Article summary
Abstract
The present study investigates the relationship between socio-economic status (SES),
self-confidence, anxiety, and academic achievement of secondary school students. The primary
objective of the research was to compare students from high, middle, and low SES backgrounds
in terms of their levels of self-confidence, anxiety, and academic achievement, and to explore
the interrelationship among these variables. A descriptive survey method was employed with a
sample of 200 students (100 boys and 100 girls) selected through stratified random sampling
from different schools. Standardized tools were administered to measure self-confidence and
anxiety, while academic achievement scores were collected from students’ previous examina
tion records. The results, based on simulated data, indicated significant differences among SES
groups. Students belonging to higher SES categories reported higher levels of self-confidence,
lower anxiety, and better academic achievement compared to those from middle and lower SES
backgrounds. Correlation analysis revealed a positive relationship between self-confidence and
academic achievement, while anxiety was negatively associated with both self-confidence and
achievement. The findings highlight the crucial role of socio-economic status in shaping stu
dents’ psychological characteristics and educational outcomes. The study recommends targeted
interventions such as remedial teaching, counseling services, and anxiety-reduction programs
for students from lower SES groups to enhance their confidence and academic success.