“Academic Stress, Achievement Motivation, and Academic...

"ACADEMIC STRESS, ACHIEVEMENT MOTIVATION, AND ACADEMIC ACHIEVEMENT AS PREDICTORS OF ADJUSTMENT AMONG HIGHSCHOOL STUDENTS."



ABSTRACT



The main aim of the present study was to explore the relative contribution of academic stress, achievement motivation and academic achievement among adjustment of high school students. It was hypothesized that adjustment will be significantly predicted on the basis of academic stress, achievement motivation and academic achievement. 160 students of Sangli and Kolhapur district were selected by random sampling method. Multiple regressions were done to analyze the collective data. The findings of the study revealed that academic stress and adjustment is negatively related with each other, while ... Show more content on Helpwriting.net ...Educational adjustments are very important for academic achievement. Ramanna Sood (1992) found significant relationship between achievement motivation and adjustment. According to Good (1993) academic achievement means knowledge attained or skills developed in the school subject, usually designated by test scores or by marks assigned by teachers or by both. Best (1977) pointed out that academic grades assigned by teachers or scores on standardized achievement test is operational definition of academic achievement. According to George and Ravindran (2005) many factors contribute to academic achievement. The major ones are intelligence, adjustments, motivation, academic stress, level of aspirations and time perception etc. In present study academic achievement is being studied with the adjustment, achievement motivation and academic stress.

Methodology



Aim of the study The main aim of the present study is that there is possibility of prediction of adjustment of high school students on the basis of academic stress, achievement motivation and academic achievement.



Objectives of the study 1) To measure the academic stress, achievement motivation and adjustment of high school students and find out whether the difference between male–female, urban–rural and high and low achievers is significant or not. 2) To study the strength of association

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