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Copyright © IJIFR 2014 Author’s Subject Area: Education Available Online at: - http://www.ijifr.com/searchjournal.aspx

www.ijifr.com [email protected] ISSN (Online): 2347-1697

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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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

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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


mailto:[email protected]








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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










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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.










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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%


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










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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)



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


Figure C: Relationship between Rumination with State Anxiety

Figure D: Relationship between Rumination with Trait Anxiety

-100%

-50%

0%

50%

100%


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



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










26

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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.



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)



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


Figure E: Relationship between Emotional Masking with State Anxiety



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










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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


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)



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


N.S -0.144

N.S

Girls 50 -0.026N.S

-0.375*

P< *0.05 Level, **0.01 Level, N.S

Not Significant.



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










26

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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


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.


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



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



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










26

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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)



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


N.S -0.185

N.S

Girls 50 -0.009N.S

-0.043N.S


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



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



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










26

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rejected and proved that there is significant relationship between Response Persistence and state/trait

anxiety.



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)



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%



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










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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)



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%



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










27

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



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



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










27

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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.










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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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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.










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