Prevalence and Psycho-Anthropological Determinants of Academic Stress Among Adolescents in a Semi-Industrialized Township of Eastern Uttar Pradesh, India

Abstract (English)

In the contemporary educational landscape, adolescents enrolled in higher secondary institutions increasingly grapple with intensified psychological demands. Over the past decade and a half, there has been a notable surge in cognitive-emotional challenges linked to academic environments. Despite this, empirical investigations targeting the quantification and psycho-anthropological Determinants of such stress remain relatively sparse, particularly in transitional zones shaped by institutional and industrial dynamics. The present cross-sectional research explores this phenomenon within a structurally organized educational settlement in Eastern Uttar Pradesh, drawing on data from a systematically selected cohort of 201 students (105 males, 96 females), aged 15–18 years. The Participants were recruited via randomized sampling by taking permission from the principals of the school, along with that, formal consent was taken from the participants. Sociodemographic parameters (e.g., age, sex, family typology, educational background) were recorded through a structured interview schedule, and academic stress levels were assessed using a standardized psychometric scale. Descriptive and inferential statistical analyses were conducted using SPSS. A significant outcome of the study indicates that students aged 17 years exhibited the highest psychological load associated with academic expectations, with 45.37% reporting heightened internalized academic distress. These findings underscore the pressing need for localized, context-sensitive intervention frameworks involving educators, psychological counsellors/ Career counselors, and institutions. The research also highlights the importance of longitudinal tracking and methodological triangulation in future explorations of adolescent academic stress. However, limitations such as restricted sample size and geographic confinement necessitate cautious generalization.