• Gufran Alam Assistant Professor, Women’s Training College, Patna University, Patna


Secondary school, Patna, Academic Achievement, Insecurity, Government Schools, Private schools


The school is a powerful agency in the development of behaviour of the child. It is a miniature of society in which children live, make interactions, get all round development, get socialized and perform mostly function under the supervision of their teachers or instructors. The school is a formal socializing institution which differs from the family. The development of child is influenced by various factors of school like physical development, moral development, emotional development, intelligence level, environment, population, socio economic condition, nutrition, age, type of schools, language, customs, beliefs, rituals, caste, religion, colour and most importantly its social culture & festivals. The present study was undertaken to study the academic stress and academic achievement of government and private secondary school students. The sample of the study comprised of 300 (150 from government and 150 from private) secondary school students which were selected randomly from 12 schools of district Patna, Bihar. For Academic stress, Statements was used and For Academic Achievement, aggregate percentage of marks obtained in previous examination was used for data collection. Results revealed that private secondary school students differ significantly on ‘Acceptance’ dimension of academic achievement while as on composite score both government and private secondary school students differ significantly. Further, private secondary school students showed secondary academic performance rather than government school students.


I. DeBaryshe, B. D., Patterson, G. R., &Capaldin, D. M. (1993). A performance model of academic achievement in early adolescent boys.

II. Deb, S., Strodl, E., & Sun, J., 2014, Academic-related stress among private secondary school students in India. Asian Education and Development Studies, 3(2), 118-134

III. Developmental Psychology, 29(5), 795-804

IV. Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development, 64. 1461-1474.

V. Goldberg, M. D. & Cornell, D. G. (1998). The influence of intrinsic motivation and self-concept on academic achievement in second- and third-grade students. Journal for the education of the Gifted, 21 (2), 179-205.

VI. Hart, C. H., Burts, D. C., Durland, M. A., Charles worth, R., DeWolf, M., &Fleege, P. O. (1998). Stress behaviours and activity type participation of preschoolers in more and less developmentally appropriate classrooms: SES and sex differences. Journal of Research in Childhood Education, 12, 176-196.

VII. John William Atkinson (1950). Studies in Projective Measurement of Achievement Motivation", University of Michigan Microfilms.

VIII. Rasool, S. (2008). Academic Achievement, Personality Profiles and Vocational Preferences of Adolescent Girl Students in Relation to their Family Environment and School Climate Shodhganga

IX. Sharma, P. & Anamika (2010). Self-concept, autonomy and security, insecurity in adolescents: A comparative study. New Frontiers in Education, 43(3), 355-358.

X. Singh, K.P, Chandra, T. & Parihar, A.J.S. (1991). Advanced educational psychology. Meerut: R. Lall Book Depot.

XI. Singh, Y.G. (2011). A study of educational aspiration in secondary school students. International Referred Research Journal, 3(25), 35-36.

XII. Yadav, R. (2015). Self-concept, study habits and academic achievement of high school students studying in government and public schools. Edutracks, 14(6), 35-36.

XIII. Woolfolk, A., Misra, G., & Tha, A.K. (2012). Educational psychology (11th ed.). New Delhi: Pearson.

Additional Files



How to Cite

Gufran Alam. (2020). ACADEMIC ACHIEVEMENT AND INSECURITY AMONG GOVERNMENT AND PRIVATE SECONDARY SCHOOL STUDENTS. International Education and Research Journal (IERJ), 6(9). Retrieved from