Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Academic Anxiety and Happiness in Relation to Academic Achievement of Adolescents


Affiliations
1 Department of Education & Community Services, Punjabi University, Patiala, Punjab, India
     

   Subscribe/Renew Journal


Education is the most important invention of mankind. It has transformed man from 'two legged animal1 into human being. It is a process of human enlightenment and empowerment for the achievement of a better and higher quality of life. It is a never ending process of inner growth and development. Its period stretches from cradle to grave. Child enters the school, studies and achieve in studies, attains maturity in all most every sphere, leaves it and enters the college or university. During his stay in the school, the student is concerned about his academic achievement, his family, peer group and school, put different pressures upon him for excellent achievement. In all this affects his general mental status. There is no doubt that academic achievement is important. But it leads to academic anxiety and unhappiness of the individual. Than it can lead to many psychological problems to an individual. He/she may indulge in self injury or social destruction out of frustration or poor mental health. Hence there is a need to study the relationship between academic achievement and academic anxiety, academic achievement and happiness.

Keywords

Academic Achievement, Academic Anxiety, Happiness, Adolescents.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Argyle,M.(2001). The psychology of happiness (T ed.). London: Routledge.
  • Argyropoulos, V, Sideridis, G.D., Botsas, G., & Padeliadu, S. (2012). Assessing self-regulation in individuals with visual impairments: Generality versus specificity in self-regulatory functioning, Assessment for Effective Intervention, 37(3), 171-182.
  • Bandura, A. (1977). Social Learning Theory. Oxford, England: Prentice-Hall.
  • Berhenke, A.L. (2013). Motivation, self-regulation and learning in preschool. Doctoral dissertation. University ofMichigan: U.S.
  • Bhadoria, D., & Bhadoria, S. (2013). Impact of socio-economic status on academic achievement of urban and rural children with special needs. CTE National Journal, XI(), 136-143.
  • Bhagabati, N, & Devi, M. (2013). Impact of socio-economic status on academic achievement of urban and rural children with special needs. CTE National Journal, XI(), 136-143.
  • Bryme, B. (2000). Relationship between anxiety, fear, self-esteem and coping strategies. Journal of Educational Psychology, 35(137), 201-215.
  • Freud, S. (1950). The meaning of anxiety. New York: RonaldPress Company.
  • Hassan, D., & Rao, A.V. (2012). Relationship between study habits, socio-economic status and academic achievement of class X students. Edutracks: A Monthly Scanner of Trends in Education, 77(12), 43-48.
  • Hussain, M.Q. (1977). A study of academic attainment in relation to level of aspiration and anxiety. In M.B. Buch (Ed.), Third survey of research in education (1978-1983) (pp. 667-668). New Delhi, NCERT.
  • Kvedere, L. (2013). Mathematics self-efficacy, self-concept and anxiety among 9th grade students in Latvia. Proceedia SocialandBehavioralSciences, 116, 2687-2690.
  • McAuley, E., Mullen, S.P, & Kramer, A.F. (2011). Self-regulatory processes and exercise adherence in older adults: Executive function and self-efficacy effects. American Journal of Preventive Medicine, 47(3), 284-290.
  • Mega, C, Ronconi, L., & De Beni, R (2014). What makes a good student? How emotions, self-regulated learning and motivation contribute in academic achievement. Journal of Educational Psychology, 106(), 121-131. Doi: 10.1037/a0033546.
  • Merino, A., & Aucock, M. (2014). The role-modelling of self-regulated learning strategies and skills through enrichment tutorials. Transformative. Innovative and engaging. Proceedings of the 23rd Annual Teaching Learning Forum. Perth: The University of Western Australia.
  • Neelam & Attri, A.K. (2013). Academic anxiety and achievement of secondary school students. International Journal of Behavioural Social and Movement Sciences (e- Journal), 2(1), 27-30.
  • Ojha, V. (2005). Academic anxiety in relation to sex role orientation of early adolescents between ages 13-15 years. Unpublished M.Sc. dissertation, Jodhpur: JNV University.
  • Pannu, R (2012). Do personality factors and social influence academic achievement? Psycho-Lingua, 42(2), 203-208.
  • Pintrich, PR, & De Gischolar_main, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1% 33-40.
  • Pomerantz, E.M., Altermatt, E.R, & Saxon, J.L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94(2), 396-404.
  • Pramod, S. (1996). Future time perspectives, cognitive efficiency, achievement motivation, anxiety and academic performance among eleventh standard boys and girls. Indian Journal of Psychology, 33(1), 34-38.
  • Reinhard, P., & Elizabeth, J.S. (2015). Test anxiety and academic achievement. International Encyclopedia of the Social and Behavioural Sciences, 2, 244-249.
  • Schunk, D., & Zimmerman, B. (Eds.) (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford Press.
  • Secken, N., & Seyhan, H.G. (2014). An analysis of high school students academic achievement and anxiety over graphical chemistry problems about the rate of reaction: The case of Sivas province. Proceedia Social and Behavioural Sciences, / 74, 347-354.
  • Sharma, S., & Rao, U. (1984). Academic anxiety research in India. Areview of research. Advanced Test Anxiety Research, 3, 255-264.
  • Singer, B.D., & Bashir, A.S. (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders? Language, Speech and Hearing Services in Schools, 30, 265-273.
  • Sivandani, A., Koohbanani, S.E., & Vahidi, T. (2013). The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school students in Birjand. Proceedia Social and Behavioural Sciences, 84,668-673.
  • Stuart, S. (2010). Self-regulation: Calm, alert andleaming.Education Canada, 50, Issue 3.
  • Telatar, B., Gayef, A., Oner, C, & Gurbuz, H. (2014). The causes of differentiation as departments in academic achievements of health school students in public health course. Proceedia Social andBehaviouralSciences, 152, 348-352.
  • Yaratan, H., & Kasapoglu, L. (2012). Eighth grade students attitude, anxiety and achievement pertaining to mathematical lessons. Proceedia Social and Behavioural Sciences, 46,162-171.
  • Yousefi, F., Talib, M. A., Mansor, B.M., Juhari, B.R., & Redzuan, R (2010). Test anxiety and academic achievement among Iranian adolescents. Journal of Asian Social Science, 6, Issue 5.
  • Zimmerman, B., & Risemberg, R (1997). Cavveats and recommendations about self-regulation of writing: A social cognitive rejoinder. Contemporary Educational Psychology, 22, 115-122.
  • Zimmerman, BJ. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 57(3), 329-339.

Abstract Views: 230

PDF Views: 0




  • Academic Anxiety and Happiness in Relation to Academic Achievement of Adolescents

Abstract Views: 230  |  PDF Views: 0

Authors

Meenakshi
Department of Education & Community Services, Punjabi University, Patiala, Punjab, India
Gurmeet Singh
Department of Education & Community Services, Punjabi University, Patiala, Punjab, India

Abstract


Education is the most important invention of mankind. It has transformed man from 'two legged animal1 into human being. It is a process of human enlightenment and empowerment for the achievement of a better and higher quality of life. It is a never ending process of inner growth and development. Its period stretches from cradle to grave. Child enters the school, studies and achieve in studies, attains maturity in all most every sphere, leaves it and enters the college or university. During his stay in the school, the student is concerned about his academic achievement, his family, peer group and school, put different pressures upon him for excellent achievement. In all this affects his general mental status. There is no doubt that academic achievement is important. But it leads to academic anxiety and unhappiness of the individual. Than it can lead to many psychological problems to an individual. He/she may indulge in self injury or social destruction out of frustration or poor mental health. Hence there is a need to study the relationship between academic achievement and academic anxiety, academic achievement and happiness.

Keywords


Academic Achievement, Academic Anxiety, Happiness, Adolescents.

References