The Role of Time Pressure Stress Control in Enhancing Students’ Academic Motivation and Academic Achievement

This study examines the impact of managing time pressure-induced stress on students’ academic motivation, with a specific focus on differences between public and private school contexts. A total sample of ۶۰ students participated in the research, equally divided between one public and one private secondary school. Data collection employed two standardized instruments: the Time Pressure Stress Control Questionnaire (Lucero, ۲۰۲۳), consisting of six items, and the Learning Motivation Scale (Raza, ۲۰۲۰), consisting of four items. The research design was comparative in nature, aiming to identify potential variations in the role of stress management on academic motivation across the two types of schools. Data were analyzed using descriptive statistics and independent sample t-tests to explore group differences. Preliminary findings indicate that students with better stress control under time pressure report higher levels of academic motivation. Moreover, notable distinctions emerged between public and private school students, suggesting that contextual factors may moderate the relationship between stress control and motivation. These results underscore the importance of equipping students with stress management strategies, particularly under conditions of academic time pressure, to foster stronger motivation and improved learning outcomes. Implications for educators and policy-makers are discussed in relation to designing interventions that promote resilience and effective coping in diverse educational settings.

کلیدواژه ها:

stress control ، time pressure ، academic motivation ، public schools ، private schools