The Role of Academic Stress and Psychosocial Adjustment in the Cognitive Maturation of Senior School Students

Abstract

Academic stress has emerged as a critical concern affecting adolescent development in contemporary educational environments. This study examines the role of academic stress and psychosocial adjustment in the cognitive maturation of senior school students. The objectives were to assess the prevalence of academic stress, examine psychosocial adjustment levels, evaluate cognitive maturation patterns, and analyze the interrelationships among these variables. A descriptive correlational research design was employed with a sample of 400 senior secondary students from government and private schools using stratified random sampling. Data collection utilized the Academic Stress Scale, Psychosocial Adjustment Inventory, and Cognitive Maturity Assessment Tool. The hypothesis proposed that academic stress negatively correlates with cognitive maturation while psychosocial adjustment positively influences cognitive development. Results revealed that 63.5% students experienced moderate to high academic stress, and significant correlations existed between psychosocial adjustment (r=0.58, p<0.01) and cognitive maturation. Discussion indicates that balanced psychosocial adjustment serves as a protective buffer against stress-induced cognitive impairment. The study concludes that holistic interventions addressing both academic stress and psychosocial factors are essential for optimal cognitive development among senior school students.