SMS Marathi medium

Analysis of data: The basic statistical measures calculated for the study were Mean (M), Median (Med), range and standard deviation (). These measures were calculated for the whole sample as well as for sub groups of students based on gender and medium of instruction.

Basic Statistics for Stress Management Skill found based on gender and medium of instruction

Skill Gender N Mean Median SD

SMS Marathi medium Boys 220 30.32 31 5.27 Marathi medium Girls 219 29.54 29 5.28 English medium Boys 207 31.63 32 4.78 English medium Girls 214 31.03 31 5.085

It can be seen from the above table that the difference in mean and median scores of Stress Management Skill of English medium boys, English medium girls, Marathi medium boys and Marathi medium girls do not differ much. The standard deviation scores of Stress Management Skill for all the four cases do not differ much too.

Comparison of mean scores for SMS Found among different groups of students

Groups N Mean t

Significant at 0.01 level 0.05

level a Marathi medium boys 220 30.31 2.693

S S

English medium boys 207 31.63

b Marathi medium boys 220 30.31 1.537

NS NS

Marathi medium girls 219 29.54

c English medium boys 207 31.63 1.246

NS NS

English medium girls 214 31.03 d English medium girls 214 31.03

2.986 S S

Marathi medium girls 219 29.54

a. It can be seen from the above table that, when mean scores are compared, value of t is higher than the critical value of t at both the levels related to Stress Management Skill between boys of both the medium. Hence it is to be regarded as quite significant and there by the null hypothesis stands rejected. Consequently it can be concluded that there exists significant difference between Stress Management Skill found among boys of both the mediums. The Stress Management Skill found among English medium boys is significantly better than Marathi medium boys 0.05 level.

b. It can be seen from the above table that, when mean scores are compared, value of t is lower than the critical value of t at both the levels related to Stress Management Skill between Marathi medium boys and Marathi medium girls. Hence it is to be regarded as not significant and there by the null hypothesis is accepted. Consequently it can be concluded that there is no significant difference between Stress Management Skill found among Marathi medium boys and Marathi medium girls. In other words gender of Marathi medium students does not seem to contribute to the Stress Management Skill selected as samples in the study.

c. It can be seen from the above table that, when mean scores are compared, value of t is lower than the critical value of t at both the levels related to Stress Management Skill between English medium boys and English medium girls. Hence it is to be regarded as not significant and there by the null hypothesis is accepted. Consequently it can be concluded that there is no significant difference between Stress Management Skill found among English medium boys and English medium girls. In other words gender of

English medium students does not seem to contribute to the Stress Management Skill selected as samples in the study.

d. It can be seen from the above table that, when mean scores are compared, value of t is much higher than the critical value of t at both the levels related to Stress Management Skill between girls of both the medium. Hence it is to be regarded as quite significant and there by the null hypothesis stands rejected. Consequently it can be concluded that there exist significant difference between Stress Management Skill found among girls of both the mediums. In other words medium of girls seem to contribute to the Stress Management Skill. The Stress Management Skill found among English medium girls is significantly better than Marathi medium girls.

The computed value of Stress Management Skill shows that a significant difference exists between the different groups of secondary school students namely English medium boys, Marathi medium boys, English medium girls and Marathi medium girls.

Discussions and Suggestions: Stress Management Skill refers to an ability to recognize the sources of stress in our lives, its effects on us and acting in a way that will help to control our levels of stress. The study indicates that on the whole gender of students does not seem to contribute to the Stress Management Skill. Stress Management Skill found among English medium students is significantly better than Marathi medium students. But when boys were compared medium wise it was found that Stress Management Skill found among English medium boys and girls is significantly better than Marathi medium boys and girls. As revealed by the teachers of Marathi medium the researcher found that Marathi medium students have less academic stress as compared to English medium students but majority of the Marathi medium students come from families, who have hand-to-mouth existence, addicted, illiterate parents making the home environment insecure, wherein the students have to bare household responsibilities at a younger age, due to which students of Marathi medium experience stress. On the other hand, English medium students come from well-educated and financially better off families as compared to Marathi medium students. So the students are not cumbered with any other extra responsibilities than studying. Teachers from these schools have opined that self-expectations of the students to perform better coupled with parental expectations are the major causes of academic stress among English medium students. Going by the above findings we can say that Stress Management Skill have to be particularly developed among adolescent students and they have to be provided with coping strategies by parents at home and by the school in terms of professional help from a counsellor or a teacher. Many adolescents feel that their coping strategies in dealing with stress are ineffective ,this was due to the fact that most adolescents are not taught stress management and effective coping strategies and therefore rely on trial and error. Therefore, it is important to provide adolescents instruction in specific coping and stress management techniques to promote their well-being and avoid. The school setting needs to provide counseling services because adolescents spend the majority of their

students. Teaching life skills and effective coping strategies during adolescence gives students tools to be more equipped to manage stress and life events that occur later in life which will lead to inner peace.

Refrences:

Dr. Julia Melgosa, (2010), Less Stress, Editorial Safeliz

Dr. K. S. Joseph (2008), Equip Yourself with Life Skills, Better Yourself Book, Mumbai. Dr. Craig Hassed (2007), Stress Management Programme, Better Yourself Book, Mumbai. J. P. Vaswani (2003), Freedom from Stress- New Dawn, Better Yourself Book, Mumbai. Articles from Journals and Publications:

A.Prameela, Skill for stress Management , Edutracks, Feb 2013.

Chopra Vanita and Dutta Indrajeet : Relevance of Peace Education in Teacher education Programme, Edutracks, Sept 2012.

Optimising Positive Strengths Through Life Skills, proceedings of the 4th International Conference on Life skills Education (2012), RGNIYD and Excel India Publishers.

2nd international Conference on Life Skills Education, Book of abstract (2010). RGNIYD and Excel India Publishers.

Websites

Stress is more stressful for teens than adults article accessed at

2011http://www.indianexpress.com/news/stress-is-more-stressful-for-teens-than- adults/807254/#sthash.gVMr1iWB.dpuf

Helping Adolescents Learn to Manage Stress, from http://www.psychologytoday.com/blog/surviving- your-childs-adolescence/200906/helping-adolescents-learn-manage-stress

Stress Management, accessed from http://peacemedicineinstitute.com/?page_id=47 Stress Management, from http://www.scribd.com/doc/62606796/Stress-Management

A STUDY OF MOTIVATION OF STUDENT-TEACHERS IN RELATION TO THEIR