Chapter 1

Profile of the Organisation/Company

Guru Gobind Singh Indraprastha University(GGSIPU or IP or IPU), formerly

Indraprastha University, is a public state university located in Dwarka, Delhi, India. It

was established in 1998 by Government of Delhi, as a teaching-cum-affiliating university,

Chancellor of university-Anil Baijal and Vice- Chancellor- Mahesh Verma. The

University is recognised by University Grants Commission (India), under section 12B of

the UGC Act. It has been graded ‘A’ by the NAAC. The medium of instruction is English

to meet the international language standards. Its motto in english-Light of intelligence

cleaves the darkness.

Website: ggsipu.ac.in

GGSIPU is a member of the Association of Commonwealth Universities, Association of

Indian Universities, Medical Council of India and Distance Education Council.

1
History

Guru Gobind Singh Indraprastha University was established as Indraprastha University

on 28 March 1998 by the Government of NCT Delhi as a state university under the

provisions of Guru Gobind Singh Indraprastha University Act, 1998 with its Amendment

in 1999. The university was named after the ancient mythological city of Indraprastha,

which features prominently in the epic Mahabharata. In 2001, the university was

officially renamed as Guru Gobind Singh Indraprastha University (GGSIPU) after the

tenth Sikh Guru, Guru Gobind Singh.

Board of Management

The university is governed by a board of management, headed by the vice- chancellor and

is appointed by the Government of Delhi. University has following departments which

hold responsibility for administrative works related to university:

 Personnel Branch

 Planning Branch

 Store and Purchase Section

 Accounts Section

 Public Relation Office

 Academic Affairs

 Affiliation Branch

 Office of International Affairs

2
Campus

The university has its campus in Dwarka being recently shifted from Kashmiri Gate. It is

a new campus and spread over an area of 60 acres where a still considerable portionis

under construction. On Dwarka campus, the university is running 10 schools and

imparting professional education to more than 3000 graduate and post-graduate students.

Kashmiri Gate campus has been solely acquired by Indira Gandhi Delhi Technical

University for Women and Ambedkar University of Delhi. With aim to provide

“Research and Development” facilities of international standards, the university has

decided to set up an Institute of Information Technology in Surajmal Vihar, East Delhi.

For this purpose it has acquired 19 acres of land on which the construction is likely to

start very soon.

Colleges

GGSIPU was established as an affiliating and teaching university to promote studies in

the emerging areas of higher education. The university runs almost 50 courses of study as

diverse as engineering, technology, business management, medicine, pharmacy, nursing,

education, and law. There are more than 120 colleges affiliated to it which are run

according to the rules and regulations set by the university.

Some of the affiliated colleges of management are:

 Institute of Information Technology and Management

 Institute of Innovation in Technology and Management

 Maharaja Agrasen Institute of Management Studies

 Maharaja Surajmal Institute

3
  Maharaja Surajmal Institute of Technology etc.

Institute of Information Technology and Management

Institute of Information Technology and Management (IITM) is a private college

established in 1999 by former governor of Karnataka & Kerala, T.N. Chaturvedi,

affiliated with Guru Gobind Singh Indraprastha University and located in Janakpuri,

Delhi. Admission to IITM is through the common entrance test conducted by GGSIPU.

Address D-29, Janakpuri Institutional Area, New Delhi, 110058

Website iitmjp.ac.in

Vision:

The institute aims to be a Centre of Excellence, promoting value based quality education

in the contemporary areas of advanced professional studies in Information Technology

and Management.

Mission:

IITM endeavours

4
 1. To promote learning environment that delivers employable students with strong

analytical mind, thinking ability, entrepreneurial and organizational skills

required.

2. in a dynamic professional environment.

3. To foster strategic alliance with industry for applied research, and

4. To inculcate ethical, social and moral values amongst students.

Recognition and Accreditation

The institute has been accredited by the National Assessment and Accreditation Council

(NAAC) and NCTE.

Maharaja Agrasen Institute of Management Studies

Maharaja Agrasen Technical Education Society (MATES) is a charitable trust comprising

of a group of well known Educationists, Industrialists, Businessmen, Proffessionals and

Philanthropists with an aim to promote quality education in the field of Technology,

Managemnt, Law, Pharmacy and Health Services to shape the human society for better

future.

Maharaja Agrasen Institute of Management Studies - affiliated to Guru Gobind Singh

Indraprastha University, Delhi began with two programmes- BBA and BBA (B&I) in

5
2003. Maharaja Agrasen Institute of Management Studies was affiliated to run the BJMC

programme in the year 2010 and BJMC 2ND of 2012-2013. Maharaja Agrasen Institute

of Management Studies has also been given the responsibility of running MBA

programme. The institute was granted ISO certification 9001:2008 after meeting the

requirements of new version of ISO certification.

Vision

1. Let us not suffer the future; Let us shape it.

2. Let us not simply grow; Let us manage our growth.

3. Let us not passively watch the change; Let us make it.

Mission

To develop MAIMS into a premier center of excellence by inculcating and nurturing

competencies of young boys and girls into successful mangers of tomorrow,by providing

them high quality and value based holistic orientation in various functional areas of

management so that competitive excellence could be created.

Website: https://www.maims.ac.in

6
Maharaja Surajmal Institute

Maharaja Surajmal Institute is a self-financing, quality conscious and trend setting

Institute with focus on providing equal opportunities for development of human potentials

for every segment of society including the differentiated one. The MSI is a venture of its

own kind where academics and professionals have joined hands to aid and direct the

agenda of education. The Institute, situated in the heart of Janakpuri is spread over about

8 acres of land and has best of Infrastructure and academic facilities with highly qualified

and experienced staff and state of the art computer labs. The Institute has been established

through the dedicated and selfless endeavours of educationists and social workers who are

deeply concerned with the standards of education and are determined to upgrade the

quality, content and direction of education.

Affiliated to GGSIP University & NAAC 'A' grade accredited.

Rated as Category 'A+' by SFRC & 'A' by JAC Govt. of NCT of Delhi

Recognised U/s 2(f) of UGC Act.

7
Website: https://msi-ggsip.org/

VISION

“Developing new paradigms in education in management, computer application,

e-business, teacher education and national values leading to student empowerment with

an inclination for creative and cohesive group functioning in a global scenario”

MISSION

MSI is committed to provide the distinctive learning environment for the

development of professional competencies and skills, for understanding of self and

others, to learn to solve personal and social problems and continually improving the

overall performance of the “Quality Management System”.

8
 Chapter 2

LITERATURE REVIEW

Stress is the body’s General response to any intense physical, emotional or mental

demand placed on it by on self or others. Anything can be stressor if it last long enough is

perceived as stress. Stress is any situation that evokes negative thoughts and feelings in a

person.

1. Waghacharve et al (2013) said that excessive stress during this stage could

results in increased prevalence of psychological problems like depression and

nervousness, which could ultimately have negative impact on the outcome of the

achievements.

2. Lal (2014) concluded that academic stress is mental distress with respect to some

anticipated frustration leading to academic failure or even unawareness to the

possibility of such failure. Students have to face academic burden/load, for

example, school examination, answering questions in the class, showing progress

in school subjects. Understanding what the teacher is teaching, competing with

other class mates, fulfilling teachers and parents academic expectations.

3. Dr Jayakumar (2014) says the student community in higher secondary schools

follows some unhealthy ways to cope with stress by selecting negative strategies

to avoid failure, aiming too low, over scheduling daily life etc. The examination

of stress within the student community is real cause for worry and the issue of

stress among students has to be addressed immediately. Future Scope of the Student –

9
 i. Evaluation of stress management among the women schools students

ii. Evaluation of stress management among the higher education students

iii. Evaluation of stress management among the rural area students

iv. Evaluation of stress management among the private hospital nurses

Academic performance is the output of education of a student who achieves their

educational goals in an institution. The factors that affect academic performance include

social economic status, admission points and institution background.

4. Sharma (2016) says in this era of education academic stress, anxiety increases

day by day which leads to reduce academic performance due to excessive

competition, study of new subjects, change in environment, come far from their

homes and family and study in university among nursing students. Therefore this

article also stated that use of remedial measures e.g. yoga, meditation, leisure

activities, time management, playing etc. is highly benefited to students to reduce

their stress and anxiety and to improve academic performance

5. Pascoe (2020) - Academic-related stress is a major concern for secondary and

tertiary students. The ongoing stress relating to education has demonstrated

negative impact on students’ learning capacity, academic performance,

education and employment attainment, sleep quality and quantity, physical

health, mental health and substance use outcomes. Increasing students’ stress-

management skills and abilities is an important

target for change.

6. Bansal and Bhave (2006) wrote negative stress is also known as distress. Distress

occurs when while performing a task or throughout a day to day activity tension

builds up, there is no longer any relief which leads to poor decision making. The

general characteristics of the person in distress are, over-aroused, tense, unable to

10
 relax, touchy, easily upset, irritable, easily startled, nervy, jumpy, fidgety and

intolerant of interruption or delay.

7. 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.

11
 CHAPTER 3

METHODOLOGY

Objectives of the study:

1. To identify the factors causing stress among the students at undergraduate level.

2. To study about the effects of stress on students.

3. To help students in avoiding negative stress whilst enhancing positive experiences

and performing better.

Scope of study:

1. To identify certain factors that causes stress among the students resulting in their

bad performances. For this purpose secondary data from the published sources are

collected along with questionnaire filled by the students.

2. To study the effects of stress on students, for this purpose already published

reports of various researchers are taken into consideration and also through

questionnaire other reasons are identified.

3. Providing certain measures through which negative stress can be avoided and

positivity can be enhanced by analysing through the effects and factors that may

have come out as a result of questionnaire and through published reports by

various doctors and other researchers.

Sources of Data Collection:

12
 (a) Primary data collection sources: for primary data collection a questionnaire will

be prepared and will be filled by students asking certain questions related to topic.

The questionnaire will be filled by the students at undergraduate level of various

IP University affiliated colleges.

(b) Secondary data collection sources: for secondary data collection various

published reports, research papers and articles are studied for identification of

certain factors and other related topic with stress and its management.

Universe/Population:

Research is conducted among students of different colleges affiliated with GGSIPU at

undergraduate levels.

Sampling Unit:

For the collection of primary data, students at undergraduate level at targeted of

various colleges, affiliated with IP University, which includes-

 Institute of Information Technology and Management.

 Maharaja Surajmal Institute.

 Institute of Innovation in Technology and Management.

Sample Size:

Total number of respondents chosen are 50. It is the minimum sample size to get any kind

of meaningful result, easy to analyse.

Sampling Technique:

13
Sampling technique used is the Probability Sampling method. It is easy as it involves

random selection, estimation and analysis is much easier as compared with non-

probability sampling method.

Tools used for Data Analysis:

Tools used for data analysis are mean, median and correlation.

14
 CHAPTER 4

DATA ANALYSIS & INTERPRETATION

15
A questionnaire was sent to the undergraduate students to be filled, in which some

questions related to certain stress related statements were asked for analysing the factors

and problems and finding solutions to it.

Questionnaire was filled by 50 respondents of different age groups and different

undergraduate courses.

Age No. of

16
 Respondents

17 2

18 12

19 7

20 16

21 13

Total 50

“Table 1”

With total respondents being 50, most of the students are of 20 years of age and the least

are of 17 years of age.

Age of Respondents
No. of Respondents

60
50
40
30
20
10
0
17 18 19 20 21 Total

Age

Figure (1)

17
 No. of

Gender Respondents

Male 27

Female 23

Total 50

“Table 2”

Total respondents are 50, in which 27 are male students(54%) and 23 are female

students(46%).

Gender

Male

23 27
Female

Figure (2)

Courses No. of

18
 Respondents

BBA 29

BCA 6

B-COM 7

OTHERS 8

Total 50

“Table 3”

Total respondents are 50.

Courses were BBA, BCA, B-COM, OTHERS where most students choosed BBA course

(29 students) (58% students), 12% students opted for BCA, 14% students opted for B-

COM and 16% of students opted for other courses.

Courses Opted
Total

OTHERS
Courses

B-COM

BCA

BBA

0 10 20 30 40 50 60

No. of Respondents

Figure(3)

19
 History of

Academic No. of

failure Respondents

Never 38

Once or Twice 11

Thrice 1

Total 50

“Table 4”

Among 50 respondents, the history of academic failure was as where 22% of the

population failed once or twice and 2% of the population failed thrice.

History of Academic Failure

1
11 Never
Once or Twice
Thrice

38

Figure (4)

Satisfaction No. of

with the Respondents

20
 learning

environment

Very Satisfying 4

Satisfying 25

Not Very 20

Not at all 1

Total 50

“Table 5”

Satisfaction with the learning environment acts as one of the factor in stressing students.

Among the sample , 8% of the population was very satisfied, 50% of the population were

satisfied, 40% of the population was not very satisfied and 2% of the population was not

at all satisfied.

Satisfaction with the learning en-

vironment
30

25

20 No. of Respondents

15
25
10 20
5

0
4 1
Very Satisfying Satisfying Not Very Not at all

Figure (5)

Satisfaction No. of

with home

21
 environment Respondents

Yes 26

No 24

“Table 6”

Satisfaction with home environment is another factor, where 52% of the population was

satisfied where as 48% of the population was not satisfied which shows how uneasy home

enviornment can results in stress related activities effecting students’ performances.

Satisfaction with Home Environment

Yes
No

Figure (6)

Analysis of the qualitative factors of how certain factors effect their

learning and increases the stress levels

22
 Competition with my peers for
grades is quite intense
60
50
40
30
20
10
0
e e l ee ee ts
re re tra gr gr en
Ag Ag Ne
u si a si a d
ly D D on
ong gly esp
St
r on lR
St
r o ta
T

Figure (7)

Students feel competition is one of the biggest reason, which rises stress levels and effects

their performances. Among 50 respondents, 28% of the respondents feel they strongly

agree, 34% agree, 34% are in the neutral aspect whereas 4% also disagree with this

statement.

Teachers have unrealistic expect-

ations of me.
60
50
40
30
20
10
0
ee e l ee ee ts
gr re ra gr gr en
A Ag eut sa sa d
gly
N Di Di on
on lg y esp
St
r on lR
St
r ta
To

23
 Figure (8)

Expectations of the teachers for children also rises stress levels. Students feel obligated to

come upto the levels and feel that they cannot disappoint their teachers. Among 50

respondents, 6% of the respondents strongly agree, 24% of the respondents agree with it,

46% of the respondents are neutral for the statement, 20% of the respondents disagree and

4% strongly disagree.

The unrealistic expectations of my

parents stress me out.
60
50
40
30
20
10
0
e e l ee ee s
re re tra gr gr ent
Ag Ag Ne
u si a si a nd
ly D D po
ng gly s
r o n Re
St r o tal
St To

Figure (9)

Parents expectations also acts as a stress booster for students. They expect their children

to always score good marks and maintain their posiion but ignore the fact of other

problems that arises within the classroom and among their child. Respondents under this

statement 28% strongly agree, 38% agree, 20% are neutral, 12% disagree and 2%

strongly disagree.

24
 The time allocated to classes and
academic work is enough.
60
50
40
30
20
10
0
e e l ee ee ts
re re tra gr gr en
Ag Ag Ne
u si a si a d
ly D D on
ong gly esp
St
r on lR
St
r o ta
T

Figure (10)

Many students believe that time allocated for classes is enough and many believe it isn’t.

The time for academic work that is alloted in the classrooms is on an average of 1 hour

each subject, which is enough for attending at college but revision is needed for

understanding it in a better way. Respondents for this statement 2% strongly agree, 38%

agree, 50% are neutral, 8% disagree and 2% strongly disagree.

25
 The size of the curriculum (workload)
is excessive
60
50
40
30
20
10
0

Figure (11)

The amount of workload that many students believe that is more than required. They

believe that it is excessive and they do not get enough time for self study and personal

time for relaxation. Respondents for this statement, 36% strongly agree, 30% agree, 28%

are neutral, 4% disagree and 2% strongly disagree.

I believe that amount of work

assignment is too much
60
50
40
30
20
10
0
e e l ee ee ts
gre gre utra gr gr en
A A a a d
ly Ne Di
s
Di
s n
ng lg y spo
r o
on Re
St r tal
St To

Figure (12)

26
The amount of workload that is given as homework- assignments, projects etc, many

students believe that is more than required. They believe that it is excessive and they do

not get enough time for self study and personal time for relaxation. 38% strongly agree,

30% agree, 28% are neutral, 2% disagree and 2% strongly disagree.

I am unable to catch up if getting behind my

work.
60
50

40

30

20

10

0
e e l ee ee ts
re re tra gr gr en
Ag Ag Ne
u si a si a d
ly D D on
ong gly esp
St
r
ro
n lR
St ta
To

Figure (13)

With all the excessive work and stressful activities, many studnets believe that if once left

behind they cannot catchup with the work currently going on. This results in not properly

understanding the concepts and hence resulting in bad results. 28% strongly agree, 30%

agree, 26% are neutral, 14% disagree and 2% strongly disagree.

27
 I have enough time to relax after
work
60
50
40
30
20
10
0
e e l ee ee ts
re re tra gr gr en
Ag Ag Ne
u si a si a d
ly D D on
ong gly esp
St
r on lR
St
r o ta
T

Figure (14)

6% of the respondents strongly agree, 24% agree, 36% are neutral, 26% disagree and

8% strongly disagree. Students feel that they have enough time to relax after work and

some believe they doesnot have enough time.

Examination times are very stressful

to me
60
50
40
30
20
10
0
e e l ee ee s
re re tra gr gr ent
Ag Ag Ne
u si a si a nd
ly D D po
ng gly s
r o n Re
St r o ta
l
St To

Figure (15)

28
Exams are very crucial for a student and marks their performance. More than 50% of the

population strongly agree with the statement that for them examination times are very

stressful.

Am confident that I will be a suc-

cessful student.
60
50
40
30
20
10
0
e e l ee ee ts
gre gre utra gr gr en
A A a a d
ly Ne Di
s
Di
s n
ng lg y spo
r o
on Re
St r tal
St To

Figure (16)

The performance and the stress students face all through their academic life, it makes

them doubt their student life and their performance. Students tend to loose confidence.

For the statement, 16% students strongly agree, 42% agree, 36% neutral, 6% disagree and

0% strongly disagree.

29
 I can make academic decisions easily
60
50
40
30
20
10
0
e e l ee ee ts
re re tra gr gr en
Ag Ag Ne
u si a si a d
ly D D on
ong gly esp
St
r on lR
St
r o ta
T

Figure (17)

Many students lack in decision making ability. They feel they cannot make their own

academic decisions easily and rely on others or particularly their parents for choosing a

career for them which they may never wanted to opt for. For this statement, 8% of the

respondents strongly agree, 26% agree, 54% neutral, 12% disagree and 0% strongly

disagree.

I worry about failing in the examina-

tions making me less confident about
my performance
60
50
40
30
20
10
0
e e l e ee s
re re tra re gr ent
Ag Ag Ne
u sa
g
si a nd
ly Di D po
ng gly s
r o n Re
St r o tal
St To

Figure (18)

30
Stress makes students’ loose their confidence and simultaneously reducing thei

performance. During their examination time, this stress can act as a negative impact and

students tends to worry about their results and making them doubtful of their own

performance. For this statement 8% respondets strongly agree, 40% agree, 30% are

neutral, 12% disagree and 10% strongly disagree.

Even if I pass my exams I worry about get -

ting a job
60

50
No. of Respondents

40

30

20

10

Figure (19)

Undergraduation is an important level of academic history, as it will help students find

their field in which they want to work and earn. Stress effects their mental ability in many

different ways, in which they worry a lot about their future expectations and effect their

present performance. For this statement 32% of students strongly agree, 34% agree, 26%

are neutral, 4% disagree and 4% strongly disagree.

31
 CHAPTER 5

FINDINGS & CONCLUSIONS

According to the questionnaire, sample size of the population was 50 among which the

mean age is 20 years, where 27 were male students and 23 were female students.

The undergraduate courses were BBA, BCA,B-COM and OTHERS, where 29 students

opted for BBA, 6 students opted for BCA, 7 students opted for B-COM, and 8 students

opted for other courses.

Stress have resulted in certain academic failures for many students, where out of 50

respondents 22% students failed once or twice and 2% students failed thrice.

There are many reasons that came out which stresses students resulting in disturbing their

studies and mental as well as physical health, whereby satisfaction with the learning

environment (college or classroom and friends circle) with home environment plays an

important role. Results from questionnaire predicted that 50% of the respondents were

satisfied with the learning environment and 40% of the respondents were not satisfied

with the learning environment and where 10% of the populations lays in the neutral

aspects.

In case of the home environment, 52% of the population was satisfied with the

enironment whereas 48% were not satisfied with the home environment verifying that not

having calm environment at home vividly effects their learning abilities and scores.

Many other reasons were found that adds to their stress levels in the classroom around

their classmates or teachers. Students feel that competition in their field stresses them the

32
most. Competition among their fellow peers, makes a student feel more burdened as he

has to prove himself to be more scorer than the other.

Excpectations, are also one of the other reasons, which acts as a stress booster factor.

Expectations, in addition, can make a student feel pressured because he needs to come

upto the levels for what is expected out of him, rather than his own comfort and moreover

they doesn’t want to dissappoint others because of their poor performance.

Many students lack certain time management skills, which results in incompleted tasks.

Many students face this problem not able to manage their academic work and their own

personal life. As much as academics are importatnt, they are not able to take time to relax

and calm their over excercised mind. Also the amount of workload that students receive

as their homework or assignments, students feel that the amount is too much too handle as

they are not left with any time for self studying, writing assignments generally consumes

a lot of time.

Because of this, many students are unable to catch up with the current topics, hence

resulting in leading back as compared with other students which again stresses them and

effects them.

Not having enough time to relax after the work results in more stress automatically

affecting them during their examination time which results in poor performnace and poor

results. Many students feel pressured for their future jobs, doubting their decision making

abilities and hence relying on someone else for making their decisions and doing what

they are told to do rather than what they feel like doing.

The project helped in analysing what resons results in stressing students and how these

can be avoided and put in positive manner to help them perform better.

33
LIMITATIONS

1. Many researches made in this context were not able to identify solutions to the

problems, whereby it created a lot of problem while writng this project.

2. Many students don’t feel comfortable sharing there problems and seek it better to

keep it to themseleves rather than sharing it with elders or parents because of

which many parents are not even aware of the problems the child is going through

and not hence not able to help them.

SUGGESTIONS

1. It was noted that many students don’t feel comfortable in sharing their views

thinking they might be judged which makes it more difficult for them to bear with

the stress and also parents and teachers fail to notice. Students must feel assured

of the support from their elders and should share them to help themselves.

2. With the problems that were asked many students felt that the home environment

for many students is not suited well, so parents must enusre that their child gets a

peaceful environment enough to help them concentrate better, many researches

have found that the fights at home between parents and parents not able to give

time and spend time with their children are the major reasons why a child feels

left out and loose its confidence in sharing their problems with elders.

3. Parents must ensure that they provide enough time for their children and ask them

about their life making a common communication matter between them and help

them.

4. Teachers in the classroom can ensure communication by distributing them in

groups they feel comfortable with and make them learn concepts in a much lighter

and playfull manner. Also to make sure that when they are needed they are there

to help students.

34
 5. The faculty can help students make more open by forming certain societies in

which extra curricular activities can be supported like art and craft, music, dance,

yoga etc, which can help students to relieve their stress realted to text books there.

6. There can be various classroom activities organised, where easy and fun learning

games with more of communication can be played helping students to feel lighter

and more comfortable with the classroom environment.

7. The activities can be organised which focuses more on abilities rather than scores,

which can help students in boosting confidence and help them learn better.

8. Various lectures can be organised where a student can be provided with experts

talking about future professions which are not just about studies but also other

curricular professions in which ever student feels comfortable, there is a huge list

currentlywhich can be opted and can be choosed as one of the profession.

CONCLUSION

This project mainly focused on what can be the factors that can increase stress levels

among students at undergraduate level. This level is a very crucial level as upcoming

career is dependent here, so it is very basic that the stress at undergraduate level is huge.

The main reasons came out to be of the environment around and the competency. It is

very sad but true to the facts that these days students are mostly judged by their marks

and academic performances rather than their capabilities, because of the competition and

crowd at every course, because of which many students are left behind depressed and

blame themselves for not being capable enough but every problem has a solution attached

to it. It is not that it can nnot be solved.

With little more efforts and methods students can be helped, parents can ensure about

better environment, more communication with their children, help them and cheer them

35
when they are not able to do well and encourage them for next time and teachers can help

them by providing support in the classrooms, organising various extra-curricular activities

and making better communication in the classroom and encourage students to come out

and talk. By not pressuring them for not scoring well but encouraging them for next

test/exam.

Students should also ensure to share their problems with elders irrespective of any fear.

They should do things to help themselves release their stress by doing activities that calm

their mind like playing video games, cricket, listening songs, watching movies, cartoon

shows, or short plays, taking a walk or reading their favourite genre book or excercising,

in whatever way they feel comfortable. So that they can calm their mind that will help

them in better concentration.

SCOPE FOR FURTHER STUDY

This project can help researchers in further understanding and contemplating about stress

related factors which can help not just students at undergraduate level but at every level,

even aults, parents, teachers. A research had shown back in 2018, the highest in which

India lost nearly 82000 students according to a National Crime Records Bureau (NCRB)

in which quarter of the students suicide were because of “failure in exams”. This project

can help in further studying these factors in more depth to avoid such circumstances again

and help families and maily students to have better and bright and stress free future

career.

36
 BIBLIOGRAPHY

References of Literature Review:

(1) Waghachavare, V.B.; V.M. Chavan; G.B. Dhumale; A.D. Gore (2013), “A Cross-

Sectional Study of Stress among Junior College Students in a Rural Area of Sangli

District of Maharashtra”, Innovative Journal of Medical and Health Science,

November – December, pp. 294 - 297.

(2) Lal, Krishan (2014). “Academic Stress among Adolescent in Relation to

Intelligence and Demographic Factors”, American International Journal of

Research in Humanities, Arts and Social Sciences, Vol. 5, No.1, December -

February, pp.123-129.

(3) International Journal of Recent Advances in Organizational Behaviour and

Decision Sciences (IJRAOB) An Online International Monthly Journal (ISSN:

2311-3197) 2014 Vol: 1 Issue 1.

(4) International Journal of Health Sciences & Research (www.ijhsr.org) Vol.6; Issue:

7; July 2016

(5) Michaela C. Pascoe, Sarah E. Hetrick & Alexandra G. Parker (2020) The

impact of stress on students in secondary school and higher education,

International Journal of Adolescence and Youth, 25:1, 104-112, DOI:

10.1080/02673843.2019.1596823

(6) Bansal CP, Bhave SY. Stress in Adolescents and its Management. In: Bhave SY,

Ed. Bhave’s Textbook of Adolescent Medicine. New Delhi: Jaypee Brothers

Medical Publishers, 2006. Pp.844–53

37
 (7) Kadapatti, Manjula G. and A. H. M. Vijayalaxmi, (2012). “Stressors of Academic

Stress - A study on Pre-University Students”, Indian Journal of Scientific

Research, Vol. 3, No.1, July, pp.171-175

Other References:

 https://www.tandfonline.com

 https://www.researchgate.net/publication/

 https://www.mau.ac.in/

 https://msi-ggsip.org/

 http://iitmjp.ac.in/

 https://www.helpguide.org/articles/stress/stress-management.htm

38
 Questionnaire

Stress Management

This form includes questions realted to certain activities that result in stress

for students and in a particular way effects their performance levels.

*Required

Q1. Age*

o 17

o 18

o 19

o 20

o 21

Q2. Gender*

o Male

o Female

Q3. Course you have opted for?

o BBA

o BCA

39
 o B-COM

o Other:____________

Q4. History of academic class failure.

o Never

o Once or twice

o Thrice

Q4. Satisfaction with the learning environment.

o Very satisfying

o Satisfying

o Not very

o Not at all

Q5. Satisafaction with the home environment. (This should be answered

accordingly. If you feel some kind of disturbance at home which effects your

studies.)

o Yes

o No

Q6. Competition with my peers for grades is quite intense.(These questions

are type of rating questions where the statement defines the stresses related

to academic expectations.)

40
 o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q7. Teachers have unrealistic expectations of me.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q8. The unrealisitic expectations of my parents stress me out.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

41
Q9. The time allocated to classes and academic work is enough.(these

questions will be realted to homework and examinations and must be rated

accordingly.)

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q10. The size of the curriculum (workload) is excessive.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q11. I believe that amount of work assignment is too much.

o Strongly agree

o Agree

o Neutral

o Disagree

42
 o Strongly disagree

Q12. I am unable to catch up if getting behind my work.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q13. I have enough time to relax after work.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q14. Examination times are very stressful to me.

o Strongly agree

o Agree

o Neutral

43
 o Disagree

o Strongly disagree

Q15. Am confident that I will be a successful student. (these questions are

related t students self- perception of their academics.)

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q16. I can make academic decisions easily.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q17. I worry about failing in the examinations making me less confident

about my performance.

o Strongly agree
44
 o Agree

o Neutral

o Disagree

o Strongly disagree

Q18. Even if I pass my exams I worry about getting a job.

o Strongly agree

o Agree

o Neutral

o Disagree

o Strongly disagree

Q19.When you are stressed, how do you cope up with situation and calm

yourself to focus more efficiently?

_________________________________________________.

Link:

https://docs.google.com/forms/d/e/

1FAIpQLSekRFo95Rb4sAzJVu46tNSiybu-

i5B_8YLIDCbikzpcqckvLQ/viewform?usp=pp_url

45