Understanding Academic Stress and Achievement Motivation among UP Board Adolescents: A Qualitative Study of Challenges, Aspirations and Coping

Abstract

Academic stress is a significant concern among adolescents because secondary education often involves examinations, competition, parental and teacher expectations, and uncertainty about future educational and career opportunities. Achievement motivation also influences how students pursue academic goals, respond to challenges, and persist in their studies. Although quantitative studies can measure academic stress and achievement motivation, they may not adequately capture students’ interpretations of these experiences. This study therefore aims to explore academic stress and achievement motivation among adolescents studying under the Uttar Pradesh Board of High School and Intermediate Education (UP Board), focusing on their challenges, aspirations, and coping experiences. A qualitative phenomenological design will be employed. Participants will be purposively selected from UP Board secondary schools. Data will be collected through semi-structured, in-depth interviews and analysed thematically. The study will examine students’ perceptions of examination pressure, academic expectations, fear of failure, future aspirations, persistence, achievement motivation, and strategies for managing academic pressure. Existing literature indicates that academic stress arises from multiple sources, including school demands, family expectations, examinations, peer relationships, and future concerns. Research also shows that students use varied coping mechanisms, ranging from problem-focused approaches and social support to distraction and avoidance. The study is expected to deepen understanding of the relationship between academic stress and achievement motivation from students’ perspectives and may offer useful implications for teachers, parents, counsellors, and schools.