Stress, Self-Esteem and Academic Motivation among Secondary School students Central Kampala.

Abstract

The study sought to examine the relationships between stares, self-esteem, and academic motivation among secondary school students in central Kampala. The study was intended to achieve the following objectives: to examine the relationship between stress and self-esteem and to examine the relationship between stress and academic motivation. A correlation study was used to establish the relationship between stress, self-esteem, and academic motivation among secondary school students in central Kampala. The study used a sample of 152 respondents who were obtained using simple sampling techniques. Data was therefore collected using self-administered questionnaires and later analyzed using statistical analysis for social sciences. Descriptive statistics showed that the majority were female respondents (56.6%), and the majority were between the ages of 13 and 17 (43.4%). Results indicate that there was a significant negative relationship between stress and self-esteem (r = -944** + p =.000). as well as stress and academic motivation (r=-940**+p=.000). However, results show that there was a positive and significant relationship between self-esteem and academic motivation (r =.793**.p =.000). Therefore, the present study provides a basis and implication for investigation into the relationship between stress, self-esteem, and academic motivation. It was recommended that the administrators of secondary schools in central Kampala design policies that enable students to deal with stress in schools. This may help in limiting the negative consequences of stress and, therefore, improve their self-esteem.