Exploring How Student Anxiety and Adjustment Skills Shape Cognitive Outcomes at the Higher Secondary Level

Abstract

The present study investigates the intricate relationship between student anxiety, adjustment skills, and cognitive outcomes among higher secondary level students in India. The primary objectives encompass examining the prevalence of anxiety among students, assessing adjustment patterns across emotional, social, and educational dimensions, and determining their collective influence on cognitive academic outcomes. Employing a descriptive correlational research design, the study utilized standardized instruments including the Academic Anxiety Scale and Adjustment Inventory for School Students on a sample of 350 higher secondary students selected through stratified random sampling from selected schools. The hypotheses posited significant relationships between anxiety levels and cognitive outcomes, and between adjustment skills and academic performance. Results revealed that 63.5% of students experienced moderate to high academic anxiety, with significant negative correlations between anxiety and cognitive outcomes (r = -0.42, p<0.01). Conversely, adjustment skills demonstrated positive correlations with cognitive performance (r = 0.35, p<0.01). Discussion highlights the mediating role of emotional regulation in academic success. The conclusion emphasizes implementing school-based interventions addressing psychological wellbeing to enhance cognitive academic outcomes among adolescent learners.