FROM PRESSURE TO PERFORMANCE: ACADEMIC STRESS, SELF-CONFIDENCE, AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS IN PAKISTAN

Abstract

This paper examines the connection between academic stress and self-confidence and academic achievement among students in secondary schools. As the value of academic performance in learning institutions across the globe continues to gain prominence, it is critical to know what makes students successful. The paper examines the effects of academic requirements like examinations, assignments, and expectations on the level of stress and academic performance in students. It also examines the impact of students' self-confidence on their cognitive thinking about their ability to achieve success in school. The study was aimed at investigating the correlation between academic stress, academic self-confidence and academic success among high school students. A sample of 400 students (9th and 10th grade students) of public and private high school students in District Lahore was used to collect data. The sample consisted of both male and female students. The analysis of the data was done with the Statistical Package of Social Sciences version 26. Mean scores were computed, and t-test and Pearson correlation coefficient were applied to find out the relationships between the variables. Academic stress was measured using the Perceived Stress Scale (PSS) which was created by Sheldon Cohen and its reliability coefficient was 0.972. The Self-Confidence Scale of Omidullah Akbari was modified to assess self-confidence and the reliability of the scale is 0.949. The general validity of the questionnaire was 0.952. The instrument has been validated and proven to be reliable by way of a pilot study and an expert opinion before being applied in the local context. The results showed that there is negative correlation between academic stress and academic performance, meaning that the more the stress level, the less the academic performance. On the other hand, positive correlation was established between self-confidence and academic success meaning that students who have higher self-confidence are more likely to perform better in academics. The paper also points out that self-confidence may serve as a buffer to adverse impact of academic stress, and help towards enhanced resilience and grades. According to the results, it is suggested that learning institutions should adopt the strategies that would help alleviate academic pressures and improve the self-esteem of students. Programs like the stress management programs, counselling services, and building confidence programs can also go a long way in improving the academic performance of students. This research is helpful in explaining the multifaceted connection between the academic stress, self-confidence and academic performance and offers practical findings to educators, policymakers and parents who serve students in secondary schools.