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

Hoàng Trung Thắng

Doctor of Education, Thai Nguyen University of Education, Vietnam

 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’ adaptability and resilience in the context of digital transformation in education.

Keywords: academic stress, lower secondary school students, digital learning environment, educational digitalization

Introduction

In recent years, academic stress has become one of the most common and concerning psychological issues among lower secondary school students. The lower secondary school stage is characterized by rapid development in cognitive, emotional, and social domains, during which students face increasing academic demands, examinations, parental expectations, and competitive learning environments. Numerous studies indicate that academic stress is closely associated with learning anxiety, school burnout, and decreased academic performance among students (Gao, 2023). Moreover, academic stress negatively affects students’ mental health, learning motivation, and behavioral outcomes, particularly during early adolescence when emotional regulation abilities are still developing (Zhao et al., 2024). In addition, recent studies suggest that academic stress among lower secondary school students has been increasing due to changes in educational environments and rising academic expectations. Academic stress not only affects academic achievement but is also associated with health-related behaviors such as reduced physical activity, decreased learning motivation, and increased negative emotional experiences among students (Zhao et al., 2025). These findings highlight academic stress as a critical factor requiring early research attention and intervention to ensure the holistic development of lower secondary school students. In the current context, digital transformation in education has brought profound changes to teaching, learning, and educational management. The integration of digital technologies, online learning platforms, and multimedia learning resources has expanded opportunities for flexible and personalized learning. However, digital learning environments also introduce new challenges related to academic pressure, information overload, and difficulties in time management. Novak et al. (2023) found that factors such as digital workload overload, limited face-to-face interaction, and challenges in self-regulated learning may increase students’ stress and frustration in digital learning environments. Furthermore, recent research emphasizes that in the digital era, students’ academic stress is influenced not only by academic content but also by digital learning environments, technology-related demands, and evolving instructional approaches. Wang et al. (2025) indicated that digital learning environments and modern educational contexts may intensify academic pressure while requiring students to develop stronger adaptability and emotional regulation skills. These findings suggest that academic stress in the context of digital transformation presents distinct characteristics and requires new theoretical approaches. Although numerous studies have examined academic stress among lower secondary school students, most research has focused on traditional causes, manifestations, and intervention strategies. Research addressing academic stress within the context of digital transformation remains limited. In particular, systematic analyses of how digital learning environments influence academic stress among lower secondary school students are still insufficient. Based on these considerations, this study aims to analyze the theoretical foundations of academic stress among lower secondary school students in the context of digital transformation in education. By synthesizing previous studies, this paper clarifies the concept, characteristics, and influencing factors of academic stress among lower secondary school students in digital learning environments, while also proposing research directions and educational implications to improve educational quality and support students’ holistic development in the era of digital transformation.

Results

The synthesis of previous studies indicates that academic stress among lower secondary school students in the context of digital transformation is influenced by multiple interconnected factors, including academic demands, digital learning environments, individual characteristics, and social support systems. The findings are organized into three main aspects: the characteristics of academic stress among lower secondary school students, the impact of digital transformation on academic stress, and key factors influencing academic stress in digital learning environments. First, previous studies highlight that academic stress among lower secondary school students is characterized by cognitive, emotional, and behavioral manifestations. At this developmental stage, students experience increasing academic expectations, more complex learning content, and greater performance pressure. Research suggests that academic stress often manifests as anxiety about academic performance, fear of failure, difficulty concentrating, and emotional exhaustion (Putwain, 2007). Additionally, prolonged academic stress may lead to school burnout, decreased motivation, and reduced academic engagement (Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). These findings indicate that academic stress not only affects students’ learning outcomes but also influences their psychological well-being and long-term educational development. Furthermore, studies have shown that academic stress during early adolescence is closely related to developmental transitions, including changes in learning environments, peer relationships, and increased academic responsibilities. Eccles and Roeser (2011) emphasized that transitions into more demanding academic environments often increase students’ stress levels and emotional challenges. These developmental factors highlight the need to understand academic stress within the broader context of students’ developmental characteristics and educational experiences. Second, digital transformation in education has introduced new dimensions of academic stress for lower secondary school students. While digital technologies create opportunities for flexible learning and access to diverse educational resources, they also increase academic workload and cognitive demands. Research indicates that students in digital learning environments often experience information overload, increased screen time, and difficulties managing multiple digital learning tasks (OECD, 2021). These challenges may contribute to heightened stress levels, particularly among students with limited self-regulation skills. In addition, digital learning environments require students to develop independent learning and self-regulated learning skills. Studies suggest that insufficient self-regulation skills may lead to procrastination, time management difficulties, and increased academic pressure (Zimmerman, 2008). Moreover, limited direct interaction with teachers and peers in digital learning environments may reduce emotional support and increase feelings of isolation, which can further intensify academic stress among students (Borup, Graham, & Davies, 2013). These findings suggest that digital transformation not only changes learning modalities but also reshapes the nature of academic stress among lower secondary school students. Third, several key factors influencing academic stress in digital learning environments have been identified. These factors include individual characteristics, family support, school environment, and technological conditions. Individual factors such as self-efficacy, emotional regulation, and digital competence play a significant role in determining students’ ability to cope with academic stress. Students with higher levels of self-efficacy and emotional regulation skills tend to experience lower levels of academic stress (Bandura, 1997). Family support also plays an important role in reducing academic stress. Research indicates that supportive family environments contribute to better emotional well-being and lower academic stress levels among adolescents (Wang & Eccles, 2012). Additionally, school-related factors, including teacher support, learning environment, and assessment practices, significantly influence students’ academic stress levels. Teacher support and positive classroom environments have been found to buffer the negative effects of academic stress (Reddy, Rhodes, & Mulhall, 2003). Technological factors also influence academic stress in the context of digital transformation. Access to digital devices, internet connectivity, and digital literacy levels affect students’ learning experiences and stress levels. Students with limited access to digital resources may experience additional stress due to technological barriers and learning difficulties (UNESCO, 2023). Overall, the results indicate that academic stress among lower secondary school students in the context of digital transformation is a multidimensional phenomenon influenced by developmental, technological, and environmental factors. These findings highlight the need for systematic approaches to addressing academic stress and emphasize the importance of integrating psychological support, digital competence development, and supportive learning environments in lower secondary education.

Discussion

The findings of this study highlight that academic stress among lower secondary school students in the context of digital transformation is a multidimensional phenomenon influenced by developmental, technological, and environmental factors. The results confirm that academic stress is not only related to increasing academic demands but is also shaped by the rapid integration of digital technologies into teaching and learning. These findings are consistent with previous research indicating that academic stress among adolescents is closely associated with academic workload, performance pressure, and changes in learning environments (Putwain, 2007; Salmela-Aro et al., 2009). In the context of digital transformation, these traditional stressors are further intensified by new challenges such as digital workload, information overload, and the need for self-regulated learning skills. First, the findings emphasize that early adolescence is a critical period for understanding academic stress. Lower secondary school students experience developmental transitions that influence their emotional regulation, motivation, and learning behaviors. Eccles and Roeser (2011) highlighted that transitions to more demanding academic environments often increase students’ vulnerability to stress and emotional challenges. In digital learning contexts, these developmental challenges may become more complex, as students are required to adapt to new learning formats, manage digital tasks, and maintain motivation in less structured environments. Therefore, academic stress in the context of digital transformation should be considered from both developmental and educational perspectives. Second, the discussion highlights the dual impact of digital transformation on students’ academic stress. On the one hand, digital technologies provide flexible learning opportunities, access to diverse learning resources, and personalized learning experiences. These advantages can reduce stress by supporting students’ learning autonomy and improving academic engagement. On the other hand, digital learning environments may increase academic pressure due to increased workload, continuous online assignments, and expectations for independent learning. OECD (2021) reported that students in digital learning environments often experience challenges related to time management, task overload, and reduced face-to-face interaction. These challenges may contribute to increased academic stress, particularly for students who lack self-regulation and digital competence skills. Furthermore, teacher support remains an essential factor in reducing academic stress in digital learning environments. Although digital technologies enable flexible learning, effective learning outcomes still depend on teachers’ instructional strategies and emotional support. Research by Borup et al. (2013) suggests that teacher engagement and communication play a critical role in supporting students’ emotional well-being in online learning environments. Similarly, Reddy et al. (2003) emphasized that teacher support and positive classroom environments can buffer the negative effects of academic stress. These findings indicate that teachers play an important role in designing balanced digital learning activities, monitoring students’ learning progress, and providing emotional support. In addition, family support and technological conditions also influence academic stress in the context of digital transformation. Wang and Eccles (2012) found that supportive family environments contribute to better emotional well-being and lower stress levels among adolescents. In digital learning contexts, family support becomes even more important, as students often rely on home-based learning environments and access to digital resources. Moreover, technological inequalities, such as limited access to digital devices or unstable internet connections, may increase academic stress among students. UNESCO (2023) emphasized that digital inequality remains a significant challenge in implementing digital transformation in education. Therefore, addressing technological barriers is essential to reduce academic stress among lower secondary school students. Overall, the findings suggest that academic stress in the context of digital transformation should be addressed through comprehensive approaches, including improving digital competence, strengthening teacher and family support, and creating supportive learning environments. These strategies can help reduce academic stress while maximizing the benefits of digital transformation in education.

Conclusion

Academic stress is a significant psychological and educational issue affecting lower secondary school students, particularly in the context of digital transformation in education. The integration of digital technologies into learning environments has created both opportunities and challenges for students’ academic experiences. While digital learning environments provide flexible and personalized learning opportunities, they also introduce new sources of stress related to digital workload, information overload, and self-regulated learning demands. The findings of this study indicate that academic stress among lower secondary school students is influenced by multiple factors, including developmental characteristics, digital learning environments, teacher support, family support, and technological conditions. These factors interact to shape students’ academic experiences and emotional well-being in digital learning contexts. Therefore, addressing academic stress requires systematic and comprehensive approaches that integrate psychological support, digital competence development, and supportive learning environments. Furthermore, the study highlights the importance of strengthening teacher capacity, improving technological infrastructure, and promoting collaboration between schools and families. These efforts can help reduce academic stress and support students’ holistic development in the context of digital transformation. Despite the contributions of this study, further research is needed to examine academic stress among lower secondary school students in different educational contexts and to explore effective interventions for reducing stress in digital learning environments. Future empirical studies may provide additional evidence to support educational practices and policies aimed at improving students’ well-being and learning outcomes in the digital era.

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