ACADEMIC STRESS AMONG SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER AND MANAGEMENT

Scholarly Research Journal for Humanity Science & English Language, Online ISSN 2348-3083, SJ IMPACT FACTOR 2021: 7.278, www.srjis.com PEER REVIEWED & REFEREED JOURNAL, OCT-NOV, 2021, VOL-9/48

ACADEMIC STRESS AMONG SECONDARY SCHOOL STUDENTS IN RELATION TO THEIR GENDER AND MANAGEMENT G Ravindar Ph.D Research Scholar, Faculty of Education, Osmania University, Hyderabad Email: ravindargugulothu85@gmail.com

Paper Received On: 25 NOV 2021 Peer Reviewed On: 30 NOV 2021 Published On: 1 DEC 2021 Abstract Academic stress is defined as the body's response to academic-related demands that exceed adaptive capabilities of students. It is estimated that 10–30% of students experience some degree of academic stress during their academic career. The present study was conducted on 600 students from Hyderabad and Medchal districts of Telangana State. The result reveals that there was a significant difference in academic stress in relation to their gender and management among students. Key Words: Academic Stress, Gender, Management. Scholarly Research Journal's is licensed Based on a work at www.srjis.com

Introduction Academic stress involves mental distress regarding anticipated academic challenges or failure or even the fear of the possibility of academic failure. According to most high school students, their greatest academic stressors include tests, grades, homework, academic and achievement expectations and parental pressure. Some of the common stressors reported in an academic setting include excessive assignments, poor time management and social skills, peer competition, etc. Affect of academic stress on students Research shows that academic stress leads to less well-being and an increased likelihood of developing anxiety or depression. Additionally, students who have academic stress tend to do poorly in school. This shows how this stress can keep kids from doing as well as they could.

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Importance of academic stress It is important to understand how academic stress in older students can affect other areas of life such as family life, parenting and work. Learning to effectively manage academic stress can significantly reduce anxiety and allow you to balance school, family and work. Signs of stressed student  Changes in appetite.  Withdrawal from activities and friends.  Irritability and impatience.  Bedwetting.  Sleep problems.  Attempts to get out of school.  Unusual and unexplained crying spells.  Stomach aches and digestive problems. The word `stress` is defined by the Oxford Dictionary as "a state of affair involving demand on physical or mental energy". A condition or circumstance (not always adverse), which can disturb the normal physiological and psychological functioning of an individual. In medical parlance `stress` is defined as a perturbation of the body`s homeostasis. This demand on mind-body occurs when it tries to cope with incessant changes in life. A `stress` condition seems `relative` in nature. Extreme stress conditions, psychologists say, are detrimental to human health but in moderation stress is normal and, in many cases, proves useful. Stress, nonetheless, is synonymous with negative conditions. Today, with the rapid diversification of human activity, we come face to face with numerous causes of stress and the symptoms of anxiety and depression. Objectives 1. To find the academic stress among secondary school students in relation to their gender. 2. To find the academic stress among secondary school students in relation to their management. Hypothesis Hypothesis – 1: There is no significant difference in the academic stress among Secondary School Students in relation to their gender.

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Hypothesis – 2: There is no significant difference in the Academic Stress among Secondary School Students in relation to their management. Sample of the Study The sample consisted of 600 secondary school students from Hyderabad and Medchal districts of Telangana State, India Selection of students: Random Sampling Technique was used to select schools for the study. 20 Secondary schools were selected. From each school, 30 students (15 Boys and 15 Girls) were selected through proportionate stratified sampling technique. Thus, 300 students were selected from government and 300 from private schools, the total student sample selected was 600 students.

Table 3.2 showing selection of students Management wise Management Area Government

Boys

Girls

Total

150

300

Private

150

300

Total

600

Tool of the Study Stress Scale was developed by Vijaya Lakshmi and Shruti Narain (2016). This scale consists 40 items divided into four Dimensions: I. Pressure, II. Physical Stress, III. Anxiety, IV. Frustration. Reliability and Validity The reliability of the scale was established by the split half method and cronbach’s alpha method. The reliability split half method calculated was found to be 0.62. The intrinsic validity of the test is 0.82 which determines that the tool was highly valid. Analysis and Interpretation Hypothesis – 1: There is no significant difference in the academic stress among Secondary School Students in relation to their gender.

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Table 1: Showing academic stress gender wise Gender Academic Boys 3Stress Girls Total

N 200 200 400

Mean 21.33 23.64 22.48

SD t Sig. Df 1.37 2.55 6.775 0.05* 398 1.96

From the above table, the mean score obtained for boys was 21.33 and girls was 23.64. The obtained t value 6.775 with a df of 1 & 398 was found to be statistically significant at 0.05 level of significance. It was clear from the above table that t ratio for students with academic stress came out to be 6.775, which was statistically significant at 0.05 level. Hence the hypothesis 2, which states that ‘There is no significant difference in the academic stress among secondary school students in relation to their gender’, is rejected. Therefore, it may be inferred that, girls were better than boys in academic stress and it was statistically significant. Hypothesis – 2: There is no significant difference in the Academic Stress among Secondary School Students in relation to their management. Table 4.11: Showing aca3demic stress management wise Management Academic Government Stress Private Total

N 200 200 400

Mean 25.39 28.56 26.97

SD t Sig. Df 3.37 3.55 6.877 0.05* 398 3.46

From the above table, the mean score obtained for boys was 25.39 and girls was 28.56. The obtained t value 6.877 with a df of 1 & 398 was found to be statistically significant at 0.05 level of significance. It was clear from the above table that t ratio for students with academic stress came out to be 6.877, which was statistically significant at 0.05 level. Hence the hypothesis 5, which states that ‘There is no significant difference in the academic stress among secondary school students in relation to their management’, is rejected. Therefore, it may be inferred that, private management students were better than government students in academic stress a3nd it was statistically significant. Findings: 1. Among secondary school students girls were better than boys in handling academic stress. 2. Private management students were better than government students in handling academic stress. Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language

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Conclusion: This paper potentially predicts academic related stress on students. Education plays a major role in the success of students in each and every aspect of the discipline. Education provides the platform to each and every student to enhance their skills, prepare them physically, and develop their confidence levels. The students come from various back grounds like rural & urban. The students at this stage feel lots of problems like lack of communication skills, stage fear, not able to cope up with the faculties, lack of participative nature etc., incorporating social and emotional learning programs into colleges can be challenging, as programs must address a variety of topics in order to be successful. The present study focused on the academic stress of secondary students in relation to their gender and management. The result reveals that there was a significant difference in academic stress of secondary school students with respect to gender and management. References Beall, Dwight. (1985). “Attidues toward science, interest in science and science curiosity as they relate to science achievement of upper elementary students.” Ph.D. Indian University, (1984) In dissertation abstracts international, 45 (8) : 2387-A. Brody, E.B. and brody, N. (1976). Intelligence : Nature, determinants and consequences. New York, Academic Press. Deb, Gosh and Manjulika (1971). Relation between scholastic achievement and intelligence. Behaviourometric, 1 (2) : 136-137. Gakhar and Aseema (2004). Influence of self-concept stress, locality and gender on the academic achievement and reasoning ability of adolescents. Praachi journal of psycho-cultural dimensions. Vol. 20 (1) : 25-28. Kakkar, S.B. “Intelligence, curiosity and achievement.” ISPT journal of research, (1977), 1(1), 13-16. In Indian psychological abstracts, Sept. (1978). 15(3), 193. Maqsud, M. (1983). Relationship of locus of control to self esteem, academic achievement and prediction of performance of Nigerian secondary school pupils. British journal of educational psychology, 53 (2) : 215-221. Maw, W.H. and Maw, E.W. (1964). An exploratory investigation into the measurement of curiosity in elementary school children. Cooperative research project No. 801, Newwark : University of Delaware. Pereira, O. (1974). A study of five major factors contributing to certain psychological problems of pre-adolescents. research bulletin, educational research innovation committee, 2(1&2) : 5253. Prakash, S. (2000). “A study of mathematical creativity and achievement of elementary school students in relation to problem solving ability, anxiety and socio-demographic variables.” Ph.D. (Edu.) P.U. Chandigarh Rao (1965). relationship of intelligence, study habits, atitude of pupils towards school and SES with academic achievement. Survey of research in education, first Edn. Boroda society for educational research and education. Copyright © 2021, Scholarly Research Journal for Humanity Science & English Language

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Verma (1966). factors responsible for poor results. Second survey of research, first edn., Boroda society for educational research and development.

Web sources https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856041 https://biomedpharmajournal.org/vol11no1/academic-stress-and-its-sources-among-universitystudents/ http://www.crystalcounselingcenter.com/academic-stress https://www.learningliftoff.com/10-signs-your-student-is-too-stressed/ https://medium.com/one-future/academic-stress-in-students

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