A Project report submitted in partial fulfillment of requirement for the Degree of

B.com Honors in Accounting & Finance under the University of Calcutta.

Area of study

JANAI & BEGAMPUR

Title of the project

THE STRESS AUDIT: AN INTERVENTION FOR

OVERCOMING STRESS AMONG COLLEGE
STUDENTS
Submitted By

Name of the student : SAMIRON GHOSH

C.U Registration no. : 141-1121-0415-16

C.U Roll no. : 1141-61-0225

College Roll no : 246

College Name : ACHARYA GIRISH CHANDRA BOSE COLLEGE

Supervised By

Name of supervisor : PROF. BADAL BARAI

Name of the college : ACHARYA GIRISH CHANDRA BOSE COLLEGE

Month & year of submission

February, 2019

1
ANNEXURE- IA

SUPERVISOR'S CERTIFICATE

This is to certify that Mr. SAMIRON GHOSH a student of B.Com. Honours in

Accounting & Finance of ACHARYA GIRISH CHANDRA BOSE COLLEGE under the
University of Calcutta has worked under my supervision and guidance for his
Project Work and prepared a Project Report with the title “THE STRESS AUDIT:
AN INTERVENTION FOR OVERCOMING STRESS AMONG COLLEGE STUDENTS”
which he is submitting, is his genuine and original work to the best of my
knowledge.

Place: KOLKATA

Signature:

Date: Name: PROF. BADAL BARAI

Designation: ASSISTANCE PROFESSOR OF

COMMERCE

Name of the college: A.G.C.BOSE COLLEGE

2
ANNEXURE- IB

STUDENT'S DECLARATION

I hereby declare that the Project Work with the title “THE STRESS AUDIT: AN
INTERVENTION FOR OVERCOMING STRESS AMONG COLLEGE STUDENTS”
submitted by me for partial fulfillment of the degree of B.Com. Honours in
Accounting & Finance under the University of Calcutta is my original work
and has not been submitted earlier to any other University /Institution for the
fulfillment of the requirement for any course of study. I also declare that no
chapter of this manuscript in whole or in part has been incorporated in this report
from any earlier work done by others or by me. However, extracts of any
literature which has been used for this report has been duly acknowledged
providing details of such literature in the references.

Place: KOLKATA

Signature:
Date:

Name- SAMIRON GHOSH

Address-VILL-BANKAGACHA, P.O-JANAI

P.S-CHANDITALA, DIST.-HOOGHLY, PIN-712304

Roll no:- 1141-61-0225

Registration No: 141-1121-0415-16

College Roll No: 246

3
 ACKNOWLEDGEMENT
I express my deep sense of gratitude to those people who have given their
valuable ideas, suggestion, guidance and their valuable time in the successful
completion of my project. I would like to thank my College of ACHARYA GIRISH
CHANDRA BOSE COLLEGE for giving me an opportunity to do this project. I owe
my profound gratitude to my project guide BADAL BARAI (ASSISTANCE PROF
OF COMMERCE), who took keen interest and guided me all along till the
completion of my project work by providing all necessary information.

I am also grateful to respected HOD Prof. Sanjay Ray and to our respected
Principle DR. Asit Kumar Sarkar, for permitting us to utilize all the necessary facilities of the
institution.

I am thankful to the University of Calcutta for offering the project in the

syllabus. I must mention my hearty thanks to the finance related websites
which have really helped me to complete the project. Last but not the least I
would like to thank my friends, my family who supported me to go ahead with the
project.

4
 CONTENTS

S.L PAGE
NO. PARTICULARS NO.
INTRODUCTION 1-6
1.
1.1 INTRODUCTION 1-3

1.2 REVIEW OF LITERATURE 3-5

1.3 OBJECTIVES OF THE STUDY 5

1.4 RESEARCH METHODOLOGY 6

1.5 LIMITATION OF THE STUDY 6

1.6 CHAPTER PLANING 6

7-9
2. CONCEPTUAL FAMEWORK
2.1 BASIC CONCEPT 7

2.2 SCOPE OF STRESS AUDIT 8

2.3 NATIONAL & INTERNATIONAL SCENARIO 8-9

10-22
3. DATA ANALYSIS & FINDINGS
3.1 PRESENTATION OF DATA AND ANALYSIS 10-21

3.2 FINDINGS 22

23-25
4. CONCLUSION & RECOMMENDATION
4.1 CONCLUSION 23

4.2 RECOMMENDATIONS 24-25

5
 26
5. BIBLIOGRAPHY

CHAPTER:1

INTRODUCTION

1.1 INTRODUCTION:
The society is changing rapidly with the change in attitude and general motive of
pupils which affect the work tradition of the educational institutions. The
knowledge industry is becoming more competitive day by day. in the present age
of globalization every students wants quality education not to just secure a place in
the job market but also to compare with the global challenges of working in multi-
cultural environment. This competitive environment within the institute of higher
learning is also inviting much stress among the students generation. The students
community has to grow learn and establish themselves in the respective work field
in this prevailing age of stress and anxiety. Therefore stress among the collage
students emerged as an important issue in academic world. There is more and more
hue and cry on stress issue in higher education as even we have witnessed the
violence within the college campuses.

The meaning of stress varies from person to person and profession to profession. In
seventeenth century stress was used to mean hardship, strain, adversity or
affliction. Then in eighteenth and nineteenth century it was used to denote force,
pressure, strain or strong effort with reference to an object or person. The term
stress has been used by the different scholars of various disciplines to denote their
respective disciplines. Now it has become an integral part of our life and it is
practically unavoidable. It can lead to any number of health problem if we don’t
check it well in advance. It is becoming an ailment day by day. The life of the
students has become so stressful that a large number of diseases are affecting their

6
lives sometimes even they commit suicide under the stressful situation inside the
hostel building.

Normally stress does not call extra attention but when it become uncontrollable
then we require to take some preventive measures otherwise the situation goes to
worst. Hans selye (1956) defined stress as “the non-specially induced changes
within a biological system”. Stress is a natural reaction amongst the students due to
excessive pressure for performing better in the term end examination and when this
pressure is prolonged it leads to physical and mental ill health viz. depression, back
pain, nervous breakdown, heart disease and many more. There is no denying the
fact that the study pressure on the students improves their performance and give
satisfaction to them but when this pressure becomes too much that situation leads
to stress in students. Therefore the concept of stress audit can be applied within the
premises of educational institutions to assess the level of stress in the students and
suggest the appropriate preventive and remedial steps. A stress audit can be
defined as a formal institutional approach to risk assessment, which indentifies the
locations, causes and effects of stress within the different stakeholders of that
institution. Stress within the different stakeholders of that institution. Stress audit is
an attempt by the institution to study, explore and control various types of stresses
which the individual experiences by virtue of their stake holding. When an
institution decides to have a scientific look at the mental-cum-physical health of its
stakeholders, this exercise is called a Stress Audit. In common parlance audit has
been defined as the detective work trying to find out whether or a previously
defined system is functioning as desired or not? Its diffusion is prolonging day by
day. Hence it appears with multidimensional objectives. Social audit is one of the
areas of multidimensional audit and the stress audit may be considered as a special
type of Social Audit. The main objective of social audit is to focus on the different
measures which are essential to discharge the social obligations of the educational
institutions. The conduction of stress audit within the premises of the educational
institutions may be considered as a basis of discharging its social responsibilities. it
is the social commitment of the educational institutions to keep their stakeholder
free from all types of stresses. It should not be forgotten that the educational
administrator, principal, teachers, supporting staff members etc. are required within
the institutions for providing the services to the students. therefore it is the duty of
all staff members of the educational institutions including the society at large to

7
provide the proper and stress free environment to the students to achieve their
started objectives and attain the state of excellence in their performance. The stress
audit can be identified as an important process within the hands of educational
administrator to use it for these purposes.

1.2 LITERATURE REVIEW:

Martin, Chemers & Garcia (2001) examined the effects of academic self efficacy
that is confidence in ability to perform well academically, optimism, and stress on
the academic performance and adjustment of first year university students. The
sample was composed of 256 first year students. Result indicated that self-efficacy
yielded of direct and indirect powerful relationships with academic performance
and adjustment of first year college students. Optimism was also found to be
related to academic performance adjustment. Academically confident and
optimistic students were more likely to see the university experience as a
challenger rather than a threat and they experienced less stress.

Sami Abdel Qawi (2002) studied the coping strategist of dealing with the stress
and manifestations of depression in United Arab Emirate University. The sample
consisted of 234 students, academics, and resulted that females are more
depressed, and are using methods directed emotional they manage with stress, was
also found that the low degree of depression using the methods of reverse oriented
high class problem, and use many methods to deal emotionally oriented can predict
many of the manifestations of depression.

Leo Wilton & Madonna Constantine (2003) examined cultural adjustment and
psychological distress issues in 190 Asian and Latin American international
college students. Findings revealed that Latin American students reported higher
levels of psychological distress than did their Asian peers. Moreover, length of
residence in the U.S. was negatively associated with psychological distress
symptoms, and acculturative distress and intercultural competence concerns were
positively related to psychological distress in both groups.

Crystal Park & Julianne Fenster (2004) Stress Related Growth: Predictors of
Occurrence and Correlates with Psychological Adjustment. Ninety-four college

8
students completed measures of personal resources and adjustment. Six months
later, they completed a second set of measures that also included questions about
their most stressful experience in the past six months as well as cognitive
processing, coping, and growth related to the stressor. Results suggested that
specific coping processes (resources, 51 appraisals, and coping activities) and, to a
lesser extent, cognitive processing, were related to growth. Stress-related growth
predicted increases in personal resources and positive states of mind, but was
unrelated to depressive symptoms. Implications for future research and potential
clinical applications are discussed.

Deniz (2006) examined the relationships among styles of coping with stress,
decision self esteem, decision making styles and life satisfaction the sample
consisted of 492 universities students. Life satisfaction was found to be positively
correlated to problem focused coping and seeking social support. It was also found
that life satisfaction is significantly correlated to decision self esteem and all
decision making styles vigilance, buck passing, procrastination, and hyper-
vigilance, In addition, significant relationships were found among coping with
stress, decision self esteem and decision making styles.

Laura Friedlander, Graham Reid, Naomi Shupak & Robert Cribbie (2007)
explored the joint effects of stress, social support, and self esteem on adjustment to
university. The total samples were 115 First-year undergraduate students, spss
package have been used to analysis the data where multiple regressions predicting
adjustment to university from perceived family social support, stress, and self-
esteem were conducted. From the fall to winter semesters, increased social support
from friends, but not from family, predicted improved adjustment. Decreased stress
predicted improved overall 53 academic, personal-emotional, and social
adjustments. Increased global, academic, and social self-esteem predicted
decreased depression and increased academic and social adjustment. Results are
discussed with respect to potential mechanisms through which support and self-
esteem may operate.

Suldo, Shannon M.; Shaunessy, Elizabeth; Thalji, Amanda; Michalowski,

Jessica & Shaffer, Emily (2009) investigated the environmental stressors and
adjustment of 162 students participating in the IB program and a comparison
sample of 157 students in general education. Factor analysis indicated students

9
experience 7 primary categories of stressors, which were examined in relation to
students' adjustment specific to academic and psychological functioning. The
primary sources of stress experienced by IB students were related to academic
requirements. In contrast, students in the general education program indicated
higher levels of stressors associated with parent-child relations, academic
struggles, conflict within family, and peer relations, as well as role transitions and
societal problems. Comparisons of correlations between 54 categories of stressors
and students' adjustment by curriculum group reveal that students in the IB
program reported more symptoms of psychopathology and reduced academic
functioning as they experienced higher levels of stress, particularly stressors
associated with academic requirements, transitions and societal problems,
academic struggles, and extra-curricular activities. Applied implications stem from
findings suggesting that students in college preparatory programs are more likely
to (a) experience elevated stress related to academic demands as opposed to more
typical adolescent concerns, and (b) manifest worse outcomes in the face of stress.

1.3 OBJECTIVE OF THE STUDY:

The objective of stress audit is manifold. It depends upon so many factors viz. size,
structure, social pattern etc. But some of the objectives are mentioned here:

• To ascertain the major stresses at different levels of the students in

Educational institutions
• To identify the different sources or reasons of stress among the
students of the Educational Institution
• To identify the major personality profile such as an anxiety, anger,
depression, tension, motivations etc.
• To track progress in terms of reduction in stress level among various
stakeholders of the Educational Institutions over the years and put out
forward suggestions if at all required

10
1.4 RESEARCH METHOLOGY:-
To attain this objectives, in the first stage I have gone through the websites
&journals relevant to this topic. Next, for assessing the finding and empirically
examining the objectives of the study, a sample survey was undertaken in the area
of JANAI &BEGAMPUR, HOOGHLY. We have selected 40 students in JANAI
&BEGAMPUR area at random. The survey was conducted through a structured
and guided questionnaire. For undertaking the statistical analysis and data
processing, I have used bar chart, pie chart, column chart. The data processing
consisted of office editing, data entry and computer programming. The collected
data are checked and removed certain inconsistencies. The sample questionnaire
has been provided in the Annexure.

1.5 LIMITATIONS OF THE STUDY:

No project can be done without limitations and hence it becomes essential to figure
out the various constraints that have been undertaken during the study. The
following points in this direction would add to the total deliberations:-

• Respondents may be biased.

• All respondents are from our locality.
• The sample size is very small.
• The time period of the survey was very short.

1.6 CHAPTER PLANNING:-

The whole project work has been divided into four chapters for better
understanding the project work. These are enumerated below:

• Chapter-1: Introduction, Review of literature, objectives of the study,

Research methodology and Limitation of the study.
• Chapter-2: Conceptual Framework, National &International scenario
• Chapter-3: Data Analysis and finding of the study.
• Chapter-4: Conclusion and recommendations, reference.

11
 CHAPTER:2

CONCEPTUAL FRAMEWORK

2.1.STRESS AUDIT:
The challenge of securing a job in the present day competitive world leads to a
stress among the students. Importer work environment within the educational
institutions is major reason for the stress among the staff member of the institution.
The academic administrator viz. principal, members of the Governing Body etc.
also experience pressure of their work to govern. The institution in best possible
ways. When they fail to provide the good governance they are also under the
stressful situation. There can be many reason for implementing Stress Audit in
educational institution. Some of the important reasoned are as under;

• External societal pressure

• Stakeholders obligations
• Managing stress among the students
• Reducing, preventing and coping with stress
• Identify the source of stress
• It is the right of the stakeholders of the institution to get the stress free
work environment
• Protection of work culture within the institution

Sometimes we observe that the educational institutions are not in a condition to

provide the stress free environment to its all stakeholders due to political and many
other reasons resulting in inter rivalry clash among students. On the basis
experience it can be said that providing healthy, proper and congenial environment
on the part of the educational administrator is very difficult but not impossible. The

12
educational institutions choose Stress Audit simply because it is right of their
stakeholders, it is important and because it is likely to bring academic excellence.

2.2.SCOPE OF STRESS AUDIT:

Stress audit can be conducted within the educational institutions covering all
stakeholders. This audit normally involves all students, administrators, teachers,
supporting staff member, guardians etc, either individually or in groups to find out
where there is the stress. There are several areas which should be included in a
Stress Audit. Some of the important areas are mentioned here under:

• Nature of work of the institution

• Working schedule of the institution
• Working relationship among teacher colleagues
• Working relationship among other staff members colleagues
• Interpersonal relationship of the students
• The level of communication and reporting
• The physical and working environment
• The employees’ expectation of work
• Other stakeholders’ expectation

2.3.NATIONAL & INTERNATIONAL SCENARIO:

Stress Audit is mainly the industrial term which is being used to assess and
evaluate the occupational stress level among working employees in an
organization. The concept of Stress Audit has been conducted among the disaster
worker during the emergency of fire and other natural calamities. The concept is
very worthy for assessing the causes of stress among the nursing staff members of
health industry and suggesting some remedial thereof. It is important to note in this
context that this concept can also be used more successfully in the other areas of
the social sciences. The term “Stress Audit” was first used by kets de vries in 1979
but it has not been properly outfitted. An attempt was made by prof. D.M.
Pestonjee in 1987 to make this concept operational but it could not be much
popular. Volvo car company introduced innovations such as job rotation to widen
worker’s skills, and less authoritarian management style, which improved
productivity and decreased depression and tiredness. There are some more

13
examples of Stress Audit within few organizations of national and international
repute in service industry. Brinier (2004) has study the need for more research on
psychosocial hazards in the workplace. The Stress Audit approach should be
included in a full management strategy to cope with the changing organizational
environment and demanding excessive work from their employees.

According to the latest available data from US Department Of Education (2001-

2004), there were 95 murders on college campuses in the six years from 1999-
2004, an average of 16 per year. Campus violence is the normal phenomenon these
days both in India and abroad. Under the situation it is recommended that the
Stress Audit approach may be applied to the different educational institutions to
manage and reduce the prevailing stress level not only among the students but also
within the other stakeholders of the institution. The potential of this approach of
audit is tremendously high as it helps them to protect standard work culture level
in any educational institute. Presently this audit is very new and it can help the
educational institution to gather the information from all stakeholders regarding
their grievance, harassment complaints, sick absence of their staff members,
feedback from the trade unions of the students and non-teaching members,
feedback from counseling services. By adopting Stress Audit approach an
educational institution get the solutions is many stressful situations resulting is
healthy practices within its campus.

14
 CHAPTER:3

DATA ANALYSIS & FINDINGS

3.1 PRESENTATION OF DATA AND ANALYSIS:

To reach the goals and objectives of the study data has been collected during the
field work and the prepared questionnaires deal with the students’. A total of 40
students have been surveyed.

The survey was based on a modified version of questionnaires. The average time
for each survey was 10 to 15 minutes. After data collection the survey results have
been processed with the statistical package.

This chapter reveals the results of surveys as well as the analyzed data of the
survey. The data obtained from quantities.

3.1.1. RESPONDENTS TO COMPLETE THEIR STUDY

NATURE NO OF PERCENTAGE%
RESPONDENTS
VERY EASY 7 17.5%
SOMEWHAT EASY 8 20%
SOMEWHAT DIFFICULT 17 42.5%
DIFFICULT 8 20%
TOTAL 40 100%

15
 VERY EASY
17%
DIFFICULT
20%

VERY EASY
SOMEWHAT EASY
SOMEWHAT EASY
20%
SOMEWHAT DIFFICULT SOMEWHAT DIFFICULT
43%
DIFFICULT

INTERPRETATION: Above chart shows different thinking of students. During the

survey most of the students (43%) said it’s somewhat difficult, as well as 20%said
its difficult.17% students said it’s very easy &some students (20%) said it’s
somewhat easy.

16
3.1.2. PART-TIME JOB STATUS

Comments NO OF PERCENTAGE%
RESPONDENTS
YES 9 22.5%
NO 31 77.5%
TOTAL 40 100%

NO OF RESPONDENTS

yes
22%

yes
no
no
78%

INTERPRETATION: Above chart shows that most of the students(78%) are not
engaged in part time job & 22% of students are engaged in part time job for
various reasons such as poor financial condition, family problem etc.

17
3.1.3. REASONS OF STRESS

STRESS NO OF PERCENTAGE%
RESPONDENTS
FINAL GRADES 8 20%
PROJECT 5 12.5%
NEED TO DO WELL 17 42.5%
OTHERS WORK 10 25%
TOTAL 40 100%

18 17
16
14
12 10
10 8
8
6 5
4
2 20% 12.50% 42.50% 25%
0
FINAL NEED TO OTHERS
PROJECT
GRADES DO WELL WORK
NO OF RESPONDENTS 8 5 17 10
PERCENTAGE% 20% 12.50% 42.50% 25%

INTERPRETATION: During survey we found the different type of stress among

the students. from above data it is apparent that most of the students(43%) have
good job related stress that means to do some good work. 25% of students fell
stressful for some other reasons like success, homework, possible job, financial aid
etc. 20% of students feel stressful for their final grade & some students(12%) have
project work related stress.

18
3.1.4. DIFFERENT STRESS SYMPTOMS OF THE STUDENTS

SYMPTOMES NO OF PERCENTAGE(%)
RESPONSES
ANXIETY 8 20%
DEPRESSION 6 15%
FEAR 6 15%
ALOHOL USE 3 7.5%
CONFUSION 4 10%
NAUSEA 1 2.5%
INSTANCE ANGER 6 15%
LOSS OF EMOTIONAL 6 15%
CONTROL
TOTAL 40 100%

9
8
8
7
6 6 6 6
6
5
4
4
3
3
2
1
1 20% 15% 15% 7.50% 10% 2.50% 15% 15%
0
LOSS OF
DEPRESSI ALOHOL CONFUSI INSTANC EMOTION
ANXIETY FEAR NAUSEA
ON USE ON E ANGER AL
CONTROL
NO OF RESPONSES 8 6 6 3 4 1 6 6
PERCENTAGE(%) 20% 15% 15% 7.50% 10% 2.50% 15% 15%

INTERPRETATION: Above chart shows that most of students (20%) have anxiety
as stress symptoms as well as near about 30% of students have depression & fear
as stress symptoms followed by 10% students have confusion as stress symptoms.
10% of students use alcohol when they feel stressful & 15% of the students loss

19
their emotional control when they feel stressful & rest of the students (15%)
became angry when they feels stress.

3.1.5. EXSISTANCE OF ACADEMIC STRESS

COMMENTS NO OF PERCENTAGE
RESPONCE (%)
YES 22 55%
NO 18 45%
TOTAL 40 100%

NO OF RESPONSE

NO
45% YES
YES
NO
55%

INTERPRETATION: Above chart shows that 55% students have academic stress
& 45% students don’t have any kind of academic stress during the field survey it
was found that 55% of the students feel academic stress for their poor knowledge,
poor performance in examination, poor effort in study etc.

20
3.1.6. EXSISTENCE OF SOCIAL RELATIONSHIPS STRESS

OPTION NO OF RESPONDENTS PERCENTAGE(%)

YES 16 40%
NO 24 60%
TOTAL 40 100

24
25

20
16

15

10

5
40% 60%

0
NO OF RESPONDENTS PERCENTAGE(%)
YES 16 40%
NO 24 60%

INTERPRETATION: During survey time I found different relationship stress

opinion. Above data it is observed that 40% students have social relationship
stress, and 60% student have no stress. This type of stress includes love, marriage
or other stresses.

21
3.1.7.NEED AN EARLY JOB AFTER GRADUATION

COMMENTS NO OF RESPONDENTS PERCENTAGE (%)

YES 30 75%
NO 10 25%
TOTAL 40 100%

25%
PERCENTAGE(%)
75%

NO
YES

10
NO OF RESPONDENTS
30

0 5 10 15 20 25 30

INTERPRETATION: From the above chart it’s apparent that most of the students
(75%) wants early job after graduation & few students(25%) don’t wants any early
job after graduation. During the field survey it was observed that 75% of students
wants early job because they feel stressful for their family problem & poor
financial condition. Rest of the students mostly belongs from reach family so,
wants to for further study.

22
3.1.8. DO YOU FELL THAT YOU FALL BEHIND IN YOUR EFFORT TO
BALANCE THE DEMAND OF YOUR LIFE?

COMMENTS NO. OF RESPONDENTS PERCENTAGE(%)

YES 28 70%
NO 12 30%
TOTAL 40 100%

28
30

25

20

15 12

10

5 70% 30%

0
NO OF RESPONDENTS PERCENTAGE(%)
YES 28 70%
NO 12 30%

INTERPRETATION: Above chart shows that most of the students (70%) giving
less effort in their study. For this they fail to balance their life demand & 30% of
students giving much effort in their study for balanced their life demand.

23
3.1.9. CONNECTED WITH FACEBOOK, WHAT’S APP, YOU TUBE ETC.

COMMENTS NO OF RESPONCES PERCENTAGE(%)

YES 35 87.5%
NO 5 12.5%
TOTAL 40 100%

35

35

30

25

20

15

10
5

5 87.50% 12.50%

0
NO OF RESPONCES PERCENTAGE(%)
YES 35 87.50%
NO 5 12.50%

INTERPRETATION: During survey time we found different comments from

different students. most of the students responses that they are connected with
social media (87.50%),and 12.5% students say that they are not connected with
social media.

24
3.1.10. TIME SPEND ON MOBILE IN A DAY

TIME (HOUR) NO OF RESPONDENTS PERCENTAGE(%)

1 HOUR 2 5%
1-3 HOUR 19 47.5%
3-6 HOUR 9 22.5%
MORE THEN 6 HOURS 10 25%
TOTAL 40 100%

Chart Title
19
20
18
16
14
12 10
9
10
8
6
4 2
2 5% 47.50% 22.50% 25%
0
1 HOUR 1-3 HOUR 3-6 HOUR MORE THEN 6
HOURS
NO OF RESPONDENTS 2 19 9 10
PERCENTAGE(%) 5% 47.50% 22.50% 25%

INTERPRETATION: According to the survey we found different responses from

different respondents. 47.50% students say that they get busy themselves 1-3 hours
in a day by spending time on mobile.22.50% students spend 3-6 hours and 25%
students spend more than 6 hours on mobile. Only 5% respond that they had not
much time (1 hour) to spend on mobile.

25
3.1.11. WORK DONE AT LESIURE TIME

TYPE OF WORK NO OF RESPONDENTS PERCENTAGE

PLAYING GAME 12 30%
READING BOOK 4 10%
WATCHING MOVIES 5 12.5%
OTHERS 19 47.5%
TOTAL 40 100%

20 19

18

16

14
12
12

10

6 5
4
4

2
30% 10% 12.50% 47.50%
0
WATCHING
PLAYING GAME READING BOOK OTHERS
MOVIES
NO OF RESPONDENTS 12 4 5 19
PERCENTAGE 30% 10% 12.50% 47.50%

INTERPRETATION: It’s apparent from the above chart that 30% students
playing(mobile game, football, cricket etc.) in their leisure time as well as 12.5%
of students watch movies &songs and few of them(10%) reading books & journals
in their leisure time but majority of students(47.5%) doing other work in their
leisure time such as listening song, travel, reading newspaper.

26
3.2. FINDINGS:
• Majority of respondent(62.5%) told study is difficult or somewhat
difficult job for them
• Near about 23% of students engaged in part time job because of their
family condition & family problem
• To do a good job is always a big threat for students. 43% students feel
stress for this reason.
• 40% students have social relationships stress for their social attitude,
social interaction & behavior with relatives etc.
• 75 % students need early job after graduation. Because most of the
respondents are belongs from poor family.
• Most of the students fail to balance their life demand. That means they
don’t give enough time on study so, they fail behind their effort, as a
result they fail to balance their life demand.
• About 87.5% students are connected with social media like face book,
what’s app, you tube, etc.
• About 47.5% of students spend more than 3 hour on mobile. It could
be reasons of increasing stress or decreasing stress on their life.
• Most of the students (55%) feels academic stress for their poor
knowledge & performance in education field.
• Majority of students doing other in their idle time such as reading
newspaper, listing song etc.
• Around 50% students have anxiety, depression, & fear related
problem as stress symptoms & remaining students has confusion,
nausea, anger as their stress symptoms.

27
 CHAPTER-4

CONCLUSION &
RECOMMENDATION

4.1. CONCLUTION: In the present day situation where career and job
related stress is most focused form of stress. Within the students community level
of stress is increasing due to high aspirations, tough competitive conditions,
overload of course curriculum, impressive project targets with unrealistic
deadlines, lack of confidence , inexperience or other limitations etc.

Stress among the students can also result from a long term failure within them to
cope with study pressures. Its effect can be noticed on physical health and
consequences to experiencing interpersonal difficulties, problems making
decisions, making careless mistakes, etc. under this situation Stress Audit can be a
very effective weapon within the hands of the educational administrator to cope
with this position. Stress Audit can be conducted expertly in house, or by an
independent professional specialist. It can benefit the educational institution,
students, employees and other stakeholders. This audit facilitates in tackling
change within the educational institution by making specific interventions and
using the information gathered during the period of audit. The educational
institutions My discover many untapped opportunities and attempt to address those
factors about which it is not fully informed previously.

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4.2. RECOMONDATION:
• Many times when a college student is in stress, he/she doesn’t know
the reason of stress. In this case that individual need to be calm and
find out the stressors causing him/her stress. It can be anything like
exam tension, the load of laundry, fight with friend, family problems,
etc. By having clarity of the stressors in college student’s life, the
college student will be one step closer to administer college student’s
life.
• Few people give reason of relaxation for smoking. But it’s there
misunderstanding. But the fact is Nicotine controls an individual’s
feelings so that they do not know. Alcohol, Smoking and drugs are
stimulants so it will increase you stress instead of reducing it. This
also causes stress, so a college student needs to avoid smoking,
alcohol and drugs consumption. Rather you can drink herbal tea, fresh
fruit juices, and mineral water for keeping yourself hydrated.
• Sleep is always the best medicine for releasing stress. Nowadays
students are more addicted to social networking, whatsapp, calls,
texting. They give preference to internet and mobile and laptop usage.
This causes extra stress and it’s not noticeable to students. So the
college students should get more sleep and avoid these other stressful
activities.
• Listening to music can put your mind in a better state and change your
mood. So when a college student feels stressed out due to any reason,
he/she can also prefer listening to music. This refreshes their mood
and mind .This helps in coping up with their stress.
• Doing exercise daily is the best way for releasing stress and exorcism.
Even a walk for 30 minutes is good for releasing stress but exercising
will give more effect. Joining any health club will also refresh a
student’s mood and reduce the stress. Yoga is the best way to relax
your muscles and release the stress. Laughing is also considered as
one of best stress releasing exercises as we know they say “laughter is
the best medicine”.

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• Often when an individual is in stress due to any reason, he/she should
talk to their family member, best friend, and partner. By expressing
their stress and sharing the problems to their close ones may really
help in reducing their stress. Also, their close ones may give him/her
some tips for coping with their stress or help in finding some
solutions. So, talking to an individual’s close ones may really help in
coping or managing the stress.

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5. BIBLIOGRAPHY:
Website

• http://www. Stress audit Wikipedia

• http://www. psychcentral.com/blog/archives/2011/07/11/10-practical-ways-
to-handle-stress/
• http://www. powertochange.com/students/academics/manage stress/
• http://www. theguardian.com/education/mortarboard/2013/nov/06/students-
ten-ways-to-beat-stress

Newspaper

• Anandabazar patrica
• Eaysamay sangbatpatra
• The times of India
• The telegraph

Books

• Mathematics & Statistics- S.N.DEY

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 QUESTIONNAIRE FOR STUDENT TO COLLECT DIFFERENT STRESS
SYMPTOMS AND STRESS REASON FROM THEM.

STUDENT NAME: …………………………………………………………………………………. AGE: ……………………………

ADDRESS: ……………………………………………………………………………………………………………………………………….

GENDER: ………………………….. MARITAL STATUS: ……………………………….

COLLEGE NAME: …………………………………………………………………………………………………………………………………………….

STREAM: ………………………………………………………………………..

1. For you to complete your study is (a) very easy (b) somewhat easy (c) somewhat difficult
(d) Difficult

2. Do you have a job (a) yes (b) no

3. If you have a job, how does it affect your college

education?

4. Mark all that you feel stressful-(a) Final Grades (b) project (c) need to do well (d) others work

5. Which of the following stress symptoms you feel? (You can mark more than one)

(a) anxiety (b) depression (c) fear (d) alcohol use (e) confusion (f) nausea
(g) instance anger (h) loss of emotional control (I) others symptoms (specify)

6. Did you have any academic stress?

(a) Yes (b) no

7. Do you have any social relationships stress?

(a) Yes (b) no

8. Do you need an early job?

(a) Yes (b) no

9. Do you feel that you fall behind in your effort to balance the demand of your life?

(a) Yes (b) no

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10. Do you connected with social media like facebook, whatsapp, YouTube etc?

(a) Yes (b) no

11. How much time you spend in mobile in a single day?

(a) 1hour (b) 1-3 hour (c) 3-6 hour (d) more than 6 hour (e) others ( specify)

12. What do you prefer to do in leisure time?

(a) Playing game (b) Reading books (c) watching movies (d) others (specify)

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