Learning Under Pressure: The Interplay Between Learning Strategies And Psychological Difficulties In High School Students
Learning Under Pressure: The Interplay Between Learning Strategies And Psychological Difficulties In High School Students

Summary/Abstract: Adolescence is a critical period in which cognitive, motivational, and socio-emotional trajectories converge, shaping both academic outcomes and psychological well-being. This study investigates the relationship between learning strategies and psychological difficulties among high school students, with a focus on self-concept, test anxiety, and conduct-related problems. A sample of 569 adolescents (ages 14–19) completed the School Motivation and Learning Strategies Inventory (SMALSI) and the Adolescent Psychopathology Scale – Short Form (APS-SF). Correlational and regression analyses revealed that study strategies were negatively associated with conduct disorder, highlighting their protective role in reducing disruptive behavior. Conversely, low academic motivation was strongly linked to conduct problems, underscoring the risks of motivational deficits. Mediation analyses confirmed that test anxiety partially suppressed the positive effect of cognitive strategies on academic performance. Self-concept showed a weak but significant association with study strategies, while time management and organizational techniques formed a coherent cluster of self-regulated learning. Unexpectedly, study strategies positively predicted disordered eating, suggesting that intensive academic engagement may coincide with maladaptive coping mechanisms. These findings emphasize the need for integrative interventions that address cognitive, motivational, and emotional dimensions of learning. Educational practices fostering self-regulation, autonomy, and psychological resilience can optimize both academic success and adolescent well-being.

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