Parents-Child Relationship and Educational Anxiety among

adolescent boys and girls.

INTRODUCTION:

Adolescence is a phase of maturations; It is a transitional period of physical and psychosocial human

development between childhood and adulthood, the cultural purpose of which involves preparation to assumes
adult roles. Classically adolescence occurs from 10 to19 years old. (According to the definition of WHO)

(Flannery, Rowe, and Gulley1993) Biologically, adolescence is marked by the onset of puberty and the
terminationof physical growth with changes in the sex organs and characteristics includes height, weight and
muscles mass as well as a time of major changes in brain growth and maturation. Cognitively, adolescence is
characterized by improvement in abstract thinking in knowledge and in logical reasoning.

Globally, 1 out of 10 (20%) adolescents encounter at least one behavioural problem. Half of lifetimemental
disorders begin before the age of 14 years, and 75% begin by the age of 24 years. Studies completed in Canada
and USA have shown that mental health among the adolescent population is a public health issue in developing
countries, such as Nepal and other south-Asian countries, scenario of mental health and its care system is worse
than compared to developed countries. Similarly, there is also a lack of mental health-related evidence in
Nepalese context; available evidence from hospital settings does not represent the situation accurately, and this
situation highlights lack of serious effort on adolescent health. In the Indian context, 14–40% of adolescent
students are assumedto have mental health problems.

Lack of attention to the mental wellbeing of children and adolescents, in a key phase of socialization, may lead to
mentalhealth consequences that may remain throughout life and reduces the capacity of societies’ socioeconomic
productivity. More precisely, it can be claimed that proper psychosocial development of adolescent is reflected
withsound academic performance, physical health and adequate social, emotional, and psychological health. This
ultimatelycontributes in reducing the risk of psychosocial and behavioural problems, violence, crime, teenage
pregnancy, and misuse of drugs and alcohol. Detection of psychosocial dysfunction in the early adolescence can
be fruitful for the quality of life of the individual.

Therefore, this study aimed to estimate the magnitude of psychosocial problem/dysfunction and its relationships
withfamily-related factors among adolescent students residing in the central region of Nepal. Findings from this
studyare expected to bring out hidden and neglected public health issues, which could help to increase the
attention of health planners and programmers to develop sufficient adolescent mental health program.
Issues of Adolescent:
5) Adolescence is a phase of rapid growth and development during which physical, physiological and
behavioural changesoccur. They constitute more than 1.2 billion worldwide, and about 21% of Indian population.
Morbidity and mortality occurring in this age group is mostly due to preventable causes. Young and growing
children have poor knowledge and lack of awareness about physical and psychological changes that occurs
during adolescence and the ill health affecting them. Existing Adolescent health programmes focus on rendering
services like immunization, health education for sexual and reproductive health, nutritional education and
supplementation, anaemia control measures and counselling. Adolescent health programmes are fragmentary at
present and there is no comprehensive programme addressing all the needs of adolescents. Access and
availability of health care servicesare severely limited. Lack of accurate information, absence of proper guidance,
parent’s ignorance, lack of skills and insufficient services from health care delivery system are the major barriers.
Interventions should focuson providing psychological and mental health services and behaviour change
communication towards leading a healthy lifestyle, restricting advertisement related to junk food products,
awareness creation about reproductive and sexual health, educating parents to prevent early marriage, teenage
pregnancy and to counsel their children on nutrition and reproductive health. Universal coverage of Adolescent
friendly clinics is highly recommended. To be cost effective, all health services addressing adolescent should
come under single programme. This review is intended to create awareness among the stakeholders about the
importance of strengthening adolescent health services in order to meet their felt needs. (Ge, Conger and
Edler,2001)

What is family relationship?

Family relationship
A family relationship can be defined as any combination of filiation or conjugal relationships that join two
people directly or through a third party. Conjugality is defined in this census as a de facto cohabitation, thus
independentof the situation as regards the legal marital status. A relationship of filiation, the parentage of
childrenis considered in three possible ways: naturally, through adoption or acquired through a conjugal or
common-law relationship with one of the natural or adopted parents.

What are the roles and relationships of family members?

Each serves an important function in maintaining healthy family functioning. Instrumental roles are concerned
withthe provision of physical resources (e.g., food, clothing, and shelter), decision-making and family
management. Affective roles exist to provide emotional support and encouragement to family members
(SadhviMythili, 2020)
Parents and adolescence relationship
Adolescence is a period of rapid biological and psychosocial changes, which have a salient impact on parent–
child relationships. Parents and adolescents have to reorganize responsibilities and move toward a more
egalitarian relationship. Although conflicts between parents and children become more frequent and more intense
during adolescence, these conflicts are also thought to be a means to negotiate relational changes. The short ‐term
dyadic processes that occur during conflict interactions are important in the development of parent–adolescent
relationships (Merz, Bierman and Schieman,2008). Parent–adolescent dyads with more emotional variability
duringconflict interactions tend to adapt effectively and reorganize their relationships in response to the
developmental needs of adolescents. Thus, parent–adolescent conflicts are adaptive for relational development
when parents and adolescents can switch flexibly between a range of positive and negative emotions.

Parent–child relationships are among the most important relationships for adolescents. Adolescence is a period of
rapid biological, cognitive, and neurological changes which have a salient impact on psychosocial functioning and
relationships (Merz, Considine, Schuize and Schuengel,2009). During adolescence, parent–child relationships
arethought to become more equal, interdependent, and reciprocal changes that co‐occur with a temporary decrease
inthe quality of the relationship and an increase in conflict. Indeed, adolescents report that their parents are
lesssupportive in early to middle adolescence, and they gradually perceive their parents as less powerful and
controlling over the course of adolescence.

4) ANXIETY: what is anxiety ?

According to American psychological Association “Anxiety is an emotion characterized by feelings of tension,

worriedthoughts and physical changes like increased blood pressure”.

People with anxiety disorders usually have recurring intrusive thoughts or concerns. They may avoid certain
situations out of worry. Experiencing occasional anxiety is a normal part of life. However, people with anxiety
disorders frequently have intense, excessive and persistent worry and fear about everyday situations. Often,
anxiety disorders involve repeated episodes of sudden feelings of intense anxiety and fear or terror that reach a
peak within minutes (panic attacks). These feelings of anxiety and panic interfere with daily activities, are
difficult tocontrol, are out of proportion to the actual danger and can last a long time. You may avoid places or
situations to prevent these feelings. Symptoms may start during childhood or the teen years and continue into
adulthood. (Soren Kierkegaord ,1884)

 What is mathematics anxiety ?

 Consequences of mathematics anxiety ?
 How it affects on performance of the students ?

Causes:

The causes of anxiety disorders aren't fully understood. Life experiences such as traumatic events appear to
trigger anxiety disorders in people who are already prone to anxiety. Inherited traits also can be a factor.
Risk factors:
These factors may increase your risk of developing an anxiety disorder:

• Trauma. Children who endured abuse or trauma or witnessed traumatic events are at higher risk of developing
anxiety disorder at some point in life. Adults who experience a traumatic event also can develop anxiety
disorders.
• Stress due to an illness. Having a health condition or serious illness can cause significant worry about
issuessuch as your treatment and your future.
• Stress build-up. A big event or a build-up of smaller stressful life situations may trigger excessive anxiety
– for example, a death in the family, work stress or ongoing worry about finances.
• Personality. People with certain personality types are more prone to anxiety disorders than others are.•
Other mental health disorders. People with other mental health disorders, such as depression, often also
have an anxiety disorder.
• Having blood relatives with an anxiety disorder. Anxiety disorders can run in families.•
Drugs or alcohol. Drug or alcohol use or misuse or withdrawal can cause or worsen anxiety. •
Headaches and chronic pain
• Socialisolation
• Problems functioning at school or work
• Poor quality of life
• Suicide

Exam anxiety:
Education is a comprehensive and complex process aiming at bringing about not only change in knowledge and
skill but also change in attitudes, behaviour, personality, values, needs and several other variables which are
psychological and behavioural in nature. Today anxiety is a common phenomenon of everyday life. It plays a
crucial role in human life because all of us are the victim of anxiety in different ways. Anxiety is one of
thedeterminants of human behaviour. It is most likely to arise internal response or behaviour that conflict with the
satisfaction of other needs or motives. The concept of anxiety is utilized for explaining many
psychologicalproblems and has become a useful construct in the field of psychology. It motivates students to
study for tests orcomplete assignments. Generally, anxiety can be either a trait anxiety or a state anxiety. A trait
anxiety is a stable characteristicsor trait of the person. A state anxiety is one which is aroused by some temporary
condition of the environmentsuch as examination, accident, punishment, etc. Academic anxiety is a kind of state
anxiety which relates to the impending danger from the environments of the academic institutions including
teacher, certain subjects like Mathematics, English, etc. Academic anxiety is important because it influence the
academic success of the students.
Anxiety disorders typically have an age of onset in childhood and adolescence, resulting in significant disability
in social and occupational functioning. Epidemiological evidence suggests that persons with psychiatric disorders
and perhaps especially social phobia are at increased risk for premature withdrawal from school [Am. J.
Psychiatry 157 (2000) 1606]. In order to further determine the impact of anxiety disorders on school functioning
and/or premature withdrawal from school, 201 patients meeting DSM-IV criteria for a primary anxiety disorder
completed a school leaving questionnaire as well as self-report measures of anxiety, depression, and social
adjustment.
About 49% (n=98) reported leaving school prematurely and 24% of those indicated that anxiety was the primary
reason for this decision. Patients who had left school prematurely were significantly more likely to have a
lifetime diagnosis of generalized social phobia, a past history of alcohol abuse/dependence and a greater number
of lifetime diagnoses than those who completed their desired level of education. This study suggests that anxiety
disorders, and perhaps especially generalized social phobia, are associated with premature withdrawal from
school. (REF)

Literature Reviews:
The review sections consist of important literature related to the study. Previous research studies are abstracted
and significant writings of authorities in the area under study are reviewed. It provides a background for the
developmentof the present study. The following literature was reviewed for the present study:

Showkeen Bilal. (2017), studied that the loneliness and academic anxiety have become commonproblems for
many students. The purpose of this study was to investigate students’ loneliness levels and their academic anxiety
at the college level. The descriptive survey research method was used for the study and the sample consisted of
210 college students (99 male and 111 female) which selected randomly from Govt. Degree College Pulwama of
J&K. Russell et al. (1980) revised Loneliness Scale and Academic Anxiety Scale by Singh and Gupta (2013)
were used. The result of the study showed that: (1) there is a positive relationship between students’ loneliness
and their academic anxiety; (2) there is no difference between male and female students’ loneliness; and (3) there
is significant difference between academic anxiety of male and female students. Based on research findings,
researchers suggest that the psychological counselling and guidance services of colleges must be functionalized
and improved to moderate students’ academic anxiety and to decrease loneliness level.

Bartwal, R. and Munnikumari. (2018), presented this study which was a preliminary attempt towards the study
of Academic Anxiety in relation to Mental Health of Adolescent students of District Faridabad. For the present
venture, Descriptive Survey was conducted on a sample of 100 Senior Secondary
school students. The value of the sample was assessed using standardized tests namely Educational Anxiety
Inventory and Mental Health Battery by Arun Kumar Singh &Alpana Sen Gupta. The objective of the study was
to find out the relationship between Academic Anxiety and Mental Health of Adolescents students. The obtained
data were quantitatively analysed by using descriptive and inferential statistics. The findings revealed that there
is significant relationship between Academic Anxiety and Mental Health of Adolescent Boys and Girls of
secondary schools at 0.01 and 0.05 levels of significance and they are negatively correlated.
Sarna, R.P. (2009), academic anxiety is a common issue that students cannot ignore if they want to succeed in
school. A study on academic anxiety among regular residential adolescent students of the age between (14 to 19
years) of Minicoy Government and private Schools was conducted on a sample of 80 respondents randomly
selected. The endeavour of the study was to measure the academic anxiety among students between 14 to 19
years of age, to evaluate and compare the academic anxiety among boys and girls and to find the relationship of
school environment viz-a-viz the academic anxiety in the sample. The present study was conducted on a sample
of 100 students (50 males and 50 females) in the age group of 14-19 year. for this purpose, data was collected by
using the Academic Anxiety Scale developed by Alpert, R. &Habe. It is concluded that most of today’s school
children have very high levels of academic anxiety which can have many serious and long lasting consequences
on the physical and mental health of children.
BhutnathMahato,Sunil Jangir. (2012). the present found that the “Academic Anxiety of Adolescent boys and
girls in Himachal Pradesh”. Main objectives were laid down for the present study: To study the nature of
distribution of scores for Sen. Sec school boys on the variable ‘Academic Anxiety’; 1)To study the nature of
distribution of scores for Sen. Sec school girls on the variable ‘Academic Anxiety’; 2) To study the nature of
distribution of scores for total sample of Sen. Sec school students on the variable ‘Academic Anxiety’; and 3) to
compare Sen. Sec school boys and girls with respect to their mean scores on the variable ‘Academic Anxiety’.
This research is completed on senior secondary school students of Himachal Pradesh both sexes. The purposive
sampling method is used for the selection of the sample. The four hundred students are selected for the study.
This research gender (boys and girls) is independent variable and Academic Anxiety is dependent variable.
Academic Anxiety’ Scale for Children (AASC): Developed by Dr. A.K. Singh and Dr. A. Sen Gupta is used. In
short Sen. sec. School students differ in their level of‘Academic Anxiety’. Sen.sec. School boys differ in their
level of Academic Anxiety. Sen.sec. School girls differ in their level of Academic Anxiety. Total Sen.sec.
Students differ in their level of Academic Anxiety. It is further revealed that the nature of distribution of scores
on the variable ‘Academic Anxiety’ is more or less and similar for Sen.sec. school boys, girls and total sample.

SetoMulyadi Wahyu Rahardjo A.M. Heru Basuki. (2016), examined the home-schoolingstudents can experience
academic anxiety. Parent-child relationship, and academic self-efficacy are assumed as factors influencing the
academic anxiety. Does parent-child relationship, and academic self-efficacy have effect simultaneously to
home-schooling students’ self-regulated learning? The purpose of this study is to measure the
influence of parent-child relationship, and academic self-efficacy to academic anxiety on home-schooling
students. The direct and indirect effect can be seen from the empirical model when fit the data. Subjects are 87
home-schooling students in Tangerang. Academic anxiety constructed from Ang et.al. (2009) (α = 0.875),
academic self-efficacy constructed from Bandura (1997) (α = 0.907), parent-child relationship constructed from
Brook et.al. (2012) (α = 0.875). Structural Equation Model is used to analyse the data. The empirical model has
goodness of fit. It explains the influence of parent-child relationship, and academic self-efficacy to academic
anxiety on home-schooling students. The result shows that parent-child relationship has no direct effect to
academic anxiety or indirect effect through academic self-efficacy. On the other hand, there is indirect effect
from parent-child relationship to academic anxiety through Parent-child relationship, and academic self-efficacy
are good predictors to home-schooling students’ academic anxiety. But parent-child relationship only effects
students’ academic anxiety not strong enough to effects academic anxiety through academic self-efficacy. At
this point, parents play important role to build positive academic self-efficacy related to the home-schooling
activities. Shahida shaban and Nadia Hussain matto. (2012), studied the relationship of adolescent boys and
girls from district Anantnag of Kashmir valley with their mothers and fathers. To gather information on a
sample of 40 male and 40 female respondents, Parent-Child relationship Scale developed by Nalini Rao, was
used. The results reveal that a highly significant difference was observed between the use ofsymbolic
punishment, rejecting, loving dimension and gender of the child while no significant difference was found when
protecting dimension was compared to the gender of the adolescent. This research study's findings regarding
children's perception of their mothers as rewarding (symbolic and Object), loving, and demanding supports.
However, in contrast to present findings Karuna et al., found out that mothers and fathers were almost equally
protective, demanding and give equal symbolic rewards and object rewards towards their children. The positive
influence of father child relationship on risk behaviours was found to be stronger for male than for female
adolescents. On the other hand, Shaban and Mattoo (2012) reported that parents do not show any significant
difference in protecting levels when compared with their male and female children. Both mothers and fathers
were also found to show significant difference in the use of symbolic punishment between male and female
children.
Valentina Laitonjam, Jatinder Gulati. (2014), the present study has been designed to find out adolescents’
perception of their relationship with both the parents and its impact on the emotional autonomy. A sample of
200 adolescents comprising of 100 boys and 100 girls in the age group of 16-18 years was drawn from four
Government schools of Ludhiana city. Parent Child Relationship Scale by Nalini Rao and Emotional Autonomy
Scale by Steinberg and Silverberg were used to assess parent adolescent relationship and emotional autonomy
of the respondents respectively. Results revealed that highly autonomous boys considered their father to be
more rejecting and neglecting and less loving than their mother. Highly autonomous girls perceived their father
to be demanding and their mother to be less rewarding symbolically and objectively and less loving. Aspects of
positive parenting such as protecting, symbolic reward, loving and object reward was associated with decreased
emotional autonomy among adolescent.
Ajay kumar, (2013), home is very important for adolescents. All the intellectual, moral, physical, social,
emotional and educational needs are fulfilled at home. Theenvironment created at home accelerates or retards
 the development of the child and influences the achievement and aspiration of the child. In context of these
views the following research is conducted to find out the relationship of academic anxiety and home
environment. A sample of 120 subjects was randomly selected for the present study, out of which 60 students
were from urban area and 60 from rural area. For the study Home Environment Inventory by Karuna
ShankarMisra (1989) and Academic Anxiety (AASC) by A.K Singh and A. Gupta (1984) were used for data
collection. The result revealed that the Academic Anxiety and Home Environment scores of adolescents
correlated significantly.

OBJECTIVES:

The following objectives are formulated for the proposed study:

• To measure the parent-child relationship among adolescent boys and girls and find out whether they differ
from each other significantly or not.
• To measure educational anxiety among the subjects and examine whether adolescent boys and girls
differ significantly from each other or not.
• To asses test anxiety among adolescent boys and girls and search whether they differ significantly from each
other or not.
• To measure academic anxiety among adolescent boys and girls and find out the extent to which they differ
significantly from each other.

HYPOTHESES:
Assuming that the other factors are kept constant, it is hypothesizing that,
• Parent-child relationship is observed significantly more by the adolescent girls than the adolescent boys.

• Adolescent girls exhibit significantly more educational anxiety than the adolescent boys. • Test anxiety

is experienced significantly more among the adolescent girls than the adolescent boys. • Adolescent boys
exhibit significantly more academic anxiety than the adolescent girls.

Significance of the study:

The present research will try to find out whether there is a significant difference in educational anxiety and
parent-child relationship among adolescence boys and girls. Educational anxiety is one of the problems create in
millions of the school students in every year. Although a low level of anxiety can cause positive motivation for
improvement of educational functioning, but high levels of educational anxiety can cause a disturbance in
concentration, attention, storage of knowledge, recall and educational reduction with that parent-child
relationshipis also very important factor or variable which impact on educational anxiety of the students. Matto&
Nabi (2012)found that now a days most of school children have high levels of educational anxiety. Mental Health
is a deliberating factor which impact on students’ educational Anxiety. Present study is a humble effort to answer
the query i.e., why students feel educational anxiety and is there any effect of parent child relationship on
educational
anxiety among adolescence boys and girls and also examines the parental pressure regarding students’ academic
work or educational anxiety.

Operational Definitions

Relationship:

A continuing and often committed association between two or more people, as in a family,
friendship,marriage, partnership, or other interpersonal link in which the participants have some degree of
influence on each other's thoughts, feelings, and actions.

"Relationship," though is a great big word. It covers all sorts of human connections, including ties to friends,
parents, children, siblings, other family members, co-workers, neighbours, mentors, and more. (In 2002, Karen
Fingerman and Elizabeth Hay).

Parents - child relationship:

The Parent-Child Relationship is one that nurtures the physical, emotional and social development of the child.
It is a unique bond that every child and parent will can enjoy and nurture. This relationship lays the foundation
for the child's personality, life choices and overall behaviour. (J Marriage Fam. 2014 Aug 1;))

Adolescent

“Adolescent” is a dynamically evolving theoretical construct informed through physiologic, psychosocial,

temporal and cultural lenses. This critical developmental period is conventionally understood as the years
between the onset of puberty and the establishment of social independence (Steinberg, 2014).

The most commonly used chronologic definition of adolescence includes the ages of 10-18, but may incorporate
a span of 9 to 26 years depending on the source (APA, 2002).

Anxiety

Corte Madera: “A crucial aspects of anxiety is the self-occupying thoughts which interfere with focusing
attention on the task at hand and result in lowered levels of performance”.
Spielberger (1972) define "Anxiety as an unpleasant emotional state or condition which is characterized by
subjective feelings of tension apprehensions and worry and by activation or arousal of the autonomic nervous
system".
Educational Anxiety

Ader&Erktin: “Students experiencing academic anxiety feel apprehensive over academic tasks. Students can feel
anxiety related to every academic task. Some may only feel anxiety related to test taking or other specific tasks.
Anxiety is not always negative. Some students can be motivated by anxiety”.

METHOD:
Methodology is the backbone of any research endeavour. It is the blue print of the researcher is going to examine
and explore the variables of interest. It plays a leading role in carrying out the research study systematically and
objectively. Methodology refers to systematic research and planning. Scientific investigation involves careful and
properadaptation of research design, use of standardized tools and tests, sampling techniques, sound procedures
for collecting data, its careful study and tabulation and them, finally application of appropriate statistical tests.
These steps basically enhance the predictive value of findings; thus, the findings may be generalized to predict
the
behaviour of population from which the sample has been drawn.
Sample:
Purposive sampling technique is probably the only technique suitable for selecting the sample of

stdy. ● Quality- Adolescent boys and girls.

● Size – 50 adolescent boys and 50 adolescent girls.

● Age – 16 to 18 yrs.

● Location –Nagpur city.

Tools:

The following tool will be employed for the purpose of collecting data from the selected subjects:

1) Parent-Child Relationship Scale by Nalini Rao.

2) Educational Anxiety Inventory by Vishal Sood and Arti Anand.

1. Parent-Child Relationship Scale: This scale has 100 items categorised into ten dimensions namely
protecting, symbolic punishment, rejection, object punishment, demanding, indifferent, symbolic reward,
loving, object reward and neglecting. This scale measured parent-child relationship.
Scoring: The scale is to be scored separately for both mother and father as per marking preferences from 5, 4,
3, 2, 1, for both father and mother separately by the subjects.
Reliability: The test-retest reliability coefficient ranged from .770 to .871

Validity: Correlation coefficients ranged from .289 to .578

2) Educational Anxiety Inventory: This inventory measured the educational anxiety among students. This
inventory encompasses two dimensions like academic anxiety and test anxiety. This inventory has 42 statements.
Scoring: This inventory is a self-administered with five-point rating scale like completely true the score is 1, true
to large extent the score is 2, true to some extent the score is 3, false/untrue to large extent the score is 4 and
completely untrue/false the score is 5, if the answer to a positive item. On the other hand, in case of negative
items, the above scoring procedure was reversed completely.
Reliability: The Product Method Correlation ‘r’ i.e., reliability Index, between two testing was found to be
.738

Validity: The validity of coefficient correlation set of scores was found between two to be .683

Research Design: The present study randomized group design will be used since the criterion is used for
selecting the sample purposive sampling technique will be applied but when the sample of size will be large the
subject will be selected by simple random sample technique.

Statistical Treatment: First, Mean and SD will be computed then “t” test for unrelated groups with unequal cell
frequency.

Result and Discussion: Results will be discussed considering the statistical values and findings of earlier
research studies.

Conclusion: Conclusions will be drawn on the basis of results of study.

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