Scenario of academic stress in late adolescent girls of Kanpur Nagar

Introduction

The youth of today are highly motivated and ambitious, devoting considerable time and effort to education, careers, and the pursuit of future success. With rapid technological advancements and globalization, there is an increasing awareness among young people that academic excellence and professional competence are vital for securing opportunities in a competitive world. While this determination can lead to growth and achievement, it often comes at the expense of health and overall well-being. The World Health Organization (WHO, 2024) [14] defines health as "a state of complete physical, mental, and social wellbeing, and not merely the absence of disease or infirmity." This holistic definition underscores that true health cannot be measured only by the absence of illness; rather, it encompasses the capacity to function effectively and maintain balance across all domains of life. Within this framework, mental health assumes special importance. It refers to emotional, psychological, and social well-being, shaping how individuals perceive themselves, relate to others, and respond to stressors. A person with sound mental health is better equipped to manage failures, regulate emotions, and maintain self-worth (Madlan, 2004) [4] . As emphasized by WHO, mental health is not only a fundamental aspect of general health but also a basic human right. Good mental health fosters resilience, adaptability, and positive coping, while poor mental health is linked to impaired functioning, reduced academic potential, and diminished quality of life. Adolescence, particularly late adolescence (15-19 years), is a critical stage of development that bridges childhood and adulthood. It is characterized by rapid changes in physical growth, emotional intensity, social roles, and cognitive abilities. According to UNICEF (2011) [10] , this stage represents a period of heightened vulnerability as well as opportunity. For girls, late adolescence often brings additional challenges related to societal expectations, body image, identity formation, and future career aspirations. Combined with increasing academic demands, www.extensionjournal.com these pressures can give rise to high levels of stress and emotional strain. The inability to manage stress effectively during this period can have long-lasting consequences, influencing not only academic trajectories but also overall well-being into adulthood. Among the various challenges faced by adolescents, academic stress stands out as one of the most pervasive and impactful. Academic stress refers to the body's psychological and physiological response to educational demands that exceed adaptive capabilities (Wilks, 2008) [11] . It arises from a wide range of sources such as exam pressure, heavy workload, performance expectations, competition with peers, and difficulties with time management. Research consistently shows that academic stress has become a global concern, affecting students across different educational levels and cultural contexts (Shamsuddin et al., 2013; Tangade et al., 2011) [7,9] . Notably, late adolescent girls are found to be disproportionately affected, experiencing higher levels of anxiety, self-doubt, and pressure compared to their male counterparts (Sharma & Pandey, 2017; Reddy et al., 2018) [8, 5] . The consequences of academic stress extend beyond temporary discomfort. High stress levels can disrupt sleep, concentration, and memory, thereby reducing academic efficiency and achievement. They also contribute to mental health issues such as anxiety, depression, low self-esteem, and social withdrawal. Chronic stress has been associated with somatic complaints such as headaches, gastrointestinal issues, and fatigue, as well as maladaptive coping behaviours including irregular eating patterns, sedentary lifestyles, and isolation (Gobena, 2024) [2] . Evidence suggests that heightened academic stress is negatively correlated with both academic performance and overall mental well-being (Barbayannis et al., 2022; Rehman et al., 2023; Li et al., 2023) [1,6,3] . In contrast, supportive environments, healthy coping mechanisms, and strong resilience have been linked to better academic outcomes and improved psychological health. Despite increasing research on student well-being, there remains a pressing need to specifically examine the experiences of late adolescent girls. Their academic and mental health challenges are shaped not only by school and family expectations but also by broader socio-cultural and developmental factors. Addressing this gap is particularly significant in local contexts such as Kanpur Nagar, one of the major urban centers of Uttar Pradesh. As a growing educational hub, Kanpur offers diverse schooling environments and increasing academic competition, while simultaneously being influenced by socio-economic disparities, gender norms, and cultural expectations. These factors uniquely affect the stress levels, coping mechanisms, and well-being of adolescent girls in the region. However, systematic research on this population remains limited, leaving a gap in understanding the interplay of academic stress, performance, and mental well-being in this specific setting. Recognizing the importance of this issue, the present study was undertaken with the following objective-

Objective of the Study

To measure the academic stress level on academic performance and mental well-being in late adolescent girls.

Methods and Materials

The present study was carried out using descriptive survey research approach in Kanpur Nagar (U.P.), as purposively chosen due to Kanpur Nagar having high concentration of educational institutions, hostels, and coaching centres. Kanpur Nagar is further divided into Kanpur city Under Kanpur Nagar Nigam (corporation) i.e. KNN and Kanpur rural. Kanpur Nagar Nigam is divided into 6 zones (Zone1-Zone 6). Among six zones of KNN, Zone-6 was selected purposively. From 20 wards in Zone-6, four were purposively chosen: Ward-25 (Naveen Nagar, Kakadeo), Ward-52 (Gita Nagar), Ward-43 (Nawab Ganj), and Ward-60 (Rawatpur). From each ward, 100 late adolescent girls were identified. Using Simple Random Sampling (SRS), 30 respondents per ward were selected randomly, yielding a total sample of 120 respondents. Thus, a total 120 respondents (100%) were selected from 4 wards of Zone 6 for interviewing and obtaining necessary information with the help of schedule. Before the survey, a pilot test was done by 15 persons as respondents to identify problems and shortcomings found in schedule. Thus, a total of total 150 respondents as urban households were selected for collection of data. A detailed and validated interview schedule was used to gather information about dependent variables (academic stress, academic performance, and mental well-being). Academic stress was assessed using a 30-item self-report scale across five domains, while academic performance and mental well-being were measured using standardized 10-item Likert type 3-point rating scale. Data collection was conducted personally with the help of structured schedule. Collected data were calculated, analyzed and interpreted in the light of objectives. Statistical techniques like rank order, percentage, arithmetic mean and chi-square, etc. were used to analyzed the data. These data were analyzed using both mechanical and manual methods as well as a calculator, to complete the statistical analysis. The analysis of affective indicators (Table 2) reveal that late adolescent girls often struggle with difficult emotions tied to their studies. Many of them sometimes, and in some cases always, feel weighed down by academic pressure and the fear of failing exams two of the strongest emotional stressors. Feelings of inferiority and a lack of confidence were also common, suggesting that social comparisons and low self-belief make academic life even harder. On top of this, many students worried about meeting their parents' expectations, which added another layer of pressure. Even issues like sadness over not being able to concentrate though less intense were reported by the majority, showing how widespread these emotional struggles are. Taken together, the findings highlight that emotional stress, especially fear of failure and pressure to perform, deeply affects students' well-being and learning. Helping them build confidence, manage exam anxiety, and ease parental or peer-related pressures is vital for creating a healthier, more supportive environment. Findings reveal that a considerable proportion of the surveyed students experience significant emotional challenges related to their academic pursuits. The pervasive feelings of academic pressure and fear of failure highlight critical areas for intervention. Addressing these affective dimensions is crucial not only for improving student wellbeing but also for fostering a more conducive learning environment and ultimately enhancing academic success. Future research could explore the underlying causes of these affective states in more detail and evaluate the effectiveness of targeted interventions. The findings from Table 6 indicate that most late adolescent girls reported medium or average levels of academic performance under stress, with a mean frequency of 85.5 out of 120. Only a small proportion of students demonstrated high or excellent performance (mean = 10.1), highlighting that while many are able to cope with stress, fewer manage to excel under it. This suggests that stress is a constant but manageable presence in their academic lives, influencing the quality and consistency of performance rather than completely hindering learning. Notably, some areas of academic performance were more resilient than others. Problem-solving skills ranked the highest (mean = 1.983, Rank I), followed by overall academic progress (mean = 1.966, Rank II) and participation in class discussions (mean = 1.925, Rank III). These results suggest that even under stress, students are able to think critically, engage actively, and maintain steady progress over time demonstrating adaptability and determination in managing academic challenges. In contrast, weaker areas emerged in tasks requiring flexibility, planning, and creativity. The lowestranked indicators included the ability to apply learned concepts to new situations (mean = 1.750, Rank X), organization and study habits (mean = 1.816, Rank IX), and the quality of written work and presentations (mean = 1.833, Rank VIII). This shows that stress more strongly affects systematic study practices and expressive tasks, which demand structure and innovation. Overall, the analysis suggests that while late adolescent girls under stress are able to sustain progress, problem-solving, and engagement, their efficiency, organization, and knowledge application are more vulnerable. This underscores the need for targeted support strategies to strengthen weaker areas, ensuring that www.extensionjournal.com students not only cope with stress but also have the tools to perform at their best. Summary suggests that while moderate academic stress is common among late adolescent girls, its effects vary across performance areas. Skills such as problem-solving and sustained academic progress appear resilient, indicating that moderate stress can support focus and persistence. In contrast, higher-order abilities like applying concepts, organizing study habits, producing quality work, and performing in examinations are more negatively affected. These findings underscore the need for stress management programs, tailored academic support, and adaptive teaching strategies to balance stress's motivational effects with its potential drawbacks.

Results and Discussion

Physical indicators:

(ii) Measurement of the academic stress level on mental well-being in late adolescent girls Academic stress can significantly impact students' mental well-being, leading to anxiety, depression, and burnout. Measuring the impact of academic stress on mental wellbeing is crucial to identify students at risk and provide targeted support. For measurement of Academic Stress Level on mental well-being a survey based 3-point rating scale ('Rarely/ Poor', 'Sometimes / Average', and 'Often/ Excellent' score as 1, 2 and 3 respectively) were used for measuring 10 items standardized Academic Stress statements. The findings highlight that academic stress significantly influences the mental well-being of late adolescent girls, with different dimensions being affected in varying intensity. The most prominent concern is the feeling of being overwhelmed by academic workload, which ranked highest. This suggests that the sheer volume of tasks and expectations often leaves students feeling emotionally burdened and mentally drained. Closely following this is the frequent experience of burnout and exhaustion, reflecting how sustained stress erodes energy and motivation over time. Sleep disturbances also emerged as a notable area, ranking third, indicating that academic pressure often disrupts healthy rest patterns an issue that directly impacts overall mental and physical health. Feelings of sadness or hopelessness due to academic stress, as well as difficulty concentrating, were also found to be quite common, showing how emotional strain spills over into both mood and cognitive functioning. Parental and teacher expectations to achieve high grades were perceived as another stressinducing factor, underscoring the role of external pressure in shaping students' mental states. On the more social and emotional side, stress negatively affected self-worth, confidence, and interpersonal relationships, though these were relatively less impacted compared to cognitive and emotional outcomes. Interestingly, anxiety related to exams and assignments, though commonly assumed to be a major stressor, ranked lowest in this study. This may suggest that while exam-related nervousness is present, it is the continuous and cumulative workload, exhaustion, and lack of rest that weigh more heavily on students' mental well-being. Overall, the majority of respondents reported being in the "sometimes/average" category of stress impact, showing that while they manage to cope most of the time, there are still significant emotional and physical costs. The findings make it clear that academic stress not only hinders academic functioning but also deeply affects mental health, emotional balance, and social connectedness. This calls for proactive interventions such as stress-management programs, supportive counselling, and healthier expectations from both families and institutions. Summary suggests that academic stress has a multifaceted and measurable impact on the mental well-being of late adolescent girls, with most responses falling in the average range (69.5%). Workload, exhaustion, and sleep disturbances ranked as the most critical stressors, while parental/teacher pressure, sadness, concentration issues, and physical symptoms reflected moderate effects. Lower-ranked factors included self-worth, social interactions, and exam-related anxiety, the latter being least reported. Overall, workload-related stress emerged as the dominant concern, underscoring the need for balanced academic planning, stress management, and resilience-building interventions.

The findings of this study reveal that academic stress among late adolescent girls is a multi-dimensional experience, affecting cognition, emotions, physical health, social interactions, motivation, academic performance, and mental well-being. These results are consistent with global evidence that stress in adolescence not only undermines academic success but also places young people at risk for long-term psychological difficulties (World Health www.extensionjournal.com Organization, 2024) [14] . Cognitively, the strongest stressor reported was difficulty in problem-solving, followed by poor concentration and frequent daydreaming. This suggests that higher-order cognitive skills are especially vulnerable to academic pressure. Li et al. (2023) [3] similarly found that academic stress weakens critical thinking and problemsolving abilities while leaving basic recall less affected. Hesitation to participate in class or reluctance to share academic concerns observed in this study also reflects low self-efficacy, a finding echoed by Sharma and Pandey (2017) [8] , who linked stress with heightened anxiety and reduced classroom engagement in Indian students. Emotionally, the most dominant indicators were fear of examination failure, constant academic pressure, and worry about parental expectations. These findings support Reddy et al. (2018) [5] , who identified exams and parental demands as primary stressors in university settings. Rehman et al.

(2023) [6] likewise demonstrated that adolescent stress is strongly tied to depression, anxiety, and reduced academic achievement. The perception of inferiority compared to peers and a lack of confidence are consistent with Madlan (2004) [4] , who linked low emotional quotient to greater stress and maladaptive behaviours in Malaysian students. Physical symptoms such as nervousness when questioned in class, headaches, appetite loss, sleep disturbance, and rapid heartbeat were frequently reported. These findings mirror Tangade et al. (2011) [9] , who showed that stress among Indian dental students often manifests in physiological complaints, further impairing academic functioning. Socially, many students reported irritability, withdrawal, and a sense of being misunderstood. This aligns with Wilks (2008) [11] , who emphasized that social support is a crucial buffer against academic stress, helping students cope with interpersonal difficulties. Without such support, withdrawal becomes more likely, reinforcing feelings of isolation. Motivational indicators including boredom, declining interest in studies, difficulty completing lessons, and thoughts of school discontinuation are particularly concerning. Gobena (2024) [2] highlighted that academic stress often erodes intrinsic motivation, undermining both achievement and long-term aspirations. This suggests that unmanaged stress may trap students in cycles of disengagement and underperformance. In terms of academic performance, problem-solving skills and sustained academic progress were the most negatively impacted, while routine tasks like assignment completion were less affected. This finding is in line with Li et al. (2023) [3] , who noted that academic stress disproportionately harms higher-order cognitive abilities. With respect to mental well-being, the most significant outcomes were feeling overwhelmed by workload, exhaustion, and sleep disruption. These findings resonate with Barbayannis et al. (2022) [1] , who found strong correlations between stress, burnout, and diminished wellbeing among college students. While exam anxiety was present, it less dominant than the chronic effects of workload, echoing the emphasis placed by UNICEF (2011) [10] and WHO (2024) on the cumulative impact of academic demands during adolescence. Overall, these findings highlight the urgent need for holistic interventions that address academic, emotional, physical, and social dimensions of stress. Evidence-based strategies include resilience-building through social support (Wilks, 2008) [11] , school-based counselling and screening (Shamsuddin et al., 2013) [7] , and structured stress management programs.

Reducing unrealistic parental and institutional expectations is also essential, as emphasized by Gobena (2024) [2] , to ensure that students balance

Conclusion

This study shows that academic stress in late adolescent girls is not limited to just feeling worried about exams it touches nearly every part of their lives. From struggling to concentrate and solve problems, to feeling constant pressure and fear of failure, stress often makes learning feel overwhelming instead of motivating. It also shows up in the body through headaches, nervousness, and lack of sleep, while at the same time straining relationships and leaving many students feeling isolated. Motivation suffers too, with boredom, loss of interest, and difficulty keeping up with lessons becoming common. While some stress can help students stay focused, too much of it tends to harm higherlevel skills like applying concepts, organizing study habits, and performing in exams. The biggest toll, however, is on mental well-being especially the exhaustion, workload pressure, and sleep problems that students face almost daily. These findings make it clear that supporting adolescent girls requires more than academic help alone; schools, families, and communities need to work together to provide counselling, create healthier learning environments, and teach coping skills so that academic growth goes hand in hand with mental well-being. By implementing such measures, stakeholders can help safeguard the educational success and psychological resilience of adolescent girls.

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