RELATIONSHIP BETWEEN ACADEMIC STRESS AND SELF-

EFFICACY AMONG SCHOOL STUDENTS

Dissertation submitted to Christ College (Autonomous) in partial fulfilment of

the requirements for the award of the degree of Bachelor of Science in
Psychology

Submitted by,

ANN SNEHA SHAJ

REG.NO – CCASSPY007

BSc PSYCHOLOGY

DEPARTMENT OF PSYCHOLOGY

CHRIST COLLEGE (AUTONOMOUS), IRINJALAKUDA

2018-2021
 CHRIST COLLEGE (AUTONOMOUS), IRINJALAKUDA

DEPARTMENT OF PSYCHOLOGY

2018-2021

BONA-FIDE CERTIFICATE

This is to certify that the dissertation entitled, “RELATIONSHIP BETWEEN

ACADEMIC STRESS AND SELF-EFFICACY” is a bona-fide record of
research work carried out by Ms. ANN SNEHA SHAJ, Register no:
CCASSPY007, during the sixth semester of B.Sc. Psychology of the academic
year 2018-2021.

Ms. Nimy P. G Ms. Ann Maria Vincent

HEAD OF THE DEPARTMENT GUIDE

Submitted for the examination held on ……………………………………

INTERNAL EXAMINER EXTERNAL EXAMINER

 DECLARATION
I hereby declare that the dissertation work entitled “RELATIONSHIP
BETWEEN ACADEMIC STRESS AND SELF-EFFICACY AMONG
SCHOOL STUDENTS” submitted to the University of Calicut, in partial
fulfilment of the requirement for the award of the Degree of Bachelor of Science
in Psychology is the record work done by me under the supervision of Ms. Ann
Maria Vincent, Assistant Professor, Department of Psychology, Christ College
(Autonomous) Irinjalakuda. This is not formed as the basis for the award of any
degree/diploma (Associate ship) fellowship or other similar title to any candidate
of any university.

Place : Irinjalakuda

Date :

Signature of the candidate

Ms. Ann Sneha Shaj

CCASSPY007
 ACKNOWLEDGEMENTS

“Gratitude is the healthiest of all human emotions. The more you

express gratitude for what you have, the more likely you will have even more
to express gratitude for”

I take this opportunity to express my gratitude to every person from whom I was
fortunate enough to get valuable guidance and help. First, I would like to thank the God
Almighty, for showering His blessings to make this dissertation a success.

I owe my thanks to the principle of Christ College (Autonomous), Irinjalakuda

Fr. Dr. Jolly Andrews, for providing the conductive infrastructure for the conduct of the study.

I express my special gratitude to my guide Ms. Ann Maria Vincent, who is the
Assistant professor of the Department of psychology for her valuable support and motivation.
Words are insufficient to thank her, who from first have directed and enlightened me for my
study. Her input in every stage of the work, suggestions was handled with meticulous care,
patience, motivation, guidance and encouragement. I whole heartedly thank her for all her
support

I greatly thank the support and help extended by the Faculty Members of the
Department of Psychology, Christ College (Autonomous), Irinjalakuda, during this study.

I am also thankful to all the participants who took part in my study. Thanks to all my
friends and family members whose endurance, concern and invariable support helped me in
accomplishing this task.

-Ann Sneha Shaj

 CONTENTS
CHAPTER TITLE PAGE NO

LIST OF TABLES

LIST OF APPENDICES

ABSTRACT

I INTRODUCTION

II REVIEW OF LITERATURE

III METHOD

IV RESULT AND DISCUSSION

V SUMMARY AND CONCLUSION

REFERENCES

APPENDICES
 LIST OF TABLES

4.1 Correlation between the variables academic stress

and self-efficacy.

4.2
Mean, standard deviation, level of significance and t value
obtained by school students in academic stress

4.3
Means, SD, t-value and level of significance obtained by
school students in self-efficacy.
 LIST OF APPENDICES

APPENDIX TITLE PAGE NO

I. GENERAL SELF-EFFICACY SCALE

II. ACADEMIC STRESS SCALE

 CHAPTER I
INTRODUCTION
Adolescence is when the very worst impulses in the human social struggle against each other for
possessions- say the famous American psychologist Granville Stanely Hall. Adolescence is a
period of change, enthusiasm, which is usually thrilling, exciting and confusing. This includes
every sphere of the person which led to growth and development. This stage there will be an
experience and self-knowledge. The changes take place in various psychological, biological,
historical, sociological, education, sexual, emotional dimensions.
This is the transitional period from childhood to adulthood. Preparation of children
for the adult roles. In the development, the physical transition is marked which is indicated by
the onset of puberty that is defined biologically, which includes changes in the structural and
functional aspects. This presented as changes happens in height, weight, muscle mass, sex organs
and brain. Other than the biological changes cognitive advances also emphasize which lead to
increments in knowledge and ability to think abstractly and to reason more effectively. There
will be psychological development which leads to character building and further plays an
important role for social development also. This will lead to the achievement of self-efficacy and
confidence in their ability to complete a task or to achieve goal.

DEVELOPMENTAL CHARACTERISTICS OF ADOLESCENES

BIOLOGICAL DEVELOPMENT

Biological development includes bodily changes including growth and maturity which is attained
in age between 11 to 14 in girls and 12to 16 in boys. This mainly depends in the environmental
health and heredity.

COGNITIVE DEVELOPMENT

During adolescence the developing teenagers gains ability to think systematically about all
logical relationships within a problem. The transition from concrete thinking to formal logical
operation which has the area of attention, memory, organization processing.

PSYCHOLOGICAL DEVELOPMENT
The most important psychological change during adolescence are the emergency of abstract
thinking, the growth ability of absorbing the perspectives or viewpoints of others, an increased
ability of introspective development of personal and sexual identity occurs. Mood changes
frequently with confusion.

SOCIAL DEVELOPMENT

During teenage there will be changes in the social and emotional development. They show
independence, responsibility, quench for new experiences and values. Influence of media may
also effect the social development during the age.
SELF-EFFICACY

Adolescence is a critical period where an individual is exposed to drive of life experience. Hence
self-efficacy is a protective component that enhances healthy development and social
functioning. Self-efficacy refers to an individual belief in his or her capacity to execute behaviors
necessary to produce specific performance attainment. Self-efficacy reflects confidence in the
ability to exert control over one’s own motivation, behavior and social environment. It is well
executed leads to successful outcomes. Self-efficacy can be improved for struggling students by
difficult tasks, use peer models, teach specific learning strategies, allow to make their own
choices, encourage students to try, giving focused feedback.

IMPORTANCE OF SELF-EFFICACY

Self-efficacy act as an adrenaline for motivation of students. Self-efficacy

increases as students not progress, attain goals and set new challenges. Self-efficacy reflects
confidence in the ability to exert control over one’s own motivation, behavior and success.
Self-efficacy has considerable influence on research reduction. Unhappy
childhood where the parents or significant people such as teachers were extremely critical may
lead to low self-efficacy. Poor academic performance in school resulting in a lack of confidence,
ongoing stressful life event such as relationship breakdown or financial trouble can lead to poor
self-efficacy.
According to Bandura’s theory people with high self-efficacy, that is those
who believe they can perform well are more likely to view difficult tasks as something to be
avoided.

SOURCES OF SELF-EFFICACY

Albert Bandura names four sources of efficacy beliefs.

1. MASTERY EXPERIENCES

Nothing is more powerful than having a direct experience of mastery to increase self-
efficacy. A success, for example in mastering a task or controlling an environment, will build
self-belief in the area whereas a failure will undermine that efficacy belief.

2. VICARIOUS EXPERIENCES

Seeing people similar like we succeed by their sustained effort raises our beliefs that we too
possess the capabilities to master the activities needed for success in that area.

3. VERBAL PERSUASION
Influential people in our lives such as parents, teachers, managers or coaches can strengthen
our beliefs that we have what it takes to succeed. Being persuaded that we possess the
capabilities to maser certain activities means that we are more likely to put in the effort and
sustain it when problem arise.

4. EMOTIONAL AND PSYCHOLOGICAL STATUES

The state you are in will influence how you judge your self-efficacy. Stress reactions or
tension are interpreted as signs of vulnerability to poor performance whereas positive
emotions can boost our confidence in our skills.

5. IMAGINABLE EXPERIENCES

The art of visualizing you behaving effectively or successfully in each situation can increase
self-efficacy.

ACADEMIC STRESS

Teen academic stress is an important health issue the early teen years are
marked by rapid changes physical cognitive emotional. Young people also face other
challenges such as homework, exams, pressure, to do will, relationship with friends,
boyfriends and girlfriend, life changes like leaving school, getting into universities or getting
job.

Academic stress is often the result of feeling trapped and over whelmed by
the problem in our lives. Students are sometimes immobilized by their inability to see a
positive outcome for a difficult situation. Academic stress can also help you to meet
challenge. It is what keeps you on your toes during presentation at work sharpens your
concentration when you are attempting the game-winning free throw, or drives you to study
for an exam.

CAUSES OF ACADEMIC STRESS

There are many factors that students commonly cite as causes of academic stress. They are
examination deadlines, returning to study, pressure of combining paid works and study, poor
 true management, learning assignments to last. Academic Stress causes hormonal respiratory,
cardiovascular and nervous system changes.

Academic stress can be interval or self-generated. When you worry

excessively about something that may or may not happen or have irrational passionate
thoughts about life. Being under lots of pressure facing by changes, worrying about
something not having much or any control over the outcome of a situation, not having
enough work, activities or changes in your life and times of uncertainty are the main cause of
academic stress.

WARNING SIGNS OF ACADEMIC STRESS

 Dizziness or general feeling of “being out of it”.

 General aches and pain.
 Increase in or loss of appetite.
 Problems sleeping.
 Racing heart.
 Tiredness, exhaustion.
 Weight gain or loss

NEED AND SIGNIFICANCE

Self-efficacy is important for students. Self-efficacy is the confidence to do the

work and complete the task. The school students have high academic stress due to many other
activities related to their lives. The completion between the children, their parents, and teachers
and even between schools is the prime cause for the stress among students.

In boys and girls the level of self-efficacy is different. As the maturity is attained
by girls first in the adolescent age. Boys give more emphasis on their other activities like sports,
productive activities etc. They have higher self-efficacy compared with girls which result
significantly more physical activities. Gender roles influence adolescents’ self-efficacy and stress
management. Boys are more likely to be in situations that encourage, completion, conflict, and
excitement, whereas girls are more likely to encounter situations of intimacy, self-disclosure,
support and co-rumination. Girls tend to develop emotions related to internalizing problems;
boys tend to develop emotion related to externalizing problems.

Researchers at Stanford University found there is a large difference in management

in boys and girls have significant structural difference.

Girls are more likely than boys to develop post-traumatic stress. They have a
tougher time than boys. Girls are excelling academically and achieving accomplishments we
have never seen before- but at the same time nothing come of their plates.

The developmental sequence of pubertal timing is substantially less well

understood in boys than girls. In studies it is found that early maturation predicted stable high
depression in girls while early maturing boys showed low initial level of depression. There is two
different measure of pubertal timing for both boys and girls. Boys usually manage stress making
time for play, doing exercise, eating and sleeping well. While girls reduce the stress by building
a support system keep a posture attitude.

PROBLEM

A Study of relationship between self-efficacy and academic stress among school students

OBJECTIVES

 To understand the relationship between self-efficacy and academic stress among school
students.
 To understand the relationship between self-efficacy and academic stress among boys.
 To understand the relationship of self-efficacy and academic stress among girls.

HYPOTHESIS

 There is no significant difference between self-efficacy and stress among students.

 There is no significant difference in self-efficacy among school students.
 There is no significant difference in academic stress among school students.
KEY TERMS

ACADEMIC STRESS: Stress is a feeling of emotional strain and pressure.] Stress is a type
of psychological pain. Small amounts of stress may be desired, beneficial, and even healthy.
Positive stress helps improve athletic performance. Academic stress is defined as the body's
response to academic-related demands that exceed adaptive capabilities of students.

 SELF-EFFICACY: Self-efficacy is, according to psychologist Albert Bandura who

originally proposed the concept, a personal judgment of "how well one can execute
courses of action required to deal with prospective situations".
 Self-efficacy affects every area of human endeavour. By determining the beliefs a person
holds regarding their power to affect situations, it strongly influences both the power a
person actually has to face challenges competently and the choices a person is most
likely to make. These effects are particularly apparent, and compelling, with regard to
investment behaviours such as in health, education, and agriculture.

 SCHOOL STUDENTS: A student is primarily a person enrolled in a school who is under

learning with goals of acquiring knowledge, developing professions and achieving
easy employment at a particular field. In the broader sense, a student is anyone who
applies themselves to the intensive intellectual engagement with some matter necessary
to master it as part of some practical affair in which such mastery is basic or decisive.
 CHAPTER II
REVIEW OF LITERATURE
Selcuk R Sirin, Lauren Rogers Sirin, Jessica Cressen, Taveeshi Gupta, Sammy F. Ahmed, and
Alfredo D. Novoa. (2015) studied Discrimination-Related Stress Effects on the Development of
Internalizing Symptoms Among Latino Adolescents. The sample consisted of 173 Latino
adolescents. SAFE-revised short form and Youth self-report were the tools used. The results
revealed that immigration status moderated these relations such that discrimination-related stress
was significantly related to these outcomes for Latino youth whose parents were born in the
United States, while this relation was not significant for Latino children of immigrants.

Richard C. Cervantes, Amado M. Padilla, Lucy E. Napper, and Jeremy T. Goldbach. (2013)
studied Acculturation-Related Stress and Mental Health Outcomes Among Three Generations of
Hispanic Adolescents. The sample comprised of 1637 Hispanic adolescents. The measures used
were Hispanic stress inventory-adolescent version (HSI-A) and youth self-report. The results
indicated that experiences of different categories of stress were significantly related to generation
status.

Linda Bloomfield and Sally Kendall. (2012) investigated Parenting self-efficacy, parenting stress
and child behaviour before and after a parenting programme. The sample comprised of 63
parents who had a child under the age of 10 years. Tool to measure parenting self-efficacy
(TOPSE), The parenting stress index (PSI) short form, the strength and difficulties questionnaire
(SDQ), Demographic questionnaire were the tools used to collect the data. The findings clearly
suggest a relationship between parenting self-efficacy and parenting stress; parents who are
feeling less efficacious experience higher levels of stress, whereas greater parenting self-efficacy
is related to less stress.

Elvira Cicognani. (2011) studied Coping strategies with minor stressors in adolescence:
Relationship with social support, self-efficacy and psychological well-being. The sample
consisted of 342 adolescents aged between 14 to 19 years. The tools used were coping across
situations questionnaire (CASQ) and multidimensional scale of perceived social support
(MSPSS). Results showed that adolescents' coping strategies differed according to problem
domain. The most frequently used strategies were active and internally focused. Females used a
wider range of coping strategies than did males. Significant correlations were found among
coping strategies and coping resources.

Beth K. Attar, Nancy G Guerra, Patrick H. Tolan (2010) investigated Neighbourhood

disadvantage, stressful life events and adjustments in urban elementary-school children. The
sample consisted of 384 adolescents. The tools used were stress index with three subscales
circumscribed events, life transitions and exposure to violence. The results showed that total
number of stressful events and exposure to violence significantly interacted with neighbourhood
disadvantage, such that effects were only apparent under conditions of high neighbourhood
disadvantage.

Raphael Trouillet, Kamel Gana, Marcel Lourel, Isabelle Fort. (2009) studied Predictive value of
age for coping: the role of self-efficacy, social support satisfaction and perceived stress. The
sample of the study were community dwelling and aged between 22 and 88 years old. The tools
used were General Self Efficacy Scale, the Social Support Questionnaire, the Perceived Stress
Scale, the Geriatric Depression Scale, the Social Readjustment Rating Scale (life-events) and the
Way of Coping Checklist. The researchers have found that problem-focused coping is predicted
by self-efficacy and social support satisfaction; emotion-focused coping is predicted by social
support satisfaction and perceived stress.

Rajesh Kumar, Roshan Lal. (2006) studied The Role of Self-Efficacy and Gender Difference
among the Adolescents. A random sample of 200 students (100 Boys & 100 Girls) studying in I,
II and III year of under-graduation was selected for the study. The tools used to collect the data
were generalized perceived self-efficacy scale and general mental ability test. The findings
suggest there is significant gender differences were female scored higher than their male
counterparts and no interaction was found in self-efficacy and gender.

Deborah A. Ellis, Maureen A. Frey, Sylvie Naar-King, Thomas Templin, Phillippe B.

Cunningham and Nedim Cakan. (2005) investigated The Effects of Multisystemic Therapy on
Diabetes Stress Among Adolescents with Chronically Poorly Controlled Type 1 Diabetes: Findings
from a Randomized, Controlled Trial. The study was conducted on a sample of 127 adolescents with
type 1 diabetes mellitus and chronically poor metabolic control. The measure used was Diabetes stress
questionnaire. The findings suggest that intensive, home-based psychotherapy reduces diabetes-
related stress among adolescents with chronically poorly controlled type 1 diabetes.

Terje A. Murberg, Edvin Bru (2004) studied School-Related Stress and Psychosomatic
Symptoms among Norwegian Adolescents. The sample consisted of 531 adolescent pupils. The
tools used to collect the data were ursin health inventory and perceived stress scale.
Findings suggest that frequency of psychosomatic symptoms might be related to
how well or otherwise pupils adapt to the demands of school and to the
interpersonal climate of the school. Gender seems to play a differentiating role
here. Girls reported significantly more stress that was related to worries about
school achievement, whereas boys reported significantly more stress arising from
conflicts with parents and/or teachers.

Emilie Philips Smith, Katrina Walker, Laurie Fields, Craig C. Brookins, Robert C. Seay. (1999)
studied Ethnic identity and its relationship to self-esteem, perceived efficacy and prosocial
attitudes in early adolescence. The sample included 100 male and female early adolescents,
ranging from 11 to 13 years old. The Bronstein-Cruz child/adolescent self-concept and
adjustment Scale, the Multi-group ethnic identity measure and the Perceived academic and
career efficacy measure. The findings suggested that ethnic identity and self-esteem are distinct
but related contributors to young people's perceptions of their ability to achieve academically, to
find meaningful careers and to value prosocial means of goal attainment.

Ann C Hurley, Carole A Shea. (1992) studied Self-Efficacy: Strategy for Enhancing Diabetes
Self-Care. The study was made on a sample of 142 adults. The tools used were the insulin
management diabetes self-efficacy scale and the diabetes self-care scale. This study found that
the concept of self-efficacy was associated with diabetes self-care behaviours for individuals
with complex insulin requirements.
CHAPTER III

METHOD
METHOD
This chapter describes about the research design, the sample and the sampling procedure
employed, the tools used, the procedure adopted for data collection, and the statistical methods
used for analysis of collected data.

AIM: A Study of relationship between self-efficacy and academic stress among

school students.

SAMPLE
The sample for the research consists of 60 students of age ranging from 13-17 years. The
samples were drawn from educational institutions.
Inclusion criteria
 Students belonging to 13-17 years of age.
 Males and Females are included.
 Both rural and urban are included.

Exclusion criteria
 Students below the age of 13 years and above17 years.

TOOLS USED FOR THE STUDY

Academic Stress Scale and Students Self-efficacy Scale were used for this study. A personal
Data Sheet was also used to collect relevant information about the participants.
1. Academic Stress Scale
The academic stress scale was developed by Kim (1970). It consists of 40 items. The
respondents answered these statements on a 5-point scale from 0 to 4 as no stress, slight stress,
moderate stress, high stress and extreme stress respectively.
Scoring
The scoring for each respondent is done by summing up the total ratings given to all situation
experienced by respondent. The total score ranges from 0 to 160. The higher the value of the
score the more academic stress.
Reliability and validity
The Academic stress scale has test-retest reliability. The test-retest correlation within an interval
of 20 days has been found to be 0.82.

2. Student self-efficacy scale

The Student self-efficacy scale was developed by Schmitz and Schwarzer. It consists of 10 items.
The scale answered on a 4-point response format from 1 to 4 as not at all true, hardly true,
moderately true and exactly true respectively.
Scoring
The scores corresponding to each statement is summed up to get a student self-efficacy score.
The resulting scores range from 10 to 40 with higher score representing higher student self-
efficacy.
Reliability and validity
The Student self-efficacy scale maintained a good internal consistency correlation of 0.84. A
good validity is also maintained.

PROCEDURE
After choosing the questionnaire, these questions are provided to school students who are
studying in various schools. All of them of the category of age 13 to 17 years old. All of them are
willing to share their information. It administrated individually. After providing the
questionnaires, given the instruction and ensure that their information is confidential.

STATISTICAL ANALYSIS
The following statistical techniques were employed to test the hypothesis of the study.
t-test
The t-test is one of many tests used for the purpose of hypothesis testing in statistics. A t-test is
used for the comparison of the differences between the means of two groups. It is suitable for
testing whether the mean of two sets of scores are significantly different or not. The t-test is
based on t-distribution and is considered as an appropriate test for finding the significance of
difference between the means of two samples in case of small sample when population sis
variance is not known. If the value exceeds a cut-off point depending on degree of freedom, the
difference in mean is considered significant, when the t-value is below the cut-off point, the
difference is said to be not significant.
Correlation analysis
Correlation is a measure of relationship between two variables. In terms of strength of
relationship, the value of correlation coefficient varies between +1 and -1. A value of +or- 1
indicates a perfect degree of association between the two variables. As the correlation coefficient
value goes towards 0, the relationship between two variables will be weaker. The sign of the
correlation indicates the direction of relationship. If both variables tend to increase or decrease
together, the coefficient is positive. If one variable tends to increase as the order decreases, the
coefficient is negative.
 CHAPTER IV
RESULT AND DISCUSSION
The aim of the study was to understand the relationship between self-efficacy and academic
stress among school students. General self-efficacy scale and academic stress scale are the
inventory used in this study. This study contains 30 samples of boys and 30 samples of girls
among adolescent school students. The data is collected and analysed using SPSS. Pearson’s
correlation was used to determine the relationship between self-efficacy and academic stress.
Independent sample T-test is used to understand the difference between self-efficacy and
academic stress among adolescents.

Hypothesis 1 states that there will be no significant relationship between academic stress and
self-efficacy among adolescents. The results in the Table 4.1 indicates that there is no significant
relationship between academic stress and self-efficacy. So, the hypothesis is accepted.

Table 4.1
Correlation between the variable’s academic stress and self-efficacy.
VARIABLES ACADEMIC SELF-EFFICACY
STRESS
ACADEMIC PEARSONS 1 -.131
STRESS CORRELATION
SIGNIFICANCE .318
N 60 60
SELF-EFFICACY PEARSONS -.131 1
CORRELATION
SIGNIFICANCE .318
N 60 60
**significant at 0.01 level (2 tailed)

The result in the table 4.1 shows that there is statistically no significant relationship between
academic stress and self-efficacy. (Pearson correlation coefficient =-.131, N= 60).
For school students, as academic stress increases there may be chances of increasing self-
efficacy or not. Here the result shows that the academic stress and self-efficacy does not have
any relation. And also shows that the academic stress does not depend upon the self-efficacy
among students. Self-efficacy and academic stress are correlated. When the academic stress
increases the self-efficacy may decrease. Hence they are dependent to each other.

Hypothesis 2 states there is no significant gender difference in academic stress. Here, the Table 2
also indicates that there is no significant difference. Therefore, the null hypothesis is accepted.

TABLE 4.2:
Mean, standard deviation, level of significance and t value obtained by school students in
academic stress

VARIABLE GROUP NUMBE MEAN STANDARD t-value SIGNIFICANCE

R DEVIATIO
N
ACADEMIC MALE 30 69.866 27.43360 -.995 .324
STRESS 7
FEMALE 30 76.600 24.92001
0

The result in the table 2 shows that there is no significant gender difference in academic stress
(t= -.995) mean and standard deviation in academic stress for males (mean=69.866, standard
deviation=27.43360) and for females (mean=76.600, standard deviation=24.92001).
The result thus indicates that the academic stress of male and female students are not same. The
result shows that both boys and girls show almost same level academic stress . Adolescence is
the period of rigorous emotional, psychological and biological growth. As both boys and girls go
through this period of change, they may showcase similar level of academic stress. Academic
stress is the ability to understand, use, and manage our own academic in ways to relieve emotion,
communicate properly, empathize with others, overcome challenges, solve problems and to
avoid conflict. Thus, during the period of adolescence, academic stress is a characteristic that is
being incorporated into the children as they develop and thus, there may be no gender
differences.
Hypothesis 3 states that there is no significant gender difference in self-efficacy. Table 3
indicates that there is no significant gender difference in self-efficacy. Therefore, the null
hypothesis is accepted.

Table 4.3
Means, SD, t-value and level of significance obtained by school students in self-efficacy.
Variable Group Number Mean Standard t-value Significance
deviation
Self- Male 30 28.3333 5.71346 -.731 .468
Efficacy Female 30 29.4000 5.58693

The result in the table 3 shows that there is no significant gender difference in self-efficacy (t= -
.731) mean and standard deviation in self-efficacy for males (mean=28.3333, standard
deviation=5.71346) and for females (mean=29.4000, standard deviation=5.58693)
The result thus indicates that the both boys and girls have same self-efficacy. The result shows
that both boys and girls show almost same level self-efficacy. Adolescence is the period of
rigorous emotional, psychological and biological growth. As both boys and girls go through this
period of change, they may showcase similar level of self-efficacy. Thus, during the period of
adolescence, self-efficacy is a characteristic that is being incorporated into the children as they
develop and thus, there may be no gender differences.
In a study conducted by Selcuk R Sirin, Lauren Rogers Sirin, Jessica Cressen, Taveeshi Gupta,
Sammy F. Ahmed, and Alfredo D. Novoa. (2015) investigates the Discrimination-Related Stress
Effects on the Development of Internalizing Symptoms Among Latino Adolescents. The sample
consisted of 173 Latino adolescents. SAFE-revised short form and Youth self-report were the
tools used. The results revealed that immigration status moderated these relations such that
discrimination-related stress was significantly related to these outcomes for Latino youth whose
parents were born in the United States, while this relation was not significant for Latino children
of immigrants

Another study conducted by Elvira Cicognani. (2011) investigated on Coping strategies with
minor stressors in adolescence: Relationship with social support, self-efficacy and psychological
well-being. The sample consisted of 342 adolescents aged between 14 to 19 years. The tools
used were coping across situations questionnaire (CASQ) and multidimensional scale of
perceived social support (MSPSS). Results showed that adolescents' coping strategies differed
according to problem domain. The most frequently used strategies were active and internally
focused. Females used a wider range of coping strategies than did males. Significant correlations
were found among coping strategies and coping resources.
 CHAPTER V
SUMMARY AND CONCLUSION
Many studies were done among students which throw light into the knowledge and learning of
students. This study was conducted to find out the students’ academic stress and self-efficacy
among male and female schools. The sample of the study included 60 students. The respondents
were of the age ranged between 13-17 years. Student’s academic stress scale and Student’s self-
efficacy scale were the measures used in the study. Collected data were analysed using statistical
technique such as t-test and Pearson correlation coefficient.
Hypothesis Tenability
Accepted
There is no significant difference between
self-efficacy and stress among students.

Accepted
There is no significant gender difference in
self-efficacy among school students.

Accepted
There is no significant gender difference in
stress among school students.

IMPLICATIONS OF THE STUDY

In school life students face many challenges from academics and personal life. As a result they
have to experience different kind of academic stress in their life. So for avoiding such situations
we have to implement many awareness programmes among schools students which helps them
to understand about the importance of self-efficacy and the harmful effects of academic stress
that they may experience. Here the result reveals that the self-efficacy is not a factor that results
academic stress among students. But in many other studies shows a clear relationship between
these two factors. we can implicate this study in other population if necessary.
LIMITATIONS OF THE STUDY
  Major limitation of the study was that the samples were through online due to the
pandemic situation of COVID 19.
 The accuracy of the answers given by the samples might be compromised due to
questionnaire given through the Google form.
 Lack of interest to fill the Google form.
 Sample size was comparatively small.

SCOPE FOR FURTHER RESEARCH

The sample size of the present study is small. Hence further studies can be conducted by
increasing the size of the sample and adding more variables and also changing the population
according to our convenience would help to get more results.
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APPENDICES
ACADEMIC STRESS SCALE
1. Teachers make too many extra demands on students.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
2. Poor interest in some subjects.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
3. Progress reports to parents.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
4. The teacher is not humours towards us. No stress
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
5. Lack of concentration during study hours.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
6. Difficulty in remembering all that is studied.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

7. Worrying about the examinations.

a) No stress
b) Slight stress
 c) Moderate stress
d) High stress
e) Extreme stress
8. Lack of self-confidence.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
9. The teachers do not listen to our ideas.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
10. Conflict with friends/college authorities.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
11. Teachers give more punishment in the class.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
12. Worry about results after examinations.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
13. Hesitate to ask the teacher for detailed explanation.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
14. Biased attitude of the teacher.
 a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
15. Inadequate space or room for study at home.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
16. Not knowing how to prepare for the examinations.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
17. Lack of assertiveness (confidence) in the class.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
18. Lack of opportunity to meet teachers.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

19. Teacher shows socio-economic status on students.

a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
20. Slow in getting along with the curriculum.
a) No stress
b) Slight stress
c) Moderate stress
 d) High stress
e) Extreme stress
21. Exam papers are tough and not valued well.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
22. Unable to complete the assignment in time.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
23. Lack of communication between teachers and Student.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
24. Monotonous (boring or tedious) teaching style by the teacher.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

25. Not enough discussion in the class.

a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
26. Lack of mutual help among classmates.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
27. Lack of fluency while speaking the language other than the mother tongue.
 a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
28. Difficulty in public speaking.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
29. The teacher is fast and does not use blackboard legibly.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
30. Teachers lacking interest in students.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

31. Examination syllabus is too heavy in some subjects.

a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
32. Feeling of inferiority.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
33. Unable to discuss Academic failures with parents.
a) No stress
b) Slight stress
c) Moderate stress
 d) High stress
e) Extreme stress
34. Not able to grasp the subject matter.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
35. Incomplete and confusing study material.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
36. Eleventh hour preparation for the examinations.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

37. Importance of the subject matter.

a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
38. Difficulty in adjusting with opposite gender.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
39. Inadequate subject knowledge of the teacher.
a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress
40. Inadequate lab and library facilities.
 a) No stress
b) Slight stress
c) Moderate stress
d) High stress
e) Extreme stress

General Self-Efficacy Scale (GSE)

1. I can always manage to solve difficult problems if I try hard enough
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
2. If someone opposes me, I can find the means and ways to get what I want.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
3. It is easy for me to stick to my aims and accomplish my goals.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
4. I am confident that I could deal efficiently with unexpected events.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
5. Thanks to my resourcefulness, I know how to handle unforeseen situations.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
6. I can solve most problems if I invest the necessary effort.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
7. I can remain calm when facing difficulties because I can rely on my coping abilities.
a) Not at all true
b) Hardly true
 c) Moderately true
d) Exactly true
8. When I am confronted with a problem, I can usually find several solutions.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
9. If I am in trouble, I can usually think of a solution
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true
10. I can usually handle whatever comes my way.
a) Not at all true
b) Hardly true
c) Moderately true
d) Exactly true