PSYCHOLOGY PROJECT

Name: GAVIN MENDONZA

CLASS 12A

Topic: Stress

Title: To study the causes and effects of stress

among school students.
CERTIFICATE

This is to certify that this research project entitled “To study the
causes and effects of stress among school students.” is the work done
by Gavin Anthony Mendoza , during the period 2022-2023,

Signature

INTRODUCTION
 Stress

Stress is an individual’s generalised, systemic mind-body response to demands and

stressors. It is the body’s reaction to an event that is seen as emotionally disturbing,
disquieting or threatening. It is a
feeling of emotional or physical tension that can come from any event or thought that makes
you feel frustrated, angry, or nervous. Stress is your body's reaction to a challenge or
demand. In short bursts, stress
can be positive, such as when it helps you avoid danger or meet a deadline. Goldstein
described stress as a condition in which
expectations, whether genetically programmed, established by prior learning, or deduced
from circumstances, do not match current or
anticipated perceptions of the internal or external environment. This
mismatch between what is observed or sensed and what is expected or programmed evokes
patterned, compensatory responses. This assembly of responses is generally called the
“stress response” and applies to mental stress.

Strain

Strain is nervousness resulting from mental stress. It is the overt manifestation of stress.
It is different from a simple stress. A strain consists of at least two stressors, either pulling
or pushing an
individual in different directions. A single directional stress is usually less devastating to an
individual’s psychological well being than a strain.

Types of Stress

Chronic Stress

This is stress resulting from repeated exposure to situations that lead to the release of stress
hormones. This type of stress can cause wear and tear on your mind and body.
Eg: If your family is struggling financially or with an illness This can increase hypertension,
cause a heart attack or stroke.

Acute Stress

Acute stress is short-term stress, it is what you experience on a daily basis. Eg: getting into
an argument, taking a test

Can cause emotional distress, muscle tension, headache, back pain, or jaw ache, stomach
upset.

Stress Models

There are various models of stress that are continually studied by psychologists around
the world. The two most common models are the psychosomatic stress model and the
diathesis stress model.

Psychosomatic stress is the type of stress where the connection between mind and body
is strengthened. Specifically speaking, you
either develop a disease or further worsen it with your current mental state. A common
misconception is that a psychosomatic disorder is imaginary or “all in the head.” In reality,
psychosomatic symptoms are real and require treatment, just as any other illness. With
psychosomatic stress, your mind greatly affects how your body will
cope with the physical disease that you have. Stress will alter the time period utilized for the
development, worsening, or recovery from the general medical condition. For example,
when a person is angry, it prolongs the duration of high blood pressure.

The diathesis-stress model deals with the relationship between the possible causes of a
condition and the degree of your vulnerability to react to the situation. Basically, this model
shows that different people are vulnerable in different degrees and this affects their
likelihood to develop depression. These vulnerabilities are called diatheses. Your
 diatheses can include biological and psychological factors. However, having these
vulnerabilities is not enough to trigger an illness.
Instead, you have to be faced with a stressful situation to prompt an illness. This model
follows that if you are very vulnerable to develop depression due to stress, then it will only
take a little environmental stress for you to become depressed. On the other hand, if you are
not so vulnerable, it will take much greater levels of environmental stress to bring you a
depressed state.

GAS Model-

When faced with stress, initially, your blood pressure soars, your pulse races, and you may
begin to sweat. These are part of a general pattern of reactions referred to as fight-or-flight
syndrome. When we
are exposed to chronic sources of stress, this reaction is only a first in a longer sequence of
responses activated by our efforts to adapt to a stressor. This sequence termed by Hans
Selye the general adaptation
syndrome (GAS), consists of three stages. The first is the alarm stage, in which the body
prepares itself for immediate action. If stress is prolonged, the resistance stage begins.
During the second stage,
arousal is lower, but our bodies continue to draw on resources at an above normal rate in
order to cope effectively with the stressor. If the stressful situation is resolved, the body
continues to repair itself until it returns to its pre-stress state. If the stressful situation is not
resolved, the body remains on high alert, eventually adapting to the higher stress level.
Stress hormones and blood pressure remain
elevated. This can lead to hypertension and heart problems as well as
irritability, frustration, and poor concentration. Continued exposure to the stressor or
additional stressors drains the body of resources and
leads to the third stage, exhaustion. During this stage, our capacity to
resist is depleted and our susceptibility to illness increases. In severe cases of prolonged
physical stress, the result can be death. These
changes will occur in the body regardless of whether the perceived stressor is considered
eustress (positive or pleasant) or distress
 (negative or unpleasant). Ultimately, this means that we need to take active steps in
managing all of our stressors, as it can build up and potentially cause harm to our health
otherwise.

The human stress response involves many components, as Selye’s work portrayed. First,
the brain initiates the most immediate response signaling the adrenal glands to release
epinephrine and norepinephrine. Then, the hypothalamus and pituitary activate another part
of the adrenals, releasing cortisol. This is followed by the nervous
system initiating behavioral responses like alertness, focus, reduction of pain receptors and
the inhibition of reproductive behaviors and desires. The sympathetic nervous system then
kicks in to increase the heart rate, blood pressure and release fuel to help fight or get out of
danger as it redirects blood flow to the heart, muscles and brain, away from the
gastrointestinal tract and digestive processes. To
accommodate these demands there is a vast increase in energy
production and utilization of nutrients and fluids in the body. Once
the stressful situation has passed, the brain signals the responses to be
“turned off” and finally recovery and relaxation allow the body to reestablish balance in
all systems, replacing lost nutrients and eliminating waste products accumulated
during the process.

Stressors are events or situations in our environment that cause stress.

Just about anything can be a stressor as long as it is perceived as a danger. When one
encounters stressors, the body’s stress response is triggered. Sometimes when people talk
about ‘stress’ in their life, they are really talking about stressors; stressors lead to the body’s
stress response and the experience of stress. Stressors are the cause of stress.

Types of Stressors

Internal

1. Your standards
 Perfectionism is a major source of stress. Setting yourself up for failure by demanding
perfection. Setting unreasonable standards for
yourself and not being okay with “good enough.”

2. Expectations

When expectations are not met it can be a huge cause of stress as loss of hope. Expectations
may be set by others on you or vice versa.

3. Desires

Buddhist philosophy suggests that recurrent psychological craving and “clinging” disrupts
the mind’s equilibrium and gives rise to negative emotions such as anxiety, misery, fear,
anger or stress.

4. Personal goals

Being unable to achieve personal goals such as losing weight or getting a high grade can
generate a lot of stress and cause the tasks to become harder to achieve.

External

1. Relationship problems
 Relationships are a very important part of our lives whether with a significant other, friend,
or family member. We hold them very dear to us and any problems create a lot of tension
and lead to stress.

2. Commuting or sitting in traffic

Being exposed to the daily hassles of traffic can lead to higher chronic stress. One of the
stress triggers while driving during a traffic jam is impatience — having to wait for the
traffic to move and dealing with the mistakes of other motorists on the road.

3. Marriage or divorce

Your wedding might be one of the happiest days of your life, but it’s also one that’s
associated with a lot of stress. You might be worried about all the logistics or how all of the
details you’ve been planning
for months (or years) will come together. On the other hand, a divorce is extremely stressful
as it brings forth a lot of uncertainity and is a major life change.

4. Job stress

Some work-related stress is normal, whether it’s during a busy time of year or a transition at
work. A little bit of stress can even keep you
focused, energized, and ready to take on new challenges. However,
stress due to colleagues, demands and money can be very stressful.

5. Financial Problems
 Some situations that might cause financial stress include losing your job or being retrenched,
long term unemployment, being unable to get full time work, inability to pay your bills or not
being able to deal with the increasing costs of living.

Effects of Stress

Physical

1. Fatigue

While the main symptoms of fatigue are a general feeling of weariness or being tired or
drowsy, stress-related fatigue is usually accompanied by other symptoms: Sore or aching
muscles, or feeling of muscle weakness. Headache, moodiness, irritability, or being easily
agitated.

2. Headache

Headaches are more likely to occur when you’re stressed. Stress is a common trigger of
tension-type headaches and migraine. It can also trigger other types of headaches or make
them worse. Stress is a particularly common headache trigger in children and young adults.

4.Obesity

Cortisol stimulates your fat and carbohydrate metabolism, creating a surge of energy in your
body. While this process is essential for survival situations, it also increases your appetite.
Additionally, elevated cortisol levels can cause cravings for sweet, fatty and salty foods.
 Psychological

1. Inability to concentrate

Stress, and excessive worry can take you away from the present moment, making it
harder to stay focused on something you’re doing. Lack of sleep or food due to stress can
also make you lose focus.

2. Poor judgement

Early research suggests that stress exposure influences basic neural circuits involved in
reward processing and learning, while also
biasing decisions towards habit and modulating our propensity to engage in risk-taking.
Studies have shown that anxiety and stress
disrupts the decision-making regions of the prefrontal cortex. It is essential to reduce

anxiety in order to improve one’s decision-making.

3. Nervousness

When you are unsure of the outcome of a situation it leads you to feel nervous and this
worry can be detrimental to your health and well being.

Behavioural
 1. Talking too fast or too loud

Stress is also a common cause of racing thoughts and faster speech, both of which can make
communication more difficult. People who are anxious may feel like they can’t keep up
with their thoughts and may speak much faster as a result, which can cause stuttering or
slurring.

2. Yawning

Stress changes include increasing heart rate, respiration, and

tightening the body’s muscles so that it is better able to deal with a
threat. A change in heart rate, breathing, and tight chest muscles can
make it seem like you are short of breath, which can cause excessive yawning. Many people
notice they yawn when nervous or anxious.
When stress is infrequent, the body can recover relatively quickly.

When stress occurs too frequently, however, the body has a difficult time recovering.
Incomplete recovery can cause the body to remain in a state of semi stress response
readiness, which we call stress-
response hyperstimulation. A body that becomes chronically stressed can exhibit symptoms
of stress, such as excessive yawning.

Stress Management

1. Try to get regular exercise- Physical activity has a big impact on your brain and
body. Whether you enjoy Tai Chi or you want to begin jogging, exercise reduces
stress and improves many symptoms associated with mental illness. Exercise for
cardiovascular fitness three to four times a week- prolonged rhythmic exercise is the
best, such as walking, swimming, cycling or jogging.
 2. Eat well balanced nutritious meals

A balanced diet can support a healthy immune system and the repair of damaged cells. It
provides the extra energy needed to cope with stressful events. Early research suggests that
certain foods like polyunsaturated fats including omega-3 fats and vegetables may help to
regulate cortisol levels.

3. Sleep enough

Getting more rest can significantly decrease cortisol levels and restore balance to the body’s
systems. In a preventative step, try to get between seven to nine hours of sleep a night to
avoid the rise in hormone levels altogether, and reduce existing feelings of stress and
anxiety.

Review of Literature

1) Generoso, N. M. (2015) conducted a research on Causes, Effects of Stress and the

Coping Mechanism of Bachelor of Science in Information Technology Students in A
Philippine University.
The aim of the research was to study the causes, effects of stress and coping mechanism of
Bachelor of Science in Information
Technology students. The causes, levels of stress, and coping mechanisms vary. The study
of Information Technology is
basically a rigorous one as it is designed to prepare students for the actual demands in
the world of work, the IT industry. This study sought to determine the causes of stress,
the effects of
stress, and the stress coping mechanisms of Bachelor of Science in Information
Technology students in the Leyte Normal University, Tacloban City. It tested some
assumptions using the descriptive survey method with 51 respondents. Thesis
 writing/research and school requirements/projects were the most common causes of
stress. Sleepless nights and irritable/moody feeling were the common effects of
stress.
There was disparity
on the causes and effects of stress between the male and female
respondents. The use of computer and praying to God were the
common stress coping mechanisms. There was an observed disparity between the male and
female responses.

2) Nakalema, G. and Ssenyonga, J. (2014) conducted a research on Academic Stress: Its

Causes and results at a Ugandan
University. The aim of the research was to study the causes and results of academic stress at
a Ugandan University. The study examined academic stress, study habits and academic
performance of 196 (113 males and 83 females) undergraduates of Mbarara University
of Science and Technology in Uganda
using a cross-sectional survey research design. Findings showed that daily academic
hassles were found to be the most stressful (M = 3.11; SD = 0.96) while personal
problems were reported as the least stressful (M = 2.27; SD = 0.86). First year
students experienced greater academic stress from financial hardships

(χ2

= 10.71; p = .03), academic overload/time (χ2 = 10.23; p = .04) and social

expectations (χ2 = 10.79; p = .01) than the continuing students. Motivation was the
most used study habit (M = 6.52;
SD = 1.18) among the respondent, while studying a chapter was the least common
study habit (M = 3.86; SD = 1.35) among the students. Faculty of Development
Studies students had better study habits (χ2 = 8.75; p = .03) than other
faculties/institute based on grade performance. The GPA/CGPA 4.40 – 5.00 category
had superior study habits (χ2 = 11.47; p = .01) than the other GPA/CGPA categories.
Age (OR =. 88) was a significant
 predictor of having supplementary exams. Our results highlight the need for strategic
interventions focusing on reducing academic stressors and improving the study
habits of the
undergraduates considering the uniqueness of the different faculties and year of
study for improved academic performance.

3) Abouserie, R. (1994) conducted a research on Sources and

Levels of Stress in Relation to Locus of Control and Self Esteem in University
Students. The aim of the project was to study the sources and levels of stress in
university students. This study reports an investigation into the sources and levels of
stress in relation to locus of control and self-esteem in university
students. Two stress questionnaires (ASQ and LSQ) were used to assess students’
stress. The first deals with academic sources
of stress, and the second assesses the student’s life stress levels.
The achievement scale of the Multidimensional Multi‐
Attributional Scale Causality (MMCS) was used to measure locus of control, and
the Rosenberg Self Esteem Scale to assess students’ self-esteem. The study sample
consisted of 675 (202 males and 473 females) second‐year undergraduate students.

The results indicated that examination and examination results were the highest causes of
stress in students, followed by
studying for exams, too much to do and the amount to learn, respectively. Results
showed that 77.6% and 10.4% of the
students fall into the moderate and serious stress categories,
respectively, and that there were significant differences between female and male
students in both academic and life stress, with female students more stressed than
males. Results also indicated a significant positive correlation between locus of
control and academic stress, suggesting that students with external beliefs
are more stressed than those with internal. A significant negative correlation between
self-esteem and both academic and life stress emerged, indicating that students with
high self-esteem are less stressed than are those with low.
4) Sheehy, R. and Horan, J. J. (2004) conducted a research on
Effects of Stress Inoculation Training for 1st Year Law Students. The aim of the
research was to study the impact of stress inoculation training on law students. The
effects of stress inoculation training (SIT) on the anxiety, stress, irrationality, and
academic performance of 1st-year law students were examined. A 2 x 3 repeated-
measures crossover design was used in which the middle assessment occasion marked
when control participants began receiving SIT. Compared with those in the control
phase, participants initially receiving SIT showed decrements on personal, emotional,
and general stress. Additional analyses indicated that all participants who received
SIT displayed lower levels of anxiety, stress, and irrationality over time. Finally, the
academic ranks of participants predicted to finish in the bottom 20% of their class on
the basis of LSAT scores reflected conspicuous and significant improvement. SIT has
promising applicability to the high levels of stress experienced by 1st-year law
students.

5) Kang, S. Y., Choi, Y. S. and Ryu, E. (2009) conducted a research on The

Effectiveness of a Stress Coping Program Based on Mindfulness Meditation on the
Stress, Anxiety, and
Depression Experienced by Nursing Students in Korea. The aim
of this research is to study the effectiveness of mindful meditation as a coping
mechanism on stress, anxiety and depression experienced by nursing students in
Korea. This study examined the effectiveness of a stress coping program based on
mindfulness meditation on the stress, anxiety, and depression experienced by nursing
students in Korea. A nonequivalent, control group, pre-posttest design was used. A
convenience sample of 41 nursing students were randomly assigned to experimental
(n = 21) and control groups (n = 20). Stress was measured with the PWI-SF (5-point)
developed by Chang.
Anxiety was measured with Spieberger’s state anxiety inventory. Depression was
measured with the Beck depression inventory. The experimental group attended 90-
min sessions for eight weeks. No intervention was administered to the control group.
Nine participants were excluded from the analysis because they did not complete the
study due to personal circumstances, resulting in 16 participants in each group for the
 final analysis. Results for the two groups showed (1) a significant difference in stress
scores (F = 6.145, p = 0.020), (2) a significant difference in anxiety scores (F = 6.985,
p = 0.013), and (3) no significant difference in depression scores (t = 1.986, p =
0.056). A stress coping program based on mindfulness meditation was an effective
intervention for nursing students to decrease their stress and anxiety, and could be
used to manage stress in student nurses. In the future, long-term studies should be
pursued to standardize and detail the program, with particular emphasis on studies to
confirm the effects of the program in patients with diseases, such as cancer.

RESEARCH METHODOLOGY
AIM: To study the causes and effects of stress among school students.

SAMPLE: A group of 30 students studying in Class X formed the sample group.

OPERATIONAL DEFINITION:

• Independent variable: The questionnaire comprised of 15 questions each on the causes

and the effects of stress.
 • Dependent variable: The responses collected from the students.
• Control variable: The sample size (Class X).

PROCEDURE AND INSTRUCTIONS:

The aim of the experiment was to study the stress experienced by students; the cause and
effects. Two checklists were constructed - one indicating the potential stressors along with a
5point rating scale indicating their frequency of occurrence (very often, often, sometimes,
rarely, very rarely). The stressors dispositional/internal variables (personality attributes,
cognitive appraisal) and situational/external variables (life events, environmental pressures –
physical, social, cultural and academic stressors). The second checklist indicates the effects of
stress (strain) – physical, psychological and behavioural along with their frequency of
occurrence (on a 5-point rating scale). The experimenter kept all the necessary items ready.
The subjects were handed the questionnaire. Rapport was established with the subject and the
following instructions were given “the following questionnaire consists of 15 items each. The
items for the causes of stress are based on internal variables numbered Q.1, 2, 4, 5, 9, 15 and
external variables numbered Q.3, 6, 7, 8, 10, 11, 12, 13, 14. The items for the effects of stress
are based on physical effects numbered Q. 5, 12, 16, 23, 24, 25, 28, 29; psychological effects
numbered Q.3, 4, 8, 9, 10, 11, 13, 15, 17, 19, 20, 22, 26, 27, 30; and behavioural effects
numbered Q.1, 2, 3, 6, 7, 14, 18, 21, 23, 24, You have to answer all the statement. There are
five possible modes of responses which are Very often, Often, Sometimes, Rarely, Very
rarely. Read each statement and carefully mark your responses in the checkbox. Your
responses shall be confidential. There is no time limit to answer the questionnaire. If you have
understood the questionnaire you may begin to answer the questionnaire given to you”. The
experimenter then ensures that the subjects have followed the instructions. The experimenter
thanks the subject and collects the response sheet. The scores were tabulated using the scoring
key. The experimenter scores each item and calculates the total score.

TEST DESCRIPTION: This list is designed to measure the causes and effects of stress among
school students. The questionnaire consists of 15 items each. The items for the causes of
stress are based on internal variables- personality attributes (PA), cognitive appraisal (CA)-
numbered Q.3, 4, 8, 9, 11 and external variables- (life events (LE), environmental pressures
– physical (EpP), social (EpS), cultural (EpC) and academic stressors (EpAS)- numbered Q.3,
4, 5, 6, 7, 10, 11, 12, 13, 14. The items for the effects of stress are based on physical effects
(P) numbered Q.15, 16, 22, 23, 25, 30. psychological effects (Psy) numbered Q.17, 18, 19, 20.
and behavioural effects (B) numbered Q.21, 24, 26, 27 28, 29. For each statement there are
five possible mode of responses which are Very often, Often, Sometimes, Rarely, Very rarely.
Each item consists of a five-point rating scale (likert scale).

SCORING KEY:
Very Often Often Sometimes Rarely Very Rarely
5 4 3 2 1

DATA ANALYSIS

Total Scores of Table 1

1. PA – 965

3. CA – 0

4. L – 0

5. ES – 751

6. EC – 253

7. EA – 821

8. EP – 890
Total Scores of Table 2

1. PHY – 847

2. PSY – 1015 3. B – 948 There are 7 domains1) Personality Attributes- PA

2) Cognitive Appraisal- CA

3) Life Events- L

4) Environmental Pressure, Social- ES

6) Environmental Pressure, Cultural- EC

7) Environmental Pressure, Academic- EA

8) Environmental Pressure, Physical- EP

There are 3 domains-

1) Physical- Phy

2) Psychological- Psy
 3) Behavioural- B

QUESTIONNAIRE-1 - CAUSES OF STRESS

Mean scores for each domain-

1. Personality Attributes – (216+209+170+179+191)

= 965 5

= 193

2. Cognitive Appraisals – 0

3. Life Events – 0

4. Environmental Pressures Physical – (187+117+141)

= 890

= 296.666667

Social – (172+181+170+131+97)
 5

= 751

= 150.2

Academic – (203+99+175+195+149)

= 821

= 164.2

Cultural – (103+150)

= 253

= 126.5
QUESTIONNAIRE-2 - CAUSES OF STRESS

Mean scores for each domain-

1. Behavioural – (200+168+176+73+137+194)

= 948 6

= 158

2. Psychological – (218+170+213+212+202)

= 1015
 5

= 203

3. Physical – (151+146+171+125+127+127)

= 847

= 141.166667

• The means of the seven domains i.e, Personality Attributes(PA),

Cognitive Appraisal(CA), Life Events(L), Environmental Pressure-

Social(ES), Environmental Pressure- Cultural(EC), Environmental Pressure- Academic(EA),
Environmental Pressure- Physical(EP), are 193, 0, 0, 296.666667, 150.2, 164.2 and 126.5
respectively.

• The means of the three domains that is Physical(PHY), Psychological(PSY)

and Behavioural(B) are 158, 203 and 141.166667 respectively.

RESULTS AND DISCUSSION

• The aim of the research conducted was to study the causes and effects of stress
among school students.

• The sample of the research conducted consisted of a group of fifty-six

secondary and higher secondary school students between the ages of thirteen to
nineteen years who are studying in either Class Ten or Class Eleven in a school
affiliated with either the State Board, CBSE Board, ICSE Board or ISC Board.

• The topic of the research conducted is ‘Stress Among School Students.’ I have
chosen this particular topic because school students report feelings of stress on
a large scale especially during secondary school. This is due to the fact that
they have to make big decisions on their careers and sort out college
applications. The research conducted could potentially help in predicting the
causes of stress in the age group focused on in the research as well as the
effects of stress on students in this age group. In doing so, mechanisms of
coping with stress can be devised which can help students to effectively deal
with stress.
The data collected for this research was obtained with the use of a questionnaire consisting of
thirty- seven questions, aimed at understanding the causes and effects of stress experienced
by school students. All thirty questions were positive in nature. The scoring key used to
evaluate the responses to each question was as follows –

1- Strongly agree

2- Agree

3- Neutral

4- Disagree

5- Strongly disagree

• The questionnaire was based on two checklists – one indicating the potential
stressors; which included dispositional or internal variables like personality
attributes or cognitive appraisal, and situational or external variables like life
events, physical environmental pressure, social environmental pressure,
cultural environmental pressure and academic environmental pressure and the
other indicating the physical, psychological and behavioural effects of stress.
The questions under each checklist had five modes of answer- strongly
disagree, disagree, neutral, agree, strongly agree.

• The individual’s scores for each of the thirty-seven questions in the

questionnaire were allocated to the proper domain in each checklist. When the
data in the first checklist analyzed, it was noticed that the domains of cognitive
attributes and life events did not have any score. The domain with the highest
score was personality attributes with a total score of 216 under question 3. This
score shows us how personality attributes can be a major cause of stress.
Personality is characterised by five traits- these traits include neuroticism,
extraversion, openness to experience, conscientiousness, and agreeableness. Of
these, neuroticism is most consistently related to negative stress outcomes. The
domain with the lowest score was the domain of environmental pressure-
social with a total score of 97 under question 31. This score could suggest that,
individuals who fit the same group’s criteria already have a core friend circle
 established, and so, feel less stressed when socialising with friends within this
circle. When the data under the second checklist was analysed, it was noted
that the domain with the highest score was
the domain of psychological effects with a score of 218 under question 33.
This score could suggest that individuals belonging to the sample group
engage in compartmentalization when coping with different stressors in
different environments. Due to this compartmentalization, the individual is
more likely to experience feelings of stress due to lesser relaxation period
between exposure to a stressor. The domain with the lowest score was
behavioural with a score of 73 under question 33. This score suggests that
individuals belonging to the sample group largely react to stress within
physical and psychological changes,

• Under the first checklist, the total score for the domain of personality attributes
was 965. The total score for the domain of cognitive appraisal was 0. The total
score for the domain of life events was 0. The total score for the domain of
environmental social pressures was 751. The total score for the domain of
environmental cultural pressures was 253. The total score for the domain of
environmental academic pressures was 821. The total score for the domain of
environmental physical pressures was 890.

• Under the second checklist, the total score for the domain of physical effects
was 847. The total score for the domain of psychological effects was 1015. The
total score for the domain of behavioural effects was 948.

• The total scores for each domain were calculated by creating two tables, on for
each checklist. The first row contained abbreviations of the domains under
each checklist. The second row contained the number of the question from the
questionnaire that belonged to a particular domain. The domain abbreviations
were repeated in case more than one question identified with a particular
domain. The first column of each table was filled with numbers ranging from
one to fifty-six for each individual who answered the questionnaire. Then, each
individual received a score from one to five for each question that they
answered according to the scoring key. The final row of the table contained the
total score for a particular question, and thus, for a particular domain. If there
were multiple questions for a particular domain, the scores of these questions
were added to give the total score for that domain.

• Under the first checklist, the mean score for the domain of personality
attributes was 193. The mean score for the domain of cognitive appraisal was
0. The mean score for the domain of life events was 0. The mean score for the
domain of environmental physical pressures was 296.666667. The mean score
 for the domain of environmental social pressures was 150.2. The mean score
for the domain of environmental academic pressures was 164.2. The mean
score for the domain of environmental cultural pressures was 126.5. Under the
second checklist, the mean score for the domain of
behavioural effects was 158. The mean score for the
domain of

• Psychological effects was 203 and the mean score for the domain of physical
effects was 141.166667. The graphical representation was done for the same.

CONCLUSION
From the data collected and analysed in this research we can suggest the likely cause of stress
among school students is the amount of work they have and the lack of time. We can also
suggest that the stress experienced by a school student is likely to have a psychological effect
rather than a behaviour or physical effect.
 BIBLIOGRAPHY.
1. https://my.clevelandclinic.org/health/articles/11874-stress Accessed on 22 July 2022 at 9:30
pm

2. https://medlineplus.gov/ency/article/003211.htm Accessed on 22 July 2022 at 10:30 pm

3. https://www.who.int/news-room/questionsandanswers/item/stress#:~:text=Stress%20can
%20be%20defined%20as,to%20your%20overall%2 0 well%2Dbeing. Accessed on 23 July
2022 at 3 pm

4. https://www.helpguide.org/articles/stress/stress-management.htm Accessed on 23 July 2022

at 6 pm
 QUESTIONAIRE

1. Do you often find yourself setting unrealistic goals?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

2. Do you often find yourself wanting to keep everything in your life perfect?
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree
 3. Do you often feel stress due to lack of time management?

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

4. Does noise contribute to your stress

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

5. Does an injury cause you stress?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

6. Do you feel stressed when you have a deadline for an assignment?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

7. do you feel stressed when you have an upcoming exam to answer?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

8. Do you feel stressed when you about your future self?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

9. Do you fell stressed out when you are lonely?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

10. Do you feel stressed out when there is a death of a close family/friend of yours?
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

11. Do you feel stressed out when you have a lot of work pending?
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree
 12. Do you feel stressed out when you talk to your friends?
1-Strongly agree
2-Agree
3-Neutral
4-Disagree
5-Strongly disagree

13. Do you feel stressed out when you are taking to the public which involves a lot of people?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

14. Do you feel stressed out when you are lying to another person?

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

15. Migraines/headaches
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

16. Weight loss

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

17. Insomnia
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

18. Feel stressed when you have to do the simplest of tasks

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

19. Depression

1-Strongly agree
2- Agree
3- Neutral
4- Disagree

5- Strongly disagree

20. Negative/suicidal thoughts

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

21. Scared that you will disappoint others

 1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

22. Constant mood swings

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

23. Fatigue
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

24. Anxiety
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

25. Undereating/overeating
1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

26. Lack of motivation

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

27. Not able to focus on one thing for a long time

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

28. Frequent sickness

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

29. Lack of self care

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

30. Withdrawal from social interactions.

1-Strongly agree
2- Agree
3- Neutral
4- Disagree
5- Strongly disagree

31. Do you often feel stressed due to being bullied?

1. strongly agree
2. agree
3. Neutral
4. disagree
5. strongly disagree

32. Do you often face inability to focus on a task for long periods of time due to stress?
(1) Strongly Agree
(2) Disagree
(3) Neutral
(4) Agree
(5) Strongly Agree

33. Do you often turn to substances (alcohol/drugs/cigarettes) due to stress?

(1) Strongly Agree

(2) Disagree
(3) Neutral
(4) Agree
(5) Strongly Agree