Life today has become increasingly complex and tension ridden. It is the era of speed, rapid changes, never ending wishes and desires, which sometimes result in stress, anxiety, negativity and depression. Stress is an integral part of life. It operates in almost every walk of life. The investigator identified stress in the educational learning situation especially in the teacher training institutions (DIETs). Teachers’ are trained to face the complex problems that occur in schools during teaching-learning process.

Teachers can act as trail blazers in the lives of learners and in the process of education for development. If student-teachers (teacher trainees) acquire academic excellence and adjustment then they are empowered to perform multiple tasks in the classroom and in the community in a professional manner.

Stress is the internal response of the individual to pressure – when the pressure experienced is greater than normal ability. In the college situation, this pressure may be accountable for individual’s success and failures. Hence, the kind of stress (Academic Stress) is an important factor accounting for variation in academic success. Academic stress among D.Ed. teacher trainees leads to problems of adjustment in their teaching career. In the academic stress of teacher trainees their personal inadequacy, fear of failure, interpersonal difficulties with teachers, teacher-pupil relationship/teaching methods and inadequate study facilities were assessed.

i. Description of the Inventory:-

Keeping this in view a 40 item rating scale which was originally developed by Kim (1970) was used in the present study. The scale was adopted to Indian conditions by Rajendran and Kaliappan (1990) by administering the adapted version of the Students’ Academic Stress Scale to 285 subjects of their study and assessed the efficiency of behavioural programmes in managing academic stress in improving academic performance. The academic stress scale comprises of 40 items. Each item had five alternatives varying from the response ‘No Stress’ to ‘Extreme Stress’. Each response carries a score of ‘0’, ‘1’, ‘2’, ‘3’ and ‘4’ respectively. The items are classified into five areas contained 8 items each viz.,99

a. Personal Inadequacy … (F1)

b. Fear of Failure … (F2)

c. Interpersonal difficulties with teachers … (F3)

d. Teacher-pupil relationship / Teaching methods (F4)

e. Inadequate study facilities … (F5)

The total items were 40. Therefore 160 (4 x 40) is the maximum possible score and the highest score on each factor would be 32 (4 x 8). Each factor has equal number of items. The higher the value of the score, the more the academic stress and vice-versa. Academic stress scale is given in Appendix – A.

ii. Validity and Reliability:- There are various methods of estimating the validity of measuring the instrument. The authors established content validity of the tool on the basis of the scrutiny of experts and item validity through item analysis. As the investigator is using the tool viz., Students’ Academic Stress Scale, is assumed that the adopted version is having validity and reliability. The test-retest correlation of 50 students with an interval of 25 days has been found to be 0.82.

is this is the actual scoring system of this tool by author? please give suggestion

Dear sir Sourav

I am Mohammed X Ntshangase and I am very much not sure that I can assist with this request. Please communicate directly with the authors you are talking about.

Blessed regards

Mohammed X