Academic Achievement among Senior Secondary Students: A Multivariate Analysis of Anxiety, Learning Styles, and Home Environment

Abstract

The present study examines academic achievement among senior secondary school students in relation to anxiety, learning styles, and home environment. Academic achievement is a key indicator of educational success; however, it is influenced by multiple psychological, cognitive, and socio-environmental factors. A normative survey method was employed for the study. A sample of 300 students from Classes XI–XII was selected from government and private schools of Faridabad district using random sampling. Anxiety, learning styles, and home environment were treated as independent variables, while academic achievement, measured through Class XI examination scores, served as the dependent variable. Standardized tools, including the Comprehensive Anxiety Scale (Sinha & Sinha), Learning Style Inventory (Mishra), and Home Environment Inventory (Mishra), were used for data collection. Data were analyzed using descriptive statistics, Pearson’s product–moment correlation, and independent samples t-test. The findings revealed a significant negative relationship between anxiety and academic achievement, whereas learning styles and home environment demonstrated positive associations. Among the variables, home environment demonstrated the strongest positive association with academic achievement.