Statistical Analysis of Factors Influencing Stress and Resilience in High School Students in Visakhapatnam Region

Abstract

This paper investigates the factors influencing stress and resilience among high school students. We employed a binary logistic regression model to assess the relationship between independent variables (academic workload, family support, extracurricular activities, peer relationships, etc.) and dependent variables (stress and resilience). A diverse sample of 85 high school students (grades 10-12) from various schools in the region of Visakhapatnam was collected by using stratified random sampling. In this sample, using the proportional allocation technique, 37 are from grade 10, and 48 are from grade 11 and 12. Data was collected through a questionnaire, and binary logistic regression was fitted using the statistical software package SPSS and gave valid conclusions and recommendations.

Introduction

I. LITERATURE REVIEW

Stress and resilience in high school students are significant areas of study in psychology and education, given their profound implications for academic performance, mental health, and overall well-being. This literature review synthesizes key findings from various studies on stress and resilience, focusing on the experiences of high school students.

Selye (1956) laid the foundation for the modern understanding stress as a physiological response to various stressors. High school students encounter a range of stressors, from academic demands to personal challenges, making Selye's work relevant in this context. Billings and Moos (1981) examined the role of coping responses and social resources in mitigating the stress of life events. This perspective underscores the importance of the social support network in enhancing resilience among high school students. Lazarus and Folkman (1984) proposed the influential stress-coping model, emphasizing the role of cognitive appraisal in individuals' responses to stress. This model underscores the subjective nature of stress and the importance of coping strategies, which are relevant in understanding high school students' experiences. Rutter (1987) offered a framework for understanding psychosocial resilience and protective mechanisms, emphasizing the importance of social resources in fostering resilience in high-stress environments. Seiffge-Krenke (2000) explored causal links between stressful events, coping styles, and adolescent symptomatology. Understanding how high school students respond to stressors can illuminate the factors influencing their resilience. Masten (2001) introduced the concept of "ordinary magic," highlighting the resilience processes in development. Resilience, she argued, is a common phenomenon in the face of adversity, and understanding these processes is crucial for supporting high school students in overcoming challenges. Compas et al. (2001) conducted extensive research on coping with stress during childhood and adolescence, providing insights into the role of coping strategies in young individuals' stress experiences. Fergus and Zimmerman (2005) presented a comprehensive framework for understanding adolescent resilience. This model addresses the interaction between individual assets, social contexts, and external supports in promoting resilience during adolescence. Alim et al. (2008) delved into resilience within high-risk populations, emphasizing the importance of culturally sensitive approaches to resilience. This perspective is particularly relevant when studying diverse high school student populations.

In summary, the literature provides a rich and diverse body of knowledge about stress and resilience in the context of high school students. High school is a critical period where the interplay of academic, social, and personal factors shapes students' stress experiences and resilience. This literature review forms the foundation for our research, where we aim to investigate the specific factors influencing stress and resilience in high school students and contribute to the understanding of how best to support them in this crucial phase of development.

II. OBJECTIVES OF THE STUDY

1. To identify the key factors contributing to stress among high school students.
2. To determine the factors that enhance resilience in high school students.
3. Assess the interplay of various factors in influencing stress and resilience.
4. Understand the potential gender and grade-level differences in stress and resilience.

III. METHODOLOGY OF THE STUDY

1) Method of data collection: The data used in this study was collected from primary sources. The primary data was collected from a questionnaire, which the students filled out, and secondary data was compiled from various schools in Visakhapatnam to calculate the sample size from the population.

2) Sampling Techniques: In this study, we used stratified random sampling to study the different grade level students and also to get more precise estimators that represent the whole population results. The procedure was performed by dividing the students into “10th” and “11&12th” grades by the characteristics and, first, the population into “10th” and “11&12th” grade strata, and one sample was selected from each of the strata by using simple random sampling.

3) Sample Size Determination: We conducted a pilot survey and took ten students from the population. Three were from grade 10, and 7 were from grade11& 12 (based on the responses to the questionnaire) and calculated the sample size using the

V. INTERPRETATION

In the above tables, the independent variables mentioned as Academic work load-AW, Family support-FC, peer relations-PC, Extra-curricular activities-EA, coping strategies-CP, peer relations-PR, self-esteem, Sleeping patterns –SP.From table-(II)  for the independent variable Family support p value is0.042<0.05 we reject the null hypothesis at 5% Level, the independent variable peer relations p value is0 < 0.05 we reject the null hypothesis H0 at 5% Level, the independent variable coping strategies p value is0.01 < 0.05 we reject the null hypothesis H0 at 5% Level, the independent variable sleep patterns p value is0.00 < 0.05 we reject the null hypothesis at 5% Level So the independent variables Family support, peer relations, coping strategies and sleep patterns are significant with the dependent variable resilience. From Table-(IV), for the independent variable Academic workload p value is0.021<0.05, we reject the null hypothesis at 5% Level. The independent variable Family support p value is0 < 0.05, we reject the null hypothesis H0 at 5% Level; the independent variable Sleep patterns p value is0.017 < 0.05, we reject the null hypothesis at 5% Level, So the independent variable academic workload, Family support and sleep patterns are significant with the dependent variable stress.

VI. RECOMMENDATIONS

High schools should prioritize a balanced workload, ensuring students can handle academic demands, which can contribute to stress.

1. Implement comprehensive programs to teach students effective coping strategies for managing stress and building resilience.
2. Create awareness about the importance of healthy sleep patterns and provide resources for students to improve their sleep habits.
3. Foster supportive family relationships and positive peer interactions to bolster resilience among students.
4. Incorporate well-being and mental health education into the curriculum to empower students with the skills needed to navigate stress and enhance resilience.

Conclusion

In this study investigating the factors influencing stress in high school students, the binary logistic regression analysis has revealed that the independent variables \"Academic Workload,\" \"Family Support,\" and \"Sleeping Patterns\" are statistically significant predictors of stress. It also revealed that the independent variables \"Family Support,\" \"Peer Relationships,\" \"Coping Strategies,\" and \"Sleeping Patterns\" are statistically significant predictors of resilience. We found that certain factors significantly influence both stress and resilience. Academic workload was a significant predictor of stress, highlighting the need for balanced workloads. Family support and peer relationships were associated with higher resilience, emphasizing the pivotal role of strong social connections. Coping strategies were essential for resilience, underlining the importance of effective coping mechanisms. Healthy sleep patterns were linked to lower stress and higher resilience, emphasizing the significance of quality sleep. These findings provide valuable insights for educators, parents, and policymakers to support students\' well-being. Balancing workloads, promoting supportive social environments, and teaching effective coping and sleep management strategies are key to enhancing stress resilience among high school students.

References

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Copyright

Copyright © 2024 Tedlapu Narayana Rao, Dr. Uppu Venkata Subbarao, Prof. S. Rajani. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.