Academic stress and coping strategies of Chinese high school students- a qualitative investigation

Abstract

High school students worldwide, especially in China, face significant academic pressure. Research shows that Chinese students spend more time on academic activities and less on exercise and sleep compared to their American counterparts (Yang & Tao, 2013). This heightened pressure, coupled with intense emotional experiences, has been linked to negative impacts on mental health (Zhao et al., 2015; Zhang, 2018). Chinese high school students, in particular, must navigate the rigorous demands of the gaokao, the national college entrance examination, which further amplifies their stress levels. This essay investigates the academic stress experienced by Chinese high school students and the coping strategies they employ. Utilizing semi-structured interviews with 20 students from two schools, this study explores the stressors they face and evaluates the effectiveness of their coping mechanisms. Through discourse and semantic analysis, preliminary findings suggest a prevalence of problem-focused coping strategies, though school support systems remain insufficient. This paper argues for the development of more comprehensive support programs within educational institutions to better address students’ stress management needs.