COUNSELLING PRACTICAL

AAKANKSHA VERMA
VASANTA COLLEGE FOR WOMEN
Aim
To assess and evaluate the level of Academic Stress in College going Students with the help of
Academic Stress Scale during covid-19 developed by Dr. Abha Rani Bisht.

Introduction
The concept of stress was first introduced in the life sciences by Hans Selye in 1936. The term stress is
derived from the Latin word ‘Stringere’ which means to be drawn tight. Stress is a complex, dynamic
process of interaction between a person and his or her life. The word ‘stress’ is defined in the Oxford
Dictionary as ‘a state of affair involving demand on physical or mental energy’.
Stress may be either external with environmental source, or caused by internal perceptions of the individual.
The latter form, in turn can produce anxiety, and/or other negative emotions and feelings such as press, pain,
sadness, etc., and result in serious psychological disorders such as post-traumatic stress disorder (PTSD).
People handle stress differently, therefore symptoms of stress can vary. There are various types of symptoms
of stress, as follows:
1. Emotional Symptoms - Becoming easily agitated, frustrated, and moody, feeling overwhelmed, like
you are losing control or need to take control, having difficulty relaxing and quieting your mind, etc.
2. Physical Symptoms - Low energy, headaches, upset stomach, including diarrhea, constipation, and
nausea, aches, pains, and tense muscles, chest pain and rapid heartbeat, insomnia, frequent colds and
infections, etc.
3. Cognitive Symptoms - Constant worrying, racing thoughts, forgetfulness and disorganization,
inability to focus, and poor judgment.
4. Behavioural Symptoms - Changes in appetite -- either not eating or eating too much, procrastinating
and avoiding responsibilities, increased use of alcohol, drugs, or cigarettes, exhibiting more nervous
behaviors, such as nail biting, fidgeting, and pacing.
Researchers have proposed various theories of stress. Some of the theories are as follows:
1. Fight or Flight Response - Cannon put forth the fight or flight response with regard to stress. The
fight or flight response is an automatic physiological reaction to an event that is perceived as
stressful or frightening. The perception of threat activates the sympathetic nervous system and
triggers an acute stress response that prepares the body to fight or flee. These responses are
evolutionary adaptations to increase chances of survival in threatening situations.
2. General Adaptations Syndrome - Hans Selye put forth three stages that are experienced by an
individual when he/ she is in a situation that is stressful. There are three stages in this model, i.e.,
alarm, resistance, and exhaustion.
3. Cognitive Appraisal Model - The concept of cognitive appraisal was advanced in 1966 by
psychologist Richard Lazarus in the book Psychological Stress and Coping Process. According to
this theory, stress is perceived as the imbalance between the demands placed on the individual and
the individual’s resources to cope (Lazarus & Folkman, 1984). Cognitive appraisal refers to the
personal interpretation of a situation that ultimately influences the extent to which the situation is
perceived as stressful.
4. Person Environment Fit Model - This model was proposed by French, Harrison and Caplan in 1982
(Ghosh, 2015). The main assumption of this model is that individual differences exist with regard to
needs and abilities and stress is created when there is a misfit between the demands that an individual
is exposed to and the resources that he/ she possesses.
5. Genetic Constitutional Theory: The main focus of this theory is on how stress is resisted and coped
with the help of genotype and phenotype. To understand the terms genotype and phenotype,
 genotype denotes the genetic constitution of individual and phenotype is the physiological
characteristics of the individual (Ghosh, 2015).
6. Diatheses Stress Model - The diathesis- stress model focuses on the role of both genetics and
environment in determining whether the individual will experience stress or not. This theory also
proposes that heredity and environment go hand in hand and compliment each other in determining
stress.
The sources of stress can be categories into the following categories:
• Frustration - Frustration can be described as occurring when a goal oriented behaviour of an
individual is thwarted. For example, Ravi expected his promotion, however, when he did not receive
the same, he experienced frustration.
• Conflict of Motives - Conflict of motives can be of four different types, approach - approach conflict,
avoidance - avoidance conflict, approach - avoidance conflict and double approach - avoidance
conflict.
• Life Events - Stress can be caused due to varied life events. These could be death of a loved one,
divorce or separation, losing one’s job, marriage and so on. These could be termed as significant life
events in one’s life that may put pressure on the adjustment and coping resources of the person as
they expose the individual to certain new and unique challenges.
• Daily Hassel - Daily hassles like lack of time, work overload, daily roles, responsibilities and duties
and so on can lead to stress.
Stress related to academic is known as academic stress. Academic stress refers to the unpleasant
psychological situations that occur due to the academic expectations from parents, teachers, peers and
family members. Academic stress is a mental distress with respect to some anticipated frustration associated
with academic failure or even an awareness of possibility of such failure (Gupta and Khan,1987). Academic
Stress among students have long been researched on, and researchers have identified stressors as too many
assignments, competitions with other students, failures and poor relationships with other students or
lecturers.
Stress management techniques are designed to keep stress levels within an optimal range. Engaging in
healthy lifestyle behaviors can help to reduce stress and maximize the likelihood of living a long, healthy
life. The following stress management techniques have been consistently supported by empirical research:
physical activity and exercise; healthy eating; adequate sleep; relaxation, mindfulness and meditation;
laughter, self-expression and social support; and cognitive restructuring.
Several research studies exploring academic stress. Sruthels et. al. conducted a study in 2000, and reported
that a high level of academic stress was associated with lower course grades. Students experience a high
level of academic stress due to exams, assignments, time pressure, grade pressure, and uncertainty. Misra,
McKean, West, and Russo (2000) examined perceptions of academic stress among male and female
college students, and compared faculty and student perceptions of students' academic stress. Results
indicated a considerable mismatch between faculty and students in their perceptions of students' stressors
and reactions to stressors. The faculty members perceived the students to experience a higher level of stress
and to display reactions to stressors more frequently than the students actually perceived. Michle, Glahan,
and Bray (2001) evaluated factors that influencing the academic self concept, self esteem and academic
stress for direct and re-entry students in higher education. This research has specifically examined
differences in the undergraduate student experience of direct and re-entry student. Akgun and Ciarrochi
(2003) hypothesized that highly resourceful students would be more effective than others at protecting
themselves from the adverse effects of academic stress, and not allowing that stress to impact their grades.
Analysis revealed that academic stress was negatively associated with academic performance. High
academic stress adversely impacted the grades of low resourceful students but had no effect on high
resourceful students. Eremsoy, Celimi and Gencoz (2005) carried out a study to find out the associated
variables of depression and anxiety symptoms for young adults confronted with an academic stress.
Consistent with the expectations, depression and anxiety had over lapping predictors, such as negative
automatic thoughts and hopelessness. However, adequacy of problemsolving abilities seemed to be
associated with anxiety symptoms. Huan, Yeo, Ang, and Chong (2005) investigated the role of optimism
together with gender, on students’ perception of academic stress. Results revealed a significant negative
relationship between optimism and academic stress in students. Gender was not a significant predictor of
academic stress and no two-way interactions were found between optimism and gender of the participants.
Shannon and Elizabath (2008) investigated the relationships among stress, coping, and mental health in
139 students participating in an International Baccalaureate (IB) high school diploma program. Results
showed that students in an IB program perceived significantly more stress than a sample of 168 of their
general education peers.

Objective
To assess and evaluate the level of Academic Stress in College going Students during covid-19

Hypotheses
The Level of academic Stress will be high in Male/boy students in Comparison to Female/Girl Students.
The Level of academic Stress will be high in Female/Girl students in Comparison to Male/boy Students.

Method
Sample Description- Two (Male and female)
1. Name – Saurabh Sharma
Sex - Male
Age - 20 Years old
2. Name – Vasundhara Rana
Sex – Female
Age – 21 Years Old

Required Material – BBSS Scale, Paper, pencil, Manual, Response Sheet etc.

Tool Description – Bisht Battery of Stress Scale (BBSS) was used for the current study. It was designed by
Dr. Abha Rani Bisht in 1987. This battery has following: Scale of existential crisis, achievement stress,
academic stress, self concept stress, self actualization stress, physical stress, social stress, role stress,
institutional stress, family stress, financial stress, vocational stress, and superstition stress. It is build on a
five-point scale because it takes into account average category too.

Procedure – The conduction for the current study began with approaching participants. Each student was
supposed to approach two participants, i.e., male and female. Rapport formation was done with each
participant by asking casual questions, which was followed by giving instructions for the test. At the end, the
participant was thanked for their cooperation. The collected data was then noted down on a spreadsheet for
evaluation. t-test was conducted to get final results.

Design - Between Group Design was used for the study. It is a study in which individuals are assigned to
only one treatment or experimental condition and each person provides only one score for data analysis.

Statistical Analysis - With the help of data, Total Score, Mean, and SD will be/ were calculated and
for knowing the significance difference between college going students, t-test value was calculated

Results
The present work is to plan to assess and evaluate the level of Academic Stress in College going Students.
The results of Present work is shown with the help of some Tables.
Table-1 Show the Individuals Scores of Male and Female college going students on Scale of Academic
Stress and Total Scores.

S.N. Components of Score of Scores of Female

Academic Stress Male N=1
N=2 N=1

1. Academic frustration

Positive Items Scores: 25 36

Negative Items Scores: 22 31

2. Academic Conflict

Positive Items Scores: 24 24

Negative Items Scores: 5 9

3. Academic Pressure

Positive Items Scores: 24 24

Negative Items Scores: 34 34

4. Academic Anxiety

Positive Items Scores: 20 20

 Negative Items Scores: 19 19

5. Total Score of Academic Stress 137 197

Table-2 Show the Scores of Male and Female college going students on Scale of Academic
Stress and Total Scores.

S.N. Male AS Female AS

1 137 197

2 160 132

3 130 137

4 127 114

5 175 125

6 104 159

7 126 163

8 124 151

9 149 151

10 179 141

11 172 187

12 105 110

13 153 95

14 154 190

15 142 115

16 122 138
17 63 147

18 98 139

19 183 164

20 138 120

21 107 125

22 158 128

23 126 99

24 185 164

25 151 148

26 115 167

27 168 144

28 113 120

29 170 165

30 150 122

31 199 248

32 165 157

33 142 128

34 150 164

35 145 48

36 148 99

37 158 130

38 144 112
 39 150 110

40 119 84

Total Score =, Total Score=,

Mean=, Mean=,
S.D.= S.D.=

Table-3: Show the Mean, S.D. and t-test value of Male and Female college going students on Academic
Stress Scale

Gender Total Academic Stress Score

N=80
Mean S.D. df t-value Level of
Significance

Male, 142.6 27.5

N=40
78 0.6 Not Significant
Female, 138.43 34.74
N=40

Discussion
The aim of the current study is to “To assess and evaluate the level of Academic Stress in College going
Students with the help of Academic Stress Scale during covid-19 developed by Dr. Abha Rani Bisht”. In
order to do so data was collected from 80 people (40 males, 40 females). The collected data was analysed
using t-test.
Academic stress among students have long been researched on, and researchers have identified stressors as
too many assignments, competition with other students, failures, lack of pocket money (Fairbrother and
Warn, 2003), poor relationship with other students or lecturers, family or problems at home. The are many
challenges faced by college students in their endeavour for educational excellence. When such challenges
are perceived negatively, there can be an adverse impact on their motivation and performance (Ames, 1992;
Amirkhan, 1998; Covington, 1993; Perry, 1991; Weiner, 1979).
From table no.3 it could be gathered that there is no significant difference between the level of academic
stress of male and female college students. Therefore, hypothesis one and hypothesis two stands rejected.
This could be due to the similar situations both genders were exposed to. COVID-19 has made a huge
impact in everyone’s life from past 2 years, and therefore has been a significant cause of stressors in
everyone’s life. It could be seen that research studies conducted before the pandemic have found a
significant gender in academic stress among males and female. For example, Research study by Dr. Indrani
Dhull and Sunita Kumari, in 2015, on “Academic stress among adolescents in relation to gender” found
significant difference between academic stress of male and female adolescents. Similarly, research by
Suman Kumari in 2017 on “A Study of Gender Difference in Stress Among University Students”, found
gender difference in the perception of stress and reactions to the stressor. Since, there are new stressors
added to people’s life a new finding could be expected. No gender difference in academic stress could also
be due to similar coping strategies adopted by males and females. Research study by Grace D. et. al. on
“Gender Differences in Stressors and Coping Strategies Among Teacher Education Students at University of
Ghana” (2019) found that there was no significant difference in the coping strategies adopted by males
(M=38.8, SD=13.9) and females (M=39.4, SD=17.9).
By referring to table no.2 it can also be gathered that though there is no significant difference between
academic stress of male and female college students, yet academic stress experienced by male college
students is slightly higher than that of female college students. Similar results were found by Zamirullah
Khan et. al. in their research on “The Level of Stress in Male and Female College Students”.

Conclusion
The aim of the study is to to “To assess and evaluate the level of Academic Stress in College going Students
with the help of Academic Stress Scale during covid-19 developed by Dr. Abha Rani Bisht”. The findings of
the study revealed no significant gender difference in academic stress experienced by college students
during COVID-19. However, the calculated mean values show that males experience slightly higher level of
academic stress than femals.
 References
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in Perceived Stress Levels and Coping Strategies among College Students. International Journal of
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• Dhull I., Kumari S. (2015). Academic stress among adolescents in relation to gender. International
Journal of Applied Research 2015; 1(11): 394-396
• raves BS, Hall ME, Dias-Karch C, Haischer MH, Apter C (2021) Gender differences in perceived
stress and coping among college students. PLoS ONE 16(8): e0255634.
• Khan, Z., Lanin, A.B., Ahmad, N. (2015).The Level of Stress in Male and Female School Students.
Journal of Education and Practice, 6 (6)
• Misigo, B.L. (2015). Gender difference in the perceived level of stress and coping strategies among
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