Study on the Stress Level in various categories in men

1. BMT-1016 STRESS MANAGEMENT SLOT: A2
TITLE: Study on the Stress Level in various categories in men
STRESS MANAGEMENT
Submitted by
Under the guidance of
VITBS

2. Contents
1. Introduction
1.1 Statement of the problem
1.2 Objectives of the Study
1.3 Methodology of the Study
1.4 Type of Study
Profile
Analysis and Interpretation
3.1 Data collection
3.2 Major Findings of the Study
4. Findings & Suggestions

3. What is Stress?
Stress is the reaction people have to excessive pressures or other
types of demand placed upon them. It is a feeling that people have when they
are overloaded and struggling to cope with the demands.
What is Stress Management?
Stress Management is a process of controlling an individual’s level
of stress. It may include practicing daily meditation and identifying relaxing
activities or a combination of multiple techniques.
Stress on HSC Students
What is stress??
Stress is your mind and body’s response or reaction to a real or imagined
threat, event or change.
The way our body and mind react to life changes Webster’s defines stress as a
physical, chemical, or emotional factor that causes bodily or mental tension and that
may be a factor in causing disease.
Statement of the problem
Understanding of the areas of creating academic stress in students is needed to help them to solve
their adjustment problems. A considerable number of studies have focused their attention on the
academic stress and burnout from various angles in the USA, the UK and Canada. But
systematic studies of this sort made in the Indian context are very few. It is under this
background an attempt has been made to study, “A study of Academic Stress and Adjustment
styles of Teacher Trainees”. Some other variables like gender, group studied, locality, caste,
religion, type of family, handicapped ness, interest in the course, study habits, mental health etc.,
also included in the present study.
Objectives of the study
The present investigation was made to obtain useful insights concerning different academic
stress and adjustment styles areas of teacher trainee boys and girls studying in the District
Institute of Education and Training (DIETs).
The main objectives of the present investigation are:

4. To study the relationship between academic stress and adjustment styles with the
study habits and mental health of the teacher training students.
To find out the influence of different personal and demographic variables on
academic stress and adjustment styles of teacher training students.
To identify the most prevalent academic stress areas and adjustment style areas of
teacher training students, studying DIETs.
To analyze the relationship between academic stress and adjustment styles of the
teacher training students.
To study the influence of study habits on the academic stress and adjustment styles of
the teacher training students.
To find the influence of mental health of the teacher trainees on their academic stress
and adjustment styles.
Analysis of the study
Hypotheses
Bases on the above, the following hypotheses were setup for the investigation. The hypotheses
are setup in a null form, as this form of hypothesis is akin to the legal principle that man is
innocent until he is proved guilty.
Simple Correlation
There is no significant relationship between adjustment styles, study habits and mental
health and the academic stress of the teacher training students
There is no significant relationship between adjustment styles, study habits and mental
health and the personal inadequacy of the teacher training students
There is no significant relationship between adjustment styles, study habits and mental
health and the fear of failure of the teacher training students
There is no significant relationship between adjustment styles, study habits and mental
health and the interpersonal difficulties with teachers and parents of the teacher training
students
There is no significant relationship between adjustment styles, study habits and mental
health and the teacher-pupil relations/ teaching methods of the teacher training students
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5. There is no significant relationship between adjustment styles, study habits and mental
health and the inadequate study facilities of the teacher training students
There is no significant relationship between demographic variables and the
academic stress of the teacher trainees
There is no significant relationship between study habits and mental health and
the adjustment styles of the teacher training students
There is no significant relationship between demographic variables and the adjustment of
the teacher trainees
‘T’ test analysis:
There would be no significant difference between boys and girls in their
level of academic stress
There would be no significant difference between the students with
science background and arts background in their level of academic stress
There would be no significant difference between the experience of academic stress
of rural and urban teacher trainees
There would be no significant difference between caste of the trainees and
the experience of their academic stress
There would be no significant difference between religion of the trainees
and the experience of their academic stress
There would be no significant difference between the experience of academic stress
of the trainees coming from joint families and nuclear families
There would be no significant difference between the trainees who are
handicapped and normal in their level of academic stress.
There would be no significant difference between the trainees who entered the
course by self-interest and by force, in their level of academic stress
There would be no significant influence of study habits of the students
on their experience of academic stress
There would be no significant influence of mental health of the students on
their experience of academic stress
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6. There would be no significant influence of adjustment styles of the students on
their experience of academic stress
There would be no significant difference between the adjustment styles of boys
and girls teacher trainees
Chi-square Analysis
Boys and Girls teacher trainees do not differ significantly in their proneness
to academic stress
and Arts subject background teacher trainees do not differ significantly in their
proneness to academic stress
Rural and Urban locality teacher trainees do not differ significantly in their
proneness to academic stress
Teacher trainees belonging to SC/ST, BC and OC do not differ significantly in
their proneness to academic stress
Teacher trainees belonging to Hindu, Muslim and Christian do not differ significantly
in their proneness to academic stress
Teacher trainees hailing from joint family and nuclear family do not differ
significantly in their proneness to academic stress
Teacher trainees having handicapness and not having do not differ significantly in
their proneness to academic stress
Teacher trainees who joined with self-interest and by force of others do not
differ significantly in their proneness to academic stress
Teacher trainees who have less adjustment, average adjustment and high adjustment
do not differ significantly in their proneness to academic stress
Teacher trainees who had poor study habits, average study habits and good study
habits do not differ significantly in their proneness to academic stress
Teacher trainees who had poor mental health, average mental health and good
mental health do not differ significantly in their proneness to academic stress
OBJECTIVES:

7. To find the stress levels of various categories.
To determine eustress and distress among the various categories.
The main source of data collection is through questionnaire.
To represent the data in a diagrammatic way.
To adopt the best methods to reduce the stress levels.
The various age categories chosen for the study are:
15 – 20 years
21 – 26 years
27 – 34 years
35 – 40+ years
40 & above
The following slides will give an idea on how the study will be conducted
using questionnaires and also the 5-point Likert scale will be used. The
responses will be collected from various respondents.
Sample
The study is aimed at investigating the academic stress ad adjustment styles of the teacher
training students studying in DIETs of Nellore and Prakasam districts from Costal region,
Hyderabad and Warangal from Telangana region and Kadapa and Anantapur from Rayalaseema
region were taken in the study.. There are 100 Telugu medium students in each DIET and 50
Urdu medium students in Nellore and Hyderabad DIETs. All the 600 (500 Telugu medium and
100 Urdu medium students) trainees were selected for the present study.
Data collection
The data was collected in small groups of 15 to 20 students at a time. The data regarding gender,
subject background, locality, caste, religion, type of family, handicapedness, interest in the
course etc., are collected through a well-defined personal data sheet. The study habits and mental
health of the students were collected through appropriate questionnaires. The influence of these
independent variables with the dependent variables in different areas of academic stress and
adjustment styles were studied.
Statistical techniques such as Means, Standard Deviations, ‘T’ test and Analysis of Variance
were employed in analyzing the data.
Methodology of the study - Qualitative research methods

8. Interviews
Interviews enable face to face discussion with human subjects. If you are going to use interviews
you will have to decide whether you will take notes (distracting), tape the interview (accurate but
time consuming) rely on your memory (foolish) or write in their answers (can lead to closed
questioning for time’s sake). If you decide to interview you will need to draw up an interview
schedule of questions which can be either closed or open questions, or a mixture of these. Closed
questions tend to be used for asking for and receiving answers about fixed facts such as name,
numbers, and so on. They do not require speculation and they tend to produce short answers.
With closed questions you could even give your interviewees a small selection of possible
answers from which to choose. If you do this you will be able to manage the data and quantify

9. the responses quite easily. The Household Survey and Census ask closed questions, and often
market researchers who stop you in the street do too. You might ask them to indicate how true
for them a certain statement was felt to be, and this too can provide both a closed response, and
one which can be quantified (30% of those asked said they never ate rice, while 45% said they
did so regularly at least once a week... and so on).
The problem with closed questions is that they limit the response the interviewee can give and do
not enable them to think deeply or test their real feelings or values.
If you ask open questions such as ‘what do you think about the increase in traffic?’ you could
elicit an almost endless number of responses. This would give you a very good idea of the
variety of ideas and feelings people have, it would enable them to think and talk for longer and
so show their feelings and views more fully. But it is very difficult to quantify these results.
Quantitative research methods
Questionnaires
Questionnaires often seem a logical and easy option as a way of collecting information from
people. They are actually rather difficult to design and because of the frequency of their use in all
contexts in the modern world, the response rate is nearly always going to be a problem (low)
unless you have ways of making people complete them and hand them in on the spot (and this of
course limits your sample, how long the questionnaire can be and the kinds of questions asked).
As with interviews, you can decide to use closed or open questions, and can also offer
respondents multiple choice questions from which to choose the statement which most nearly
describes their response to a statement or item. Their layout is an art form in itself because in
poorly laid out questionnaires respondents tend, for example, to repeat their ticking of boxes in
the same pattern. If given a choice of response on a scale 1-5, they will usually opt for the middle
point, and often tend to miss out subsections to questions. You need to take expert advice in
setting up a questionnaire, ensure that all the information about the respondents which you need
is included and filled in, and ensure that you actually get them returned. Expecting people to pay
to return postal questionnaires is sheer folly, and drawing up a really lengthy questionnaire will
also inhibit response rates. You will need to ensure that questions are clear, and that you have
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10. reliable ways of collecting and managing the data. Setting up a questionnaire that can be read by
an optical mark reader is an excellent idea if you wish to collect large numbers of responses and
analyse them statistically rather than reading each questionnaire and entering data manually.
You would find it useful to consult the range of full and excellent research books available.
These will deal in much greater depth with the reasons for, processes of holding, and processes
of analyzing data from the variety of research methods available to you.
Types of study
Types of research methods can be broadly divided into two quantitative and qualitative
categories.
Quantitative research “describes, infers, and resolves problems using numbers. Emphasis is
placed on the collection of numerical data, the summary of those data and the drawing of
inferences from the data”
Qualitative research, on the other hand, is based on words, feelings, emotions, sounds and other
non-numerical and unquantifiable elements. It has been noted that “information is considered
qualitative in nature if it cannot be analyzed by means of mathematical techniques. This
characteristic may also mean that an incident does not take place often enough to allow reliable
data to be collected”
Major findings of the study
Academic stress and adjustment styles of the teacher trainees showed significant differences in
all the variables except the subject background. Locality and religion did not show any
significant differences due to many other reasons.
Adjustment styles, study habits and mental health had a significant influence on the
academic stress of the teacher trainees.
The academic stress dimensions viz., personal inadequacy, fear of failure, interpersonal
difficulties with teachers and parents, teacher-pupil relations/ teaching methods and
inadequate study facilities had shown a significant influence on the overall academic
stress of the teacher trainees.
Gender of the trainee, subject background, locality and interest in the course had a
significant relation with the overall academic stress.

11. Study habits and mental health of the teacher trainees had a significant relation with their
adjustment styles.
Handicapedness and interest in the subject had a significant correlation with the
adjustment styles of the teacher trainees.
Boys and girls differed significantly in their level of academic stress.
Subject background was not an influencing factor of the academic stress.
Locality or place of study was not shown any significant influence on the level
of academic stress of the teacher trainees.
Neither the caste nor the religion of the teacher trainee influenced their level of academic
stress.
Interest in the course, study habits and mental health of the teacher trainees had shown a
significant impact on the level of academic stress.
The level of adjustment of the teacher trainees influenced their level of academic stress.
Interest in the course and study habits only had an influence on the level of
adjustment among the teacher trainees.
Gender, level of adjustment, study habits and mental health of the teacher trainees
had shown a significant difference in their proneness to their level of academic stress.

12. Suggestions of the study
The present study has brought out how the teacher trainees experience academic stress in
different areas. It has examined the impact of gender, locality and other sources of academic
stress. This apart, the study has examined the relationship between the nature of academic stress
and coping styles on the one hand and on the other hand the association between the sources of
academic stress and several factors for e.g. Study habits, metal health. These results suggest
further research to be carried out as follows:
Examination of several other areas of academic stress.
Study of the sources of academic stress in the rural areas.
Examination of several other features that determine adjustment styles.
The relationship between socio-demographic variables and academic stress
Developing some intervention programmes to reduce academic stress.

13. Findings:
➢ Only working employees face more stress when compared to the other
age categories.
➢ School students are the least percentage to face stress in their life.
➢ College students are facing some stress in their life.
INTERPRETATIONS AND STATISTICAL ANALYSIS:
Most of the people answer this question. Age is the basic question of this survey.

14. In this question, Most of the people said work culture is rarely supportive. 10% of
people said work culture is not even supportive.
For this question, most of the people said “sometimes”. Only working
employees answered “mostly”.

15. In this question, mostly they said “unable to concentrate”. Only few of them
said great.
This is the common question to all the age categories. Most of the
people said “slightly stress”.

16. For this question, most of them said, “Talk to friends”. Because, they
feel free when they talk with friends.
For this question, 30% of people answered “Fairly often”. 8% of
people said “Never”.

17. For this question, 38% of the people answered “sometimes”. The
least percentage is “very often”.
Most of the people answered “No”. Because, nowadays bullying percentage
is very low in India.

18. 40% of people answered “anxious”. Nowadays all are facing more stress
in their life.
For this question, most of the people said “6 months to 1 year”. Only few
of the people said less than a month.

19. 36% of the people said due to physical environment. They are
facing environmental problems in their workplace.
STATISTICAL ANALYSIS:
Questions
Is work
culture
supportive in
your
organization
?
How often
you
face stress
situation in
your
organization?
N Mean S. D Variance
50 2.22 0.944246 0.8916
50 2.36 0.768375 0.5904
How do you
feel
50 2.32 0.835225 0.6976
while
working in

20. the
organization
?
Rate your 50 2.56 0.752596 0.5664
personal level
of

21. stress in your life
on average?
How do you
deal 50 2.54 0.726911 0.5284
with stress?
In the last
50 3.14 1.095628 1.2004month,
how often
have
you felt
nervous
and stressed?
How often
have 50 2.9 0.921954 0.85you felt
confident
about your
ability
to handle
your
personal
problems?
Does your 50 1.64 0.48 0.2304
classmate
bully
you?
How do you
feel 50 2.56 0.875443 0.7664at your
present
level of
stress?
How long
have
you had this
particular job
stress?
If your job
stress
50 3.34 1.012126 1.0244
50 2.82 0.887468 0.7876

22. doesn't
involve
another
person, is
it caused by
the?