A Study of Academic Achievement in Relation to the Personality Needs of Senior Secondary Students
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n01.007Keywords:
Academic Achievement, Personality, Senior Secondary School Students, Learning Behaviour, EducationAbstract
The current study aims to investigate the connection between senior secondary school students' personality needs and academic success. These needs include the need for achievement, social interaction, independence, leadership, and emotional support. Promoting efficient instruction and significant student development requires an understanding of these needs. A representative sample of senior secondary students was drawn from senior secondary schools using a suitable sampling technique. Students' personality needs were measured using standardized methods, and academic achievement was assessed using examination scores. The acquired data were evaluated using appropriate statistical procedures, including mean, standard deviation, and correlation analysis. The findings demonstrated that senior secondary pupils have varying levels of personality needs, with a substantial positive link between personality needs and academic achievement. Students with higher personality demands outperformed those with lower levels academically. The findings emphasize the necessity of recognizing and meeting students’ personality needs in the school setting in order to improve academic achievement. Academic performance is typically higher for students who exhibit stronger achievement-oriented and socially balanced needs. According to the study, teachers should take students' psychological needs into account when organizing lessons and giving advice. The findings might assist teachers and school administrators in developing encouraging learning environments that improve students' academic achievement and personal development.
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