Examining the relationship between cognitive distorts and perceived stress level related to academic success in high school students

The aim of this study is to determine the relationship between cognitive distortion levels related to academic success and the perceived stress levels of high school students, and to examine these variables in relation to certain demographic factors. The study group was determined using the convenience sampling method and consists of 517 students enrolled in 9th, 10th, 11th, and 12th grades. The Personal Information Form, Cognitive Distortions Scale Related to Academic Success, and the Perceived Stress Scale were used as data collection tools. To test the research objectives, Pearson Correlation Analysis, One-Way Analysis of Variance (ANOVA), and Independent Samples t-Test were applied. According to the findings, a significant relationship was found between cognitive distortions related to academic success and perceived stress levels. Additionally, cognitive distortion and perceived stress levels differed significantly, particularly with respect to gender and type of high school attended. The results of the study were discussed in the context of relevant literature.