revealing a complex interplay of both positive and
negative effects. On one hand, social pressure is recognized as a potent motivator, driving students to
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strive for academic excellence and achieve their goals. In Theme 2.1, this motivational aspect is
underscored by respondents who perceive pressure as a constructive force, emphasizing its role in
propelling their academic pursuits. Conversely, Theme 2.2 unveils the darker side of social pressure,
unearthing its detrimental impact on the mental health of HUMSS students. Anxiety, depression, and
overthinking emerge as prominent mental health concerns, impeding students' focus and overall
academic performance. This poignant revelation highlights the critical importance of addressing the
mental well-being of students amid the pressures they face. Furthermore, Theme 2.3 lays bare the
tangible consequences of social pressure on students' well-being and motivation. HUMSS students from
NU-Nazareth express feeling overwhelmed, leading to a decline in their eagerness to tackle academic
responsibilities. This sentiment is echoed by studies asserting that balanced psychological well-being is
intrinsic to improved academic performance. In contrast, Theme 2.4 underscores the challenges posed by
social pressures, particularly in their impact on students' performance at school. The weight of academic
expectations appears to hinder students' ability to excel in their classes, written assignments, and group
work, evoking feelings of anxiety and fear of failure. In light of these findings, it is evident that
personalized support and a nurturing learning environment are essential in fortifying students against the
potentially adverse effects of social pressure.
Theme 3. HUMSS Students’ Strategies for Managing and Coping with Social Pressures
The Theme 3 discusses the ways of ways of how the HUMSS students cope and manage with
these social pressures, and its effects to the students to their academic performance. Under the significant
theme of coping mechanisms are the following subthemes: 1.) HUMSS students seek help from family,
friends, partner, and professional people to manage the social pressure they experienced; 2.) HUMSS
students are being self-sufficient and independent in coping social pressures. The general theme of
coping mechanism shows that students use a variety of strategies to manage social pressures. As seen in
Table 9, seeking help from family, friends, love ones, and professional people to manage the social
pressure they experienced appears to the most commonly used coping mechanism by the participants.
Table 9. Students‟ Strategies for Managing and Coping with Social Pressures
Coping Mechanism
Frequency
HUMSS students seek help from family, friends, partner, and professional people to
manage the social pressure they experienced.
21
HUMSS students are being self-sufficient and independent in coping social
pressures.
4
Total
25
The general result in Theme 3 that shown in Table 9, states that HUMSS students use a variety of
coping mechanisms to manage social pressures, with seeking help from family, friends, partner, and
professional people being the most commonly used strategy. This finding is supported by the study
conducted by Haylon et al. (2022) which states that students use a range of coping mechanisms to
manage social pressures.
Theme 3.1. HUMSS students seek help from family, friends, partner, and professional people to
manage the social pressure they experienced.
Seeking help strategies involve seeking support or advice from others, such as friends, family,
partner, or professionals. The study found that the most effective strategies for managing social pressures
were seeking help. As shown in Table 10, HUMSS students mentioned that they seek help from family,
friends, love ones, and professional in order to manage the social pressure that they experiencing.
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Table 10. Coding of interview responses for seeking help to reduce the pressure category
Interview
Question
Responses
Codes
Category
Question 4:
Where can
you ask for
help about
social
pressure?
Respondent 2:
I usually turn to my mother for support. She has always been there
for me, offering encouragement and advice when I need it most.
My girlfriend also plays a crucial role in helping me manage the
pressures of being a student athlete. She is an excellent listener
and always knows just what to say to boost my confidence and
lighten up my mood. Her encouragement and positivity have been
a source of motivation for me and have helped me stay focused
and determined, even in the face of adversity. They have helped
me maintain a positive outlook, stay focused on my goals, and
push through even the toughest times.
Respondent 3:
In my parents, and my girlfriend. The advice that my girlfriend and
parents always tell me, I applied it to myself, and it helped me
coped up to social pressure.
Respondent 4:
I think I always ask for help from my friends. Most of the time they
know what to say or how to comfort me since they know me best.
Respondent 9:
My parents are very understanding. I can also tell my other friends
not from school about my problems, I can vent out to them while
getting advice to my parents.
Respondent 14:
I am not so sure about that, but I do think I can ask for help from
our guidance counselor.
Respondent 18:
I usually seek for professional help like guidance counsellor and
my trusted teachers because I learned many insights from them
that I can apply.
Respondent 19:
I often get help or open up to my friends. I open up first to them
about my problems because I trust and feel comfortable with
them. For me, they create a safe and non-judgmental environment
for people like me to share their thoughts and feelings.
Additionally, friends are typically less formal than other
relationships, such as those with family members or therapists,
which can make it easier for people to be open and honest about
their problems. My friends always motivate me to be the best
version of myself.
Respondent 20:
I get pressured by my family which is why I cannot ask for help
Seeking help
from a family
member and
from partner
Seeking help
from a family
member and
from partner
Seeking help
from friends
Seeking help
from parents
Seeking
professional
help
Seeking
professional
help
Seeking help
from friends
Seeking help
Seeking Help
to Reduce
the Pressure
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Interview
Question
Responses
Codes
Category
from them, and during this time, I can only ask for help from my
friends. My friends understand me better as they also sometimes
experience the same thing, they know the right words to say to
me, and they know how to comfort me which is why I can rely on
them more often and I am more open with them.
from friends
Seeking help is an effective strategy for managing social pressures, as evidenced in Theme 3.1 and
Table 10. As elaborated in the study of Alhamami (2020), reaching out from trusted sources when feeling
pressured had better academic performance. When students feel overwhelmed by their academic
responsibilities, they seek help from friends, family, or professionals. This allows students to better
understand and communicate with their family about their needs and desires that balances their family's
expectations. It can be gleaned from table 9 that majority of respondent often reach out to their family
members first when they are feeling pressured. According to them, Family members offers a similar kind
of emotional support as friends, but they may also be able to provide more practical support, such as
helping with household chores or providing financial assistance if needed. Family members also have a
better understanding of a student's individual strengths and weaknesses, and can offer tailored advice
based on that understanding. Three (3) students responded that friends provide emotional support and
understanding when they are feeling overwhelmed by academic pressure. This means that the
respondents feel more comfortable opening up to them than to others because of the trust and bond
that they share. They may be able to offer advice or share their own experiences and coping strategies.
Additionally, simply having someone to talk to and empathize with can be a great source of comfort and
relief. As stated by Rajendran and Kaliappan (1990), seeking help from teachers or tutors, setting realistic
expectations for themselves, and finding ways to reduce stress and anxiety, such as through exercise or
meditation. Two (2) from the participants responded that seeking help from professionals like teachers,
are experts in their respective fields and possess the necessary knowledge and skills to help them
understand complex concepts and ideas. They can offer students individualized attention and guidance,
answering their questions and clarifying doubts. In addition, teachers provide personalized feedback to
students on their work, identifying areas of strength and weakness and suggesting ways to improve. This
feedback can help students better understand their progress and tailor their efforts to meet their learning
goals. Thus, it's important to recognize that seeking help is not always a simple or accessible solution for
everyone. But for those who do have access to support systems, it is important to recognize their value
and to utilize them when needed.
Theme 3.2. HUMSS students are being self-sufficient and independent in coping social pressures.
HUMSS students didn‟t seek for help rather they want to manage social pressure by themselves.
As shown in Table 11, it appears that these students prefer to handle social pressure on their own to
maintain a sense of control and independence in their lives.
Table 11. Coding of interview responses for self-sufficiency and independence category
Interview
Question
Responses
Codes
Category
Question 4:
Where can you
ask for help about
social pressure?
Respondent 10
I don‟t ask for help because I don‟t want to disturb
someone because of my problem. So, I keep it to myself. I
don't want to rely on others too much, and I prefer to
Self-reliance
and avoidance
of burdening
Self-
Sufficiency and
Independence
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Interview
Question
Responses
Codes
Category
handle things on my own as much as possible. At the
same time, I don't want to inconvenience anyone or make
them feel obligated to help me.
Respondent 17
I do not have someone, even my friends or family, to ask
for help. I usually just keep it to myself as I am already
used to it.
Respondent 23
I have coping mechanism, such as eating food, going out
with my friends, watching movies, so that to keep me
distracted from the pressures that I felt.
Respondent 24
Actually, I'm not telling it to anyone. When there's a
scenario like that. I am the one who's helping myself
because I don't open up to anyone. I was the one who
comforted and cheered myself up.
others
Self-reliance
Distraction to
reduce
pressure as
coping
mechanism
Self-comfort
and self-
reliance
The finding that HUMSS students prefer to manage social pressure on their own rather than seeking
help from others is an interesting insight that sheds light on the coping mechanisms of young adults. It
suggests that these students place a high value on maintaining a sense of control and independence in
their lives, and that they believe they are capable of managing their own challenges without outside
assistance. The study of Tara et al. (2009) and Reynolds (2022) that self-sufficiency and independence can
be effective strategies for managing social pressure and promoting mental health and well-being. The
mentioned study supported the subtheme of HUMSS students didn‟t seek for help rather they want to
manage social pressure by themselves. While this approach may work well for some individuals, it is
important to note that it may not be the best strategy for everyone. Social pressure can be a complex and
challenging issue to navigate, and it can be difficult to manage without the support of others. However, it
is also important to respect the independence and self-determination of each people who prefer to
handle social pressure on their own. For some, seeking help from others may feel like a loss of control or
an admission of weakness. By allowing individuals to choose their own coping strategies, they can
empower them to take ownership of their mental health and well-being. That being said, it may be
beneficial for individuals who prefer to handle social pressure on their own to develop additional coping
strategies that they can rely on when needed. This can include practices such as mindfulness, journaling,
or exercise, which can help individuals manage stress and maintain a sense of balance and well-being.
Additionally, it may be helpful for individuals to cultivate social connections and support systems that
they can turn to if they need assistance in the future.
In order to understand Theme 3, it provides information on how HUMSS students navigate and
cope with social pressures. The study reveals that seeking assistance from a range of sources, including
family, friends, partners, and professionals, is the most prevalent coping strategy. This aligns with the
findings of Haylon et al. (2022), which underscore the various coping mechanisms students employ to
handle social pressures. Seeking help emerges as an effective approach, as emphasized in Theme 3.1 and
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corroborated by Alhamami's (2020) research, which indicates that seeking support from trusted sources
positively impacts academic performance. When students feel overwhelmed by academic responsibilities,
they turn to their support networks, finding solace in the understanding and practical assistance offered
by family members. Friends also play a crucial role, providing emotional support and a trusted space for
open dialogue. Nevertheless, the study uncovers an intriguing insight – some HUMSS students prefer to
manage social pressures independently, valuing self-sufficiency and control over their own challenges.
This perspective, supported by Tara et al. (2009) and Reynolds (2022), suggests that self-reliance can be
an effective strategy for navigating social pressures and nurturing mental well-being. However, it is
important to note that this approach may not suit everyone, and individuals are encouraged to develop a
repertoire of coping strategies, including mindfulness, journaling, or exercise, to turn to when needed. In
this context, the study underscores the significance of both seeking support and respecting individual
choices in managing social pressures, ultimately influencing academic performance among HUMSS
students.
5. CONCLUSION AND RECOMMENDATIONS
Conclusion
This study aimed to investigate the influence of social pressures on the academic performance of
students in the humanities and social sciences at NU-Nazareth. Social pressure refers to the influence
exerted on individuals or groups by the people around them. Students experience various types of social
pressure that can come from peers, family members, and teachers, and can significantly influence their
motivation, focus, and overall success in school. The study fills the gap on insufficient studies that focus
on social pressures experienced by HUMSS students, their influence on academic performance, and
coping mechanisms. The study utilized qualitative research employing a phenomenological approach in
order to identify how social pressure influences the academic performance of students. The study used
open-ended interview questions to gather data and was analyzed using thematic analysis. With the use of
thematic analysis, the findings of the study created the themes, that high standards and expectations by
parents are the most common social pressure, social pressure influences to motivate HUMSS students to
perform academically, HUMSS students seek help from other people to cope with the social pressure they
experienced.
This research makes a substantial contribution by providing a comprehensive understanding of the
intricate dynamics surrounding social pressure and its impact on HUMSS students at NU-Nazareth. The
study's findings illuminate the prevalent role of family pressure, rooted in high parental expectations, and
shed light on its potential consequences for students' academic performance and overall well-being.
Moreover, this research underscores the significance of academic institutions in shaping students'
experiences, emphasizing the need for balanced and realistic standards. By delving into the nuanced
effects of social pressure, the study offers valuable insights into the diverse coping mechanisms employed
by students. This knowledge equips parents, educators, and institutions with actionable strategies to
create a more supportive and conducive environment for HUMSS students, ultimately fostering their
holistic growth and academic success. In essence, this research advances our comprehension of the
multifaceted challenges faced by HUMSS students, providing a foundation for targeted interventions and
policies that promote their well-being and academic achievement.
"The Influence of Social Pressure on the Academic Performance on HUMSS Students at NU-
Nazareth" sheds light on the multifaceted impact of social pressures on HUMSS students at NU-Nazareth.
The findings highlight the prevalence of family pressure as the most common form of social pressure,
driven by parents' high standards and expectations. This widespread phenomenon underscores the need
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for parents to strike a balance between aspiration and realistic expectations, as excessive pressure may
inadvertently hinder academic performance and overall well-being. Furthermore, the study emphasizes
that academic institutions play a crucial role in this dynamic, with high standards potentially contributing
to students' stress and anxiety. Schools must be mindful of the weight of their expectations and take
measures to ensure they do not inadvertently overwhelm their students. Interestingly, while peer pressure
is often a prominent concern in student life, it emerged as a less prevalent form of social pressure in this
context. This suggests that, for HUMSS students at NU-Nazareth, family and academic pressures bear the
most significant influence on their experiences. Moreover, the study delves into the nuanced effects of
social pressure on academic performance. While some students perceive it as a motivating force,
propelling them towards their goals, others grapple with its detrimental impact on their mental health,
resulting in distractions and reduced focus in their academic pursuits. The respondents' experiences
further underscore the challenges posed by social pressure. They recount feeling overwhelmed,
demotivated, and struggling to manage their academic responsibilities effectively. This sense of pressure
leads to feelings of doubt and burnout, potentially eroding their confidence in their educational journey.
In response to these challenges, students employ a variety of coping strategies. Seeking help from trusted
sources, including family, friends, and professionals, emerged as a predominant approach. This
underscores the importance of a supportive network in helping students navigate the complexities of
social pressure. Interestingly, a subset of students prefers to manage social pressure independently,
underscoring the value they place on self-sufficiency and control over their academic journey. While this
approach may empower some, it also highlights the need for additional coping strategies to ensure a
balanced and resilient response to social pressures. In sum, this study underscores the critical role of
understanding and addressing social pressures in the academic lives of HUMSS students. It provides
valuable insights into the experiences, coping mechanisms, and potential interventions that can
significantly impact their academic performance and overall well-being. By recognizing and mitigating the
negative effects of social pressures, educational institutions, and parents can foster an environment that
nurtures both the personal and academic growth of these students.
Recommendations
Based on the insightful findings of this study, it is imperative for both parents and educational
institutions to adopt practical strategies that alleviate the burden of social pressure on HUMSS students.
Firstly, parents should engage in open and transparent communication with their children, fostering an
environment where aspirations are balanced with realistic expectations. Encouraging an ongoing dialogue
about academic goals, individual strengths, and potential challenges will help create a supportive
framework that empowers students without overwhelming them. Additionally, parents can explore
opportunities for extracurricular activities and hobbies, allowing students to develop a well-rounded skill
set while alleviating the singular focus on academic achievement.
Simultaneously, educational institutions should proactively assess and refine their academic
standards, ensuring they are challenging yet attainable for HUMSS students. Implementing measures such
as accessible academic support resources, mentorship programs, and workshops on time management
and stress reduction techniques can equip students with essential tools to navigate the pressures of their
academic journey. Furthermore, schools can encourage a culture of peer support and collaboration,
fostering an environment where students feel comfortable seeking help and guidance from their
classmates.
Generally, a collaborative approach between parents and educational institutions, grounded in
effective communication and tailored support, can significantly mitigate the adverse effects of social
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pressure on HUMSS students. By fostering a balanced and nurturing environment, we empower these
students to flourish academically while maintaining their mental and emotional well-being.
Also, this study recommends that future researchers conduct further research on this topic,
particularly on the potential long-term effects of family pressure, or other types of social pressure on
students' academic, physical health, and personal lives beyond their time in university or other
educational institutions. They can utilize both qualitative and quantitative approaches depending on their
resources. This topic will be beneficial and usefull in a field of sociology and psychology.
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