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1. A N A L Y Z I N G T H E R O L E O F A C A DEMIC PRESSURE IN EMOTIONAL TENSION O F S E LECTED HONOR STUDENTS IN G 1 1 H U M S S

2. I n t r o duction The pursuit of academic excellence is a hallmark of educational journey, with students often striving to achieve high grades and recognition for their scholastic Achievements. Among the achievers G11 honor students stand out for their dedication, diligence and commitment to excellence. However, behind their academic success many lie complex interplay emotions, including stress, anxiety and to perform.

3. B a c k g r ound o f the study In the realm of education, academic achievement is other regarded as a significant measure of success, of students striving to excel academically in pursuit of their expectations. Grade 11 is a pivotal year in this education and journey of students, characterized by increased academic preparation to their career pathways and heightened expectations from both p a r e n ts and teacher.

4. S t a t e ment o f the p r oblem This study is aimed to answer the following question: 1. What kind of Academic pressure were encountered by the selected honor students in G11 HUMSS in PSHN? 2. What are the emotional tension Experienced by the selected honor students in G11 HUMSS in relation to academic pressure? 3. What are the Intervention/programs to be proposed based on the result of the study to help the selected honor students of G11 HUMSS in PSHN?

5. F i n d ing s This qualitative study looks into how certain honors students at Paaralang Sekundarya ng Heneral Nakar are affected emotionally by pressure to perform well academically. The study investigates honors students' experiences, perspectives, and coping strategies in response to academic pressures through in-depth interviews. The results are intended to provide light on the intricacies of academic pressure and its impact on students' mental health, offering guidance for the creation of focused treatments and school-based support networks. 1. ACADEMIC PRESSURE OF HONOR STUDENTS: Academic pressure among honor students refers to the stressors and heightened expectations experienced by students who are having a academic achievement. These students usually occupy distinguished positions within their educational institution as a result of their exceptional academic performance, involvement in extracurricular activities, leadership positions, or other academic achievements.

6. Academic pressure among honor students can manifest in various forms, including: A. Heightened Expectations and performance Anxiety. *Halimbawa ahh.. May may honor ka tapos.. Ahh.. Mapepressure ka, nahihirapan ka, hindi ka.. Lagi kang mapwe-pwersa mag-aral kahit ayaw mona mag aral, mag aaral ka parin dahil nga pinipwersa ka nay-ong mga magulang mo, nakapaligid sayo, na may honor ka, na dapat.. Lagi kang may honor”.(for example ahh.. You have honor then.. Ahh.. You will get pressure, you will have a hard time, you don’t.. You will always get pressure to study even you don’t want to, You will just study because your being forced by your parents, Your Surrounding, because your honor students, you have always have honor).

7. B. PEER PRESSURE Participant 1 kindly shared her sentiment in her statement saying: “mahirap napaka stress lalo na kapag mataas ang expectation sa iyo at mayroong mga gusto mong pantayan”.( it's difficult it’s super stressing especially if they have high expectations to you and you have want to someone to be equal).

8. C Self expectation/pressure Participant 3 open to us her sentiments in her statement saying : “Oo nararanasan gaya n a y t ong PR1. Haha sa PR1 ay abot abot na ng hating gabi, ng paggagawa”.(of course I experiencing that just like this PR1.. Haha In PR1 is it’s getting midnight just to make it).

9. 2.Emotional Tension of Honor Students Emotional tension of honor students when feeling overwhelmed from the academic activities like quizzes performance task that they need to complain with. A. Social comparison

10. Participant 4 states that: “Ahh.…ehh sa pamilya namin ay matalino ang kuya ko kaya kapag si mama ay may kausap na kumare ayy… Ano.. Ahh lagi niyang sinasabi na daig kapa ng kuya mo with highests di mo gayahin kaya nakakapag pababa ng confident sa sarili iisipin mo nalang Sam ako may mali”.(ahh.. Ehh.. In our family my brother is smart then if my mother has a conversation with her friend she will saying to me that your nothing in your brother that with highest why don’t you do the same thing, because of that It losing my confident and I just think where I did wrong).

11. B. Fear of failure and perfectionism Participants 3 share her experience in the statement : “Halimbawa, mayroong project, tapos ay groupings tapos yung mga kagrupo mo ay hindi sayo natulong edi hindI mo naman pwedeng hindi gawin dahil naaapektuhan ang grades mo kaya ang gagawin ko nalang ay gagawin ko nalang mag isa kahit abutin ng kung anong oras basta mgawa dahil takot ka bumaba ang grades mo, gusto mo mag ka honor”.(Example having a project then your groupmates are not helping you, it’s not right to just don’tdo it then you will just do it alone even what time it got as long as you did it because you’re afraid to fail your grades, you want to have an honor).

12. Participants 3 share her experience in the statement : “Halimbawa, mayroong project, tapos ay groupings tapos yung mga kagrupo mo ay hindi sayo natulong edi hindI mo naman pwedeng hindi gawin dahil naaapektuhan ang grades mo kaya ang gagawin ko nalang ay gagawin ko nalang mag isa kahit abutin ng kung anong oras basta mgawa dahil takot ka bumaba ang grades mo, gusto mo mag ka honor”.(Example having a project then your groupmates are not helping you, it’s not right to just don’tdo it then you will just do it alone even what time it got as long as you did it because you’re afraid to fail your grades, you want to have an honor).

13. .Interventions needed 1.A room to think 2.lower expectations 3.time to talk with teacher In this findings reveal there’s so many academic pressure and emotional tension that every students are encountering and how they think what intervention would help them. This findings also reveal what honors students doing just to maintain the grades and reach the expectations despite even their own health will sacrifice.

14. D i s c u s sion Academic pressure and emotional tension are the challenges that encountered by the selected honor students. In result this study found out the different types of the academic pressure including Heightened expectations and performance anxiety, peer pressure, self expectations or pressure that affect the academic performance of every students especially with the academic achiever. Also find out the type of Emotional tension social comparison, fear of failure or perfectionism, and this study found out what intervention needed by the participants. The results of this study will help teacher, school management especially the students who encountered this to take a step how to reduce it.

15. C o n c l usion This study find out that the academic pressure encountered by the selected honor students in G11 HUMSS PSHN are: A. Heightened Expectations and performance Anxiety B. PEER PRESSURE C. Self expectation/pressure the emotional tension Experienced by the selected honor students in G11 HUMSS in relation to academic pressure are: A. Social comparison B. Fear of failure and perfectionism The Intervention/programs to be proposed based on the result of the study to help the selected honor students of G11 HUMSS in PSHN are: 1.A room to think 2.lower expectations 3.time to talk with teacher and parents

16. Recommendation There is recommendation in this study based on the result 1.LOWER EXPECTATIONS- Every parents, teacher should low the confidence they placed in one students and just try to appreciate what they can do. 2.TIME TO TALK WITH TEACHER AND PARENTS-By having a conversation between teacher and students or parents and students it can sure what happening or can monitor the students.