PREDICTIVE ROLE OF EDUCATIONAL ANXIETY ON INTRINSIC MOTIVATION AMONG HIGHER SECONDARY STUDENTS: EVIDENCE FROM NORTH 24 PARGANAS

The present study investigates the predictive role of educational anxiety on intrinsic motivation among higher secondary students in North 24 Parganas district, West Bengal. Grounded in the principles of motivation theory and educational psychology, the study adopts a quantitative approach using a descriptive survey method to explore the relationship between these two significant psychological constructs. A sample of 200 students was selected through stratified random sampling to ensure representation across gender, locality, and socio-economic status. Data were collected using standardized scales measuring educational anxiety and intrinsic motivation, ensuring reliability and validity of the instruments (Singh, 2017). The findings reveal that students exhibit a moderate level of educational anxiety and a moderately high level of intrinsic motivation. Statistical analysis using Pearson’s correlation indicates a significant negative relationship between educational anxiety and intrinsic motivation (r = -0.46, p < 0.01), suggesting that increased anxiety is associated with decreased internal motivation for learning. Furthermore, regression analysis demonstrates that educational anxiety significantly predicts intrinsic motivation, accounting for 21% of the variance. These findings align with the theoretical perspectives of self-determination, which emphasize the importance of psychological well-being in fostering intrinsic motivation (Deci& Ryan, 2000). Additionally, significant differences were observed in relation to gender, locality, and socio-economic status, indicating that contextual factors influence both anxiety and motivation levels. The study concludes that reducing educational anxiety is essential for enhancing students’ intrinsic motivation and overall academic engagement. The findings have important implications for educators, policymakers, and mental health practitioners in designing supportive learning environments that promote emotional well-being and self-driven learning among students.