M. Youjaiyen, W. Sirimai, S. Thongsai

Boromarajonani College of Nursing, Bangkok (THAILAND)
The purpose of this paper was aimed to examine and compare the stress in the high school students. In addition, gender, class, academic performance, household income, learning plan, and stress-coping strategies were assessed to predict the stress among three different coping strategies. The samples included 300 high school students (M.4, M.5, and M.6) who were studying in the first semester of the academic year 2010 at Dusitaram High School which is subjected to the Office of the Basic Education Commission, Bangkok.

The questionnaires were used to gather the data for this study. It consisted of 3 parts regarding demographic information, stress, and copying strategies. The statistics implemented included standard deviation, t-test, F-test Scheffe’s pair-wise test, Pearson’s Product Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis.

The results showed as follows:

1. Overall, high school students reported the moderate level of stress. The female M.6 students appeared to obtain low performance and low household income. The high school students implemented stress coping strategies in three different methods; problem-solving, emotional modification, and taking less advantage. The mental stress was explicit highly.
2. High school students with low academic performance had higher stress than those with moderate to high academic performance at statistically significant level .05.
3. High school students implementing the different strategy to cope with their stress had the different level of stress at statistically significant level .01.
4. Problem focused coping, emotion focused coping and less focused coping strategies are positively associated with high school students’ stress at statistically significant level .01.
5. Less focused coping and problem focused coping strategies are potential predictability at statistically significant level .01