Investigation on Facilitative and Restrictive Elements of Academic Results in Indian School Children's

Abstract

This qualitative study explored how school children aged 10–15 years in municipal schools under the Delhi government perceive academic engagement and the factors that help their learning. A convenience sample of 20 children, with equal representation of boys and girls, was interviewed using a semi-structured schedule. Thematic analysis based on Braun and Clarke’s framework was used to analyze the data. Seven major themes emerged, showing that academic construal is influenced by interest in studies, parental and teacher expectations, social identity, family pressure, perceived benefits of education, and environmental distractions such as television and mobile phone use. The findings suggest that children’s academic outcomes are shaped by both supportive and restrictive conditions in their home, school, and social environments.