Stress as related with Conduct and Achievement in Adolescent Students

Madhurima Pradhan Madhurima Pradhan,Priyanka Gautam Priyanka Gautam

doi:10.25215/0403.045

Madhurima Pradhan Madhurima Pradhan, Priyanka Gautam Priyanka Gautam

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https://doi.org/10.25215/0403.045

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Abstract

Stress reactions occur when an environmental event taxes one’s ability to cope. The study investigated the relationship of stress with conduct and achievement. A sample of 60 students (14-18 years) from Government schools was incidentally selected. Stress was measured with the help of a scale by (Tubesing and Tubesing, 1983) which assesses symptoms of physical, emotional and mental stress. Conduct was assessed in terms of the judgment of class teacher on a bipolar adjective checklist developed by the researcher about different behaviours of the student like punctuality, perseverance etc. Average marks obtained by a student throughout one academic session was used as a measure of academic achievement. The results revealed higher level of stress, specially emotional stress among male adolescents as compared to females; better conduct and academic achievement by females. Mental stress was found to be negatively correlated with achievement for both but with conduct for females only. Overall stress was found to be significantly negatively correlated with achievement in females; positive correlation between conduct and academic achievement was found. The study implies that out of different forms of stress, mental stress has more deleterious impact on academic achievement of adolescents; although females have been found to be higher in good conduct, mental stress undermines it too. Findings suggest a need for training of teachers and parents to help their wards in developing the skills to manage mental stress.

Highlights

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works
Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritive analysis
In 1940 Rogers became professor of psychology at Ohio State University where he stayed until 1945. He transferred to the University of Chicago in 1945 where he served as the professor of psychology and the executive secretary at the Counseling Center

Summary

Introduction

January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works. Carl Ransom Rogers was an American psychologist and among the founders of the humanistic approach in psychology. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development.

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