Academic Stress, Academic Self-Efficacy and AI-Driven Support for High School Students

High school students experience growing academic pressure today, which can impact their confidence and academic performance. This paper examines academic stress and self-efficacy among high school students, emphasizing on AI-driven support for students. The sample consisted of 150 high school students from Goa between the ages of 13-16 years selected using convenience and snowball sampling. Data was collected using the Academic Stress Scale for Adolescents and the Academic Self- Efficacy Scale, with academic performance as a key grouping variable. Karl Pearson’s product-moment correlation and ANOVA were used to analyze the data using SPSS 20. The results indicate a moderate negative correlation between academic stress and self-efficacy, with significant differences in academic stress and self-efficacy respectively as a function of academic performance of high school students. This study opens the vast potential of AI-based academic tools to alleviate stress and build self-confidence among students. Such findings place importance on responsibly integrating AI tools in schools to create supportive learning environments for student’s well-being and academic growth.