The Relationship between perceived academic stress and avoidance of admission of new homework subjects in Secondary school students of the first and second of the city of Isfahan.

One of the factors affecting learning among learners is the admission of new homework subjects and which is a requirement of learning and that is what leads to the behavior of intensity and direction and it helps the learner to maintain its continuity. The purpose of this study was to investigate the relationship between perceived educational stress and avoidance of admission of new homework subjects in Secondary school students of the first and second of the city of Isfahan . The research method is descriptive correlational. The statistical population of the study included all male and Secondary school students of the first and second of the city of Isfahan, 250 of whom were selected through available sampling method. All participants completed questionnaires for avoiding admission of new teaching assignments and perceived academic stress. The results showed that there was a significant correlation between perceived academic stress variables and the avoidance of admission of the new homework subjects (p