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The Effect of Excessive Workload and Expectation on the Mental Health among Grade
12 STEM Students: Exploring Coping Strategies and Support System
Review of Related Study(RRS)
Prolonged periods of workloads and high expectations can greatly impact the well being of students. A large
body of research has established a connection between excessive workload and mental health problems in
students. Research has indicated that an overwhelming amount of work has an effect, on the overall health of
students (Hernesniemi et al. 2017). In a study conducted by Lee et al. (2021) found that college students with
higher academic workloads were more likely to report symptoms of depression and anxiety. Son et al. (2020)
found that high school students with heavier workloads were more likely to experience stress-related
symptoms such as difficulty sleeping, fatigue, and irritability.
Research has shown that excessive workload can have a negative effect on student academic performance. A
study by Dervin and Risquez (2015) found that a heavy workload leads to stress, burnout, and poor academic
performance among college students. Another study by Conley and French (2014) found that a moderate
workload is beneficial for student motivation and academic achievement, but when the workload becomes too
heavy, it can lead to decreased motivation and poor performance.
Additionally, high expectations from parents, teachers, and peers can also contribute to stress and anxiety in
students. A study by Clabaugh et al. (2021) found that college students with higher parental expectations were
more likely to report symptoms of depression and anxiety. Another study by Hunt et al. (2021) found that high
school students with higher teacher expectations were more likely to experience stress-related symptoms.
Students may feel pressured and fear failure as a result, which may have a negative impact on their mental
well-being and academic performance.
A student's mental health may be negatively impacted by an excessive workload and high expectations. This is
clear from a wide range of academic areas and can show up as signs of psychological and physical problems. It
is necessary for educational institutions to acknowledge and address the impact of excessive workload and
expectation on student well-being to promote a healthy learning environment.
Coping strategies and support systems play an important role in helping students recover from stress caused by
excessive workload and high expectations. Research has identified numerous coping strategies that students
can use to manage their stress levels.
One effective coping strategy is problem-solving, which involves actively addressing the stressor and finding
practical solutions (Alzayyat & Al-Gamal, 2013). This approach allows students to take control of their
situation and reduce the impact of excessive workload on their mental health. Another commonly used coping
strategy is transference, which involves redirecting emotions and focusing on other activities or tasks (Zhao et
al., 2014). This strategy helps students temporarily change their attention away from the stressor and find
relief.
Emotion-focused coping strategies are also important in managing stress. These strategies involve controlling
emotions and changing the meaning of a stressful situation (Amiot et al., 2004). Examples of emotion-focused
coping strategies include positive reframing, acceptance, and seeking social support (Latif & Nor, 2019).
Students who use these techniques are better able to control their emotional reactions to stress and keep a
positive viewpoint.
Religion and spirituality can also serve as coping strategies for students. Studies have shown that religious
coping strategies, such as prayer and seeking support from religious communities, can help students in
managing with stress and finding comfort (Latif & Nor, 2019). Additionally, instrumental support, which
involves seeking practical assistance from others, has been identified as an effective coping strategy (Latif &
Nor, 2019). This support can come from friends, family, or academic advisors who provide guidance and
assistance in managing workload and expectations.
Furthermore, self-efficacy, or confidence in one's ability to cope with challenges, plays a significant role in
managing stress. Students with higher levels of self-efficacy are more likely to employ effective coping
strategies and have better mental health outcomes (Zhao et al., 2014). Building self-efficacy can be achieved
through interventions that focus on enhancing problem-solving skills, providing social support, and promoting
positive thinking (Rummell, 2015).
In terms of support systems, universities and educational institutions can play a crucial role in helping students
manage stress. Providing resources such as counseling services, stress management workshops, and academic
support can help students develop effective coping strategies and navigate the challenges of excessive
workload (Jääskeläinen et al., 2022). Additionally, fostering a supportive and inclusive learning environment
where students feel comfortable seeking help and support from peers and teachers can contribute to their
overall well-being (Basith et al., 2021).
In conclusion, coping strategies such as problem-solving, emotion-focused coping, religious coping, and
seeking social support, along with the support systems provided by family, friends, and educational
institutions, are essential in helping students recover from stress caused by excessive workload and high
expectations. By employing these strategies and accessing appropriate support, students can better manage
their stress levels and maintain their mental health.

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The Effect of Excessive Workload and Expectation on the Mental Health among Grade

12 STEM Students: Exploring Coping Strategies and Support System

Review of Related Study(RRS)

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