Professional Documents
Culture Documents
09 - Chapter 2 PDF
09 - Chapter 2 PDF
CHAPTER – II
Research in any field will be fruitful only when the research is aware
of the present studies. Research is, and should be, a continuous process in
any field of study. Research in education in particular has to be developed
and supported by an accumulation of previous study, so as to help the
virgin field of education to be professional on the scientific lines. A review
of related research is necessary for every research study. The required
insight into the problem can be developed as a result of survey of previous
research.
2.1 Stress
Time management.
Create the environment conductive to research.
Develop a good sense of humour.
Improve self-esteem.
Develop effective communication.
Forster a supportive and friendly circle.
Developing the art of life satisfaction.
Learning to accept responsibility.
Managing through mental skills.
Seeking social support.
Exercising self-control.
v) Peer-group relationship.
adolescent women, family stressors in the junior high and peer stressors in
the college sample were most strongly related to psychological symptoms.
The differences in the type of stressors faced across the stages and the
increase in stressors faced by women are indicators of the developmental
nature of the experience of stressors and the possible difference in gender
in the perception of stressors.
and depression. Results indicated that girls reported more stress caused by
family responsibility than did boys and also showed higher occurrence of
anxious-depressed symptoms.
Panda (1998) observed that the 9th and 10th class students coming
from small families were better in their level of academic stress than the
students living with the big families.
Hoppock (1977) states that parents often feel that they must help
their children get good marks. Therefore, the parents themselves do most
of the assignments or compel their children to do them. If their child does
not reach the parent’s goal, parents as well as the child undergoes stress.
Dweck and Light (1980) reported that growing up under stressful and
frustrating conditions might be lead to the development of learned
helplessness.
Bhattacharji (1989) in his study in the past three years reported that
a number of school children from English medium in the age group of 8 –
14 years lost their mental balance due to their inability to cope with the
syllabi prescribed by the school authorities and the expectation of their
parents. The study revealed that apart from common neurotic trends and
phobic reactions, psychosomatic illness like bronchial asthma, palpitations,
stammering were mostly found in children of 1st to 4th standards. The fear
of failure to satisfy the school authorities, anxiety and tensions of the
parents also, did contribute to the frustration and consequent breakdown of
their children.
‘School-bag’ right from the kinder garten has made the student life a
punishment. Adolescent students are not an exception, with over-loaded
curriculum and a period of transition to choose a proper career
immediately. The individual makes his best efforts to overcome the
difficulties or adjust himself to the environment. Each child has got his
own style of handling the problem he confronts and trying to develop his
abilities, capacities or formulate plans to overcome the problem. The act of
assistance provided by the teacher, psychologist or patient indifferent ways
enables the pupil to overcome the haunting devil - academic stress. The
available literature focuses on many ways of interventions, remedy and
suggestions as to how academic stress could best be overcome. The best
antidote could be by showing the problem as a challenge rather than a
problem by itself (researcher interview with students, teachers and
parents).
Davis and Bull (1988) outline the areas of conflict that may lead to
emotional disturbance in gifted students from rural areas and advocates
that positive teacher interventions create a supportive learning environment
and lower student stress.
Pickens and Kies (1988) argue that one way to reduce academic
stress in children is to assign leisure reading as homework. The author
describes teacher- parent and teacher –student procedures for oral reading
at home, with conformation by parents and homework assignments, which
are co-operatively set by teachers and students.
53
Anything, which appears to their senses bright, they try to take hold
of it. Their development is purely on instinctive level. The nature of
adjustive process is decided by a number of factors, particularly, internal
needs and external demands of the child. When a conflict occurs between
internal needs and external demands, in such conditions, there are three
alternatives:
2. He can alter the environment and can satisfy his demands and
Freud, Adler and Jung (1963) have made very significant findings
regarding adjustment process. The concept of adjustment is as old as
human race on the earth. Systematic emergence of this concept starts from
Darwin. In those days, the concept was purely biological and he used the
term adoption. The adaptability to environmental hazards goes on
increasing as we proceed on the photo genetic scale from the lower
extreme to the higher extreme of life.
Some of the important factors that affect the study habits are given
below.
i. Home is the first school for every child and mother is the first
teacher. If the home environment is good, automatically child’s
nature in the school is good. Hence the relationship with family
members such as parents, brothers and sisters influence the
child’s performance.
ii. The Residence of the pupils plays an important role in their study
habits.
iii. After home, child spends more time in his school. Hence, the
school environment also be good. The teacher and the peer group
also play an important role in his study habits. Parents are also
looking after, the friends of their child. Because with good
friends, he learn good habits.
iv. Curriculum is also one of the factors for developing good study
habits. Curriculum should be constructed on the standards of the
child.
vi. If personality factors are good, the intelligence factors are also
good. Intelligence also plays as pivotal role on the good study
habits of the child. It is general observation that intelligence
students stood in top positions.
viii. Apart from all the above factors sex, caste, physical and social
environment of the students also influences their study habits.
6. Harmony with the demands of society and culture:- In order to help the
children in adjusting with the demands of the society and cultures, teachers
and parents should themselves try to practice the right ways and good
habits.
better enrolled at a large (3000 +) nearly from all –Black high school in a
residential / industrial neighbourhood. Variables found related to success
included positive school experienced (Elementary school was most
positive), high academic performance (grades improved throughout high
school) encouragement from parents’ and / or other sources, positive
attitudes towards the value of academic success, high self-esteem and
occupational aspirations (financial rewards were important). From this
study it is clear that better scholastic adjustment yields better academic
performance.
that age, sex, family, economic status and family structure would moderate
this relationship. Results supported that hypothesis pointing out the
importance of courage in academic performance.
The student who has acquired good study habits has developed a
behaviour pattern, which enables him/her to sit down and begin working
on his/her assignment with a minimum concentration. Individual study
habits play a pivotal role in determining in a pupil’s academic
achievement. A student’s progress or failure in the classroom depends
upon several factors like interest in the subject, study facilities, own study
habits and so on. Academic achievement is the achievement of the pupil
during the course of his study, the standard of achievement in language, in
subjects and in general knowledge.
Naraya Koteswara (1997) showed that the study habits total score
significantly influenced on reading achievement of high school students.
Gordan and Darline (1998) found that the students having good study
habits possessed good achievement. Venden Hurk (1998) showed that the
study habits of medical students were correlated with their academic
74
Sam Sananda Raj and Sreethi (2000) found that study habits and
academic achievement on students are positively and significantly related.
Sinde (2001) found that imparting study skills training may enhance the
scholastic achievement of students. Archana and Mona Sharma (2002)
conducted a study on 26 fifth grade children in Indore. The result revealed
that the instructional material on making skill classification could
positively influence the achievement of students on the criterion test.
Govinda Reddy (2002) studied that the study habit areas namely:
home environment, reading, listening and note-taking techniques, general
habits and attitude of work, planning of work and subject, habits of
concentration, preparation for examinations and total score of the study
habits inventory have significant influence on the total achievement of the
DIET students.
Naveen Kumar Reddy (2003) found that study habits and academic
achievement of students are positively and significantly related. Bhaskara
Rao, Somasurya Prakash Rao and Bhuvaneswari Lakshmi (2004) have
identified a positive relationship between study habits and achievement.
Guravaiah (2005) studied that the achievement of pupils in public
examinations in school subjects does not have significant influence on
study habits of the pupils.
75
Manchala (2007) studied that all the ten areas of study habits
inventory have significant influence on scholastic achievement of B.Ed.
students in theory and practical work and total achievement. Better study
habits are associated with better scholastic achievement.
Kasi (1973) has observed that poor mental health was associated
with inadequate income level of the parents.
In view of the ‘Alma Ata Declaration’, the goal being health for all
by 2000 A.D., defining health as physical, mental and social well-being,
Shah (1982) has expressed that mental health is ‘the most essential and
inseparable component of health and integrated component of public health
and social welfare programmes.
Rai and Yadava (1993) revealed that (i) mental health of low socio-
economic status students is lower than that of the students of higher socio-
economic status, (ii) female students are mentally healthier than male
students when SES is controlled, (iii) urban and rural students do not differ
significantly on mental health when SES is controlled, (iv) mental health
77
increases with grade (age also) and (v) a curvilinear relationship exists
between age and mental health.
Dwyer and Bernstein (1998) inferred that the current future status
of the school psychologist’s role in mental health programming is
addressed. Despite concerns that school psychologists are sending the
majority of their time conducting psycho educational assessments, there is
evidence that some school psychologists are conducting mental health
78
Nav Ratten Sharma and Yadava (2000) concluded that when the
demands from the environment are more and or is less and a person is not
able to complete the work, he/she experiences a sense of anxiety,
unfulfillment, dissatisfaction, worry and finally unpleasant feelings and
even depression. This in turn affects the mental health adversely, which
highlights that gender, caste, place of living and working, socio-economic
status and other cultural factors are the strong antecedents of mental health.
2.11 Appraisal
Although mental health and study habits are also important from the
educational point of view, these areas are not much explored as academic
stress on the students. The results of even the few studies present a
confusing picture with contradictory results.
82