Thursday, 30 August 2012

COMPARATIVE STUDY OF ACADEMIC STRESS AMONG HIGH SCHOOL STUDENTS OF CBSE AND UP BOARD UNDER GRADING SYSTEM

THIS PAPER IS THE WORK OF MISS MUBEENA KHAN, LECTURER 
RAJENDER PRASAD POST GRADUATE COLLEGE MEERGANJ, BAREILLY






CHAPTER 1

1.1INTRODUCTION
People of all ages are affected by stress and anxiety. High school students seem especially vulnerable to this reality. Adolescence is a time of rapid biological change, personal development, social interactions, social expectations, and peer influence. The locus of much of this phenomenon is in the school environment. For many students, high school may be stressful. Students feel the effects of stress in harsh and also negative ways. Some of these effects include a sudden drop in grades, depression, general fatigue, insomnia, mood swings, temper tantrums and aggression. Studies show that stress and anxiety during adolescence may even have a negative effect on cardiovascular health of otherwise healthy teenagers. Not only does stress and anxiety affect the human body physically, it also can harm a person’s emotional well being as well. Stress and anxiety levels affect the students academically and change the way the person thinks and acts during school or time spent in studying.
Stress exists from the change in an individual’s thinking and their lifestyle nowadays. Now, individuals have changed in their perceptions and the way they interpret this life. Students in their teens are the ones who are going through the transitional phase, which is an intermediate of childhood and adulthood. During the teen years, a lot of biological, physical, mental and emotional changes are happening, as well as the changes in responsibility and role. In order to stabilize these changes, the students are always confronted with problems and conflicts. For some students who are not capable of dealing with it, the changes will create stress and tension to them. If it is not dealt with in the early stages, the student may experience mental problems.
        Stress is believed to be caused by the various problems that exist such as problems at school, financial problems, family problems and problems in their surroundings. Adolescents also experience stress because they are sometimes trapped between making decisions which is to follow rules and orders or to be free and discover the world like they should. Adolescents in the previous days were trained for things that were suitable with their age so that they can use it to manage their lives. But now, adolescents have to follow their parents’ desires which are preparing them to compete in the social system where the society is scrambling towards modernization so that they are not left behind. If it is not managed well, stress can ignite psychological disturbances among them when they are grown up. These disturbances will cause stress to the adolescents in the future if they are not overcome now.
         According to Zulkifli (1988), adolescents always face problems in adjusting. Teenagers especially those who are students always face learning problems, career management and also problems in solving personal and social matters. These are the factors that contribute to stress in life. Students are starting to shift from a life that is dependent on others to a life that needs them to release the dependency and start carrying their own responsibilities.
        Morris (1990) stated that high school students always face Academic stress in school and they compete each other to get better grades. Levine, 1970 (in Dobson, 1980), explained that stress has a relationship with a specific situation like a learning environment in school and the inability to do work perfectly and the failure to achieve anything that is desired. The issues of students doing things like punching teachers, cursing, slandering and hurting teachers, prostitution and others calls for researchers to see the mentioned phenomena is connected to the stress situation among high school students.
        Adams (1983, in Kamaruddin, 1997) stated that the biggest problem among schooling teenagers is the matters associated with their schooling. Other than that, problems that female students have to deal with are communication and family problems. For the male students, their side problems are problems with getting involved in sports, recreation and also financial problems. The many responsibilities and pressure cause stress to the high school students like the need to achieve good academic grades, character building and also good attitude besides trying to comprehend with their personal needs.
        Research based on the stress levels that are experienced by high school students have been done by Chin (2005) on students form Tunku Abdul Rahman (TAR) school, Malaysia. Meanwhile, Gadzella (2006) conducted a research on the stress levels in female students in a university. Although past researches have been on the stress phenomena, the findings of these researches is hoped to be able to assist directly or indirectly in managing students who are dealing with stress. With that, it is hoped that an effort or a program that can prevent stress among students will be planned out. Information about the stress that is experienced by students can also help the more authorized group like parents, school and society in giving guidance to students on handling the stress that exist in them.
         Fariza (2005) who conducted a research on the stress among high school students found that this age group has to deal with the academic world. Therefore there exists demand and hope for themselves, their parents, teachers and the society to see them succeed. This is parallel to the research by Mates and Alisson (1992) which finds that among the academic factor that contribute to the stress in high school students is their achievement in academics. Therefore, when stress is associated with academic achievements it is hoped that a suitable teaching and learning method is created so that stress will not exist among students. Other than that, the education curriculum that stresses on academic achievement by focusing on the importance of examinations should be reevaluated. This is because it may cause stress to the students. The importance of this research is to help avoid stress from the beginning.
        Researches on the difference of stress levels between sexes are usually conducted directly or indirectly. Therefore, the purpose of this research is to verify the results of previous researches that concluded female students experience more stress compared to the male students like the research by Gadzella and Baloglu (2001) which found that female students experience stress during changes in their life. While Muhammad Shah (1993) found that there is a significant difference between the stress experienced by male and female students and the research by Mohd Jafri (1991) shows that female students experience more stress when faced with problems compared to the male students. From the researches that have been conducted, it is hoped that a program can be created and applied to the students especially the female students.
        Among the question that need to be answered are, does the need to achieve good academic have an impact on the stress experienced by students, is there a difference between stress in female and male students. Hopefully with the research that is conducted can help identify and understand the stress that is experienced by students and can also help the students deal with the stress.
1.2 WHAT IS STRESS?
Each of us has some capacity to adjust to a wide variety of circumstances some of us are generally weaker or stronger. Some of us are capable of making certain adaptations well and other adaptations not so well. Psychologists have variously referred to this ability to “take it” as ego strength, frustration tolerance and level of adaptation. Each of us may be said to have a certain degree of ability to adapt to life.

The usual stimulation of the individual does not call forth all this energy in making adjustment, but often, circumstances demand increased effort and make adaptation difficult. When such a situation disturbs the biological, psychological, or social state of a person, it is referred to as stress. Stress may come from internal or external sources. It may be caused by pressure, conflict, frustration, or any delayed satisfaction of a need. The high or low tolerance of stress by an individual depends on several factors.
        His physiological condition and range of physical adaptation are important and his sum of experiencing and learning determine possible knowledge of adjustments. More important to the individual in his perception of stress, it may appear mild or severe. All individuals do not perceive the same degree of stress in a given situation.
        Stress can be imposed on an individual by unusual physical condition such as excessive heat or cold, illness, deprivation of oxygen, or exposure to strong light. Standing at attention a long time, climbing a mountain, or continuous immersion in water can also place strong demands for adaptation on the individual. Stress can exist when working at a fast place, doing difficult problems, or listening to someone shout at you. It can be brought about through conflicts, making decisions, or otherwise straining abilities, or it can exist because of numerous social demands on time.We have noted that emotional states tend not to be long lasting, whether they are unpleasant emotions, like fear, or pleasant ones, such as joy. Yet on occasion such states may persist for long periods of time, or they may reach excessively high levels. When this happens, the result typically is labeled “stress”, and it is manifested in psychological as well as physiological terms.
        Selye (1974) argued that in humans stress is always present to some degree - indeed, that humans are never without stress - and that some level of stress is actually desirable. He went so far as to claim that the absence of stress in people is called death.
        Stress, if it is severe or continuing, is not generally pleasant and it c be dangerous for the person. But stress is not made up of only unpleasant experiences or emotions. According to Selye and others, an excess of pleasant circumstances can also be stressful. Such a situation may be hard to imagine.
Emilio Mira (1943) showed the psychological reactions to stress by soldiers on the battlefield. His report traces the stages of response from normal procedure to panic and terror, as the soldier finds himself inadequate to make sufficient adjustment to stress. Hans Selye (1956) describes a similar pattern in what he terms the general adaptation syndrome. This is the sequence of behaviour in the individual who is exposed for some time to unbearable stress. The inability of the individual to cope with stress was also described by Kurt Goldstein (1959) as the catastrophic response.
        In each of these patterns, the person is altered to stress, pauses and appraises it, and attempts to make adjustment. When he reaches a point at which he perceives himself not able to adapt, his personality begins to disintegrate. The disorganisation brought about by the individual’s awareness of inadequacy is sometimes referred to as decompensation. Decornpensation is the process of personality change which leads to varied forms of mental illness.
In everyday conversation, stress refers to diverse forces in the environment Noise, Crime, Pollution, and the hazards of community to school or work might all be considered as stress. Stress also refers to diverse forces presumed to be with in the body itself, such as tension, disturbing thoughts, and even involuntary behaviour.
        Stress may be defined as mental and/or physical strain resulting from adjustive demands or challenges. Selye (1956) introduced that many people to the great physiological and psychological complexities of stress. Selye had aspired to discover a new sex hormone. Elated, Selye believed he had discovered what he sought, Elation quickly turned to depression, and then Selye find a new way, this new perspective did not reveal anything about the body’s reaction to a specific hormone, but rather something about the body’s reaction to a nonspecific source of stress.
FOUR TYPES OF STRESS
Selye (1974, 1976, and 1980) expanded his ideas about stress and eventually distinguished four types. One type, eustress, is pleasurable stress, exemplified by the feelings one experiences while race walking. Although physical and mental demands are placed on the body, these demands are voluntary and purposeful and the result seems to be beneficial. Exactly why this type of stress is beneficial is not known. This puzzling phenomenon may have something to do with the interplay between activities, physical sensations, and mental labels attached to these physical sensations.
        The type of stress that most frequently come to mind when we think of the word stress is the type that Selye referred to as distress. Distress frequently carries with it unpleasurable, if not harmful, consequences. According to Selye’s stress classification system, then, what is commonly referred to as stress might more precisely be termed distress.
Two other types of stress distinguished by Selye were hypo stress and hyper stress. Selye’s distinctions between these four types of stress have not found their way into everyday conversation. Still, the distinction between these terms reminds us that the physiological arousal we may experience iii response to two vastly different events, one positive-the other negative-may be quite similar, if not exactly the same.
WHAT ARE STRESSORS
 Stress was defined in terms of the mental and/or physical strain resulting from adjustive demands or challenges. Adjustive demands or challenges may arise as a result of a number of different types of stressors, including real or perceived annoying, threatening, frightening, challenging, anxiety- provoking, or fatiguing stimuli. Let’s look briefly at some physical, psychological, and cultural types of stressors.
PHYSICAL STRESSORS
Generally, disease, physical trauma, physical disorders, malnutrition, dehydration, lack of sleep, physical pain, foul air in a stuffy room, foul air in a polluted environment, physical discomfort from crowding, threats to life and limb posed by fire, water, drugs, or guns, are a few examples of the types of physical stressors to which people may be exposed.
 PSYCHOLOGICAL STRESSORSS
There are many potential sources of psychological stress. Psychological stress may be categorized broadly in terms of change, Conflict, frustration, and pressure.
Change - Change and stress and intimately intertwined. Change can cause stress. Change may also result in the relief of stress. Over the course of a lifetime, people weather myriad physical, mental, emotional, social, and environmental changes, some of which are clearly more stressful than others. And according to statistical probabilities, some groups of events to which adjustment is required are more likely than others to play a part in the onset of illness.
Conflict - The word conflict may conjure up images of nations at war or people brawling. In a psychological context, conflict more often refers to opposing or incompatible thoughts, feelings, or behaviors that are competing for expression. Three categories of conflict, approach- approach, approach-avoidance, and avoidance-avoidance, were first proposed in the 1930s and are still in use today. According to this way of thinking about conflicts, thoughts, feelings, and behaviors are categorized in terms of whether the intent behind them is to move towards or away from something.
Frustration - a source of stress resulting from the prevention, blocking, or thwarting of efforts or wishes to achieve a desired objective. The stress of frustration is very much a part of every person’s maturation process. From birth onward, frustration awaits and must be dealt with.
Pressure - internal or external demands, usually burdensome in nature, regarding ways of thinking, feeling, or behaving. Inherent in the notion of pressure is the image of a weight pressing down. From a psychological perspective, it is worrisome conditions that “weigh” on the mind. A certain amount of stress from such pressure can be expected to be part of daily life. Another external source of pressure may derive from the expectations and/or demands of parents, friends or family. Another source of pressure is the self. But pressure from the self may be a good thing.
Others
other ways in which stressors may be categorized include their source, magnitude, consequences, imminence, predictability, intensity, duration, and number. Stressors may come from a very wide variety of sources and range in magnitude from relatively inconsequential to potent enough to cause one to faint, become sick, and even die.
1.3 NEED OF STUDY
Although there has been considerable study about stress and anxiety, much of research has focused on adult conditions. This study is intended to review stressful events in the life of high school students. From 2009-10 session C.B.S.E and U.P Board has adopted grading system with an objective of reducing the academic stress among the high school students, so it is necessary to find out if there is any change in the stress level of the students. As our society is dynamic and progressive there has been a considerable change in the socio-economic status, school environment and home environment of students. So this study also intends to testify the previous researches that academic stress is gender specific i.e. females are more stressful and anxious as compared to males.
        There is rapid increase in the prevalence rate of stressful and anxious behaviour among students in India and all over the world, so there is a need to study in this field from time to time. The study is necessary not only to study the behaviour but also helps to know what intervention strategies should be used for the adjustment of stressful and anxious behaviour in high school students
1.4 STATEMENT OF THE PROBLEM
Comparative study of academic stress among high school students under grading system of C.B.S.E and U.P. Board
1.5 OBJECTIVES OF STUDY
1.  To study the academic stress high school students under grading system of C.B.S.E and U.P Board
2.  To study whether academic stress is gender specific
1.6 OPERATIONAL DEFFINITIONS OF TERMS USED
C.B.S.E: Central Board of Secondary Examination initially known as “Board of high school and intermediate education,” was setup in the year 1929 and got its present name in the year 1962. The C.B.S.E prescribes conditions of examination and conduct public examination at the end of class Xth and XIIth, to grant qualifying certificate to successful candidates of affiliated schools.
U.P BOARD: Uttar Pradesh madhymik shiksha Board or U.P. Board was formed in the year 1929 with an objective of conducting public exams at the end of class Xth and XIIth, to grant qualifying certificate to successful candidates
BOARD EXAMS: or central exams are conducted by C.B.S.E as well as U.P. Board for class Xth and XIIth are designed to test a broad spectrum of learning considered to be essential by framers of a common curriculum and to certify its completion. Board exams are exit exams whose goal is to certify the successful completion of a course study, which serves the selection needs of next level of education.
GRADING: A grade is a symbol associated with an internal of scores indicating a performance ranged supposed to represent more or less the same; level of performance for random marking errors. It is a system in which raw score are replaced by grades
HIGH SCHOOL: A secondary school that usually includes grades 9th and 10th.

1.7 DELIMITATION OF STUDY
Although the topic is so wide and vast that a Ph.D thesis can be done on it, but due to limited time available for the completion of M.Ed degree the study is delimited to the following extent
1.  The present study is confined to C.B.S.E  and U.P. Board schools
2.  The present study is limited to schools within territorial boundary of Bareilly City
3.  The present study intends to study academic stress among High school students only.
4.  The present study is confined to sessions 2010-11 only as from 2009-10 onwards students are being evaluated through Grading system
1.8 Hypotheses
For the purpose of present study following hypotheses have been formulated
1.  There is no significant difference in academic stress of students of C.B.S.E group and U.P.BOARD group
2.  There is no significant difference in academic stress of C.B.S.E group males and U.P.BOARD group males
3.  There is no significant difference in academic stress of C.B.S.E group females and U.P.BOARD group females
4.  There is no significant difference in academic stress of students of C.B.S.E males group and C.B.S.E  females group
5.  There is no significant difference in academic stress of students of U.P.BOARD males group and U.P.BOARD females group
6.  There is no significant difference in academic stress of students of C.B.S.E males group and U.P.BOARD females group
7.  There is no significant difference in academic stress of students of C.B.S.E females and U.P.BOARD males group
CHAPTER 2
Review of related literature

REVIEWS
For any specific research project to occupy a place in the development of a discipline, the researcher must be thoroughly familiar with both previous theory and researches carried out in that field. To assure this familiarity, every research project in the behavioral science has one of its early stages a review of the theoretical and research literature.
An attempt has been made in this chapter to present a review or researches available in this particular field of for gaining acquaintance with the present status of the research work done in the area under study with a hope to provide a perspective to ascertain the general trends in the field. It may provide the insight and direction which may help to identify the problem.
STRESS AND HEALTH OF ADOLESENTS
The link between stress and personal health, according to medical experts, is very strong indeed (Kiecolt Glaser and Glaser, 1992). In fact, some authorities estimate that stress plays some role in 50 to 70 percent of all physical illness (Frese, 1985). To list just a few, stress has been implicated in the occurrence of heart disease, high, blood pressure, hardening of the arteries, ulcers, and even diabetes.
        Social support may be an important buffer against the adverse effects of chronic stress. Some recent evidence suggests that the effects of stress on our immune system may be less for people who have effective ways of dealing with their stressors than for those who do not. For example, some studies have shown that optimism, regular exercise, and feelings of control over stressful events are associated with reduced suppression of our immune system under stress (Taylor,, 1991).
STRESS AND TASK PERFORMANCE
This relationship may hold true under some conditions, growing evidence suggests that even low or moderate levels of stress can interfere with task performance (Motowidlo, Packard, & Manning, 1986; Steers, 1984). A large body of research indicates that as arousal increases, task performance mauy rise at first, but at some point it falls (Berlyne, 1967).
BURNOUT
most jobs involve at least a degree of stress. Yet somehow the persons performing them manage to cope They continue to function despite their daily encounters with various stressors Some individuals, though, are not so lucky. Over time, they seem to be worn down by repeated encounters with stress. Such persons are said to be suffering from burnout, and they show several distinctive characteristics (Maslach, 1982; Pines & Aronson, 1988). Studies report many symptoms of physical strain, such as frequent headaches, nausea, poor sleep, and changes in eating habits. Burnout may also be associated with risk factors for cardiovascular disease (Melamed, Kushnir, & Shiron, 1992). Job conditions implying that one’s efforts are useless, ineffective, or unappreciated seem to contribute to burnout (Jackson, Schwab, & Schuler, 1986). Poor opportunities for promotion and the presence of inflexible rules and procedures lead individuals to feel that they are trapped in an unfair system and to develop negative views of their jobs (Gaines & Jermier, 1983).


STRESS IN COLLEGE STUDENTS
Stress in college students is increasing (Peden, Rayens, Hall & Beebe, 2001). Sax (1997) found that 9.7% of college freshmen report frequent depression. Additionally, only 48% of female students and 59.3% of male students were confident in their mental health. Douglas, Collins and Warren (1997) reported that on the National College Risk survey, as many as 10.3% of the students that participated had serious thoughts of suicide .Sarafino and Ewing (1999) emphasize being able to assess and reduce student's stress is of paramount importance to college counseling and health centers. They emphasize the role that stress can play in causing psychological and physical illnesses such as hypertension, headaches and even the common cold. Their research focused on life event stress and the stress of daily “hassles”. Life events referred to major changes in ones life such as employment, personal relationships or health. The term “hassles” referred to common annoyances or irritants such as misplacing items, time pressures or interpersonal conflicts. Results were related to frequency, perceived unpleasantness and the process of rumination, or as they term it “dwelling”. Their research validated that many times the severity of the perceived stress is often dependent on the individuals' coping skills. Also, students that dwell on stressors and problems will often continue to experience chronic anxiety and strain after the actual stressor is no longer present. Hudd et al.. (2000) found that students reporting high stress levels will exhibit more unhealthy behaviors. This includes poor diet, lack of exercise and sleep patterns. They found that highly stressed students perceive themselves as less healthy, are prone to less healthy habits and report a lower level of self-esteem.
        Misra et al.. (2000) conducted research to determine if there is a difference in student and faculty perceptions of student stress. They found that faculty tended to perceive student's stress levels as higher than the students actually reported. They did, however, find that students at the freshman and sophomore levels experience more perceived stress than juniors or seniors. This could indicate that students develop more effective coping skills as they proceed through their academic careers. This may have implications for administrators and faculty. If appropriate coping styles are identified, perhaps stress management programs could be implemented with younger students before they experience the damaging effects of perceived stress.     In terms of college students, the burden of depression, anxiety, and related disorders has not been well documented. For instance, there are estimates of prevalence of risk behaviors in this population (CDC, 1997), but the outcomes of those behaviors merit more study. Depression has been shown to affect academic performance and work life among college students (Hysenbegasi, Hass, & Rowland, 2005). Depression and anxiety have also been found to co-exist with drug use, sleep disturbances, and aggression in this population (Ridner, 2005; Moo-Estrella, Perez-Benitez, Solis- Rodriguez, & Arankowsky-Sandoval, 2005; Storch, Bagner, Geffken, & Baumeister, 2004). The amelioration of health and the management of stress are two priorities that are related to national goals set by Healthy People 2010 (DHHS, 2000). HP 2010 set health objectives designed to identify the most significant preventable threats to health and to establish national goals to reduce these threats. One offshoot of HP 2010 is ‘Healthy Campus 2010,’ which establishes national health objectives and acts as a model for developing college health programs (American College Health Association, 2006). Many objectives in the Healthy Campus plan are related directly or indirectly to the management of stress. For instance, this document identified “coping with stress in competitive academic environments” as a high priority issue. Preliminary data that led to the development of this national plan also indicated that levels of stress among college students were worse than national averages of persons in the same age group. Mental health problems and “stress” were found at higher rates in campuses, with 30 percent of students reporting poor grades and dropping out due to “stress.” Finally, the document suggested making a key priority out of “reducing the proportion of students with the impediment of learning with co-existing negative stress” (American College Health Association, 2004). Most of the research quantifying the burden of stress looks at either clinical populations, occupational groups, or at the public as a whole. The study of stress on college populations is not new; however, it has gained more attention in the past two decades, as this group has experienced a rise in morbidity and mortality that is associated with many risk behaviors unique to this group. Additionally, college and university students have unique daily experiences that act as stressors and may impact health (Garret, 2001). The impact of stress on college students had been shown to hinder academic success as well (Murff, 2005).As a way of assessing the impact of stress on college populations, the American College Health Association (2004) conducted a recent national survey of 13,500 college students. They found that almost half (45%) reported being so depressed that they had difficulty functioning, and almost all (94%) reported feeling overwhelmed by the variety and number of tasks they had to do. Students use harmful health behaviors as a means to manage stress, such as binge drinking, substance abuse, and risky sexual activity (Weschler, Lee, Kuo, Nelson, & Lee, 2002; Kelly, Rollings, & Harmon, 2005). Kadison (2005) estimated that between one-fourth to one-half of all U.S. college students who are seen in college health and counseling centers were taking antidepressants as a result of stressors that were unique to the college environment. He further postulated that many students were abusing these drugs either by taking them in excess or by not using the drugs for the purpose for which they were intended. His research suggested that, since college students often feel stress from being “overextended” due to academic, social, and financial pressures, they may turn to substance abuse to alleviate the stress. Many other risk behaviors are endemic to college-aged students. Results from the 1995 National College Health Risk Behavior Survey indicated that risky behaviors among 18-24 year olds increased their likelihood of deleterious health outcomes. Approximately one-third of students reported binge drinking or driving a vehicle under the influence of alcohol during the 30 days preceding the survey, and nearly half of the students reported ever trying marijuana (Douglas, Collins, Warren, Kann, Gold, Clayton, Ross, & Kolbe, 1997). Drug and alcohol use are important in the study of stress because studies have shown that college smokers have higher levels of perceived stress than nonsmokers and have higher levels of avoidant coping strategies (Naquin & Gilbert, 1996). In a subsequent national study of college students, The National College Health Assessment Survey (NCHA) measured depression, suicidal ideation, and suicide attempts among approximately 16,000 college students in the academic year 1999–2000 (American College Health Association, 2006). Results indicated that almost ten percent of students reported that they had seriously considered attempting suicide, and a small minority (1.5%) of students reported that they had attempted suicide within the last school year. The study also found that depressed mood, relationship problems, and issues with sexual identity contributed to increased likelihood of suicidal behavior (Kisch,Leino, & Silverman, 2005).

Sources of Stress among College Students
Stress among college students and adolescents can be detrimental and have unintended side effects such as suicidal ideation, substance abuse, poor academic performance, and other physical and mental consequences (Kadison, 2005; Hirsch & Ellis, 1995; Naquin & Gilbert, 1996; Broman, 2005). Ross (1999) reviewed the major sources of stress reported by college students by administering the Student Stress Survey (SSS) to 100 students at a mid-sized university. The major sources of stress on the scale ranged from daily hassles to major life events. Overall, results showed that daily hassles were reported with greater frequency than major life events and that interpersonal relationship were often the greatest stressors. The top five sources of stress reported by this sample were changes in sleeping habits, vacations and breaks, changes in eating habits, increased work load, and new responsibilities. Perceived stress and stressors are not necessarily consistent across all college students. For example, these constructs have been found to differ between traditional and non traditional students (Morris, Brooks, & May, 2003). Traditional students are often younger, unmarried, and are not employed full-time. Their main ‘occupation’ is going to school full-time. Conversely, nontraditional students may be married and have children, are older, and go to school in the evenings.
Dill and Henley (1998) conducted a survey which found that these groups differed in concerns about various areas, including academic concerns, social relations, family and network, autonomy and responsibility, and intimacy. Traditional students worried more about academic performance and were less likely to enjoy going to classes than nontraditional students. Despite these differences, both groups rated many aspects of college life as being stressful, which could manifest in tension and anxiety despite their traditional or nontraditional status. Similarly, there are differences in stress, active coping, and academic performance among persisting and non-persisting college students. Persisters are defined as those students who remained in courses through an academic year, versus non-persisters who left after the fall semester. Shields (2001) found that reported stress had a negative effect on grade point average (GPA) among persisters, but there was an indirect positive effect on grades when these students used positive coping skills. Additionally, active coping strategies were strongly related to retention rates among persisters. This study was unique from the others presented because it took the view that stress did not have to be a negative experience. In other words, the individual can perceive stress as either challenging or threatening. Events that were perceived as challenging led to positive coping responses (trying harder in school) while threatening events were often met with avoidant and negative coping responses such as dropping out, or in this case, nonpersisting in college. This study has important ramifications for understanding better adjustment to college for students who use active coping methods (Aspinwall & Taylor, 1992). Research has also shown that students and faculty at colleges and universities can perceive stress in different ways (Gmelch, Wilke, Lovrich, 1986; Misra, 2000). Misra (2000) examined the academic stress of college students by comparing student and faculty perceptions noted that these two sets of individuals differed significantly in their perceptions of students’ stressors and reactions to those stressors. This research found that faculty members perceived that their students experienced higher amounts of stress than students actually reported. However, both students and faculty agreed that main sources of student stress related to competition, meeting deadlines, and interpersonal relationships. Students also reported their reactions to stress in terms of emotional (i.e., fear, anxiety, worry) and cognitive themes (i.e., appraisal of situations and the use of strategies). The study also confirmed other articles’ findings that suggested that students may perceive stress differently by year of school, with the freshman year often being rated as the most stressful (Allen & Hiebert, 1991; Rawson, Bloomer, & Kendall, 1994). In another study on stress at college, Hudd and colleagues (2000) examined the effects of self-reported stress on health habits, health status, and self-esteem among 225 undergraduate students in randomly selected dorm rooms on-campus. The outcome measures of interest were demographic data, health status and habit data, self-esteem, and frequency of feeling stressed. Over half of the students indicated high levels of stress during a typical semester, as indicated by feeling stressed ‘all, most, or a good bit of the time. Females were most likely to be stressed and athletes were reportedly less stressed than non-athletes. Stress responses were related to the practice of other health behaviors. Those who experienced high levels of stress were more likely to have had alcohol within the past twenty-four hours and were more likely to eat junk food than lower stressed groups. These findings were confirmed in another study on perceived stress among adults; with higher ratings of stress being associated with negative health behaviors (Ng & Jeffrey, 2003) Perceived stress may also play a role on one’s reactions to beneficial health messages. Millar (2005) hypothesized that increases in perceived stress would hamper college students’ ability to process messages that encouraged disease detection behaviors. The research by Hudd, Dumlao, Erdmann-Sager, Murray, Phan, Soukas, and Yokozura (2000) had the limitation of a low-response rate (approximately 60%), and most of the respondents were seniors and white. Additionally, the researchers required the students to post the completed questionnaires outside of the students’ dorm rooms for pick up, suggesting a potential selection bias among individuals who may have felt freer to disclose certain opinions. The study also did not have a standard index assessing stress, but simply one question measuring this construct. However, this research did show an existing relationship between perceived stress and unhealthy behaviors, which therefore helped in quantifying the burden of stress among this group.



STRESS IN SOCIAL WORK STUDENTS
Research indicates that social work students experience the most stress in clinical placements. May and Kilpatrick (1988) found that social work programs do very little to prepare students for the stress of self-awareness needed in clinical practice. Strategies identified that might address this problem were video feedback of interviews with clients, meeting with students already in clinical placements and relevant classroom material to be discussed during placements. Half of the schools surveyed were neutral about students seeking therapy during clinical placements. Field instructors identified themselves as the most important person in assisting students to overcome stress during these placements.
Rauch (1984) suggests that an effective orientation could assist social work students with the transition to clinical rotations. This researcher believes that hospital placement is one of the most stressful for social work students beginning field placements. It was found that a thorough orientation, with emphasis on the social worker role and focus of services, assisted the student to have a better learning experience. Simmonds (1984) found that the greatest source of stress in social work students results from the transition from student to practitioner. He determined that many social work students must work through an actual mourning process. If this does not occur, he states that burnout and poor worker-management relations may occur. He recommends that faculty discuss the transition process with undergraduate social work students to assist them in dealing with the stress and anxiety involved in assuming a role in independent practice.
STRESS IN HIGH SCHOOL STUDENTS
Stress in high school students has been well documented (Beck & Srivastava, 1991; Kleehammer, Hart & Fogel, 1990; Lindop, 1991). Beck & Srivastava (1991) found that high school students suffer from long hours of study, multiple assignments, lack of free time, lack of timely feedback and lack of faculty response to student needs. Hamill (1995) found that high school students often have difficulty adjusting to the academic environment of secondary education, as well as difficulty adjusting to the environment of a high school. Studies indicate that the practical & lab component of high school is the most stressful (Mahat, 1996; Kleehamer, Hart & Fogel, 1990; Admi, 1997). Pagana (1988) surveyed 262 high school students and found that personal inadequacy and a fear of making mistakes were constant stressors. He also found that time management problems, when trying to complete home work, added to a student's perception of stress. Bell (1991) found that anxiety and stress could interfere with learning a complex, psychomotor skill. Other studies identify social factors as a major source of stress in high school students (Lengacher, 1996; Green, 1987; Beck, 1995).
AGE AND STRESS
Research indicates that an individual's age may have an influence on his or her perceived stress level. Whitman (1985) suggests that younger students experience many stressful changes in their lives. These students often leave home for the first time when going away to school. Often, they experience ambivalent feelings resulting from the need for parental/familial support and the drive for independence. Additionally, the academic expectations in college can be an abrupt change from those in high school. The pressure to achieve good grades can result in a battle for self-esteem. Hefferin (1982) adds that younger students often develop intimate psychosocial relationships at this time in their lives. Older students, however, also have stressors unique to their age group. Nunnery (1997) states that, older students sometimes believe that they do not fit in. In some cases, these students are more prone to test and computer anxiety. Green (1987) states that older students will have to deal with more decisions about career commitment, alterations in family relationships and planning for financial security. They often have more roles that compete for their time and energy.
Therefore, it is important to include an individual's age as a possible extraneous variable.
GENDER AND STRESS
The question also arises whether an individual's gender will have an affect on their perception of stress. Research supports that gender can have an affect on these variables (Hudd et al., 2000; Lengacher, 1993; Misra & McKean, 2000; Peden et al., 2001; Sarafino & Ewing, 1999). females usually report a higher level of self-imposed stress and report more physiological reactions to stressors than males (Hudd et al., 2000; Misra & McKean, 2000). McBride (1997) states that females have often been socialized to be "good little females" and not to be self-reliant. Females are expected to depend on others and to look to others for approval. Females also tend to be involved in more activities such as taking care of families, working and attempting to achieve academic excellence. Misra & McKean (2000) believe that men may report lower stress levels as they have been socialized to be self-reliant and that a show of emotion is an expression of weakness and not masculine.
Chapter 3
Design of study
This chapter deals with the procedure and methodology used in the present investigation and studies the design of study, method of sampling, tools used for collection of data, reliability, validity, administration of tool and statistical technique employed for data analysis
3.1 DESIGN OF STUDY
The present non experimental study is designed to evaluate the extent of academic stress among high school students of C.B.S.E and U.P Board. In order to accomplish the objective a comparative study was proposed to investigate the academic stress level among high school students appearing for board exams for 2010-2011 session conducted by C.B.S.E and U.P Board
3.2 POPULATION AND SAMPLE
Population or universe means, the entire mass of observation, which is the parent group from which a sample is to be formed.
For the purpose of present study population is all the high school students of C.B.S.E & U.P. Board studying in various schools of Bareilly city
A sample is a small proportion of the population that is selected for observation and analysis. By observing the characteristics of the sample one can make certain inferences about which it is drawn
For the present study a total of 200 students of high school were selected randomly from various schools within the territorial boundaries of Bareilly City. It consisted of class X students of age 13 to 17 yrs. Out of the total of 200 students 100 were from C.B.S.E board 100 from U.P board. Out of the total of 200 students 50% were males and 50% were females.
3.3 PROCEDURE
For the purpose of present study Stress Inventory for School Students (SISS) developed by Seema Rani & Basant Bahadur singh was used to study the level of academic stress. The questionnaire was distributed to 200 high school students of C.B.S.E Board and U.P board of 2010-11 session
        The SISS included 40 items on which students had to answer on a four point scale (1) very worried (2) worried (3) little worried (4) Not worried. The respondent had to describe the intensity of their response. There was no specified time limit to complete the questionnaire, but in general students took 40-45 minutes to complete both the questionnaire. In addition basic information concerning students Age&Sex were asked.
Data was completed for the questionnaire and two sets of result were presented. First the difference in academic stress scores between two boards and between males and females and then ‘t-test’ analysis was carried out to compare the Academic stress level reported by two boards
3.4 TOOL
For the purpose of present study, one tool has been used.
Stress Inventory for School Students (SISS) to measure academic stress. SISS had 40 items to which student had to respond on 4 point scale (1) very worried (2) worried (3) little worried (4) Not worried

3.5 RELIABILITY OF TOOL
Reliability of the tool was as follows
The SISS has both test retest reliability and internal consistency reliability. For calculating test retest reliability of SISS the inventory was administered twice with a gap of 14 days on a sample of 200. the test retest reliability was found to be .80. Like wise internal consistency of reliability of SISS by odd even method was found to be .79 which is highly significant
3.6 VALIDITY OF TOOL
Validity of the tool was reported to be as follows
The face validity of SISS appeared to be fairly high and content validity is adequately assured as only those items are selected for the initial questionnaire for which there is complete agreement amongst the experts, finally items which showed a high discriminating value following items analysis were selected for the final test
3.7 ADMINISTRATION
The researcher administered the questionnaire to 200 subjects individually. The instructions on the questionnaire were read aloud by the researcher to the subjects. There was no fixed time limit to complete the questionnaire; usually an individual took 30-40 minutes to complete the questionnaire.
3.8 SCORING PROCEDURE
In case of SISS student had to respond to a 4 point scale. Option very worried is given 4 points, option worried is given 3 points and little worried and not worried are awarded 2 and 1 respectively
3.9 STATISTICS USED
For the purpose of present study following statistical tools were used

1 MEAN: according to Ferguson,” mean is the sum of a set of measurement divided by the number of measurement in the set”

                Σ x
Mean =
                N     
Where Σ x = sum of scores
N = total number of cases or scores

2 STANDARD DEVIATION: according to Guilford,” Standard deviation is also known as root mean square deviation. It is square root of the mean value of all the deviations squared taken from their mean values.” The standard deviation is conventionally represented by Greek letter sigma (σ)
        Σd2
σ=
N
Here σ = standard deviation
Σd2 = sum of squared deviations
N = total number of cases or scores
3 ‘t‘-Test is a parametric test applied to test the significance of difference between two means
        D
t =
      SED

Here D = Difference between means i.e. M1~ M2

              σ12     σ22
SED =          +
               N1       N2
Here σ12 = Standard deviation of first group
σ12 = Standard deviation of second group
N1 = total number of cases of first group
N2 = total number of cases of second group
CHAPTER 4
ANALYSIS AND INTERPRETATION OF DATA
The present chapter describes the analysis and interpretation of data.  The present non experimental study is designed with an objective to evaluate the extent of academic stress among high school students under C.B.S.E and U.P Board. In order to accomplish the objective a comparative study was proposed to investigate the academic stress among high school students appearing for board exams through grading system under C.B.S.E and U.P Board for 2010-2011 sessions.
        The quantitative analysis of the sample is given on next page in order to develop a better research assess to the academic stress in analytic way through the Stress Inventory for School Students (SISS).
        As per the design of the study, two groups C.B.S.E group and U.P Board group were made to compare academic stress. Mean scores and S.D of the raw scores were calculated and then ‘t’ test was applied to test whether the difference between the mean is significant or not The analysis and interpretation of the major findings and discussions of the results is as follows
Table 4.1
Comparison of Academic stress between C.B.S.E Group and U.P BOARD group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E
100
107.83
12.38
1.45n.s
U.P BOARD
100
105.36
11.65

Note:       n.s = not significant
                * = Significant at .05 level of significance
                ** = Significant at .01 level of significance
To list the first hypothesis H1 that there is no significant difference between two sets of students belonging to C.B.S.E and U.P Board group. As per the table 4.1 Mean and S.D of C.B.S.E group is 107.83 (12.38), while for U.P Board group is 105.36 (11.65). The ‘t’ calculated is 1.45 which is not found significant at .05 level of significance. Hence the H1 is accepted that there is no significant difference between Academic stress of high school students under C.B.S.E and U.P Board group. . It makes clear the problems faced by C.B.S.E board students and U.P Board students while dealing with academic stress are  same and students of both boards have to encounter similar stressors at school.
Table 4.2
Comparison of Academic stress between C.B.S.E male Group and U.P BOARD male group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E
Male
50
105.22
11.86
1.10n.s
U.P BOARD
Male
50
102.68
11.04

As per the table 4.2 the Mean and S.D of C.B.S.E Male group is 105.22 (11.86) and that of U.P BOARD male group is 102.68 (11.04). the ‘t’ calculated is 1.10 which is not significant at .05 level. Hence the H2 is accepted that there is no significant difference between C.B.S.E Males and U.P Board group. It makes clear the problems faced by C.B.S.E board students and U.P Board students while dealing with academic stress is same
Table 4.3
Comparison of Academic stress between C.B.S.E female Group and U.P BOARD female group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E
Female
50
110.44
12.45
.99n.s
U.P BOARD
Female
50
108.04
11.72

As per the table 4.3 the Mean and S.D of C.B.S.E Female group is 110.44 (12.45) and that of U.P BOARD female group is 108.04 (11.72). the ‘t’ calculated is .99 which is not significant at .05 level. Hence the H3 is accepted that there is no significant difference between C.B.S.E females and U.P Board females group. The result shows problems faced by C.B.S.E board students and U.P Board students while dealing with academic stress are same and students of both boards have to encounter similar stressors at school

Table 4.4
Comparison of Academic stress between C.B.S.E Male Group and C.B.S.E Female group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E
Male
50
105.22
11.86

2.14*
C.B.S.E Female
50
110.44
12.45
According to the raw scores Mean, S.D and ‘t’ values has been calculated which is presented in table 4.4. The mean and S.D of C.B.S.E board male group is 105.22 (11.86) and that of C.B.S.E board females is 110.44 (12.45) and ‘t’ calculated is 2.14* which is significant at .05 level of significance. Hence H4 is rejected. So there is significant difference between male and female students under C.B.S.E board. The result testifies the previous research that females are more stressful as compared to males (Gadzella dan Baloglu, 2001) in this research males students experience less stress compared to female students, this might be a result from the fact that male students reach maturity later than female students(Azizi, Jaffar. Sharin dan yusof, 2005). Another reason may be that females are more emotional and sensitive towards what is happening in their surrounding.
Table4.5
Comparison of Academic stress between U.P BOARD Male Group and U.P BOARD Female group
Group
N
Mean
S.D
‘t’- cal
U.P BOARD
Male
50
102.68
11.04
2.36*
U.P BOARD
Female
50
108.04
11.72

According to the raw scores Mean, S.D and ‘t’ values has been calculated which is presented in table 4.5. The mean and S.D of U.P Board male group is 102.68 (12.68) and that of females is 108.04 (11.72) and ‘t’ calculated is 2.36* which is significant at .05 level of significance. Hence H5 is rejected. So there is significant difference between male and female students under U.P Board. The result testifies the previous research that females are more stressful as compared to males (Gadzella dan Baloglu, 2001) in this research males students experience less stress compared to female students, this might be a result from the fact that male students reach maturity later than female students(Azizi, Jaffar. Sharin dan yusof, 2005). Another reason may be that females are more emotional and sensitive towards what is happening in their surrounding.
Table 4.6
Comparison of Academic stress between C.B.S.E Male Group and U.P BOARD Female group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E
Male
50
105.22
11.86
1.17n.s
U.P BOARD
Female
50
108.04
11.72

According to the raw scores Mean, S.D and ‘t’ values has been calculated which is presented in table 4.6. The mean and S.D of C.B.S.E male group is 105.22 (11.86) and that of U.P Board females is 108.04 (11.72) and ‘t’ calculated is 1.17 which is not significant at .05 level of significance. Hence H6 is accepted. So there is no significant difference between C.B.S.E male and U.P female students. That makes clear that the problem faced by C.B.S.E board male and U.P board females are same
Table 4.7
Comparison of Academic stress between C.B.S.E Female Group and U.P BOARD Male group
Group
N
Mean
S.D
‘t’- cal
C.B.S.E Female
50
110.44
12.45
3.30**
U.P BOARD
Male
50
102.68
11.04

To testify the seventh hypothesis the mean scores of C.B.S.E Female group as per the table 4.7 is 110.44 and S.D is 12.45. While mean and S.D of U.P BOARD Male group is 102.68 (11.04). The calculated value of ‘t’ is 3.30** which is significant at .05 level as well as .01 level and hence H7 that there is no significant difference between C.B.S.E Female group and U.P BOARD Male group is rejected. The result testifies the previous result that females are more likely to report psychological and physical symptoms of academic stress (Endler, Parker, Bagby & Cox 1991). According to Wigfield and Eccles (1989) the assumption that gender differences in stress scores are due to boys’ greater defensiveness about admitting stress. The difference might also be because of extra co curricular activities in which C.B.S.E students has to participate which causes stress in females of C.B.S.E group
CHAPTER 5
CONCLUSIONS AND SUGGESTIONS
This chapter deals with the major findings, education implications of the findings and suggestions for further research
MAJOR FINDINGS
The main aim of the present study was to analyze the extent of academic stress school students C.B.S.E and U.P BOARD. In the previous chapter we have described the results on which findings are obtained as the out come of the analysis of the data. Analysis fulfils the requirements of the objectives. The following inferences have been found on the basis of the analysis of the data.
1.  No statistically significant result was found for the main hypothesis of the study, revealing that Academic stress among students is not different across the two types of Boards. The mean for C.B.SE group was (M= 108.24) and that for U.P Board group was slightly less (M= 106.46), though it was not statistically significant. Although there was no difference on academic stress for both the systems there was normal academic stress across both the Boards.
2.  The study reveals that there is no significant difference between C.B.SE Males and U.P Board males group. The stress might not also be significant due to the fact that boys are defensive in declaring stressful symptoms.
3.  The study indicates that there is no significant difference between C.B.SE females and U.P Board females group. But over the mean scores of the female group in both the Boards were higher which shows that females showed a comparatively high academic stress in both the Boards.
4.  The study also reveals that there is significant difference between male and female students under U.P Board. The result testifies the previous research that females are more stressful as compared to males (Gadzella dan Baloglu, 2001) in this research males students experience less stress compared to female students, this might be a result from the fact that male students reach maturity later than female students. Another reason may be that females are more emotional and sensitive towards what is happening in their surrounding.
5.  The study also revealed that there is significant difference in academic stress between male and female students under C.B.SE. The result testifies the previous research that females are more stressful as compared to males (Gadzella dan Baloglu, 2001) in this research males students experience less stress compared to female students For the male students, their side problems are problems with getting involved in sports, recreation and also financial problems. Male students divert the immaturity with other activities and some withdraw themselves by not doing anything caused them to think less of what is going to happen to them and their surrounding. This caused less stress to male students compared to the female students.
6.  There was significant difference between C.B.S.E Female group and U.P Board male group. The result testifies the previous result that females are more likely to report psychological and physical symptoms of academic stress (Endler, Parker, Bagby & Cox 1991). According to Wigfield and Eccles (1989) the assumption that gender differences in stress scores are due to boys’ greater defensiveness about admitting stress. Some of the female students mature earlier than friends of their own age. In the process of reaching puberty, they will experience a visible change in self image, action towards others and have better perception, hence resulting in more academic stress compared to males.
EDUCATIONAL IMPLICATIONS
Study related to academic stress and examination anxiety between high school students belonging C.B.S.E and U.P Board is not a new area of research for the field of education. Although lot of research has been conducted on academic stress and examination anxiety related with high school students, but as C.B.S.E and U.P Board has introduced Grading system from 2009-10 session with an intention of reducing academic stress and examination anxiety, therefore it was necessary to testify that is there any significant difference between students under C.B.S.E and U.P Board. The findings of such research can give new directions to establish the field of examination system which could really help in reducing the academic stress.
1.  From the present study it was revealed that there was no significant difference in academic stress between C.B.S.E and U.P Board group. The findings indicate that the cause for this was that the students of both the boards encountered the similar problems as regard the academic stress is concerned
2.  As a whole, this research has produced important information about academic stress according to factors such as gender of students. It is proposed that this information is to be looked by students in facing anything that are considered to them as stressful. This information shall also give benefit for parents and teachers in helping students to manage stress and coping anxiety in the right way.
3.  The participants in the study agreed that the work load in C.B.S.E and U.P Board cause equal stress, Likewise, both males and females thought that striving for grades and test taking were stressful. The male respondents were more concerned with pressure from school and classroom rules than were the females in the study. A majority of the subjects stated that demands placed on them to succeed and to achieve caused stress in their lives. It can be concluded that problem situations experienced by students at high school brings about stress in their environment.
4.  Thoughts about the future and overall success in life were more troublesome to female students than to males. Involvement in extra curricular programs is more stressful for males than females. The same seems true for concern over financial obligations and outside employment responsibilities.
5.  The students in the study did not think that their teacher’s attitudes and their classroom climates were the basis of stress at their schools. It is obvious that stress is a condition about which the students in the study have concern. Unmanaged stress may have serious consequences. School leaders should give concerted attention to helping students cope with factors causing stress at school.
6.  A planned effort to provide assistance and support to students should include opportunities for meaningful and direct communication, professional counseling services, the enhancement of the worth and dignity of all individuals through democratic practice and personal recognition of all students for their contributions to success of the school ant its programs.
SUGGESTIONS FOR FURTHER RESEARCH
1.  The presented study has small sample size so it can be replicated with a larger sample size which would be helpful in drawing more valid and reliable conclusions.
2.  Academic stress has direct relationship with other life stressors; another study can be conducted with major focus on multiple life stressors, and their relationship with academic stress. This aspect remained unexplored in this present study.
3.  Academic stress has direct relationship with achievement of the students, this aspect was ignored in the present research due to lack of time. It can be taken as a variable and relationship between academic stress and achievement can be established
4.  Due to lack of time and resources this study is conducted in schools within the territorial boundary of Bareilly city only. The research can be done for whole district as well as other cities
5.  In the present study the locality factor was not considered. Research could be initiated with urban and rural schools of Bareilly
6.  In present study only C.B.S.E and U.P Board schools were selected as sample. Further research can be conducted by including I.C.S.E board as well
7.  Grading system was implemented for first time so results might not be as reliable, as any system takes time to function properly. Research can again be conducted after some time
In short we can conclude that this study can be replicated by using a larger sample size in a setting where grading system in both types of educational Boards is functional for a considerable duration, and simultaneously. This would present a clearer picture of two systems.
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