The present study examined the relationship between self- concept, achievement motivation and academic stress among high school students. For the purpose of this study, data has been collected from 100 school students (boys – 50, girls – 50) who were in the range of 16 – 19 years using the random sampling method. Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT) developed by Ray’s Achievement (1990) and Academic Stress scale by Busari (2011) were used for the collection of data. The reliability of Self-concept questionnaire and Achievement Motive Test were 0.91 and 0.87 respectively. The investigator has adopted a survey method for this study. Pearson’s product moment correlation is used to assess the association and independent ‘t’ test was used to assess the differences among the variables and One – way Analysis of variance was used in the analysis of data.
"> The present study examined the relationship between self- concept, achievement motivation and academic stress among high school students. For the purpose of this study, data has been collected from 100 school students (boys – 50, girls – 50) who were in the range of 16 – 19 years using the random sampling method. Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT) developed by Ray’s Achievement (1990) and Academic Stress scale by Busari (2011) were used for the collection of data. The reliability of Self-concept questionnaire and Achievement Motive Test were 0.91 and 0.87 respectively. The investigator has adopted a survey method for this study. Pearson’s product moment correlation is used to assess the association and independent ‘t’ test was used to assess the differences among the variables and One – way Analysis of variance was used in the analysis of data.
"> The present study examined the relationship between self- concept, achievement motivation and academic stress among high school students. For the purpose of this study, data has been collected from 100 school students (boys – 50, girls – 50) who were in the range of 16 – 19 years using the random sampling method. Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT) developed by Ray’s Achievement (1990) and Academic Stress scale by Busari (2011) were used for the collection of data. The reliability of Self-concept questionnaire and Achievement Motive Test were 0.91 and 0.87 respectively. The investigator has adopted a survey method for this study. Pearson’s product moment correlation is used to assess the association and independent ‘t’ test was used to assess the differences among the variables and One – way Analysis of variance was used in the analysis of data.
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Self – Concept and Achievement Motivation as a Predictor of Academic Stress among High School Students of ICSE Board, Chennai

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| Published: July 20, 2018

Self – Concept and Achievement Motivation as a Predictor of Academic Stress among High School Students of ICSE Board, Chennai

Pavithra Narasimhan

Assistant Professor, Department of Psychology – Patrician College of Arts and Science, Chennai, India Google Scholar More about the auther

DIP: 18.01.014/20180603

DOI: 10.25215/0603.014

ABSTRACT

Various studies across the globe have emphasised that students are subjected to higher stress. Excessive stress could lead to psychological problems like depression and anxiety. The objective of the current study was to assess stress among students High school students.The present study examined the relationship between self- concept, achievement motivation and academic stress among high school students. For the purpose of this study, data has been collected from 100 school students (boys – 50, girls – 50) who were in the range of 16 – 19 years using the random sampling method. Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT) developed by Ray’s Achievement (1990) and Academic Stress scale by Busari (2011) were used for the collection of data. The reliability of Self-concept questionnaire and Achievement Motive Test were 0.91 and 0.87 respectively. The investigator has adopted a survey method for this study. Pearson’s product moment correlation is used to assess the association and independent ‘t’ test was used to assess the differences among the variables and One – way Analysis of variance was used in the analysis of data.

Keywords

Self – Concept, Achievement Motivation, Academic Stress

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This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

2018 © Narasimhan, P

How to cite this article: Narasimhan, P. (2018). Self–Concept and Achievement Motivation as a Predictor of Academic Stress among High School Students of ICSE Board, Chennai. International Journal of Indian Psychology, 6(3), 151-161. DIP: 18.01.014/20180603, DOI:10.25215/0603.014

Received: May 18, 2018; Revision Received: July 06, 2018; Accepted: July 20, 2018

Responding Author Information

Pavithra Narasimhan @ pavithra.narasimhan85@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

18.01.014/20180603

10.25215/0603.014

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Published in   Volume 06, Issue 3, July-September, 2018