How are academic anxiety and social support related to academic performance in secondary school students?

Abstract

Introduction. As academic demands increase and student mental health declines, understanding the factors related to academic success becomes increasingly important. While academic anxiety and social support have been studied to some extent, their associations with academic outcomes such as grades and exam planning have not been thoroughly explored, especially in Lithuania. The aim of this study was to examine how academic anxiety and perceived social support relate to academic achievement among 11th–12th grade students. Methods. A quantitative research design was applied using an anonymous questionnaire survey. Academic anxiety was assessed using the 11-item Academic Anxiety Scale (AAS). Perceived social support from family, teachers, classmates, and friends was measured using the HBSC social support scales. Additional socio-demographic questions were created by the author. The final sample consisted of 424 students (response rate 86%), with 45% males and 55% females. The mean age was 17.4 years (SD = 0.56). Results. Academic anxiety showed no statistically significant correlation with either the number of planned school-leaving exams (r = 0.05; p = 0.304) or the average of recent grades (rho = –0.05; p = 0.302). In terms of social support, only teacher support demonstrated a significant association with academic performance. Students who perceived teacher support had significantly higher grade averages (Md = 8.0 vs. Md = 7.0; U = 26369.5; p < 0.001) and planned to take more school leaving exams (M = 4.9 vs. M = 4.7; t = –2.29; p = 0.022). Support from family, classmates, and friends showed no significant associations with academic outcomes. Conclusions. Academic anxiety was not significantly related to grades or exam planning. However, teacher support emerged as a key factor associated with higher academic achievement, highlighting the importance of educator involvement in fostering students’ academic confidence and engagement.