The Relationship between Educational Stress and Educational Help Seeking and Student's Academic Achievement

This research aimed to determine the relationship between educational stress and educational help seeking and academic achievement among students. The statistical population of this research was all high school students of Urmia in 2014-2015 academic year. To this end, 360 students (210 girls and 150 boys) were selected by random multi-staged cluster sampling method. All of the participants completed the educational stress and educational help seeking questionnaires. Also, the GPAs of the previous year were considered as indicator of the students` academic achievement. The data was analyzed by Pearson correlation and multivariate regression. The findings showed a negative significant relationship between educational stress and academic achievement and a positive and significant relationship between educational help seeking and academic achievement. Moreover, there was no significant relationship between educational stress and educational help seeking (p≤0/01). The educational stress and educational help seeking in one model could predict 13/7 percent of the variance of academic achievement. Regarding the Standard Beta, the share of educational stress in predicting academic achievement was more than educational help seeking (β=-0/28). Therefore, it is suggested that teachers, managers and planners consider the symptoms of educational stress and educational help seeking variables and design appropriate programs to improve students` academic achievement.