Relationship between Anxiety, Multiple Intelligence and Academic Performance of Adolescent School Students: A Comparative Investigation

Abstract

The study attempted to examine the influence of gender, school type, and school location on anxiety, multiple intelligence (MI), and academic achievement among adolescent students, and further investigated the interrelationships among these variables. A purposive sample of 200 secondary school students from West Tripura, India, participated in the study. Standardized scales were administered to measure anxiety and MI. The academic achievement was assessed using students’ last attained semester marks. Results revealed significant gender differences, with female students reporting higher anxiety and male students outperforming females in academic achievement, while no differences emerged in MI. Government school students showed significantly higher anxiety than their private school counterparts, though academic achievement and MI did not differ meaningfully between the groups. Comparisons across school location showed that urban students achieved significantly higher marks than rural students, while no differences were observed in anxiety and MI. Correlation analyses indicated strong positive associations among anxiety, MI, and academic achievement. The findings emphasize the need for school-based interventions that balance emotional well-being with cognitive development, especially in government and rural school settings.