Figure from:SOURCES OF ACADEMIC STRESS – A STUDY ON MANAGEMENT STUDENTS

Figure 3 students' general attitudes towards studying. Students often explained negative attitudes in wo terms of their experiences of excessive kloads or inappropriate forms of assessment. The experience of learning is made less satisfactory by assessment me thods which are perceived to be inappropriate ones. High achievement in con ventional terms may mask this Zeidner (1987) found that multiple choice type exams are generally perceived more favo urably than essay type items along most imensions of the inventory (ie. perceived fficulty, anxiety, complexity, success xpectancy, feeling at ease), by both boys nd girls. Furthermore, it was found that tudents perceive essay type exams to be mewhat more appropriate than multiple hoice exams for the purpose of reflecting ne's knowledge in the subject matter tested. geseee ee

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wwewte NF ESE EBL CREE EES CE SENS 2 EEUU CUVEE SN UE UW UE Stressors: Curriculum and instruction form the basis for t institution or an academic req predetermi instruction. requiremen uirem ned curric Each h y cou ents ulu ion without hours he academic activity. Any rse cannot fulfill the the m and_ structured rse has a minimum of the specified c Hence class wo rk is an integral part of Fulf of U nd complying with the require rocess by atten te Fill the c rk completion of nderstanding ments, completin compulsory for assess of academics, at student study he/she may be, class work forms urse. St iculum and instructi the regu ass the specified topics, min ment academic endeavour. for class work in the udents have lar class wo requirements int ignments, readi imum attendance the group tasks and so on. Any whatever level of must fulfill these g requirements to complete the course. Natura ly, such well s tructured academic H2: That some issues of curriculum and instruction form the basis for stress among students.

presentations with 38%. Around 30% of the students said that completing group assignments was another source of stress among them. This clearly indicates that students, faculty and the academic administrators have to concentrate on imparting group skills without allowing the students prone to stress. Among the four factors provided for prioritizing by the sample group, the issue of adjusting with the group mindset was opted to be the dominant factor by 60% of the sample group. The next preference was given to the issue of communicating with the team members as well as the class members (52%) followed by making joint

6. Conclusion: As academic stress was found to be more p students of professional courses by many is study primarily ring the micro issues t components of academi urse work setup. The research of differen in the pro compone curriculum assessment studies, concentrated on explo fessional co nts of academics, instruction, tea and placement. Amo and component curriculum and i rominent among the in ge C activity neral, are m work, ng these onstruction Facing the placement interview itself was the dominant stressor for the sample group as around 90% expressed the same. Many people want to work in the locations of their preferences. As a result, the issue of job location was the second level stressor for around 50% while the job profile serves as a third preference stressor for about 30% of the sample group.