Date of Completion

2025

Document Type

Research Project

Degree Name

Grade 12

Keywords

Stimming, Academic Stress

Abstract

Stimming and academic stress are often overlooked, particularly during the crucial Senior High School years. This study aimed to determine the correlation between stimming behaviors and academic stress among Senior High School students at De La Salle Medical and Health Sciences Institute (DLSMHSI). A total of 225 students participated by responding to a survey questionnaire that included categories of frequently used stimming behaviors and the Perceived Stress Scale. Results revealed that students frequently experience anxiety related to academic performance, with “I have felt concerned or worried about the results of my academic activities” having the highest mean score of 4.235 (Very High). Analysis showed a significant relationship between all types of stimming—olfactory, auditory, tactile, visual, and vestibular—and academic stress, with tactile stimming demonstrating the strongest correlation (0.324) and vestibular the weakest (0.180). The p-values for all types were below the 0.05 threshold, confirming the statistical significance of these relationships. The findings suggest that stimming behaviors are coping mechanisms for academic stress, with olfactory and tactile stimming being particularly prevalent. It is recommended that educators and mental health professionals address academic stress by acknowledging and supporting students’ coping strategies, including stimming, to foster healthier learning environments.

First Advisor

Myra Michelle Mojica, LPT, MSc

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