Factors Influencing to Stress among High School Students at a School in Bang Krathum District, Phitsanulok Province

Abstract

Mental health problems remain a significant public health concern, particularly among adolescents, who are in a transitional stage toward adulthood and are required to make various adjustments that may lead to stress. This cross-sectional study aimed to determine the level of stress and identify factors associated with stress among upper secondary school students at a school in Bang Krathum District, Phitsanulok Province. The study participants comprised 207 upper secondary school students who were selected using simple random sampling, with the sample size determined using the OpenEpi program. The research instrument was a questionnaire consisting of four sections: 1. personal information, comprising 8 items; 2. attitudes, including attitudes toward love and attitudes toward learning, comprising 9 items; 3. interpersonal relationships, including relationships within the family, relationships with friends, and relationships with teachers, comprising 21 items; and 4. the Department of Mental Health's Stress Test (SPST-20), comprising 20 items. Data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, minimum, and maximum values. Inferential statistics were also employed, using stepwise multiple regression analysis to identify factors associated with stress among the students. The findings revealed that 71.98% of the participants experienced moderate to severe levels of stress. Factors significantly influencing stress at the 0.05 significance level included academic program, grade point average (GPA), attitudes toward learning, family relationships, relationships with friends, and relationships with teachers. These factors collectively explained 51.00% of the variance in students’ stress levels. Therefore, schools should organize activities that promote positive relationships between teachers and students, while providing opportunities for students to participate in activities with their peers. Schools should also promote positive family relationships. Parents should encourage their children to openly communicate, express their feelings and opinions, and provide emotional support. In addition, parents should offer positive guidance and constructive advice to their children.