Name of the institution : government college of nursing, hassan
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RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,
BANGALORE, KARNATAKA PROFORMA FOR REGISTRATION OF SUBJECT FOR DISSERTATION 6. BRIEF RESUME OF THE INTENDED WORK “Stress should be a powerful driving force, not an obstacle”. -Bill Phillips
Various 20th-century researchers contributed to several different concepts of stress. Three of these concept include stress as a biological response, stress as an environmental event, and stress as a transaction between the individual and environment.2 There are different types of stress — acute stress, episodic acute stress, and chronic stress.3 Indeed, stress symptoms can affect one’s body, thoughts and feelings, and behavior. Being able to recognize common stress symptoms can gives a jump on managing them. Stress that has left unchecked can contribute to health problems, such as high blood pressure, heart disease, obesity and diabetes.4 Since the study is about academic stress, there have to rise up the question that is they are anybody here today who has been studying and never suffered from academic stress? Of course, at this point all probably realize that the subject of ‘academic stress’ is not straightforward. Too often, may counsel students who believe that they are suffering from “academic stress” when, in fact, most of the stress is caused by their own internal perfectionist demands and the external demand. Therefore, from that we can come out with the definition of academic stress as being defined by Mechanic, that a classic study of stress among students defines stress as discomforting responses of persons in particular situation.5 "Examination stress within the student community is a real cause for worry. It is more common than most people realize and is an issue that needs to be addressed urgently," states B.S. Baswan, secretary, secondary and higher education in the Union HRD ministry. 6 With over 10 million students writing school-leaving final exams every year, exam stress is a phenomenon that has assumed larger-than-life dimensions in India. According to a study conducted by the Delhi-based Hindustan Times, north India leading daily, nearly 70 percent of Indian students after class VIII experience severe academic stress, especially during exam time with nearly 10 percent having contemplated suicide at some point during their academic years. 7 Coping style may play an important role in the way students manage stressful academic events and perform at college. As expected, greater academic stress co-varied with lower course grades; however, students who engaged in problem-focused coping were more likely to be motivated and perform better than students who engaged in emotion-focused coping. College students confront many challenges in pursuit of their educational goals. When such experiences are perceived as negative, they can have an adverse effect on students’ motivation and performance.8 6.1 NEED FOR THE STUDY An article from Times of India in March 2008 leading daily, reported that 5,857 students or 16 students a day in 2006 committed suicide across India due to exam stress. And these are just the official figures. 9 Several authors have studied the academic stress of different age group. Zeider (1992) study reported that student appeared to be under high by pressure originating from course overload and academic evaluation procedures and least stressed by personal familiar and social factor .10 Clift and Thomas (1983) reported that course work assignment was a major source often keeping the students under continual examination puts to stress.11 Kohlon’s (1983) study revealed that lack of parental help, congenial examination system, living up to parental expectation, attitude of the teachers and fear of examination were the stress causing factors.12 Berg and Keinan’s (1986) also found that imposing excessively high self expectation was the most trouble stressor leading to academic stress.13 The average global suicide rate is 14.5 deaths per 100,000 people, with suicide being the 4th leading cause of death in the 15-19 age groups. A study published in the British medical journal The Lancet indicates that the suicide rate in the 15-19 groups living around Vellore in Tamil Nadu, India, was 148 per 100,000 for women, and 58 per 100,000 for men. What stood out in the data was that not only were the rates extremely high, but that rates for young women were almost three times higher than rates for young men. This is the opposite of global rates, in which men are three times higher than those for women. Suicide deaths accounted for between 50 to 75 percent of all deaths in young women in the 15-19 age groups. 14 The associations among emotional intelligence (EI), coping, personality and exam-related stress in a group of 475 Canadian undergraduate students were examined. Stress was measured at the start of the semester and again in the pre-exam period. The associations of the Emotion Regulation factor (high loadings of several EI components and emotion-focused coping) and the Task Focus factor (high loadings of Adaptability EI and task-focused coping) with personality, stress and subjective wellbeing (SWB) were examined using structural equation modeling. The results showed that these factors mediated the effect of personality on stress and SWB.15 By now we are conveniently oblivious of the thousands of dreams that could not be fulfilled because of the pressure and stress inflicted on them because of the so called rat race. As a society, we have failed to do our bit for our own loved ones. 16 A less competent learner with lower control ability uses more negative strategies, while learners who feel they are competent and have more control over events, generally use more constructive coping strategies. The motivation to belong originates in the need to experience love, sympathy and caring. In schools, this need may not be filled if teachers neglect students. The first outcome of coping in the school milieu is that learning becomes either a motivating factor or unpleasant activity. In the latter case, the possible long term effects are negative, retarding the student’s cognitive, social and personality development. Students who have positive attitudes toward learning and school are better at adjusting, less emotionally disturbed, and can use their resources better. 17 A study conducted on adaptive perfectionists in middle school sought family support, sought acceptance by peers, and developed academic competence as primary coping responses, which differed from classmates with less adaptive perfectionistic tendencies.18 Hart’s (1991) study of high school students indicated that students who became angry in response to academic stressors tended to also seek more support (i.e., social–emotional assistance, resource guidance, or information from others) and were less likely to attempt positive appraisal coping efforts (e.g., optimistically reframing, perspective taking).19 In this competitive world, the competition between the students in education field is developing the stress. Stress may be due to the pressure by parents, teachers or any other forms. As the stress develops the student needs to develop the coping strategies. But they fails to develop or to adopt because of their unknowing. In India tenth standard exam is public exam which was a new experience to the students and made the get more stress. Even investigator also experienced academic stress during the tenth standard, so the investigator has taken this topic for the study. Many of the researches and studies are conducted on the academic stress, so this will helps throughout my study and encouraged me to take this study.
The study conducted on ‘Experience of stress: burdened by a heavy load by a heavy mental health nursing students of Ireland with the purpose to contribute to the knowledge of the impact of personal life stressors revealed that the stress experience does impact students internal and external worlds, potentially lessening functioning and inhibiting growth and development. 20 The study conducted on an Academic stress differentially influences perceived stress, salivary cortisol, and immunoglobulin-A in undergraduate students. Academic examination stress is reported to increase physiological and self-report measures of stress and to decrease immune functioning. Specific pressure variables that appeared to contribute to stress regulation during the examination week included the amount of time spent studying and concern about the impact of examinations in the future. By demonstrating measures of chronic examination stress, these findings provide new insight into the complex relationship between examination stress, cortisol, and immune functioning. 21 The study conducted on Sources of stress for students in high school college preparatory and general education programs: group differences and associations with adjustment. Comparisons of correlations between categories of stressors and students' adjustment by curriculum group reveal that students in the IB program reported more symptoms of psychopathology and reduced academic functioning as they experienced higher levels of stress, particularly stressors associated with academic requirements, transitions and societal problems, academic struggles, and extra-curricular activities. 22 Studies revealed that suicide rate was high among college students than the youth and academic pressure was seemingly related to suicide. Those who committed suicide had a much better academic record than peers but felt that their performance was below their expectations or were doubtful about their ability to do well in the college or about taking up an outstanding career, said Dr. Raju, professor of psychiatry at Andhra Medical College and Govt. Hospital for Mental Care. There was no confirmed reason for increase in youth suicides but it was evident that the contemporary conditions were not as hospitable to the youngsters as we might like them to believe, felt Dr. Raju. 23 A Study conducted on Experienced stressors and coping strategies among Iranian nursing students. Most students reported "finding new friends" (76.2%), "working with people they did not know" (63.4%) as interpersonal sources of stress, "new responsibilities" (72.1%), "started college" (65.8%) as intrapersonal sources of stress more than others. The most frequent academic source of stress was "increased class workload" (66.9%) and the most frequent environmental sources of stress were being "placed in unfamiliar situations" (64.2%) and "waiting in long lines" (60.4%). Interpersonal and environmental sources of stress were reported more frequently than intrapersonal and academic sources. Mean interpersonal (P=0.04) and environmental (P=0.04) sources of stress were significantly greater in first year than in fourth year students. Among coping strategies in 12 areas, the family problem solving strategies, "trying to reason with parents and compromise" (73%) and "going along with family rules" (68%) were used "often or always" by most students. 24 A study conducted on stress and coping strategies: a case of Pakistani medical school A total of 264 students out of 300 (88%) filled in the questionnaire. Ninety-four per cent of males have experienced stress. The senior students of the fourth and final year feel more stressed (95% and 98% respectively). Sports, music, hanging out with friends, sleeping or going into isolation are various coping mechanisms are the methods used by the students to come out from the stress. 25 Even though there are positive aspects of stress on people, it also has negative influences. Therefore, in order to maintain a healthy body and mind, and to develop normal operational functions, people must understand stress correctly. Schuler considered that stress pointed at important opportunities, limitations or needs faced by individuals, and when the results of these situations are uncertain, individuals develop a type of insecurity inside.2 Teachers often emphasize the acquisition of knowledge, so they often neglect the emotional feelings of students during the teaching process, which can cause emotional stress and learning problems for students. In addition, students may feel unfamiliar situations like nervousness, worry, frustration, abasement, depression, etc. The instability of these emotions easily initiates unusual behavior, which then affects the learning achievements and adjustment ability of students if appropriate timely counseling is not given by the schools, teachers and parents, or if they cannot obtain appropriate concern from their peers or siblings.26 A cross-sectional study was conducted among 1161 secondary students in Can Tho City, Vietnam during September through December, 2011. A structured questionnaire was used to assess anxiety, depression, suicidal ideation and proposed solutions.. The prevalence estimates of symptoms reaching a threshold comparable to a diagnosis of anxiety and depression were 22.8% and 41.1%, respectively. Suicide had been seriously considered by 26.3% of the students, while 12.9% had made a suicide plan and 3.8% had attempted suicide. Major risk factors related to anxiety and depression were physical or emotional abuse by the family, and high educational stress. As proposed solutions, nearly 80% of students suggested that the academic workload should be reduced and that confidential counselors should be appointed at schools. 27 6.3 STATEMENT OF PROBLEM “A STUDY TO FIND THE EFFECTIVENESS OF STRUCTURED TEACHING PROGRAM ON KNOWLEDGE REGARDING ACADEMIC STRESS AND ITS COPING STRATEGIES AMONG TENTH STANDARD STUDENTS IN SELECTED HIGH SCHOOL AT HASSAN”. 6.3.1 OBJECTIVES
6.3.2 HYPOTHESES H1-There will be a significant difference between mean pre-test and post-test knowledge scores among tenth standard students regarding academic stress and its coping strategies. H2-There will be a significant association between post-test knowledge scores and selected demographic variables of tenth standard students. 6.3.3 VARIABLES
6.3.4 OPERATIONAL DEFINITIONS
6.3.5 ASSUMPTIONS
7. MATERIALS AND METHODS OF THE STUDY.
Key: S- Single group O1- pre-test knowledge assessment X- Structured teaching programme (Intervention) O2- Post –test knowledge assessment.
7.2.9 Method of data analysis: Descriptive statistics:
data of tenth standard students,
Inferential statistics:
or other humans or animals? If so please describe briefly?
7.4 Has ethical clearance been obtained from your institution?
8. REFERENCES
ETHICAL COMMITTEE CLEARANCE
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