Relationship Between Academic Stress and Self-Regulated Learning Among Secondary School Students
Abstract: Academic stress is an important concern among secondary school students, as they may experience academic demands, examinations, competition and expectation from parents and teachers. At the same time self-regulated learning plays an important role in helping students plan, monitor and regulate their learning activities. Studying academic stress and self-regulated learning, helps the psychologists, educators and students understand how to transform academic stress into mental resilience, enhanced focus and peak performance. The research aimed to determine the interplay between academic stress and self-regulated learning among the secondary school students. The study employed a quantitative, correlational design and drew its samples from 100 secondary school students in class IX and X. Data collection was carried out utilizing two primary instruments, Academic Stress Scale (ASS) and Self-Regulated Learning Scale. (SRLS). By using Pearson?s Product Moment correlation coefficient, the relationship between academic stress and self-regulated learning was determined. The data indicated a negligible inverse correlation between academic stress and self-regulated learning with a correlation coefficient of -0.079. however, the relationship was found to be statistically non-significant (p=0.432). The results demonstrate that there was no noticeable correlation between academic stress and self-regulated learning.
Keywords: Academic Stress, Self-Regulated Learning, psychologists, correlational design, coefficient
How to Cite?: Kurmapu Madhuri, "Relationship Between Academic Stress and Self-Regulated Learning Among Secondary School Students", Volume 15 Issue 10, October 2026, International Journal of Science and Research (IJSR), Pages: 1013-1017, https://www.ijsr.net/getabstract.php?paperid=SR261015135108, DOI: https://dx.doi.org/10.21275/SR261015135108