Influence of Peer Learning on Academic Motivation: A Child Psychology Study in Katihar

The present study investigates the influence of peer learning on academic motivation and its association with psychological distress, coping strategies, stigma perception, and social support among school-going children in Katihar district, Bihar. A cross-sectional, quantitative design was employed, with a randomly selected sample of 111 students from classes 6 to 9 in both government and private schools. Data were collected through a combination of in-person and online interviews using standardized tools, including the Academic Motivation Scale, a child-adapted Psychological Distress Scale, and the Coping Strategy Inventory for Children. Descriptive statistics were calculated to establish baseline profiles, and independent samples t-tests were conducted to compare male and female students, as well as rural versus urban groups, on psychological distress and coping outcomes. The results indicated generally high levels of academic motivation, strong social support, and a greater reliance on problem-focused coping strategies, while distress scores remained within a low-to-moderate range. Gender differences showed that females reported slightly higher distress and social support compared to males, but the differences were not statistically significant. The findings suggest that peer learning environments foster academic engagement and buffer stress responses, providing a supportive platform for adolescent development. Implications extend beyond education, highlighting the potential of peer-based interventions in clinical psychology practice and in community health contexts, including stigma reduction and treatment adherence programs for conditions such as tuberculosis.