STUDY OF ENVIRONMENTAL
       INFLUENCES
ON ADOLESCENTS ACADEMIC
    PERCEPTIONS AND
      PERFORMANCE



  SUPERVISOR    ...
OBJECTIVES
       To identify the nature of academic perceptions and performance
        of adolescents’ by studying the ...
HYPOTHESES
       Academic performance and perceptions are in part influenced by-
          Self perceptions
          ...
Research Methodology
SAMPLE: The sample for the present study consists of
  four groups-

Group I- Adolescents

Group II- ...
SAMPLING DESIGN
TOOLS USED
   Phase I- Tools used for screening the sample

   Phase II- Tools used for in depth study.

Phase I- Tools ...
   Group II – PARENTS

   a) Interview Schedule:
   b) Measures of Approving Parents

   Group III- TEACHERS
     Int...
DATA ANALYSIS
    The data of the present study were subjected to
    analysis under two phases.

   Phase I- Original da...
RESULTS

The results of the present study reveal –

* Majority adolescents in the stressed and unstressed groups were in
 ...
Results conti…..

*Studying for them means to secure best possible marks to maintain
   themselves in the competitive envi...
CORRELATION AND REGRESSION MODEL
    OF STRESSED ADOLESCENTS
CORRELATION AND REGRESSION ANALYSIS MODEL
          OF STRESS...
CORRELATION AND REGRESSION MODEL OF
     UNSTRESSED ADOLESCENTS
Results conti…

•   Adolescents perceive parents as controlling, strict, restricting and
    distressing, in matters of me...
Results conti..
•   Majority parents in both the groups were graduates, followed by
    postgraduates and most of them run...
Results conti..




•   Results of MAP reveal that parents of stressed adolescents were
    less favorable than parents of...
Results conti……



   Teachers on the other hand project themselves biased towards good and
    poor performers

   Favo...
INTERVENTION

The present intervention programme was planned with the
  following objectives in mind.

   Provide student...
COPING STRATEGIES TO MITIGATE ACADEMIC
                   STRESS:


   STUDY AND WORK EFFICIENTLY AND EFFECTIVELY

   PL...
TIPS FOR COPING WITH EXAMINATION STRESS



   DRAFT YOU OWN STUDY TIME

   TAKE BREAKS TO AVOID FATIGUE

   HAVE A WELL...
PARENTS


   Be sensitive to any behavioral change in your child.

   Try to give choices to children other than medical...
SUGGESTIVE MEASURES FOR PARENTS CONTI….



   Introduce children to some relaxation techniques to relieve them from stres...
TEACHERS
   Be friendly and positive while interacting with students in class.

   Foster a relaxed classroom environmen...
POLICY SUGGESTIONS
   I. ADOLESCENTS

   Adolescents should identify strategies to develop effective study
    habits

...
   Inculcate a sense of dignity in themselves by rational thinking and
    positive attitudes, collate their activities i...
II. PARENTS
   Set realistic goals for their children keeping in view their capabilities,
    aptitudes and learning skil...
III. TEACHERS
   Teaching and role of teachers should be reality oriented instead of following the
    process of abstrac...
IV. COMMUNITY
   Should play a positive role in the overall development of children in their
    community or neighborhoo...
V. GOVERNMENT
   Provide school based counseling for regular monitoring of stress.

   Monitor the academic capabilities...
Academic stress
Academic stress
Academic stress
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Academic stress

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Presentation of research work of Ruchira Sapru on Academic Stress and its causes

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Academic stress

  1. 1. STUDY OF ENVIRONMENTAL INFLUENCES ON ADOLESCENTS ACADEMIC PERCEPTIONS AND PERFORMANCE SUPERVISOR INVESTIGATOR DR.NEERU SHARMA RUCHIRA SAPRU
  2. 2. OBJECTIVES  To identify the nature of academic perceptions and performance of adolescents’ by studying the following environmental factors:  Individual’s perceptions  Parental beliefs and expectations  School environment  Community’s’ perception  To draw a model of environmental and self-perceptions based on the findings of the above.  To study the influence of these on the adolescents’ academic outcomes.  To plan an intervention programme for the target group.
  3. 3. HYPOTHESES  Academic performance and perceptions are in part influenced by-  Self perceptions  Parental beliefs  School environment  Community perception  There will be difference in academic performance due to difference in ecological settings.  Higher the environmental and self expectations, higher the level of stress  School based or community based counseling services are not available in Jammu
  4. 4. Research Methodology SAMPLE: The sample for the present study consists of four groups- Group I- Adolescents Group II- Parents Group III- Teachers Group IV- Community Members
  5. 5. SAMPLING DESIGN
  6. 6. TOOLS USED  Phase I- Tools used for screening the sample  Phase II- Tools used for in depth study. Phase I- Tools used for screening sample  A) Adjustment Inventory for School Students  B) Level of Aspiration Scale  C) Scale for Assessing Academic Stress Phase II- Tools used for core group  Group I- Adolescents  a) Self Concept Checklist-  b) School Environment Inventory  c) Academic Records  d) Interview Schedule for Adolescents  e) Intelligence Test
  7. 7.  Group II – PARENTS  a) Interview Schedule:  b) Measures of Approving Parents  Group III- TEACHERS  Interview Schedule  Group-IV- COMMUNITY MEMBERS  Interview Schedule
  8. 8. DATA ANALYSIS The data of the present study were subjected to analysis under two phases.  Phase I- Original data which were subsequently analyzed to deduce the sample comprising the core group.  Phase II: Data from screened adolescents, their parents along with a group of teachers and community members were further subjected to analysis with statistical tests like mean, percentages, t-tests, chi- square, correlations and regression.
  9. 9. RESULTS The results of the present study reveal – * Majority adolescents in the stressed and unstressed groups were in the age group of 14-16 years. * Stressed Adolescents perceive academics as burdensome * They do not enjoy studying * Studying for them is to fulfill parental expectations and their aspirations. * There is lack of motivation and concentration and feel anxious and nervous while taking exams.
  10. 10. Results conti….. *Studying for them means to secure best possible marks to maintain themselves in the competitive environment. * Health related problems were more common in stressed adolescents, as they perceive their environment more demanding than unstressed ones. *Students in stressed group had lower self concept than their counterparts in the other group. *Students in the stressed group scored low-average grades in their exams whereas students in the unstressed group were average to high performers. *Academic performance over the past three consecutive years also showed a declining performance of stressed adolescents whereas performance of unstressed adolescents remained consistent over the three years.
  11. 11. CORRELATION AND REGRESSION MODEL OF STRESSED ADOLESCENTS CORRELATION AND REGRESSION ANALYSIS MODEL OF STRESSSED ADOLESCENTS
  12. 12. CORRELATION AND REGRESSION MODEL OF UNSTRESSED ADOLESCENTS
  13. 13. Results conti… • Adolescents perceive parents as controlling, strict, restricting and distressing, in matters of meeting up with friends, participating in ECA, decision making. • School environment was perceived by adolescents in stressed group as less favourable, which is apparent from the results of the school environment inventory. • Teachers are perceived as guides and most of the adolescents were satisfied with their teachers and communicating with them. • Pressures were also experienced by students from their community settings in the form of constant comparisons on grades and performance and justifying parental expectations.
  14. 14. Results conti.. • Majority parents in both the groups were graduates, followed by postgraduates and most of them running their own business and followed by those who were pursuing government jobs. • Parents desire that their children excel in studies and want their aspirations to be fulfilled by their children. • They believe their children should have a competitive approach in life to have a successful career. • Parents of stressed adolescents made undue demands on academic front from their children yet at the same time showed only peripheral involvement in their studies. • A mixed reaction evolved towards children over not being able to fulfill parental expectations.
  15. 15. Results conti.. • Results of MAP reveal that parents of stressed adolescents were less favorable than parents of unstressed adolescents towards their children. • Infact parental approval is a significant contributor towards predicting the performance of unstressed adolescents, than stressed adolescents who consider their parents less favorable. • Career related decisions are taken by parents alone. • Parents believe, their children should spend max. time with studies and attend tutions • ECA considered important but feel it affects their child’s performance.
  16. 16. Results conti……  Teachers on the other hand project themselves biased towards good and poor performers  Favor the most liked by them  Feel services make the functioning of schools effective and teaching is not a major contributing factor.  Expectations from students is justified as it makes the students work hard.  Students in the present study are seen as sufferers due to pressures from the neighborhood in the form of comparisons with the other children.
  17. 17. INTERVENTION The present intervention programme was planned with the following objectives in mind.  Provide students with a clear understanding of the meaning of academic stress its causes and how it affects academic performance.  Recognize the signs and symptoms of stress  Provide practical coping strategies to manage stress.
  18. 18. COPING STRATEGIES TO MITIGATE ACADEMIC STRESS:  STUDY AND WORK EFFICIENTLY AND EFFECTIVELY  PLAN YOUR WORK AHEAD.  SET REALISTIC GOALS  TAKE CARE OF YOURSELF  SEEK HELP AND GUIDANCE
  19. 19. TIPS FOR COPING WITH EXAMINATION STRESS  DRAFT YOU OWN STUDY TIME  TAKE BREAKS TO AVOID FATIGUE  HAVE A WELL BALANCED DIET, AVOID TEA, COFFEE AND CARBONATED DRINKS  EXERCISE AND INVOLVE IN SOME KIND OF PHYSICAL ACTIVITY  RELAX THE NIGHT BEFORE EXAMS  DO SOME KIND OF MEDITATION FOR RELEASING STRESS AND TENSION..  CAN DO DEEP BREATHING, PALMING, PHYSICAL EXERCISES.
  20. 20. PARENTS  Be sensitive to any behavioral change in your child.  Try to give choices to children other than medical, engineering, IIT’s.  Guide your child for first time events such as talking to somebody, handling an awkward situation or person, so discuss the difficulties arising from such situations, be open as it will help children develop confidence in you.  Since uncertainty is the biggest stress-inducing factor, parents should help their children in taking informed decisions about their career.  Parents need to talk to their children however busy or tired they might be.  Parents should be around with their child to provide assistance and support during tough times.
  21. 21. SUGGESTIVE MEASURES FOR PARENTS CONTI….  Introduce children to some relaxation techniques to relieve them from stress.  Encourage children to take time out for pursuing their hobbies or sports they love doing.  Compliment children when they do well.  Avoid scolding or punishing children.  Encourage relationships with extended family members, friends, and helpful neighbors.  Don’t overburden your child with too many after school activities and responsibilities. Let children learn the pace themselves, and don’t expect them to be first in everything.  Your expectations as parents should be based on realistic potential assessment of students, since not everyone is blessed with the same talent and abilities.  Stop comparing your child with your neighbor’s or relative’s children.
  22. 22. TEACHERS  Be friendly and positive while interacting with students in class.  Foster a relaxed classroom environment  Be precise and clear on all expectations and the kind of expectations from students.  Communicate with students in such a way that they feel free to question and discuss any kind of issue with you.  Treat students as individuals rather than a generalized whole.  Encourage the performance of students even if they perform poorly, as it makes them feel motivated.  Avoid sex role stereotyping.  Take some time out with students for a class on therapy such as relaxation, breathing exercises, goal setting and so on.  Try to identify the skills among students.  Adopt novel and practical ways of teaching, as it reduces boredom and breaks monotony.
  23. 23. POLICY SUGGESTIONS  I. ADOLESCENTS  Adolescents should identify strategies to develop effective study habits  develop a positive attitude towards parents, consider them their friends and treat their suggestions positively  Involve themselves in extra curricular activities, which will help them in developing positive attitude and invigour a sense of confidence, and dispel any negative influence.  Involve themselves in a healthy peering interaction for developing better academic and co curricular atmosphere.
  24. 24.  Inculcate a sense of dignity in themselves by rational thinking and positive attitudes, collate their activities in such a manner which is useful for doing away any stresses.  Adolescents, both as individual and as a part of a group should develop a habit of positive questioning amongst themselves, with parents, and teachers for clarifying any doubts that crop up in class and home.  Inculcate reading habits by going through good literature, cognitively stimulating material which sharpens their concentration.
  25. 25. II. PARENTS  Set realistic goals for their children keeping in view their capabilities, aptitudes and learning skills.  Develop an encouraging approach towards their children, which will help in infusing confidence in them.  Avoid drawing comparisons amongst children instead infuse a sense of confidence amongst the underachievers to boost their dormant capabilities.  Monitor the academic and co curricular activities of children.  For overall development of adolescents, parents need to encourage their children for equiv-distribution of time towards academics as also extra curricular activities for their all round development.
  26. 26. III. TEACHERS  Teaching and role of teachers should be reality oriented instead of following the process of abstraction so as to make students better learners.  Identify the positive as well as negative capabilities of students and encourage them to improve their faculties.  Avoid distinguishing the academic achievers and non-achievers, instead should help raise the level of expectations and performance of underachievers.  Act as friends, guides, and counselors for improving and overall development of their students.  Render positive advise periodically to help students improve their performance.  Implement specific intervention programmes to de-stress children and boost their morale and attitude.
  27. 27. IV. COMMUNITY  Should play a positive role in the overall development of children in their community or neighborhood.  They as a group should essentially avoid creating spot distinctions amongst achievers and non-achievers.  Encourage a positive interaction between the achievers and underachievers by infusing a sense of propriety and belonging among them.  Avoid making a distinction among the children on the basis of caste and economic status.  Help by identifying weak areas not only amongst children but also their parents and suggest measures to improve on these weaknesses.  Organize stress-relieving programme in the community for children.  Involve children in various activities of the community, so that they feel a part of it and become confident.
  28. 28. V. GOVERNMENT  Provide school based counseling for regular monitoring of stress.  Monitor the academic capabilities of teachers and encourage improvement and improvisation amongst faculty.  Pay special attention to the academic programs being implemented in different institutions.  Academic programmes, syllabus pattern and the overall work load should be monitored regularly for developing unstressful and healthy academic flow.  Aptitude testing and psychological testing should be made a part of school curriculum.  Provision of special teachers or resource rooms for weak children.
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