Academic Stress Among Lower Secondary School Students In The Context Of Educational Digital Transformation

Abstract

This study aims to analyze the theoretical foundations of academic stress among lower secondary school students in the context of educational digital transformation. Using a theoretical and analytical approach, the study synthesizes previous research to clarify the concept, characteristics, and influencing factors of academic stress in digital learning environments. The findings indicate that academic stress among lower secondary school students is influenced by multiple factors, including academic pressure, digital learning demands, technological conditions, self-regulation skills, and support from teachers and families. While digital transformation provides opportunities for personalized and flexible learning, it also introduces challenges that may increase students’ academic pressure and emotional difficulties. The study contributes to expanding the theoretical understanding of academic stress in digitally enhanced learning environments and highlights the need for comprehensive educational strategies to support students’ well-being. The findings also provide implications for educators and policymakers to develop supportive learning environments and improve students’