STUDY OF ENVIRONMENTAL STUDY OF ENVIRONMENTAL INFLUENCES INFLUENCES

ON ADOLESCENTS ACADEMIC ON ADOLESCENTS ACADEMIC PERCEPTIONS AND PERCEPTIONS AND

PERFORMANCEPERFORMANCE

SUPERVISOR INVESTIGATORSUPERVISOR INVESTIGATOR

DR.NEERU SHARMA RUCHIRA SAPRUDR.NEERU SHARMA RUCHIRA SAPRU

OBJECTIVESOBJECTIVES

To identify the nature of academic perceptions and To identify the nature of academic perceptions and performance of adolescents’ by studying the following performance of adolescents’ by studying the following environmental factors:environmental factors:

Individual’s perceptionsIndividual’s perceptions Parental beliefs and expectationsParental beliefs and expectations School environmentSchool environment Community’s’ perceptionCommunity’s’ perception

To draw a model of environmental and self-perceptions based To draw a model of environmental and self-perceptions based on the findings of the above.on the findings of the above.

To study the influence of these on the adolescents’ academic To study the influence of these on the adolescents’ academic outcomes.outcomes.

To plan an intervention programme for the target group.To plan an intervention programme for the target group.

HYPOTHESESHYPOTHESES

Academic performance and perceptions are in part influenced by-Academic performance and perceptions are in part influenced by- Self perceptionsSelf perceptions Parental beliefsParental beliefs School environmentSchool environment Community perceptionCommunity perception

There will be difference in academic performance due to There will be difference in academic performance due to difference in ecological settings.difference in ecological settings.

Higher the environmental and self expectations, higher the level Higher the environmental and self expectations, higher the level of stressof stress

School based or community based counseling services are not School based or community based counseling services are not available in Jammuavailable in Jammu

Research MethodologyResearch Methodology

SAMPLE:SAMPLE: The sample for the present study consists The sample for the present study consists of four groups-of four groups-

Group I- AdolescentsGroup I- Adolescents

Group II- ParentsGroup II- Parents

Group III- TeachersGroup III- Teachers

Group IV- Community MembersGroup IV- Community Members

SAMPLING DESIGN

TOOLS USEDTOOLS USED

Phase I-Phase I- Tools used for screening the sample Tools used for screening the sample

Phase II- Tools used for in depth study.Phase II- Tools used for in depth study.

Phase I- Tools used for screening samplePhase I- Tools used for screening sample

AA)) Adjustment Inventory for School StudentsAdjustment Inventory for School Students B) B) Level of Aspiration Scale Level of Aspiration Scale C) C) Scale for Assessing Academic StressScale for Assessing Academic Stress

Phase II- Tools used for core groupPhase II- Tools used for core group

Group I- AdolescentsGroup I- Adolescents

a) Self Concept Checklista) Self Concept Checklist-- b) School Environment Inventoryb) School Environment Inventory c) c) Academic RecordsAcademic Records d) Interview Schedule for Adolescentsd) Interview Schedule for Adolescents e) Intelligence Teste) Intelligence Test

Group II – PARENTSGroup II – PARENTS

a) Interview Schedulea) Interview Schedule: : b) Measures of Approving Parentsb) Measures of Approving Parents

Group III- TEACHERSGroup III- TEACHERS Interview ScheduleInterview Schedule

Group-IV- COMMUNITY MEMBERSGroup-IV- COMMUNITY MEMBERS Interview ScheduleInterview Schedule

DATA ANALYSISDATA ANALYSIS

The data of the present study were subjected to The data of the present study were subjected to analysis under two phases.analysis under two phases.

Phase IPhase I- Original data which were subsequently - Original data which were subsequently analyzed to deduce the sample comprising the core analyzed to deduce the sample comprising the core group.group.

Phase IIPhase II: Data from screened adolescents, their : Data from screened adolescents, their parents along with a group of teachers and parents along with a group of teachers and community members were further subjected to community members were further subjected to analysis with statistical tests like mean, percentages, analysis with statistical tests like mean, percentages, t-tests, chi-square, correlations and regression.t-tests, chi-square, correlations and regression.

RESULTSRESULTS

The results of the present study reveal –The results of the present study reveal –

* Majority adolescents in the stressed and unstressed groups * Majority adolescents in the stressed and unstressed groups were in the age group of 14-16 years.were in the age group of 14-16 years.

* Stressed Adolescents perceive academics as burdensome* Stressed Adolescents perceive academics as burdensome

* They do not enjoy studying* They do not enjoy studying

* Studying for them is to fulfill parental expectations and * Studying for them is to fulfill parental expectations and their aspirations.their aspirations.

* There is lack of motivation and concentration and feel * There is lack of motivation and concentration and feel anxious and nervous while taking exams.anxious and nervous while taking exams.

Results conti…..Results conti…..

*Studying for them means to secure best possible marks to maintain *Studying for them means to secure best possible marks to maintain themselves in the competitive environment.themselves in the competitive environment.

* Health related problems were more common in stressed * Health related problems were more common in stressed adolescents, as they perceive their environment more demanding adolescents, as they perceive their environment more demanding than unstressed ones.than unstressed ones.

**Students in stressed group had lower self concept than their Students in stressed group had lower self concept than their counterparts in the other group.counterparts in the other group.

*Students in the stressed group scored low-average grades in their *Students in the stressed group scored low-average grades in their exams whereas students in the unstressed group were average to exams whereas students in the unstressed group were average to high performers.high performers.

*Academic performance over the past three consecutive years also *Academic performance over the past three consecutive years also showed a declining performance of stressed adolescents whereas showed a declining performance of stressed adolescents whereas performance of unstressed adolescents remained consistent over performance of unstressed adolescents remained consistent over the three years.the three years.

CORRELATION AND REGRESSION MODEL OF STRESSED ADOLESCENTS CORRELATION AND REGRESSION ANALYSIS MODEL

OF STRESSSED ADOLESCENTS

CORRELATION AND REGRESSION MODEL OF UNSTRESSED ADOLESCENTS

Results conti…Results conti…

• Adolescents perceive parents as controlling, strict, restricting and Adolescents perceive parents as controlling, strict, restricting and distressing, in matters of meeting up with friends, participating in distressing, in matters of meeting up with friends, participating in ECA, decision making.ECA, decision making.

• School environment was perceived by adolescents in stressed School environment was perceived by adolescents in stressed group as less favourable, which is apparent from the results of the group as less favourable, which is apparent from the results of the school environment inventory.school environment inventory.

• Teachers are perceived as guides and most of the adolescents Teachers are perceived as guides and most of the adolescents were satisfied with their teachers and communicating with them.were satisfied with their teachers and communicating with them.

• Pressures were also experienced by students from their Pressures were also experienced by students from their community settings in the form of constant comparisons on community settings in the form of constant comparisons on grades and performance and justifying parental expectations.grades and performance and justifying parental expectations.

Results conti..Results conti..

• Majority parents in both the groups were graduates, followed by Majority parents in both the groups were graduates, followed by postgraduates and most of them running their own business and postgraduates and most of them running their own business and followed by those who were pursuing government jobs.followed by those who were pursuing government jobs.

• Parents desire that their children excel in studies and want their Parents desire that their children excel in studies and want their aspirations to be fulfilled by their children.aspirations to be fulfilled by their children.

• They believe their children should have a competitive approach in They believe their children should have a competitive approach in life to have a successful career.life to have a successful career.

• Parents of stressed adolescents made undue demands on Parents of stressed adolescents made undue demands on academic front from their children yet at the same time showed academic front from their children yet at the same time showed only peripheral involvement in their studies.only peripheral involvement in their studies.

• A mixed reaction evolved towards children over not being able to A mixed reaction evolved towards children over not being able to fulfill parental expectations.fulfill parental expectations.

Results conti..Results conti..

• Results of MAP reveal that parents of stressed adolescents Results of MAP reveal that parents of stressed adolescents were less favorable than parents of unstressed were less favorable than parents of unstressed adolescents towards their children.adolescents towards their children.

• Infact parental approval is a significant contributor Infact parental approval is a significant contributor towards predicting the performance of unstressed towards predicting the performance of unstressed adolescents, than stressed adolescents who consider their adolescents, than stressed adolescents who consider their parents less favorable.parents less favorable.

• Career related decisions are taken by parents alone.Career related decisions are taken by parents alone.

• Parents believe, their children should spend max. time Parents believe, their children should spend max. time with studies and attend tutionswith studies and attend tutions

• ECA considered important but feel it affects their child’s ECA considered important but feel it affects their child’s performance.performance.

Results conti……Results conti……

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

Favor the most liked by themFavor the most liked by them

Feel services make the functioning of schools effective and teaching Feel services make the functioning of schools effective and teaching is not a major contributing factor.is not a major contributing factor.

Expectations from students is justified as it makes the students work Expectations from students is justified as it makes the students work hard.hard.

Students in the present study are seen as sufferers due to pressures Students in the present study are seen as sufferers due to pressures from the neighborhood in the form of comparisons with the other from the neighborhood in the form of comparisons with the other children.children.

INTERVENTIONINTERVENTION

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

Provide students with a clear understanding of Provide students with a clear understanding of the meaning of academic stress its causes and the meaning of academic stress its causes and how it affects academic performance.how it affects academic performance.

Recognize the signs and symptoms of stressRecognize the signs and symptoms of stress

Provide practical coping strategies to manage Provide practical coping strategies to manage stress.stress.

COPING STRATEGIES TO MITIGATE ACADEMIC COPING STRATEGIES TO MITIGATE ACADEMIC STRESS:STRESS:

STUDY AND WORK EFFICIENTLY AND EFFECTIVELYSTUDY AND WORK EFFICIENTLY AND EFFECTIVELY

PLAN YOUR WORK AHEAD.PLAN YOUR WORK AHEAD.

SET REALISTIC GOALSSET REALISTIC GOALS

TAKE CARE OF YOURSELFTAKE CARE OF YOURSELF

SEEK HELP AND GUIDANCESEEK HELP AND GUIDANCE

TIPS FOR COPING WITH EXAMINATION STRESSTIPS FOR COPING WITH EXAMINATION STRESS

DRAFT YOU OWN STUDY TIMEDRAFT YOU OWN STUDY TIME

TAKE BREAKS TO AVOID FATIGUETAKE BREAKS TO AVOID FATIGUE

HAVE A WELL BALANCED DIET, AVOID TEA, COFFEE AND CARBONATED HAVE A WELL BALANCED DIET, AVOID TEA, COFFEE AND CARBONATED DRINKSDRINKS

EXERCISE AND INVOLVE IN SOME KIND OF PHYSICAL ACTIVITYEXERCISE AND INVOLVE IN SOME KIND OF PHYSICAL ACTIVITY

RELAX THE NIGHT BEFORE EXAMSRELAX THE NIGHT BEFORE EXAMS

DO SOME KIND OF MEDITATION FOR RELEASING STRESS AND TENSION..DO SOME KIND OF MEDITATION FOR RELEASING STRESS AND TENSION..

CAN DO DEEP BREATHING, PALMING, PHYSICAL EXERCISES.CAN DO DEEP BREATHING, PALMING, PHYSICAL EXERCISES.

PARENTSPARENTS

Be sensitive to any behavioral change in your child.Be sensitive to any behavioral change in your child.

Try to give choices to children other than medical, engineering, IIT’s.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 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 an awkward situation or person, so discuss the difficulties arising from such situations, be open as it will help children develop confidence in you.situations, be open as it will help children develop confidence in you.

Since uncertainty is the biggest stress-inducing factor, parents should help Since uncertainty is the biggest stress-inducing factor, parents should help their children in taking informed decisions about their career.their children in taking informed decisions about their career.

Parents need to talk to their children however busy or tired they might be.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 Parents should be around with their child to provide assistance and support during tough times.during tough times.

SUGGESTIVE MEASURES FOR PARENTS CONTI….SUGGESTIVE MEASURES FOR PARENTS CONTI….

Introduce children to some relaxation techniques to relieve them from stress.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 Encourage children to take time out for pursuing their hobbies or sports they love doing.doing.

Compliment children when they do well.Compliment children when they do well.

Avoid scolding or punishing children. Avoid scolding or punishing children.

Encourage relationships with extended family members, friends, and helpful Encourage relationships with extended family members, friends, and helpful neighbors. neighbors.

Don’t overburden your child with too many after school activities and 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 responsibilities. Let children learn the pace themselves, and don’t expect them to be first in everything.be first in everything.

Your expectations as parents should be based on realistic potential assessment of Your expectations as parents should be based on realistic potential assessment of students, since not everyone is blessed with the same talent and abilities.students, since not everyone is blessed with the same talent and abilities.

Stop comparing your child with your neighbor’s or relative’s children. Stop comparing your child with your neighbor’s or relative’s children.

TEACHERSTEACHERS Be friendly and positive while interacting with students in class.Be friendly and positive while interacting with students in class.

Foster a relaxed classroom environmentFoster a relaxed classroom environment

Be precise and clear on all expectations and the kind of expectations from students.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 Communicate with students in such a way that they feel free to question and discuss any kind of issue with you.any kind of issue with you.

Treat students as individuals rather than a generalized whole.Treat students as individuals rather than a generalized whole.

Encourage the performance of students even if they perform poorly, as it makes them Encourage the performance of students even if they perform poorly, as it makes them feel motivated.feel motivated.

Avoid sex role stereotyping.Avoid sex role stereotyping.

Take some time out with students for a class on therapy such as relaxation, breathing Take some time out with students for a class on therapy such as relaxation, breathing exercises, goal setting and so on.exercises, goal setting and so on.

Try to identify the skills among students.Try to identify the skills among students.

Adopt novel and practical ways of teaching, as it reduces boredom and breaks Adopt novel and practical ways of teaching, as it reduces boredom and breaks monotony.monotony.

POLICY SUGGESTIONSPOLICY SUGGESTIONS

I. ADOLESCENTSI. ADOLESCENTS

Adolescents should identify strategies to develop effective Adolescents should identify strategies to develop effective study habits study habits

develop a positive attitude towards parents, consider them develop a positive attitude towards parents, consider them their friends and treat their suggestions positivelytheir friends and treat their suggestions positively

Involve themselves in extra curricular activities, which will Involve themselves in extra curricular activities, which will help them in developing positive attitude and invigour a help them in developing positive attitude and invigour a sense of confidence, and dispel any negative influence.sense of confidence, and dispel any negative influence.

Involve themselves in a healthy peering interaction for Involve themselves in a healthy peering interaction for developing better academic and co curricular atmosphere.developing better academic and co curricular atmosphere.

Inculcate a sense of dignity in themselves by rational Inculcate a sense of dignity in themselves by rational thinking and positive attitudes, collate their activities in thinking and positive attitudes, collate their activities in such a manner which is useful for doing away any stresses.such a manner which is useful for doing away any stresses.

Adolescents, both as individual and as a part of a group Adolescents, both as individual and as a part of a group should develop a habit of positive questioning amongst should develop a habit of positive questioning amongst themselves, with parents, and teachers for clarifying any themselves, with parents, and teachers for clarifying any doubts that crop up in class and home.doubts that crop up in class and home.

Inculcate reading habits by going through good literature, Inculcate reading habits by going through good literature, cognitively stimulating material which sharpens their cognitively stimulating material which sharpens their concentration.concentration.

II. PARENTSII. PARENTS

Set realistic goals for their children keeping in view their Set realistic goals for their children keeping in view their capabilities, aptitudes and learning skills.capabilities, aptitudes and learning skills.

Develop an encouraging approach towards their children, which Develop an encouraging approach towards their children, which will help in infusing confidence in them.will help in infusing confidence in them.

Avoid drawing comparisons amongst children instead infuse a Avoid drawing comparisons amongst children instead infuse a sense of confidence amongst the underachievers to boost their sense of confidence amongst the underachievers to boost their dormant capabilities.dormant capabilities.

Monitor the academic and co curricular activities of children.Monitor the academic and co curricular activities of children.

For overall development of adolescents, parents need to For overall development of adolescents, parents need to encourage their children for equiv-distribution of time towards encourage their children for equiv-distribution of time towards academics as also extra curricular activities for their all round academics as also extra curricular activities for their all round development.development.

III. TEACHERSIII. TEACHERS

Teaching and role of teachers should be reality oriented instead of Teaching and role of teachers should be reality oriented instead of following the process of abstraction so as to make students better learners.following the process of abstraction so as to make students better learners.

Identify the positive as well as negative capabilities of students and Identify the positive as well as negative capabilities of students and encourage them to improve their faculties.encourage them to improve their faculties.

Avoid distinguishing the academic achievers and non-achievers, instead Avoid distinguishing the academic achievers and non-achievers, instead should help raise the level of expectations and performance of should help raise the level of expectations and performance of underachievers.underachievers.

Act as friends, guides, and counselors for improving and overall Act as friends, guides, and counselors for improving and overall development of their students.development of their students.

Render positive advise periodically to help students improve their Render positive advise periodically to help students improve their performance.performance.

Implement specific intervention programmes to de-stress children and Implement specific intervention programmes to de-stress children and boost their morale and attitude.boost their morale and attitude.

IV. COMMUNITYIV. COMMUNITY

Should play a positive role in the overall development of children Should play a positive role in the overall development of children in their community or neighborhood.in their community or neighborhood.

They as a group should essentially avoid creating spot distinctions They as a group should essentially avoid creating spot distinctions amongst achievers and non-achievers.amongst achievers and non-achievers.

Encourage a positive interaction between the achievers and Encourage a positive interaction between the achievers and underachievers by infusing a sense of propriety and belonging underachievers by infusing a sense of propriety and belonging among them.among them.

Avoid making a distinction among the children on the basis of Avoid making a distinction among the children on the basis of caste and economic status.caste and economic status.

Help by identifying weak areas not only amongst children but also Help by identifying weak areas not only amongst children but also their parents and suggest measures to improve on these their parents and suggest measures to improve on these weaknesses.weaknesses.

Organize stress-relieving programme in the community for Organize stress-relieving programme in the community for children.children.

Involve children in various activities of the community, so that Involve children in various activities of the community, so that they feel a part of it and become confident.they feel a part of it and become confident.

V. GOVERNMENTV. GOVERNMENT

Provide school based counseling for regular monitoring of stress.Provide school based counseling for regular monitoring of stress.

Monitor the academic capabilities of teachers and encourage improvement Monitor the academic capabilities of teachers and encourage improvement and improvisation amongst faculty.and improvisation amongst faculty.

Pay special attention to the academic programs being implemented in Pay special attention to the academic programs being implemented in different institutions. different institutions.

Academic programmes, syllabus pattern and the overall work load should Academic programmes, syllabus pattern and the overall work load should be monitored regularly for developing unstressful and healthy academic be monitored regularly for developing unstressful and healthy academic flow.flow.

Aptitude testing and psychological testing should be made a part of school Aptitude testing and psychological testing should be made a part of school curriculum.curriculum.

Provision of special teachers or resource rooms for weak children.Provision of special teachers or resource rooms for weak children.