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Copyright © IJIFR 2014 Author’s Subject Area: Education Available Online at: - http://www.ijifr.com/searchjournal.aspx
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INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH An Enlightening Online Open Access, Refereed & Indexed Journal of Multidisciplinary Research
Volume -1 Issue -9, May 2014
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8
State and Trait Anxiety on different factors of
Problem Based Coping
Abstract
The study aims to relationship to the state and trait anxiety on different factors of Problem
based coping. Sampling technique that was used for the selection of the sample in this case
was random sampling technique. A total of 300 school students were selected from three
different schools in Madurai city. The investigator selected 100 students from government
higher school students, 100 students from Government Aided School and 100 students from
Private school. Personal data sheet developed by the investigator, Patricia Zuritaona and
Matthew Mckay, (2011).State and Trait anxiety is developed by Charles D.Speilberger,
(1983) were used to collect data. Results were statistically analyzed through ‘correlation
coefficient. State and trait anxiety had an impact on different factors of problem based
coping.
Keywords: Problem Based Coping, Experiential Avoidance, Rumination, Emotional Masking, Short-
Term Focus, Response Persistence, Aggression, Negative Appraisal, Higher Secondary Students.
1. Introduction
Problem-based coping is the category of coping strategies that change stressful situations. In
contrast, emotion-based coping is aimed at changing our negative feelings about stressful situations,
and meaning-based coping is aimed at drawing positive emotion out of stressful circumstances.
Coping behavior operates in difficult circumstances, example `Tax or exceed ` (Burke& Weir, 1980) a
matter of capacity. In the cognitive style it is defined as behaving (problem solving) outside one’s
preferred style by the minimum amount for the last time. Actual behavior is a blend of behaving in
one’s preferred style and coping behavior. Problem based coping any coping behavior that is directed
at reducing or eliminating a stressor, adaptive behavioral seeking social support and "taking action to
try to get rid of the problem is a problem-based strategy, but so is making a list of the steps to take".
Early adolescence is a period of rapid cognitive, social, emotional and physical changes. During this
period, early adolescents usually lack the ability to cope when they experience stress, which is usually
family and school-related. If they cannot cope with such stress, they may fail to develop in a healthy
manner and may develop habits harmful to their health such as substance abuse. Hundreds of coping
M.Mohamedayupkhan1 and Dr. K. Saraladevi2 1,2 TamilNadu Teachers Education University
Meston College of Education Royapettah, Chennai.
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M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
25
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strategies have been identified. Coping refers to the thoughts and actions we use to deal with stress. In
large part, feeling stressed or not depends on whether we believe we have the coping resources to deal
with the challenges facing us. Coping refers to behavior that protects people from being
psychologically harmed by problematic social experience, a behavior that importantly mediates the
impact that societies have on their members. The protective function of coping behavior can be
exercised in three ways: by eliminating or modifying conditions giving rise to problems; by
perceptually controlling the meaning of experience in a manner that neutralizes its problematic
character; and by keeping the emotional consequences of problems within manageable bounds. The
efficacy of a number of concrete coping behaviors representing these three functions was evaluated.
Results indicate that individuals' coping interventions are most effective when dealing with problems
within the close interpersonal role areas of marriage and child-rearing and least effective when dealing
with the more impersonal problems found in occupation. The effective coping modes are unequally
distributed in society, with men, the educated, and the affluent making greater use of the efficacious
mechanisms.
1.1 Experiential avoidance: It has been broadly defined as attempts to avoid thoughts,
feelings, memories, physical sensations, and other internal experiences even when doing so creates
harm in the long-run. The process of EA is thought to be maintained through negative reinforcement
that is, short-term relief of discomfort is achieved through avoidance, thereby increasing the
likelihood that the behavior will persist. Importantly, the current conceptualization of EA suggests
that it is not negative thoughts, emotions, and sensations that are problematic, but how one responds
to them that can cause difficulties. In particular, a habitual and persistent unwillingness to experience
uncomfortable thoughts and feelings. Problems associated with experiential avoidance: Distress is
an inextricable part of life, therefore, avoidance is often only a temporary "solution". Avoidance
reinforces the notion that discomfort/distress/anxiety is "bad," or "dangerous". Sustaining avoidance
often requires effort and energy. Avoidance limits one's focus at the expense of fully experiencing
what is going on in the present. Avoidance may get in the way of other important, valued aspects of
life.
1.2 Rumination It is defined as the compulsively focused attention on the symptoms of one's
distress, and on its possible causes and consequences, as opposed to its solutions. Rumination is
similar to worry except rumination focuses on bad feelings and experiences from the past, whereas
worry is concerned with potential bad events in the future. Both rumination and worry are associated
with anxiety and other negative emotional states. Three forms of rumination were proposed by
Mikulincer (1996). State rumination, which involves dwelling on the consequences and feelings
associated with the failure. State rumination is more common in people who are pessimistic, neurotic,
and who have negative attribution styles. Action rumination, which consists of task-oriented thought
processes focused on goal-achievement and correction of mistakes. Task-irrelevant rumination,
which utilizes events or people unassociated with the blocked goal to distract a person from the
failure.
1.3 Emotional masking Emotional masking is a poor coping mechanism by which you
respond to stress by hiding your pain. You don‘t want anyone to see that you are anxious, or
depressed, or angry, or ashamed. Emotional masking arises from a fear that if others saw your
emotions, they might be contemptuous or judge you as weak, foolish, or crazy. The price for this
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
26
0
maladaptive strategy is that the real you remains invisible. You can‘t show what you need or feel, so
you remain helpless and possibly unfulfilled in your relationships.
1.4 Hostility Hostility is seen as form of emotionally-charged angry behavior. In everyday
speech it is more commonly used as a synonym for anger and aggression.
1.5 Response persistence People who employ response persistence as their primary means of
coping with stress get stuck in a behavioral rut. They react to stressful feelings the same way every
time, even though their habitual reaction doesn‘t work. In cognitive behavioral therapy there are three
techniques that are particularly helpful to replace response persistence with response flexibility: Self-
soothing teaches you to cope with stress, especially depression, by making time to enjoy positive
activities like listening to music, walking in nature, or taking a warm bath. Doing the Opposite is just
what it sounds like. You listen instead of complaining. You brainstorm solutions to problems instead
of trying not to think about them. You actively seek out people and situations that you have been
avoiding. Interpersonal Effectiveness gives you social skills that you can use instead of avoiding
others or fighting with them.
1.6 State anxiety refers to a temporary condition of dread or uneasiness stemming from a
specific situation. State anxiety is an emotional reaction to a situation that from one situation to the
next. Moreover, State anxiety is defined as an unpleasant emotional arousal in face of threatening
demands or dangers. A cognitive appraisal of threat is a prerequisite for the experience of this emotion
(Lazarus,1991).State anxiety is also known as A-State which refers to a temporary condition of dread
or uneasiness stemming from a specific situation. A mental or emotional reaction characterized by
apprehension, uncertainty, and irrational fear. Anxiety states may be accompanied by physiologic
changes such as diaphoresis, tremors, rapid heartbeat, dilated pupils, and xerostomia. Trait anxiety—
It is defined as the tendency to experience anxiety. Trait anxiety is considered to be a characteristic of
personality that endures over time and is manifest across a variety of situation. Anxiety can be
either a short term 'state' or a long term "trait." Trait anxiety reflects a stable tendency to respond with
state anxiety in the anticipation of threatening situations. It is closely related to the personality trait
of neuroticism. Such anxiety may be conscious or unconscious.
Adolescence is a period in which there is a preoccupation with the search for identity (Collins,
1991). In terms of classical theory, it is a time of turmoil. It is also a time when the individual is
developing psychosocial competence, including strategies for coping. Understanding how adolescents
cope with stress is an area that is too little understood (Compas, 1987). Frydenberg and Lewis (1994)
suggested that adolescents have a hierarchy of coping strategies, none of which is used exclusively.
However, it is not known whether these strategies are dispositions or learned behaviors that remain
fairly stable over time. Furthermore, other factors, such as gender, ethnicity, age, family
circumstances, and the extent or intensity of the concern, may contribute to how the coping strategies
are employed. In the light of this context the present study is entitled as “State and trait anxiety on
different factors of problem based coping style” at the higher secondary level for the present
research has been taken up.
The focus for this study is on higher secondary school students. Sampling techniques that was
used for the selection of the sample in this case was random sampling technique. A total of 300 school
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
26
1
students were selected from three different schools in Madurai city. The investigator selected 100
students from Government school, 100 students from Government Aided School and 100 students
from Private school.
2. Objectives of the Study
To find out the relationship among state anxiety and trait anxiety on different factors of
problem based coping of higher secondary school students based on type of management and
gender.
3. Hypotheses of the Study
1. State or trait anxiety has no relationship with different factors of problem based coping on total
sample.
4. Research Tools Selected for the Present Study
The following tools have been used by the investigator to carry out this study.
1. Personal data sheet developed by the investigator.
2. State and Trait author Charles D.Speilberger, (1983)
3. Problem based coping author Patricia Zuritaona and Matthew Mckay, (2011).
Table – 1 Relationship between Experiential Avoidance with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Experiential
Avoidance
Government
School
Boys 50 -0.298* -0.156N.S
Girls 50 0.106N.S
0.315*
Government
Aided School
Boys 50 0.102N.S
0.217N.S
Girls 50 0.182N.S
0.017N.S
Private School
Boys 50 0.031N.S
-0.015N.S
Girls 50 0.007N.S
0.003N.S
P< *0.05 Level, **0.01 Level, N.S Not Significant.
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
26
2
Figure A: Relationship between Experiential Avoidance with State Anxiety
Figure B: Relationship between Experiential Avoidance with Trait Anxiety
From table 1 and also from figure A and B, it is understood that calculated correlation coefficient
values are more than that of table correlation coefficient values (p<0.05, N=50) in the case of boys of
Government School for experiential avoidance and state anxiety and in the case of girls of
Government School for experiential avoidance and trait anxiety. Hence hypothesis is rejected and
proved that there is significant relationship between experiential avoidance and state/trait anxiety.
The calculated coefficient values were less than that table of correlation coefficient values.
Hence the hypothesis is accepted and proved that there are no significant relationships between
experiential avoidance and state anxiety in the case of girls of Government School, and boys and girls
of Government Aided School and Private School. And experiential avoidance has no relationship with
-0.5
-0.3
-0.1
0.1
0.3
0.5
Boys Girls Boys Girls Boys Girls
Government School Government AidedSchool
Private School
Experiential Avoidance
State Anxiety -0.298 0.106 0.102 0.182 0.031 0.007
-0.298 0.106 0.102 0.182
0.031 0.007
State Anxiety
-100%
-50%
0%
50%
100%
Boys Girls Boys Girls Boys Girls
Government School Government AidedSchool
Private School
Experiential Avoidance
Trait Anxiety -0.156 0.315 0.217 0.017 -0.015 0.003
-0.156
0.315 0.217 0.017
-0.015
0.003
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
26
3
trait anxiety in the case of boys and girls of Government School, and boys and girls of Government
Aided School and Private School.
Table – 2 Relationships between Rumination with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Rumination
Government
School
Boys 50 -0.108N.S
0.105N.S
Girls 50 0.070N.S
0.172N.S
Government
Aided School
Boys 50 0.125N.S
0.323*
Girls 50 0.555**
0.171N.S
Private School Boys 50 0.041
N.S 0.052
N.S
Girls 50 0.050N.S
-0.096N.S
P< *0.05 Level, **0.01 Level, N.S Not Significant.
Figure C: Relationship between Rumination with State Anxiety
Figure D: Relationship between Rumination with Trait Anxiety
-100%
-50%
0%
50%
100%
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Rumination
State Anxiety -0.108 0.07 0.125 0.555 0.041 0.05
-0.108
0.07 0.125 0.555 0.041 0.05
State Anxiety
-0.2
0
0.2
0.4
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Rumination
Trait Anxiety 0.105 0.172 0.323 0.171 0.052 -0.096
0.105 0.172 0.323
0.171 0.052
-0.096 Axi
s Ti
tle
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
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From table 2 and also from figure C and D, it is understood that calculated correlation coefficient
values are more than that of table correlation coefficient values (p<0.05, N=50), in the case of boys of
Government Aided School for rumination and trait anxiety and in the case of girls of Government
Aided School for rumination and state anxiety (p<0.01, N=50). Hence hypothesis is rejected and
proved that there is significant relationship between experiential avoidance and state/trait anxiety.
The calculated coefficient values were less than that table of correlation coefficient values.
Hence the hypothesis is accepted and proved that there are no significant relationships between
rumination and state anxiety in the case of boys of Government Aided School, boys and girls of
Government School, and Private School. And rumination has no relationship with trait anxiety in the
case of girls of Government Aided School, and boys and girls of Government School and Private
School.
Table – 3 Relationships between Emotional Masking with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Emotional
Masking
Government
School
Boys 50 -0.168N.S
-0.082N.S
Girls 50 -0.032N.S
0.132N.S
Government
Aided School
Boys 50 0.222N.S
0.318*
Girls 50 -0.158N.S
0.111N.S
Private School Boys 50 -0.428
** -0.192
N.S
Girls 50 -0.063N.S
-0.083N.S
P< *0.05 Level, **0.01 Level, N.S Not Significant.
Figure E: Relationship between Emotional Masking with State Anxiety
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Emotional Masking
State Anxiety -0.168 -0.032 0.222 -0.158 -0.428 -0.063
-0.168
-0.032
0.222
-0.158
-0.428
-0.063
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
State Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
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Figure F: Relationship between Emotional Masking with Trait Anxiety
From table 3 and also from figure E and F, it is understood that calculated correlation coefficient
values are more than that of table correlation coefficient values (p<0.05, N=50) in the case of boys of
Government Aided School for emotional masking and trait anxiety and in the case of boys of Private
School for emotional masking and state anxiety (p<0.01, N=50). Hence hypothesis is rejected and
proved that there is significant relationship between emotional and state/trait anxiety.
The calculated coefficient values were less than that table of correlation coefficient values. Hence the
hypothesis is accepted and proved that there are no significant relationships between emotional
masking and state anxiety in the case of girls of Private School, and boys and girls of Government
School and Government Aided School. And emotional masking has no relationship with trait anxiety
in the case of girls of Government Aided School, and boys and girls of Government School and
Private School.
Table – 4 Relationships between Short-term Focus with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Short-term
Focus
Government
School
Boys 50 -0.201N.S
0.091N.S
Girls 50 0.031N.S
0.127N.S
Government
Aided School
Boys 50 0.348* 0.271N.S
Girls 50 0.063N.S
0.085N.S
Private School Boys 50 -0.058
N.S -0.144
N.S
Girls 50 -0.026N.S
-0.375*
P< *0.05 Level, **0.01 Level, N.S
Not Significant.
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Emotional Masking
Trait Anxiety -0.082 0.132 0.318 0.111 -0.192 -0.083
-0.082
0.132
0.318
0.111
-0.192 -0.083
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
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Figure G: Relationship between Short-term Focus with State Anxiety
Figure H: Relationship between Short-term Focus with Trait Anxiety
From table 4 and also from figure G and H, it is understood that calculated correlation coefficient
values are more than that of table correlation coefficient values (p<0.05, N=50) in the case of boys of
Government Aided School for short-term focus and state anxiety and in the case of girls of Private
School for short-term focus and trait anxiety. Hence hypothesis is rejected and proved that there is
significant relationship between short-term focus and state/trait anxiety.
The calculated coefficient values were less than that table of correlation coefficient values.
Hence the hypothesis is accepted and proved that there are no significant relationships between short-
term focus and state anxiety in the case of girls of Government Aided School, and boys and girls of
Government School and Private School. And short-term focus has no relationship with trait anxiety in
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Short-term Focus
State Anxiety -0.201 0.031 0.348 0.063 -0.058 -0.026
-0.201
0.031
0.348
0.063
-0.058 -0.026
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
State Anxiety
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Short-term Focus
Trait Anxiety 0.091 0.127 0.271 0.085 -0.144 -0.375
0.091 0.127
0.271
0.085
-0.144
-0.375
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
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7
the case of boys of Private School, and boys and girls of Government School and Government Aided
School.
Table – 5 Relationships between Response Persistence with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Response
Persistence
Government
School
Boys 50 -0.388** -0.208N.S
Girls 50 0.125N.S
-0.123N.S
Government
Aided School
Boys 50 -0.056N.S
0.046N.S
Girls 50 -0.048N.S
0.159N.S
Private School Boys 50 -0.220
N.S -0.185
N.S
Girls 50 -0.009N.S
-0.043N.S
P< *0.05 Level, **0.01 Level, N.S Not Significant.
Figure I: Relationship between Response Persistence with State Anxiety
Figure J: Relationship between Response Persistence with Trait Anxiety
From table 5 and also from figure I and J, it is understood that calculated correlation
coefficient values are more than that of table correlation coefficient values (p<0.01, N=50) in the case
of boys of Government School for response persistence and state anxiety. Hence hypothesis is
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Response Persistence
State Anxiety -0.388 0.125 -0.056 -0.048 -0.22 -0.009
-0.388
0.125
-0.056 -0.048
-0.22
-0.009
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
State Anxiety
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Response Persistence
Trait Anxiety -0.208 -0.123 0.046 0.159 -0.185 -0.043
-0.208
-0.123
0.046
0.159
-0.185
-0.043
-0.25-0.2
-0.15-0.1
-0.050
0.050.1
0.150.2
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
This paper is available online at - http://www.ijifr.com/searchjournal.aspx PAPER ID: IJIFR/V1/E9/036
ISSN (Online): 2347-1697
INTERNATIONAL JOURNAL OF INFORMATIVE & FUTURISTIC RESEARCH Volume -1 Issue -9, May 2014
Author’s Research Area: Education, Page No.:258-273
26
8
rejected and proved that there is significant relationship between Response Persistence and state/trait
anxiety.
The calculated coefficient values were less than that table of correlation coefficient values.
Hence the hypothesis is accepted and proved that there are no significant relationships between
response persistence and state anxiety in the case of girls of Government School, and boys and girls of
Government Aided School and Private School. And response persistence has no relationship with trait
anxiety in the case of boys and girls of Government School, and boys and girls of Government Aided
School and Private School.
Table – 6 Relationships between Hostility (or) Aggression with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Hostility
(or)
Aggression
Government
School
Boys 50 0.170N.S
0.232N.S
Girls 50 0.389** 0.353*
Government
Aided School
Boys 50 0.195N.S
0.383**
Girls 50 0.433** 0.128N.S
Private School Boys 50 0.430** 0.138
N.S
Girls 50 0.412** 0.101N.S
P< *0.05 Level, **0.01 Level, N.S
Not Significant.
Figure K: Relationship between Hostility (or) Aggression with Trait Anxiety
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Negative Appraisal
Trait Anxiety 0.053 0.213 0.179 0.256 0.106 0.124
0.053 0.213 0.179 0.256 0.106 0.124
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
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Figure L: Relationship between Hostility (or) Aggression with State Anxiety
From table 6 and also from figure K and L, it is understood that calculated correlation coefficient
values are more than that of table correlation coefficient values (p<0.05, N=50) in the case of girls of
Government School for hostility (or) aggression and trait anxiety and in the case of boys of
Government Aided School hostility (or) aggression and trait anxiety (p<0.01, N=50). In the case of
girls of Government School and girls of Government Aided School and Private School and boys of
Private School for hostility (or) aggression and state anxiety(p<0.01, N=50). Hence hypothesis is
rejected and proved that there is significant relationship between hostility (or) aggression and
state/trait anxiety. The calculated coefficient values were less than that table of correlation coefficient
values. Hence the hypothesis is accepted and proved that there are no significant relationships
between hostility (or) aggression and state anxiety in the case of boys of Government School and
Government Aided School. And hostility (or) aggression has no relationship with trait anxiety in the
case of boys of Government School, and girls of Government Aided School and boys and girls of
Private School.
Table – 7 Relationships between Negative Appraisal with State and Trait Anxiety
Psychological
Variable
Type of
Management Gender
Sample
(N)
Correlation Coefficients
State Anxiety Trait Anxiety
Negative
Appraisal
Government
School
Boys 50 -0.004N.S
0.053N.S
Girls 50 0.222N.S
0.213N.S
Government
Aided School
Boys 50 0.200N.S
0.179N.S
Girls 50 0.187N.S
0.256N.S
Private School Boys 50 0.029
N.S 0.106
N.S
Girls 50 0.205N.S
0.124N.S
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Hostility (or) Aggression
Trait Anxiety 0.232 0.353 0.383 0.128 0.138 0.101
0.232 0.353 0.383 0.128 0.138 0.101
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
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0
P< *0.05 Level, **0.01 Level, N.S
Not Significant.
Figure M: Relationship between Negative Appraisal with State Anxiety
Figure N: Relationship between Negative Appraisal with Trait Anxiety
From table 7 and also from figure M and N, it is understood that calculated correlation
coefficient values are less than that of table correlation coefficient values (p<0.05, N=50).Hence the
0
0.05
0.1
0.15
0.2
0.25
0.3
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Negative Appraisal
Trait Anxiety 0.053 0.213 0.179 0.256 0.106 0.124
Trait Anxiety
0
0.05
0.1
0.15
0.2
0.25
0.3
Boys Girls Boys Girls Boys Girls
Government Government Aided Private
Negative Appraisal
Trait Anxiety 0.053 0.213 0.179 0.256 0.106 0.124
0.053
0.213 0.179
0.256
0.106 0.124
Trait Anxiety
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
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hypothesis is accepted and proved that there are no significant relationships between negative
appraisal and state/trait anxiety in the case of boys and girls of Government School and boys and girls
of Government Aided School and Private School.
5. Discussion Association between anxiety and experiential avoidance may be a result of the variance shared with
anxiety sensitivity (Berman et al., 2010; Wheaton etal., 2010). Recent studies suggest that brooding
represents the more maladaptive component of rumination; reflection, on the other hand, appears a
more adaptive form of rumination (Burwell & Shrik, 2007; Treynor et al., 2003). Hong (2007) who
found that worry is uniquely associated with anxiety and rumination with depression, both
concurrently and prospectively. Brain imaging research in humans has suggested reciprocal inhibition
between attention to neutral targets and to emotional distracters, within the anterior cingulate (Bush,
Luu, & Posner, 2000; Drevets & Raichle, 1998). , the function of the cingulate may be to monitor for
processing conflicts and when they are detected, to recruit other frontal areas to inhibit the interfering
distracter (MacDonald, Cohen, Stenger, & Carter, 2000). Hennig et al., (2005) revealed that the
physiological underpinnings (e.g., changes in hormone levels) of Aggressive Hostility were distinct
from those of Neurotic Hostility, suggesting that participants who endorsed more Aggressive Hostility
factors were characterized by low serotonin activity.
6 . Educational Implications
Over the past few decades there has been increasing pressure on the students especially in the
adolescent age group. The complexity of the society which is characterized by dynamic and changing
mass of information, mass use of internet, multimedia and educational technology and change in the
expectation of the labour market has compelled the student community to enhance their performance.
This has brought in more anxiety and stress in the life of the students. Anxiety takes the form of state
or trait anxiety. Situations such as anxiety towards examination, facing an interview, writing
competitive exams and so on are related to state anxiety.
Communication skills, phobia (social and agoraphobia) are the major components of trait
anxiety. Anxiety is one of the most common psychological disorders in school-aged children and
adolescents worldwide Anxiety is associated with substantial negative effects on children’s social,
emotional and academic success Specific effects include poor social and coping skills, often leading
to avoidance of social interactions Importantly, school avoidance, decreased problem-solving abilities,
and lower academic achievement have also been Anxiety is considered to be a universal phenomenon
existing across cultures, although its contexts and manifestations are influenced by cultural beliefs and
practices In India, the main documented cause of anxiety among schoolchildren and adolescents is
parents’ high educational expectations and pressure for academic achievement After the Secondary
Examination, all students appear in the Class XII Final Board Examination known as the Higher
Secondary Examination. Competition is again ferocious as performance in this examination
determines university entrance. Admission to courses in Medicine, Engineering and Management are
the most preferred choices for parents because these qualifications are seen to guarantee future job
prospects. It is relevant to mention here that in one year alone in India, 2320 children, or more than
six children per day, committed suicide because of failure in examinations.
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
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7. Conclusion Gender has an impact on problem based coping and state and trait anxiety. Problem based coping and
state and trait anxiety are related to each other. Problem based coping gives the students a long term
solution. Enhancing or developing resources which are components of problem based coping are
proactive approaches to coping. The development of emotional resources, such as a belief in one’s
own competence, worth, and purpose, can contribute to one’s coping capacity: In such a situation
problem based coping helps in changing stressful situation. Problem based coping promotes high
order thinking as students gather information regarding their problem and access their credibility.
Problem based coping helps in meta-cognition and self-regulated learning. Students become active
programme solvers. Problem based coping integrates knowledge with practice. Problem based coping
enables more effective and enjoyable learning. Since a very limited number of studies have addressed
anxiety among school-aged children and adolescents in India, and because of the seriousness of its
adverse consequences, it was considered important to explore this issue further.
8. Suggestion for Further Research
Some suggestions with regard to possibilities of the research in the field of education are offered
with a view of stimulate prospective research workers in this area.
The study could be extended to College Students.
The present study has done only in some schools at Madurai District, similar study
comprising different districts can be attempted.
The sample size is restricted to 300 School Students in the present study. It can be done by
including more number of schools students.
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M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
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ISSN (Online): 2347-1697
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Author Profile
The first author of this paper- M.Mohamedayupkhan is a M.Phil Research Scholar, studying
at Meston College of Education. He has published 2 research papers in international research
journals. Under the guidance of Dr.K.Saraladevi, M.Sc., M.Phil.,M.Ed., Ph.D., PDF,
(Associate Professor in Physical Science) working on Educational Psychology and Bio-
Physics in Meston College of Education. His research interest is in the field of State and Trait
Anxiety on different factors of Problem Based Coping.
The second author of this paper Dr.K.Sarladevi, M.Sc., M.Phil.,M.Ed., Ph.D., PDF., Associate
Professor in Physical Science, Meston College of Education, Chennai-600014, Tamilnadu,
India. She is a practitioner of NLP and Cognitive Behaviour Therapy. Her biographies has been
published in the books of Asian admirable achievers, Men and Women achievements in Asia,
Asia’s WHO’s WHO, National’s WHO’s WHO and also received awards such as Bharath
Excellence Award, Best Citizens of India, 2011, Best Personalities of India, AdhunikPrasati
Award, Inspiring Pillars of India, Golden Personalities of India, Bharat Mahila Award, Rajiv Gandhi Arch
Excellence Award. She is a research awardee from University Grants Commission for doing Post Doctoral
Fellowship during 2009-2011. She has 31 years of teaching experience and more than 16 years of research
experience. She has published 12 research papers in national and international research journals, 13 papers
presented at state, national and international seminars in India. She has published 25 research articles in the
conference proceedings at international venues. She is member of TASC Chennai, ITAA, USA, NFNLP, U.S.A,
STAR, Germany (National Representative), METANEXUS, U.S.A., APA, U.S.A, EHPS, UK. She guided 58
M.Ed, 56 M.Phil projects. 5 Ph.D scholars have been awarded under her supervision and guiding 9 students at
present. She has earned 85 CE credits.
M.Mohamedayupkhan and Dr. K. Saraladevi : State and Trait Anxiety on different factors of Problem Based
Coping www.ijifr.com Email: [email protected] © IJIFR 2014
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