Academic Stress and Its Influence on Academic Achievement among Early Adolescents

Abstract

The study investigated the relationship between academic stress and its influence on academic achievement among early adolescents. A total of 110 students randomly selected from two different schools of Mysuru, Karnataka participated in the study. The instrument included Academic Stress Inventory (Lin & Chen, 2009) which measured Academic stress in seven factors, with a total of 34 questions with Likert’s five-point scale. Pearson’s product moment correlation was employed to find out the relationship between academic stress and academic achievement along with regression. Independent samples ‘t’ test was employed to find out the gender differences between male and female students.  Results revealed that results stress domain of academic stress was found to be significantly and negatively related to academic achievement. Results stress contributed to 4% of academic achievement.  Further it was found that stress was not mediated by gender.