Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate stress in western Kansas high school students. The sample was from 1A schools. The 1A schools were classified by the Kansas State Activities Association (1993-94). The 1A schools were defined as having less than 74 students enrolled in grades 10-12. The sample consisted of 322 participants, 159 males, and 163 females. The independent variables investigated were gender, classification, family structure, religious preference, church attendance, bible reading, and prayer. The dependent variables consisted of scores from the following scales of the Stress Questionnaire: School, Relationships, Self, and Total. Five composite null hypotheses were tested employing analysis of variance (general linear model). A total of 84 comparisons plus 56 recurring were made. Of the 84 comparisons, 28 were main effects and 56 were interactions. Of the 28 main effects, 12 were statistically significant at the .05 level. Of the 56 interactions, 9 were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations : 1. females had greater stress related to Relationships than males, 2. females had greater Total stress than males, 3. students from stepparent family structure had greater Total stress than foster parent and other, 4. students who reported prayer once a day had greater Self stress than those who reported never, 5. significant interactions for: a. gender and classification--school, b. gender, classification, and family structure- School, c. classification and religious preference--Self, d. classification and religious preference - Total, e. family structure and religious preference-School, f. gender, family structure, and religious preference--Self, g. church attendance, Bible reading, and prayer -School, h. church attendance and prayer--Relationships, and i. church attendance, Bible reading, and prayer-Total.

Keywords

Counseling

Advisor

Bill C. Daley

Date of Award

Spring 1994

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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