Chapter – 1

Introduction of the Problem

1.1.0 Introduction

1.2.0 Statement of problem

1.3.0 Definitions of keywords

1.4.0 Variables of study

1.5.0 Objectives of the Study

1.6.0 Hypotheses of the Study

1.7.0 Importance of the study

1.8.0 Limitations of the study

1.9.0 Planning of the next chapters

1.1.0 Introduction

Today the whole world is watching the stress and its consequences. Students

in particular understand the effects of stress in many areas of life with diverse

populations. Throughout a student's high school career, they are presented with many

responsibilities to play: academics, extracurriculars, social life, and more. But how do

these factors affect their mental health?

The number of high school students claiming to have experienced tremendous

stress from past generations has increased. The number of people diagnosed with

anxiety disorders or those struggling with excessive stress is increasing as more

people are able to diagnose than in previous years.

High school and college can undoubtedly be challenging as far as college

preparations, social concerns, athletic competitiveness are concerned, students are

under a lot of stress. Previously, researchers thought these pressures were a source of

"good stress," but new research from New York University shows that a growing

number of high school students are developing chronic stress, which can impede

academic success and cause serious mental health problems.

In present research the researcher has to study the mental stress of students of

secondary schools. There are many reasons, education anxiety, socio-economic status

of students’ family, peer group, etc. which may increase mental stress level in

students. This research will help to find out level of mental stress and proper reason to

cause mental stress in students.

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1.2.0 Statement of problem

The statement of the problem is as follows.

A Study of Mental Stress of Students of Secondary Schools in the Context

of Certain Variables

1.3.0 Definitions of Keywords

Mental Stress

According to Lazarus & Folkman (1984)1,

“A form of stress that occurs because of how events in one’s external or

internal environment are perceived, resulting in the psychological experience of

distress and anxiety.”

Cacioppo (1994)2 defined Mental Stress as,

“Mental stress is often accompanied by physiological responses.”

According to Blascovich, Mendes, Tomaka, Salomon, & Seery( 2003)3,

“Mental stress is most often induced in the laboratory by demanding and/or

noxious stimuli, involving motivation to meet a performance criterion.”

According to Glass & Singer (1972)4,

“Mental stress is an interpersonal interaction, particularly those involving

conflict.”

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Operational Definition

Stress in brief is a response that we feel when we are unable to cope with

mental pressure. It often increases when we experience something unknown or new as

well as when we are in a situation that is out of our control.

In present research, the scores of Mental Stress Scale obtained by secondary

school students defined the mental stress of students.

1.4.0 Variables of study

In this study the following types of variables are selected.

Independent variable

Independent variables of present study are as follows

• Area

A. Rural

B. Urban

• Grade

A. Grade IX

B. Grade X

• Gender

A. Boys

B. Girls

Dependent variable: Score of Mental Stress Scale

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1.5.0 Objectives of the Study

To make the research fluent and hurdle free the researcher created

following objectives.

1. To study the mental stress of students of secondary schools.

2. To study the mental stress of students of secondary schools in context of area.

3. To study the mental stress of students of secondary schools in context of grade

in which they are studying.

4. To study the mental stress of students of secondary schools in context of their

gender.

1.6.0 Hypotheses of the Study

According to Best & Kahn(2006)5,

“The hypothesis focuses the investigation on a definite target and

determines what observation or measures are to be used”

According to F.M. Kerlinger (1999)6,

“A hypothesis in a conjectural statement of the relation between two or more

variables”

Null hypothesis of present study are as follows

HO1 There is no significant difference between mean scores of mental stress scale

of students of rural and urban area.

HO2 There is no significant difference between mean scores of mental stress scale

of students of grade IX and X.

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HO3 There is no significant difference between mean scores of mental stress scale

of boys and girls.

HO4 There is no significant difference between mean scores of mental stress scale

of students of grade IX and X of rural area.

HO5 There is no significant difference between mean scores of mental stress scale

of students of grade IX and X of urban area.

HO6 There is no significant difference between mean scores of mental stress scale

of boys and girls of rural area.

HO7 There is no significant difference between mean scores of mental stress scale

of boys and girls of urban area.

HO8 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade IX.

HO9 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade X.

HO10 There is no significant difference between mean scores of mental stress scale

of students of grade IX of rural and urban area.

HO11 There is no significant difference between mean scores of mental stress scale

of students of grade X of rural and urban area.

HO12 There is no significant difference between mean scores of mental stress scale

of boys of rural and urban area.

HO13 There is no significant difference between mean scores of mental stress scale

of girls of rural and urban area.

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HO14 There is no significant difference between mean scores of mental stress scale

of boys of grade IX and X.

HO15 There is no significant difference between mean scores of mental stress scale

of girls of grade IX and X.

HO16 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade IX of rural area.

HO17 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade X rural area.

HO18 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade IX urban area.

HO19 There is no significant difference between mean scores of mental stress scale

of boys and girls of grade X urban area.

HO20 There is no significant difference between mean scores of mental stress scale

of boys of grade IX and X of rural area.

HO21 There is no significant difference between mean scores of mental stress scale

of girls of grade IX and X of rural area.

HO22 There is no significant difference between mean scores of mental stress scale

of boys of grade IX and X of urban area.

HO23 There is no significant difference between mean scores of mental stress scale

of girls of grade IX and X of urban area.

HO24 There is no significant difference between mean scores of mental stress scale

of boys of grade IX of rural and urban area.

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HO25 There is no significant difference between mean scores of mental stress scale

of girls of grade IX of rural and urban area.

HO26 There is no significant difference between mean scores of mental stress scale

of boys of grade X of rural and urban area.

HO27 There is no significant difference between mean scores of mental stress scale

of girls of grade X of rural and urban area.

1.7.0 Importance of the study

There are specific aims behind every research work. To achieve the aims

perfectly the researcher has to conduct his research work carefully and precisely.

1. This study will help teachers and parents to understand the level of mental

stress suffer by students of secondary schools.

2. This research will help teachers to reduce different kinds of mental stress

suffering by students of secondary schools.

3. This research will also help parent to control their expectation for their kids.

4. The present study will help parents to understand their kids.

5. Mental stress exhausts all the energies of students which can they invest in

constructive works.

6. May this study help teachers and parents to be aware of real reasons of

suicidal cases of students.

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1.8.0 Limitations of the study

Limitations are the definitions researcher set as the boundaries of this study, so

limitations are in researcher’s control. Limitations are set so that researcher’s goals do

not become impossibly large to complete.

According to Best & Kahn (1989)7,

“Limitations are those conditions beyond the control of the researcher that

may place restriction on the conclusion of the study and their applications to other

situations”15

Sukhia & Mehrotra (1966)8 states that,

“A recognization of the limitations of the study helps to focus attention of

valid objectives and helps minimize the danger of over generalization.”

• The researcher constructed her own tool “Mental Stress Scale” to study the
mental stress of students of secondary schools. So, all limitations of this

tool will the limitations of this research.

• The present Study was conducted on rural and urban area of Gujarat State.

• The present study was conducted on the students of secondary schools of

Gujarat State.

• This study was conducted for Gujarati medium students.

1.9.0 Planning of the next chapters

The research design of study gives a detailed idea to reader about research,

method of research, method of analysis, etc.

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 So, a short planning of upcoming chapters is given below.

Chapter – 2

Review of related literature and past researches

Review of literature is most important as it give a proper path to researchers.

Review of previous researches done by different researcher in present field is also

very important for researcher. These reviews give a proper direction to the researcher.

In this chapter the researcher has reviewed related literature and reviews of previous

researches.

Chapter – 3

Foundation of Research and Research Design

In this chapter the researcher has briefly mentioned the overall

planning of present research. The researcher has discussed population, techniques of

sampling, research methods, collection of data and methods of statistical analysis.

The construction of tools of research is the most important part of present

research. Quality of data depends on quality of tools. In present research the

researcher has to construct and standardize her own tool. All steps of constructing

tools are also mentioned in chapter-3.

Chapter – 4

Data Analysis and Interpretation

In this chapter the researcher has classified obtained data according to certain

variables. The researcher has analyzed data, tested the hypothesis and interpreted the

statistical analysis. The researcher has discussed different types of reliability and

validity of research tools. The researcher has found reliability and validity of the

tools. The researcher has also formulated different norms of research tools.

Chapter – 5

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Summary, Findings and Recommendations

The researcher has mentioned different conclusions discovered through this

research in chapter-5. The researcher has also mentioned the suggestions given to

students, teachers, principals, educators and policy makers in this chapter.

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 Endnotes

1. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping.

New York: Springer, p.27.

2. Cacioppo JT (1994). Social neuroscience: Autonomic, neuroendocrine,

and immune responses to stress. Psychophysiology, p.113.

3. Blascovich, J., Mendes, W. B., Tomaka, J., Salomon, K., & Seery, M.
(2003). The robust natures of the biopsychosocial model: A reply to Wright and
Kirby. Personality and Social Psychology Review, 7, p.234.

4. Glass, D. C., & Singer, J. E. (1972). Urban stress. Experiments on

noise and social stressors. New York: Academic Press, p.49.

5. Best, J. W. & Kahn, J. (2006). Research in Education. New Delhi:

Prentice Hall of India Pvt. Ltd., p.143.

6. Kerlinger, F. M. (1999). Foundations of Behavioural Research (4th

Ed.). Ahmedabad: S. Chand and Company Limited, p.877.

7. Best, J. W. & Kahn, J. (2006). Research in Education. New Delhi:

Prentice Hall of India Pvt. Ltd., p.329.

8. Sukhia, S. P. & Mehrotra, R. N. (1966). Elements of Educational

Research. New Delhi: Allied Publications, p.259.

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