Psychological Stress and Academic Achievement Among Primary School Pupils in a Bilingual Context: A Descriptive Study in Constantine

Abstract

This study explores the relationship between psychological stress and academic achievement among third-year primary school pupils in the city of Constantine, within a bilingual educational context. The research is guided by how stress influences pupils’ academic performance and whether this relationship varies according to gender, age, and level of achievement. Adopting a descriptive analytical approach , the study was conducted on a sample of 80 pupils selected using an appropriate sampling method.
Data were collected using the Perceived Stress Scale, alongside students’ academic results as indicators of achievement. Statistical analysis was performed using SPSS (version 21), with non-parametric tests applied due to the non-normal distribution of the data. The main findings revealed a strong negative correlation between psychological stress and academic achievement, indicating that higher stress levels are associated with lower academic performance.
However, the results also showed that there are no statistically significant differences in stress levels based on gender, age, or academic achievement categories. This suggests that psychological stress is a shared experience among pupils, regardless of their demographic or academic characteristics, although its impact on performance may differ.
The study highlights the importance of considering psychological well-being as a key factor in educational success, particularly in bilingual contexts where cognitive demands are increased. It emphasizes the need for supportive teaching practices and learning environments that help reduce excessive stress while maintaining student engagement. Ultimately, the findings contribute to a better understanding of how emotional and cognitive factors interact in shaping pupils’ academic experiences.