A Correlational Study On Academic Stress And Self - Eesteem Among Higher Secondary Students In Selected Schools Of Udupi District

Introduction :

“I am stressed out” is a phrase that has been echoed by teens down through the ages. Adolescence can be a stressful time for children, parents and adults who work with teens. Many also worry about moving from a middle or junior high school to secondary school level.¹ Adolescents experience a spectrum of stress ranging from ordinary to severe. Long term exposure to stress is associated with a variety of chronic psychological and physiological illness in addition to smoking; drug abuse and high risk sexual behaviour² Academic stress is the major source of stress among adolescents and it may lead to low self -esteem. Many psychological problems such as depression and suicide occur as a result of low self-esteem.

The purpose of the present study was to examine whether any correlation exist between academic stress and selfesteem.

Materials and methods :

The present study aimed at analysing the correlation between academic stress and self- esteem among higher secondary school students from selected private schools of Udupi district. The objectives of the study were (1) to determine the stress among higher secondary students using Academic Stress Rating Scale (2) to determine the self-esteem in higher secondary students using Rosen berg self-esteem scale (3) to assess the relationship between academic stress and self-esteem. To achieve the objectives of the study a survey approach was used. Research design adopted for the study was correlational survey design. The study was conducted among 96 first year higher secondary students conveniently selected from two pre university colleges of Udupi district.

After obtaining administrative permission data were collected using demographic proforma, academic stress rating scale and Rosenberg self-esteem scale. Demographic proforma was developed by the researcher to collect back ground information of the subjects selected for the study. It consists of 10 items, which include roll number, gender education of parents, type of family, birth order, number of siblings, monthly income and occupation of parents. The academic stress rating scale consisted of 32 items expressed in the form of statements. Each item has 4 alternatives: strongly agree, agree, disagree and strongly disagree with the scoring of 1, 2, 3 and 4 respectively. Items were given under headings of examination stress, stress from peers, and stress from self, study habit and time management. The highest score was 128 and lowest score was 32. Academic stress were categorised as mild (32-64), moderate (65-90) and severe (91-128). Demographic proforma and academic stress rating scale were validated by seven experts from different fields of medicine and nursing. Reliability of academic stress rating scale established by administering the tool for 20 first year higher secondary students was 0.74 by Cronbach's alpha method.

Ethical permission was obtained from Dean, Manipal College of nursing Manipal, Institutional Ethics Committee (IEC) Kasturba Hospital, Manipal and institutional research committee MCON Manipal. Written permission was obtained from school authority. Purpose of the study was explained to the participants and written consent was obtained from them before filling the questionnaire. Participants filled the questionnaire in the presence of researcher.

Statistical method :

Data were analysed using descriptive and inferential statistics. Normality of the data was tested using Shapiro Wilk test. Since the data were not following normal distribution Spearman's rho correlation coefficient was used to find the relationship between academic stress and self- esteem.

Results :

Discussion :

Present study supports the findings of a study conducted by Taragar in Dharwad taluk of Karnataka state to assess the stress among high school students and its relationship with demographic variables. A total of 538 students completed the stress scale prepared by the researcher. Study result showed that 69.00 %, 15.60 % and 15.40 % of the students experienced high, moderate and low stress respectively.³ Present study found that majority (82.3%) of the students' self-esteem was within normal range, only 6.2% have low self-esteem and 11.5% were having high self-esteem. This is in agreement with the findings of the study conducted by Farid and Akhtar in Pakistan which found that 86% of the study subjects had high or normal self - esteem and 14% had low self-esteem.⁴ This study stated that there is significant but weak relationship between academic stress and self- esteem among higher secondary students which h is in harmony with the findings of the study conducted by Ruth in Australia.⁵

Teachers are the first persons who can identify behavioural and emotional problems of children and nurses play a vital role in educating teachers for the same. Nurses can conduct school mental health programme, parent education and guidance and counselling programmes. Nursing efforts can be strengthened through collaboration with school psychologist, teachers and mental health counsellors. Nurses also should be trained to provide guidance and counselling to school children. The result of

the study is motivating to those who are interested in conducting similar studies in the same area which will help them to identify adolescents' stress and different mode of management. The limitation identified by the researcher is the use of convenient sampling to draw the samples.

Conclusion :

The study concluded that majority of the adolescents experience academic stress ranging from moderate to severe and self -esteem is in normal range. It has proved that there is a significant but low negative correlation exists between academic stress and self- esteem.