The Relationship between Academic Performance, Peer Pressure, and Educational Stress as It Relates to High School Students’ Openness to Seeking Professional Psychological Help
Why this work is in the frame
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Bibliographic record
Abstract
Adolescents, especially high school students, are more susceptible to stress and encounter other mental health issues. This is linked to extrinsic causes like academics, family, and friends. However, previous studies have shown low rates of students seeking professional psychological help for their problems. This study investigate the relationship among factors including academic performance, educational stress, peer pressure and openness to seeking professional psychological help. We conducted this study with 471 high school students (grades 10–12) engaged. The questionnaire was based on three measurements: peer pressure short form (PPSF), educational stress scale for adolescents (ESSA), and openness to seeking professional psychological help (ATSPPH_O). The Mann-Whitney U test, Kruskal-Wallis test and The PLS-SEM method were used to evaluate this research. The results showed that: (i) students with a higher level of peer pressure have a greater openness to seeking professional psychological help; (ii) the more open to seeking professional psychological help, the higher educational stress that students got; (iii) students with a higher level of peer pressure have greater educational stress; (iv) the openness to seeking professional psychological help would mediate the relationship between peer pressure and educational stress; (v) there was a significant difference between academic performance of peer pressure. On the one hand, counselors, clinicians, and therapists must identify students who are experiencing educational stress in the context of peer pressure as vulnerable groups in need of early mental health interventions. On the other hand, educators and teachers must consider the impact of peer pressure on students' academic performance and devise appropriate teaching strategies.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it