STRESS ANALYSIS AMONG

TEENAGERS

Project Report submitted in partial fulfillment of the requirements of B.Com

(Hons.) for the Paper BCH -6.4 DSE Group B (f), titled “Business Research Methods
and Project Work”.

Mata Sundri College for Women, University of Delhi, Delhi

SUBMITTED TO- SUBMITTED BY-

DR. HARLEEN KAUR TOSHI MITTAL

SENIOR LECTURER BCH/17/226

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DECLARATION

I hereby declare that the project work entitled “STRESS ANALYSIS AMONG TEENAGERS”
submitted to the MATA SUNDRI COLLEGE FOR WOMEN, is a record of an original work done by
me under the guidance of DR. HARLEEN KAUR and this project has not been submitted for
examination to any other university.

Signed_________________ Date _______________

TOSHI MITTAL
BCH/17/226

This research project has been submitted for examination with my approval as the University
Professor.

Signed_________________ Date _______________

DR. HARLEEN KAUR

SENIOR LECTURER
MATA SUNDRI COLLEGE FOR WOMEN
UNIVERSITY OF DELHI

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 ACKNOWLEDGEMENT

At the outset, I would like to articulate the project as small journey which was remarkable
learning experience for me. The successful completion of this project is only because of the
extraordinary support, guidance, counseling and motivation from my respectable guides. This
journey was also could not be completed without support of my family and friends.

I firstly express my hearted thankfulness to Dr. HARPREET KAUR, Professor and project guide
Dr. HARLEEN KAUR in this project who made me felt her presence during all those crucial and
decision making moments this project went thorough. The deep insights in to the subject given
by her are believed the root caused in completing this project must qualitative and timely. Her
directions in making me think about unique conceptual and practical aspects of stress analysis
among teenagers which has lifted this project at this stage of successful completion.

I extend my gratitude to all my colleagues, friends for their encouragement, support, guidance
and assistance for preparing the project report.

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 TABLE OF CONTENTS
1. INTRODUCTION………………………………………………………………..……………………….…..9
1.1 BACKGROUND OF THE STUDY………………………………………..…….9
1.2 NEED OF THE STUDY………………………………………………….………..11
1.3 IMPORTANCE OF THE STUDY………………………………………….…..12
1.4 RESEARCH OBJECTIVE………………………………………………….……..12
2. LITERATURE REVIEW……………………………………………………………………………………..13
3. RESEARCH METHODOLOGY…………………………………………………………….……………..18
3.1 INTRODUCTION………………………………………………..………………..18
3.2 RESEARCH DESIGN………………………………………………..…………...18
3.3 POPULATION OF THE STUDY……………………………………………….18
3.4 DATA COLLECTION…………………………………………………….………..18
3.5 SAMPLE DESIGN……………………………………………………….…………19
3.6 TOOLS OF ANALYSIS…………………………………………..………………..19
4. DATA ANALYSIS……………………………………………………………………………..………………20
4.1 INTRODUCTION……………………………………………………….………….20
4.2 BACKGROUND INFORMATION……………………………………..………20
5. LIMITATIONS………………………………………………………………………………………………...41
6. CONCLUSION………………………………………………………………………………….…………….42
7. REFERENCES…………………………………………………………………………………….…………..44
8. APPENDICES………………………………………………………………………………………………...46

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 LIST OF TABLES AND FIGURES

Table 4.1 - Gender distribution of the

respondents…………………………………………………………………………………………………………………………20

Table 4.2- Distribution of the respondents by degree of study-

…………………………………………………………………………………………………………………………………….……..21

Table 4.3- Distribution of the respondents by their academic grades-

…………………………………………………………………………………………………………………………………..……….21

TABLE 4.4 - HYPOTHESIS 1 (ANOVA- SINGLE FACTOR)………………………………………………………….22

TABLE 4.5 - HYPOTHESIS 2 (CHI – SQUARE)………………………………………………………………………….23

TABLE 4.6 - HYPOTHESIS 3 (Z – TEST)………………………………………………………………………………..…25

TABLE 4.7 - HYPOTHESIS 4 (ANOVA – SINGLE FACTOR)……………………………………………………….,26

TABLE 4.8 – HYPOTHESIS 5 (CORRELATION)………………………………………………………………………...27

TABLE 4.9 – HYPOTHESIS 6 (ANOVA – SINGLE FACTOR)……....................................................28

TABLE 4.10 – HYPOTHESIS 7 (CHI – SQUARE)……………………………………………………………………....29

TABLE 4.11 – ACADEMIC PRESSURE……………………………………………………………………….…………..31

TABLE 4.12 – ANXIETY RELATED TO EXAMINATION…………………………………………………………….32

TABLE 4.13 - TEACHERS EXPECTING TOO MUCH FROM YOU………………………………………………33

TABLE 4.14 – PARENTAL PRESSURE FOR STUDY………………………………………………………………...34

TABLE 4.15 – DISAGREEMENT BETWEEN YOUR PARENTS…………………………………………………..35

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TABLE 4.16 – DISAGREEMENT BETWEEN YOU AND YOUR
PEERS…………………………………………………………………………………………………………………….…….36

TABLE 4.17 – CONCERN ABOUT YOUR FUTURE….…………………………………………………….…..37

TABLE 4.18 – PRESSURE TO MAKE MONEY……………………………………………………………………38

TABLE 4.19 – NOT HAVING ENOUGH TIME FOR FUN…………………………………………..……….39

TABLE 4.20 – LACK OF FREEDOM …………………………………………………………………………40

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 ABSTRACT

Context:

Stress has become an inevitable word in this fast spinning technical world. Stress is been
experienced by almost everyone around irrespective of the age they are in. The word stress
which was threatening in earlier ages has now been accepted as normal part of life. Students
are exposed to high level of stress

Aim:

The main aim of this study is to find out the level of stress among teenagers. The rising numbers of
teenagers are suffering mental health related problems because of stress. This study intends to assess
the stress in the following five dimensions via Academic stress, future stress, financial stress, home
stress and peer pressure.

Design:

This study used descriptive research, cross sectional study method.

Materials:

59 teenagers (both male and female in the age group of 13-19) studied in secondary school and in
colleges constitute the sample for this study.

Method:

Adolescent stress questionnaire was used in this study. The first part of the questionnaire was
related to personal details of students, second part related with stress of school/college
performance, third part related with stress of home life, fourth part related with stress of peer
pressure, fifth part related with stress of future uncertainty, sixth part related with stress of
leisure conflict, seventh part related with stress of financial pressure for measuring the stress

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among teenagers. The questionnaire had close ended question. Data were analyzed by using
chi square, ANOVA, z- test, frequency table.

Result and conclusion:

Stress among teenagers is mainly due to the academic pressure, anxiety related to examination,
teacher’s expectations, etc. Factors like parental pressure for study, relationship with peers,
financial pressure, future uncertainty give moderate stress to the students but the academic
performance related factor is the main reason of the stress among the students irrespective of
the gender.

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 1. INTRODUCTION
1.1- BACKGROUND OF THE STUDY-

Stress is viewed as a negative emotional, cognitive, behavioral and physiological process that
occurs as a person tries to adjust to or deal with stressors (Bernstein, et al 2008). Stressors are
defined as circumstances that disrupt, or threaten to disrupt, individuals‟ daily functioning and
cause people to make adjustments (Auerbach & Grambling 1998). Auerbach and Grambling
(1998) regard stress as an unpleasant state of emotional and physiological arousal that
individuals experience in situations that they perceive as dangerous or threatening to their
well-being.
Teenage age has been described as a period of storm and stress and as one of the most difficult
periods in life due to abrupt changes. These not only concern bodily changes and resurfacing of
libido, but also include other psychological changes (e.g., regarding personality/identity
development, personal values, commitments and expectations, and emerging desires for
autonomy and independence) and social changes (e.g., regarding role ambiguity (child vs.
adult), influence of peer-group, and sexual relationships), which can factor into the emergence
of parental conflicts, mood disruptions, and risk behavior. Teenagers also face changing
relationship with peers, family tensions, academic stress, future stress, financial stress.
Academic stress is a mental distress with respect to some anticipated frustration associated
with academic failure or even an awareness of possibility of such failure. Stress in family like
divorce, intrapersonal conflicts and maternal depression leads to stress in the teenagers which
deteriorates functioning. The most irritating daily hassles were usually school-related stressors
such as constant pressure of studying, too little time, writing term papers, taking tests, future
plans and boring instructor. Youth today are living in an increasingly anxiety ridden
atmosphere. A person whether a child, adult, man, woman, employed or unemployed everyone
is facing stress in his/her own way. It is the human nature to face the challenges boldly or to
escape from it. All this varies from person to person. Any challenge that exceeds the coping
abilities of the individual becomes stress. Teenage is the most important period in human life.
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Today, every learner has to face many competitions at different stages of his life. Participation
in these competitions augments academic stress in our life. In this world of cut throat
competition the students are themselves anxious about their career and future. When they fail
to cope up with the situation or fail to satisfy their needs then it results into stress and
depression. Stress is an unavoidable consequence of modern living. With the growth of
industries, pressure in the urban areas, quantitative growth in population and various problems
in day –today life are some of the reasons which trigger stress. Stress is a condition of strain
that has a direct bearing on emotions, thought process and physical conditions of a person.
Considering the extensiveness and impact of these changes, it is understandable that teenage
age can be a stressful period of a child’s life.

According to a survey titled “Depression among Adolescents in Taipei Area” conducted by John
Tung Foundation (2004), 84.2% of the surveyed adolescents have experienced depression,
15.3% reported that they feel depressed almost everyday, and 33.6% said that depression
occurs to them once a week. In terms of stress sources, 56.7% of them considered that their
depression comes from school stress, 50.9% thought that their depression is caused by
interpersonal relations, and 45.6% attributed their depression to academic tests. From the
above statistics, it can be inferred that school is the main source of stress for adolescents, and
stress is one of the important factors causing depression.

CAUSES OF STRESS AMONG TEENAGERS-

Some of the main stressor among teenagers are-

Academics- The worry about academic performance can cause stress symptoms such as
anxiety, insomnia or changes in your appetite and overall mood.
Finances – All teenage people feel stress about money! Teenagers want to maintain the
lifestyle and fulfill the demand of articles like mobile, bikes and cars etc. If they fail to fulfill the
requirement then it creates a stress.

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Relationships – Relationships are another big aspect of stress. Everyone wants to have friends,
whether they are close friends or just acquaintances. If a person finds that making friends is a
bit harder than he/ she had expected, stress is present here as well.
Career- Future Stress is a chronic disease caused among the current youth that negatively
affect an individual`s performance and/or overall well-being of his body and mind. The
students have fear of not getting the job opportunity and competition in the market.
Time Management-A lack of time management also causes stress on teenagers, whether
secondary or tertiary. Balancing academics, peer activities, and home life can be difficult.

EFFECTS OF STRESS-

It has been argued that an individual can have possibly anxious thoughts, difficulty to
concentrate or remember because of being stressed. Stress can lead also to change in people’s
behaviors, such as nail biting, heavy breathing, teeth clenching and hand wringing. When
people are stressed, they may feel cold hands and feet, butterflies in stomach, and sometimes-
increased heart rate, which all are regarded as common physiological effects of stress, which
can be connected to emotion of anxiety (Auerbach & Gramling, 1998). Physical and
psychological responses to stress generally occur together, principally when stressors become
more intense. However, one category of stress responses can influence other responses. For
instance, mild chest pain may lead to the psychological stress response of worrying about
getting a heart attack. Physical responses can be when a person escapes from a terrible
accident or some other frightening events, he or she will experience rapid breathing, increased
heart beating, sweating, and even shaking little later. These reactions are part of a general
pattern known as the fight-or-flight syndrome. The psychological responses to stress can
appear as changes in emotions, thoughts (cognition), and behaviors (Bernstein et al., 2008).

1.2- NEED OF THE STUDY-

In the present competitive age it is reported that teenage generation are found to be more in
stress. Teenage age is a dangerous period of time where young people experience self
organization and role confusion. . For them, stress mainly comes from academic tests,

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interpersonal relations, relationship problems, financial, and career exploration. Such stress
may usually cause psychological, physical, and behavioral problems. Since, they are falling in
many antisocial activities like suicide, conflict, frustration and minor and major crimes, and so
on. The main significance of the study is to assess the stress of the teenagers. The knowledge of
various stress are very essential for the student to understand the day to day problems that
they are facing routinely. In order to resolve and cope up the above knowledge are mandatory
for the learners. This study is helpful to reduce the stress level and plan appropriate counseling
technique to provide to those who are in need. This study is also useful to prevent teenagers’
rate of suicidal attempts. Taking all these factors into account an effort is made to understand
the stress and emotional adjustments of today’s teenagers. The inference of this study may
lead to better adjustment and academic performance of the students.

1.3- IMPORTANCE OF THE STUDY-

1. Provide a guideline to handle the stress among the teenagers more effectively.
2. It is hopeful that the result of this research may give contribution to further study on the
university.
3. The study can also help to monitor the teenagers closely.
4. This study is used to determine the major sources of stress, effects among teenagers.

1.4- RESEARCH OBJECTIVE-

1. To examine the academic stress of male and female students.
2. To examine the future stress of school and college students.
3. To examine the financial stress of school and college students.
4. To examine the performance stress of school and college students.
5. To examine the stress related to peer pressure and home life.

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 2. LITERATURE REVIEW

ACADEMIC -

Agarwal (2011) found no significant difference between academic stress of male and female
adolescents.

Kaur (2014) acknowledged that mental health of teenagers get affected due to the academic
stress. Girls with academic stress were found to have poor mental health as compared to the
boys. This was accounted on the study that parents at times put pressure and strain on
students that leads to deteriorated mental health.

Bataineh (2013) in his study measured the academic stressors experienced by students at
university. The result of the analyses showed that there is an unreasonable academic overload,
not enough time to study due to the vast course content being covered, high family
expectations and low motivation levels are some of the reasons for the stress. Fear of failure is
also the prime reason for stress. There was no significant difference found amongst the
students from different of specializations.

Khan and Kausar (2013) concluded that stress definitely impacts the academic performance in
a negative way though no significant difference was found as per the gender. The difference
was evident between junior and senior students. Stress, for sure, affects the ability to study
efficiently and managing the time. Studying regularly is important, this helps reduce the
academic pressure and helps them fulfill their goals.

Prabu (2015) researched on the higher secondary students and implied that male students are
more stressed than the female students. Urban student’s academic stress is greater than the
rural students. Government school student’s stress is lower than the private school student’s
stress. Students from Science stream are more stressed than the students from Arts.

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Summerfield (1989) found a significant positive correlation between the incidence of illness
and the number of exams and assignments. Similarly, Aldwin and Greenberger (1987) found
that perceived academic stress was related to anxiety and depression in college students.

Jayanthi et.al (2014) observed that parent and teachers expectations were the main sources of
academic stress among the adolescents, while adolescent girls had higher academic stress than
boys.

Bartwal & Raj (2013) examined the relationship between academic stress and emotional
intelligence of school going adolescents. The findings revealed that the academic stress
experienced by both male and female adolescents is similar, high score on emotional
intelligence can deal in a better way with the academic stress.

Chiang (1995) proposed that school is one of the main sources of stress among adolescents.
Such stress comes from too much homework, unsatisfactory academic performance,
preparation for tests, lack of interest in a particular subject, and teacher’s punishment.
Generally, parents are very concerned about their children’s academic achievement and moral
behaviors. Parents expect their children not only to respect teachers and follow moral norms
but also become elite in the future (Liu and Chen, 1997). The educationist Dewey once said
“education is a pursuit of a perfect life”. However, school teachers and parents in Taiwan
usually use academic achievement as the sole criterion for evaluating a student’s performance
at school. This criterion causes double stress on adolescents. Stress from high expectations of
teachers, parents, and self is usually an agony for students studying in schools (Cheng, 1999).

Verma & Gupta (1990) investigated academic stress in students aged between 12 and 15 in
north Indian city of Chandigarh and reported that the stress of examinations, homework, and
the expectations of teachers and parents resulted in a variety of somatic symptoms. Students
suffered from headaches, stomach aches, nausea and fevers, in addition to behavioral
problems such as aggressiveness, temper tantrums, and adjustment difficulties. Students were
also found to experience tension, anxiety, withdrawal, irritability, and sleeplessness. They also
reported that symptoms were found to be a greater in younger rather than older students.

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Dimitrov (2017) in his study claimed that stress can be addressed by ensuring that the students
give utmost importance to their welfare. Food, exercise, work, recreation are some of the areas
to focus on. He also concluded that the education system is more to do with the academic
qualifications and does not contribute enough to the holistic development of students.
Students are usually conditioned in a way that makes them fearful to take up upcoming
challenges as the focus is only the academics and not the development of a go getter mentally.
So we have to focus on the development of the students.

FAMILY-

Families with constant conflicts are characterized by a lack of parent-child communication and
in-depth understanding of each other’s expectations (Liu and Chen 1997). Totalitarian parents
seldom show their care about their children. The control or punishment they impose will only
increase the psychological stress on their children (Liu and Chen, 1997).

The family also plays most important role in academic stress. In a study it was found that Indian
children from non-disrupted families have higher academic stress than children from disrupted
families. It is likely that the children from disrupted families get less attention and guidance
from their parents regarding academic matters than do their counterparts in non-disrupted
families. This, paradoxically, reduces their academic stress; thus highlighting the negative
impact of the parental vigilance and persuasion on the academic lives of their children (Ganesh
and Magdalin, 2007).

Kadapatti and Vijayalaxmi (2012) noted that students should have the aspiration/expectation
about their study, not beyond their capacities and abilities and students need also proper
counseling while selecting their courses at intermediate level. The parents should also consider
the child’s interest and aptitude and not impose on selecting the courses. The family
environment should be congenial and the learning process should be made pleasurable and
parents should avoid making it as a stressful event for adolescents.

SOCIAL -

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With the progress of human civilization and increasing plurality of our society, people need to
play more roles. In the workplace, people may be a subordinate, a supervisor, a boss, a
colleague to other employees, a member of an organization or a leader; at home, people need
to be the wife or husband to our spouse, mother or father to our children or daughter or son to
our parents. Even in our leisure life, people may need to be a friend to others. Therefore, stress
is ubiquitous in modern life. Formation of stress is highly associated with the social
environment. Stress arises not only in a complicated and competitive environment but also in a
monotonous and stimulus-less one (Feng, 1992).

FUTURE-

Baviskar et.al (2013) noted that uncertainty regarding future, past academic performance, low
self esteem may be all contributing to higher levels of depression, anxiety and stress.

RELATIONSHIP-

Most adolescents are urgent to develop a relationship with the opposite sex. As there are no
absolute ways for making friends with the opposite sex, many of them usually do not know
what to do when in face of the opposite sex. Besides, adolescents often suffer stress induced by
“a sense of insecurity” when they are dating someone. They are worried that they may lose
their dates and their parents or friends may have negative views of their dates. Therefore,
developing a heterosexual relationship is a challenge and also a stressor for adolescents (Wang
and Ko, 1999).

FINANCIAL-

Trombitas(2012) examined that One third of respondents said financial stressors have had a
negative impact on their academic performance or progress. Seventy-four percent of
respondents are working during the academic year, and 15 percent of students are working full-
time. Students who work more than 20 hours per week during the academic year are
significantly more likely to report that financial stress has had a negative impact on their
academic progress or performance and that they reduced their academic course load due to
this stress.

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McKean et al. (2000) argue that undergraduate students experience higher stress at expected
times in each semester. Academic engagements, financial pressures and lack of time
management skills lead to building up of stress. Excessive stress can affect well being,
emotional attitude and academic performance. There upon it becomes essential that
undergraduate students establish methods to deal with stressful situations.

As this review has shown, there are several important gaps in the stress literature. The current
study will contribute to the literature by providing an exploration of the factors associated with
factors of stress among teenagers. Since most of the research on stress considers stress
outcomes, this study will also contribute to the literature by exploring an application of the in
explaining stress among teenagers.

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 3. RESEARCH METHODOLOGY-

3.1- Introduction-

This chapter focuses on research methodology that was used in the study. It provides a
detailed description of the research approach adopted in this study. Research design, target
population, research instruments, data collection and analysis methods used were presented in
the subsequent sections.

3.2- Research Design-

This study used descriptive research. Descriptive research involves gathering data that describe
events and then organizes, tabulates, depicts, and describes the data collection (Glass &
Hopkins, 1984).As the investigation was descriptive hence survey method was followed for the
study .

3.3- Population of the Study-

The participants were of 59 students studying in senior secondary school and college having age
group between 13-19 was taken for this study namely VARDHMAN MAHAVEER MEDICAL
COLLEGE, MABHAGWATI INTERNATIONAL SCHOOL and KIET GROUP OF INSTITUTIONS.

3.4- Data collection-

The research made use of primary data, which was collected using structured questionnaire
distributed to the 59 respondents. The administered questionnaires were collected after
completion by the respondents and their responses used for analysis. Some questionnaires
were filled through google form. Adolescent stress questionnaire was used in this study. The
first part of the questionnaire was related to personal details of students, second part related
with stress of school/college performance, third part related with stress of home life, fourth
part related with stress of peer pressure, fifth part related with stress of future uncertainity,
18
sixth part related with stress of leisure conflict, seventh part related with stress of financial
pressure for measuring the stress among teenagers. The questionnaire had close ended
question. All the close ended questions were designed to generate responses on a five point
likert scale to measure the stress indicated as 1. Strongly agree, 2. Agree, 3. Neutral, 4.
Disagree, 5. Strongly disagree.

3.5- Sample Design-

Convenience sampling technique was used for data collection. Convenience sampling is a non-
probability sampling technique where the subjects are selected because of their convenient
accessibility and proximity to the researcher.

3.6- Tools of Analysis-

The study applied both nominal and ordinal scale to measure various stressors and their impact
on the teenagers. Descriptive statistics were used to analyze this data. The mean responses,
standard deviation and other relevant statistics were computed to better understand data. The
data collected was then coded according to responses. Relationships between responses was
assessed and presented using tables and graphs. Percentage analysis, Z test, chi square, ANOVA
(analysis of variance), correlation, bar graphs, pie charts were used for the analysis of data,
interpretation of the result and drawing conclusion.

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 4. DATA ANALYSIS-
Introduction -

This chapter presents analysis and findings of the study as set out in the research methodology.
The results were presented on the STRESS ANALYSIS AMONG TEENAGERS. The study objectives
were; to determine the level of stress among teenagers. The data analysis covers the
demographic information, and the findings based on the objectives. The findings were then
presented in tables, graphs and charts as appropriate with explanations being given in prose
thereafter.

Background information-

The study initially sought to ascertain the general information on the respondents involved in
the study with regards to school/ college, academic grades, and gender. The demographic
information points at the respondents’ suitability in answering the questions on STRESS
ANALYSIS AMONG TEENAGERS.

The respondents were asked to indicate their gender and the findings are-

Table 4.1 - Gender distribution of the respondents-

Gender Frequency Percentage

No. of Males 16 27
No. of Females 43 72
Total 59 100

The study sample was representative of the gender with the female forming the highest
proportion of the sample.

The respondents were asked to indicate their degree and the findings are-

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Table 4.2- Distribution of the respondents by degree
of study-

Degree Frequency Percentage

School 14 24
College 45 76
Total 59 100

The study sample was representative of the degree of study with the college students forming
the highest proportion of the sample.

The respondents were asked to indicate their academic grades and the findings are-

Table 4.3- Distribution of the respondents by their

academic grades-

Academic Grades frequency Percentage

Low 4 7
Moderate 27 46
High 28 47
Total 59 100

The findings indicate that majority of the students have high academic grades.

HYPOTHESIS TESTING-

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 TABLE 4.4 - HYPOTHESIS 1

H0: There exists no significant difference between future stress of school and college students.
H1: There exists significant difference between future stress of school and college students.

TABLE1- Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
COLLEGE 45 563 12.51111 6.210101
SCHOOL 14 131 9.357143 12.4011

TABLE 2-
ANOVA
Source of
Variation SS Df MS F P-value F crit
Between Groups 106.2192359 1 106.2192 13.93572 0.000439 4.009868
Within Groups 434.4587302 57 7.622083

Total 540.6779661 58

TABLE 3-
p-value 0.000438556 <0.05 Null hypothesis is rejected.
critical value 4.009867854
computed
value 13.93572284 >critical value Null hypothesis is rejected.

TABLE 1 indicates the mean value of college students is 12.51111 whereas mean value of
school students is 9.357143. Anova test is applied for evaluating whether any significant
difference exist or not, between two groups at p<0.05 level. As shown in TABLE 3 the calculated
p- value comes out to be 0.000438556. When it compared with the significance level, it
indicates that the calculated value is smaller than the significance level. The result revealed that
significant difference has been found between future stress of school and college students.
Hence hypothesis one is rejected.

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TABLE 4.5 - HYPOTHESIS 2

H0: The "academic stress" variable is Independent of the "Gender" variable.

H1: The "academic stress" variable is dependent of the "Gender" variable.

OBSERVED FREQUENCIES Gender

Academic pressure Female Male Grand Total
Agree 13 5 18
Disagree 2 2 4
Neutral 7 2 9
Strongly agree 14 4 18
Strongly disagree 7 3 10
Grand Total 43 16 59

EXPECTED FREQUENCIES Gender

Academic pressure Female Male Grand Total
Agree 13.118644 4.88136 18
Disagree 2.9152542 1.08475 4
Neutral 6.559322 2.44068 9
Strongly agree 13.118644 4.88136 18
Strongly disagree 7.2881356 2.71186 10
Grand Total 43 16 59

TABLE 2-
p-value 0.8384265 >0.05 Null hypothesis is accepted
critical value 9.487729
computed value 1.4330749 (-9.488)<1.433<(+9.488) Null hypothesis is accepted

TABLE 1 shows the data on difference of academic pressure in relation to the Gender. Chi
square test is applied for evaluating whether any significant difference exist or not, between
two groups at p<0.05 level. As shown in TABLE 2 the calculated p- value comes out to be the
0.8384265. When compared with the significance level, it indicates that the calculated value is

23
higher than the significance level. The result revealed that no significant difference exists in the
academic pressure of teenagers in relation to the gender. Hence hypothesis two is accepted.

TABLE 3-
SAMPLE PROPORTIONS Gender
Academic pressure Female Male Grand Total
Agree 30.23% 31.25% 30.51%
Disagree 4.65% 12.50% 6.78%
Neutral 16.28% 12.50% 15.25%
Strongly agree 32.56% 25.00% 30.51%
Strongly disagree 16.28% 18.75% 16.95%
Grand Total 100.00% 100.00% 100.00%

FIGURE 1
35.00%

30.00%

25.00%

20.00%
Female
15.00%
Male
10.00%

5.00%

0.00%
Agree Disagree Neutral Strongly agree Strongly
disagree

Table-3 and Fig.1 shows stress due to “academic pressure ”.16.28% of females and 18.75% of
males were strongly disagree, 4.65% of females and 12.5% of males were disagree, 16.28% of
females and 12.5% of males were neutral, 30.23% of females and 31.25% of males were agree
and 32.56% of females and 25% of males were strongly agree.

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TABLE 4.6 - HYPOTHESIS 3
H1: There exists no significant difference in the average of stress related to home life and peer
pressure.
H2: There exists significant difference in the average of stress related to home life and peer
pressure.

TABLE 1 -z-Test: Two Sample for Means

PEER PRESSURE HOME LIFE STRESS
Mean 12.38983051 22.40677966
Known Variance 21.449 71.349
Observations 59 59
Hypothesized Mean Difference 0
Z -7.987156
P(Z<=z) one-tail 6.66134E-16
z Critical one-tail 1.644853627
P(Z<=z) two-tail 1.33227E-15
z Critical two-tail 1.959963985

TABLE 2-
P(Z<=z) two-tail 1.33227E-15 <0.05 Null hypothesis is rejected.
z Critical two-tail 1.959963985
z value -7.987156 z value< (-1.96) Null hypothesis is rejected.

TABLE 1 shows the data on difference in the average of stress related to home life and peer
pressure. The mean value of stress related to peer pressure is 12.38983051 while that of home
life stress is 22.40677966. Z test is applied for evaluating whether any significant difference exist
or not, between two groups at p<0.05 level. As shown in TABLE 2 the calculated p- value comes
out to be1.33227E-15. When compared with the significance level, it indicates that the
calculated value is smaller than the significance level. The result revealed that there exists
significant difference in average of stress related to home life and peer pressure. Hence
hypothesis three is rejected.

25
 TABLE 4.7 - HYPOTHESIS 4

H0: There exists no significant difference between Academic performance stress of school and college
students.
H1: There exists significant difference between Academic performance stress of school and college
students.

TABLE 1- Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
COLLEGE 45 1284 28.53333 28.98182
SCHOOL 14 317 22.64286 9.785714

TABLE 2-
ANOVA
Source of
Variation SS df MS F P-value F crit
Between Groups 370.501 1 370.501 15.05871 0.000273 4.009868
Within Groups 1402.414 57 24.60376

Total 1772.915 58

TABLE 3-
p-value 0.000273 <0.05 Null hypothesis is rejected.
critical value 4.009868
computed value 15.05871 >critical value Null hypothesis is rejected.

TABLE 1 shows the mean value of college students is 28.53333 while that of school students is
22.64286. Anova test is applied for evaluating whether any significant difference exist or not,

between two groups at p<0.05 level. As shown in TABLE 3 the calculated p- value comes out to
be 0.000273.When it compared with the significance level, it indicates that the calculated value
is smaller than the significance level. The result revealed that significant difference exists
between academic performance stress of school and college students. Hence hypothesis four is
rejected.

26
TABLE 4.8 – HYPOTHESIS 5

H0: There is no relationship between the academic pressure and anxiety related to
examination.
H1: There is relationship between the academic pressure and anxiety related to examination.

TABLE1-

Academic pressure Anxiety related to examination

Academic pressure 1 0.342373235

Anxiety related to examination 0.342373235 1

TABLE 2-
correlation 0.342373235 >0 null is rejected

As shown in TABLE 2 the result revealed that the correlation is greater than zero. It means there
is some degree of positive relationship between academic pressure and anxiety related to
examination. Hence hypothesis five is rejected.

CORRELATION
6
Anxiety related to examination

3 Anxiety related to examination

2
Linear (Anxiety related to
1 examination)

0
0 1 2 3 4 5 6
Academic pressure

27
TABLE 4.9 – HYPOTHESIS 6

H0: There exists no significant difference between financial stress of school and college students.
H1: There exists significant difference between financial stress of school and college students.

TABLE 1- Anova: Single Factor

SUMMARY
Groups Count Sum Average Variance
COLLEGE 45 419 9.311111 9.991919
SCHOOL 14 109 7.785714 12.95055

TABLE 2-
ANOVA
Source of Variation SS df MS F P-value F crit
Between Groups 24.84587 1 24.84587 2.329294 0.13249 4.009868
Within Groups 608.0016 57 10.66669

Total 632.8475 58

TABLE 3-
p-value 0.13249 >0.05 Null hypothesis is accepted.
critical value 4.009868
computed value 2.329294 <critical value Null hypothesis is accepted.

TABLE 1 shows the mean value of college students is 9.311111 while that of school students is
7.785714. Anova test is applied for evaluating whether any significant difference exist or not,

between two groups at p<0.05 level. As shown in TABLE 3 the calculated p- value comes out to
be 0.13249.When it compared with the significance level, it indicates that the calculated value
is higher than the significance level. The result revealed that no significant difference exists
between financial stress of school and college students. Hence hypothesis six is accepted.

28
 TABLE 4.10 – HYPOTHESIS 7

H0: The "parental pressure" is Independent of the "gender" variable.

H1: The "parental pressure" is dependent of the "gender" variable.

TABLE1-
OBSERVED FREQUENCIES GENDER
Parental pressure Female Male Grand Total
Agree 12 2 14
Disagree 6 6
Neutral 8 7 15
Strongly agree 5 5
Strongly disagree 12 7 19
Grand Total 43 16 59

EXPECTED FREQUENCIES GENDER

Parental pressure Female Male Grand Total

Agree 10.20338983 3.8 14

Disagree 4.372881356 1.63 6

Neutral 10.93220339 4.07 15

Strongly agree 3.644067797 1.36 5

Strongly disagree 13.84745763 5.15 19

Grand Total 43 16 59

p-value 0.192854382 >0.05 Null hypothesis is accepted

critical value 9.487729037
computed value 6.085486776 (-9.488)<6.0854<(+9.488) Null hypothesis is accepted
TABLE 1 shows the data on difference of parental pressure in relation to the Gender. Chi square
test is applied for evaluating whether any significant difference exist or not, between two
groups at p<0.05 level. As shown in TABLE 2 the calculated p- value comes out to be the

29
0.192854382. When compared with the significance level, it indicates that the calculated value
is higher than the significance level. The result revealed that no significant difference exists in
the parental pressure of teenagers in relation to the gender. Hence hypothesis seven is
accepted.

TABLE 3-
Parental pressure for study GENDER
Female Male Grand Total
Agree 27.91% 12.50% 23.73%
Disagree 13.95% 0.00% 10.17%
Neutral 18.60% 43.75% 25.42%
Strongly agree 11.63% 0.00% 8.47%
Strongly disagree 27.91% 43.75% 32.20%
Grand Total 100.00% 100.00% 100.00%

FIGURE 1-
50.00%
45.00%
40.00%
35.00%
30.00%
25.00% Female
20.00% Male
15.00%
10.00%
5.00%
0.00%
Agree Disagree Neutral Strongly agree Strongly
disagree

Table-3 and Fig.1 shows stress due to “parental pressure for study”.27.91% of females and
43.75% of males were strongly disagree, 13.95% of females and 0% of males were disagree,
18.60% of females and 43.75% of males were neutral, 27.91% of females and 12.5% of males
were agree and 11.63% of females and 0% of males were strongly agree.

30
TABLE 4.11 – ACADEMIC PRESSURE
TABLE 1-
Academic pressure
strongly agree 18 30.5%
agree 18 30.5%
neutral 9 15%
disagree 4 7%
strongly disagree 10 17%
total 59 100%

FIGURE 1-

Academic pressure

18
16
14
12
10
8 Academic pressure
6
4
2
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “ACADEMIC PRESSURE”.17% of the respondents were
strongly disagree, 7% were disagree, 15% were neutral, 30.5% were agree and 30.5% of the
respondents were strongly agree. The result reveals that the majority of the students were
strongly agree with this statement having stress due to “ACADEMIC PRESSURE”.

31
TABLE 4.12 – ANXIETY RELATED TO EXAMINATION
TABLE 1-
Anxiety related to
examination
strongly agree 31 53%
agree 13 22%
neutral 5 8%
disagree 5 8%
strongly disagree 5 8%
total 59 100%

Anxiety related to examination

35
30
25
20
15 Anxiety related to examination
10
5
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “ANXIETY RELATED TO EXAMINATION”.8% of the
respondents were strongly disagree, 8% were disagree, 8% were neutral, 22% were agree and
53% of the respondents were strongly agree. The result reveals that the majority of the
students were strongly agree with this statement having stress due to “ANXIETY RELATED TO
EXAMINATION”.

TABLE 4.13 - TEACHERS EXPECTING TOO MUCH

FROM YOU
32
 Teachers expecting too much from you

strongly agree 9 15%

agree 21 36%

neutral 11 19%

disagree 8 14%
strongly
disagree 10 17%

total 59 100%

Teachers expecting too much from you

25

20

15
Teachers expecting too much
10 from you

0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “TEACHERS EXPECTING TOO MUCH FROM YOU”.17% of
the respondents were strongly disagree, 14% were disagree, 19% were neutral, 36% were agree
and 15% of the respondents were strongly agree. The result reveals that the majority of the
students were AGREE with this statement having stress due to “TEACHERS EXPECTING TOO
MUCH FROM YOU”.

TABLE 4.14 – PARENTAL PRESSURE FOR STUDY

33
TABLE 1-
Parental pressure for study
strongly agree 5 8%
agree 14 24%
neutral 15 25%
disagree 6 10%
strongly disagree 19 32%
total 59 100%

FIGURE 1-

Parental pressure for study

20

15

10
Parental pressure for study

0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “PARENTAL PRESSURE FOR STUDY”.32% of the
respondents were strongly disagree, 10% were disagree, 25% were neutral, 24% were agree
and 8% of the respondents were strongly agree. The result reveals that the majority of the
students were strongly disagree with this statement having stress due to “PARENTAL PRESSURE
FOR STUDY”.

34
TABLE 4.15 – DISAGREEMENT BETWEEN YOUR
PARENTS
TABLE 1-
Disagreement between your parents
strongly agree 8 14%
agree 10 17%
neutral 14 24%
disagree 9 15%
strongly disagree 18 31%
total 59 100%

FIGURE 1-

Disagreement between your parents

18
16
14
12
10
Disagreement between your
8 parents
6
4
2
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “DISAGREEMENT BETWEEN YOUR PARENTS”.31% of the
respondents were strongly disagree, 15% were disagree, 24% were neutral, 17% were agree
and 14% of the respondents were strongly agree. The result reveals that the majority of the
students were strongly disagree with this statement having stress due to “DISAGREEMENT
BETWEEN YOUR PARENTS”.

35
 TABLE 4.16 – DISAGREEMENT BETWEEN YOU AND
YOUR PEERS

TABLE 1-

Disagreement between you and your

peers
strongly agree 9 15%
Agree 15 25%
Neutral 9 15%
disagree 10 17%
strongly disagree 16 27%
Total 59 100%
FIGURE 1-

Disagreement between you and your peers

16
14
12
10
8 Disagreement between you and
6 your peers
4
2
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “DISAGREEMENT BETWEEN YOU AND YOUR PEERS”.27%
of the respondents were strongly disagree, 17% were disagree, 15% were neutral, 25% were
agree and 15% of the respondents were strongly agree. The result reveals that the majority of
the students were strongly disagree with this statement having stress due to “DISAGREEMENT
BETWEEN WITH PEERS”.

TABLE 4.17 – CONCERN ABOUT YOUR FUTURE

36
TABLE 1-
Concern about your future
strongly agree 28 47%
agree 21 36%
neutral 7 12%
disagree 1 2%
strongly disagree 2 3%
total 59 100%

FIGURE 1-

Concern about your future

30
25
20
15
Concern about your future
10
5
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “CONCERN ABOUT YOUR FUTURE”.3% of the respondents
were strongly disagree, 2% were disagree, 12% were neutral, 36% were agree and 47% of the
respondents were strongly agree. The result reveals that the majority of the students were
strongly agree with this statement having stress due to “FUTURE”.

TABLE 4.18 – PRESSURE TO MAKE MONEY

TABLE 1-
Pressure to make money

37
 strongly agree 8 14%

agree 13 22%

neutral 9 15%

disagree 11 19%

strongly disagree 18 31%

total 59 100%

FIGURE 1-

Pressure to make money

18
16
14
12
10
8 Pressure to make money

6
4
2
0
strongly agree neutral disagree strongly
agree disagree

Table-1 and Fig.1 shows stress due to “PRESSURE TO MAKE MONEY”.31% of the respondents
were strongly disagree, 19% were disagree, 15% were neutral, 22% were agree and 14% of the
respondents were strongly agree. The result reveals that the majority of the students were
strongly disagree with this statement having stress due to “FINANCIAL PRESSURE”.

38
TABLE 4.19 – NOT HAVING ENOUGH TIME FOR FUN
TABLE1-
Not having enough time for fun percentage
Strongly agree 4 6.78%
Agree 8 13.56%
Neutral 9 15.25%
Disagree 10 16.95%
Strongly disagree 28 47.46%
total 59 100.00%

FIGURE1-

Not having enough time for fun

30

25

20

15
Not having enough time for fun
10

0
Strongly Agree Neutral Disagree Strongly
agree disagree

Table-1 and Fig.1 shows stress due to “not having enough time for fun”.47.46% of the
respondents were strongly disagree, 16.95% were disagree, 15.25% were neutral, 13.56% were
agree and 6.78% of the respondents were strongly agree. The result reveals that the majority of
the students were strongly disagree with this statement having stress due to “not having
enough time for fun”.

TABLE 4.20 – LACK OF FREEDOM

39
TABLE 1-
Lack of freedom PERCENTAGE
Strongly agree 1 1.69%
Agree 10 16.95%
Neutral 9 15.25%
Disagree 12 20.34%
Strongly disagree 27 45.76%
total 59 100.00%

FIGURE 1-

Lack of freedom Strongly agree

2%

Agree
17%
Strongly disagree
Neutral
46%
15%

Disagree
20%

Table-1 and Fig.1 shows stress due to “lack of freedom”.46% of the respondents were strongly
disagree, 20% were disagree, 15% were neutral, 17% were agree and 2% of the respondents
were strongly agree. The result reveals that the majority of the students were strongly disagree
with this statement having stress due to “not having enough time for fun”.

40
5. LIMITATIONS

1. The study was a one-time cross-sectional study; presence of any

immediate stressor may just alter the study result.

2. Time constraint.

3. The sample size was limited to only 59 respondents. As the sample size was
relatively small. Therefore, caution should be used when generalizing the
findings of the study.

4. Biased result – As respondents are more females than males.

41
6. CONCLUSION-

From the above findings it is concluded that -

1. Academic pressure does not have any impact on teenagers in relation to gender. Stress
definitely impacts the academic performance in a negative way though no significant
difference was found as per the gender. Academic stress is found in the students
majorly due to the academic workload, anxiety related to examination, teachers
expecting too much from you.
2. There exists significant difference between academic performance stress of school and
college students. As school students are more concern about their academic
performance as compared to the college students regarding their relationship with
teachers, homework, grades, tests, etc.
3. There exists significant difference between future stress of school and college students.
College students are more concern about their future as compared to the school
students. It’s just due to the fact that responsibilities with growing older is more on
college students rather than school students.
4. It was found that parental pressure for study, disagreement between parents, etc. does
not give stress to the students. Parental pressure does not have any impact on
teenagers in relation to gender.
5. There exists significant difference in the average of stress related to peer pressure and
home life.
6. There exists no significant difference between financial stress of school and college
students.

42
Educational Implications

1. Necessary measures to be taken to reduce the stress level among the teenagers.

2. Based on the finding counseling center can be established in order to reduce stress level.

3. Over stress may lead to suicide attempts, frustration, conflict and psychological disorder. But
giving guidance, counseling and yoga practice may reduce the stress level of teenagers.

4. To provided parents and teachers guidance can be reducing the stress level.

5. There should be good balance between working hours and study hours so as to avoid stress.

6. Enough sleep and exercise is an important remedy to stress management.

Suggestions for the further study:

• The large sample can be taken up for future research to obtain more reliable results.
• The study was conducted only on private schools and can be further extended to
government schools as well.
• Although we use quantitative method in this research, we advise future researcher on
this same topic combined both quantitative and qualitative to get an in- depth theory
about the study.

43
 7. REFERENCES

REFERENCES
(n.d.).

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Health of the Adolescents. International Journal of Management and Social Sciences .

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Psychology , 15, 789-813.

Auerbach, M. a. (1998). Stress Management Psychological Foundations U.S.A :Prentice-Hall, Inc.

Bartwal, R. S. (2013). Academic Stress among School going Adolescents in Relation to their Emotional
Intelligence. International Journal of Innovative Research and Development , 2 (11), 417-424.

Bataineh, M. Z. (2013). Academic stress among undergraduate students: the case of education faculty at
King Saud University. International Interdisciplinary Journal of Education , 2 (1), 82-88.

Baviskar, M. P. Depression, Anxiety and Stress: A Comparative Study in Arts, Commerce & Science Junior
College students in Rural Area of India. Global Research Analysis , 2 (11).

Bernstein, D. P. (2008). Psychology (8 ed.). Houghton Mifflin Company Boston New York.

C.S., C. (1999). Life Stress of and Guidance for Adolescents. .

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Dimitrov.G. (2017). A study on the impact of Academic Stress among college students in India. Ideal
Research , 2 (4).

Elizabeth B. Hurlock. (1981). Developmental psychology a life-span approach.

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Jayanthi, P. .., & Rajkumar, M. T. (2014, vol.15). Academic Stress and Depression among Adolescents: A
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Khan, M. a. (2013). Effect of Perceived Academic Stress on Students’ Performance. FWU Journal of Social
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45
 APPENDIX

SAMPLE QUESTIONNAIRE ON STRESS ANALYSIS

AMONG TEENAGERS
Personal details-

1. Name - ________________
2. Age - ___
3. Gender - Male

Female

Others

4. Parental education - Low ( both parents had a educational level of

undergraduate degree or lower)

Middle (one parent had a postgraduate degree)

High (both parents had a postgraduate degree)

5. Father’s occupation – _________________

6. Mother’s occupation - ______________________
7. School year/ college year- _______
8. Academic grades - low

Moderate

High

(PLEASE TICK THE DESIRED CHECKBOX WHICH REFLECTS BEST OF YOUR OPINION)

STRONGLY DISAGREE NEUTRAL AGREE STRONGLY

DISAGREE AGREE

STRESS OF SCHOOL/COLLEGE
PERFORMANCE-

46
 1. Having to study
things you do not
understand

2. Teachers expecting
too much form you

3. Difficulty with certain

subjects

4. Having to study
things that you are not
interested in

5. Keeping up with
school/college work

6. Academic pressure

7. Anxiety related to
examination

8. Proficiency in English

STRESS OF HOME LIFE-

9. Arguments at home

10. Disagreement between

your parents

11. Parental pressure for study

12. Disagreements between

you and your parents

13. Not being taken seriously

by your parents

47
 14. Little or no control over life

15. Parents hassling you about

the way you look

16. Abiding by petty rules at

home

17. Lack of understanding by

your parents

STRESS OF PEER PRESSURE

18. Being hassled for not

fitting in

19. Being judged by your

friends

20. Satisfaction with how you

look

21. Disagreement between

you and your peers

22. Peers hassling you about

the way you look

STRESS OF FUTURE
UNCERTAINITY

23. Concern about your future

24. Putting pressure on

yourself to meet your
future goals

25. Having to make decisions

about future work or
education

48
STRESS OF LEISURE CONFLICT

26. Not having enough time for

fun

27. Lack of freedom

STRESS OF FINANCIAL PRESSURE

28. Pressure to make more

money

29. Not enough money to buy

things you need

30. Having to take on new

responsibilities with
growing older

49