Chapter – 2

Review of Literature and Past Researches

2.1.0 Introduction

2.2.0 Mental Stress

2.2.1 Definitions of Mental Stress

2.2.2 Effect of Chronic Stress

2.2.3 Signs and Symptoms of Stress Overload

2.2.4 Causes of Stress

2.2.5 Tips for Reducing Stress

2.3.0 Review of Past Researches

2.4.0 Analysis of Past Researches

2.5.0 Uniqueness of Present Research

2.6.0 Conclusion
2.1.0 Introduction

Review of related literature and past researches are very important in any

research. It gives a proper path and direction to the researcher. Review of past

researches also necessary to minimize mistakes done by the previous researchers. The

researcher has also reviewed past researches in details. The important information

obtained by these reviews are mentioned in this chapter. The researcher has given

definitions and meanings of mental stress, types of mental stress and how to reduce it

in this chapter.

2.2.0 Mental Stress

Stress is a way for your body to respond to any kind of demand or threat.

When you experience fear whether real or imagined the body's defenses come into

high gear in a fast, automated process known as the "fight-or-flight" reaction or the

"stress response."

Stress is a natural part of life. The expressions are familiar to us, “I’m stressed

out,” “I’m under too much stress,” or “Work is one big stress. Stress is hard to define

because it means different things to different people; however, it’s clear that most

stress is a negative feeling rather than a positive feeling.

Stress can also help you cope with challenges. This is what keeps you on your

toes during a presentation at work, increases your concentration when you try to

throw a game-winning free throw, or motivates you to study for exams while you

watch TV. But beyond a certain point, stress stops being helpful and begins to do

great damage to your health, mood, productivity, relationships and your quality of

life.

14
2.2.1 Definitions of 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.”

2.2.2 Effect of Chronic Stress

Your nervous system is not very good at distinguishing between emotional

and physical threats. If you are experiencing extreme stress over an argument with a

friend, work deadlines, or a large number of bills, your body may react as strongly as

if you were facing a true life-and-death situation. And the more active your

emergency stress system is, the easier it is to trigger and the harder it is to shut down.

If you tend to be stressed frequently, as is the case with many of us in today's

demanding world, your body may be in a state of maximum stress at most times. And

15
it can lead you to serious health problems. Prolonged stress disrupts almost every

system in your body. It can suppress your immune system, upset your digestive and

reproductive systems, increase your risk of heart attack and stroke, and speed up the

aging process. It can also reuse the brain, leaving you more susceptible to anxiety,

depression and other mental health problems.

Health problems caused or exacerbated by stress include:

• Depression and anxiety

• Pain of any kind

• Sleep problems

• Autoimmune diseases

• Digestive problems

• Skin conditions, such as eczema

• Heart disease

• Weight problems

• Reproductive issues

• Thinking and memory problems

2.2.3 Signs and Symptoms of Stress Overload

The most dangerous thing about stress is how easily it can come down on you.

You get used to it. It starts to feel familiar, even normal. You don’t see how much it

16
affects you, even if it takes a heavy toll. That is why it is important to be aware of the

general warning signs and symptoms of stress overload.

1. Cognitive Symptoms

• Memory Problems

• Inability to concentrate

• Poor judgment

• Seeing only the negative

• Anxious or racing thoughts

• Constant worrying

2. Physical Symptoms

• Aches and pains

• Diarrhea or constipation

• Nausea, dizziness

• Chest pain, rapid heart rate

• Frequent colds or flu

3. Emotional Symptoms

• Depression or general unhappiness

• Anxiety and agitation

• Moodiness, irritability, or anger

• Feeling overwhelmed

• Loneliness and isolation

• Other mental or emotional health problems

4. Behavioral Symptoms

• Eating more or less

17
 • Sleeping too much or too little

• Withdrawing from others

• Procrastinating or neglecting responsibilities

• Using alcohol, cigarettes, or drugs to relax

• Nervous habits (e.g. nail biting, pacing)

2.2.4 Causes of Stress

The situations and pressures that because stress is known as stressors. Students

usually think of stressors as being negative, such as an exhausting schools schedule,

examination or excess of home work. However, anything that puts high demands on

student can be stressful.

Of course, not all stress is caused by external factors. Stress can also be

internal or self-generated, when you worry too much about something that may or

may not happen, or have irrational, pessimistic thoughts about life.

After all, what causes stress depends, at least in part, on your perceptions of it.

Something that is stressful for you can’t upset anyone else; They can also enjoy it.

While some of us are afraid of being turned off in front of people to perform or speak,

for example, others live for the spotlight. Where one person thrives under pressure

and performs best in tight deadlines, the other person shuts down when the demand

for work increases. And while you can enjoy helping care for your aging parents, the

demands of caring for your siblings seem overwhelming and stressful.

18
 Common external causes of stress include:

• Major life changes

• Work or school

• Relationship difficulties

• Financial problems

• Being too busy

• Children and family

Common internal causes of stress include:

• Pessimism

• Inability to accept uncertainty

• Rigid thinking, lack of flexibility

• Negative self-talk

• Unrealistic expectations / perfectionism

• All-or-nothing attitude

2.2.5 Tips for reducing stress

The following tips can help reduce stress. It will take determination,

determination and time. Some suggestions may help immediately, but if the stress is

chronic, it may require more attention and / or lifestyle changes.

19
Be realistic

If you are overwhelmed by some activities (yours and / or your family's), learn

to say no! Eliminate activity that is not absolutely necessary. You can take more

responsibility than you can handle. If you encounter resistance, give reasons why you

are making changes. Be willing to listen to the suggestions of others and be willing to

compromise.

Shed the “superman/superwoman” urge

No one is perfect, so don’t expect perfection from yourself or others. Ask

yourself, “What really needs to be done?” How much can I do? Is the deadline

realistic? What adjustments can I make?” Don’t hesitate to ask for help if you need it.

Meditate

Just ten to twenty minutes of quiet reflection can relieve chronic stress and

increase your tolerance. Use the time to listen to music, relax and try to think of

pleasant things or nothing.

Visualize

Use your imagination and picture of how you can handle stressful situations

more successfully. Whether it’s a professional presentation or moving to a new place,

many people find that visual rehearsals boost confidence and enable them to take a

more positive approach to difficult work.

Take one thing at a time

For those who are stressed or stressed, the normal workload can sometimes

seem unbearable. The best way to deal with this feeling of being overwhelmed is to

20
do one thing at a time. Choose an immediate task and work on it. Once you have

completed that task, select the next one. The positive feeling of “check off” tasks is

very satisfying. It will motivate you to continue.

Exercise

Regular exercise is a popular way to relieve stress. Twenty to thirty minutes of

physical activity benefits both the body and the mind.

Hobbies

Take a break from your worries by doing something you enjoy. Whether it’s

gardening or painting, schedule time to indulge your interest.

Healthy life style

Good nutrition makes a difference. Limit caffeine and alcohol intake (alcohol

actually disrupts regular sleep patterns), get enough rest, exercise, and balance work

and play.

Share your feelings

Conversations with a friend tell you that you are not alone in having a bad day,

caring for a sick child, or working in a busy office. Stay in touch with friends and

family. Let them give love, support and guidance. Don't try to cope alone.

Give in occasionally

Be flexible! If you feel that you are facing constant opposition in your

personal or professional life, reconsider your position or strategy. Argument only

intensifies stressful emotions. If you know you are right, stand on your ground, but do

it calmly and rationally. Make allowances for the opinions of others and be prepared

21
for compromise. If you are willing to give, others may find you in the middle. Not

only will you reduce your stress, you will find better solutions to your problems.

Go easy with criticism

You can expect a lot from yourself and others. Try not to get frustrated,

disappointed, disappointed or “trapped” when someone else doesn’t measure up. The

"other person" may be the wife, husband or child you are trying to change to suit

yourself. Remember, each person is unique, and has the right to develop his or her

own strengths, weaknesses, and abilities.

2.3.0 Review of past researches

The main objective of researcher is to study the mental stress of students of

secondary school of Gujarat State. For this the researcher has constructed a Mental

Stress Scale and standardize it. In this chapter the researcher has reviewed the

researches conducted in past. The main details of these studies are given below.

2.3.1 Review of past researches conducted in India

Study – 1

Title: “Construction and standardization of measurement test for

mental stress and suicidal tendency among higher secondary

school students”

Researcher: Trusha S. Koradiya (2018)5

Level: Ph.D.

University: Saurashtra University, Rajkot.

22
Objectives

1. To construct and standardize the mental stress measurement test for the

students of the higher secondary school.

2. To construct and standardize the suicidal tendency measurement test for the

students of the higher secondary school.

3. To check the effect of the mental stress among the students of the higher

secondary school.

4. To check the effect of the suicidal tendency among the students of the higher

secondary school.

Sample

Total 100 samples were selected randomly from the 4 schools of Rajkot

district.

Research Tools

• Mental Stress Measurement Scale

Findings

1. There will be significant difference in mental stress among the boy and girls

studies in higher secondary school.

2. There will be no significant difference in suicidal tendency among the boy and

girls studies in higher secondary school.

3. There will be significant difference in mental stress among the rural area

students and urban area students who are studies in higher secondary school.

4. There will be significant difference in suicidal tendency among the rural area

students and urban area students who are studies in higher secondary school.

23
 5. There will be significant difference in mental stress among the students of

higher secondary school in reference to the financial situation.

Study – 2

Title: “Role of demographic factors on job satisfaction,

organizational role stress and stress coping strategies among

degree college faculty”

Researcher: Kamala H. (2016)6

Level: Ph.D.

University: Jain University, Banglore.

Objectives

1. To study the differences in Education, Designation, Nature of Institution,

Income, Length of Service and job satisfaction among degree college faculty

members.

2. To study the differences in Education, Designation, Nature of Institution,

Income, Length of Service and organizational role stress among degree

college faculty members.

3. To examine the relationship between job satisfaction and organizational role

stress among Degree College faculty members.

4. To identify the different coping strategies adopted by the degree college

faculty members.

24
Sample

Total number of sample is 300 comprising of two levels of education: PG +

(M.Phil., Ph.D) and PG. Professionals under the designation of professor, associate

professor and assistant professor serving in aided and unaided college with a

minimum of five years of service were included.

Research Tools

1. Job Satisfaction Scale (1990) developed by Dr. Amar Singh and Dr. T.R.

Sharma.

2. Organizational Role Stress Scale (2005) developed by Dr.Udai Pareek.

Findings

1. Compared to the total job intrinsic factors, total job extrinsic factors have

higher level of influence in creating job satisfaction among the faculty

members.

2. Compared to the role space conflict, the role set conflict has higher level of

influence in creating stress among the faculty members.

3. Compared to problem focused and less useful strategy, emotion focused

strategy is used more by the college faculty members to cope up with stress.

4. There is a significant difference in job satisfaction among degree college

faculty members with different educational background.

5. Job satisfaction is found to be more among Professors than Assistant

professors and Associate Professors.

Study – 3

Title: “Construction and standardization of mental health inventory”

25
Researcher: Desai Rinku Manish (2013)7

Level: Ph.D.

University: Shri J.J. Tibrewala University, Jhunjhunu.

Objectives

1. To construct mental health inventory.

2. To standardize mental health inventory.

3. To know the mental health of boys and girls.

4. To know the mental health of boys and girls residing in rural and urban area.

5. To know the mental health of boys and girls studying in schools having state

board and other board.

Sample

The sample of the present study will be the students of standard IX studying in

English medium school (studying in the year 2013- 14) of five districts such as

Ahmedabad, Baroda, Anand, Nadiad and Mehsana, of Central Gujarat.

Research Tools

• Mental Health Inventory

Findings

1. Reliability and Validity of the mental health inventory is high.

2. Gender wise, mental health of individuals is high. According to cumulative

variance it is seen that mental health of boys is more stable and reliable.

26
 3. Type of Board wise, mental health of individuals is high. According to

cumulative variance it is seen that mental health of both, students studying in

State board and students studying in other board is almost same.

4. Area wise, mental health of individuals is high. According to cumulative

variance it is seen that mental health of students residing in urban area is more

stable and reliable compared to students residing in rural area.

5. There exists a significant difference between mental health of boys and girls.

Moreover, the mean scores of mental health of girls is higher than the mean

scores of mental health of boys. Thus, it is clear that girls have better mental

health than the boys.

Study – 4

Title: “An investigation into the relationship among teacher's

occupational stress, job satisfaction, work values and pupil

control ideology”

Researcher: Mariya Aftab (2013)8

Level: Ph.D.

University: Aligarh Muslim University, Aligarh.

Objectives

1. To develop two standard tools of research, namely Teachers Occupational

Stress Scale and Teachers Job Satisfaction Scale, which will prove as valuable

additions to the psychometric units of Indian Universities and abroad also.

2. To study the general pattern of occupational stress of secondary school

teachers.

27
 3. To study the combined and individual effect of demographic factors on

teachers' stress toward their occupation.

4. To study the relationship between occupational stress of secondary school

teachers and their demographic factors.

5. To study the combined and individual effect of job satisfaction and pupil

control ideology on teachers' stress toward their occupation.

Sample

In all 608 teachers, 281 (46.22%) male and 327 (53.78%) female teachers

from 41 schools of eastern and western U.P. of India were involved.

Research Tools

1. Teachers Occupational Stress Scale

Findings

1. To develop two standard tools of research, namely Teachers Occupational

Stress Scale and Teachers Job Satisfaction Scale, which will prove as valuable

additions to the psychometric units of Indian Universities and abroad also.

2. To study the general pattern of occupational stress of secondary school

teachers.

3. To study the combined and individual effect of demographic factors on

teachers' stress toward their occupation.

4. To study the relationship between occupational stress of secondary school

teachers and their demographic factors.

5. To study the combined and individual effect of job satisfaction and pupil

control ideology on teachers' stress toward their occupation.

28
Study – 5

Title: “To study the impact of psychological stress on the academic

achievement in English subject of prospective teachers at

elementary level”

Researcher: Vinod Kumar (2012)9

Level: Ph.D.

University: Suresh Gyan Vihar University, Jaipur.

Objectives

To study the impact of psychological stress on academic achievement of

prospective teachers was studied on the following basis:

1. On the basis of sex differences.

2. On the basis of habitat (background as rural and urban).

3. On the basis of subject streams offered at Sr. Sec. Level.

4. Academic Achievement in English of STC students on the basis of scores

from the result record of the institution and group were formed on the basis of

above and below 60% marks.

Sample

Using simple random sampling 600 students of general and Sanskrit S.T.C

class were selected, thus constituting a sample of 800 students only 600 students were

finally taken. Rest 200 students were not selected because they did not fill the scale

properly.

Research Tools

29
 • Stress scale for STC trainees.

Findings

1. The curriculum related stress is more in girls having above 60% marks in

academic achievement in English than boys of STC.

2. The teaching related stress in the academic achievement in English is

somehow equally homogenous in both the groups of STC.

3. The Practice teaching related stress does not affect the academic achievement

in English of STC boys and girls having above 60% marks.

4. Teacher behaviour related stress does not affect the academic achievement in

English of boys and girls of STC.

5. The Examination related stress affects the academic achievement in English in

boys than girls of STC.

Study – 6

Title: “Mental health analysis of intermediate students in relation to

their hardiness and academic achievement”

Researcher: Lakshmi Rani P. (2011)10

Level: Ph.D.

University: Acharya Nagarjuna University, Guntur.

Objective

1. To find out the mental health status of the II year intermediate students and

classify them.

30
 2. To find out to mental health status of Intermediate students in Academic,

Personal and Social aspects.

3. To find out the mental health status of II year Intermediate students with

reference to the different variables.

4. To find out the association between mental health and hardiness of

Intermediate students.

5. To find out the association between mental health and academic achievement

of Intermediate students.

Sample

After obtaining nominal rolls of the candidates from each of the colleges, a

random sample of 700, II year Intermediate students was selected. But 143 Students

had to be discarded as their response sheets were incomplete. Hence the sample was

confined to 557 only.

Research Tools

1. Mental health questionnaire developed by the investigator.

2. Hardiness Test (standardized)

3. A personal data schedule constructed by the investigator.

Findings

1. The sample of the Intermediate students was found to have moderate Mental

Health status and the group was found to be heterogenous in its Mental Health

status.

31
 2. 38.60% of the total sample of Intermediate Students was found to have

moderate Mental Health; 25.49% good Mental Health and 3.77% of the

sample was found to have very good Mental Health status.

3. 29.98% of the sample of Intermediate students was found to have poor and

2.16% was found to have very poor Mental Health status.

4. Gender difference, ordinal position, medium of instruction, residential stay,

nature of residential area were found not influencing the Mental Health of the

Intermediate students. But there was a significant difference between male and

female Intermediate students in the academic Aspect of Mental Health. Boys

were found having significantly better Mental Health Status than the girl

students.

5. Students from rural and urban areas also differed significantly in the

Academic and Social Aspects of Mental Health. The Intermediate students

from urban area were found having significantly better Mental Health in

academic and social aspects, than the students from rural area.

Study – 7

Title: “Efficacy of integrated model based on biological science

inquiry training model and stress reduction model to develop

inquiry approach and reduce stress in visually impaired

students”

Researcher: Madhuri S. Isave (2011)11

Level: Ph.D.

University: University of Pune, Pune.

32
Objectives

1. To study the teaching learning process involved in teaching of Biological

Science to Visually Impaired students.

2. To develop an inquiry approach in Visually Impaired students by using

Biological Science Inquiry Training Model.

3. To investigate the factors related to general stress of VI students.

4. To use the Stress Reduction Model on VI students to reduce stress.

5. To analyse the students’ feedback about Stress Reduction Model.

Sample

To develop inquiry approach and reduce stress in the VI students a sample of

twenty-four (24) Visually Impaired students from the IX'*' standard were selected.

To study the teaching learning strategy involved in science teaching for VI

students, ten (10) informants (science teachers) were selected.

To prepare the Integrated Model and to study its usability a sample of fifteen

(15) informants (user group) from the integrated schools was taken.

Research Tools

1. Inquiry Training Model developed by Suchman.

2. Stress Reduction Model developed by Rimm and Master.

3. 3-R Stress reduction programme developed by researcher.

4. Integrated model developed by researcher.

33
Findings

1. The result obtained that there is significant difference in the group I regarding

their inquiry approach. This means after implementing biological inquiry

training model for group I, it significantly effective for the development of

inquiry approach in the VI student.

2. The result obtained that there is significant difference in the groups II

regarding their inquiry approach. This means after implementing Integrated

Model for group II to develop inquiry approach in the VI student, it

significantly effective for the development of inquiry approach in the VI

student.

3. The result obtained that there is no significant difference in between the two

groups regarding their inquiry approach. This means after conducting first

session both groups were equivalent and their Inquiry approach was same.

Study – 8

Title: “A study of relationship of emotional intelligence with

adjustment, stress and achievement among senior secondary

students”

Researcher: Manoj Kumar Sharma (2011)12

Level: Ph.D.

University: Maharshi Dayanand University, Rohtak.

34
Objectives

1. To study the relationship between emotional intelligence and stress among

senior secondary students.

2. To study the relationship between emotional intelligence and adjustment

among senior secondary students.

3. To study the relationship between emotional intelligence and academic

achievement among senior secondary students.

4. To study the difference between the mean stress scores of students having high

and low emotional intelligence.

5. To study the difference between the mean adjustment scores of students

having high and low emotional intelligence.

Sample

Total numbers of 200 students were selected randomly from these schools.

The distribution of samples land the name of the schools from which data were

collected are given in figure below and table respectively.

Research Tools

1. Emotional Intelligence Scale (EIS) developed by Anukool Hyde Sanjyot pethe

and Upinder Dhar.

2. Bist Battery of Stress Scale (BBSS)

3. Bell Adjustment Inventory

Findings

35
 1. There is found negative significant relationship between emotional

intelligence and academic stress which shows that emotional intelligence

directly influences the academic stress among senior secondary students.

2. There is found negative significant relationship between emotional

intelligence and family stress which shows that emotional intelligence directly

influences the family stress among senior secondary students.

3. There is found significant Positive Significant Relationship between

Emotional Intelligence and Academic Achievement among senior secondary

students. It means that the students having high emotional intelligence show

better academic achievement.

4. There is found Significant Difference between the Mean Stress Scores of

Students having High and Low Emotional Intelligence. It means that the

students with low and high emotional intelligence have high and low degree of

stress in their life respectively.

5. There is found Significant Difference between the Mean Adjustment Scores of

Students having High and Low Emotional Intelligence. It means that the

students with low and high emotional intelligence have high and low

adjustment in their life respectively.

Study – 9

Title: “A study of adjustment of secondary school teachers in relation

to their job stress, job involvement and Job satisfaction”

Researcher: Neetu Dahiya (2011)13

Level: Ph.D.

36
University: Maharshi Dayanand University, Rohtak.

Objectives

1. To see the relationship between adjustment and job stress of secondary school

teachers.

2. To see the relationship between adjustment and job stress of male secondary

school teachers.

3. To see the relationship between adjustment and job stress of female secondary

school teachers.

4. To see the relationship between adjustment and job involvement of secondary

school teachers.

5. To see the relationship between adjustment and job involvement of male

secondary school teachers.

Sample

As per sample for this work, 500 teachers of secondary and senior secondary

schools of Rohtak district were taken up on the basis of stratified random sampling

techniques.

Research Tools

1. S.K. Mangal’s Mangal Teacher Adjustment Inventory (MTAI)

2. Occupational Stress Index (OSI) standardized by A.K. Srivastava and A.P.

Singh.

3. Job Involvement Scale (JIS) standardized by Santosh Dhar, Upender Dhar and

D.K. Srivastava.

4. Job Satisfaction Scale (JSS) standardized by Meera Dixit.

37
Findings

1. Negatively significant co-relation was found between adjustment and job

stress of secondary school teachers. In case of female and male secondary

school teachers, the co-relation is very significant. As Job stress of secondary

school teachers increases their adjustment deceases.

2. Positively significant co-relation was found between adjustment and job

involvement of secondary school teachers. The co-relation between female

and male secondary school teachers is also significant. As job involvement of

secondary school teachers increases their adjustment also increases.

Study – 10

Title: “Emotional maturity among senior secondary school students

in relation to their self-esteem, home environment and mental

health”

Researcher: Rashee Singh (2011)14

Level: Ph.D.

University: Maharshi Dayanand University, Rohtak.

Objective

1. To find out the relationship between emotional maturity among senior

secondary school students and their self esteem.

2. To find out the relationship between emotional maturity among senior

secondary school students and various dimensions of home environment.

38
Sample

The research investigation was carried out on 400 students of class XI and XII

in the age ranging 17 to 18 years.

Research Tools

1. Emotional Maturity Scale by Yashvir Singh (1977).

2. Self-Esteem Inventory by Stanley Coppersmith.

3. Home Environment Inventory by Karuna Shankar Mishra (1989).

4. Mental Health Battery developed and standardized by Arun Kumar Singh and

Alpana Sen Gupta (2000).

Findings

1. A positive and significant correlation was found between emotional maturity

and self esteem which indicates that with the increase in self esteem there will

be increase in emotional maturity.

2. A negative and significant correlation was found between emotional maturity

and control as a dimension of home environment which indicates that with the

increase in control at home there will be decrease in emotional maturity.

3. A negative and significant correlation was found between emotional maturity

and protectiveness as a dimension of home environment which indicates that

with the increase in protectiveness at home there will be decrease in emotional

maturity.

4. A negative and significant correlation was found between emotional maturity

and punishment as a dimension of home environment which indicates that

39
 with the increase in punishment at home there will be decrease in emotional

maturity.

5. A negative and significant correlation was found between emotional maturity

and conformity as a dimension of home environment which indicates that with

the increase in conformity at home there will be decrease in emotional

maturity.

Study – 11

Title: “Impact of family climate, mental health, study habits and self

confidence on the academic achievement of senior secondary

students”

Researcher: Sadaf Jafri (2011)15

Level: Ph.D.

University: Aligarh Muslim University, Aligarh.

Objectives

1. To study the relationship between criterion variable (i.e. academic

achievement) and various predictor variables that is (family climate, mental

health, study habits and self confidence).

2. To study the contributory role of various predictor variables (i.e. family

climate, mental health, study habits and self confidence) on criterion variable

(i.e. academic achievement).

3. To study the contributory role of various predictor variables (i.e. family

climate, mental health, study habits and self confidence) on criterion variable

(i.e. academic achievement) for the students of science stream.

40
 4. To study the contributory role of various predictor variables (i.e. family

climate, mental health, study habits and self confidence) on criterion variable

(i.e. academic achievement) for the arts stream group.

5. To establish regression equation for the prediction of the criterion variable in

relation to science stream group.

Sample

Out of the total sample of 865, 520 science and 345 arts respondents were

selected.

Research Tools

1. Family Environment Scale (FES) developed by Bhatia and Chadha (1993).

2. Mental Health Battery (MHB) developed by Singh and Gupta (2008).

3. Study Habits Inventory (PSSHI) by Palsane and Sharma (2003).

4. Self Confidence Inventory (ASCI) by Agnihotri (1993).

Findings

1. Significant & positive relationship was found between Family Climate and

Academic Achievement for total number of students.

2. Mental Health was found to be significantly and positively related to the

academic achievement of total number of students.

3. Significant & positive relationship was found between Study Habits and

Academic Achievement for total number of students.

4. Self Confidence was found to be significantly and positively related to the

academic achievement of total number of students.

41
Study – 12

Title: “A comparative study of effectiveness of teacher educators in

different types of teacher education institutions in relation to

their anxiety, stress and job-satisfaction”

Researcher: Satish Kumar (2011)16

Level: Ph.D.

University: Maharshi Dayanand University, Rohtak.

Objectives

1. To compare the teaching effectiveness of teacher educators working in

Government and Self-financed teacher education institutions of Haryana.

2. To compare the teaching effectiveness of teacher educators working in

Government and Self-financed teacher education institutions having high

anxiety.

3. To compare the teaching effectiveness of teacher educators working in

Government and Self-financed teacher education institutions having low

anxiety.

4. To compare the teaching effectiveness of teacher educators working in

Government teacher education institutions having high and low anxiety.

5. To compare the teaching effectiveness of teacher educators working in

Self-financed teacher education institutions having high and low anxiety.

42
Sample

A sample of 200 teacher educators constituted the final sample of the study.

The sample from all the colleges was collected randomly in such a way that each

district was given equal representation.

Research Tools

1. Teacher Effectiveness Scale (1999 Revised) by Pramod Kumar and D.N.

Mutha.

2. Comprehensive Anxiety Test (CAT, 1992) by Dr. R.L. Bhardwaj, Dr. H.

Sharma and Dr. M. Bhargava

3. Personal Stress Source Inventory (PSSI, 2005) by Arun Singh, Ashish K.

Singh and Arpana Singh.

4. Job Satisfaction Questionnaire for Teachers (TJQ, 1985) by Pramod Kumar

and D.N. Mutha.

Findings

1. The teacher educators working in Government teacher education institutions

are more effective in teaching as compared to the teacher educators working in

Self-financed teacher education institutions.

2. The teacher educators working in Government teacher education institutions

with high anxiety are more effective in teaching as compared to the teacher

educators working in Self-financed teacher education institutions.

3. The teacher educators working in Government teacher education institutions

with low anxiety are more effective in teaching as compared to teacher

educators working in Self-financed teacher education institutions.

43
 4. The teacher educators working in Government teacher education institutions

with low anxiety are more effective in teaching as compared to teacher

educators working in the same teacher education institutions having high

anxiety.

5. The teacher educators working in Self-financed teacher education institutions

having low anxiety are more effective in teaching as compared to the teacher

educators working in the same Self-financed teacher education institutions

having high anxiety.

Study – 13

Title: “A study of well being of elementary school teachers in relation

to emotional intelligence, stress and self-esteem”

Researcher: Sukhpal Kaur (2011)17

Level: Ph.D.

University: Punjab University, Patiala.

Objectives

1. To study the nature of distribution of elementary school teachers’ scores on

psychological variables such as well being, emotional intelligence, stress and

self-esteem.

2. To study the relationship of well being with emotional intelligence among

elementary school teachers.

3. To study the relationship of well-being with stress among elementary school

teachers.

44
 4. To study the relationship of well being with self-esteem among elementary

school teachers.

Sample

A sample of 600 elementary school teachers was selected from three districts.

Research Tools

1. Well Being Scale by Singh and Gupta (2001)

2. Emotional Intelligence Scale by Hyde, Pethe and Dhar (2002).

3. Occupational Stress Scale by Kaur (2006).

4. Self-Esteem Inventory by Coopersmith (1989)

Findings

1. The well being of elementary school teachers is appreciably good mean score

being 188.06 on a scale of 50-250.

2. The emotional intelligence of elementary school teachers is also good mean

score being 141.22 on a scale of 34-170.

3. The mean score on occupational stress of teachers is 97.20 on a scale of 30-

150. Thereby meaning that the elementary school teachers are under high level

stress.

4. The self-esteem of elementary school teachers is good (mean score 63.59) on a

scale of 0-100.

5. There is a significant positive relationship between measures of well being and

emotional intelligence and self-esteem of elementary school teachers.

45
Study – 14

Title: “A Study of Achievement Motivation, Job Satisfaction and

Mental Stress of Shikshansahayak Teachers”

Researcher: Bhagwati P. Vaishnav (2011)18

Level: Ph.D.

University: Saurashtra University, Rajkot.

Objectives

1. To study the achievement motivation of Shikshan Sahayak teachers of

secondary schools in the context of gender, educational qualification, age,

marital status, type of family, social class, place, branch, area and type of

school.

2. To study the job satisfaction of Shikshan Sahayak teachers of secondary

schools in the context of gender, educational qualification, age, marital status,

type of family, social class, place, branch, area and type of school.

3. To study the mental stress of Shikshan Sahayak teachers of secondary schools

in the context of gender, educational qualification, age, marital status, type of

family, social class, place, branch, area and type of school.

Sample

The researcher selected 588 Shikshan Sahayak teachers from Kutch and

Saurashtra districts.

Research Tools

1. Achievement Motivation Scale by Minaxi Bhatnagar

46
 2. Job Satisfaction Scale constructed by Researcher

3. Mental Stress Scale constructed by Researcher

Findings

1. Male and female shikshan sahayak teachers have equal mental stress.

2. Shikshan sahayak having age up to 30 years and more than 30 years have

equal mental stress.

3. Married and unmarried shikshan sahayak teachers have equal mental stress.

4. Government teachers have more mental stress than private teachers.

2.3.2 Review of past researches conducted in abroad

Study – 15

Title “Academic Stress, Depression, and Social Support: A

Comparison of Chinese Students in International Baccalaureate

Programs and Key Schools”

Researcher Wenjun Chen (2018)19

Level: Ph.D.

University University of South Florida

Research Details

The purpose of this study was to examine how educational stress affects

Chinese children achieving the mental health of secondary students. Possible central

effects of perceived social support and gender on the relationship between academic

stress and depression testing. Current literature suggests that Chinese high school

students report more academic stress and frustration over their foreign counterparts

47
but It is unclear about the status of high achieving Chinese students as well as how

social support works as a protective factor on this particular population. To fill this

gap, the current study was recruited a diverse sample of 133 key school students and

99 IB students in two eight classrooms fallout 2017 administration of questionnaires

on the educational stress of schools, and participants during 2017, levels of

frustration, perceived social support and demographic information. The result

indicates IB students experience more academic stress and frustration than main

school students, and female IB students experience more depression than male IB

students. Although considered social support is negatively related to academic stress

and frustration for both key and IB students, that is there was no effective mediator

for either group. Female key school students were more likely report higher levels of

frustration compared to male students when they felt the same levels of academic

stress. Mental health services are of paramount importance in this study to achieve

students, discuss appropriate intervention programs for this group of students, and

suggested suggestions for future research.

Study – 16

Title “Are Students Stressed?: A Study of the Impact of Student

Engagement on Student Stress”

Researcher Titus Young (2017)20

Level: Ph.D.

University Eastern Illinois University

48
Research Details

The purpose of this study was to examine students’ engagement and stress

levels university of Eastern Illinois, a midwestern mid-size regional broadcaster

university. The two statistical hypotheses for this study were: “Is there any significant

differences in stress levels reported by students involved in at least one RSO and

Which students are not affiliated with RSO?” and “Is there a significant difference in

this stress levels reported by students seeking employment at least 6 hours a week

which students work less than 6 hours a week? “Student-life stress was inventory used

to measure the overall stress of students. There were 168 surveys collected, of which

161 were considered useful. An independent T-test was taken. The research findings

failed reject the first null hypothesis and reject the second null hypothesis. The result

indicated that students who work at least six hours per day have more stress than

those who do students who work less than six hours a week. There was no statistical

significance at least one was found between students involved in RSO and stress

levels students who are not involved in RSO. Recommendations were made on how

students can manage stress and how student fair professionals can help students

manage their stress. In addition, recommendations for future research were also made.

Study – 17

Title “College-Stress and Symptom-expression in International

Students: A Comparative Study”

Researcher Uma A. Shenoy (2000)21

Level: Ph.D.

University Virginia Polytechnic Institute and State University

49
Research Details

The main purpose of the investigation was to investigate the differences in

sympathomimetry in between caucasians and Asians in response to college prestige.

College Lestress was defined as adjustment problems that students experience are

exposed to the environment of a college. Instinct of each group expressed a mental

opposite (i.e., physical) to express symptoms in response to a somatic (i.e., physical)

versus psychological (i.e. anxiety and depression) modes were examined. Data was

collected electronically. 115 graduate students participated in the study. To compare

correlations using Fisher's variables, that it was found that neither somatization nor

psychology hypotheses were supported. However, depression in asians showed a

stronger association with stress than somatic symptoms.

2.4.0 Analysis of Past Researches

The researcher has reviewed past researches conducted on mental stress. The

details of reviewed past researches are mentioned above. The obtain proper benefits

from review of past researches the researcher has analysed all the researches. This has

given a proper path and direction to the present research. A short analysis of past

researches are mentioned below.

Trusha S. Koradiya (2018) Constructed and standardized the measurement test for

mental stress and suicidal tendency among higher secondary school students. The

researcher selected 100 samples randomly from 4 school of Rajkot district. The

researcher found there was no significant difference in mental stress among the boys

and girls study in higher secondary school.

50
Kamala H. (2016) checked role of demographic factors on job satisfaction,

organizational role stress and stress coping strategies among degree college faculty.

The main objective was to study the differences in Education, Designation, Nature of

Institution, Income, Length of Service and job satisfaction among degree college

faculty members.

Desai Rinku Manish (2013) constructed and standardized mental health inventory.

The researcher found reliability and validity of self constructed tool. According to

cumulative variance it is seen that mental health of boys is more stable and reliable.

Mariya Aftab (2013) undertook an investigation into the relationship among teacher's

occupational stress, job satisfaction, work values and pupil control ideology. The main

objective was to develop two standard tools of research, namely Teachers

Occupational Stress Scale and Teachers Job Satisfaction Scale, which will prove as

valuable additions to the psychometric units of Indian Universities and abroad also.

Vinod Kumar (2012) studied the impact of psychological stress on the academic

achievement in English subject of prospective teachers at elementary level. Using

simple random sampling 600 students of general and Sanskrit S.T.C class were

selected, thus constituting a sample of 800 students only 600 students were finally

taken. The researcher found that the curriculum related stress is more in girls having

above 60% marks in academic achievement in English than boys of STC.

Lakshmi Rani P. (2011) conducted mental health analysis of intermediate students in

relation to their hardiness and academic achievement. The main objective was to find

out the mental health status of the II year intermediate students and classify them.

51
Madhuri S. Isave (2011) checked effect of integrated model based on biological

science inquiry training model and stress reduction model to develop inquiry approach

and reduce stress in visually impaired students. The main objective was to study the

teaching learning process involved in teaching of Biological Science to Visually

Impaired students.

Manoj Kumar Sharma (2011) conducted a study of relationship of emotional

intelligence with adjustment, stress and achievement among senior secondary students.

The researcher found negative significant relationship between emotional intelligence

and academic stress which shows that emotional intelligence directly influences the

academic stress among senior secondary students.

Neetu Dahiya (2011) conducted a study of adjustment of secondary school teachers in

relation to their job stress, job involvement and Job satisfaction. The main objective

was to see the relationship between adjustment and job stress of secondary school

teachers.

Rashee Singh (2011) checked emotional maturity among senior secondary school

students in relation to their self-esteem, home environment and mental health. The

main objective was to find out the relationship between emotional maturity among

senior secondary school students and their self esteem.

Sadaf Jafri (2011) checked impact of family climate, mental health, study habits and

self confidence on the academic achievement of senior secondary students. The main

objective was to study the relationship between criterion variable (i.e. academic

achievement) and various predictor variables that is (family climate, mental health,

study habits and self confidence).

52
Satish Kumar (2011) undertaken a comparative study of effectiveness of teacher

educators in different types of teacher education institutions in relation to their

anxiety, stress and job-satisfaction. The main objective was to compare the teaching

effectiveness of teacher educators working in Government and Self-financed teacher

education institutions of Haryana.

Sukhpal Kaur (2011) studied well being of elementary school teachers in relation to

emotional intelligence, stress and self-esteem. The main purpose was to study the

nature of distribution of elementary school teachers’ scores on psychological variables

such as well being, emotional intelligence, stress and self-esteem.

Bhagwati Vaishnav (2011) conducted a study of achievement motivation, job

satisfaction and mental stress of shikshansahayak teachers. The researcher studied

these properties in the context of gender, educational qualification, age, marital status,

type of family, social class, place, branch, area and type of school. The researcher

selected 588 Shikshan Sahayak teachers from Kutch and Saurashtra districts. It was

found that the government teachers have more mental stress than private teachers.

Wenjun Chen (2018) conducted a comparative study of academic stress, depression

and social support of Chinese students in international Baccalaureate programs and

Key schools. The purpose of this study was to examine how educational stress affects

Chinese children achieving the mental health of secondary students. Possible central

effects of perceived social support and gender on the relationship between academic

stress and depression testing.

Titus Young (2017) undertook a study of the impact of student engagement on

student stress. The purpose of this study was to examine students’ engagement and

stress levels university of Eastern Illinois, a midwestern mid-size regional broadcaster

53
 university. There were 168 surveys collected, of which 161 were considered useful.

An independent T-test was taken. The result indicated that students who work at least

six hours per day have more stress than those who do students who work less than six

hours a week.

Uma A. Shenoy (2000) conducted a comparative study on college stress and symptom

expression in international students. The main purpose of the investigation was to

investigate the differences in sympathomimetry in between caucasians and Asians in

response to college prestige. College Lestress was defined as adjustment problems that

students experience are exposed to the environment of a college.

2.5.0 Uniqueness of present research

The main objective of researcher was to study the mental stress of students of

secondary schools in context of certain variables.

The present research was unique and different from all above mentioned past

researches reviewed by the researcher. In all above researches, the researches have

studied mental stress related to job in context of some variables. Madhuri (2011) has

developed stress reduction model. Some researches were conducted to compare mental

stress with emotional intelligence, job satisfaction, adjustment, academic achievement

and different variables. Most of the researchers have used readymade standardized

tools for their researches.

In present study the researcher has constructed and standardized her own

mental stress inventory to study the mental stress of students of secondary schools.

Moreover, all above researches were conducted out of Gujarat State. While present

study was conducted in Gujarat State. The researcher has selected students of

54
secondary schools from different zones of Gujarat State. So, this research was unique

for defined population.

In this way, the present research was very unique in respect to construction of

tool, different variables and area of population.

2.6.0 Conclusion

In present chapter the researcher has mentioned details of past researches

reviewed by her. The review of past researches gave a proper path and direction to the

researcher. The researcher has also proved the uniqueness of present research in this

chapter. The next step of present research is to construct the research tool. The

research design, steps of construction of tool, research method, population, sampling

techniques and sample of the present study are briefly plotted in the next chapter.

55
 Endnotes

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

New York: Springer, p.27.

2. Cacioppo, J. T (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. Koradiya, T. S. (2018), Construction and standardization of

measurement test for mental stress and suicidal tendency among higher secondary
school students (Unpublished doctoral dissertation), Saurashtra University,
Rajkot.

6. Kamala, H. (2016), Role of demographic factors on job satisfaction,

organizational role stress and stress coping strategies among degree college
faculty (Unpublished doctoral dissertation), Jain University, Banglore.

7. Desai, R. M. (2013), Construction and standardization of mental

health inventory (Unpublished doctoral dissertation), Shri J.J. Tibrewala
University, Jhunjhunu.

8. Aftab, M. (2013), An investigation into the relationship among

teacher's occupational stress, job satisfaction, work values and pupil control
ideology (Unpublished doctoral dissertation), Aligarh Muslim University, Aligarh.

9. Kumar, V. (2012), To study the impact of psychological stress on the

academic achievement in English subject of prospective teachers at elementary
level (Unpublished doctoral dissertation), Suresh Gyan Vihar University, Jaipur.

10. Rani, L. P. (2011), Mental health analysis of intermediate students in

relation to their hardiness and academic achievement (Unpublished doctoral
dissertation), Acharya Nagarjuna University, Guntur.

11. Isave, M. S. (2011), Efficacy of integrated model based on biological

science inquiry training model and stress reduction model to develop inquiry

56
approach and reduce stress in visually impaired students (Unpublished doctoral
dissertation), University of Pune, Pune.
12. Sharma, M. (2011), A study of relationship of emotional intelligence
with adjustment, stress and achievement among senior secondary students
(Unpublished doctoral dissertation), Maharshi Dayanand University, Rohtak.

13. Dahiya, N. (2011), A study of adjustment of secondary school teachers

in relation to their job stress, job involvement and Job satisfaction (Unpublished
doctoral dissertation), Maharshi Dayanand University, Rohtak.

14. Singh, R. (2011), Emotional maturity among senior secondary school

students in relation to their self-esteem, home environment and mental health
(Unpublished doctoral dissertation), Maharshi Dayanand University, Rohtak.

15. Jafri, S. (2011), Impact of family climate, mental health, study habits
and self confidence on the academic achievement of senior secondary students
(Unpublished doctoral dissertation), Aligarh Muslim University, Aligarh.

16. Kumar, S. (2011), A comparative study of effectiveness of teacher

educators in different types of teacher education institutions in relation to their
anxiety, stress and job-satisfaction (Unpublished doctoral dissertation), Maharshi
Dayanand University, Rohtak.

17. Kaur, S. (2011), A study of well being of elementary school teachers in

relation to emotional intelligence, stress and self-esteem (Unpublished doctoral
dissertation), Punjab University, Patiala.

18. Vaishnav, B. P. (2011). A Study of Achievement Motivation, Job

Satisfaction and Mental Stress of Shikshansahayak Teachers (Unpublished
doctoral dissertation). Saurashtra University, Rajkot.

19. Chen, Wenjun (2018). Academic Stress, Depression, and Social

Support: A Comparison of Chinese Students in International Baccalaureate
Programs and Key Schools (Unpublished doctoral dissertation). University of
South Florida, Florida.

20. Young, T. (2017). Are Students Stressed?: A Study of the Impact of

Student Engagement on Student Stress (Unpublished doctoral dissertation).
Eastern Illinois University, Illinois.

21. Shenoy, U. A. (2000). College-Stress and Symptom-expression in

International Students: A Comparative Study (Unpublished doctoral dissertation).
Virginia Polytechnic Institute and State University, Virginia.

57