Relationship Between Students’ Academic Emotion and Their Achievement at Secondary Level
Abstract
This study aimed to explore the nature and characteristics of academic emotions experienced by secondary level students, to investigate the impact of educational emotions on scholarly achievement, to identify factors that contribute to the development of positive academic emotion and to determine the connection between pupil's educational feelings and secondary level accomplishment. An adopted questionnaire, serving as the primary research instrument, was distributed among 1116 participants, selected through random sampling techniques, after obtaining requisite permissions. Data collected through questionnaire was analysed through SPSS. Inferential tools such as the t-test, ANOVA, and correlation coefficient were employed to compare means and discern the impact of variables on academic achievements. In the empirical findings, a significant variance was noted in students' perceptions of academic emotions, specifically between those from Tehsil Multan City or Shujabad and those from Multan City or Jalalpur. The strength of the relationship between cognitive test anxiety, perceived parental expectation, and academic achievement was also assessed. The findings reveal that positive emotions, such as enjoyment and pride, are associated with higher academic achievement, while negative emotions, such as anxiety and frustration, correlate with lower performance. The study emphasizes the importance of emotional well-being in educational contexts and suggests that fostering positive academic emotions can improve student achievement. Additionally, it highlights the need for emotional support and effective teaching strategies to mitigate negative emotions in students. The results provide valuable insights for educators and policymakers to create more emotionally supportive learning environments at the secondary level.
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