Stress_among_students_final1.docx

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION A Project Report Presented to the Faculty of the School of Management & Entrepreneurship AURO University Surat

In Partial Fulfilment Of the Requirements for the Degree of Master of Business Administration

Submitted by: GOPI KHUNT

Submitted to: Ms. JYOTI CHANDWANI RESEARCH METHODOLOGY December, 2013 1|Page Auro University

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

DEED OF DECLARATION

I, Gopi Khunt, here by submit my research paper entitled “Stress among students leads to Demotivation: Fact or Fiction” and truthfully declare that the above-titled paper is product of my original research investigation.

I further declare that, should the school eventually discover that a substantial portion of my paper is lifted, in to, from original sources, using exactly the words of the author in more than 50% of the whole content, I reserve the right to AURO University, Surat to recall my MBA Diploma and cancel the degree granted to me.

Signed this day of __________________________ at AURO University, Surat

____________________ MBA Candidate

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Auro certificate

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

ACKNOWLEDGMENT I heartily wish to extend heartfelt appreciation and gratitude to numerous Mentors, benefactors, and constituents who have collectively endowed the Wherewithal, faith and encouragement for me to navigate and complete my Project journey.

To Professor Kamlesh Mishra, my primary advisor and unflagging advocate, who mustered devoted, continuing, innovative and adaptive mentorship to impel and shepherd my checked efforts through diverse and abounding challenges, I extend my deep and abiding respect and many, many thanks.

To Professor Jyoti Chandwani, my supporting advisor, who gently and patiently endured my academic tardiness, I offer commensurate veneration.

To the faculty and staff of the School of Management and Entrepreneurship, AURO University, Surat.

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

PREFACE “STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION”

Master of Business Administration, AURO University, Surat, December, 2013. Stress may be defined as "a state of psychological and / or physiological imbalance resulting from the disparity between situational demand and the individual's ability and / or motivation to meet those demands." Dr. Hans Selye, one of the leading authorities on the concept of stress, described stress as "the rate of all wear and tear caused by life." Stress can be positive or negative. Stress can be positive when the situation offers an opportunity for a person to gain something. It acts as a motivator for peak performance. Stress can be negative when a person faces social, physical, organizational and emotional problems. Chapter 1 includes the introduction to the topic, Background of the study, covering the objectives, scope, limitation and significance of the study. It also includes certain definition related to the topic. In chapter 2 extensive researches have done by the research in context with the need of STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION. Chapter 3 covers in depth the concept of Stress among students. Chapter 4 covers the research methodology part. Chapter 5 throws light on the analysis and interpretation of survey. Finally chapter 6 covers the conclusion and recommendation related to the topic.

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

TABLE OF CONTENTS CHAPTER: 1 INTRODUCTION

Background of the study

10

Statement of the problem

11

Objective of the study

12

Significance of the Study

12

Scope and Limitation of the study

13

Definitions of terms

13

CHAPTER: 2 REVIEW OF RELATED LITERATURE

15

CHAPTER: 3 THEORATICAL FRAMEWORK

19

Stress

20

Types of stress

20

Common causes of stress

21

Effects of stress

23

Different ways to overcome from stress

24

Self help for treating stress

24

Managing stress

26

Stress as Motivating and De-motivating factor

27

10 Different ways of De-motivation and strategies

28

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Dealing with De-motivation

34

Stress among school students

35

Stress among college students

38

Diagnose of stress CHAPTER: 4 RESEARCH METHODOLOGY

42

CHAPTER: 5 RESULT AND ANALYSIS

47

CHAPTER: 6 CONCLUSIONS

62

CHAPTER: 7 REFERENCES

64

CHAPTER: 8 APPENDIX

66

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

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CHAPTER: 1 INTRODUCTION

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Introduction: Stress is simply the body's non-specific response to any demand made on it. Stress is not by definition synonymous with nervous stress or anxiety. Stress provides the means to express talents and energies and pursue happiness; it can also cause exhaustion and illness, either physical or psychological; heart attacks and accidents. The important Thing to remember about stress is that certain forms are normal and essential. As the body responds to various forms of physical or psychological stress, certain predictable changes occur. These include increased heart rate, blood pressure (systolic and diastolic), and secretions of stimulatory hormones. These responses to stress will occur whether the stress is positive or negative in nature. In lay terms, it is known as the "fight or flight" mechanism. Continual exposure lowers the body's ability to cope with additional forms of psychological or physiological stress.

The results of continuing stress may cause disruption in one or more of the following areas of health: physical, emotional, spiritual and/or social. Stress is a process that builds. It is more effective to intervene early in the process rather than later. Try to become aware of the signs that suggest the process has begun.

We generally use the word "stress" when we feel that everything seems to have become too much - we are overloaded and wonder whether we really can cope with the pressures placed upon us. Stress is a general term applied to various mental and physiological pressures experienced by people feel in their lives. Stress defines as mental stress. There are so many things that can cause a person stress. Just trying to cope with life issues can be very stressful. It is a good idea to not let with it.

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Background of the study Stress is the debilitating effects caused by constant pressure both at work and home, are a modern phenomenon. One important function of short-term stress is to channel our resources to deal with challenging or even life threatening situations. Temporary stress, therefore, allows us an extra turn of speed in escaping danger it increases the speed of our reactions when, for example, avoiding a collision while driving; it recharges a mentally or physically exhausted body to cope with greater challenges, and boosts an athlete's performance during an important event. Stress is the body's reaction to a change that requires a physical, mental or emotional adjustment or response. It can come from any situation or thought that makes you feel frustrated, angry, nervous, or anxious. Stress is caused by an existing stress-causing factor or "stressor." Dealing with a serious illness or caring for someone who is can cause a great deal of stress.

While stress is an inevitable part of everyday life for many, if not most, people taking classes while working outside the home or as a stay-at-home parent, it can be handled by practicing good time management techniques, breathing exercises and breaks from the projects you are facing. The staff and faculty at CCU are willing to help any students who may have attention span problems. Our faculty advisers can speak to you if you are concerned that your concentration problems may affect your classroom performance. Stress in college students is quite common. You will be amazed at how many other students experience the same stress you are feeling as you begin your degree program as an adult student.

 Stress is Friend or Foe: Ironically, stress does advance engrossment for a very short period of time. This is due to the body issuing chemicals into the brain to help it aim and impelling adrenaline into the bloodstream in order to heighten the senses, which helps the body hone in and aim on tasks at hand. So, stress, in a negligible amount, can be a good thing for a very short time. Short-term stress really does help your engrossment at first, which is very useful when you need to mallet out last-minute assignments, a report for your overseer, or you need to rapidly rectify some computer troubles that are hindering with your work. These short-term consequences, although, 11 | P a g e Auro University

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

do not last. As time passes, the more stress you are undergoing, the more you need to concentrate in alignment to relieve the determinants of the stress. This means that your mind is fighting against itself when you need to get work done. Ironically, the feeling of having to get work finished is the major origin of stress for many persons, so stress becomes a self-defeating cycle. There are hundreds of ways to deal with stress, and one of the best ways is to easily walk away from the task for a couple of instants to serene down and collect your thoughts. We’re not saying leave a tough task or position, but pacing away from it for even a few seconds may allow you to return to the task with a new perspective and improved power. If it’s not possible to literally walk away for a couple of moments, there are ways you can relax right where you are: close your eyes and take deep winds. Focus on each wind as it fills your lungs, and then focus on the breath leaving as you exhale. Aim your vigilance on your respiring until you are giving vigilance to not anything additional. Then, once you are done, you should feel much more calm and able to concentrate. If you do not seem better, replicate the workout until your mind is clear and prepared to focus afresh.

Statement of the Problem Investigations on student' stress have established that numerous students are opposite stress from teachers misbehaviour and hefty work load, time force and too much project work. This need becomes more pressing with the numerous alterations in the area of learning, laden with neverending scholar troubles, academic workload, appraisal and alterations in learning policy. The alterations and demand origin stress among students. Have you ever felt that school work is taking over your life? Do you ever feel the overwhelming pressure from your parents, teachers, and even friends to achieve? Sometimes academic pressure can be a good thing. You need someone to set the bar high for you, but sometimes the stress can be unbearable.

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Objective of the Study  General Objective The target of the study is to analyze the stress among students leads de-motivation.

 Specific Objectives The specific objectives are as follows: 

To determine the average level of study stress experienced by the students of the schools or colleges.



To determine the most common stressors that cause study stress of the student in the school or college.



To indentify the reasons of de-motivation among students.



To identify the level of students stress based on academic working with the teachers.



To identify the level of students stress based on academic work load.



To identify the level of students stress based on performance in school or college.



To examine the relationships between selected individual attributes and level of academic work stress for the students of the school or college.

Significance of the Study This study is intended to encourage a better theoretical understanding and acknowledgement of the complexities affiliated with students' stress. It can also assist as an initial study in scholar stress and can become a cornerstone for future studies on similar theme such as the coping schemes and stress for the identical community or different community. The findings may also help policy manufacturers and the top administration to have perception and a better understanding of the reality of stress in students. Therefore, outcome may be precious in that they may help in the playing of better organizational productivity and effectiveness.

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Scope and Limitation of the Study The researcher identifies that there are numerous variables that are related to students’ stress. Stress counts on an interactive process with the natural environment. It is a dynamic method in which time performances a significant role. Moreover as per the survey, it can be said that stress plays vital role in students’ life. Stress need to be handling. I.e. in short in students’ career without stress they cannot achieve the set target out. Yes over stress may or may not lead to achieve their desire goal.

Definition of the Terms

The concept of ‘stress’ is elusive because it is poorly defined. There is no single agreed definition in existence. It is a concept which is familiar to both layman and professional alike. It is understood by all when used in a general context but by very few when a more precise account is required and this seems to be the central problem.(Cox, 1985) Some have skirted the issue by defining stress empirically -but actually circularly- by those effects. This approach…has left the impression that stress can be anything to anyone and that it can contribute to virtually any disease.(Goldstein, 1995) A difficulty for the study of stress is that the term ‘stress’ has a different meaning for researchers in various disciplines. In the biological literature, it is used in relation to single organisms, populations of organisms, and ecosystems. Biologists refer to things such as heat, cold, and inadequate food supply as being sources of stress. Human biologists add to this microbial infection and taking of toxic substances. Social scientists, for their part, are more concerned about people’s interaction with their environment and the resulting emotional disturbance that can sometimes accompany it.(Hinkle, 1987) 14 | P a g e Auro University

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“Stress, in addition to being itself, and the result of itself, is also the cause of itself”. (Ellis & Thompson, 1983). Stress is a common element in the lives of every individual, regardless of race or cultural background (Garrett, 2001).

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CHAPTER: 2 LITERATURE REVIEW

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The study focuses on the factors causing stress among students leads de-motivation. At one point or other everybody suffers from stress, relationship demands, physical and mental problems, pressure at workplace, traffic, Project deadlines, growing-up tension-all of these conditions and situations are valid cause of stress. According to different author there is different definition about stress. The term ‘stress’ may be used in two ways in psychiatry: it may be used to identify events or circumstances that are perceived adversely (‘stressors’) or to describe the state induced by such events or circumstances (the ‘stress reaction’) (Glue, Nut & Coupland, 1993). Stress is a subset of emotion (Lazarus, 1993). Stress is a term for certain types of experiences, as well as the body’s responses to such experiences. The term generally refers to challenges, real or implied, to the homeostatic regulatory process of the organism (McEwen & Mendelson, 1993) The process of coping with life’s pressures and problems and the negative feelings this can generate (Thompson, Murphy and Stradling, 1994). Stress is caused by a multitude of demands (stressors), such as an inadequate fit between what we need and what we are capable of, and what our environment offers and what it demands of us (Levi, 1996). Stress is a useless term for pragmatic researchers, because it represents different things to different people, reality is different for each of us, and most importantly, often cannot be measured with any significant degree of accuracy (Rosch, 1996). Psychosocial stress refers to the socially derived, conditioned, and situated psychological processes that stimulate any or all of the many manifestations of dysphoric affect falling under the rubric of subjective distress (Kaplan, 1996) According to Lazarus & Folkman (1984), stress is a mental or physical phenomenon formed through one’s cognitive appraisal of the stimulation and is a result of one’s interaction with the environment. The existence of stress depends on the existence of the stressor. Feng (1992) and Volpe (2000) defined stressor as anything that challenges an individual’s adaptability or stimulates an individual’s body or mentality. Stress can be caused by environmental factors, 17 | P a g e Auro University

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psychological factors, biological factors, and social factors. It can be negative or positive to an individual, depending on the strength and persistence of the stress, the individual’s personality, cognitive appraisal of the stress, and social support. According to Chang’s Dictionary of Psychology Terms, stress is “a state of physical or mental tension that causes emotional distress or even feeling of pains to an individual” (Lai et al., 1996) Those who have little doubt about stress here different author gave different explanation for them: “Stress is affecting more and more lives and one of the easiest places to catch it is in the workplace. Of course, there is no such thing as a stress-free life. As one expert puts it, stress is a life circumstance not a pathological condition.” (Rees, Sunday times,1997)."Stress designates the aggression itself, leading to discomfort, or the consequences of it. It is our organism’s response to a challenge, be it right or wrong.” (Bernik,Brazilian psychiatrist, 1997). "Stress is the body’s automatic response to any physical or mental demand placed upon it. When pressures are threatening, the body rushes to supply protection by turning on ‘the juices’ and preparing to defend itself. It’s the ‘flight or fight’ response in action”. (Bowman, natural therapist, 1998)."Stress is nature’s way of putting your body on red alert—something that can come in handy if, for instance, a lion has just taken a large chunk out of your backside.”(Forbes Magazine,1995)."Stress is a wonderful word to describe what happens when we humans are assaulted by a difficult, frightening, unpleasant, or anxiety provoking situation.” (Mindell, nutritionist,1997). If the body is surprised or alarmed from an outside stimulus, the body’s startle system is triggered. It is the body’s main code for healing and restoring the body to its perfect state” (Morgan, natural therapist, 1998).“Stress is unique and personal to each of us. What is relaxing to one person may be stressful to another. One person may find ‘taking it easy’ at the beach relaxing while another may find it boring” (University of Texas Counseling Services, 1998). “Stress is any extra demand made on the system”(Arbetter, Current Health,1992) “Stress comes in all shapes and sizes, and has become so pervasive, that it seems to permeate everything and everybody…. Stress is an unavoidable consequence of life. Without stress, there would be no life”.(The American Institute of Stress (1998). “Stress is an ever-present reality.

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You don’t need a ton of data-supporting evidence to know that you’re experiencing it on a daily basis. It hits you in the face, or the gut, or wherever you happen to feel it, often enough. It’s real for you, and that’s all that counts.”( Davidson,1998) Those who can't decide that what is stress? Here is explanation by different authors: “Stress to us is a very general term that means somewhat different though related things at different levels of analysis…Each of the levels of stress analysis is partially independent in that it refers to different conditions, concepts, and processes (Lazarus & Launier, 1978). Somewhere between the stressor and its effects lies the subjective, phenomenological experience of stress itself… such experience lies outside the realm of objective inquiry. Accordingly, behaviors classified as stress effects can also be categorized as the effects of anxiety, the effects of conflict, etc. Insofar as expression of emotion, performance deterioration or symptom manifestations are concerned, stress is interchangeable with these other concepts (Breznitz & Goldberger, 1982). Stress has sometimes been described as an increase in catecholamine levels, a change in adrenal weight, or as a score on a life event scale or subjective reaction index (Steinberg & Ritzmann, 1990).

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CHAPTER: 3 THEORETICAL FRAMEWORK

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Stress is a mentally or emotionally disruptive or upsetting condition occurring in response to adverse external influences and capable of affecting physical health, usually characterized by increased heart rate, a rise in blood pressure, muscular tension, irritability, and depression. A stimulus or circumstance causing such a condition Stress is a reaction which occurs in the body when it comes up against either an unpleasant feeling or a situation that it is not comfortable with.

 Stress in the short term Stress in the short term is actually a healthy emotion. It can help you to get things done quicker, it can give you extra energy to finish a job before a deadline and it can give you strength when things get difficult. Stress in the short term helps you to perform.

 Types of Stress There are two perspectives to consider (besides whether it is the "good stress" or the "bad stress" of course).

Good stress: Stress (pronounced YOU-stress) can be fun, exciting and energizing, especially in the short-term. Face a sudden danger and resolve the situation safely, and you'll get pumped and excited; like when we are racing to meet an exciting deadline, getting dressed for our wedding, or flying down a ski slope. It keeps our juices flowing. Just the right amount of stress is stimulating and healthy. We perform tasks faster and better. Our muscles strengthen. Heart function improves. Stamina increases. Thinking sharpens. Some experts say stress even helps our bodies resist infection! Bad stress: Distress When we think of types of stress, distress is what we have in mind. In fact we usually call it "stress," plain and simple. Here are some examples of situations that create distress.

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o A truck swerves into your lane. o A lost job reduces your income. o You or a loved one is injured.

COMMON CAUSES OF STRESS AMONG STUDENTS

1. Finances Living on your own and potentially having to be responsible for your income, food expenditures, book costs and other living expenses can be extremely stressful. If you're trying to balance a student job with classes and friendships, you may feel like you have no time for yourself. According to Morehouse State University's Life Enhancement Office, many students do not even have time for a part-time job, making the financial pressure much higher. Worrying about student loans and financial aid, monetary support from your family and balancing your checkbook on your own are all possible causes of financial stress.

2. Academic Performance Worrying about your academic performance can cause you to experience stress symptoms such as anxiety, insomnia or changes in your appetite and overall mood. According to Morehouse State University, many students have poor study habits and cram last minute studying in the night before exams. You may also experience test anxiety whether or not you feel you're well prepared for the exam. Other factors such as an active social life or involvement in student activities may interfere with your academic performance. 3. Relationships It can be difficult to make new friendships when you're balancing many things on your plate. Likewise, it can be challenging to find the time for existing relationships. You may experience stress from peer pressure or feel stressed by issues with your boyfriend or girlfriend. According to the University of California at Berkeley's University Health Center, having adequate social support can actually be a way of managing stress. Finding the right balance is one of the challenges of student life.

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4. Poor Nutrition According to Morehouse University, many students suffer from poor nutritional habits exacerbated by convenience food, fast food and microwavable snacks. You may have never needed to cook for yourself prior to college and you may not have the time or desire to learn. You may choose the foods that are quick and easy, but this may have a negative impact on your physical and mental wellbeing. In addition, while it's no shock that drug and alcohol use escalates during college years, this can interfere dramatically with other areas of your life if it's not kept under control.

 When we are stressed the following happens: o

Blood pressure rises

o

Breathing becomes more rapid

o

Digestive system slows down

o

Heart rate (pulse) rises

o

Immune system goes down

o

Muscles become tense

o

We do not sleep (heightened state of alertness)



Effect on thoughts and feelings

o

Anger

o

Anxiety

o

Burnout

o

Depression

o

Feeling of insecurity

o

Forgetfulness

o

Irritability

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION o

Problem concentrating

o

Restlessness

o

Sadness

o

Fatigue



Effect on your behaviour:

o

Eating too much

o

Eating too little

o

Food cravings

o

Sudden angry outbursts

o

Drug abuse

o

Alcohol abuse

o

Higher tobacco consumption

o

Social withdrawal

o

Frequent crying

o

Relationship problems

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Different ways to overcome from stress:

http://www.ph.ucla.edu/prc/downloads/SM_Teen_Stress.pdf



Self help for treating stress

Exercise - exercise has been proven to have a beneficial effect on a person's mental and physical state. For many people exercise is an extremely effective stress buster.

Division of labour - try to delegate your responsibilities at work, or share them. If you make 25 | P a g e Auro University

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yourself indispensable the likelihood of your feeling highly stressed is significantly greater.

Assertiveness - don't say yes to everything. If you can't do something well, or if something is not your responsibility, try to seek ways of not agreeing to do them.

Alcohol and drugs - alcohol and drugs will not help you manage your stress better. Either stop consuming them completely, or cut down.

Caffeine - if your consumption of coffee and other drinks which contain caffeine is high, cut down.

Nutrition - eat plenty of fruit and vegetables. Make sure you have a healthy and balanced diet.

Time - make sure you set aside some time each day just for yourself. Use that time to organize your life, relax, and pursue your own interests.

Breathing - there are some effective breathing techniques which will slow down your system and help you relax.

Talk - talk to you family, friends, work colleagues and your boss. Express your thoughts and worries.

Seek professional help - if the stress is affecting the way you function; go and see your doctor. Heightened stress for prolonged periods can be bad for your physical and mental health.

Relaxation techniques - mediation, massage, or yoga have been known to greatly help people with stress.

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 Managing stress 1. Get active: Physical activity boosts endorphin levels, your 'feel good' hormones, and is a great way to beat study stress. Short bursts of activity between chunks of study will not only help you feel better, they will help you work longer and concentrate better. So don't fool yourself into thinking you don't have time; get moving. Do what you like best: run around the block or stroll down the river, do group sports or work out at the gym. What you do is up to you; the important thing is to take breaks between periods of mental exertion. Building activity into your day will also help you sleep better at night, which will also help you beat study stress.

2. Eat well: Fresh fruit and vegies, cereals, grains, nuts and proteins are good for your body, brain and blood sugar levels. Eat lots of them to help you feel good, and drink plenty of water. Eating and drinking the right things before you get too hungry or thirsty helps keep your blood sugar and hydration levels in balance and your stress levels under control. Avoid junk food, alcohol, drugs (except those prescribed by your doctor), sugary food, and too much strong coffee or chocolate. And when you eat, relax: allow yourself time and don't eat and try to work at the same time.

3. Study smarter, not harder: Regular planning will help you manage study stress. Use a semester planner to note major deadlines and a daily planner to enter tasks for each day. Be realistic about what you can accomplish: major tasks like writing an essay or preparing for exams are best broken down into small step-by-step chunks of activity that you can spread over several days. Schedule in recreational and social activities, and work and family commitments, and allow for plenty of 'down time.'

4. Ask for help when you need it: Remember that old saying: it's the squeaky wheel that gets all the grease? Well, be that squeaky wheel and get help when you need it. There's lots of people on campus who are there to help you manage study stress. Lecturers, tutors, 27 | P a g e Auro University

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supervisers, course coordinators, student faculty advisers, guild education officers, equity and diversity advisers, doctors, chaplains, counsellors, disability officers, learning skills advisers, housing and finance officers, careers advisers, diversity and transition advisers, and other student services staff are there to assist. Make use of them.

5. Rest before you get tired: Strange as it may sound, the best kind of rest to get is the rest you get before you get too tired or run-down. Allow yourself plenty of it. If you are having trouble sleeping at night due to stress, try deep breathing, meditation and positive self-talk, and set yourself a routine bedtime that is just a bit earlier than usual, with activities beforehand to help you unwind: music, reading (but not study notes or books), massage, a bath, a hobby you enjoy (but not something that's hard to stop once you get started - such as computer games or surfing the net).

6. Keep perspective: Good grades do not necessarily lead to career success or to personal happiness; your personal qualities have a much greater impact on your career and your connection with others on your happiness. Grades don't measure how good or bad you are: you are not your grades. Aim to be a 'good enough' student rather than a 'perfect' student (there is no such species). And remember that the best results don't always come from the most amount of effort, and what might seem most urgent is not always what is most important.

 Stress as a Motivating and De-motivating Factor o Stress as a de-motivating factor: The stress is defined as physical, chemical and emotional factor which leads to brain and body tension. It could be the main reason for any illness. People spend the biggest part of their lives at their workplace. Due to that reason if one is not successful at work, he is not successful in other spheres as well. If you are stressed at work, your spirit is always there, despite the fact that your body is at home and you are supposed to have rest and fun with 28 | P a g e Auro University

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your friends. That’s why it is necessary to manage the stress. It will have a positive impact on our health, mind, mood and private life. The potential of the human body is not unlimited as much as you want. You often overload yourself while putting all your efforts in having your study done on time. Being on the rush, having urgent and short deadlines set by your faculties, as well as the high requirements could make you nervous. o Stress as a Motivator:

There are people who accept stress as a motivating factor. For this type of people work under pressure and deadlines is factors that motivate them to give the best out of them to succeed. They do not look at the obstacle as a reason for stress. It is a positive challenge to them to discover an alternative way to overcome it. There are situation at your workplace when stress is not that much to burden you. It helps you spend your energy properly so that it serves for constructive purposes. You just should be careful with the levels of the stress you can endure and not let it turn into a constant pressure. It is not preferable to stay constantly under stress whether it motivates you or not, because it could cause you serious health problems.

10 different types of de-motivation and strategies that will help to get motivated again: 1.) De-motivated by fear When you’re afraid, even if you’re entering territory that you’ve chosen to move into, a part of yourself is determined to avoid going forward. Fear slows you down and makes you hesitant and careful, which can be beneficial to you, but sometimes your fears are based on your imagination rather than an accurate assessment of the risks in your reality. If your fear is big enough, even if you’re also excited to go forward, the part of you that wants to keep you safe can successfully prevent you from going forward into territory that’s both desirable and safe. How to get motivated again: To get motivated, you need to deal with your fear. Start by naming your fears so that they’re out in the open. Remember to say a gentle thank you to your 29 | P a g e Auro University

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fears – they’re trying to protect you after all. Then question your fears; “Why am I afraid of that happening?” “What are the chances that would really happen?” Some of your fears will slip away now. Look at the fears that are left. What are these fears telling you about the research you need to do, the gaps you need to fill and the risk management strategies you need to put in place? Honor that wisdom by building it into your plan. Finally, consider breaking the changes you’re wanting to make down into smaller steps and focus on just the next few small steps – this will calm your fears. 2.) De-motivated by setting the wrong goals Martha Beck has a great model for understanding motivation. She explains that we have an Essential Self and a Social Self. Your Essential Self is the part of you that’s spontaneous and creative and playful, the part that knows what’s most important to you. Your Social Self is the part of you that developed since the day you were born, learning the rules of the tribe and working hard to make sure that you’re safe by making you follow the rules of the tribe. We’re all surrounded with so many messages that feed into our Social Selves and we’re keen to impress our tribe. When you feel de-motivated, it’s because you’re setting goals based purely on what your Social Self wants and this is pulling you away from the direction your Essential Self is wanting you to take. Your Essential Self uses de-motivation to slow you down and try to disinterest you from the toxic goals you’ve set. How to get motivated again: Take some time to review your goals. Because your Essential Self is non-verbal, you can easily access your Essential Self through your body. Notice how your body responds as you think of each of the goals you’re trying to work on. When your body (and particularly your breathing) show signs of tightness and constriction, that’s a pretty good indication that you’re trying to follow toxic goals. If you get a constricted reaction, scrap your current goals and question all your stories about what you “should” do with your life. Notice what makes you smile spontaneously or lose track of time and set goals around that stuff instead.

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3.) De-motivated by lack of clarity about what you want When you haven’t consciously and clearly articulated what you want, your picture of your future will be vague. We like what’s familiar and so we resist what’s unfamiliar and vague and we stay with and re-create what’s familiar to us instead. If you’re not clear about what you want to create, then it makes sense that you’ll lack motivation to act because you’d rather stay with your current familiar reality. How to get motivated again: If you want to create something different to what you’ve been experiencing, it’s not enough to just know what you don’t want. You need to know what you want instead, and you need to articulate a clear and specific vision of what you want to create so that you can become familiar with that new outcome and feel comfortable to move towards it. Take some time to articulate what you want and why you want it. 4.) De-motivated by a values-conflict Your values are what’s important to you in life. If you have a values conflict it means that there are two or more values that are important to you but you feel that you can’t satisfy all of those values in a particular situation. This causes you to feel conflicted and pulled in different directions as you try to find ways to get what’s important to you. You might have brief spurts of motivation to work on something and then lose motivation and start working on something else or your motivation might dry up altogether because the energy of dealing with internal conflict quickly tires you out and saps your motivation. How to get motivated again: You need to unpack your values-conflict and play mediator to get the parts of you that are advocating for different values to play on the same team again. Start with acknowledging the internal conflict. Grab a piece of paper and draw a line down the middle so that you have two columns. Write about the two different directions you feel pulled in, one in each column and summarize it with a statement of what each part wants. Now pick one column and chunk it up; “Why does this part want that? What does it hope to get as a result of having that?” Keep asking the question and writing your answers until you feel that you’ve hit on the end result that part ultimately wants. Now do the same for the other part and notice when you get to the level where the answers in the two columns are the same.

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Ultimately, when you chunk up, all of the parts of yourself always want the same thing, because they’re all you. Now that you know what you really want, you can evaluate the strategies that each part had been advocating for and decide which strategy would work best. Often once you’re clear on what you really want, you spot new strategies for getting it that you hadn’t noticed before. Sometimes by doing this exercise you’ll find ways to satisfy all of your values, but sometimes that’s not possible. If you’ve taken time to think through your values and you’ve consciously chosen to prioritize a particular value over your other values for a while, this clarity will ease the internal conflict and your motivation will return. 5.) De-motivated by lack of autonomy We thrive on autonomy. We all have a decision-making center in our brains and this part of us needs to be exercised. Studies have found that this decision-making center in the brain is underdeveloped in people who have depression and that, by practicing using this part of the brain and making decisions, depression often clears. How to get motivated again: Consider how much autonomy you have in relation to the goals you’ve been trying to pursue. Are there areas where you feel constricted and controlled? Consider how you could gradually introduce more autonomy in your task, time, technique, location and team, and then if you’re employed, have a discussion with your manager and ask for greater autonomy in a few specific areas of your work. 6.) De-motivated by lack of challenge Challenge is another crucial ingredient for motivation that authors like Daniel Pink and Mihaly author of “Flow: The Psychology of Optimal Experience,”• highlight. When it comes to dealing with challenges, there’s a sweet spot. Too great a challenge and the fear becomes too great and saps our motivation (see point 1), and if the challenge is too small, we quickly get bored and struggle to stay motivated. We’re designed to be living, growing creatures and we need constant challenge and opportunities to master new skills. Without challenge, our Essential Self steps in and de-motivates us as a way of telling us that we’ve departed from the path that’s right for us. How to get motivated again: Review your goals and the projects you’re working on. Are they challenging you? Are they going to require you to grow in order to achieve them or are you 32 | P a g e Auro University

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treading water in your comfort zone doing only the things you know you can do? Try tweaking your goals to make them a bit more challenging, take on projects that will require you to grow and find a new thing or two to learn to stimulate yourself. 7.) De-motivated by grief At the beginning of any change, we go through a phase of wondering if we should or could hang onto the way things were and grieving what we’d be losing if we make significant changes. Confusion, self-doubt, mistrust of the world around us and feeling lost are common symptoms and the bigger the change, the more powerful these symptoms. Sometimes we even go through a bit of depression and social withdrawal. Martha Beck calls this the “Death and Rebirth” phase of change in her book, Finding Your Own North Star. With all the grieving and fearing and feeling lost that goes on in this phase, it’s normal for your motivation to dry up. How to get motivated again: If you’ve just experienced a trauma or loss, or are going through a major change and finding that there are days where you’re hit hard with Death and Rebirth symptoms, don’t try to make make yourself motivated and proactive. You can’t rush grieving and the undoing of your old life and ways of thinking and you can’t skip the Death and Rebirth phase and go straight into Dreaming and Scheming. You need to give yourself a lot of space for nurturing and reflection. Look after your body with good food, rest and exercise. Express your grief, confusion and fears with people who can listen lovingly. Spend time in nature and with calm, loving people to center yourself. Accept every feeling and thought you have – they’re all normal and safe. Take one day at a time and go easy on yourself. Confusion, forgetfulness and clumsiness are all normal in this stage. The grieving will end when it’s ready and if you relax into it and express your grief, it’ll be sooner rather than later. 8.) De-motivated by loneliness This is an especially important one for those of us who work alone from home. You know those days when you feel a bit cabin-feverish, you just don’t feel like working and you’d rather be out having a drink with a friend or playing a game of soccer? Well perhaps it’s because we’re designed to be social creatures and sometimes your Essential Self is just longing for some connection with other people and so it steps in and hi-jacks your work motivation so that you’ll 33 | P a g e Auro University

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take a break from work and go and spend some time with other people and give your Essential Self what it needs. How to get motivated again: Take a break and go and spend some time with someone you enjoy. You may be surprised at the motivating impact this has and find yourself much more clear and productive when you return to your work. And then look for ways that you can begging to build more networking and joint venturing into your work. 9.) De-motivated by burn-out Since I attract over-achieving Type A’s, and as a recovering Type A myself, I know that sometimes we’re banging on about wanting to get more done even after we’ve exceeded the limit on what’s sustainable. If you’re feeling tired all the time, have lost your energy for socializing, and the idea of taking a snooze sounds more compelling than the stuff you’re usually interested in, then you’ve probably pushed yourself too long and hard and you may be burned out. Your Essential Self will always work to motivate you to move towards what you most need and away from goals, projects and ways of working that take you away from what your Essential Self craves. So if you’re burned out and needing sleep, your Essential Self may even sap the motivation from the things that you’re usually really ignited about – just to get you to meet your core needs again. How to get motivated again: Sleep. And then when you’re done sleeping and the quality of your thinking has been restored, check back in with your Essential Self about what’s most important to you, hang out here on Charlie’s blog, pick up The Dojo, and start to build sustainable ways of doing more of what’s important to you. 10.) De-motivated by not knowing what to do next Your end-goal might be nice and clear, but if you haven’t taken time to chunk your end-goal down into smaller goals, you’ll get stuck, confused and de-motivated when it’s time to take action. Some projects are small and familiar enough that they don’t need a plan, but if you’re often worrying that you don’t know what to do next and you don’t have a clear plan, then this might be the source of your de-motivation.

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How to get motivated again: If you want to keep your motivation flowing steadily through all stages of your projects, take time to create clear project plans and to schedule your plans into your calendar. Use your fears to point you to the potential risks you need to manage in your plan. Write down all your, “I-don’t-know-how-to” concerns and turn these into research questions. The first part of any planning stage is research, and you’ll find new research questions along the way, so realize that conducting research should be part of your action plan at every stage of your project. Finally, ask yourself what smaller goals need to be achieved for you to achieve your end-goal and schedule deadlines for yourself.

Dealing with De-motivation: Students always wait until the last minute to finish your assignments. Stress will compel you to get your work done, but for some reason you’re not doing it. You may wait until the last minute or you may not even get to it all. If the situation keeps going, you could even become an at-risk student.

It’s time you learn about de-motivation. De-motivation is the opposite of motivation; it’s an attitude that makes you not want to get something that you really want. It’s the feeling of discouragement. It stops you in your tracks. You want something, but for some reason pursuing the goal doesn’t seem like a good idea.

Here are examples of de-motivating factors: 1. “I don’t deserve to have this…” 2. “It can’t be done.” 3. “People will reject me.” 4. “If I fail, I won’t be able to try again.” 5. “If I fail, my teachers and peers will lose faith in me.”

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De-motivators can be painful. If they go on without correction, they could even prevent you from graduating. They cause a huge stress response because you’re caught between wanting something and not getting it. And when you don’t get what you want, there are no easy answers when dealing with de-motivation. Monitor your progress to see if it’s happening, and ask for help when dealing with it. Whatever you do, don’t let it go on for too long!

 Stress among school students: o Homework Overload As a high school student, I often come home with an enormous amount of homework that is all due the next day. As I type this information on stress, I am also very stressed. Like me, many high school students stay up late hours trying to get homework and projects completed. We all know that it's important to get enough sleep, but sometimes it feels like there's just no time. 68% of students say that homework stress keeps them up at night. (Prichard 1). The time spent doing homework has increased by 9% since 1981. (Clemmitt 4). 9% doesn't seem like a big percentage, but homework has certainly become more stressful for some students. Overachieving students are the one's who have the most stress. Some students feel the need to do more than what's expected from them. Sometimes it can be a good thing, but most of the time it leads to high levels of anxiety and emotional break downs. (Funk 81).

o Parental Pressure: Carl Arinoldo had once said, "More affluent parents are inappropriately pushing their kids beyond their capabilities to be "superkids." (Clemmitt 7). He believes that parents are negatively pressuring students to achieve more than they can. The competition to keep up to their parents’ expectations causes an intolerable amount of pressure on students. (Hardy 3). I feel that it is always nice to get helpful encouragement from my parents to do well in school. Luckily, I have very encouraging parents who don't pressure me in a harmful way. Parental pressure begins to 36 | P a g e Auro University

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turn harmful when it becomes constant. The pressure to achieve can be very overwhelming for students. The pressure can come from parents, teachers and friends. You may not be the smartest person in your group of friends, but it doesn't mean that you need to compete with them to get the highest score on your math test. Some students don't even realize that they get so caught up in everyone else's scores that they don't even focus on their own, and don't succeed because of it. (Hardy 3). It's important that you do the best that you can do, and not let anyone else make you feel like your not as good. Always remember that parents, teachers and friends can be very helpful and set the bar high for you, but when the pressure becomes harmful and overwhelming.

o Tips for Dealing with School Stress 

Make a homework plan



When you are assigned homework, make sure that you understand what your going to do. Don't be afraid to ask your teacher questions that will help you understand the assignment better. If you have studies during school, take advantage of them. (Lawton 60). It's always more fun to hang out with your friends during study, but if you manage your time well, you'll have less homework to do at night and more time to hang out with your friends on the weekend. It's also important that you pace yourself. Remember what else you have to do that day, and budget your time so you will have enough time to finish up your homework. (Lawton 60). Whatever you do, don't procrastinate!



Take Breaks:

I'm not sure about you, but my attention span isn't very long. I get very bored of just sitting for an hour staring at a math book and a blank sheet of paper. Make sure that you take 15 minute breaks about every hour so you won't feel a stronger need to procrastinate. (Lawton 61).



Stay Organized:

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The easy idea at the time is to shove all your homework papers into one folder as you quickly rush to your next class. Like I said, it's the easier way, but in the long run it's going to cause you many problems. Have a labeled folder for each subject so you can find notes and homework easily. It's also a smart idea to keep a schedule of all your daily activities and school related work. (ecampustours.com 1). When you figure out how to manage your time well, you will definitely feel less stressed and more relaxed.



Get enough sleep

we all know that it's important to get at least 7 hours of sleep each night. It helps you perform well the next day and manage stress more effectively. (ecampustours.com 1). Obviously getting a good night’s sleep benefits us, yet, most teens say that they just don't have enough time to get 7 hours of sleep each night. They stay up late to finish up overdue projects and homework assignments, and some stay up at night just stressing about school the next day. (Prichard 1). Know that it's important to start working on projects the first day your teacher assigns them. That way you can spend a half hour or so each night to finish it when it's due. It's always a relaxing feeling to know that you have finished a project and can get a good nights sleep.

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STRESS AMONG COLLEGE STUDENT

College life can be very stressful. Sometimes parents, faculty and others tend to idealize their college experience and remember it as that idyllic time when they had few worries or responsibilities. To students currently attending college, however, the process is often stressful and frustrating. The competition for grades, the need to perform, relationships, career choice, and many other aspects of the college environment cause stress. The problem comes when you experience too much stress. Although some stress reactions are part of deeper and more serious emotional problems, many are not, and can be handled with relatively simple counseling and stress-management techniques. You can use the following guidelines to help manage your stress: 1. develop a balanced life-style and effective personal organization 2. learn specific relaxation techniques 3. gain perspective on problems by discussing them, and 4. clarify your values and develop a sense of spirituality 

Develop a Balanced Lifestyle

Stress reactions to various situations are also affected by your overall level of health. Someone who is always feeling overwhelmed, eats poorly, and doesn't get enough sleep (a description of many students) usually has a limited ability to cope with stressful events. You need to pay attention to your own well being. The right balance of sleep, food, exercise, work, school, and recreation is crucial. Some people are in a constant state of trying to catch up. They find themselves rushing and hurrying from one activity to another, always racing with the clock and never getting on top of

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things. Part of this problem, for many students, is not being well organized. Effective time management can help. 

Gain Perspective by Discussing Problems

It is easy to get caught up in a problem or a narrow view of something you are doing, and to lose perspective and feel that a failure or roadblock is a catastrophe. Discussing your problems with a trusted, empathic friend can allow you to gain new perspective and can allow you to move out of what might seem like an isolated and negative internal world. The act of verbalizing your concerns and putting them together will often help give you a sense of control. 

Specific Relaxation Techniques

Relaxation techniques are extremely valuable tools in stress management. Most of the techniques like meditation, self-hypnosis, and deep muscle relaxation work in a similar fashion. They make it possible for you to spend a short period of time in a state of profound relaxation. In this state both the body and the mind are at rest and the outside world is screened out for a period of time. The practice of one of these techniques on a regular basis can provide a wonderfully calming and relaxing feeling that seems to have a lasting effect for many people. Your energy level and ability to cope with the external world are replenished. Practitioners and researchers have reported many positive life effects from the regular practice of one of these techniques. You may want to take a course or read about one of these techniques. The Counseling Center, as well as various other campus agencies, offer stress management groups. These techniques easy to learn, but can be difficult to fit into your schedule. If you don't have an opportunity to get instruction, just practice sitting quietly for 15 minutes, with no interruptions. Let yourself relax by focusing on something peaceful - a beautiful scene at the beach or in the mountains, for example. Sometimes it is your negative thoughts or worries that create tension. You can practice "thought stopping techniques" and learn how to use positive self-talk to cope with stress. Even simple interruption can help. Stop and take a purposeful 10-minute break. Go for a walk, breathe deeply, call a friend, put on some favorite music. Keep your sense of humor! Remember, you can talk with a counselor to learn more about how to develop these stress-reducing skills.

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

Clarify Your Values and Develop a Sense of Life Meaning

Stress is often caused by general unhappiness and a sense of aimlessness or lack of purpose. People sometimes wind up making choices and living life styles that really don't fit them. A student may be studying accounting when he or she really wants to be an artist, or he or she may have a wide circle of friends, but not really have the kind of intimate relationships that feel fulfilling. Clarifying your values and deciding what you really want out of your life, can help you feel better about yourself and have that sense of satisfaction and centeredness that helps you deal with the stresses of life. This process is, of course, not easy. Most of us are constantly growing and developing our sense of self and our ideas about what we want and how we want to live. A sense of spirituality can help with this. You might find this with an organized religion or it might be a more personal, individual process. It may involve a sense of oneness with nature, or it may be related to the deep satisfaction gained from volunteer work that really helps someone. Although each of us must develop our own sense of well being and spirituality, it does help to talk about these issues with others, as a way of clarifying and challenging our own ideas and beliefs.

 Diagnosis of stress The diagnosis of stress depends on many factors and is complex, say experts. A wide range of approaches to stress diagnosis have been used by health care professionals, such as the use of questionnaires, biochemical measures, and physiological techniques. Experts add that the majority of these methods are subject to experimental error and should be viewed with caution. The most practicable way to diagnose stress and its effects on a person is through a comprehensive, stress-oriented, face-to-face interview.

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CHAPTER: 4 RESEARCH METHODOLOGY

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Research: Research is a thorough, orderly, organized, efficient and logical investigation of an area of knowledge or of a problem. In the broadest sense of the word, the definition of research includes any gathering of data, information and facts for the advancement of knowledge. Main components of a research are:  Curiosity:

Science is knowledge of the physical or material world gained through observation and experiment. Research begins with a broad question that needs an answer.  Theory (Hypothesis)

Researcher creates an assumption to be proved or disproved with the help of data.  Experiment

Researchers design an experiment with steps to test and evaluate the theory (hypothesis) and generate analyzable data. Experiments have controls and a large enough sample group to provide statistically valid results.  Observation

Observing and recording the results of the experiment generated raw data to prove or disprove the theory.  Analysis

Statistical analysis on the data and organizing it so that it is understandable generates answers to the initial question. Data may show trends that allow for the broadening of the research.  Conclusions

Research following the scientific method will either prove or disprove the theory

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Research Design

"Research design is the plan, structure and strategy of investigation conceived so as to obtain answer to research question and to control variance." From definition it is evident that research design is more or less a blueprint of research. At the outset may be noted that there are several ways of studying and tackling a problem. There is no signal perfect design. The research design can be classified in to true broad categories: 

Exploratory

Exploratory research is focus on the discovery of ideas. Exploratory research is carried out to define problems and developed hypothesis to test later. An exploratory study is generally based on the secondary data that are reading available. It does not have to change his focus of direction, depending on the availability of new ideas and relationship among variables. 

Descriptive

Descriptive studies are undertaken in many circumstances. Descriptive studies can be complex, determining a high degree of scientific skill on the part of the researcher. 

Casual

Casual research helps in determined cause and effect relationship. Between two or more variables.

Time and Place of study

The study was conducted at AURO University in, Surat and Z.F.Wadia womens college surat and Ankur Vidyalaya surat further on social networking site (Facebook) in the month of December 2013.

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Sources of Data

The source of survey is primary data collection. The primary data is that which details we collect first time from the market and also used first time in the research. We also say that the information is first time in the research decision. To collect the primary data, the researcher used structured questionnaire.

Secondary data Secondary data are those data which are already collected by someone for some purpose and are available for the present study; secondary data includes all the research work done on the same topic. When the secondary data are sufficient, the researcher has to be satisfied with the primary sources of data. Secondary data can be used as bases for comparison with primary data have been collected by questionnaire.

Data Collection Method

Researcher instruments is the tool by which the researcher can do research on specific problems or objective. The most popular researcher instrument for collection data is "Questionnaire" for a particular investigation. It is simple for a moiled set of questions presented to respondents for their answers. Due to this flexibility, it is most common instrument used to collect the primary data. The questionnaire contains three types of questions: Open-ended question It is helpful in 'knowing what is uppermost in the mind of the respondents. It gives complete freedom to the respondent. Dichotomous questions

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It has only two answers in form 'yes' or 'n', 'true' or 'false', 'use' or 'do not use'. So the respondent is offered two or more choice. Multiple-choice question The respondent is offered two or more choice.

Sampling size The survey was done by taking response of 100 respondents. Respondents were students of Auro University Surat and Z.F.Wadia womens college surat and Ankur Vidyalaya surat further on social networking site (Facebook).

Sampling method The respondents will be personally sent e-mails for the collection of the information.

Survey tool A Structured questionnaire will be used as a survey tool.

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CHAPTER: 5 RESULT AND ANALYSIS

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION Que.1 Indicate the age of the students:

Interpretation: More than 45% students are below 22 years of age and 19 years of age in both.

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Que.2 Indicate gender of the students

Interpretation: Most of the respondents are male in students and rest of females.

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Que.3 Indicate students’ education background.

Interpretation: Most of the students are from commerce background that is around 46% and more than 35% of the students are from science background and rest of the students are from Arts background.

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION Que.4 Indicate students’ education institute: School or College

Interpretation: From above graph it is clear that 70% of the students of college and 30% of the students of school are surveyed by researcher.

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Interpretation: From the above graph it is clear that more than 40% of the sample data feel that the academic workload in their institute is high.

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION Que.6

Interpretation: According to survey, more than 50% of sample data feel that barrier in language can be a major issue behind academic stress.

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Que.7

Interpretation: From the above graph more than 30% students feel that they should have three projects per subject.

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Que.8

Interpretation: According to survey more than 35% students feel that stress is good for overall academic performance.

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Que.9

Interpretation: From above graph it is clear that more than 70% of students feel that teaching style affect on their academic performance.

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Interpretation: According to survey, it shows that more than 65% of students feel that over stress can lead to de-motivation for them.

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Interpretation: According to survey, more than 35% of students feel that to overcome from stress they would talk with their friends or take advise from them further they would indulge in their hobbies.

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Interpretation: From the above graph it shows that more than 45% of students feel that in institute college days should be 5 days a week.

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Que.13

Interpretation: According to survey we cannot say that any one particular college timing is preferred.

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Que.14

Interpretation: From above graph, is shows that around 40% of students prefer MCQ exam and around 29% of students prefer online exam.

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Que.15

Interpretation: According to survey, more than 50% of students prefer semester exam..

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CHAPTER: 6 CONCLUSION

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On the basis of the survey conducted the researcher concludes that stress factor plays a very important role in academic performance of a student. i.e. more than 41% of sample data. More is the stress less for the output. To conclude, according to the response from the sample data we can say that stress among student leads to de-motivation.

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

REFERENCES Bibliography:  

Glue, Nut & Coupland, 1993 stress definition A conceptual overview. Lazarus, 1993, Stress is a subset of emotion.

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“Stress is a term for certain types of experiences”, McEwen & Mendelson, 1993.

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Thompson, Murphy and Stradling, 1994, “The process of coping with life’s pressures and problems and the negative feelings this can generate”.

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Rosch, 1996, “Stress is a useless term for pragmatic researchers, measured with any significant degree of accuracy”.

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Kaplan, 1996, “Psychosocial stress refers to the socially derived, conditioned, and situated psychological processes”.

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Lazarus & Folkman (1984), “stress is a mental or physical phenomenon”.

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Feng (1992) and Volpe (2000) defined stressor as individual’s adaptability.

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(Lai et al., 1996) “A state of physical or mental tension that causes emotional distress or even feeling of pains to an individual”

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Websites:

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http://library.thinkquest.org/C0124861/health/stress/stress_intro.html

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http://dying.about.com/od/glossary/g/stress.htm http://www.redorbit.com/news/health/391477/the_impact_of_stress_on_academic_success_i n_college_students/#HytUXFKXQmMLBXWG.99

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. http://stressmyth.com/definitions.htm

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http://www.thefreedictionary.com/STRESS

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http://www.stress-relief-choices.com/definition-of-stress.html

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http://www.ulifeline.org/articles/426-good-stress-bad-stress

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http://www.livestrong.com/article/137914-common-causes-stress-among-students/

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http://www.livestrong.com/article/137914-common-causes-stress-amongstudents/#ixzz2nWbrdcEW

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http://www.student.uwa.edu.au/learning/studysmarter/getsmart/guides/jump-start/stress

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http://missflint.wikispaces.com/Academic+Pressure

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http://www.counseling.ufl.edu/cwc/stress-and-college-students.aspx

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

APPENDIX STRESS AMONG STUDENTS LEAD TO DEMOTIVATION: FACT OR FICTION I,Gopi khunt, pursuing my MBA-1 from AURO University, Surat under Prof. Jyoti Chandwani seek your cooperation with the project work, which in turn will help in understanding the various aspects related to the topic. The fundamental aim of the study is to understand “STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION”. Your frank and sincere reply will help me understand the topic in great detail and provide true results of the study.

Que.1 Name: Que.2 Age: 17 to 19 20 to 22 23 to 25 Que.3 Gender: Male Female Que.4 Education Background: Science Commerce Arts 67 | P a g e Auro University

STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Que.5 Education Institute: School College Que.6 What do you think about the academic workload in your institute? Extremely high High Just enough Low Extremely low Que.7 Do you think that barrier in language can be a major issue behind academic stress? Yes No Sometimes Que.8 How many project should a subject have? 1 2 3 4 >4

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Que.9 Do you think that stress is good for overall academic performance? Yes No Sometimes Que.10 Does the teaching style affect on your academic performance? Yes No Sometimes Que.11 Do you think that over stress can lead to demotivation to student? Yes No Sometimes Que.12 What would you do to overcome stress? Hobbies Talking/Taking advice from parents Talking/Taking advice from friends Talking/Taking advice from faculties Other

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STRESS AMONG STUDENTS LEADS TO DE-MOTIVATION: FACT OR FICTION

Que.13 The college days should be.... 4 days a week 5 days a week 6 days a week Que.14 What is the best college hours? 7 am to 12 pm 8 am to 2 pm 9 am to 3 pm 10 am to 4 pm Que.15 Which type of exam you prefer? Online Written MCQ Que.16 If written, then which kind of exam you prefer? Quartly Semester Trimester Yearly

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