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Curriculum and Sex-specific Differences in Academic Stress Arising from Perceived Expectations
Authors: Glenn M. Calaguas
Abstract:With the aim of knowing whether curriculum and sex differences exist in academic stress arising from perceived expectations, high school students were asked to respond to the Academic Expectations Stress Inventory (AESI). AESI is a nine-item inventory with two domains, namely: expectations of teachers/parents and expectations of self. Out of the 504 officially enrolled high school students in a state college, 469 responded to the inventory. Responses were analyzed using independent samples ttest. Significant differences were found between the mean scores of the respondents coming from the Science and the Vocational curriculum. The respondents from the Science curriculum consistently registered higher mean scores. Likewise, significant differences were found between the male and the female respondents. The female respondents consistently registered higher mean scores.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1331621Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1768
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