Christodoulou, M. (2021). School-to-University transition: The paradox of motivated but undecided students. Open Journal for Sociological Studies, 5(1), 1–16.
The article under consideration explores the transition from school to university and the factors that may affect students’ decision-making during that period. The authors found that interpersonal relationships play a significant role in individuals’ decisions about whether to pursue a university degree and which degree to choose. Thus, peer and family influences can affect one’s academic trajectory after completing secondary education. This paper was selected as it provides the necessary background and defines some of the factors that may contribute to the choice of university and the stress associated with that decision. Overall, understanding the circumstances many students face when selecting a university will help them understand the related stress.
Ho, G., & Law, R. (2021). How parents and friends influence student preference in selecting a bachelor’s degree in hotel and tourism management in Hong Kong. ASEAN Journal on Hospitality and Tourism, 19(3), 185–200.
The article under review examines how peer groups and parents influence one’s decision to pursue a bachelor’s degree. The authors note that few individuals have input on their choice of university degree and future career when making this decision. The research suggests that peers, family members, and teachers are the primary influencers in selecting a university or university program. Overall, this research study highlights that most students must cope with solicited and, in some cases, unsolicited advice from peers and adults in their lives, which explains why the school-to-university transition is a high-stress situation.
Moldes, V. M., L. Biton, C. L., Gonzaga, D. J., & Moneva, J. C. (2019). Students, peer pressure, and their academic performance in school. International Journal of Scientific and Research Publications (IJSRP), 9(1), 300– 312.
The article under consideration addresses the impact of peer pressure and family influence on the academic performance of school students. The authors state that one’s performance can be both positively and negatively impacted by peer influence or rejection, highlighting the importance of social groups in one’s academic career. Furthermore, Moldes et al. (2019) note that family relationships and guidance determine how students interact with their peers and, therefore, can moderate the effects of peer pressure. The article is instrumental to the proposed paper, as it emphasizes how academic stress can be exacerbated or mitigated by family and peer influences.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112.
The article by Pascoe et al. (2020) considers the impact of academic stress on students. The authors note that stress in an educational environment often arises from internal or external pressure to achieve high marks and from concern, self-directed or otherwise, about receiving poor grades. The research emphasizes that, if left unaddressed, academic-related stress can have a detrimental impact on students’ learning ability and academic performance, leading to a far more stressful situation. The article was selected for the proposed research paper because it discusses the causes of stress among school students and their effects on performance.
Velazco, E. H., Roncancio, J. D., & Cėspedes, J. E. (2022). Stress related to academic situations. Journal of Pharmaceutical Negative Results, 13(10), 5202–5210.
The chosen article concerns academic stress in secondary education students and the factors contributing to it. The authors argue that stress has an unprecedentedly high incidence in educational environments. Therefore, it is crucial to understand what contributes to these stress levels and how that stress affects decisions about continuing the academic path. The article argues that peer influence, peer rejection, family concern, as well as self-inflicted demand and anxiety, contribute to stress in students. Therefore, this research contributes to understanding the strain students experience in their school careers. Overall, the paper was selected because it explains academic stress and contributes to understanding how it translates into grade-related anxiety and stress associated with university choice.