Relationship Of Anxiety, Metacognition, Resilience, And Problem- Solving Skills With Academic Achievement Among Secondary School Students

Abstract

This study investigates the relationship of anxiety, metacognition, resilience, and problem-solving skills as with academic achievement among secondary school students using a descriptive survey method. A sample of 400 students from the Amritsar district, selected through random sampling, participated in the study. Standardized tools were employed to measure the variables, including the Academic Anxiety Scale for Children (Singh & Gupta, 2009), the Metacognitive Skills Scale (Gupta & Suman, 2017), the Psychological Resilience Scale (Kumari & Yadav, 2019), and the Problem-Solving Ability Test (Dubey & Mathur, 2019). Academic achievement was determined based on students' scores in their previous class. The findings revealed significant differences in anxiety levels based on gender and location, with male and female students, as well as urban and rural students, showing distinct mean scores. Similarly, metacognition levels differed significantly between urban and rural students but not between male and female students. In contrast, no significant differences were observed in psychological resilience and problem-solving skills across gender or location. Furthermore, the study found a significant relationship between anxiety, metacognition, psychological resilience, and problem-solving skills with academic achievement among secondary school students, highlighting the influence of these psychological variables on academic performance.