ACADEMIC STREES AND COPING MECHANISMS IN MOLUGAN NATIONAL HIGH

SCHOOL STUDENTS

Chapter l

BACKGROUND OF THE STUDY:

We are complex being living complex lives in which we are not always able to cope up with the
difficulties that we face as a result we are subject to feeling of tension and stress came in several from
and affected people of cell ages and walks of life this applies that stress is apart of life and has many
cause and that the degree of stress in our lives is greatly dependent on factors such as the physical
health of the individual the guilty of interpersonal relationships the number of commetment and
responsibilities we shoulder the degree of others and number of change of traumatic event wee go
through this mean that life it self is stress related depending on the individual life style and the level of
cultural development

STATEMENT OF THE PROBLEM

Academic stress and coping mechanisms of Molugan national high school students

1).What are the student ways to cope up with academic stress?

_____________________________________________________________________________________
_________________________________________

2).How does academic stress affect you in your daily life?

_____________________________________________________________________________________
_________________________________________

3).What subject or academic activities make you feel stress?

_____________________________________________________________________________________
_________________________________________

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 Academic stress and coping mechanisms its effect to word the academic performance of MOLUGAN
NATIONAL HIGH SCHOOL

INDEPENDENT DEPENDENT

VARIABLE VARIABLE

 Profile of Respondent
 Stress
 Coping mechanisms  ACADEMIC
PERFORMANCE

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 SCOPE AND DELIMITATION

Out of 15 student of Molugan National High School 7 student were use as a sample in conducting
the survey.

This study limits its coverage on the Molugan National High School students only its mean purpose
is to identity the common problem of coping mechanisms and academic performance among Molugan
National High School students

The study consider every aspect of student personally information that has and then impact on
their academic performance such as their parents educational background their parents income their
gender age and home location each of the respondent are giving same questionnaire to answer in this
study fucoses on the current of Senior High School and Junior High School students of the present
School year (2022-2023).

SIGNIFICANT OF THE STUDY

Understanding coping mechanisms is a cornerstone in choosing the best approach to the student
to build an effective the student and teacher's relationship the need to monitor the student level of
destress and coping mechanisms arise because student also adopt a coping mechanisms are more
likely perceive their teachers are being disengage less supportive this study is significant because
about out of 15 student are maladaptive coping mechanisms the relation between maladaptive
coping mechanisms coping mechanisms plays a significant part to overcome or reduce the stress
experienced by individuals people use different types of coping strategies to overcome their stress the
purpose of the study was to study the relationship between stress and coping strategies among
university student.

DIFFINATION OF TERM

TERM-Coping is difined as the through and behaviors mobilize to manage internal and external
stressful situations it is term used distinctively for conscious and voluntary mobilization of acts
different from defense mechanism that are subconscious or unconscious adaptive responses.

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 CHAPTER ll

REVIEW OF RELATED LITERATURE

Academic stress is the product of a combination of academic related demands that exceed the

adaptive resources available to an individual. Bartwal and Raj (2015) observed no significant
gender differences with regard to academic stress and social intelligence among rural and urban
adolescents but significant correlation was found between Academic stress and Social
intelligence of rural and urban adolescents. Mathew and Jayan (2016) found no difference
between boys and the girls of the age group of 15-17 years with respect to their Academic stress.
Both experienced more or less similar level of academic stress and employed similar kinds of
coping styles. Husain, Kumar and Husain (2018) explored the level of academic stress and
overall adjustment among Public and Government high school students and also examined the
relationship between academic stress and adjustment. Results indicated that magnitude of
academic stress was significantly higher among the Public school students where as Government
school students were significantly better in terms of their levels of adjustment. Misra and
McKean (2019) conducted a study surveying 249 college students at a Midwestern university.
The study showed that anxiety, ineffective time management and a lack of satisfying activities
outside of academia were strong predictors of academic stress. The study also showed that female
students managed their time more effectively than male students, they also experienced
the highest levels of stress and anxiety. Academic stress can be the ultimate career stopper.
Huan, et.al (2020) investigated the role of optimism together with gender, on students’
perception of academic stress. Four hundred and thirty secondary school students from
Singapore participated in this study and data were collected using two self-report measures: the
Life Orientation Test and the Academic Expectations Stress Inventory. Results showed a
significant negative relationship between optimism and academic stress in students. Gender was
not a significant predictor of academic stress and no two-way interactions were found between
optimism and gender of the participants. Neelam and Attri (2021) have attempted to find out the
academic stress and academic achievement of secondary school students. It was hypothesized
that there exists a significant difference in academic anxiety and academic achievement of male
and female secondary school students. For verification of these hypotheses, the data was
collected from 200 secondary school students of Mandi district of Himachal Pradesh by adopting
lottery method of random sampling by administering 'Academic Anxiety Scale for Children
(AASC)' and their marks of class 9th were taken as academic achievement. The statistical
technique used was t - test. The findings of the present study revealed that there exists significant
difference in academic anxiety and academic achievement of male and female secondary school
students. Girls found to be more academically anxious and had better academic achievement than

boys.

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 CHAPTER lll

METHODOLOGY

This chapter presented the research design the respondents of the study the research instrument and
the data gathering procedure use in this research.

RESEARCH DISIGN

This is a qualitative study in which a descriptive method will be utilized to collect the essential data the
characteristics of the method will be utilized as a tool to compare the academic stress of different
strand of senior high school pupils and academic stress in high school.

THE RESPONDENT OF THE STUDY

The major focus of this study will be senior high school student at Molugan national high school with
15 students participanting in this study 7 students recognized pupils in grade 11 and 15 student
identified student in grade 12 students.

RESEARCH INSTRUMENT

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 The data will be gatherd by a self create survey that will be delivered to 30 student the survey is
carried at utilizing a problem statement and the researchers observation the researcher performed a
survey to determine the empact of academic stress of senior high school student in Molugan National
High School student.

DATA GATHERING PROCEDURE

The pull will be conducted with the school head approval the researcher will request additionally the
researcher will draft of latter of concent for respondent approval before beginning their study the
researcher will Cary out the study themselves the researcher will total the survey result after
conducting it.

SAMPLING METHODS USE

The sampling method we use is cluster sampling method because we divide the student of grade 11
student

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 CHAPTER IV
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

STATEMENT OF THE PROBLEM NO:1

1).What are the student ways to cope up with academic stress?

Questions number 1:How the academic stress affect your academic

RESPONSES:

Out of the 15 respondent we spoke with 3 said we destracted because of stress and 3 respondent said
is not listen to their subject teacher and another 3 respondent said that they tired to do the task of
the school because of lack of stress and other 3 said that they could not focus on their study because
of the stressed and 2 respondent said that they deppress during their classes and the last respondent
is she said that she is very pressure because of stress.

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 Questions no:2 Why are you stressed??

Out of 15 pupils we polled that 9 respondent they said because of lot of activity that they stressed and
6 respondent said that because of unfinished school works and there academic performance in school
and that they stressed.

STATE OF THE PROBLEM NI:2).How does academic stress affect you in your daily
life?

QUESTIONS NO:3 WHAT DID YOU FELL IF YOU ARE STRESSED

RESPONSES:

Out of 15 student 10 pupils said that they tired and upset because of the stress of school and they feel
drained and some said the they tired of all things because of very stressed and 5 pupil said that they
mad and irritated because of stress and hagard and lack of energy lost and lost their mind and they
could not do task of their school.

STATEMENT OF THE PROBLEM NO:3 ).What subject or academic activities make

QUESTIONS NO:4 What are the subject make you stressed?

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 RESPONSES:

Out of 15 student 5 student they stressed the statistics of probabiliti subject because is hard to
understand the lesson and 5 student stress about the subject general mathematics it is they same its
hard to understand and solve the problem and another 5 student is stress the subject called physical
science because is very hard to understand the lesson because our teacher in science is not decusing
of us the show us a video in YouTube .

QUESTIONS NO:5 What are the activity make you stressed?

RESPONSES:

Out of 15 student 7 student said that the activity they make feel stress is the reporting and 8 student
is said that ta most stress activity is the defense.

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 CHAPTER V

SUMMARY OF FINDING CONCLUSION AND RECOMMENDATION

Summary:

Academic stress is a significant issue faced by students, which can have negative effects on their
overall well-being and academic performance. After analyzing various studies and research on
academic stress, several key conclusions and recommendations can be drawn.

Conclusion:

Academic stress is prevalent among students across different educational levels and is influenced by
various factors, including workload, competition, high expectations, and fear of failure.

Academic stress negatively impacts students' mental health, leading to symptoms such as anxiety,
depression, and burnout. It can also affect physical health, sleep patterns, and overall quality of life.

Academic stress can hinder students' academic performance by reducing their concentration,
motivation, and ability to effectively manage time and study.

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Recommendations:

The students Educational institutions should develop comprehensive stress management programs
that include strategies such as mindfulness exercises, relaxation techniques, and time management
skills. These programs can help students cope with academic stress more effectively.To the teachers
and To the parents

REFFERENCES

Attri, A.K & Neelam (2016). “Academic Anxiety and Academic Achievement of Secondary
School Students – A Study on Gender differences”International Journal of Behavioural
Social and Movement Science. 2, 1.
Bartwal, R. S. & Raj, A. (2015). Academic stress among school going adolescents in relation to
their social intelligence. Indian Streams Research Journal, 4(2), 1-6.
Gupta, K. & Khan, B. (2021). Anxiety levels as factors in concept formation, Indian Journal of
Psychological Report, 31:187-192.
Huan, V.S, Yeo, L.S, Ang, R.P, & Chong, W.H. (2020).The influence of dispositional optimism
and gender on adolescents perceptions’ perception of academic stress. Adolescence,
41,533-546.
Hussain, A., Kumar, A. & Husain, A. (2018). Academic stress and adjustment among high
school students. Journal of the Indian academy of Applied Psychology, 34, 70-73.

Mathew, B & Jayan, C. (2016). Academic stress and coping styles among plus-two students.
Indian Psychol. Rev., 66(1): 41-48
Misra, R & McKean, M. (2019). College Students’ Academic Stress and its Relation to their
anxiety, time management, and leisure Satisfaction, Am. J. Health Stud. 16(1): 41-51.
© The International Journal of Indian Psychology, ISSN 2348-5396 (e)| ISSN: 2349-3429 (p) | 12

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ANEX

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