Achievement Motivation of Secondary Students in Relation to their School Adjustment

Shailendra Kumar; Tarun Rashtriya

doi:10.36948/ijfmr.2026.v08i05.88853

Achievement Motivation of Secondary Students in Relation to their School Adjustment

Author(s)	Mr. Shailendra Kumar, Dr. Tarun Rashtriya
Country	India
Abstract	Abstract: The present study investigates achievement motivation of secondary school students in relation to their school adjustment, with particular focus on emotional, social and educational adjustment. Employing a descriptive survey research design, the study examined a sample of 1,948 students (comprising both male and female cohorts) enrolled in Grades IX and X. The participants were drawn from Uttar Pradesh (U.P.) Board and CBSE/ICSE-affiliated schools within the Shahjahanpur District utilizing a stratified random sampling technique. Data collection was facilitated through two standardized tools: the Achievement Motivation Scale (Deo & Mohan) and the Adjustment Inventory for School Students (Sinha and Singh). The quantitative data were rigorously analysed using both descriptive and inferential statistics, specifically percentage analysis, the Mann–Whitney U test, the Kruskal–Wallis H test, the Chi-square test of independence, and correlation analysis. The findings revealed that the majority of secondary students possessed average or below-average achievement motivation, whereas most exhibited average or above-average school adjustment. Significant differences in achievement motivation were observed across different levels of emotional, social, and overall school adjustment. However, no statistically significant difference was found across the levels of educational adjustment. Bonferroni-adjusted pairwise comparisons identified significant differences between selected emotional adjustment groups, whereas no individual pairwise comparison remained significant for social or overall adjustment. Correlation analysis further revealed statistically significant but weak negative relationships between achievement motivation and emotional, social, and overall school adjustment scores. In contrast, educational adjustment showed a statistically non-significant relationship with achievement motivation. The study concluded that achievement motivation was associated with selected dimensions of school adjustment, particularly emotional and social adjustment. The findings highlighted the importance of considering different adjustment dimensions separately when examining achievement-oriented behaviour among secondary students.
Keywords	Keywords: School Adjustment, Achievement Motivation, Emotional Adjustment, Social Adjustment, Educational Adjustment, Secondary students.
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-09-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i05.88853

View / Download PDF File

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Achievement Motivation of Secondary Students in Relation to their School Adjustment

Share this