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STRESS, BURNOUT AND ACADEMIC PERFORMANCE AMONG HIGH SCHOOL

STUDENTS Of PRIVATE AND GOVERNMENT SECTORS

SUBMITTED BY

MUNAZZA KHAN

SAP ID: 60880

DEPARTMENT OF PSYCHOLOGY

RIPHAH INTERNATIONAL UNIVERSITY ISLAMABAD GULBERG GREEN

CAMPUS

SPRING 2025
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Introduction

According to Kemeny (2003) stress level depends upon how an individual perceives a situation.

Academic pressure, poor self control can produce large physiological responses. Chronic stress

affects an individual’s mental and physical health. A systematic review conducted by Jagiello et

al.(2024) reported that academic stress is the physical and emotional strain that students feel due

to acadmeic pressure, exams, assignments and comparisons. According to Walburg (2014) a lack

of emotional and physical support along with the overload of work can negatively impact the

both mental health and academic performance. Burnout is when person is emotionally exhausted

and has negative perception, lack of focus after facing stress for long period of time. Burnout

among high school student is the growing concern among high school student that cause physical

and emotional exhaustion. Gao (2023) students who receiving high amount of stress, have poor

academic performance. The study of Ozhan and Yuksel ( 2021) found that school burnout

negatively impact the student academic performance and well being. As the stress level increases

it impact the students psychological well being. The study by Nazneen and Summiya Ahmed

(2020) explore that both private and government school have different strength and weakness.

The findings show that government school provide more task oriented environment while private

school provide creative activities.

According to the recent research in China by Liu et al. (2023), academic burnout is the growing

concern among university students. The study found out that different factors such as living

expenses, smoking are related to burnout. The finding highlight the issue that there is urgent

need to understand students problem and work on well being of students. A recent study in

Taiwan by Tran et al. (2023), the purpose of study is to find out relationship between academic
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performance and Covid 19 among university students. The study found out that due to lack of

support many student felt physically and emotionally exhausted, which directly decrease their

academic performance. A study by Shahid et a., (2020), the study find out that due to lack of

support academic pressure and lack of rest and proper sleep can negatively effect the student

academic performance.

Education plays a vital role in the development of society. The teachers only know the basic

concepts of math, they should be trained to gain deeper understanding( Adams, 1998).The

foundation of the education system in Pakistan is weekend by several issues such political

involvement, underpaid and poor teaching training, poor management (Ahmed et al.,2013).

According to Bibi et al.( 2019), school burnout is consider the serious issue among the high

school students in South Punjab Pakistan. There are different factors that contribute to burnout is

academic pressure, poor teaching training, high academic expectations, less support. These all

factors collectively build pressure on students and effect their mental health, academic

performance and motivation to grow and succeed. According to Rambabu and Dr.Patel( 2025),

academic pressure and mental health issues are increasing in both private and government

institutions. The study highlights various problems such acadmeic expectation, grades, lack of

support and coping mechanism that affect the mental health of students. The findings shows the

both sectors are facing the psychological pressure that can negatively affect the mental health of

students. The study of Mussarat Jabeen Khan (2018) The study aims to explore the perceived

academic stress and their effect on acadmeic performance. The study finds that exams deadlines,

overload of work can affect the students performance. The results highlight that managing stress

important to overcome the stress and increase academic performance. The study of Ozhan and

Yuksel (2021) highlights that the school burnout have negatively impact both the academic
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performance and well being. As the academic pressure increases the stress level also increases

and negatively impact the psychological well being of students. These findings show that support

from teacher, peer support can reduces the academic burnout and increases overall well being.

The limitations or research gap that are taken from Ozhan and Yuksel study suggests that the

study should be replicated in different regions and for different educational level. How different

variables affect the school burnout and academic performance.

Similarly Shahid et al. (2020) finds that their is negative impact of stress on academic

performance but their is no comparative study. Similarly Bibi et al. (2019) focused on stress and

coping mechanisms but didn't compare the burnout in government and private school system.

Theoretical Framework

Transactional Model Of Stress and Coping

The transactional model of stress and coping was developed by Lazarus and Folkman in 1984.

According to this model stress is not what we are facing but how we perceive the situation. The

stress is depends on how individual interact with certain situation. Their is a key concept of

appraisal in this model which show that how we interact with situation or event around us.

This model helps us to understand why individuals under same acadmeic condition experience

different level of stress based on their perception.

Maslach and Leiter’s burnout theory (1997)

Burnout is the long term condition when individual facing continuous stress. It does not happen

suddenly, it is develop overtime when individual facing pressure over a long period of time.
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prolonged academic stress can lead toward burnout which negatively impact the academic

performance. Burnout is considered as mediating variable because its explain how academic

stress impact the academic performance.

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Rationale

In recent years many studies have been conducted to highlight the main issues that cause the

burnout. The chronic stress leads toward burnout, which decreases student performance (Gao,

2023).

There is no proper psychological comparison between private and government schools. There is

a difference between government and private schools in many ways, such as resources and

teacher support, through which student stress burnout level is different (Nazneen & Ahmed,

2020).

Bibi et al. (2019) highlight that burnout is a serious issue in South Punjab but do not show the

comparative studies.

Shahid et al. (2020) show that burnout affects academic performance, but it does not show the

mediating and moderating role.

This study is important because academic stress and burnout are the major concern in Pakistan.

Mostly the studies are based on specific issue or one type of school but there is no comparative

study that highlight the psychological effect like burnout.

Bibi et al.( 2019) showed that burnout is the major concerns of students in South Punjab but he

did not compare the two systems. The both private and governments school are different in many

ways such as teaching styles, resources (Nazneen & Ahmed,2020). The focus of this is how
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student handle stress but there is no proper comparison that highlight which sector is facing more

burnout that help to design the future intervention for the students.

The purpose of this study is to fill the gap by comparing the private and government school by

highlight the major concern both sectors are facing and to make policies to reduce or overcome

the burnout. The aim of study is to highlight which sector need more help and provide basis for

future intervention and research.

Objectives

1:-To find the relationship between academic stress, burnout and academic performance among

high school students

2:- To predict the academic performance based on academic stress

3:- to find out the moderating role of school type in relation between academic stress, burnout

and academic performance

4:- to compare demographic difference ( gender, school type) in level of academic stress burnout

and academic performance

Hypothesis

H1: There is a significant negative relationship between academic stress and academic

performance among high school students.

H2: There is a significant positive relationship between academic stress and burnout among high

school students.
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H3: There is a significant negative relationship between burnout and academic performance

among high school students.

H4: School type moderates the relationship between academic stress and academic performance

among high school students.

H5: Private school students experience higher levels of academic stress and burnout than

government school students.

Methodology

Research Design

The correlational research design is use in this which is appropriate to find the relationship

between academic stress, burnout and academic performance and for comparing the government

and private school students.

Research Method

Survey method is use in which standardized questionnaire will be use to collect data from both

sectors.

Sample and Sample Size

The total 520 sample will be used in this study. Half from government schools (n=260) and half

from private school students (n=260). Within each school students will ne further divided on

basis of gender, with 130 girls and 130 boys from each group.
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Sampling Technique

The sampling technique that will be use is purposive sampling to ensure the representation from

both schools and genders only include high school students from age range of 14 to 18 excluding

those who have some physiological and psychological issue or who are unwilling to participate.

Operational Def

Academic Stress

Academic stress is the pressure students fell due to overload of work, assignments, high

expectations. It will be measured through 33 item scale by Rajendran and Kaliappan using 5

point scale.

Burnout

Burnout is the emotional and physical tiredness that students fell after facing stress for long time.

It will be measured by School Burnout Inventory which has 9 item and rated on 5 point scale.

Academic Performance

Academic performance is the study means student think how well there are doing in their studies.

It will be measured by Academic Performance Scale by Carson Birchmeier which has 8 items

and rated on 5 point scale.

Instruments

School burnout Inventory

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The School Burnout Inventory was developed by Salmela-Aro et al. (2009). The SBI was

originated from the BBI 15 which consist of 15 items. The SBI was constructed by modifying

the items from work to school context and include the total of 9 items 5 point Likert scale. The

subset of this scale are exhaustion, cynicism, sense of inadequacy. The reliability of this scale is

good around 0.88.

Academic Performance Scale

The scale was developed by Carson Birchmeier, Emily Grattan, Sarah Hornbacher, and

Christopher McGregory at Saginaw Valley State University. It consist of total 8 items rated on

the 5 point Likert scale.

Academic Stress Scale

This questionnaire was adapted from the Academic Stress Scale developed by Rajendran and

Kaliappan (1991) to understand the sources of stress that may affect the academic performance

of a student. Its is the 33 item scale and 5 point Likert scale. The reliability is about 0.88.

Ethical Consideration

• Participants will be clearly informed about the purpose and procedure of study.

• All the information will be kept confidential

• Participants will voluntarily participate in the study

• Participant have the right to withdraw from the study any time.

• Ethical approval must be obtained from ethic review committee before starting data

collection.
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Contribution

The academic stress and burnout is a growing concern in Pakistan and there are limited studies

that compare the two sectors ( private and government). The findings help the policy maker to

understand which sector need more help and to design effective intervention to reduce burnout in

students. It will also help management in improving support services that help to reduce

academic stress.

References

Kemeny, M. E. (2003). The psychobiology of stress. Current Directions in Psychological

Science, 12(4), 124–129.

Jagiello, T., Belcher, J., Neelakandan, A., Boyd, K., & Wuthrich, V. M. (2024). Academic

stress interventions in high schools: A systematic literature review. Child Psychiatry &

Human Development.

Walburg, V. (2014). Burnout among high school students: A literature review. Children and

Youth Services Review, 42, 28–33.

Gao, X. (2023). Academic stress and academic burnout in adolescents: A moderated

mediating model. Frontiers in Psychology, 14, 1133706.

Ozhan, M. B., & Yuksel, G. (2021). The effect of school burnout on academic achievement

and well-being in high school students: A holistic model proposal. Participatory

Educational Research, 8(1), 145–162.

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Nazneen, L., & Ahmad, S. (2020). A comparison of government and private schools of

Peshawar on classroom environment dimensions. Pakistan Journal of Humanities & Social

Sciences Research, 3(2), 83–93.

Liu, Z., Xie, Y., Zhang, L., Wang, Y., Han, Y., Shi, L., & Song, X. (2023). Factors associated

with academic burnout and its prevalence among university students: A cross-sectional

study. BMC Medical Education, 23, Article 317.

Tran, T. X., Vo, T. T. T., & Ho, C. (2023). From academic resilience to academic burnout

among international university students during the post-COVID-19 new normal: An

empirical study in Taiwan. Behavioral Sciences, 13(3), 206.

Shadid, A., Shadid, A. M., Shadid, A., Almutairi, F. E., Almotairi, K. E., Aldarwish, T., Alzamil,

O., Alkholaiwi, F., & Khan, S.-U.-D. (2020). Stress, burnout, and associated risk factors in

medical students. Cureus, 12(1), e6633.

Adams, T.L. (1998). Prospective elementary teachers’ mathematics subject matter

knowledge: The real number system. Action in Teacher Education 20(2), 35-48.

Ahmad, I., Rauf, M., Rashid, A., Rehman, S. U., & Salam, M. (2013). Analysis of the

problems of primary education system in Pakistan: Critical review of literature. Academic

Research International, 4(2).

Bibi, S., Wang, Z., Ghaffari, A. S., Khalid, A., & Iqbal, Z. (2019). Factors associated with

school burnout in high school students of South Punjab, Pakistan. European Online Journal

of Natural and Social Sciences, 8(4), 594–609.

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Rambabu, P., & Patel, J. M. A. (2025). A study of government and private educational

institutions students’ mental health and academic stress. Journal of Neonatal Surgery,

14(8s), 384.

Khan, M. J. (2018). Effect of perceived academic stress on students’ performance.

International Islamic University, Islamabad. The effect of school burnout on academic

achievement and well being in high school students: A holostic model proposal.

Ozhan, M. B., & Yuksel, G. (2021). The effect of school burnout on academic achievement

and well being in high school students: A holistic model proposal. Participatory Educational

Research, 8(1), 145–162.

Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J.-E. (2009). School burnout inventory:

Reliability and validity. European Journal of Psychological Assessment, 25(1), 48–57.

Birchmeier, C., Grattan, E., Hornbacher, S., & McGregory, C. (n.d.). Academic Performance

Scale. Saginaw Valley State University.

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Demographic Sheet

Name_______________

Age ________________

School Type

☐ Private ☐ Government

Financial Status

☐ Upper Class. ☐ Middle Class ☐ Lower Class

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Daily Study Hours___________________

Tuition

☐ Yes ☐ No

School Burnout Inventory

Please chose the best option that describe your situation

1. I feel overwhelmed by my schoolwork

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

2. I feel a lack of motivation in my schoolwork and often think of giving up

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

3. I often have feelings of inadequacy in my schoolwork

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

4. I often sleep badly because of matters related to my schoolwork

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⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

5. I feel that I am losing interest in my schoolwork

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

6. I’m continually wondering whether my schoolwork has any meaning

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

7. I brood over matters related to my schoolwork a lot during my free time

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

8. I used to have higher expectations of my schoolwork than I do now

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree

9. The pressure of my schoolwork causes me problems in my close relationships with others

⬜ Completely disagree ⬜ Partly disagree ⬜ Disagree ⬜ Partly agree ⬜ Agree

⬜ Completely agree
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Academic Stress Scale

A. RELATING TO OTHER PEOPLE

1. Change in relation with others

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

2. Roommate conflict

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

3. Work with people you don’t know

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

4. Fight with boyfriend/girlfriend

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

5. New boyfriend/girlfriend
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☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

6. Family problem

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

7. Frustration due to misunderstandings

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

B. PERSONAL FACTORS

8. Change in sleeping habits

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

9. Change in eating habits

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

10. Change in sexual habits

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

11. Financial difficulties

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

12. Combining job with studies

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

13. Change in using alcoholic drinks

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☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

14. Health problems

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

15. Pressure

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

16. Lack of social contacts

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

17. New responsibilities

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

C. ACADEMIC FACTORS

18. Increased class workload

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

19. Lower grade

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

20. Many hours of studies

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

21. Language difficulties

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☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

22. Lack of school support (scholarships)

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

23. Examinations

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

24. Many essays

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

25. Staying late writing paper

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

26. Missing some lecturers

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

D. ENVIRONMENTAL FACTORS

27. Lack of vacations/breaks

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

28. Computer problems

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

29. Bad living conditions

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☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

30. Quit job

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

31. Broken families

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

32. Placed in unfamiliar situations

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

33. Moving to a new place

☐ Strongly Disagree ☐ Disagree ☐ Neutral ☐ Agree ☐ Strongly Agree

Academic Performance Scale

1. I made myself ready in all my subjects.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

2. I pay attention and listen during every discussion.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

3. I want to get good grades in every subject.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

4. I actively participate in every discussion.

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☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

5. I attempt papers and projects as soon as they are assigned.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

6. I enjoy homework and activities because they help me learn.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

7. I never miss my skills in every subject.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

8. I get more effort when I do difficult assignments.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree

9. Seeking perfection is a useful hobby for me.

☐ Strongly Agree ☐ Agree ☐ Neutral ☐ Disagree ☐ Strongly Disagree