Academic Stress
Scale
Life
today has become increasingly complex and tension ridden. It is the era of
speed, rapid changes, never ending wishes and desires, which sometimes result
in stress, anxiety, negativity and depression. Stress is an integral part of
life. It operates in almost every walk of life. The investigator identified
stress in the educational learning situation especially in the teacher training
institutions (DIETs). Teachers’ are trained to face the complex problems that
occur in schools during teaching-learning process.
Teachers
can act as trail blazers in the lives of learners and in the process of
education for development. If student-teachers (teacher trainees) acquire
academic excellence and adjustment then they are empowered to perform multiple
tasks in the classroom and in the community in a professional manner.
Stress
is the internal response of the individual to pressure – when the pressure
experienced is greater than normal ability. In the college situation, this
pressure may be accountable for individual’s success and failures. Hence, the
kind of stress (Academic Stress) is an important factor accounting for
variation in academic success. Academic stress among D.Ed. teacher trainees
leads to problems of adjustment in their teaching career. In the academic
stress of teacher trainees their personal inadequacy, fear of failure,
interpersonal difficulties with teachers, teacher-pupil relationship/teaching
methods and inadequate study facilities were assessed.
i.
Description of the Inventory:-
Keeping
this in view a 40 item rating scale which was originally developed by Kim
(1970) was used in the present study. The scale was adopted to Indian
conditions by Rajendran and Kaliappan (1990) by administering the adapted
version of the Students’ Academic Stress Scale to 285 subjects of their study
and assessed the efficiency of behavioural programmes in managing academic
stress in improving academic performance. The academic stress scale comprises
of 40 items. Each item had five alternatives varying from the response ‘No Stress’
to ‘Extreme Stress’. Each response carries a score of ‘0’, ‘1’, ‘2’, ‘3’ and
‘4’ respectively. The items are classified into five areas contained 8 items
each viz.,99
a. Personal
Inadequacy … (F1)
b. Fear of
Failure … (F2)
c. Interpersonal
difficulties with teachers … (F3)
d. Teacher-pupil
relationship / Teaching methods (F4)
e. Inadequate
study facilities … (F5)
The
total items were 40. Therefore 160 (4 x 40) is the maximum possible score and
the highest score on each factor would be 32 (4 x 8). Each factor has equal
number of items. The higher the value of the score, the more the academic
stress and vice-versa. Academic stress scale is given in Appendix – A.
ii.
Validity and Reliability:- There are various methods of estimating the validity
of measuring the instrument. The authors established content validity of the
tool on the basis of the scrutiny of experts and item validity through item
analysis. As the investigator is using the tool viz., Students’ Academic Stress
Scale, is assumed that the adopted version is having validity and reliability.
The test-retest correlation of 50 students with an interval of 25 days has been
found to be 0.82.
R.
BALAJI RAO
M.Sc.,
M.Ed.,
Lecturer,
DIET:
: PALLIPADU
Nellore
District.
ACADEMIC
STRESS SCALE
This
scale consists of 40 items describing the stress in your institution/ college
life from the various sources. The level of stress you feel for each item can
be indicated by marking a ‘’ mark in the bracket given against each statement.
If
you feel No Stress put a ‘’ mark in the 1st bracket (NS), Slight Stress in the
2nd (SS), Moderate Stress in the 3rd (MS), High Stress in the 4th (HS) and you
feel Extreme Stress put a ‘’ mark in the 5th bracket (ES).
S.No
Statement NS SS MS HS ES
1.
Teachers make too many extra demands on students. ( ) ( ) ( ) ( ) ( )
2.
Poor interest in some subjects. ( ) ( ) ( ) ( ) ( )
3.
Progress reports to parents ( ) ( ) ( ) ( ) ( )
4.
The teacher is not humours towards us. ( ) ( ) ( ) ( ) ( )
5.
Lack of concentration during study hours. ( ) ( ) ( ) ( ) ( )
6.
Difficulty in remembering all that is studied. ( ) ( ) ( ) ( ) ( )
7.
Worrying about the examinations. ( ) ( ) ( ) ( ) ( )
8.
Lack of self-confidence. ( ) ( ) ( ) ( ) ( )
9.
The teachers do not listen to our ideas. ( ) ( ) ( ) ( ) ( )
10.
Conflict with friends/college authorities. ( ) ( ) ( ) ( ) ( )
11.
Teachers give more punishment in the class. ( ) ( ) ( ) ( ) ( )
12.
Worry about results after examinations. ( ) ( ) ( ) ( ) ( )
13.
Hesitate to ask the teacher for detailed explanation. ( ) ( ) ( ) ( ) ( )
14.
Biased attitude of the teacher. ( ) ( ) ( ) ( ) ( )
15.
Inadequate space or room for study at home. ( ) ( ) ( ) ( ) ( )
16.
Not knowing how to prepare for the examinations. ( ) ( ) ( ) ( ) ( )
17.
Lack of assertiveness (confidence) in the class. ( ) ( ) ( ) ( ) ( )
18.
Lack of opportunity to meet teachers. ( ) ( ) ( ) ( ) ( )
19.
Teacher shows socio-economic status on students. ( ) ( ) ( ) ( ) ( )
20.
Slow in getting along with the curriculum. ( ) ( ) ( ) ( ) ( )
21.
Exam papers are tough and not valued well. ( ) ( ) ( ) ( ) ( )
22.
Unable to complete the assignment in time. ( ) ( ) ( ) ( ) ( )
23.
Lack of communication between teachers and students. ( ) ( ) ( ) ( ) ( )
24.
Monotonous (boring or tedious) teaching style by the teacher. ( ) ( ) ( ) ( ) (
)
25.
Not enough discussion in the class. ( ) ( ) ( ) ( ) ( )
26.
Lack of mutual help among classmates. ( ) ( ) ( ) ( ) ( )
27.
Lack of fluency while speaking the language other than the mother tongue. ( ) (
) ( ) ( ) ( )
28.
Difficulty in public speaking. ( ) ( ) ( ) ( ) ( )
29.
The teacher is fast and does not use blackboard legibly. ( ) ( ) ( ) ( ) ( )
30.
Teachers lacking interest in students. ( ) ( ) ( ) ( ) ( )
31.
Examination syllabus is too heavy in some subjects. ( ) ( ) ( ) ( ) ( )
32.
Feeling of inferiority. ( ) ( ) ( ) ( ) ( )
33.
Unable to discuss Academic failures with parents. ( ) ( ) ( ) ( ) ( )
34.
Not able to grasp the subject matter. ( ) ( ) ( ) ( ) ( )
35.
Incomplete and confusing study material. ( ) ( ) ( ) ( ) ( )
36.
Eleventh hour preparation for the examinations. ( ) ( ) ( ) ( ) ( )
37.
Importance of the subject matter. ( ) ( ) ( ) ( ) ( )
38.
Difficulty in adjusting with opposite gender. ( ) ( ) ( ) ( ) ( )
39.
Inadequate subject knowledge of the teacher. ( ) ( ) ( ) ( ) ( )
40.
Inadequate lab and library facilities. ( ) ( ) ( ) ( ) ( )
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