Achievement Motivation and Stress of Highers Secondary School Students in Senapati District Manipur

Abstract

Secondary education is a crucial period that plays a significant role in a student's academic and personal development. During this period, students face numerous challenges that can lead to stress as they strive to achieve their educational goals. The relationship between stress and achievement motivation is intricate in the student’s performance and well-being.

Achievement motivation refers to an individual’s drive to pursue and achieve goals, particularly in academic contexts (Brunstein, J. C., & Heckhausen, H., 2018). Individual satisfaction and interest, along with external rewards like results, determine both intrinsic and extrinsic motivation. As motivated students are more likely to set goals, adopt effective study habits, and persevere in the face of challenges, high levels of achievement lead to improved academic performance (Robbins et al., 2004; Plante et al., 2013). A better academic performance is always associated with a high level of achievement motivation. Motivated students are likelier to set goals and use effective study habits to persist through challenges. A substantial achievement motivation often adopts mastery rather than performance goals, which can lead to deeper learning and better student outcomes. Students with solid achievement motivation can benefit from a mastery-oriented approach that focuses on education and self-improvement with peers. This mindset not only improves students' academic performance but also aids them in managing stress more effectively (Mit.Edu, n.d). Encourage students to adopt a more resilient perspective, viewing challenges as chances for personal development instead of insurmountable hurdles. Therefore, nurturing achievement motivation can play a vital role in helping students direct the pressures of secondary education.

Stress is a natural response to perceived challenges or threats. Secondary students can manifest numerous stressors in an academic setting, such as heavy workloads, high-stakes examinations, peer competition, and parent and teacher expectations (Pascoe, M. C., Hetrick, S. E., & Parker, A. G., 2019; Schiefele, U., 1991). This stressor can impact students’ lives both positively and negatively. Stress can negatively affect academic performance, lead to anxiety, reduce concentration, impair cognitive functioning, and hinder learning test performance (OECD, 2015; Cordero, J. M., Polo, C., & Simancas, R., 2022). Excessive stress may hamper academic achievement; a moderate level of stress, often referred to as eustress, can provide the necessary arousal to tackle academic challenges effectively (Pascoe, M. C., Hetrick, S. E., & Parker, A. G., 2019; Gobena, G. A., 2024). There are different levels of stress experienced by students with high achievement motivation. However, providing the necessary arousal and focus to tackle academic challenges can enhance stress. Conversely, providing the necessary arousal and focus to tackle academic challenges can enhance eustress. Motivated students are often more likely to employ effective strategies that can mitigate their impact on academic performance.

Stress and achievement plays a crucial role in implementing strategies to support secondary students in managing stress and reinforcing their motivation. Schools can play a pivotal role by supporting a positive environment that promotes open communication about stress and mental health. Resources like stress management workshops, counselling services, and academic support can help students overcome challenges more effectively. The relationship between stress, achievement motivation, and academic achievement is remarkable. High achievement motivation leads to excellent educational outcomes and influences the student’s stress-coping experience. On the other hand, motivated students may handle stress more efficiently, leading to resilience; stress can impact academic performance. Ultimately, it is crucial for educators, parents, and policymakers to understand and address the interrelationship between achievement motivation, stress, and academic achievement, as it significantly impacts secondary students' academic performance.