M.Sc.

Counselling Psychology

THE ROLE OF TIME MANAGEMENT AND ASSERTIVENESS IN

ACADEMIC ANXIETY AMONG ADOLESCENTS
 CONTENTS

LIST OF TABLES
ABSTRACT
Page number

CHAPTER I. INTRODUCTION

1.1: Context of the study 1-7

1.2: Need and significance of the study 8

1.3 Statement of problem 8

1.4 Definition of the problem 8-9

1.5 Objectives of the study 9

1.6 Hypotheses of the study 10

1.7 Methods in brief 11-12

1.8: Organization of report 12

II. REVIEW OF LITERATURE

2.1: Theoretical framework of time management 14-15

2.2: Studies related to time management 15-18

2.3: Theoretical framework of assertiveness 18-19

2.4: Studies related to assertiveness 19-21

2.5: Theoretical framework of academic anxiety 21-23

2.6: Studies related with academic anxiety 23-24

III. METHDOLOGY

3.1: Research design 26

3.2: Sample 27-28

3.3: Variables 28

3.4: Instruments used for study 28-30

3.5: Procedure for data collection 30

3.6: Statistical techniques used for study 31-32

IV. RESULT AND DISCUSSION

4.1: Gender difference in study variables 34-35

4.2: Gender difference in dimensions of time management 35-36

4.3: Comparison of study variables based on grades 37-38

4.4: Comparison of dimensions of time management based on grades 39-40

4.5: Difference in study variables based on procrastination 40

4.6: Difference in study variable based on cumulation of unfinished works 41-42

4.7: Relationship between study variables 43

4.8: Relationship between dimensions of time management, assertiveness and 44

academic anxiety
V. SUMMARY AND CONCLUSION2

5.1 Summary of the study 46-47

5.2 Method in brief 48-49

5.3 Major findings and conclusion of the study 49-50

5.4 Tenability of hypotheses 50-51

5.5 Implications 52

5.6 Limitations 52

5.7 Suggestions for further research 52

VI. REFERENCES 53-57

VII. APPENDIX 58-70
 LIST OF TABLES

TABLE TITLE PAGE

NO. NO

3.1 The distribution of the sample on the basis of their age, gender, 27
class of study.

4.1 Result of Mann Whitney U test based on gender difference in 34

study variables

4.2 Result of Mann Whitney U test based on gender difference on 35-36

dimensions of time management

4.3 Result of Mann-Whitney U test based on class difference on study 37

variables

4.4 Result of Mann-Whitney U test based on class difference on 38

dimensions of time management

4.5 Result of Kruskal-Wallis test based on procrastination 39

4.6 Comparison of study variables based Cumulation of unfinished 40-41

works

4.7 Relationship between study variables based on Spearman’s rank 42

correlation

4.8 Result of Spearman’s rank correlation based in study variables 43

 ABSTRACT

The present study investigated the ‘Role of time management and assertiveness in academic
anxiety among adolescents.’ As adolescents are at the high risk to deviate from the academic works
due to their lacking of assertiveness as a part of peer pressure they have been taken for the research.
The other factor taken into account is the importance of time management. The sample population
consist of adolescents ageing from 13 to 17 (N=78). The sample was drawn using purposive
sampling technique. The data was collected using personal data sheet, Structure of student time
management scale, The Rathus assertiveness scale and the Academic anxiety scale for children.
The results indicate that female students are more able to manage time structurally and effectively
than males. Also, When analyzing the correlation values, it results makes evident that there is a
strong positive correlation between assertiveness and academic anxiety finally, for the dimension
planning and goal setting there is a strong positive correlation seen with academic anxiety.
 Chapter I

INTRODUCTION

1.1 Context of the study

1.2 Need and significance of the study

1.3 Statement of the problem

1.4 Definition of key terms

1.5 Objectives

1.6 Hypotheses

1.7 Method in brief

1.8 Organization of report

 1

1.0 Context of the study

Adolescents are the future leaders and guardians of a nation’s development. According to the
UNICEF report (2011), 1.2 billion adolescents stand at the crossroads between childhood and
adulthood world and around 234 million of them live in India. About one-quarter of India’s
population are adolescents. The word adolescence is derived from the Latin verb ‘adolescere’
which means “to grow into maturity”. It is a crucial period of life span which has not been fully
understood by the parents, teachers and society as a whole. The increase in attention towards
adolescents is due to the recognition of this group as a significant proportion of the total population.
Adolescence is the period where adolescents establish their social positions and are exposed to a
wide range of new social situations. They come into contact not only with friends but also with
other people to learn and develop new social roles without the direction of their parents (Ingles,
Hidalgo & Mendez, 2005). It is characterized by rapid physical growth, significant emotional,
psychological and spiritual changes. In fact, it is the most sensitive and critical period of life for
the development of lifelong perceptions, beliefs, values, and practices. Adolescents struggle with
the developmental tasks of establishing an identity, becoming a contributing member of society
and selecting a vocation (Ansari & Stock, 2010). Thus, it plays an important role in one’s
psychosocial development. Adolescent is characterized by strong tendency to experiment with risk
behavior. The desire for novelty and courage for experiment are much greater in adolescent than
later life.

As it is the period of transition from childhood to adulthood, WHO has defined adolescents as
individuals aged between in 10 to 19 years. Adolescent is the largest and most rapidly expanding
segment of a country and is the most fertile and most vulnerable segment. Most of the adolescent
population are students and they are at risk of being so close to have anxiety related to academics
because of their improper management of time. Being low assertive that is being passive can also
be a possibility to have academic related anxiety. Adolescents those who are better time managers
and assertive can become productive. Productive individuals become more relaxed and stay
calmful. Some sort of anxiety is natural and help individuals to be motivated and productive but
when it crosses its limit it becomes harmful. Especially for student category it affects their
academics, as well as their personal and emotional spears. Academic anxiety arises due to many
of the reasons, time management and being low assertive can be such a factor. Academic anxiety
 2

is described as a feeling of distress, fear or extreme stress as a result of school or academic related
pressures.

Time is precious and its proper management is the key to success. Need to point out that time
management is of paramount importance, especially for the overall growth and development of
adolescence. Adolescents should develop their time management skills in order to perform well in
academics, assertiveness can also be a variable that influence the academic performance of
students. Many of them end up by overscheduling themselves because they are unable to say ‘no’
to others when asked or requested. These overscheduling make the unable to concentrate on to
their own works and thus they cannot prioritize their own events and become stressed and anxious.
They work for others in such a way that they don’t want to disappoint others because of their
passiveness. Ultimately, they disappoint themselves by not having enough time to do what is
foremost to them. Assertiveness might help to better prioritize time. Most individuals get trapped
by overestimating the amount of time they have available and underestimate the amount of time
each activity takes to finish off, and also get overcommitted. These obstacles can be reconciled by
keeping a careful schedule, by writing down everything that to be done and not agreeing to new
activities. In the modern world, time is seen as an indefinitely divisible and usable commodity. It
helps to infuse the concept of time through the institution. Time management is the process of
organizing and planning how to divide your time between specific activities. Good time
management enables everyone to work smarter not harder – so that individuals get more done in
less time, even when time is tight and pressures are high. Failing to manage time damages
effectiveness and causes stress. All the material and human resources possessed by organizations
can be enhanced in the course of time or be transformed as time goes on; yet the only asset that
cannot be changed or purchased or stored is time itself. The secret to achieving success in life is
effectively managing this resource that everyone possesses equally and paying sufficient emphasis
to planning (Macon, Shahani, Diboye & Phillips, 2000). Though effective and efficient use of time
varies with respect to the tasks performed, the further increase in the level of knowledge and skills
expected from modern employees has further increased the necessity of time planning. The road
to success in social life passes through effective and efficient working which is only possible via
time management. The competitive environment we
 3

live in today encourages people from as early as their elementary education to plan and manage
time effectively. The high performance required by competitive conditions forces organizations
and directors to use time effectively and stipulates the search to control time (Alay & Kodak,
2003). Time management plays a vital role in improving student’s academic performance and
achievements. Each and every student should have time management ability which includes setting
goals & priorities, using time management mechanism and being organized in using time. Here
time management is only possible through self-motivation; performance, ability and motivation
(Brigitte, Claassen, Eerden, & Rutted, 2005). There is no one right way to manage our time;
however; it is important to get to know our self, so we can make good decisions about how to use
our time. Likewise, in the process of providing educational services this issue has been a subject
of interest discussed and emphasized in several platforms and an attempt has been initiated to
assess and analyze time and the time management attitudes and behaviors of students in
educational institutes (Denlinger, 2009).

Time is considered the most valuable commodity in our lives, and the development of other sources
are dependent on the presence and availability of time. The key to reaching success in life is to
concentrate on effective time management Behavior of time management was first defined in late
1950. Time management means to optimally use the time available and that includes aspects of
planning, goal setting, prioritizing goals and activities, communications and delegation.
Individuals can carry out several tasks, perceive their responsibilities and adapt with limitations
by managing themselves in a single time through such behavior. Time management is very
important for the adolescent population; because the time wasted by them, is the time not spent
with academics and it has a negative effect on the quality of their performance in studies. Learning
time management skills in academic years, is necessary for adolescents in order to
obtain achievements in academics. Effective application of time management skills associates
with academic achievement reduces anxiety and stress, increased assertiveness, self-efficiency and
satisfaction of students. Time management skill is one of the criteria that is to be used by students
which results in an academically successful performance.

Today’s adolescents face a lot of psychological problems ranging from depression, feelings of
guilt, loss of interest in activities, sleep problems and have an escalating sense of confusion
 4

about things as well as distortions in thinking. For adolescents to fight through all these they need
to cultivate assertive behavior. Smith (1975) explains that a person is assertive when he can stand
up for his rights in such a way that rights of others are not violated. Assertiveness (Assertion) is
typically defined in terms of the legitimate and honest expression of one’s personal rights, feelings,
beliefs and interest without violating or denying the rights of others (Delamater, 1986).
Adolescence is also a crucial period for the development of assertiveness. It is an important social
skill that promotes personal well-being. Accepted as a way of communication, assertiveness is
defined as “a person’s protecting his/her own rights without sneering and damaging those of others,
and expressing his/her thoughts, emotions and beliefs in a direct, honest and proper way”
(kisac&Yeșilyaprak, 1999). Assertiveness is a skill that involves speaking and acting with power
while maintaining respect for others. Instead of passively giving up power or aggressively
demanding it (Wesley, Mark & Mattaini, 2008). It is the ability to express one’s feelings and assert
one’s rights while respecting the feelings and rights of others. Assertive communication is
appropriately direct, open and honest, clarifies one’s needs to the other person. Assertiveness
comes naturally to some, but it is a skill that can be learned. People who have mastered the skill
of assertiveness are able to greatly reduce the level of interpersonal conflict in their lives, thereby
reducing a major source of stress (Elizabeth Scott, 2006). Equipping individuals with assertiveness
when an adolescent form a new identity helps them develop relationships with others without any
conflict and achieve better mental health. Being assertive is natural for some individuals but most
of the adolescent category tend to be passive it can be due to the peer involvement and their
influence in academics and others personal commitments like friendship. Some kind of friendship
seen to be that one being passive and other being assertive or aggressive. Assertiveness is also a
skill that can be learned and there are many advantages of becoming more assertive. They tend to
have fewer disputes or disagreements in their dealing with others. This render them to be calmed
and relaxed with their own works. They get their needs met that is less fret over unmet needs and
they also help others get their needs met too. The more assertive an individual is the better he tends
to think of himself. Many studies have found that assertiveness is positively associated with self-
esteem. Passive individuals are the direct opposite of assertive. They don’t know how to
adequately communicate their feelings and tend to fear conflict so much that they don't reveal their
emotions in order to "keep the peace." They let their needs go unmet, so others win while they lose
out. Passive behavior damages relationships in the long run, sometimes turning them toxic. By
 5

avoiding confrontation, it's easy to become increasingly angry, so when you finally do say
something, it comes out aggressively. Oftentimes, because of staying quiet most of the time, the
other party doesn’t even know there’s a problem until you explode. This leads to hard feelings,
weaker relationships, and even more passivity in the future. Alberti and Emmons (1990) stated
that “assertive behavior promotes equality in human relationships, enabling us to act in our own
best interests, to stand up for ourselves without undue anxiety, to express honest feelings
comfortably, to exercise personal rights without denying the rights of others”. Assertiveness was
considered to be a mean of self-development and achievement of maximum personal fulfillment
and assertive skills in various communication fields in conjunction with the increased demands on
social competence of the individual (Peneva and Mavrodiev, 2013). Assertion is the direct and
appropriate communication of a person’s needs, wants and opinions without punishing,
threatening, putting down others, and doing this without fear during the process (Galassi and
Galassi, 1978).

Being assertive will reduce stress, and allows to communicate better. Assertiveness can help us to
control stress and anger and improve coping skills. It is a core communication skill. Assertiveness
can help to express ourself effectively and stand up for our point of view, while also respecting the
rights and beliefs of others. Likewise, it also helps to boost self-esteem and earn others' respect.
This can help with stress management, especially if to take on too many responsibilities because
of having a hard time saying no. Some people seem to be naturally assertive and those
communication makes sense because assertiveness is based on mutual respect, it's an effective and
diplomatic communication style. Being assertive shows that you respect yourself because you're
willing to stand up for your interests and express your thoughts and feelings. It also demonstrates
that you're aware of others' rights and willing to work on resolving conflicts. Of course, it's not
just what we say though our message — but also how we say it that's important. Assertive
communication is direct and respectful. Being assertive gives the best chance of successfully
delivering message. If we communicate in a way that's too passive or too aggressive, our message
may get lost because people are too busy reacting to our delivery.

Behaving assertively can help to gain self-confidence and self-esteem, understand and recognize
your feelings, earn respect from others, improve communication, create win-win situations,
improve your decision-making skills, create honest relationships, gain more satisfaction. Learning
 6

to be more assertive can also help effectively express feelings when communicating with others
about issues. Unassertive behavior are obstacles that have a high and positive correlation with
fears, worries, social anxieties and various internal aggressions. An assertive person can create a
close relationship with others, prevent others from abusing her or him and express a wide range of
positive and negative thoughts and needs without feeling guilty, stressful, anxious, and violating
the rights of others. The method of interacting with others is an important factor in social
interactions. Poor communication can establish unhealthy relations and increase mental pressure.
One of the key factors in interpersonal communications is the ability to use assertiveness properly.
Poor assertiveness can create several problems for the individual and others. Accordingly,
assertiveness training is a structured method of intervention which is used to improve the
effectiveness of social relations and is applied to treat anxiety disorders and phobias in children,
adolescents and adults. An assertive person can establish close relationships with others, avoid
himself/herself from being abused and express a wide range of needs and positive and negative
thoughts without guilt and anxiety or violating others’ rights.

Anxiety is your body’s way of telling you that there is something in the environment in need of
your attention, a moderate amount of anxiety actually helps academic performance by creating
motivation. Academic anxiety is described as a feeling of distress, fear or extreme stress as a result
of school pressures. This anxiety is not as the typical stress before a final exam, but rather a more
disruptive pattern of high stress. Anxiety is arguably an emotion that predates the evolution of
man. Its ubiquity in human and its presence in a range of anxiety disorders make an important
clinical focus. The word anxiety is derived from Latin word anxietas ( to choke, throttle, trouble,
upset) and encompasses behavioral, affective and cognitive response to perception of danger. It is
a normal human emotion and it stimulates an anticipatory and adaptive response to challenging or
stressful event. Anxiety is considered excessive or pathological when it arises in absence of
challenge or stress, when it is out of proportion to challenge or stress in duration or severity, it
results in significant distress and also results in psychological, social, occupational, biological and
other impairment.

Anxiety is one of the most common psychological disorders in school aged children and
adolescents worldwide (Costello, Mustillo, Erkanli, Keeler & Angold, 2003). These emotional
 7

problems are often neglected as they are not easy to be detected by the parents or by teachers.
These figures could be underestimation since anxiety among a large number of children and
adolescent goes undiagnosed owing to the internalized nature of its symptoms (Tomb & Hunter,
2004). Anxiety is associated with substantial negative effect on children's social, emotional and
academic success. Its specific effect includes poor social and coping skills often leading to
avoidance of social interaction, loneliness, low self-esteem, perception of social rejection,
difficulty in forming friendship and lower academic achievement (Hudson & Rapee, 2006). In
India main documented cause of anxiety among school children and adolescents is parent's high
educational expectation and pressure for academic achievement (Deb, 2001). It is relevant to
mention here that in one year alone, 2520 children, or more than six children per day, committed
suicide because of failure in examination (National Crime Records Survey-GOI -2000). This
shocking figure underlines the seriousness of this problem & it resounding social costs to
communities.

Adolescents with academic anxiety often struggle with several problems on functioning well, also
this intensifies their challenges. Executive functioning skills are range of abilities that helps
students to manage themselves and to be productive. Individuals who has the capacity to calm
themselves effectively in an anxiety provoking event can deal kind of problem circumstances in
his or her life with more ease. Another case of weakness in students with academic anxiety is the
inability to plan and prioritize their work. These individuals get stuck with their works for longer
period of time by working on with long assignment without breaking into chunks. And also, the
improper estimation of time for works to be done also makes the situation worse. Some other kinds
of students that need to be considered are the perfectionist, they have difficulty with self-advocacy.
Instead of reaching out to a teacher for feedback on a rough draft for an essay, for instance, they
often assume they should “go it alone,” thereby getting stuck in their perception that the work just
isn’t good enough to pass in to the teacher.
 8

1.2 Need and significance

As adolescent students are prone to environmental distraction due to the peer pressure and its
association with low assertiveness which derails the productivity and efficiency. When fails to
manage time fruitfully and being low on assertiveness can lead students to be less productive in
academics. As a result of low assertiveness students fails to effectively manage time and they
procrastinate their works hence they face issues of resulting stress and anxiety. Assertiveness helps
them to resist peer pressure hence they can move productively with their works, so developing
assertiveness and time management skills are important in achieving higher academic
performance.

1.3 Statement of problem

The problem is to study assertiveness and anxiety in relation to time management among
adolescents in the covid-19 pandemic situation. Many researchers have studied the relationship
between time management and anxiety but found less researches based on assertiveness hence
there exist a research gap. This qualitative study will examine the after effects of low assertiveness
among adolescents who are vulnerable to procrastination due to peer pressure. Adolescent students
are more vulnerable hence they are being studied to determine their academic performance
associating with assertiveness and time management.

1.4 Definition of key terms

Time management

Conceptual definition: It is defined as “behaviors that aim at achieving an effective use of time
while performing certain goal-directed activities (Claessens, 2007)” and “practices intended to
maximize intellectual productivity (Britton and Tesser, 1991).” Time management can be viewed
as a way of monitoring and controlling time (Eilam and Aharon, 2003). Marquis and Huston
(2009), on the other hand, argue that time cannot be managed at all; individuals can manage events
in relation to time.

Operational definition: Time management is the process of organizing, planning and controlling
time to get more and better work done in less time.
 9

Assertiveness

Conceptual definition: Assertiveness means standing up for personal rights - expressing thoughts,
feelings and beliefs in direct, honest and appropriate ways. (Delamater, 1986).

Operational definition: Assertiveness defines the individuals who has the confidence to say no
to tasks that hinders their effective time management which decrease their academic performance
and productivity.

Academic anxiety

Conceptual definition: Anxiety is a normal reaction to certain situations; academic anxiety can
become more detrimental overtime. As a student’s academic performance suffers, the anxiety level
related to certain academic task increases. (Huberty, 2012).

Operational definition: Academic anxiety is the type of anxiety which deteriorates the time
management skills of students and also hinders the better performance in them.

1.5 Objectives

• To understand time management skills among adolescents.

• To analyze academic anxiety among adolescents.

• To study assertiveness among student category.

• To understand whether there exists gender difference in time management.

• To understand whether there exists gender difference in assertiveness.

• To understand whether there exists gender difference in academic anxiety.

• To understand the influence of time management in academic anxiety.

• To determine whether there is a relation between academic anxiety and

assertiveness.

• To determine whether assertiveness has any relation with time management

 10

1.6 Hypotheses

• There will be significant difference in time management between adolescents studying in

high school & higher secondary school.

• There will be significant difference in academic anxiety between adolescents’ students

studying in high school and higher secondary school.

• There will be significant difference in assertiveness between adolescents’ students studying

in high school and higher secondary.

• There will be significant difference in dimensions of time management between

adolescents’ students studying in high school and higher secondary.

• There will be gender difference in time management among adolescents.

• There will be gender difference in assertiveness among adolescents.

• There will be gender difference in academic anxiety among adolescents.

• There will be gender difference in dimensions of time management.

• There will be significant difference in time management based on procrastination.

• There will be significant difference in assertiveness based on procrastination.

• There will be significant difference in academic anxiety based on procrastination

• There will be significance difference in time management and its dimensions based of
cumulation of unfinished works.

• There will be significant correlation between time management and academic anxiety.

• There will be significant correlation between academic anxiety and assertiveness.

• There will be significant correlation between assertiveness and time management.

 11

1.7 Method in brief

Sample:

Adolescents within the age group of 13 to 17 from different schools of Kerala are selected.

Sample size:

Data will be collected from 100 adolescent students from different districts of Kerala.

Sampling technique: Purposive sampling technique will be used to collect the sample population.

Inclusion criteria: Adolescents within the age limit of 13 to 17 years will only be taken for the
research purpose. Adolescents who are school and college going are only taken.

Exclusion criteria: Adolescents who are going to special schools are not taken. Adolescents who
has serious psychotic problems are not taken for the study purpose.

Tools

Tools that are used to collect data are:

1. Personal data schedule

2. Structure of student time management (SSTMS) developed by Balamurugan M will be used

to assess the time management dimension of students. The reliability and validity scores are 0.88
and 0.89 respectively.

2. The Rathus Assertiveness Scale (RAS) developed in 1973 by Spencer Rathus. Designed to
measure a person’s level of assertiveness. It is also an instrument for measuring behavioral change
in assertion training. The Cronbach alpha coefficient of the scale is 0.82

3. Academic anxiety scale for children (AASC) developed by AK Singh and A Sengupta in
2009.the scale is designed to test the academic anxiety in children. The reliability score shown
1.0.65 and validity seems to 0.57

Statistical Analysis Techniques

The statistical techniques that are to be used includes

1. Frequency analysis.
 12

2. Mann-Whitney U test

3. Kruskal-Wallis test

4. Analysis of correlation

1.8 Organization of report

The chapters in this research is designed in a structured way so that it will be easy to find
information quickly. This will give a general guide as it is clear, concise and well structured. The
title of the research is “Role of assertiveness and time management in academic anxiety among
adolescents”. The research was carried out to recognize whether there is any relation between
assertiveness, time management and academic anxiety among adolescents within the age of 13 to
17. In this study of research there are five chapters. The first chapter comprises of general
introduction, statement of problem, third comes operational definition of the variables, objectives
of the study, hypotheses of the study and relevance of the research. The second chapter includes
related review of literatures. The third chapter incorporates research design, data gathering
techniques, inclusion and exclusion criteria, respondents of the study, sampling procedure, and
data analysis scheme. Fourth chapter includes results and discussion and finally the fifth chapter
with findings and conclusion of the research.
 13

Chapter II

REVIEW OF LITERATURE

2.1 Theoretical framework of time management

2.2 Studies related to time management

2.3 Theoretical framework of assertiveness

2.4 Studies related to assertiveness

2.5 Theoretical framework of academic anxiety

2.6 Studies related with academic anxiety

 14

A literature review is an evaluative report of information found in the literature related to area of
study. The review describes, summarize, evaluate and clarify the literature. It should give a theory
base for the research and help the researcher to determine the nature of research.

The following literature review provides an overview of the theoretical framework and studies on
topic “Role of assertiveness and time management in academic anxiety among adolescents”. The
theoretical framework begins with definition, factors skills, and components. Following are the
studies of literature on time management, assertiveness and academic anxiety among adolescents.

2.1 Theoretical framework of time Management

Time Management is something from which people can get all benefit in their personal lives as
well as in their working lives together with their home and social lives. Those benefits show in a
number of ways, including health, well-being and satisfaction with their lives overall. One should
always manage time well, and feel in control of life, rather than let events control them. There is
no single "method" of time management, either in business or personal life. However, there are
various time management tips and techniques, practices and theories, which are worth knowing
about.

Time management skills

Personal time management skills include - Goalsetting, Planning, Prioritizing, Decision-making,

Delegating and Scheduling.

Goal Setting: Identifying goals and the unique purpose that gives direction to life, helps to
accomplish success. The things accomplished will have more meaning because they link to the
vision one had for his / her life.

Planning: Planning determines which hours of the day are most productive and to set them aside
for important work. It begins by strictly scheduling one's days and weeks and adding in each
commitment as one make it (including social ones).

Prioritize: Individuals always prioritize whether they think they do or not. When one says "I don't
have time", one is really saying "I choose to do something else with my time." When assigning
priority to one's tasks, consider the Value versus Urgency.
 15

Decision – Making: Decision-making involves mainly four steps – defining the problem,
developing alternative solutions, making a decision and executing it and finally evaluating the
outcome.

Delegating: Delegating is entrusting a task or responsibility to a more junior person/ colleague.

Scheduling: Time is a precious commodity; everyone gets an equal share but uses it very
differently.

Each one looks at time very differently. One's situation and needs influence one's time orientation,
but one's time orientation and needs can be changed, leading to more success in life. Actually,
once a time-utilization problem is admitted, scheduling one's time may not be as difficult as one
may think since several hours are already "filled" with sleeping, eating, showering, working or
classes, and other essentials. One only has to schedule the "unfilled," available hours.

2.2 Studies related to time management

Misra, R., & McKean, M. (2000) aimed to study undergraduates of Nigerian population and the
research hypothesized that time management practices will be positively related to character
development and academic performance among university undergraduates. Questionnaire was
administered to 120 Diploma and Certificate students of Leadership Development Program in
Covenant University. The findings revealed a positive relationship between character development
and time management practices. It was concluded that in the quest for academic excellence,
building performance characters such as discipline, responsibility and diligence among university
undergraduates was as important as improving the quality and standard of learning.

Goel, M. et.al (2008) the aim of this study is to know the time spent by adolescents in various
activities. The study was conducted on 400 students in the age group of 10-19 years showed that
adolescents spend more of the time in personal cleanliness, playing games and watching television.
They did not spend any time meditation or remembering God, moral teachings, caring for old
persons, and family, patriotic and national values. There is an imperative need to have a strong
need-based action program at the levels Family/Parents/Teachers in schools & community for
guiding the adolescent regarding proper time management.
 16

Ghazvini, S, and Khajehpour, M. (2011) The study examines gender differences existing in various
cognitive motivational variables (locus of control, academic self-concept and use of learning
strategies) and in performance attained in school subjects of Literature and Mathematics. For this
purpose, a sample of 363 students was selected from the high school students in the first, second
and third academic years. Results suggest that differences exist in the cognitive-motivational
functioning of boys and girls in the academic environment, with the girls have a more adaptive
approach to learning tasks.

Nasrullah, S. and Khan, M. (2015) The aim of this study was to determine the relationship between
the time management and academic achievement of the university students. All in all, they found
out that time management is highly related to the academic performance of the university students.
That is, research study has shown that successful students are good time managers. These results,
however, can be generalized to the students living in the other universities of Khyber
Pakhtunkhwa. There was a significant and positive relation between time planning, time
management and academic performance of the students. There was a low and positive relation
between time consumers and academic achievement, there was a meaningful and moderate relation
between time management and academic achievement.

Dahie. A, Osman. A, Mohamed. R, (2016) The study investigated the impact of time management
and academic performance; in terms of short-range planning, time attitude, long range planning
on academic performance; the study utilized explanatory and descriptive deign to analyze 80
respondents from four Universities in Mogadishu, Somalia. The study developed three hypotheses
to test the impact of independent variables on dependent variable; to test the hypothesis the
researchers utilized regression analysis and checked the outliers and co linearity and no violation
was found. The research found that two dimensions of time management had significant and
positive impact on academic performance at higher education in Mogadishu, Somalia.

Ghiasvand et.al, (2017) purpose of this study was to determine the relationship between time
management skills and anxiety and academic motivation of nursing students in Tehran medical
sciences universities. This cross-sectional study was carried out on 441 nursing students in three
medical universities in Tehran. Most participants had a moderate level of time Management skills
 17

(49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results
also showed a statistically significant negative correlation between the students' TMQ scores and
the state anxiety. Moreover, there was a statistically significant positive correlation between the
students' TMQ scores and AMS scores.

Razali et.al, (2017) the aim of this study is to determine the relationship between the time
management and academic achievement of the students. The factor analysis result showed three
main factors associated with time management which can be classified as time planning, time
attitudes and time wasting. The result also indicated that gender and races of students show no
significant differences in time management behaviors. While year of study and faculty of students
reveal the significant differences in the time management behaviors, all the time management
behaviors are significantly positively related to academic achievement of students although the
relationship is weak. Time planning is the most significant correlated predictor.

Adams, R. and Blair, E. (2019) This article examines the self-reported time management behaviors
of undergraduate engineering students using the Time Management Behavior Scale. Correlation
analysis, regression analysis, and model reduction are used to attempt to determine which aspects
of time management the students practiced, which time management behaviors were more strongly
associated with higher grades within the program, and whether or not those students who self-
identified with specific time management behaviors achieved better grades in the program. It was
found that students’ perceived control of time was the factor that correlated significantly with
cumulative grade point average. On average, it was found that time management behaviors were
not significantly different across gender, age, entry qualification, and time already spent in the
program.

Ahmed, S. Batool, A. and Hussain, A. (2019) The motive of this study was to establish path
relationship of time management and academic achievement of students in distance learning
institutions through structural equation modeling. The population of the study was consisted of
distance learning students of Virtual and Allam Iqbal Open Universities. Four hundred
participants belong to different departments were participated conveniently in this study. Data
were analyzed by smartly for path analysis. There was strong positive relationship between time
 18

management and academic achievement of distance learning students. It is concluded that both
variables are associated with each other and time utilization skill affects students learning
seriously.

2.3 Theoretical frame work of assertiveness

The Assertiveness Model

Assertive behavior has been defined as "that complex of behaviors emitted by a person in an
interpersonal context which express that person's feelings, attitudes, wishes, opinions or rights
directly, firmly and honestly while respecting the feelings, attitudes, wishes, opinions, and rights
of other persons." (Galassi and Galassi, 1977, p. 233.) According to these writers, assertion does
not involve an undue or excessive amount of anxiety or fear. It represents the standing up for one's
legitimate rights without violating the rights of others.

Mental health researchers of today appear to be in accord that assertive behavior is

(a) learned

(b) situationally specific (Alberti and Emmons, 1974; Galassi and Galassi, 1977; Hersen et al.,
1973; Jukobowski, 1973).

As perhaps first suggested by Andrew Salter in his book Conditioned Reflex Therapy (1949) and
now empirically demonstrated (Hersen et al., 1973), assertive training has the capability to
reciprocally inhibit anxiety. Also, it is clear that assertiveness depends on the situation as perceived
by the individual. The situational non-asserter may be cognizant of the appropriate course of
action, but for one reason or another may choose to ignore it.

The person who impels his desire for self-assertion to excessive proportions by expressing his
opinions in a hostile, threatening, or assaultive manner is aggressive. The aggressive person shows
little or no consideration for the rights of others. The person who behaves aggressively does not
recognize the potential consequences of his action and does not assume responsibility for them. It
is for these reasons that aggressive behavior often results in unfavorable consequences for the
aggressor as well as for the object of aggression. By contrast, assertive behavior is expressed with
 19

consideration of mutual rights and the possible outcome that may follow. Accordingly, the
assertive person has a better chance of obtaining satisfactory remedy in a situation where
expectancy has been violated.

Research on the effects of assertive training has reported increased self-esteem, increased positive
reaction from others, and reduced anxiety in social situations for persons having gone through a
training program. However, most research has dealt with treatment for sexual deviations
(Stevenson and Wolpe, 1970; Edwards, 1972; Lazarus, 1971), marital problems (Fensterheim,
1972), socially anxious college students (Hedquist and Weinhold, 1970), and chronic
schizophrenics (Weinman et al., 1972),

2.4 Studies related to assertiveness

S Mohebi et.al, (2012) The study aims to attempt to determine the effect of assertiveness training
on reducing anxiety levels in pre-college academic students in Gonabad city. In this clinical trial
study, all the pre-college students of Gonabad city were invited to participate and 89 students were
divided into experimental and control groups, intervention for the experimental group was given.
A post-test for each group was conducted. The results also showed that there was a significant
anxiety decrease in the experimental group after the intervention. Due to a significant decrease in
anxiety and increased decisiveness in the experimental group, it can be claimed that assertiveness
training is an effective non-pharmacological method for reducing academic anxiety and it can
improve academic performance.

H Orenstein, E Orenstein, J Carr (2013) the study aimed an inverse relationship between
assertiveness and anxiety. 250 male and 200 female college undergraduates completed the Rathus
Assertiveness Schedule (RAS), Males proved significantly more assertive than females. Based on
the distribution of RAS scores, three discrete, noncontiguous groups (high, average and low
assertive), comprising 86 subjects, were selected for further testing, which included the Maudsley
Personality Inventory, the State-Trait Anxiety Inventory and the Fear Survey Schedule II.
Analyses of variance confirmed that assertiveness relates inversely and highly significantly with
measures of neuroticism, trait anxiety and interpersonal anxiety for both males and females.

Maheshwari, S. and Kanwiljit, G. (2015) Purpose of the present study was to examine the
relationship of assertive behavior and self-esteem among nurses. In an exploratory, co-relational,
 20

cross sectional survey, 220 eligible nurses working in selected hospitals of Punjab were identified
conveniently Rathus Assertiveness Schedule (RAS) and Rosenberg Self Esteem (RSE) Scale. Data
were analyzed using descriptive statistics and Independent t-test, ANOVA and Pearson’s
correlation. Assertive behavior has moderate positive correlation with self-esteem at Older nurses
who are on regular job, studied from Govt. nursing institutions and working in Govt. hospitals
were more assertive. Nurses those are older, Christian, belongs to nuclear family and working as
PHN had more self-esteem as compared to others.

Amicone, K. and Miller, R. (2015) The purpose of this study was to compare the assertiveness
scores of sophomore level nursing students and senior level-nursing students. The study was
guided by Hildegard Peplau’s theory of interpersonal relations in nursing, which focuses on the
therapeutic process between nurses and patients, rather than on internal patient pathology. The
descriptive, comparative study used a 15-question survey design and a convenience sample of
sophomore and senior level nursing students at a large urban Midwest university. An independent
sample T test was used to determine group differences in assertiveness. The results revealed that
the sophomore level students were more assertive than the senior level-nursing students.

Naglaa, M. Nadia, A and Thabet, R (2016) the aim of this study was to assess the effect of
assertiveness training program on psychiatric nurses' communication skills and self-esteem. study
was conducted at the Psychiatric Mental Health Hospital in Assiut, Egypt, the study sample
comprised 30 nurses (14 males and 16 females), significant difference was noticed between before
and after training program regarding practice about communication skills, and assertiveness the
effect of training program on self-esteem a significant change was found after the training program.
Implementation of assertiveness training program with psychiatric nurses has a positive effect on
improving their self-esteem.

Kumar, S. and Parray, W.M (2016) researcher aims to examine the assertiveness level of
undergraduate students with reference to their gender, residence and stream of study. The sample
of the present study is comprised of 100 undergraduate students (50 males and 50 females) within
the age group between 16 to 22 years and has been the students of following courses; Bachelor of
Arts, Science and Commerce. The Rathus Assertiveness Schedule (1978) was used to study the
level of assertiveness among the selected students. The results of the study revealed no significant
difference between students in their level of assertiveness with respect to gender.
 21

Shanmugam, V. and Kathyayini, B. (2017) The study was aimed to assess the correlation
between the assertive behavior and self-esteem among adolescents. A descriptive correlation
survey research design was adopted for the collecting data from sixty adolescents from a selected
children hospital, OPD, Bangalore using simple random sampling technique. Rathus Assertiveness
Schedule and Rosenberg Self-Esteem Scale were used to assess the assertiveness
and self-esteem in adolescents. The data were analyzed using descriptive and inferential
statistics. the findings of the present study indicate that there is felt need to improve the self-
esteem and the assertiveness among adolescents through training programmers.

Larijani et.al, (2017) This study was carried out to assess the assertiveness and the factors affecting
it among nursing students. This was a descriptive cross-sectional study. 68 males and 105 females
(173 participants) nursing students was selected respectively by census and quota sampling in
2007. The data was collected by personal-social questionnaire and Assertion Inventory (AI) of
Gambrill and Richy. The data was analyzed by descriptive and inferential statistical tests. The
results showed that 71.1% of the students had different degrees of deficit in assertiveness.

Azizi et.al, (2019) The aim of this study was to investigate the correlation between psychological
empowerment and assertiveness in nursing and midwifery students. A cross-sectional and
correlational study. This study was carried out on 200 Iranian nursing and midwifery students. The
students were randomly selected for the study. The study tools were The Rathus' Assertiveness
Schedule and Spreitzer's Psychological Empowerment Scale. Data were analyzed by descriptive
and inferential statistics. There was a positive and significant correlation between psychological
empowerment and assertiveness. The components of meaning and self-determination had a
positive and significant correlation with the assertiveness.

2.5 Theoretical framework of academic anxiety

Academic anxiety and its related components

Anxiety is your body’s way of telling you that there is something in the environment in need of
your attention. It is basically a series of biochemical changes in your brain and body, such as an
increase in adrenaline (causing your heart to beat faster) and a decrease in dopamine (a brain
chemical that helps to block pain). These changes result in a state of heightened attention to the
 22

source of the anxiety. High levels of anxiety cause your body to prepare to fight or run away from
the perceived threat -commonly called the “fight-or-flight response.”

Anxiety is not a bad thing. It is true that a high level of anxiety interferes with concentration and
memory, which are critical for academic success. Without any anxiety, however, most of us would
lack the motivation to study for exams, write papers, or do daily homework (especially in classes
we find boring). A moderate amount of anxiety actually helps academic performance by creating
motivation. The graph below illustrates the relationship between anxiety and performance.

Relationship between anxiety and performance

High

Level of performance

Low

Low High

Level of anxiety

Academic anxiety has four components

▪ worry
▪ emotionality
▪ task-generated interference
▪ study skills deficits
 23

The method of reducing your anxiety depends upon which of these you are experiencing. Read
the following descriptions and identify which of these are causing you problems:

1.Worry: Thoughts that prevent you from focusing on and successfully completing academic work.
For example, predictions of failure, self-degrading thoughts, or preoccupation with the
consequences of doing poorly. Some effective techniques for managing this component include:
using positive mental imagery, disputing negative and self-defeating thoughts with more
productive, realistic thoughts, and self-hypnosis.

2.Emotionality: Biological symptoms of anxiety. For example, fast heart-beat, sweaty palms,
muscle tension. The most effective strategies for dealing with emotionality are muscle and
breathing relaxation exercises.

3.Task-generated interference: Behaviors related to the task at hand, but which are unproductive
and prevent successful performance. For example, constantly checking the clock during an exam,
or spending a lot of time on a test question you cannot answer. Since these behaviors can take on
many forms, the best management technique is to work with a study skills instructor or a counselor
to identify the specific behaviors that cause problems and create a plan to reduce or change them.

4.Study skills deficits: Problems with your current study methods which create anxiety. For
example, last-minute cramming resulting in not knowing answers to test questionsor poor note-
taking during lecture resulting in confusion about a major assignment. Many students experience
the first three components of academic anxiety as a result of study skills deficits. If this is the case,
then your grades will not improve unless study skills are addressed. A study skills instructor can
help you with this.

2.6 Studies related to academic anxiety

Vitasari et.al, (2010) This research observes the relationship between study anxiety level and
students’ academic performance. The test was to find out a significant correlation of anxiety and
academic performance has carried out among engineering students. A total 205 males and female’s
student participated in this test. The study anxiety level was measured using State Trait Anxiety
Inventory (STAI). Meanwhile, students’ academic performance was measured using Grade Point
 24

Average (GPA). The results showed that there was a significant correlation of high-level anxiety
and low academic performance among engineering students.

Bihari S, (2014) aimed to study academic anxiety among secondary school going children with
reference to gender habitat and types of school, assessment was done using academic anxiety scale.
Results shown that there was no significant difference in anxiety among urban and rural students
but shown significance difference between the mean scores of government and private secondary
school students on academic anxiety.
 25

Chapter III

METHODOLOGY

3.1 Research design

3.2 Sample

3.3 Variables

3.4 Instruments used for study

3.5 Procedure for data collection

3.6 Statistical techniques used for study

 26

Research methodology

Research methodology is a way to systematically solve the research problem. It may be understood
as a science of studying how research is done scientifically. In it we study the various steps that
are generally adopted by a researcher in studying his research problem along with the logic behind
them. It is necessary for the researcher to know not only the research methods/techniques but also
the methodology. Researchers not only need to know how to develop certain indices or tests, how
to calculate the mean, the mode, the median or the standard deviation or chi-square, how to apply
particular research techniques, but they also need to know which of these methods or techniques,
are relevant and which are not, and what would they mean and indicate and why. Researchers also
need to understand the assumptions underlying various techniques and they need to know the
criteria by which they can decide that certain techniques and procedures will be applicable to
certain problems and others will not. All this means that it is necessary for the researcher to design
his methodology for his problem as the same may differ from problem to problem. Methodology
refers to rationale and the philosophical assumptions that underlie a particular study relative to the
scientific method. This chapter will give the details of the design, sample, and variables selected
for this study, the instruments used for the data collection, the procedure followed for data
collection, the intervention techniques used and the statistical techniques used for the analysis of
data.

3.1 Research design

A research design is the arrangement of conditions of the data collection and analysis of the data
in a manner that aims to combine relevance to the research purpose with economy in procedure.
Research design is the conceptual structure with in which the research is conducted. The research
problem having been formulates in clear-cut terms; the researcher will be required to prepare a
research design.

The non-experiment survey research design used in the study in this quantitative study
 27

3.2 Sample

A sample is the representation of a population. Sampling is the define plan for data for obtaining
data from a population and the population is the total collection of all case in which the research
topic is focusing. A sampling design is the definite plan for obtaining a sample from the given
population. Population is defined as the totality or aggregates of facts. In the current study the
population is adolescence of age 13 to 17.

Sample size

In this current study the sample consist of 78 (33 males and 45 females) adolescence, from different
schools in the state of Kerala.

Sampling technique

Sampling technique used for the study is Purposive technique.

Distribution of sample

Table 3.1 Distribution of the sample on the basis of their age, gender, class of study.

Background variables Distribution Frequency Percentage

Age 13 – 17 78 100

Gender Male 33 42.3

Class of study Female 45 57.7

VIII – X 44 56.4

XI – XII 35 43.6
 28

Inclusion criteria

• Adolescents within the age limit of 13 to 17 years will only be taken for the research
purpose.

• Adolescents who are school and college going are only taken.

Exclusion criteria

• Adolescents who are going to special schools are not taken

• Adolescents who has serious psychotic problems are not taken for the study purpose.

3.3 Variables

A variable is defined as anything that has a quantity or quality that varies. The dependent variable
in the current study is academic anxiety and independent variables are time management and
assertiveness.

Academic anxiety

Academic anxiety is the type of anxiety which deteriorates the time management skills of students
and also hinders the better performance in them.

Assertiveness

Assertiveness defines the individuals who has the confidence to say no to tasks that hinders their
effective time management which decrease their academic performance and productivity.

Time management

Time management is the process of organizing, planning and controlling time to get more and
better work done in less time.

3.4 Instruments used for the study

The various methods of data gathering involve the use of appropriate recording forms. These are
called tools or instruments of data collection.

• Consent form
 29

• Personal data schedule

• Structure of student time management scale (SSTMS) (M Balamurugan)

• The Rathus assertiveness scale (Spencer Rathus)

• Academic anxiety scale for children (AASC) (A K Singh and A Sengupta)

Consent form

The consent form provides potential research subjects sufficient written information to decide
whether to participate in a research study or not based on an explanation of the proposed research
and the nature of participation that is requested of them. The participants were given information
about the study details and ensure about the confidentiality of the study. The participants singed
their approval of participation in the informed consent.

Personal data sheet

The personal data sheet is a semi structured interview schedule. In this study personal data sheet
collects data such as name, age, gender, class of study, family type, hobbies and interest, duration
of study.

Structure of student time management (SSTMS)

Structure of student time management (SSTMS) developed by Balamurugan M will be used to

assess the time management dimension of students. The reliability and validity scores are 0.88 and
0.89 respectively. The questions include student time management along with its four factors:
‘Scheduling & Prioritizing’, ‘Planning & Goal Setting’, ‘Reviewing & Record Keeping’ and
‘Organizing & Controlling’ among higher secondary students. The students were requested to give
responses based on their preferences against six options given. Total items in the scale is 28,
contains both positive and negative items.
 30

Reliability

Reliability refers to consistency, i.e., whether the test instrument/tool consistently measures what
it is intendent to measure. Cronbach's Alpha reliability coefficients for the four factors ‘Scheduling
& Prioritizing’, ‘Planning & Goal Setting’, ‘Reviewing & Record Keeping’ and ‘Organizing &
Controlling’ were estimated to be 0.691, 0.697, 0.707 and 0.685 respectively.

Validity

Validity is the extent to which an instrument/tool measures what it is supposed to measure and
perform. The validity of the scale Structure of student time management, was found to be 0.899.

The Rathus Assertiveness Scale (RAS)

The Rathus Assertiveness Scale (RAS) developed in 1973 by Spencer Rathus. Designed to
measure a person’s level of assertiveness. It is also an instrument for measuring behavioral change
in assertion training. Scale indicate how well each item describes you by using this ranges: very
much like me, rather like me, slightly like me, slightly unlike me, rather unlike me, very much
unlike me. Scoring is done by adding all the “+” responses and add all the “–” responses. Subtract
the two totals to find score. score will range between -90 and +90. The interpretation is as follows
-90 to -20 Very Non-Assertive, -20 to 0 Situationally Non-Assertive, 0 to +20 Somewhat
Assertive, +20 to +40 Assertive, +40 to +90 Probably Aggressive.

Reliability

Reliability refers to consistency, i.e., whether the test instrument/tool consistently measures what
it is intendent to measure. The Cronbach alpha coefficient of the scale is 0.82.

Validity

Validity is the extent to which an instrument/tool measures what it is supposed to measure and
perform. The RAS has demonstrated discriminant validity with respect to aggression.
 31

Academic anxiety scale for children (AASC)

Academic anxiety scale for children (AASC) developed by AK Singh and A Sengupta in 2009.the
scale is designed to test the academic anxiety in children.

Reliability

Reliability refers to consistency, i.e., whether the test instrument/tool consistently measures what
it is intendent to measure. The reliability score of the scale is shown as 0.65.

Validity

Validity is the extent to which an instrument/tool measures what it is supposed to measure and
perform. The validity score of the scale was seems to 0.57.

3.5 Procedure for data collection

Data collection is defined as the procedure of collecting, measuring and analyzing accurate insight
for research using standard validated techniques. Data collection was done through online method.
The method was opted due to the current outbreak of covid-19 pandemic all around the world, so
the online data collection method enabled the researcher to gather sample with more ease. Google
form is a survey administration software included as part of the free, web based google docs
editor’s suite offered by google. Google forms is only available as a web application.

In this current study, the population of the study include adolescents in Kerala from 13 to 17 years
of age. The size of the sample is 78 (33 males and 45 females) adolescent students of all over
Kerala. Before proceeding to data collection, due permission was obtained from the college
principal, Dr. Saji. p. Jacob, the head of the department of Counselling Psychology Dr Pramod S.
k, and the guide for this study Dr Leena S.T, Informed consent form, scales and questionnaire were
given to the sample population was through google form formats.

Participants were briefed about the research objectives, importance of their participation and the
role they have in the study. Also, individuals were informed about the confidentiality regarding
the data and will only be used for academic purposes. After getting the participants consent, they
were provided with personal data sheet to fill about their socio demographic details. It includes
participants name, age, gender, family type, hobbies and interests and also some questions were
 32

included based on the variables of the study. Experimental and survey method was opted for data
collection.

3.6 Statistical techniques used for study

Statistics is defined as any measure that can be calculated on the basis of sample. Statistical
analysis is the process of collecting and analyzing data to identify patterns and trends. It is a method
of using numbers that try to remove any bias when reviewing information. Statistical analysis can
also be thought of as a scientific tool that informs decision making. After the consolidation of data
collection procedure scoring was done. Data analysis was done using SPSS (statistical package for
the social sciences). This program can be used to analyze data collected from surveys, tests,
observations etc. It can perform a variety of data analyses and presentation functions including
statistical analysis and graphical presentations of data.

• Frequency analysis

It is a descriptive statistical method that shows the number of occurrences of each response chosen
by the respondents. When using frequency analysis, SPSS statistics can also calculate the mean,
median and mode to help users analyze the results and draw conclusions.

• Mann- Whitney U test

This test is an analogous of t-test for two independent samples. The Mann-Whitney U test is used
to compare differences between two independent groups when the dependent variable is either
ordinal or continuous, but not normally distributed.

• Kruskal-Wallis test

It is a rank-based non parametric test that can be used to determine if there are statistically
significant differences between two or more groups of an independent variable on a continuous or
ordinal dependent variable. It is used to determine whether or not there is a statistically significant
difference between the medians of three or more independent groups. This test is the nonparametric
equivalent of the one-way ANOVA and is typically used when the normality assumption is
violated.
 33

• Spearman’s rank correlation

Spearman’s rank correlation is a measure of association that is based on the ranks of the
observations and not on the numerical values of the data. It measures the strength and direction of
association between two ranked variables. A Spearman rank correlation is a number between -1
and +1 that indicates to what extent 2 variables are monotonously related. It was first developed
by famous statistician Charles Spearman in the early 1900s and as such it is also known as
Spearman’s rank correlation coefficient.
 34

Chapter IV

RESULTS AND DISCUSSION

4.1: Gender difference in study variables

4.2: Gender difference in dimensions of time management

4.3: Comparison of study variables based on grades

4.4: Comparison of dimensions of time management based on grades

4.5: Difference in study variables based on procrastination

4.6: Difference in study variable based on cumulation of unfinished works

4.7: Relationship between study variables

4.8: Relationship between dimensions of time management, assertiveness

and academic anxiety
 35

This chapter presents the data gathered, the results of the statistical analysis and interpretation of
findings. Data was analyzed to identify, describe and explore the role of time management and
assertiveness in academic anxiety among adolescents. The researcher selected a sample of 78
respondents from the state of Kerala. On this representative sample, psychological instruments
were administered to assess the time management, assertiveness and academic anxiety of
adolescents. The discussions of the results are done on the basis of hypotheses and objectives.

Table 4.1: Result of Mann-Whitney U test based on gender difference in study variables

Variable Gender N Mean Sum rank U value Asymptotic

rank significance

Time Male 33 31.30 1033.00

management
472.00 .006
Female 45 45.51 2048.00

Assertiveness Male 33 37.23 1228.50

667.500 .448

Female 45 41.17 1852.50

Academic Male 33 35.11 1158.50

anxiety
597.500 .140
Female 45 42.71 1922.50

Table 4.1 depicts that the variables time management, assertiveness and academic anxiety when
tested based on gender difference there doesn’t found a ground difference in gender. Apparently,
there is a slight change in gender when compared between males and females on the variable time
management. The asymptotic value makes it clear (.006). It communicates that female individuals
 36

when compared with males exhibit better time managing skills. Females are more oriented towards
effective management of time they plan and prioritize their works more than males. Males spend
more of their time on leisure and other playful activities. Research conducted based on gender
differences on time management among both males and females validate that females are more
efficient in management of time. The results can be justified by a study conducted by Ahmed Saleh
in 2014, results with respect to gender difference in time management revealed that female students
scored higher in time management than male students. The results here is much significant that
female students have the skills of time management because they may review, plan, schedule and
organize their tasks according to their limited time and successfully achieve the tasks by the
required time.

A study conducted by Mathison and Tucker (1982) reported that there is a significant tendency for
men to assert themselves than women in public situations more than women in public situations
while women reported a tendency to be more assertive in private interpersonal settings. Here the
study results also validate that both the genders have the skills to be assertive according to the
situations pf their life. When reflecting more precisely here females do have more skills of
assertiveness than males, it can be because they focus more on to their academics as they take it
more on to the personal side.

According to a study conducted by Mohsen by 2009 reported that females have significantly higher
levels of test anxiety than males, the reason he put forward behind the result is females are more
pressured in schools to be more succeeded than males. Here too we can take this reason as a
justification of the above results of academic anxiety. These kinds of social pressure can be the
foremost reason for increased academic anxiety to be developed among female adolescent
students.
 37

Table 4.2: Result of Mann-Whitney U test based on gender difference on dimensions of time
management

Variable Gender N Mean Sum rank U value Asymptotic

rank significance

Reviewing and Male 33 34.88 1151.00

record keeping 590.000 .119
Female 45 42.89 1930.00

Planning and goal Male 33 33.82 1116.00

setting 555.000 .057

Female 45 43.67 1965.00

Scheduling and Male 33 34.20 1128.50

prioritizing 567.500 .076
Female 45 43.39 1952.50

Organizing and Male 33 34.65 1143.50

controlling 582.500 .105

Female 45 43.06 1937.50

Table4.2 explains about the significance of gender difference on the dimensions of time
management. The items under the dimensions includes reviewing and record keeping, planning
and goal setting, scheduling and prioritizing and finally organizing and controlling. In these items
planning and goal setting has a significance of 0.57 which indicates there is gender difference
 38

between both males and females on planning and goal setting. Planning determines which hours
of the day are most productive and to set them aside for important work. It begins by strictly
scheduling one's days and weeks and adding in each commitment as one make it (including social
ones). Identifying goals and the unique purpose that gives direction to life, helps to accomplish
success. The things accomplished will have more meaning because they link to the vision one had
for his / her life. Females are more able to plan and set goals more productively and work with
commitment. Researches reveals that males spend significantly more time on non-academic
activities such as computer gaming, television, sports and the Internet. This gender difference in
activity may be a reflection of the significant gender difference in the ability to plan effectively.
(Timothy. A, 2009)

Also, when considering the dimension scheduling and prioritizing there exists gender difference.
It is clearer from the significance value of the dimension. Females are more skillful in scheduling
and prioritizing events and works than males. Scheduling is the art of planning activities so that
individuals can achieve their goals and priorities in the time they have available. To grapple with
time demands that may seem to outweigh available time resources, women typically engage in
significantly more mechanical time management behaviors like planning, listing, and scheduling,
Macan et, al. (1990)
 39

Table 4.3: Result of Mann-Whitney U test based on class difference on study variables

Variables Class N Mean Sum rank U value Asymptotic

rank significance

Time High school 44 38.16 1679.00

management 689.000 .552
Higher 34 41.24 1402.00
secondary

Assertiveness High school 44 39.72 1747.50

738.000 .924
Higher 34 39.22 1333.50
secondary
Academic High school 44 39.72 1747.50
anxiety 738.000 .923
Higher 34 39.22 1333.50
secondary

Table 4.3 shows the result of Mann Whitney U test based on class difference on study variables.
The table above explains significant difference between high school and higher secondary
students. By looking on to asymptotic values it is clear that there doesn’t exist any differences
among high school and higher secondary students on time management, assertiveness and
academic anxiety. hence it is clear-cut that both the groups have similar time management, and
also have similar skills of assertiveness and finally they don’t face any kind of academic anxiety.
 40

Table 4.4: Result of Mann-Whitney U test based on class difference on dimensions of time
management

Variable Class N Mean Sum rank U value Asymptotic

rank significance

Reviewing and High school 44 37.98 1671.00

record keeping 681.000 .495

Higher 34 41.47 1410.00

secondary

Planning and High school 44 38.47 1692.00

goal setting Higher 702.500 .646
secondary 34 40.84 1388.50

Scheduling High school 44 38.47 1692.00

and 702.500 .646
prioritizing Higher 34 40.84 1388.50
secondary

Organizing High school 44 39.28 1728.50

and controlling 738.500 .924
Higher 34 39.78 1352.50
secondary
 41

Table 4.4 figure out the difference between high school and higher secondary students based on
the dimensions of time management. Values make clear that there is no significance difference
between high school and higher secondary students on reviewing and record keeping, planning
and goal setting, scheduling and prioritizing and organizing and controlling. Both high school and
higher secondary students have similar time management skills. Comparing both the groups they
exhibit similar style of managing time. As these group of children come under adolescent age
category and they are more likely to effectively manage time without failing to complete their
academic and personal works. Student category are always more conscious about their academic
works and tasks hence they put their time effectively in for those tasks.

Table 4.5: Result of Kruskal-Wallis test based on the study variable procrastination

Dependent Categorical N Mean rank Chi square Asymptotic

variable variable significance
procrastination

Time yes 22 40.91

management no 24 38.85 .119 .942

May be 32 39.02

Assertiveness yes 22 44.34

2.078 .354
No 24 40.48

May be 32 35.44

Academic Yes 22 43.84

anxiety No 24 39.81 1.475 .478

May be 32 36.28

Procrastination is taken as a categorical variable in order to find out whether time management,
assertiveness and academic anxiety vary based on the delaying of tasks among adolescent students.
Three groups with students who are saying yes, no and maybe are compared based on the
 42

categorical variable procrastination. When analyzing the data that we have got validate there is no
difference between the three groups. According to the data, mean rank values are different for the
three groups. Most of them have the tendency to procrastinate their works. One group of students
those who said no are less likely to delay their works. They are more conscious about the time that
is available for them

Table 4.6: Result of Kruskal-Wallis test based on the study variable Cumulation on time
management and its dimensions

Dependent Categorical N Mean rank Chi square Asymptotic

variable variable significance

Cumulation

Time Yes 24 36.13

management No 18 53.72 9.293 .010

May be 36 34.64

Reviewing and Yes 24 39.65

record keeping No 18 47.44 3.444 .179
May be 36 35.43

Planning and Yes 24 40.42

goal setting No 18 48.89 5.128 .077
May be 36 34.19

Scheduling Yes 24 38.75

and No 18 48.97 4.455 .108
prioritizing May be 36 35.26

Organizing Yes 24 35.75

and No 18 48.64 3.931 .140
controlling May be 36 37.42
 43

According to the data analysis their exist a relationship between cumulation and time management
among adolescent students. It makes us more evident that when students heap their works, they
feel that their time is going out of their control. When academic works are piled into heaps students
don’t able to get things done within the time period so they have the tendency to cumulate more
and more. If students could do their works according to their priorities and schedules based on the
time management strategies, they can easily succeed to complete their task in appropriate time
without any worries. Most them are aware about time management and its importance but couldn’t
able to apply it in their task’s completions.

A study conducted by Al Momani, A on time management and academic performance on male

engineering students review that students who has less scores in academics is due to their poor
time managing strategies. He also validates that students with better time managing and learning
skills are more successful in their academics.

When analyzing each dimension, it makes us clear that adolescents lacks proper planning and
organizing skills. When focusing on to the dimension planning and goal setting there is an evident
significant difference among those who are delayers and those who are not. When students fail to
set goals in their academic life, they finally end up in cumulating their works.
 44

Results of correlation analysis

Table 4.7: Relationship between study variables based on Spearman correlation coefficient

Variables Time management Assertiveness Academic anxiety

Time management () .047 .187

Assertiveness () .305**

Academic anxiety ()

When analyzing the correlation values, it makes us evident that there is a strong positive correlation
between assertiveness and academic anxiety. It can be explained as that when assertiveness
becomes low in people, they find difficulty in making communication and their anxiety level
becomes increased. Hence adolescent students face issues of anxiety in their academic works when
they are not able to assert their needs. Assertiveness is a kind of social skill in which it aims to
solve immediate problems of the situation and likelihood of future problems Fragoso et, al. (2018)

A study based on relationship between assertiveness, academic performance and anxiety review
that students of secondary education face the problems of academic anxiety as a result of lack of
assertiveness Fragoso et, al. (2018)

Findings about the relationship between assertiveness and academic anxiety proves that students
with low levels of assertiveness are more affected by anxiety in their academic life. As adolescent
age group is more prone to peer pressure and social anxiety it can abruptly reflect on their assertive
communication as well.
 45

Table 4.8: Relationship of dimensions of time management with assertiveness and academic
anxiety

Variables Assertiveness Academic anxiety

Reviewing and record keeping -.061 .199

Planning and goalsetting .181 .335**

Scheduling and prioritizing .100 .166

Organizing and controlling -.251* 0.29

The data analysis given above explains about the relationship between dimensions of time
management with assertiveness and academic anxiety. for the dimension planning and goal setting
there is a strong positive correlation seen with academic anxiety, it proves that adolescent students
who are more at planning and goal setting can have chances for academic anxiety to be developed
because when people get strictly adhere towards some kinds of plans and goals in their life they
hardly work for it. These kinds of strict schedules and planning can naturally stimulate a kind of
eustress in our body. These types of anxiety can help students to achieve more in their academics.
Also, we can see a negative correlation between assertiveness and one of the dimensions that is
organizing and controlling. It explains us that when levels of assertiveness become low it affects
the organizing and controlling skills of the adolescents.
 46

Chapter V

SUMMARY AND CONCLUSION

5.1 Summary of the study

5.2 Method in brief

5.3 Major findings and conclusion of the study

5.4 Tenability of hypotheses

5.5 Implications

5.6 Limitations

5.7 Suggestions for further research

 47

The major findings of the study, suggestions and conclusions, limitations evolve from the study
are presented in the fifth chapter.

5.1 Summary of the study

The aim of the study was to assess the role of time management and assertiveness in academic
anxiety among adolescents. Quantitative research design was adopted for the study. The variables
selected for the study were,

• Time management
• Assertiveness
• Academic anxiety

The main objectives of the study were

• To understand time management skills among adolescents.

• To analyze academic anxiety among adolescents.

• To study assertiveness among student category.

• To understand whether there exists gender difference in time management.

• To understand whether there exists gender difference in assertiveness.

• To understand whether there exists gender difference in academic anxiety.

• To understand the influence of time management in academic anxiety.

• To determine whether there is a relation between academic anxiety and

assertiveness.

• To determine whether assertiveness has any relation with time management

 48

The hypotheses formulated were

• There will be significant difference in time management between adolescents studying in

high school & higher secondary school.

• There will be significant difference in academic anxiety between adolescents’ students

studying in high school and higher secondary school.

• There will be significant difference in assertiveness between adolescents’ students studying

in high school and higher secondary.

• There will be significant difference in dimensions of time management between

adolescents’ students studying in high school and higher secondary.

• There will be gender difference in time management among adolescents.

• There will be gender difference in assertiveness among adolescents.

• There will be gender difference in academic anxiety among adolescents.

• There will be gender difference in dimensions of time management.

• There will be significant difference in time management based on procrastination.

• There will be significant difference in assertiveness based on procrastination.

• There will be significant difference in academic anxiety based on procrastination

• There will be significance difference in time management and its dimensions based of
cumulation of unfinished works.

• There will be significant correlation between time management and academic anxiety.

• There will be significant correlation between academic anxiety and assertiveness.

• There will be significant correlation between assertiveness and time management.

 49

5.2 Methods in brief

Sample:

Adolescents within the age group of 13 to 17 from different schools of Kerala are selected.

Sample size:

Data will be collected from 100 adolescent students from different districts of Kerala.

Sampling technique: Purposive sampling technique will be used to collect the sample population.

Inclusion criteria: Adolescents within the age limit of 13 to 17 years will only be taken for the
research purpose. Adolescents who are school and college going are only taken.

Exclusion criteria: Adolescents who are going to special schools are not taken. Adolescents who
has serious psychotic problems are not taken for the study purpose.

Variables under the study

Academic anxiety is the type of anxiety which deteriorates the time management skills of students
and also hinders the better performance in them. Assertiveness defines the individuals who has the
confidence to say no to tasks that hinders their effective time management which decrease their
academic performance and productivity. Time management is the process of organizing, planning
and controlling time to get more and better work done in less time.

Tools

Tools that are used to collect data are:

1. Personal data schedule

2. Structure of student time management (SSTMS) developed by Balamurugan M will be used

to assess the time management dimension of students. The reliability and validity scores are 0.88
and 0.89 respectively.
 50

2. The Rathus Assertiveness Scale (RAS) developed in 1973 by Spencer Rathus. Designed to
measure a person’s level of assertiveness. It is also an instrument for measuring behavioral change
in assertion training. The Cronbach alpha coefficient of the scale is 0.82

3. Academic anxiety scale for children (AASC) developed by AK Singh and A Sengupta in
2009.the scale is designed to test the academic anxiety in children. The reliability score shown
1.0.65 and validity seems to 0.57

Statistical Analysis Techniques

The statistical techniques that are to be used includes

1. Frequency analysis.

2. Mann-Whitney U test

3. Kruskal-Wallis test

4. Spearman’s rank correlation

5.3 Major findings and conclusion of the study

Based on the results of the research following findings are made:

• When assessing time management on the basis of gender difference, female students are
more able to manage time better than male students.

• On the other study variables i.e. assertiveness and academic anxiety there is no difference
in gender.

• Also, when analyzing the dimensions of time management on the basis of gender
difference, female students are more skillful in planning and goal setting. The other
dimension female students exhibit skill is on scheduling and prioritizing.

• While examining on to the class difference results unveil that there is no distinction in high
school and higher secondary students on the study variables.

• The categorical variable procrastination has no significance in any of the study variables.
 51

• When assessing the categorical variable, cumulation there is a significant difference on

time management and one of its dimensions i.e., planning and goal setting.

• When analyzing the correlation results, it is clear that as assertiveness increases students’
academic anxiety is also increased.

• Finally analyzing the correlational results of dimensions of time management, it is

understandable that as planning and goal setting skills increases academic anxiety is also
increased.

5.4 Tenability of the hypotheses

On the basis of result obtained from the present study, the tenability of each hypotheses was formed
for the study

Table 5.1

No Hypotheses Tenability

1 There will be significant difference in time management between Rejected

adolescents studying in high school & higher secondary school.

2 There will be significant difference in academic anxiety between Rejected

adolescents’ students studying in high school and higher secondary school.

3 There will be significant difference in assertiveness between adolescents’ Rejected

students studying in high school and higher secondary.

4 There will be significant difference in dimensions of time management Rejected

between adolescents’ students studying in high school and higher secondary.

5 There will be gender difference in time management among adolescents. Accepted

 52

No Hypotheses Tenability

6 There will be gender difference in assertiveness among adolescents. Rejected

7 There will be gender difference in academic anxiety among adolescents. Rejected

8 There will be gender difference in dimensions of time management. Accepted

9 There will be significant difference in time management on procrastination Rejected

10 There will be significant difference in assertiveness on procrastination Rejected

11 There will be significant difference in categorical variable procrastination on Rejected

academic anxiety.

12 There will be significance difference in time management and its dimensions Accepted
on cumulation of unfinished works.

13 There will be significant correlation between time management and Accepted

academic anxiety.

14 There will be significant correlation between academic anxiety and Accepted

assertiveness.

15 There will be significant correlation between assertiveness and time Accepted

management.
 53

5.5 Implications of the study

• The present study is helpful for further research in this area

• The present study is helpful for educational counsellors to guide students who reach to
them by providing proper guidance in their studies.
• Educational counselors can make special study plans for adolescent students.

5.6 Limitations of the study

• As it was the outbreak of Covid 19 pandemic adolescents were not available so reaching
out directly for data collection was not possible.
• The sample size was relatively too small.
• Gender ratio was not equal.
• Sample was limited to specific geographical locations.
• The sample included only adolescents from the age of 13 to 17.

5.7 Suggestions for further research

• Since the outbreak of covid-19 pandemic sample was not easily available, it could include
more sample in future studies by conducting more on to one data collection.

• The sample included only adolescents from the age of 13 to 17, further suggestion is that
including the age from 10 to 19.

• It can be conducted in other geographical regions.

• Sample size should be more and also equal number of both the genders could be included.
 54

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 59

APPENDIX
 60

PERSONAL DATA SHEET

Name

Age

Gender

class

family type nuclear family

joint family

extended family

single parent family

Are you a hosteller?

day scholar?

Others?

hobbies and interest

how much time do you spend for your studies?

Do you pile up your works? Yes

No

May be

Are you Passive?

 61

Assertive?

Aggressive?

Do you set time table for studies? yes

No

Maybe

Do you procrastinate your works? Yes

No

Maybe
 62

SSTM

The questions include student time management along with its four factors: ‘Scheduling &
Prioritizing’, ‘Planning & Goal Setting’, ‘Reviewing & Record Keeping’ and ‘Organizing &
Controlling’ among higher secondary students.

The students were requested to give responses based on their preferences against six options
given. As there is no right or wrong statements feel fee to respond without any hesitation.

Sl. No QUESTIONS Strongly Agree Seldom Seldom Disagree Strongly

agree agree disagree disagree
1 I postpone the tasks.
2 I give up easily, when I
can’t succeed in
completing my tasks.
3 I use diary for planning
my activities.
4 I modify my short -
term goals according to
the demands.
5 I keep my bag ready for
the next day.
6 I set priorities for my
daily tasks.
7 I write reminder notes
every day.
8 I keep record of
completed tasks.
9 I make a list of things to
be done every day.
 63

10 I plan for tasks a week

in advance.
Sl. No QUESTIONS Strongly Agree Seldom Seldom Disagree Strongly
agree agree disagree disagree
11 I have long - term goals
in my mind.
12 My plans get cancelled
at times.
13 I get stuck in daily time
scheduling.
14 I consider time has high
value in life.
15 I review my daily
activities.
16 I find it difficult to keep
my schedule.
17 I take too many tasks at
the same time.
18 I have set short - term
goals for my future.
19 I feel I spend too much
time on entertainment.
20 I am punctual to school.
21 I have difficulty in
completing my tasks
22 I am bored with my
daily activities.
23 I think scheduling the
task is waste of time.
 64

24 I allot time for my

hobbies.

Sl. No QUESTIONS Strongly Agree Seldom Seldom Disagree Strongly

agree agree disagree disagree
25 I submit my home
works, assignments etc.
well in advance.
26 I feel unimportant tasks
consume my time.
27 I have control over my
daily routine works.
28 I adopt short cut ways
to finish the tasks.
 65

RAS

How assertive are you? Do you stick up for your rights, or do you allow other people to walk
all over you? Do you say what you feel or what you think other people want you to
say?Do you initiate relationships with attractive people, or do you shy away from them?One way
to gain insight into how assertive you are is to take the following self-report test of assertive
behavior.

Indicate how well each item describes you by using this code: very much like me, rather like
me, slightly like me, slightly unlike me, rather unlike me, very much unlike me.

Sl. No QUESTIONS very rather slightly slightly rather very

much like like me unlike unlike much
like me me me unlike
me me
1 Most people seem to be more
aggressive and assertive than I
am.
2 I have hesitated to make or
accept dates because of
“shyness.”
3 When the food served at a
restaurant is not done to my
satisfaction, I complain about it
to the waiter or waitress.

4 I am careful to avoid hurting

other people’s feelings, even
when I feel that I have been
injured.
 66

Sl. No QUESTIONS very rather slightly slightly rather very

much like like me unlike unlike much
like me me me unlike
me me

5 If a salesperson has gone to

considerable trouble to show me
merchandise that is not quite
suit-able, I have a difficult time
saying “No.”

6 When I am asked to do
something, I insist upon
knowing why.
7 There are times when I look for a
good, vigorous argument.
8 I strive to get ahead as well as
most people in my position.
9 To be honest, people often take
advantage of me.
10 I enjoy starting conversations
with new acquaintances and
strangers.
11 I often don’t know what to say
to people I find attractive.
12 I will hesitate to make phone
calls to business establishments
and institutions.
 67

Sl. No QUESTIONS very rather slightly slightly rather very

much like like me unlike unlike much
like me me me unlike
me me

13 I would rather apply for a job or

for admission to a college by
writing letters than by going
through with personal
interviews.

14 I find it embarrassing to return

merchandise.
15 If a close and respected relative
were annoying me, I would
smother my feelings rather than
express my annoyance.

16 I have avoided asking questions

for fear of sounding stupid.
17 During an argument, I am
sometimes afraid that I will get
so upset that I will shake all
over.

18 If a famed and respected lecturer

makes a comment which I think
is incorrect, I will have the
audience hear my point of view
as well.

19 I avoid arguing over prices with

clerks and sales-people.
 68

Sl. No QUESTIONS very rather slightly slightly rather very

much like like me unlike unlike much
like me me me unlike
me me
20 When I have done something
important or worthwhile, I
manage to let others know about
it
21 I am open and frank about my
feelings.
22 If someone has been spreading
false and bad stories about me, I
see him or her as soon as
possible and “have a talk” about
it.

23 I often have a hard time saying

“No.”
24 I tend to bottle up my emotions
rather than make a scene.
25 I complain about poor service in
a restaurant and elsewhere.
26 When I am given a compliment,
I sometimes just don’t know
what to say.
27 If a couple near me in a theater
or at a lecture were conversing
rather loudly, I would ask them
to be quiet or to take their
conversation else-where.
 69

Sl. No QUESTIONS very rather slightly slightly rather very

much like like me unlike unlike much
like me me me unlike
me me
28 Anyone attempting to push
ahead of me in a line is in for a
good battle.
29 I am quick to express an
opinion.
30 There are times when I just can’t
say anything.
 70

AASC
Here are some statements, there are two possible alternatives yes/no of each statements, please
choose alternative which is applicable on you, or what you are feeling about the statement,
please indicate your response by making tick mark. As there is no right or wrong statement,
please feel free to respond on all items without hesitation.

Sl. QUESTIONS Yes No

No
1 When I am called by the principal of the school, I feel very
nervous.
2 I am occupied with mental tension as examination time comes
nearer.
3 When class teacher suddenly asks me to come in the staff room,
I feel very much afraid.
4 If I am late, I have no hesitation in going to the class.
5 Suddenly If have to go to the office of the school due to some
work, I feel afraid.
6 As a teacher of mathematics enters, I feel that I don't know
anything and have forgotten everything.
7 If there is conversation between parents and teachers then I feel
anxious as to what they be talking about me.
8 I always think about my good results.
9 Even if I haven't done my homework, I don't feel afraid to go to
the class room.
10 If I obtain low marks in any subject, I feel ashamed to disclose
or show it to my friends and members of the family.
11 If class teacher asks any question after, being stood up, I feel
afraid.
12 If English teacher asks me suddenly in class, I feel nervous.
13 If it comes to my knowledge that any student or friend of mine
is likely to be severely punished due to indiscipline, I become
very much tense.

14 During examination I often dream that I am unable to remember

anything after getting the question paper.
15 while teaching, the class teacher comes and stands before me, I
become conscious.
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16 While talking to the principal, I don't feel any nervousness.

Sl. QUESTIONS Yes No
No
17 sometime before commencement of examination if I am unable
to go to school, I am worried.
18 I never sit on the first bench in class.
19 When the examination will be commencing such curiosity
always persist in me.
20 Study of Sanskrit become the cause of my mental tension
because I feel pronunciation of Sanskrit is too much difficult.