EXAMINATION OF STRESS AS A SOURCE OF DEPRESSION IN HIGH SCHOOL STUDENTS BELONGING TO PRIVATE SCHOOLS OF KARACHI

Authors

  • Afshan Qadir, Kavita Khemchand, Afzal Muhammad

Abstract

Examination stress is a natural phenomenon. It prepares one for a fight or flight response to any adverse situation. Stress can be beneficial if it is experienced for a short time and to a certain extent but if it is intense and experienced for a long time or constant basis it can cause serious emotional-behavioral disorders like depression. The study aimed to explore the relationship between examination stress and depression. For this purpose, a survey was conducted in which data was collected from 144 students belonging to private high schools in Karachi through a simple random sampling technique. Further, data was analyzed through the use of MS Excel. Both descriptive and inferential statistics were done. T-test, ANOVA and linear regression tests were run on data to make inferences. The result showed a moderate correlation between examination stress and depression. Moreover, a positive linear regression was found between the variables which means depression is predicted by examination stress. Further, results showed no significant difference between mean scores of depressions among students based on their age, grade and number of formative exams per term given by students. However, there was difference in mean scores of examination stress among students based on their grade and number of formatives per term given by the students. This research will be beneficial for curriculum planners, teachers, school administrators, policy designers, parents, students and future researchers to understand relation between examination stress and depression and how examination stress can have adverse effect like depression on students if not handled properly

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Published

2023-12-31

How to Cite

Afzal Muhammad, A. Q. K. K. . (2023). EXAMINATION OF STRESS AS A SOURCE OF DEPRESSION IN HIGH SCHOOL STUDENTS BELONGING TO PRIVATE SCHOOLS OF KARACHI. Pakistan Journal of Educational Research, 6(4). Retrieved from https://pjer.org/index.php/pjer/article/view/930