1.

0 INTRODUCTION:Education in India is marching ahead in all spheres of education due to the effective efforts of government and the diversified interest of students. A large number of students study different educational courses according to their interest, though there are aspiration and pressure from parents, peers and public.

Education interest of students plays a pivotal role in selecting and studying suitable courses. Identifying the very role of educational interest of adolescence. This study has identified several educational interests of students that play a deciding role in getting the desired education.

What we have observed is that education is first of all a matter of awakening and bringing out what is already latent in the child. Once the fire of aspiration to know and to master has been awakened, the greatest part of the educational process is taken up by the students mind itself. The input given by the teachers then falls on a fertile ground instead of running off for the most part of it. Here as in many domains, the intangible values are the key to the tangible ones. The productivity of programs, budgets, books, software of all kinds, infrastructure and teachers depends largely on this awakening of the will of the students to discover and perfect the faculties of consciousness that are latent in him.

Achievement motivation is affect in connection with evaluated performance In which competition with a standard of excellence was
1

paramount (McClelland, Atkinson, Clark, and Lowell, 1953, pp.76-77).

The desire for success and the desire to avoid failture were identified as critical determinants of aspiration and behavior by a theorist named Lewin. Achievement Motivation is an interesting topic that should be carefully examined to find its core purpose. It is first developed an individual who has an extreme interest in accomplishing the task if one desires to. There are people who take on the role of achievement motivation in a different manner. For instance there are some, who are motivated to achieve their goals only if their performance is evaluated an award is given. However, there are some who are motivated to achieve their goals because of their fear of success or failure.

Stress is the anxious or threatening feeling that comes when person interprets or appraises the situation as being more than his/her psychological resources can easily handle. (Lazarus 1990, 1993)

When pressure of stress starts to build up at severe level it can cause adverse strain on persons emotions, thoughts processes, individual develops restlessness that can harm job performance and people lose their ability to cope up with environment i.e it may lead to burn out trauma condition that tend to cause stress are called stressor.

2.0 NEED OF THE STUDY:In life the most important days are childhood days. The school days are with us as a tressure of childhood. But nowadays students do not carry such tressures with them. Their shoulders are burdened for fulfilling the expectation and which leads to stress.

Education plays an important roles in society and to achieve good marks/grade and also to build up a new position has become the want of Todays world. In such situation childrens have lost their innocence and Freedom. Basically in adolescence these type of problems is generally faced by students. To achieve good marks they have to face stress for achievement. So the researcher felt the need to study the relationship between achievement motivation and stress of adolescence.

3.0 STATEMENT OF PROBLEM:A study of Relationship between Achievement Motivation and Stress of Adolescence.

4.0 REVIEW OF RELATED LITERATURE:4.1.MOHITE.S (2007-08)

A comparative study of teachers of teaching profession at different level. For study, descriptive analysis survey method was used. Sample consists of 142 students. The objectives are: To study the relation of teaching profession & stress in teachers at different level. To compare the relationship of stress in teaching profession at different level on basis of experience. To compare the relationship of stress in teaching profession at different level on basis of age.

Findings: There is no significant difference in stress related to teaching profession of teachers at different level. There is no significant difference in stress related to teaching profession of teachers at different age level. There is no significant difference in stress related to teaching profession of teachers at different level of experience. Sex & intelligence did not interact significantly in relation to achievement motivation of students. Sex & socio economic status did not interact significantly in relation to achievement motivation of students.

4.2. Ahluwalia. (1985)

A study of factor affecting achievement motivation. Ph.D.s Agra U.

The objectives of Investigation were:1. To study the effect of sex on achievement motivation 2. To study the effect of age, birthorder, academic performance parents occupation and parents economic status separately on achievement motivation 3. To study the effect of rural-urban upbringing size of the family & dependency separately on achievement motivation. 4. To study the effect of type of school management of school & organizational climate of school management of school separately on achievement motivation.

Findings:1. 2. 3. 4. Sex of the child has no effect on achievement motivation Age was significantly & positively related to achievement motivation Achievement motivation was not affected by birth order. Academic performance was significantly & positively related to achievement motivation

4.3. Arahana (2002)

A study of stress related factors of IX Std. Students. For the study researcher has used descriptive analysis in which correlation & comparative methods were used. Sample consists of 662 students of 150 schools in which there are 147 boys & 245 girls students.
6

The objectives are:1. To study the relationship between student stress & school environment. 2. To study the relationship between students achievement motivation & stress on students. 3. To study the stress on gender according to achievement motivation & school environment. 4. To study the relationship between stress & external personality of students.

Findings: There is significant difference between student stress and school environment, but it is negative & very less. There is significant relationship between achievement motivation & stress on students but it is negative & very less. There is significant relationship between school environment & achievement motivation on gender. There is significant relationship between stress & external personality of students.

5.0 OBJECTIVES:1. To study Achievement motivation of Adolescence. 2. To study stress of Adolescence. 3. To study the relationship between Achievement motivation and stress of Adolescence.

6.0 HYPOTHESIS:There is no significance relationship between achievement motivations And stress of Adolescence.

7.0 OPERATIONAL DEFINITION:7.1. ACHIEVEMENT MOTIVATION

An academic and non-academic activity which is related to Achievement with competence.

7.2 STRESS
Stress is psychological and physiological symptoms experienced During academic and personal work

7.3 ADOLESCENCE:
A Child who have age between 13 yrs. to 19 yrs.

10

8.0 SCOPE & LIMITATION:8.1 SCOPE:The study can be done for different medium group of students and different District.

8.2 LIMITATIONS:This study is restricted only Three Secondary School Students (Adolescence) of Bhiwandi District. 1. P.E.M. HIGH SCHOOL , 2. OM PRAKASH AGARWAL SCHOOL, 3. SHREE HALARI VISA OSWAL VIDYALAY

11

9.0 SAMPLE:There are two types of sample. PROBABILITY NON PROBABILITY

(i) Unrestricted/ Random Sampling (ii) Stratified Random sampling (iii) Systematic Sampling

(i) Judgment/ Purposive Sampling (ii) Quota Sampling (iii) Incidental/ Convenience Sampling

(iv) Cluster & Multistage Sampling.

For this study researcher has selected Sample of 30 Students from DR. OMPRAKASH AGARWAL ENGLISH HIGH SCHOOL, OSWAL ENGLISH MEDIUM SCHOOL, & P.E.M. ENGLISH MEDIUM SCHOOL BHIWANDI, STD IX by using STRATIFIED RANDOM SAMPLING METHOD.

12

10.0 METHOD:GEORGE J. MOULY has classified Research Method are as follows:-

Method Historical Method Descriptive Method Experimental Method

The Researcher has used Survey Method from Descriptive Method.

13

11.0 TOOLS FOR DATA COLLECTION:For the present study researcher used rating scale for collection of Data. It is four point scales.

12.0 PROCEDURE:The researcher takes rating scale from the Principal of SWAYAM SIDDHI MITRA SANGHS COLLEGE OF EDUCATION. Then the researcher, with the letter from college authorities, visited school for data collection, with the permission of school Principles/Headmasters the rating scales were distributed to students. The aim of the researcher was made clear to them. Students confide in the research and not only responded well but suggested few things to be included if possible.

14

13.0 ANALYSIS OF DATA:13.1 ACHIEVEMENT MOTIVATION SCALE 13.2 STRESS SCALE

Statement No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL MEAN

Statement No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL 107 MEAN 10.7

15 17 9 24 15 24 22 20 11 20 177 17.7

2 8 3 0 6 1 2 3 6 2 33 3.3

10 5 16 6 7 4 6 5 13 5 77 7.7

3 0 2 0 2 1 0 2 0 3 13 1.3

5 11 12 13 13 8 1 16 11 17

8 7 7 4 3 6 4 3 3 8 53

9 10 9 5 5 14 7 8 9 4 80

8 2 2 8 9 2 18 3 7 1 60

5.3 8.0 6.0

15

13.1.1 ACHIEVEMENT MOTIVATION SCALE

20 18 16 14 12 10 8 6 4 2 0 ALWAYS FREQUENTLY SOMETIMES NEVER ALWAYS FREQUENTLY SOMETIMES NEVER

13.1.2 STRESS SCALE

12 10 8 6 4 2 0 ALWAYS FREQUENTLY SOMETIMES NEVER

ALWAYS FREQUENTLY SOMETIMES NEVER

16

14.0 INTERPRETATION OF DATA:From the above table mean of the ACHIEVEMENT MOTIVATION is A= Always is 177, F= Frequently is 33, S= Sometime is 77, N= Never is 13 and in STRESS scale A= Always is 107, F= Frequently is 53, S= Sometime is 80, N= Never is 60. There is significant relationship between achievement motivation and stress.

15.0 CONCLUSION:There is significance relationship between achievement motivations and stress of Adolescence.

17

16.0 SUGGESTION
16.1 For Teachers
Teachers if respect the identity of the child and do not compare students with their classmates, they will get a positive response from the students and even they will not feel stress and they will enjoy learning. Teachers should try to understand the views of the students and allow them to explain what is there in their mind so that they will understand better. Teachers should always try to motivate the students as far as possible without giving negative comments. Try to correct the students in proper and positive way to build up a confidence in them. Teachers should always motivate and courage students in class. Through this students will feel less burdened and less stressed. Teachers can arrange games and workshops to understand the ability of the student.

16.2 For Students

Students have to confide their feelings and views with their parents and teachers. Students should explain problems, related to studies as well as real life with parents and teachers so that they will feel less burdened and stressed. If students try to speak openly to parents and teachers without any hesitation, most of the problem will be solved. Students should also try to fulfill the expectation of parents and teachers. Students should distribute the time of better studies and co-curricular and curricular activities. Students should be confident about their performance and achieve their goals of the life.

16.3. For Parents:Primarily parents should understand their child is individual with its own identity, own IQ, own dreams and aspiration. So parents should respect the feelings of their child and instead of burdening him/her with their expectation and dreams. Avoid advising and criticizing your child. Instead encourage and guide them to reach their target. Though parents could not spend maximum
18

time with their child, whenever possible try to be with them, comfort them and share their views rather than demanding to fulfil your dreams. Once the students find that parents just want them to be successful, surely they began to share their feeling with parents and remain stress free for further study. Engage our child in curricular and co-curricular activities so that there will be all-rounder development of the child.

16.4. Suggestion for Further Study

The present study was conducted to study the relationship between achievement, motivation and stress of secondary schools. This has managed to open new areas for further study. The researcher had suggested few areas of research which will be helpful. The relationship between positive and negative perfectionism, achievement and motivation of secondary school teachers A research study on relationship between achievement and motivation and willingness. Effects of achievement motivation on behaviour. An exploratory investigation Achievement motivation effects. A study of junior college students achievement motivation and attitude towards new subjects. A study of classroom environment and teaching aids in relationships to achievement in school. The impact of teacher-student interaction on student motivation and achievement. A study of achievement motivation on girl student. A study of stress of students of working parents. Study the relationship between the stress of students belonging to a nuclear and adjustment family. Study the stress faced by slow learner

19

17.0 BIBLIOGRAPHY
Koul Lokesh, Methodology of Education Research, Vikas Publishing house New Delhi 2004. Garret henry, statistics in physiology and education, Parago international school New Delhi 2005. Bucth Publication Team CN Rao Head Publication Department, Fourth Survey of Research in Education. 1983-88

20

18.0 ANNEXURE
18.1. ANNEXURE-A TOOL ACHIVEMENT MOTIVATION SCALE
In this form next to each statement there are four columns titled A, F, S and N. Kindly put a tick( ) mark in the appropriate column.

Sr.no 1.

Statement A I prefer freedom in doing my curricular & cocurricular activities I look out for different ways to improve my learning I seek my teachers feedback to improve my performance It is very important to do my academic as well as co-curricular activities I like to solve challenging sums in maths I make it a point to seek my teachers guidance so as to do my work well. I make every possible effort to study better than others. It is very important for me to be recognized as a good student. I make sure to complete the given task to me inspite of difficulties.

2. 3. 4. 5. 6. 7. 8. 9.

21

10.

I accept the responsibility do doing challenging work. A- Always F- frequently S- sometimes N- never

Sr. Statements A No. 1. When my parents scold me for not doing H.W, I find it difficult to

18.2 APPENDIX- B TOOL STRESS SCALE

22

2. 3. 4. 5. 6. 7. 8. 9. 10.

concentrate. I get worried because of high parental expectations. I get disturbed when there is a fight between me and my brother/sister at home. I feel bad when teacher gives bad remarks. I feel bad when I am compared with my classmates. I get worried when teacher fails to understand me. I feel burdened at school. I feel tensed when I am unable to complete portion before exam. I am worried about failing in exams. I get butterflies in the stomach when teacher asks me a to write on the board.

23

14.0 INTERPRETATION OF DATA:15.0 CONCLUSION:There is no significance relationship between achievement motivation and stress of Adolescence.

16.0 SUGGESTION:FOR TEACHERS

Teachers if respect the identity of the child and do not compares students with their classmates, they

17.0 BIBLIOGRAPHY:18.0 ANNEXURE:-

24

25