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Published in
Academic Frontiers
Psychological Distress as Predictor of Academic Motivation and Dropout Intentions of ALS Senior High School Students
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 2-15, ISSN: 3082-4400, 2025.
Recommended Citation:
Fegarido, J. E., Espejo, C. K. A. B., & Villamor, M. D. R. (2025). Psychological Distress as Predictor of Academic Motivation and Dropout Intentions of ALS Senior High School Students. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 2–15. https://doi.org/10.5281/zenodo.17882120
Author(s)
Fegarido, Jerick E., Espejo, Casandra Kaye Amor B., Villamor, Mark Dave R.
Abstract
This study explores the psychological distress, academic motivation, and dropout intentions of Senior High School students in the Alternative Learning System (ALS) at San Emmanuel National High School. Utilizing a descriptive-correlational research design, the study aimed to examine the levels of depression, anxiety, and stress among ALS students and their relationships with academic motivation and dropout intentions. Data were collected through standardized questionnaires: the Depression Anxiety Stress Scales (DASS-21), the Academic Motivation Scale (AMS-HS 28), and the Course Dropout Intention Scale. Findings revealed that ALS students exhibited moderate to extremely severe levels of psychological distress, particularly in terms of anxiety, while maintaining high levels of academic motivation. Depression showed a significant positive correlation with motivation, suggesting that higher motivation levels are linked to greater depressive symptoms, possibly due to academic pressures. However, no significant relationships were found between anxiety or stress and academic motivation, nor between psychological distress and dropout intentions. Despite experiencing significant psychological distress, students generally showed low intentions to drop out, with most reporting a strong commitment to completing their education. The results underscore the need for comprehensive mental health support within the ALS framework, including counseling and motivation-enhancing interventions, to foster both emotional well-being and academic success. Recommendations include expanding the Psychological First Aid program to address the mental health needs of ALS learners more effectively and provide targeted support to those struggling with depressive symptoms and academic pressures.
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