Investigating the Relationship Between Educational Stressors and Academic Motivation and Self-Worth in High School Students

Objective: This study aimed to investigate the predictive role of educational stressors on academic motivation and self-worth among second-cycle high school students in Tonekabon, Iran. Methods and Materials: The research employed a descriptive-correlational design within a quantitative framework. The statistical population consisted of all high school students in the second cycle of education in Tonekabon during the 2024–2025 academic year (N = 1100). Using Krejcie and Morgan’s table, a sample of 285 students was selected through simple random sampling. Data were collected using three standardized questionnaires: the Educational Stressors Questionnaire by Masoumi and Dashti (2017), the Academic Motivation Scale adapted from Harter (1981), and the Self-Worth Assessment Questionnaire by Doosti and Hoseininia (2020). SPSS version 27 was used for data analysis. Descriptive statistics, Pearson correlation coefficients, and univariate linear regression were conducted to examine the relationships among variables and the predictive role of educational stress. Findings: Results indicated a significant negative correlation between educational stressors and both academic motivation (r = -0.383, p < .01) and self-worth (r = -0.465, p < .01). A positive correlation was also found between academic motivation and self-worth (r = 0.481, p < .01). Regression analysis showed that educational stressors significantly predicted a decrease in academic motivation (β = -0.38, p < .001) and self-worth (β = -0.47, p < .001), confirming the detrimental impact of stress on students' psychological functioning. Conclusion: The findings underscore the critical influence of educational stress on students’ motivation and self-perception, emphasizing the need for school-based interventions that reduce stress and enhance psychological well-being. Fostering supportive learning environments and implementing stress management strategies may help improve academic engagement and self-worth in adolescents.