In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 343
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
Sel -Es eem as a Co ela e o Academic Anxie y o
Adolescen s in Senio Seconda y Schools in Del a S a e
Imasua, K. C.
Depa men o Guidance and Counselling, Del a S a e Uni e si y Ab aka, Nige ia
[email p o ec ed]
P o (M s) E. E. Ebenuwa-Okoh
Depa men o Guidance and Counselling, Del a S a e Uni e si y Ab aka, Nige ia
ebenuwa[email p o ec ed]u.ng
P o (M s) F. N. Ugoji
Depa men o Guidance and Counselling, Del a S a e Uni e si y Ab aka, Nige ia
[email p o ec ed]
Abs ac
This s udy examined sel -es eem as a co ela e o academic anxie y among adolescen s in
senio seconda y schools in Del a S a e, Nige ia. Guided by h ee esea ch ques ions and h ee
null hypo heses, he s udy employed a co ela ional esea ch design. The esea ch was
conduc ed ac oss public seconda y schools in he 25 Local Go e nmen A eas o Del a S a e,
in ol ing a popula ion o 32,422 Senio Seconda y Two (SS2) s uden s. A mul is age sampling
me hod was u ilized o selec a sample size o 1,023 s uden s. Da a collec ion was ca ied ou
using a s uc u ed ques ionnai e. The psychome ic p ope ies o he esea ch ins umen we e
ca ied ou h ough expe judgemen and ac o analysis. The esul ob ained e ealed ha he
ins umen is alid and eliable o he s udy. Da a ob ained we e analysed using mean, s anda d
de ia ion, Pea son’s co ela ion coe icien and eg ession s a is ics. Mean and s anda d
de ia ion we e applied o answe esea ch ques ions 1 and 2, while Pea son’s co ela ion
coe icien o de e mina ion was used o answe esea ch ques ion 3. The hypo heses we e
es ed using eg ession s a is ics a a 0.05 le el o signi icance. The indings e ealed ha
adolescen s in senio seconda y schools in Del a S a e ha e high sel -es eem and high academic
anxie y. The inding also e ealed ha a signi ican ela ionship exis s be ween sel -es eem and
academic anxie y. The s udy also ound ha he e is a signi ican mode a ing impac o sex on
he ela ionship be ween sel -es eem and academic anxie y o adolescen s in senio seconda y
schools; bu no signi ican mode a ing impac o amily ype in he ela ionship be ween sel -
es eem and academic anxie y. The s udy ecommended amongs o he s, ha Guidance
counsello s should main ain and enhance s uden s’ sel -es eem h ough ongoing posi i e
ein o cemen and encou agemen in academic and ex acu icula ac i i ies.
Keywo ds: Sel -Es eem; Academic Anxie y; Sex; Family Type; Adolescen s.
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 344
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
In oduc ion
Educa ion is widely conside ed he key pa hway h ough which indi iduals a e
empowe ed o ac i ely engage in socie al ans o ma ion. I en iches socie y and os e s
p og ess by equipping lea ne s wi h mo al, spi i ual, and ma e ial unde s anding. Howe e , in
oday’s compe i i e educa ional clima e, much o he ocus is placed on academic success. As
a esul , schools and amilies alike o en p essu e s uden s o excel academically, and his
p essu e can p ecipi a e academic anxie y.
Anxie y is a well-s udied psychological phenomenon and is commonly unde s ood as a
na u al esponse o pe cei ed s ess o h ea . Unlike ea , which is ied o immedia e dange ,
anxie y o en in ol es an icipa ion o u u e challenges. I mani es s as a men al s a e o
ension, wo y, o unease in esponse o pe cei ed s esso s. Wi hin schooling, academic
anxie y e e s o dis ess o discom o in academic se ings—such as acing examina ions,
p esen ing p ojec s, o managing cou sewo k— ha s uden s in e p e nega i ely.
Physiologically, when s uden s encoun e such s esso s, biochemical esponses in he b ain
and ne ous sys em may inc ease a ousal and igilance (Smi h & Lee, 2020). I anxie y
escala es beyond a manageable le el, he body may espond in a igh -o - ligh ashion,
impai ing concen a ion and memo y (Nguyen, 2021). Ye mode a e anxie y can mo i a e
s uden s o s udy, plan, and engage mo e in en ionally, he eby ha ing a posi i e e ec on
pe o mance (Al a ez & To es, 2022).
Adolescen s equen ly expe ience educed academic mo i a ion and pe o mance due
in pa o compe ing demands o iden i y o ma ion, social p essu es, and heigh ened academic
expec a ions (Johnson & Gomez, 2019). As s uden s ansi ion in o highe le els o schooling,
hey o en ace s ic e deadlines, mo e igo ous cu icula, and g ea e demands om eache s
and pa en s—all o which can exace ba e eelings o academic insu iciency and anxie y (Pa el
e al., 2023). When academic anxie y becomes se e e o un egula ed, s uden s may s uggle o
concen a e, ecall in o ma ion du ing es s, o main ain con idence in hei abili ies (Kohli &
Kuma , 2024).
The impac o academic anxie y ex ends in o men al heal h domains. Se e al s udies
epo a posi i e co ela ion be ween academic anxie y and dep ession in adolescen s— ha is,
as anxie y inc eases, dep essi e symp oms end o ise (Chen e al., 2024). In cases whe e
anxie y goes un ecognized o unadd essed ea ly, s uden s may de elop eelings o
hopelessness, wi hd awal, and diminished sel -wo h (Ma inez & Blake, 2025). O e
p olonged pe iods, academic anxie y may lead o ch onic ou comes such as p oc as ina ion,
academic unde achie emen , a oidance o social in e ac ions, and disengagemen om school
ac i i ies (Su esh & Raj, 2022).
Academic anxie y is a signi ican ac o in luencing bo h educa ional ou comes and
psychological well-being. F om basic o e ia y educa ion, i is essen ial o iden i y ac o s ha
co ela e wi h anxie y and add ess hem p oac i ely. Globally and in local con ex s, esea che s
ha e iden i ied p essu es om pa en s, high-s akes es ing, pee compa ison, pe ec ionis ic
endencies, ansi ional s ess, and lack o coping s a egies as key con ibu o s o academic
anxie y (Lee e al., 2021). In line wi h his backg ound, he cu en s udy will in es iga e he
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 345
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
ole o sel -es eem as a p edic o o academic anxie y among adolescen s in senio seconda y
schools in Del a S a e.
Sel -es eem is a concep in ela ion wi h he sel -image and sel -conscience concep s.
The e ha e been nume ous a emp s o de ine sel -es eem, wi h many acknowledging ha i
pe ains o how indi iduals e alua e hemsel es in ela ion o hei social g oup, he wo h hey
assign o hemsel es, hei posi i e o nega i e a i udes owa d hemsel es, and he deg ee o
sa is ac ion hey expe ience wi h hei own being (Baumeis e , e al., 2013). One o he mos
well-known heo is s in he a ea, Rosenbe g (as ci ed in Dhillon, e al., 2016) de ined sel -
es eem as a a ou able o un a ou able a i ude owa ds onesel . I e lec s he deg ee o which
he indi idual sees him o he sel as a compe en , need-sa is ying indi idual and ha pe sons
wi h high sel -es eem eel a sense o pe sonal adequacy and belie e ha hey ha e achie ed
sa is ac ion o hei needs in he pas . I also e e s o he a i udinal and e alua i e componen
o he sel . I in ol es eelings o wo h and accep ance which a e de eloped as a esul o he
awa eness o ou compe encies and eedback om he wo ld a ound us. Eme ging as common
ac oss mos de ini ions o sel -es eem is he componen o sel -e alua ion. This sel -e alua i e
p ocess is seen o be pa o bu dis inc om one’s sel -concep which also includes cogni i e
and beha iou al aspec s o he sel (Dhillon, e al., 2016).
Sel -es eem is e e ed o as a psychological e m ha e e s o an indi idual's o e all
subjec i e e alua ion o hei own wo h, alue, and pe cep ion o hemsel es. I in ol es a
pe son's belie s, hough s, and eelings abou hei own abili ies, quali ies, and cha ac e is ics.
Sel -es eem encompasses how indi iduals pe cei e and e alua e hemsel es in a ious
domains, such as appea ance, in elligence, skills, ela ionships, and achie emen s. I plays a
c ucial ole in shaping one's sel -concep and in luences hei beha iou , emo ions, and
in e ac ions wi h o he s. High sel -es eem is cha ac e ized by a posi i e sel -image, con idence,
and a sense o sel -wo h, while low sel -es eem is associa ed wi h sel -doub , nega i e sel -
pe cep ion, and eelings o inadequacy.
Sel -es eem plays a pi o al ole in shaping he academic expe iences o seconda y
school s uden s, which may signi ican ly in luence he le els o academic anxie y hey may
expe ience. S uden s’ pe cep ion o hei own wo h and capabili ies can p o oundly impac
hei app oach o lea ning, academic challenges, and o e all well-being. High sel -es eem
could se e as a p o ec i e ac o agains academic anxie y. S uden s wi h a posi i e sel -image
end o app oach asks wi h con idence, belie ing in hei abili y o o e come challenges. This
sense o sel -wo h con ibu es o a esilien mindse , educing he likelihood o expe iencing
in ense anxie y ela ed o academic pe o mance.
Con e sely, low sel -es eem can be a con ibu ing ac o o heigh ened academic anxie y.
S uden s who doub hei abili ies o cons an ly pe cei e hemsel es as alling sho o expec a ions
may expe ience ea o ailu e, sel -doub , and anxie y abou hei academic pe o mance. The
p essu e o mee pe cei ed s anda ds, coupled wi h a nega i e sel -image, can c ea e a cycle o
s ess and wo y ha ad e sely a ec s hei o e all academic well-being. The ela ionship be ween
sel -es eem and academic anxie y could be bidi ec ional. Academic challenges and ailu es can
impac sel -es eem, po en ially exace ba ing anxie y, c ea ing a cycle ha is challenging o b eak.
On he o he hand, posi i e academic expe iences and achie emen s can con ibu e o an imp o ed
sel -image, educing anxie y and os e ing a mo e posi i e a i ude owa d lea ning. In essence
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 346
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
he e o e, summa y, he le el o sel -es eem among seconda y school s uden s may signi ican ly
in luence hei suscep ibili y o academic anxie y. This howe e , emain o be es ed in he s udy.
This s udy will also in es iga e how sex and amily ype mode a e he ela ionship
be ween sel -es eem and adolescen s’ academic anxie y. Sex can ac as a mode a ing ac o in
he complex in e play be ween sel -es eem and academic anxie y among seconda y school
s uden s. Social and cul u al expec a ions o en shape gende oles, in luencing how indi iduals
pe cei e and espond o a ious en i onmen al ac o s. Cul u al s e eo ypes may shape
pe cep ions o compe ence and success, impac ing he de elopmen o sel -es eem in boys and
gi ls. Sex di e ences in sel -es eem can, in u n, mode a e he ela ionship be ween sel -es eem
and academic anxie y, in luencing how s uden s cope wi h academic challenges and se backs.
Also, o in e es o his esea ch, is he amily ype he indi idual comes om. The amily is he
mos impo an p ima y g oup and he smalles social uni in socie y. I has i s oo s in he human
biological and physical na u e. As such i is uni e sal in he sense ha no human socie y could
possibly exis o has exis ed wi hou some o m o amily o ganiza ion. Akubue and Okolo
(2018) de ine amily as a g oup o people who in e ac and communica e wi h o he s such as
husband, wi e and child en. Doob (2017) de ines amily as a social uni , which comp ised o wo
o mo e people who li e oge he and a e ela ed by blood, ma iage o adop ion. Consequen ly,
Doob’s de ini ion sugges s ha pe sonal ies do no cons i u e a amily, because such ies can
exis among couples ha a e no ma ied. Ne e heless, only in such a amily can ha in ima e
pe sonal ela ionship be es ablished, hence, by which he amily can pe o m i s unc ion o
ea ing, p o ec ing, educa ing, and ansmi ing o he child en, he social no ms and alues i has
inhe i ed and c ea ing a special bond be ween all he membe s. In he con ex o his s udy, amily
is a g oup o people who a e uni ed o he pu pose o li ing oge he as husband and wi e wi h
child en and o he membe s such as siblings, uncles, and g and-pa en s. Family ype comp ises
in ac o b oken amily. Owing o a cons an b eakdown o he amily uni , he e is a dec ease in
pa en /adolescen communica ion and ime-sha ing which could esul in low sel -es eem. In a
b oken home, he wo pa en s do no coope a e, only one o he pa en s akes ca e o he child en.
They a e mo e likely o be exposed o joining bad gangs, o be addic ed o d ugs and o he ices
due o lack o p ope upb inging. They a e likely o ecei e inadequa e a ec ion and lo e; he e
may be no p ope coo dina ion o di ec ion in he a ai s o such amily. Adolescen s in b oken
homes a e, he e o e, likely o exhibi low sel -es eem. In iew o his, he aim o his s udy is o
de e mine he ex en o which sel -es eem can co ela e wi h academic anxie y o adolescen s in
senio seconda y Schools in Del a S a e.
Resea ch Ques ions
The ollowing esea ch ques ions guided he s udy:
1. Wha is he le el o sel -es eem among adolescen s in senio seconda y schools
in Del a S a e?
2. Wha is he le el o academic anxie y among adolescen s in senio seconda y
schools in Del a S a e?
3. Wha is he ela ionship be ween sel -es eem and academic anxie y o adolescen s
in senio seconda y schools in Del a S a e?
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 347
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
Hypo heses
The ollowing hypo heses we e es ed a 0.05 alpha le el:
1. The e is no signi ican ela ionship be ween sel -es eem and academic anxie y
o adolescen s in senio seconda y schools in Del a S a e
2. The e is no signi ican mode a ing impac o sex on he ela ionship be ween
sel -es eem and academic anxie y o adolescen s in senio seconda y schools in
Del a S a e
3. The e is no signi ican mode a ing impac o amily ype in he ela ionship
be ween sel -es eem and academic anxie y o adolescen s in senio seconda y
schools in Del a S a e
Me hods
The s udy employed a co ela ional esea ch design. The popula ion o he s udy
comp ised 32,422 Senio Seconda y wo (SS 2) s uden s in public seconda y schools in he 25
Local Go e nmen A eas o Del a S a e. The sample size o his s udy comp ised 1,023 senio
seconda y school s uden s. The choice o 1,023 was based on he ecommenda ion o Gill, e
al. (2010) ha in a popula ion be ween 25,000 and 49,999, ha a sample size o 1,023 is
adequa e a 97% con idence a e, as shown in Appendix II. A mul is age sampling me hod was
used in he selec ion o s uden s. In he i s s age, he esea che selec ed 11 schools in each o
he h ee sena o ial dis ic s o Del a S a e using a simple andom sampling echnique. The
esea che w o e he names o all he schools in each o he h ee sena o ial dis ic s on a piece
o pape , olded hem, and packed hem in a baske . The baske was shu led, and he esea che
picked 11 pieces o pape o show wha was w i en on hem. The schools selec ed h ough his
p ocess we e included in he s udy. This was done un il 11 schools in each o he h ee sena o ial
dis ic s we e selec ed, esul ing in a o al o 33 schools om he h ee sena o ial dis ic s in
Del a S a e. In he second s age, he esea che selec ed a o al o 31 s uden s om each o he
selec ed schools. This was done using a con enience sampling echnique. In his case, he
esea che selec ed s uden s who we e a ailable, ee, and willing o pa icipa e in he s udy. A
o al o 15 male s uden s and 16 emale s uden s we e selec ed om each school. The esea che
used a s a i ied sampling echnique o g oup he s uden s in o male and emale s uden s based
on hei sex. O e all, a o al o 495 male and 528 emale s uden s we e selec ed o he s udy,
making a o al o 1023 s uden s.
Ques ionnai e was used o collec da a o he s udy. The ques ionnai e has wo sec ions;
Sec ion A and B. Sec ion A comp ises he demog aphic da a o he s uden s such as hei sex
and amily ype. Sec ion B o he ques ionnai e is made up o Sel -Es eem Ra ing Scale
(SERS); and Academic Anxie y Ra ing Scale (AARS). The Sel -Es eem Ra ing Scale (SERS)
was adap ed om Sel -Es eem Ra ing Scale de eloped by Nugen and Thomas (1993). I
con ains 40 i ems (which we e educed o 16 i ems a e alida ion), s uc u ed on 4-poin scale,
anging om 1 o s ongly disag ee o 4 o s ongly ag ee. All he i ems in he scale we e
summed up o o m a single sco e o 64. The benchma k ha was used o measu e sel -es eem
using he scale is 32. In o he wo ds, s uden s who sco ed 32 and abo e we e deemed o ha e
high sel -es eem while hose who sco ed below 32 we e deemed o ha e low sel -es eem. The
Academic Anxie y Ra ing Scale (AARS) was adap ed om he Academic Anxie y Scale
de eloped by Pa iha , e al. (2023). I con ains 30 i ems (which we e educed o 16 i ems a e
In e na ional Jou nal o Resea ch (IJR)
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Vol. 12 Issue 11
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Re ised: 11 No embe 2025
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Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
alida ion), s uc u ed on 4-poin scale, anging om 1 o s ongly disag ee o 4 o s ongly
ag ee. All he i ems in he scale we e summed up o o m a single sco e o 64. The benchma k
ha was used o measu e academic anxie y using he scale is 32. In o he wo ds, s uden s who
sco ed 32 and abo e we e deemed o ha e high academic anxie y while hose who sco ed below
32 we e deemed o ha e low academic anxie y.
The ace alidi y o he ins umen was es ima ed h ough expe s’ judgemen while he
con en and cons uc alidi ies we e es ima ed h ough ac o analysis o he P incipal
Componen Analysis me hod. In es ima ing he ace alidi y o he ins umen , a copy o he
ques ionnai e was gi en o expe s in he Depa men o Guidance and Counselling in he
Facul y o Educa ion, Del a S a e Uni e si y, Ab aka o he pu pose o co ec ion. Some o he
i ems we e modi ied o sui he iew o he esponden s. A e he ace alidi y, 100 copies o
he ques ionnai e we e pilo - es ed on 100 s uden s in Anamb a S a e who we e no pa o he
s udy and he da a ob ained we e subjec ed o ac o analysis. The p incipal componen analysis
o he ex ac ion me hod was used o es ima e he con en alidi y o he ins umen . I yielded
he ollowing alues 61.67% o Sel -Es eem Ra ing Scale; and 65.11% o Academic Anxie y
Ra ing Scale. To es ima e he cons uc alidi y o he ins umen s, he o a ed ac o loading
o he a imax me hod was done, which yielded he ollowing alues: 0.53-0.82 o Sel -
Es eem Ra ing Scale; and 0.55-0.82 o Academic Anxie y Ra ing Scale. To asce ain he
eliabili y o he esea ch ins umen , he da a we e analysed using C onbach alpha eliabili y
coe icien . The coe icien ob ained include 0.73 o Sel -Es eem Ra ing Scale; and 0.87 o
Academic Anxie y Ra ing Scale. This sugges s ha he ins umen is alid and eliable (Jessa,
e al., 2023).
P io o he adminis a ion o he ins umen , he esea che s ob ained pe mission om
he p incipal o he a ious schools a e explaining pu pose o isi . They ec ui ed he se ice
o h ee esea ch assis an s o assis hem in adminis e ing he ques ionnai e. The ques ionnai e
was adminis e ed by he esea che s wi h i e esea ch assis an s. The ques ionnai e was
e ie ed immedia ely. This was o ensu e ha all o almos all he copies o ques ionnai es
we e e ie ed. I also a o ded he esea che s oppo uni y o explain whe e necessa y aspec s
o he ques ionnai e which we e unde s ood by he esponden s. A he end o he exe cise, a
o al o 1,023 copies o ques ionnai e we e adminis e ed and e u ned, indica ing 100%
e ie al a e. Mean, s anda d de ia ion and Pea son’s co ela ion coe icien o de e mina ion
we e used o answe he esea ch ques ions. Mean and s anda d de ia ion we e used o answe
esea ch ques ions 1 and 2 a a benchma k o 2.50. Pea son’s P oduc Momen co ela ion
coe icien o de e mina ion was used o answe esea ch ques ion 3. Reg ession s a is ics was
used o es he hypo heses 1-3 a 0.05 le el o signi icance.
Resul s
Resea ch Ques ion 1: Wha is he le el o sel -es eem among adolescen s in senio seconda y
schools in Del a S a e?
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 349
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
Table 1: Mean analysis o he le el o sel -es eem among adolescen s in senio seconda y
schools in Del a S a e
S/N
S a emen
N
Mean
SD
Rema k
1
I eel ha I am a e y compe en pe son.
1,023
3.45
0.72
High
2
I eel con iden in my abili y o lea n new hings.
1,023
3.45
0.70
High
3
I eel good abou mysel .
1,023
3.37
0.79
High
4
I eel con iden ha I can do well in wha e e I do.
1,023
3.30
0.72
High
5
I eel ha I am a nice pe son.
1,023
3.29
0.84
High
6
I eel ha people ha e a good ime when hey a e wi h me.
1,023
3.22
0.85
High
7
I eel ha people like me.
1,023
3.13
0.85
High
8
I eel ha I make a good imp ession on o he s.
1,023
2.96
1.01
High
9
I eel ha I am NOT e y likable.
1,023
2.75
1.02
High
10
I eel ha o he people a e sma e han I am.
1,023
2.69
1.00
High
11
I eel ha I am a bo ing pe son.
1,023
2.65
1.12
High
12
I eel ha I mess hings up.
1,023
2.60
1.02
High
13
I eel ha I ge pushed a ound mo e han o he s.
1,023
2.59
1.13
High
14
I eel in e io o o he people.
1,023
2.57
1.13
High
15
I eel ha I am likely o ail a hings I do.
1,023
2.51
1.13
High
16
I eel ashamed abou mysel .
1,023
2.27
1.16
Low
A e age Mean
2.93
0.95
High
C i e ion Mean = 2.50
Table 1 shows he mean analysis o he he le el o sel -es eem among adolescen s in
senio seconda y schools in Del a S a e. The esul shows ha he mean sco e anged om 2.27
o 3.45. The c i e ion mean is 2.50. This means ha adolescen s in senio seconda y schools in
Del a S a e ha e high sel -es eem. The a e age mean sco e is 2.93, which is g ea e han he
c i e ion mean o 2.50. This means ha gene ally adolescen s in senio seconda y schools in
Del a S a e ha e high sel -es eem.
Resea ch Ques ion 2: Wha is he le el o academic anxie y among adolescen s in senio
seconda y schools in Del a S a e?
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 350
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
Table 2: Mean analysis o he le el o academic anxie y among adolescen s in senio seconda y
schools in Del a S a e
S/N
S a emen
N
Mean
SD
Rema k
1
I eel wo ied abou my academic pe o mance.
1,023
3.13
0.91
High
2
I wo y a lo abou exams.
1,023
3.03
0.96
High
3
I expe ience a loss o in e es o mo i a ion in
academic pu sui s.
1,023
2.99
1.09
High
4
I end o compa e mysel wi h o he s.
1,023
2.93
1.05
High
5
I eel like I don’ ha e enough ime o do any hing.
1,023
2.93
1.06
High
6
I expe ience nega i e sel - alk ela ed o my
academic pe o mance.
1,023
2.90
1.00
High
7
I am unable o elax be o e any exam.
1,023
2.89
1.07
High
8
I eel less con iden abou academic asks.
1,023
2.88
1.06
High
9
I hold mysel back om academic oppo uni ies
ea ing I migh ail.
1,023
2.88
1.11
High
10
I eel like my eache s/pa en s don’ app ecia e my
e o s.
1,023
2.87
1.00
High
11
I end o o e hink abou e e y hing while
a emp ing a es /exam.
1,023
2.87
1.07
High
12
I eel like I’m being judged by e e yone.
1,023
2.85
1.02
High
13
I am unable o sleep p ope ly a nigh be o e an
exam.
1,023
2.83
1.07
High
14
I eel wo ied a nigh be o e exams.
1,023
2.82
1.06
High
15
I expe ience di icul y in b ea hing be o e
appea ing o a es .
1,023
2.81
1.06
High
16
I expe ience c amps and ension in muscles while
a emp ing a es /exam
1,023
2.48
1.23
Low
A e age Mean
2.88
1.05
High
C i e ion Mean = 2.50
Table 2 shows he mean analysis o he le el o academic anxie y among adolescen s
in senio seconda y schools in Del a S a e. The esul shows ha he mean sco e anged om
2.48 o 3.13. The c i e ion mean is 2.50. This means ha adolescen s in senio seconda y
schools in Del a S a e ha e high academic anxie y. The a e age mean sco e is 2.28, which is
g ea e han he c i e ion mean o 2.50. This means ha gene ally adolescen s in senio
seconda y schools in Del a S a e ha e high academic anxie y.
Resea ch Ques ion 3: Wha is he ela ionship be ween sel -es eem and academic anxie y o
adolescen s in senio seconda y schools in Del a S a e?
In e na ional Jou nal o Resea ch (IJR)
e-ISSN: 2348-6848
p-ISSN: 2348-795X
Vol. 12 Issue 11
No embe 2025
Recei ed: 1 Oc obe 2025 351
Re ised: 11 No embe 2025
Accep ed: 24 No embe 2025
Copy igh au ho s 2025 DOI: HTTPS://DOI.ORG/10.5281/ZENODO.17700350
Table 3: Co ela ion and coe icien o de e mina ion on he ela ionship be ween sel -es eem
and academic anxie y o adolescen s in senio seconda y schools in Del a S a e
Va iables
2
2%
Decision
Sel -Es eem
-0.609
0.371
37.1
Nega i e Rela ionship
Academic Anxie y
Table 3 shows a Pea son’s coe icien o de e mina ion, which was used o examine he
ela ionship be ween sel -es eem and academic anxie y o adolescen s in senio seconda y
schools in Del a S a e. The esul shows ha = -0.609 and 2 = 0.371, which signi ied he
ex en o he ela ionship be ween he wo a iables. Sel -es eem con ibu ed 37.1% o he
a iance in academic anxie y o adolescen s in senio seconda y schools in Del a S a e.
Hypo hesis 1: The e is no signi ican ela ionship be ween sel -es eem and academic anxie y o
adolescen s in senio seconda y schools in Del a S a e
Table 4: Reg ession analysis o he ela ionship be ween sel -es eem and academic anxie y o
adolescen s in senio seconda y schools in Del a S a e
Model
Sum o Squa e
d
Mean Squa e
F- a io
Sig
Reg ession
49594.144
1
49594.144
602.385
.000b
Residual
84058.567
1021
82.330
To al
133652.712
1022
Va iables in Equa ion
Model
Uns anda dized Coe icien
S anda dised
Coe icien
Sig
B
S d. E o
Be a
(Cons an )
1.650
1.823
.609
.905
.366
Sel -Es eem
.950
.039
24.544
.000
α = 0.05, R = 0.609, R-Squa e = 0.371
a. Dependen Va iable: Academic Anxie y
b. P edic o s (Cons an ): Sel -Es eem
Table 4 shows a eg ession s a is ics, which was used o examine he ela ionship
be ween sel -es eem and academic anxie y o adolescen s in senio seconda y schools in Del a
S a e. The esul shows ha he compu ed F- alue is 602.385, p<0.05 le el o signi icance.
Hence, he null hypo hesis is ejec ed. This implies ha he e is a signi ican ela ionship
be ween sel -es eem and academic anxie y o adolescen s in senio seconda y schools in Del a
S a e. The R2 alue o 0.371 shows ha 37.1% a iance in academic anxie y is accoun ed o
by hei sel -es eem. The uns anda dized eg ession coe icien (B) o p edic ing academic
anxie y om sel -es eem is 0.950. The s anda dized coe icien (β) is 0.609, = 24.544. Sel -
es eem is signi ican a an alpha le el o 0.05.
Hypo hesis 2: The e is no signi ican mode a ing impac o sex on he ela ionship be ween sel -
es eem and academic anxie y o adolescen s in senio seconda y schools in Del a S a e
