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Stress, Meaning-Making and Academic Engagement under Extended School Hours

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Title: Stress, Meaning-Making and Academic Engagement under Extended School Hours
Language: English
Authors: Lord Joseas Costales Conwi (ORCID 0009-0006-7438-052X), Joan Mariz Saramines (ORCID 0009-0002-3293-1486), Mikah Tabisola Conwi (ORCID 0009-0003-7832-8110)
Source: Asian Journal of Contemporary Education. 2026 10(1):13-28.
Availability: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 11
Grade 12
Descriptors: School Schedules, Well Being, Stress Variables, Learner Engagement, School Policy, Difficulty Level, Academic Achievement, Mental Health, Student Motivation, High School Students, Grade 11, Grade 12, Foreign Countries, Medical Education, Adjustment (to Environment), Resilience (Psychology), Student Attitudes
Geographic Terms: Philippines
ISSN: 2617-1252
Abstract: Extended school hours and a high academic workload have been causes of distress affecting students' well-being, which subsequently contribute to fatigue and reduced engagement. Guided by Park's Meaning-Making Model, this study examined the relationships among extended school hours, stress, academic engagement, and meaning in life among students. A mixed-methods explanatory sequential design was employed, combining surveys and thematic analysis. Data were collected from 575 students. Quantitative results indicated high levels of academic stress, low academic engagement, and a strong presence of meaning-making in students' experiences. While stress directly reduced engagement, it simultaneously impacted meaning-making processes that partially counterbalanced its negative effects, fostering engagement and reflecting a post-traumatic growth-like response. Moreover, these findings highlighted situational contributors to stress, including extended school hours, inflexible schedules, and inadequate rest, which exacerbated fatigue and diminished engagement. These results suggest that schools should foster an environment that encourages meaningful learning opportunities through policies that allow flexible scheduling, sufficient rest, and institutional support. Such measures may help reduce stress-related disengagement while harnessing the adaptive potential of stress to promote personal and professional development. Furthermore, these findings highlight the importance of implementing evidence-based strategies such as revised timetables, wellness breaks, workload management, and counseling services to maintain student well-being and engagement.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499632
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Stress, Meaning-Making and Academic Engagement under Extended School Hours
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  Data: <searchLink fieldCode="AR" term="%22Lord+Joseas+Costales+Conwi%22">Lord Joseas Costales Conwi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-7438-052X">0009-0006-7438-052X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joan+Mariz+Saramines%22">Joan Mariz Saramines</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-3293-1486">0009-0002-3293-1486</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mikah+Tabisola+Conwi%22">Mikah Tabisola Conwi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-7832-8110">0009-0003-7832-8110</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Contemporary+Education%22"><i>Asian Journal of Contemporary Education</i></searchLink>. 2026 10(1):13-28.
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  Data: AESS Publications. 2637 East Atantic Boulevaard #43110, Pompano Beach, FL 33062. e-mail: editor@aessweb.com; Web site: http://www.aessweb.com/journals/5052
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22School+Policy%22">School Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 2617-1252
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  Data: Extended school hours and a high academic workload have been causes of distress affecting students' well-being, which subsequently contribute to fatigue and reduced engagement. Guided by Park's Meaning-Making Model, this study examined the relationships among extended school hours, stress, academic engagement, and meaning in life among students. A mixed-methods explanatory sequential design was employed, combining surveys and thematic analysis. Data were collected from 575 students. Quantitative results indicated high levels of academic stress, low academic engagement, and a strong presence of meaning-making in students' experiences. While stress directly reduced engagement, it simultaneously impacted meaning-making processes that partially counterbalanced its negative effects, fostering engagement and reflecting a post-traumatic growth-like response. Moreover, these findings highlighted situational contributors to stress, including extended school hours, inflexible schedules, and inadequate rest, which exacerbated fatigue and diminished engagement. These results suggest that schools should foster an environment that encourages meaningful learning opportunities through policies that allow flexible scheduling, sufficient rest, and institutional support. Such measures may help reduce stress-related disengagement while harnessing the adaptive potential of stress to promote personal and professional development. Furthermore, these findings highlight the importance of implementing evidence-based strategies such as revised timetables, wellness breaks, workload management, and counseling services to maintain student well-being and engagement.
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  Data: 2026
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      – Text: English
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        PageCount: 16
        StartPage: 13
    Subjects:
      – SubjectFull: School Schedules
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Stress Variables
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      – SubjectFull: Learner Engagement
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      – SubjectFull: School Policy
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      – SubjectFull: High School Students
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      – SubjectFull: Grade 11
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      – SubjectFull: Grade 12
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Philippines
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      – TitleFull: Stress, Meaning-Making and Academic Engagement under Extended School Hours
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