CHAPTER 1

Introduction

Education is the process of facilitating learning, acquisition of knowledge, skills,

values, beliefs, and habits. Teachers play a crucial role in education. Therefore, the
society needs many emotionally, mentally and academically well- developed teachers to
fill the needs of the current world. Pre-service teachers are the next generation of
educators who undergo training and preparation before entering their teaching profession.
Their preparation sets the foundation for effective teaching and learning experiences for
students. Pre-service teachers often face the pressure to balance academic demands,
practical teaching experiences, and personal life that can create a unique set of challenges.
University or College is a transitional period when students of all ages undergo
new experiences, meet new people and face opportunities which may compound the
stress in their lives (Lindsay et al., 2011). They have to make their own decisions for their
actions, and as they have more freedom in choosing which action to take, their
responsibility is greater compared to pre-university life. This experience may cause some
students stress and frustration.
Stress is a condition or circumstance, which can disturb the normal physiological
and psychological functioning of an individual. There are number of incidents in a
person’s life that lead to stress, as well as in pre-service teacher. People are stressed when
they take examination, when having to deal with a frustrating work situation, or when
experiencing relationship difficulties. Stressful situations can be viewed as harmful, as
threating, or as challenging. If one absorbed this stress, he/she could develop negative
effects on behavior. When students did not adapt to their university lives well, they were
likely to have an unhealthy life, marked by behavior such as smoking, drinking alcohol,
and developing eating disorder.
Human constantly interacts with different environments. These environments and
past experiences have an effect on his/her thoughts and actions. Also, the level of stress
may be differ depending on individuals past experience, socio-economical background,
personal relationship, and expectation from society etc. Lazarus and Folkman (1984)
emphasized that if stress is accumulated from daily life, it will threaten the one’s health.
Daily stress can significantly impact pre-service teachers in various aspects of
their lives. It can lead to emotional exhaustion, feelings of burnout, and a reduced sense
of accomplishment, affecting their overall emotional well-being. Additionally, high stress

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levels can impair cognitive functions, memory, and attention, their ability to concentrate
effectively.
When stress becomes overwhelming and prolonged, the risks for mental health
problems and medical problems increase. The word ‘health’ is generally described in
terms of working order of the mind of an individual concerning to the problems that how
people think, feel and behave. The mental health problem is very crucial because it is
related to the overall well-being of an individual, irrespective of one’s status, age, gender,
race or social background.
Just a physical fitness helps people’s bodies to stay strong, mental fitness helps
them to achieve and sustain a state of good mental health. When people are mentally
healthy, they enjoy their life and environment. People can be creative, learn, try, new
things, and take risks. Mental health is the foundation for emotions, thinking,
communication, learning, resilience and self-esteem. Mental health is also key to
relationships, personal and emotional well-being and contributing to community or
society.
Mental health is important at every stage of life, from childhood and adolescence
through adulthood. The importance of maintaining good mental health is crucial to living
a long and healthy life. Good mental health can enhance one’s life, while poor mental
health can prevent someone from living a normal life. When mental health is not so good,
life feels more of a struggle, sad or tearful, hopeless, exhausted, under unbearable stress,
or often worried about bad things happening.
1.1 Significance of the Study
Stress plays a significant role in the lives of pre-service teachers as they navigate
the demands of teacher preparation programs. The pressure to excel academically,
manage fieldwork responsibilities, and develop effective teaching strategies can lead to
heightened levels of stress. Additionally, pre-service teachers often face challenges such
as classroom management issues, adapting to diverse student needs, and balancing
personal and professional commitments. This stress not only impacts their well-being but
also influences their ability to learn and effectively prepare for their future roles as
educators. Addressing and managing stress during preservice teacher training is crucial to
ensure that aspiring educators are equipped with the resilience and coping strategies
necessary to thrive in the demanding field of education.

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 Teaching can be stressful, and teacher resilience has been a primary concern
(Pozo-Rico et al., 2023). Among pre-service teachers, the lack of teaching experience and
the tension of being supervised and evaluated during their teaching practicum by their
mentors and university lecturers are causing a significant amount of stress among them
(Geng et al., 2019).
In teacher education courses, all pre-services teachers are required to undertake
teaching practicums, with associated practice-based assessments, in addition to their
theory study load (Mansfield et al., 2020). In their theoretical education studies, pre-
service teachers are required to undertake individual assignments as well as group work
tasks. While pre-service teachers are responsible for completing individual study tasks,
they must also cope with the inherent tensions of group work. Group work is associated
with hindrance-related stress and can influence pre-service teachers’ studying
performance and satisfaction level. In addition, the additional demands can create varying
levels of stress among students, and unmanaged, has the potential to affect mental health
and engagement with learning. During school-based professional experience, the demand
on pre-service teachers is high as they observe mentor teachers’ classrooms; develop
understanding and familiarity with students in different educational settings; build
professional relationships with teachers; and, complete placement assessments. Moreover,
the style of placement assessment, designing and developing lesson plans and translating
theoretical strategies and pedagogy into classroom lessons, must be undertaken within the
tight timeline of teaching practice, all of which can be very stressful (Smit et al., 2021).
Teaching is one of the most stressful professions. An educator work-life survey of
FTE teachers across the US found 1.86 million described their mental health as not good.
61% reported they are always, or often managing high levels of stress over a 30-day
period. Given the pressures teachers are required to work under – economic inequality,
increasing mental health issues for students, declining resources and increasing demands
of their job – it’s not surprising many teachers struggle with their own mental health
along with that of their students.
The poor mental health of teachers isn't only a personal concern for them, it
adversely affects their student’s levels of achievement and increases costs for schools.
Given the important role that teachers play in the lives of children, young adults, and
wider society, it’s imperative that their mental health is supported to prevent issues and
help is provided when problems do arise. Research on the mental health and well-being of
pre-service teachers has indicated that this stress can result in students withdrawing from

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study and relinquishing teaching as a future career (Geng & Midford, 2015). So, this
study was conducted to investigate the relationship between daily stress and mental health
of pre-service teachers.
1.2 Purpose of the Study
The main purpose of the study is to explore the relationship between daily stress
and positive and negative mental health of pre-service teachers.
The specific objectives of the study are;
1. To examine daily stress of pre-service teachers by gender and education level.
2. To examine positive mental health of pre-service teachers by gender and
education level.
3. To investigate negative mental health of pre-service teachers by gender and
education level.
4. To explore the relationship between daily stress and positive mental health of pre-
service teachers.
5. To find out the relationship between daily stress and negative mental health of
pre-service teachers.
1.3 Research Questions
1. Is there any significant difference in daily stress of pre-service teachers by gender and
education level?
2. Is there any significant difference in positive mental health of pre-service teachers by
gender and education level?
3. Is there any significant difference in negative mental health of pre-service teachers by
gender and education level?
4. Is there any significant relationship between daily stress and positive mental health of
pre-service teachers?
5. Is there any significant relationship between daily stress and negative mental health of
pre-service teachers?
1.4 Scope and Procedure
The research design used for the study was descriptive survey method and simple
random sampling technique was used. The following instruments were used to collect
required data. Stress of pre-service teachers was measured by using A Shortened Version
of The Adolescent Stress Questionnaire (ASQ-S) developed by Byrne et al (2018). The
instrument was 27- items, with five -point Likert scale from “not at all stressful” to “very

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stressful”. Positive mental health of pre-service teachers was measured by using Positive
Mental Health Scale (PMH) developed by Lukat, Margraf, et al. (2016). The instrument
was 9- items, with four-point Likert scale "do not agree" to "agree". Negative mental
health of pre-service teacher was measured by using Depression Anxiety Stress Scales
(DASS-21) by Henry & Crawford (2005). The instrument was 21-items, with four- point
Likert scale from "not at all" to "most of time". A total sample of 450 pre-service teachers
from Yangon University of Education participated in the study. And then, the data
analyses were conducted by using the Statistical Package for Social Science (SPSS).
1.5 Definitions of Key Terms
Daily stress. Daily stress is defined as mundane hassles, strains, or annoyances
associated with routine daily activities and transactions of everyday life. Daily stress is
relatively minor, but has the potential to disrupt the flow of everyday life and add to
overall levels of stress (Sweeney, 2013).
Positive mental health. Positive mental health is defined as an optimal way of
psychological functioning and a general feeling of well-being (Keyes, Shmotkin, & Ryff,
2002; Deci & Ryan, 2008).
Negative mental health. Negative mental health as a state where an individual
experiences a range of psychological difficulties, including emotional instability,
cognitive impairments, and a lack of coping resources, often leading to social withdrawal
and a decrease in life satisfaction (Lauber & Rossler, 2007).
Pre-service teachers. Pre-service teachers are those who are in a teacher –
education program in order to pursue teaching credentials in private schools or public
sectors domestically or internationally (Lee, 2015).

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 CHAPTER 2

Review of Related Literature

2.1 Nature of Stress

Stress is a natural human response that prompts us to address challenges and
threats in our lives. Everyone experiences stress to some degree (WHO, 2023). Most of
the people tend to think of stress as being a negative thing, although there are two forms
and different amounts of stress. The two forms of stress are called distress and eustress.
Eustress is a positive form and people are likely to experience it if an external event
causes high arousal. Eustress results from a “positive” view of an event or situation,
which is why it is also called “good stress.”
Eustress helps people rise to a challenge and can be an antidote to boredom
because it engages focused energy. That energy can easily turn to distress, however, if
something causes people to view the situation as unmanageable or out of control. A
positive stressor for one person can be a negative stressor for another.
On the contrary, distress is indeed that form of stress which has negative effects
on well-being and health. If people view a situation negatively, people will likely feel
distressed—overwhelmed, oppressed, or out of control. Distress is the more familiar form
of stress (Gerrig & Zimbardo, 2010). Symptoms of stress fall into three general
categories; physical, mental, and emotional. The behavioral changes are also expressions
of stress.
2.2 Daily Stress
Daily stress is defined as mundane hassles, strains, or annoyances associated with
routine daily activities and transactions of everyday life. Daily stress is relatively minor,
but has the potential to disrupt the flow of everyday life and add to overall levels of stress.
Daily stress can be both anticipated and unanticipated. Anticipated daily stressors
include, for example, driving in rush hour traffic on the way home from work, paying
bills, working long hours, job performance evaluations, or taking children to after-school
activities. Unanticipated stressors may include arguments with spouse, car trouble, getting
stuck in long lines at the grocery store, getting sick, losing one’s keys, or inconveniences
due to weather (Sweeney, 2013).

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 Daily stressors are not inherently stressful events, but they are events that people
might appraise as stressful. The experience of feeling stressed depends on what events
one notices and how one appraises or interprets these events, which is referred to as the
“primary appraisal.” Events that are stressful for one person may be routine for another.
For example, one may see an upcoming job interview as an exciting opportunity. Others
may view it as terrifying. Theoretically, the person then engages in a “secondary
appraisal” to determine the adequacy of personal and social resources for dealing with the
stressor.
Daily stress is different from major life stressors such as getting married, death of
a loved one, or divorce. Unlike life events that call for people to make adjustments to
their lives, daily hassles are part of everyday life. Daily stress is more frequent and
continuous form of stress than less frequent events that constitute major life stressors.
Because of its frequency it may be a more important determinant of stress than major life
stressors. Daily stress and minor hassles have been found to be important forms of stress.
Research indicates that routine hassles may have significant harmful effects on mental
and physical health (i.e., declines in physical health such as headaches or backaches or
worsening of symptoms in those already suffering from illness). Minor hassles can
produce stress and aggravate physical and psychological health in several ways. First, the
effect of minor stressors can be cumulative. Each hassle may be relatively unimportant in
itself, but after a day filled with minor hassles, the effects add up. The cumulative impact
of small stressors may wear down an individual until the person eventually feels
overwhelmed, drained, grumpy, or stressed out. The aggregate effects of everyday hassles
have the potential to compromise well-being or predispose an individual to become ill.
Second, daily stress can contribute to the stress produced by major life stressors and
influence the relationship between major life event sad illness. That is, daily stress can
contribute to the stress produced by major life events. If a major life event is experienced
at a time when minor life events are also high in number, the stress may be greater than it
would otherwise be. Alternatively, major life events, either positive or negative, can also
affect distress by increasing the number of daily hassles they create (Sweeney, 2013).
2.3 Stressors
The events or circumstances that cause an individual to perceive stress are called
stressors and they can be further divided into ‘major life events’ or ‘daily hassles’ (Gerrig
& Zimbardo, 2010).

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 As a college student, the demands of college life can create stressful situations.
The National Institute of Mental Health (NIMH) notes some of the more common
stressors for college students:

• Increased academic demands

• Being on your own in a new environment
• Changes in family relations
• Financial responsibilities
• Changes in your social life
• Exposure to new people, ideas, and temptations
• Awareness of sexual identity and orientation
• Preparing for life after graduation.
2.4 Stress Among Pre-service Teachers
Teaching can be stressful, and teacher resilience has been a primary concern
(Pozo-Rico et al., 2023). Among pre-service teachers, the lack of teaching experience and
the tension of being supervised and evaluated during their teaching practice by their
mentors and university lecturers are causing a significant amount of stress among them
(Geng et al., 2019) and much research has been focusing on the coping experiences of
pre-service teachers (García-Martínez et al., 2021).
Research on the mental health and well-being of pre-service teachers has indicated
that this stress can result in students withdrawing from study and relinquishing teaching
as a future career (Geng & Midford, 2015).
2.5 Lazarus’ Stress Theory
According to Lazarus, stress is clearly a relational concept that embraces both
environmental and the personal variables. In order to understand stress as a phenomenon,
therefore, both the environment and the person must be understood first (Coyne &
Lazarus, 1980).
A person may feel threatened if the demands of the environment are too exacting,
but also if such demands are negligible or if the person lacks the skills to overcome
problems emanating from the environment. In Lazarus’ theory, the stress process is
comprised of four main concepts: (a) a stressor, (b) a physical evaluation or cognitive
appraisal of the stressor as a threat, potential harm, or challenge, (c) mental and/or

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physical coping processes to manage the demands of the stressor, and (d) a stress reaction
comprised of multiple effects on the mind and body (Lazarus, 1993).
Lazarus distinguishes two forms of appraisal, namely primary appraisal and
secondary appraisal (Krohne, 2002). Primary appraisal concerns whether something of
relevance to the individual’s well-being occurs (Lazarus & Launier, 1978). Secondary
appraisal concerns coping options. Primary appraisal is followed by secondary appraisal
(Coyne & Lazarus, 1980).
Specific patterns of primary and secondary appraisal lead to different kinds of
stress. Three types are distinguished: harm, threat, and challenge. These different kinds of
psychological stress are embedded in specific types of emotional reactions, thus
illustrating the close conjunction of the fields of stress and emotions (Lazarus & Folkman,
1984).
Lazarus suggests that people make primary appraisals to determine threat and
harm of an event and secondary appraisals to determine capability to cope with the event.
If an event is primarily appraised as highly threatening or challenging, and resources are
secondarily appraised as low and insufficient to effectively cope with the event, Lazarus
predicts stress will result (Lazarus & Folkman, 2000).
Lazarus distinguishes 15 basic emotions. Nine of these are negative (anger, fright,
anxiety, guilt, shame, sadness, envy, jealousy, and disgust), whereas four are positive
(happiness, pride, relief, and love). Two more emotions, hope and compassion, have a
mixed valence (Lazarus, 1991).
According to Lazarus and Launier (1978) stated that the way in which people deal
with tensions and problems, according to Lazarus, is more important for their health,
personal welfare and social functioning than the gravity or magnitude and the nature of
stress factors.
2.6 Mental Heath
Mental health is a state of mental well-being that enables people to cope with the
stresses of life, realize their abilities, learn well and work well, and contribute to their
community. Mental health conditions include mental disorders and psychosocial
disabilities as well as other mental states associated with significant distress, impairment
in functioning, or risk of self-harm.
In recent times, the concept of Mental Health becomes more and more important.
According to the WHO, Mental Health is defined as "a state of well-being in which the

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individual realizes his or her own abilities, can cope with the normal stresses of life, can
work productively and fruitfully, and is able to make a contribution to his or her
community" (World Health Organization, 2001). The WHO states that mental health is
“more than just the absence of mental disorders or disabilities.” Peak mental health is not
only about managing active conditions but also looking after ongoing wellness and
happiness. It also emphasizes that preserving and restoring mental health is crucial
individually and at a community and society level.
The absence of Mental Health carries numerous risks with it and as a
consequence, mental illness is likely to occur (Stead et al., 2010). Contrary to the belief
that mental illness is the absence of mental health, research showed that the concepts are
related but distinct from each other (WHO, 2012). Literature showed that mental health is
essential for living a healthy life and people who have mental health problems, or think
that they have mental health problems, are advised to seek help (Satcher, 2000). Data
from the World Health Organization also showed that the absence of mental health, which
is also referred to with the term mental ill health, can have fatal consequences. In
European countries, 20% of diseases can be explained by mental ill health and among the
top 10 countries with the highest suicide rate, 9 countries belong to the European region
(WHO, 2012). Suicide frequently results from depression, a mental disorder and the
principal cause for adolescent disabilities (Izadinia et al., 2010), and can therefore be seen
as a consequence of mental health problems. Furthermore, the WHO stated that poor
mental health is related to lower academic achievement, eating disorders, mood disorders,
substance abuse, higher risk for sexual diseases, and violence (WHO, 2012). According to
the World Health Organization (2012), 10-20% of adolescents suffer from mental health
problems at some point in their lives.
Back to the theoretical background of mental health, the definition of the WHO
includes three categories: well-being, effective functioning of an individual, and effective
functioning for a community. In accordance with these categories, Keyes said that mental
health is a combination of emotional, social and psychological well-being (2002), where
emotional well-being is the realization of well-being, social well-being the realization of
effective functioning within a community and psychological well-being is the effective of
individual functioning. Furthermore, Keyes (2002) made a distinction between the
dimensions “flourishing” and “languishing”, which indicate the manifestation of mental
health. Research showed that languishing individuals are at equal risk of physical disease,
healthcare utilization, work productivity, and psychosocial functioning as people who are

10
mentally ill (Keyes, 2002). Adolescence is regarded as the lifespan where promotion of
mental health has a critical impact and it is essential for the development in terms of
thinking, communication skills, learning, emotional growth, resilience, and self-esteem
(Buckelew et al., 2008).

Figure 2.1 The Conceptualization of Mental Health

2.7 Mental Health of Pre-service Teachers
Mental health for a teacher is extremely important not only for his own self but
more for the sake of the students under his charge. A mentally unsound teacher is likely
to make his students unhealthy. Keeping in view the healthy upbringing of our children, it
is very essential that the mental health of the teacher should receive a great attention. For
preservation of mental health, or in other words, prevention of mental illness among
teachers, the individual, the institution and the State have to work in co-operation.
According to various research studies if the general conditions at home are
favorable on the whole to the development of adjusted behavior there is less chance of
undesirable factors outside the home to dray a child into maladjusted behavior. At the
school, the personality of the teachers and association of classmates make quite a lot of
difference. Mental health is a term used to describe how well the individual is adjusted to
the demands and opportunities of life. The idea of mental health is complex and
comprehensive. Mental health may be better understood by its comparison with physical
health. A person is said to be physically healthy when his/her body is functioning well
and free from pains and troubles. Similarly, a person is in good mental health when
his/her mind or personality is functioning effectively and is free from emotional

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disturbances. Mental health of a pre-service teacher stands for a balance that makes him
dynamic. A mentally healthy pre-service teacher is one who is in harmony with himself in
various learning situations and consequently with those around him.

2.8 Risk factors for Mental Health Conditions

Everyone is at some risk of developing a mental health disorder, regardless of age,
sex, income, or ethnicity. In the U.S. and much of the developed world, mental disorders
are one of the leading causes of disability. Social and financial circumstances, adverse
childhood experiences, biological factors, and underlying medical conditions can all
shape a person’s mental health. Many people with a mental health disorder have more
than one condition at a time. It is important to note that good mental health depends on a
delicate balance of factors and that several elements may contribute to developing these
disorders.
The following factors can contribute to mental health disruptions.
Continuous social and economic pressure
Having limited financial means or belonging to a marginalized or persecuted
ethnic group can increase the risk of mental health disorders. A 2015 Iranian study
Trusted Source describes several socioeconomic causes of mental health conditions,
including poverty and living on the outskirts of a large city. The researchers also
described flexible (modifiable) and inflexible (nonmodifiable) factors that affect the
availability and quality of mental health treatment for certain groups.
Modifiable factors for mental health disorders include: socioeconomic conditions,
occupation, a person’s level of social involvement, education, housing quality and gender.
Nonmodifiable factors include: gender, age, ethnicity and nationality.
Biological factors
The NIMH suggests that genetic family history can increase the likelihood
Trusted Source of mental health conditions as specific genes and gene variants put a
person at higher risk. However, many other factors contribute to the development of these
disorders.
Having a gene associated with a mental health disorder does not guarantee that a
condition will develop. Likewise, people without related genes or a family history of
mental illness can still have mental health issues. Chronic stress and mental health

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conditions such as depression and anxiety may develop due to underlying physical health
problems, such as cancer, diabetes, and chronic pain.
Types of mental health disorders
Specific mental disorders are grouped together due to features they have in
common. Some types of mental illness are as follows:
 Anxiety disorders
 Mood disorders
 Schizophrenia disorders
Anxiety disorders
According to the Anxiety and Depression Association of America, anxiety
disorders are the most common mental illness. People with these conditions have severe
fear or anxiety related to certain objects or situations. Most people with an anxiety
disorder try to avoid exposure to whatever triggers their anxiety.
Mood disorders
People may also refer to mood disorders as affective disorders or depressive
disorders. People with these conditions have significant mood changes, generally
involving either mania, a period of high energy and joy, or depression.
Schizophrenia disorders
According to the NIMH, signs of schizophrenia typically develop between the
ages of 16 and 30. The individual will have thoughts that appear fragmented and may also
find it hard to process information.
Schizophrenia has negative and positive symptoms. Positive symptoms include
delusions, thought disorders, and hallucinations, while withdrawal, lack of motivation,
and a flat or inappropriate mood are examples of negative symptoms.
2.9 The Complete State Model of Mental Health
The Complete State Model (CSM) of mental health is a diagnostic framework that
conceptualizes mental health and mental illness separately, and as complete or incomplete
stales (Keyes & Lopez, 2002). In this framework, Complete Mental Health (CMH) (i.e.,
flourishing in life) is not just the absence of mental illness, nor is it just the presence of
high levels of subjective well-being, but rather, CMH encompasses the absence of mental
illness and the presence of high levels of subjective well-being. Alternatively, incomplete
mental health (i.e., languishing in life) encompasses low levels of mental illness and low
levels of subjective well-being; incomplete mental illness (i.e., struggling in life)

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encompasses high levels of mental illness and high levels of subjective well-being; and
Complete Mental Illness (CMI) (i.e., foundering in life) encompasses high levels of
mental illness and low levels of subjective well-being.
Practically speaking, an individual who is flourishing in life feels positive and is
fulfilling their goals and aspirations, while an individual who is languishing in life lacks
positive emotion and is not fulfilling their goals or aspirations in life (Grant & Cavanagh,
2007). Research conducted by Keyes (2002, 2004, 2005, 2006) has provided support for
the CSM of mental health and has indicated that people classified as flourishing in life
fare better than those who are not flourishing in terms of their physical, psychological,
and psychosocial functioning.
In terms of a therapeutic framework, the CSM provides a way in which clinicians
can organize and interpret an individual's cognitive, behavioral, and emotional
functioning, and then translate aspects of these into objectives for therapy. Moreover, the
CSM of mental health suggests that the objective of strategies to promote mental health
must be to build those psychological strengths that can then shift people from poorer
states of functioning (i.e., languishing, struggling, or floundering) toward a sustainable
state of flourishing in life.

Figure 2.2 Complete State Model of Mental Health (Keyes)

2.10 Daily Stress and Mental Health
According to the WHO, Mental Health is defined as “a state of well-being in
which the individual realizes his or her own abilities, can cope with the normal stresses of

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life, can work productively and fruitfully, and is able to make a contribution to his or her
community” (World Health Organization, 2001). As it can be seen, the definition makes
use of the formulation “stresses of life”, wherefore it seems reasonable to conclude that
the concepts of Mental Health and stress are linked to each other by definition. This
conclusion is also supported by findings from the literature, stating that stress is
associated with poorer mental health and showing that students, who report stress also
suffer from mental health problems (Stead et al., 2010).
A longitudinal study among college students in the U.S revealed that 85% of the
students reported to experience stress on a daily basis and an alarming number of
undergraduate students has to deal with mental health problems, a consequence of stress
(Stead et al., 2010).
Life events are a common psychosocial stressor affecting physical, and mental
health. Studies have shown that daily stress processes play an essential role in predicting
mental, and physical health impairments and increased mortality. Daily stressors also
have a negative relationship with positive mental health. Negative life events are often
associated with debilitating mental health problems, such as anxiety, and depression.
Daily stress, therefore, is a better predictor of physical, and mental health than infrequent
major life events.
Stress is something everyone experiences. Despite being unpleasant, stress in
itself is not an illness. But there are connections between stress and mental health
conditions including depression, anxiety, psychosis and post-traumatic stress disorder
(PTSD).
A certain amount of stress is a normal part of daily life. Small doses of stress help
people meet deadlines, be prepared for presentations, be productive and arrive on time for
important events. However, long-term stress can become harmful. When stress becomes
overwhelming and prolonged, the risks for mental health problems and medical problems
increase.
Long-term stress increases the risk of mental health problems such as anxiety and
depression, substance use problems, sleep problems, pain and bodily complaints such as
muscle tension. It also increases the risk of medical problems such as headaches,
gastrointestinal problems, a weakened immune system, difficulty conceiving, high blood
pressure, cardiovascular disease and stroke.

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 Summarizing the findings from the literature discussed above, stress and mental
health are associated with each other and are related to life quality, which is diminished if
an individual perceives stress or lacks mental health.
Unfortunately, a person’s inability to deal with stress can often lead to clinical
depression. People with depression have similar symptoms to stress, except the symptoms
are not temporary—they can last for weeks at a time. Because of the sustained symptoms,
the effect on the body, mood, and behavior is often more serious than with temporary
stress. Depression can have severe effects on eating habits, relationships, the ability to
work and study, and how people think and feel. The illness is not unique to a particular
group of people or area of the country. Millions of adult Americans, including many
college students, suffer from clinical depression.
It’s important to understand that clinical depression is a real, not an “imaginary”
illness. It’s not a passing mood or a sign of personal weakness. It demands treatment—
and 80 percent of those treated begin to feel better in just a few weeks.
It’s normal to have some signs of depression some of the time. But the NIMH said
that if someone has five or more symptoms for two weeks or longer, or suffers noticeable
changes in normal functioning, that person should go to a mental health professional for
evaluation. Depressed people often may not be thinking clearly and may therefore not
seek help on their own. They frequently require encouragement from others—they “need
help to get help.”
2.11 Previous Studies
Bhargava and Trivedi (2018) observed that most of the youth suffering from
depression, tension etc. The lifestyle of youths consists of various desires, they want to
fulfill the desires and if they are not capable to fulfill the wishes, they feel somewhat
stress. The levels of symptoms are toward high. Youngsters may be unable to concentrate
on academics and sports. They isolate from family activities or peer relationships.
Adolescents may be experimenting with drugs and alcohol. They may have poor appetite
and low immunity.
Vivek et al. (2013) observed that there was a statistically significant association
between stress and the field of education. Stress was observed in 187 (27.7%) females
and 112 (20.4%) males; the association with gender was statistically significant. By
applying binary logistic regression, medical studies, health and lifestyle factors, and
academic factors were the significant predictors for stress.

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 Auttama et al. (2018) indicated that approximately 82% of university students had
mental health problem. Backward logistic regression analysis showed that (1) a good
relationship with family had a significantly positive effect on self-esteem; (2) a good
relationship with friends was significantly associated with high resilience, (3) having a
disease’s and a relationship with family had a significant effect on mental health problem,
(4) being female, perceived normal weight, and a good relationship with family were
significantly related to high psychological self-care.
Behrendt (2023) conducted found out the significant relationship between daily
stressors and mental health, particularly depression. Meaningful clusters of daily stressors
include material stressors, social stressors, and social exclusion stressors. The results
demonstrate the importance of considering daily stressors in the mental health of
refugees.
Li et al. (2023) observed that daily stress was negatively correlated with the three
dimensions of learning career adaptation: career confidence, focus on his career, and
career control. Daily stress was positively correlated with depression and anxiety. Self-
affirmation, depression, and anxiety were negatively correlated with career confidence,
focus on his career, and career control. Learning career adaptation plays a partial
mediating role between daily stress, and mental health, with an intermediate effect value
of 0.127, representing 28.54% of the total effect.

17
 CHAPTER 3

Research Method

The main purpose of the study is to explore the relationship between daily stress
and positive and negative mental health of pre-service teachers. Daily stress of pre-
service teachers was explored by using A Shortened Version of The Adolescent Stress
Questionnaire (ASQ-S) developed by Byrne et al. (2018). Positive mental health of pre-
service teachers was explored by using Positive Mental Health Scale (PMH) developed
by Lukat, Margraf, et al. (2016) and negative mental health of pre-service teachers was
explored by using Depression Anxiety Stress Scales (DASS-21) by Henry & Crawford
(2005). The descriptive survey method and quantitative research design were used in the
present study.
3.1 Sample of the Study
The population of the study comprised of the pre-service teachers from Yangon
University of Education. The sample was chosen from the population by using random
sample sampling technique. A total of 500 pre-service teachers (First Year, Second Year,
Third Year, Fourth Year, Fifth Year) from Yangon University of Education participated
in the study. The chosen number of participants were described in the following table
(Table 3.1).
Table 3.1 Sample of the Study
Number of participants
Grade Male Female Total
First Year 49 51 100

18
 Second Year 50 50 100
Third Year 55 45 100
Yangon Fourth Year 50 50 100
University of Fifth Year 51 49 100
Education Total 255 245 500
3.2 Instrumentation
To explore the relationship between daily stress and positive and negative mental
health of pre-service teachers, three instruments were adopted. These instruments were A
Shortened Version of The Adolescent Stress Questionnaire (ASQ-S) constructed by
researchers Byrne et al. (2018), Positive Mental Health Scale (PMH) developed by Lukat,
Margraf, et al. (2016) and Depression Anxiety Stress Scales (DASS-21) by Henry &
Crawford (2005).
Daily stress questionnaire consisted of (27) items containing nine subscales: stress
of home life, stress of school performance, stress of school attendance, stress of romantic
relationships, stress of peer pressure, stress of teacher interaction, stress of future
uncertainty, stress of school/leisure conflict, and stress of financial pressure. Stress of
home life subscale consisted of (4) items, stress of school performance subscale consisted
of (3) items, stress of school attendance subscale consisted of (2) items, stress of
romantic relationships subscale consisted of (3) items, stress of peer pressure subscale
consisted of (4) items, stress of teacher interaction subscale consisted of (3) items, stress
of future uncertainty subscale consisted of (3) items, stress of school/leisure conflict
subscale consisted of (3) items and stress of financial pressure subscale consisted of (2)
items. Each item of the questionnaire had a five-point Likert scale (1= not at all stressful,
2 = a little stressful, 3 = moderately stressful, 4 = quite stressful, 5 = very stressful). The
questionnaire contained positive items. So, the scoring key for positive items was 1, 2, 3,
4, 5. High scores on the scale were an indication of high stress and low scores on the scale
were an indication of low stress.
The instrument for measuring positive mental health consisted of (9) items. Each
item of the questionnaire had a four-point Likert scale (0 = do not agree, 1 = disagree, 2 =
tend to agree, 3 = agree). High scores on the scale were an indication of high positive
mental health and low scores on the scale were an indication of low positive mental
health. The instrument for measuring negative mental health consisted of (21) items, with
three subscales naming depression, anxiety and stress. Each item of the questionnaire had
a four-point Likert scale (1= not at all, 2= some of the time, 3= a good part of time, 4=

19
most of the time). High scores on the scale were an indication of high negative mental
health and low scores on the scale were an indication of low negative mental health.

CHAPTER 4

Research Findings

After developing the required instruments to explore daily stress, positive mental
health and negative mental health of pre-service teachers in Yangon University of
Education, the instruments were applied for data collection, and then data analysis and
findings were interpreted keeping in mind the objectives of the study. The participants of
the present study consist of first year, second year, third year, fourth year and fifth year
students in Yangon University of Education. The results and findings were described in
both descriptive and inferential statistics, by using the statistical analysis, findings and
results were discussed in the following sections of this chapter.
4.1 Descriptive Statistics of Pre-service Teachers’ Daily Stress
Descriptive statistics of mean and standard deviation concerning daily stress were
computed. The results were shown in Table 4.1 and Table 4.2.
Table 4.1 Descriptive Statistics of Pre-service Teachers’ Daily Stress
Variable N Mean SD Maximum Minimum
Daily Stress 500 78.88 17.349 129 32
According to the descriptive statistics shown in Table 4.1, the mean value of daily
stress was above average (78.88).
Table 4.2 Means and Standard Deviations of the Subscales of Pre-service Teachers’
Daily Stress
Variables No. of Items Mean Mean (%) SD
Stress of Home Life 4 13.81 17.51% 3.889
Stress of School Performance 3 9.24 11.71% 2.612

20
 Stress of School Attendance 2 5.39 6.83% 2.336
Stress of Romantic Relationships 3 7.30 9.25% 2.838
Stress of Peer Pressure 4 10.83 13.73% 3.605
Stress of Teacher Interaction 3 7.32 9.28% 2.487
Stress of Future Uncertainty 3 8.81 11.17% 3.193
Stress of School/Leisure Conflict 3 9.38 11.89% 2.920
Stress of Financial Pressure 2 6.79 8.61% 2.493
The results shown in Table 4.2 indicated that the mean percentage of home life
subscale was the highest (17.51) and that of school attendance subscale was the lowest
(6.83) among the subscales of daily stress.
The results of the mean percentage comparison in the subscale scores of daily
stress were provided by the visual presentation in Figure 4.1.
17.51%
18
16 13.73%
14 11.71% 11.89%
11.17%
12
9.25% 9.28%
10 8.61%
Mean Percentage

6.83%
8
6
4
2
0
s t
L ife nc
e
nc
e
h ip sur
e
t io
n
i nt
y
flic su
re
e a d a s e s a c t a n e s
m rm n io
n r er er o r
Ho e rfo tte l at e rP Int nc reC alP
A e U u i
lP l e P er e ei
s ac
oo h oo t i cR a ch t ur / L F in
h Sc u ol
Sc an Te F
o m c ho
R S

Subscales of Daily Stress

Figure 4.1 Mean Percentage for Subscales of Pre-service Teachers’ Daily Stress
4.2 Daily Stress Level of Pre-service Teachers
Based on descriptive analyses of daily stress, pre-service teachers in this study
were identified into three groups: 16% of pre-service teachers with scores one standard
deviation above the sample mean were considered high group; 65.4% of pre-service
teachers with scores between (+1) and (-1) standard deviation from the sample mean were
grouped into moderate group; and the remaining pre-service teachers of 18.6% who

21
scored one standard deviation lower than the sample mean were identified as low group
(see Table 4.3). Visual presentation of this finding was shown in Figure 4.2.
Table 4.3 Three Different Groups for Daily Stress of Pre-service Teachers
High Moderate Low
Total
Group Group Group
Daily N 80 327 93 500
Stress Percentage 16% 65.4% 18.6% 100%

Daily Stress

18.60%16.00%

65.40%

High Group Moderate Group Low Group

Figure 4.2 Three Different Groups for Daily Stress of Pre-service Teachers
4.3 Comparison of Pre-service Teachers’ Daily Stress by Gender
To find out whether the differences in pre-service teachers’ daily stress with
regard to gender was significant or not, independent samples t-test was used and reported
in Table 4.4.
Table 4.4 Means, Standard Deviations and Independent Samples t-test Results of
Pre-Service Teachers’ Daily Stress by Gender

Variables Gender N Mean SD t p

Male 255 13.50 3.981 -1.848 .065
Stress of Home Life
Female 245 14.14 3.771
Stress of School Male 255 9.09 2.603 -1.326 .185
Performance Female 245 9.40 2.618
Stress of School Male 255 5.42 2.370 .309 .758
Attendance Female 245 5.36 2.305
Stress of Romantic Male 255 7.44 2.743 1.134 .257
Relationships Female 245 7.15 2.932
Male 255 10.51 3.709 -2.073* .039
Stress of Peer Pressure
Female 245 11.17 3.469
Stress of Teacher Male 255 7.09 2.533 -2.191* .029

22
 interaction Female 245 7.57 2.417
Stress of Future Male 255 8.79 3.193 -.156 .876
Uncertainty Female 245 8.84 3.199
Stress of School/Leisure Male 255 9.51 3.067 1.031 .303
Conflict Female 245 9.24 2.757
Stress of Financial Male 255 6.67 2.504 -1.111 .267
Pressure Female 245 6.91 2.480
Total Daily Stress Male 255 78.01 17.412 -1.142 .254
Female 245 79.78 17.273
*p < .05
For the total daily stress, the average mean score of male students was 78.01 and
that of female was 79.78. According to Table 4.4, the result of t-test showed that there
was no significant difference in total daily stress (t = -1.142, p = .254) by gender. But
there was significant difference in subscales of daily stress like peer pressure (t = -2.073,
p = .039) and teacher interaction (t = -2.191, p = .029). So female pre-service teachers
experienced more daily stress than male pre-service teachers in peer pressure and teacher
interaction.
4.4 Comparison of Pre-Service Teachers’ Daily Stress by Education Level
To find out whether there was a significant difference in adolescents’ daily stress
by education levels. Descriptive statistics and one-way analysis of variance (ANOVA)
were computed. These results were shown in Table 4.5.
Table 4.5 Means, Standard Deviations and ANOVA Results of Pre-Service
Teachers’ Daily Stress by Education Level
Variables Education Level N Mean SD F p
First Year 100 15.03 3.815
Second Year 100 12.94 3.997
Stress of Home Life Third Year 100 13.43 3.924 4.894** .001
Fourth Year 100 14.32 3.701
Fifth Year 100 13.34 3.702
First Year 100 9.77 2.581
Second Year 100 8.82 2.599
Stress of School 2.825* .024
Third Year 100 8.76 2.800
Performance
Fourth Year 100 9.42 2.547
Fifth Year 100 9.44 2.426
First Year 100 5.23 2.514
Second Year 100 4.74 2.053
Stress of School 3.365* .010
Third Year 100 5.60 2.314
Attendance
Fourth Year 100 5.85 2.289
Fifth Year 100 5.52 2.376
Stress of First Year 100 7.10 3.151 2.756* .027
Romantic Second Year 100 6.81 2.880
Relationships Third Year 100 7.10 2.812

23
 Fourth Year 100 8.03 2.568
Fifth Year 100 7.45 2.641
First Year 100 11.39 3.525
Second Year 100 10.91 3.482
Stress of Peer Pressure Third Year 100 10.63 4.032 1.749 .138
Fourth Year 100 11.09 3.379
Fifth Year 100 10.14 3.519
First Year 100 7.68 2.578
Second Year 100 7.33 2.301
Stress of Teacher .984 .416
Third Year 100 7.42 2.587
Interaction
Fourth Year 100 7.06 2.620
Fifth Year 100 7.13 2.330
Table 4.5 (Continued)
Variables Education Level N Mean SD F p
First Year 100 8.74 3.262
Second Year 100 8.40 3.127
Stress of Future .910 .458
Third Year 100 8.97 3.252
Uncertainty
Fourth Year 100 8.74 3.365
Fifth Year 100 9.22 2.949
First Year 100 9.52 3.099
Stress of Second Year 100 9.55 2.826
School/Leisure Third Year 100 9.88 2.976 2.042 .087
Conflict Fourth Year 100 9.17 2.767
Fifth Year 100 8.79 2.858
First Year 100 7.19 2.369
Second Year 100 5.96 2.352
Stress of Financial 3.859** .004
Third Year 100 7.02 2.515
Pressure
Fourth Year 100 6.98 2.594
Fifth Year 100 6.79 2.488
First Year 100 81.65 17.794
Second Year 100 75.46 16.452
Total Daily Stress 1.981 .096
Third Year 100 78.81 19.051
Fourth Year 100 80.66 16.256
Fifth Year 100 77.82 16.697
*p<.05, **p<.01
Based on the results of ANOVA, the significant differences were found the
subscales of stress of home life (F (4,495) = 4.894, p = .001) and school performance (F
(4,495) = 2.825, p = .024), school attendance (F (4,495) = 3.365, p = .010), romantic
relationship (F (4,495) = 2.756, p = .027) and financial pressure (F (4,495) = 3.859, p
= .004). So, to find out education level difference, Tukey HSD comparison procedure was
computed. These results can be seen in Table 4.6.
Table 4.6 The Results of Tukey HSD Multiple Comparison for Pre-service Teachers’
Daily Stress by Education Level
Variables (I) Grade (J) Grade Mean p

24
 Difference
(I-J)
Second Year 2.090** .001
Stress of Home Life First Year Third Year 1.600* .027
Fifth Year 1.690* .016
Stress of School Performance First Year Third Year 1.010* .048
Stress of School Attendance Second Year Fourth Year -1.110** .007
Stress of Romantic Relationships Fourth Year Second Year 1.220* .020
First Year -1.230** .004
Stress of Financial Pressure Second Year Third Year -1.060* .021
Fourth Year -1.020* .029
* p < .05, **p < .01, ***p < .001
According to the results shown in Table 4.6, first year students were significantly
higher than second year, third year and fifth year students in stress of home life subscale.
First year students were also significantly higher than that of third year students in stress
of school performance subscale. First year and third year students were significantly
higher than second year students in stress of financial pressure subscale. And, fourth year
students were significantly higher than second year students in stress of school attendance
subscale, stress of romantic relationship subscale and stress of financial pressure subscale.

4.5 Descriptive Statistics of Pre-service Teachers’ Positive Mental Health

Descriptive statistics of mean and standard deviation for positive mental health
were computed. The results were shown in Table 4.7.
Table 4.7 Descriptive Statistics of Pre-service Teachers’ Positive Mental Health
Variable N Mean SD Maximum Minimum
Positive Mental
500 26.78 4.769 36 11
Health
According to the descriptive statistics shown in Table 4.8, the mean value of
positive mental health is 26.78. The mean value of pre-service teachers’ positive mental
health (mean = 26.78, SD = 4.769) was in the high level.
4.6 Comparison of Pre-service Teachers’ Positive Mental Health by Gender
To find out whether the differences in pre-service teachers’ positive mental health
with regard to gender was significant or not, independent samples t-test was used and
reported in Table 4.8.
Table 4.8 Means, Standard Deviations and Independent Samples t-test Results of
Pre-Service Teachers’ Positive Mental Health by Gender
Variable Gende N Mean SD t df p

25
 r
Positive Male 255 27.36 4.879
Mental 2.800 497.754 .371
Female 245 26.18 4.584
Health
Based on the results shown in Table 4.8, the mean values of total positive mental
health for both male and female pre-service teachers were nearly the same and not
significant. The mean values of positive mental health of both male pre-service teachers
(mean = 27.36, SD = 4.879) and female pre-service teachers (mean = 26.18, SD = 4.684)
were in the high level. According to Table 4.8, the result of t-test showed that there was
no significant difference in positive mental health (t = 2.800, p = .371) by gender.
4.7 Comparison of Pre-service Teachers’ Positive Mental Health by Education Level
To find out whether there was a significant difference in pre-service teachers’
positive mental health by education level, descriptive statistics and one-way analysis of
variance (ANOVA) were computed. These results were shown in Table 4.9.
Table 4.9 Means, Standard Deviations and ANOVA Results of Pre-service Teachers’
Positive Mental Health by Education Level

Variable Education Level N Mean SD F p

First Year 100 27.02 4.695
Second Year 100 26.73 4.864
Positive 100 1.526 .193
Third Year 26.47 5.217
Mental Health
Fourth Year 100 27.63 4.334
Fifth Year 100 26.07 4.643
Based on the ANOVA results, there was no significant difference in positive
mental health by education level.
4.8 Descriptive Statistics of Pre-service Teachers’ Negative Mental Health
Descriptive statistics of mean and standard deviation for negative mental health
were computed. The results were shown in Table 4.10 and Table 4.11.
Table 4.10 Descriptive Statistics of Pre-service Teachers’ Negative Mental Health
Variable N Mean SD Maximum Minimum
Negative Mental
500 41.44 9.337 81 23
Health
According to the descriptive statistics shown in Table 4.10, the mean value of
negative mental health of pre-service teacher in Yangon University of Education is 41.44.

26
Table 4.11 Means and Standard Deviations of the Subscales of Pre-service Teachers’
Negative Mental Health
Variables No. of Items Mean SD
Depression 7 11.89 3.450
Anxiety 7 14.40 3.973
Stress 7 14.86 3.448
Total Negative Mental
Health 21 41.14 9.337

The results shown in Table 4.11, pre-service teachers had mild depression level
with mean value 11.89, severe anxiety level with mean value 14.30 and mild stress level
with mean value 14.86 according to DASS-21.
The results of the mean comparison in the subscale scores of negative mental
health can be seen by the visual presentation in Figure 4.3.
14.86
14.4
16
11.89
14

12

10
Mean

0
Depression Anxiety Stress

Subscales of Negative Mental Health

Figure 4.3 Mean Comparison for Subscales of Pre-service Teachers’ Negative

Mental Health
4.9 Comparison of Pre-service Teachers’ Negative Mental Health by Gender
To find out the differences in pre-service teachers’ negative mental health with
regard to gender was significant or not, independent samples t-test was used and reported
in Table 4.12.

27
Table 4.12 Means, Standard Deviations and Independent Sample t-test Results of
Pre-Service Teachers’ Negative Mental Health by Gender
Variables Gender N Mean SD t df p
Male 255 12.14 3.658
Depression 1.656 493.872 .098
Female 245 11.63 3.206
Male 255 13.74 3.831
Anxiety -3.831*** 494.379 .000
Female 245 15.08 4.009
Male 255 14.66 3.527
Stress -1.320 497.959 .187
Female 245 15.07 3.358
Total Negative Male 255 40.53 9.593
Female 245 41.78 9.039 -1.491 497.813 .137
Mental Health
***p < .001
Based on the results shown in Table 4.12, the mean values of total negative mental
health for both males and females were nearly the same and not significant. There was
significant difference in total anxiety subscale (t = 494.379, p = .000). The mean scores of
females were higher those of males in anxiety subscale.
4.10 Comparison of Pre-service Teachers’ Negative Mental Health by Education
Level
To find out whether there was a significant difference in pre-service teachers’
negative mental health by education level. Descriptive statistics and one-way analysis of
variance (ANOVA) were computed. These results were shown in Table 4.13.
Table 4.13 Means, Standard Deviations and ANOVA Results of Pre-service
Teachers’ Negative Mental Health by Education Level
Education
Variables N Mean SD F p
Level
First Year 100 11.96 3.038
Second Year 100 11.92 3.392
Depression Third Year 100 12.14 3.570 1.291 .272
Fourth Year 100 11.22 3.145
Fifth Year 100 12.20 3.997
First Year 100 15.44 4.053
Second Year 100 14.55 3.917
Anxiety Third Year 100 13.90 3.991 2.636* .033
Fourth Year 100 13.91 3.890
Fifth Year 100 14.18 3.880

28
 First Year 100 15.50 3.489
Second Year 100 14.81 3.335
Stress Third Year 100 14.87 3.754 1.497 .202
Fourth Year 100 14.79 3.134
Fifth Year 100 14.32 3.461
First Year 100 42.90 9.214
Total Negative Second Year 100 41.28 9.134
Mental Health Third Year 100 40.91 9.847 1.396 .234
Fourth Year 100 39.92 8.412
Fifth Year 100 40.70 9.921
*p<.05
Based on the ANOVA results, the significant difference was found in anxiety (F
(4,495) = 2.636, p = 0.33). Therefore, to find out the difference, Tukey HSD comparison
procedure was computed. This results can be seen in Table 4.14.
Table 4.14 The Results of Tukey HSD Multiple Comparison for Pre-service
Teachers’ Negative Mental Health by Education Level
(I)Education (J) Education Mean Difference
Variable p
Level Level (I – J)
Anxiety First Year Third Year 1.540* .047
According to the result shown in Table 4.14, Tukey HSD test found that first year
pre-service teachers are higher than third year pre-service teachers in anxiety subscale.
4.11 The Relationship Between Daily Stress and Positive Mental Health and
Negative Mental Health of Pre-service Teachers
In order to examine the relationship between daily stress, positive mental health
and negative mental health, Pearson’s correlation was conducted in Table 4.15.
Table 4.15 Correlation Between Daily Stress, Positive Mental Health and Negative
Mental Health of Pre-service Teachers
Positive Negative
Variable Daily Stress
Mental Health Mental Health
Daily Stress 1 -.318** .586**
Positive Mental Health 1 -.399**
Negative Mental Health 1
** p <.01

29
 The results indicated that daily stress was negatively correlated with positive
mental health and positively correlated with negative mental health. Specifically, when
daily stress increases, positive mental health will decrease. When daily stress increases,
negative mental health will increase.

CHAPTER 5

Conclusion

5.1 Summary Findings and Discussions

Stress is the body’s response to the demands made on it. It forms a part of the
process of how people perceive and cope with the challenges they face day to day. Hence,
stress is an essential and inevitable part of daily living.
Peer pressure, bullying, and social media influence can contribute to stress,
impacting self-esteem and mental health. Educating adolescents about mental health and
providing them with resources and coping strategies is essential for fostering positive
mental health.
The descriptive statistics of pre-service teachers’ daily stress showed that the
sample mean was above average. Pre-serviced teachers have to attend successive classes.
They have to meet the demand of academic subjects and practical teaching experience
such as lesson planning, creating teaching aids. So, pre-service teachers are experiencing
stress in their daily life to a certain extent. Among these subscales, pre-service teachers
were highest in home life subscale. But Phyu Thwe Khaing (2022) found different results.
In first year university life, students are transitioning to adulthood and want more
autonomy. So, they want to think independently and behave freely. On the other hand,
parents treat them as children and still want to control them. This can lead to conflict
between them. Consequently, students may feel stressed to a certain extent.

30
 The result of independent samples t-test showed that there was no significant
gender difference in total daily stress. Results indicated that female pre-service teachers
had higher stress than male pre-service teachers in peer pressure and teacher interaction
subscales. Similarly, Melguizo-lbanez et al. (2023), Phyu Thwe Khaing (2022) and
Galanakis et al. (2020) founded that the female pre-service teachers are more stressed
than the male pre-service teachers. However, results are inconsistent with Garcia-
Martinez et al. (2021), Geng et al. (2022) and Manrique-Millones et al. (2019) reported
that female pre-service teachers had lower stress than male pre-service teachers. Because,
female pre-service teachers experienced stressors as more intensely problematic, higher
negative emotional reactions and higher sensitivity to stressors than males.
The results of ANOVA showed that there was no significant difference in total
daily stress by education level. But there were significant education level differences in
stress of home life, school performance, school attendance, romantic relationship and
financial pressure subscales of daily stress. Findings revealed that first year students had
highest stress of home life, school performance, school attendance, romantic relationship
and financial pressure. Similarly, Galanakis et al. (2020) founded that the teachers with
many years of experience are less stressed than the youngest ones. But, Spiromitros and
Iordanidis (2017) was found different results. First year students have finished high
school and started university. And some of them left from home for the first time and
have to live in hostel. Thus, they are first time experiencing changes such as language
difficulties, heavy academic loads and changes in living environment without parental
supervision. Due to these facts, first year students have higher stress than others.
The results of independent sample t test showed that there was no significant
gender difference in total positive mental health. This result is consistent with Zaki
(2019), Stavraki et al (2022) and Yin Yin Myint (2021) and inconsistent with Rothmans,
Kirsten and Wising (2003), Fortes and Bethencourt (2023) and Yar Zar Chit (2018).
According to the gender equality, traditional gender role is becoming less rigid and
female and male pre-service teachers get equal opportunities in their activities.
The results of ANOVA indicated that there was no significant difference in total
positive mental health by education level. However, the results are inconsistent with
Punia and Malaviya (2015) and Yar Zar Chit (2018). Pre-service teachers, regardless of
their education level, often undergo similar types of training and share common
environments, such as classrooms and teaching practice settings. The individuals entering

31
teacher education programs might have comparable characteristics, such as resilience and
coping skills, which could lead to similar mental health outcomes.
Findings revealed that stress was the highest in all subscales of negative mental
health of pre-service teachers. This result was consistent with previous studies of Coker et
al. (2018) and Alnazly et al. (2023). This may be due to the fact that pre-service teachers
have many workloads such as bloc teaching, presentation and assignments, etc.
The result of independent samples t-test showed that there was no significant
gender difference in total negative mental health. The results indicated that female pre-
service teachers had higher anxiety than male pre-service teachers. Similarly, Marooj et
al. (2022) stated that female pre-service teacher showed high score an anxiety as
compared to male to counterparts. Because female pre-service teachers place higher
expectation on themselves and more concern about meeting societal norms. Furthermore,
they may struggle to balance the demands of their training with their personal
responsibilities.
The results of ANOVA showed that there was no significant education level
difference in total negative mental health. But there were significant education level
differences in anxiety subscale of negative mental health. Findings revealed that first year
students had highest anxiety. This result was also consistent with the findings of Min Yan
Naing (2018) and Floyd (2020). Because first year students engage in new responsibilities
such as presentation, group work, lesson planning, etc., but they feel uncertain about their
skills and ability.
In this study, pre-service teachers’ daily stress was negatively correlated with
positive mental health. This result is consistent with Schonfeld (2015). It can be said that
daily stress can impair positive mental health. And pre-service teachers’ daily stress was
positively correlated with negative mental health. This result is consistent with Schonfeld
(2015) and Li (2023). It can be said that daily stress may cause negative mental health in
the pre-service teachers. Pre-service teachers are experiencing various stressors in their
daily living. Daily stress increases negative mental health and reduces positive mental
health because it triggers a constant state of mental and physical tension, overwhelming
the brain's ability to cope effectively. Chronic stress leads to an overproduction of stress
hormones like cortisol, which can disrupt brain function, impair memory, and reduce the
ability to experience positive emotions. Over time, this constant pressure erodes
emotional resilience, making it harder to manage future stressors, fostering anxiety,
depression, and other mental health issues. Additionally, stress often disrupts sleep,

32
reduces motivation for healthy habits, and strains relationships, further diminishing
overall well-being and the capacity to maintain a positive mental state.
5.2 Recommendations
The world is in a constant state of flux, driven by rapid technological
advancements, socio-economic changes, and evolving educational paradigms. In this
dynamic environment, pre-service teachers—those undergoing initial teacher education—
face unique challenges. Society demands that they adapt to these changes while preparing
to deliver high-quality education.
The 21st century has ushered in unprecedented changes, particularly in technology.
Digital literacy, once optional, is now essential. Classrooms are becoming increasingly
digitized, with interactive whiteboards, online resources, and virtual learning
environments. Pre-service teachers must master these tools, integrating them effectively
into their teaching strategies.
Moreover, globalization has made cultural competence crucial. Teachers are
expected to foster inclusive environments that respect and celebrate diversity. They must
be adept at handling multicultural classrooms, understanding various cultural
backgrounds, and addressing the unique needs of each student.
Society places immense expectations on pre-service teachers. They are not only
required to be knowledgeable in their subject areas but also skilled in pedagogy,
classroom management, and student assessment. They must be lifelong learners,
continually updating their skills to keep pace with educational innovations.
Additionally, pre-service teachers are expected to inculcate critical thinking,
creativity, and problem-solving skills in their students. This demands a shift from
traditional rote learning to more student-centered approaches. They must also be prepared
to teach social and emotional learning, helping students develop resilience, empathy, and
interpersonal skills.
The pressure to meet these demands can lead to significant stress among pre-
service teachers. They often juggle rigorous academic coursework with teaching
practicums, leaving little time for rest and self-care. The transition from theory to practice
can be daunting, with real-world classroom challenges sometimes overwhelming even the
most prepared individuals.
Furthermore, the scrutiny they face during practicums—from mentor teachers,
supervisors, and even students—can add to their anxiety. The fear of making mistakes or
not meeting expectations can erode their confidence.

33
 This stress can take a toll on their mental health. Symptoms of burnout, anxiety,
and depression are not uncommon. The stigma associated with mental health issues may
prevent some from seeking help, exacerbating their struggles. Institutions providing
teacher education must therefore prioritize mental health support, offering counseling
services and stress management workshops.
To mitigate these challenges, several measures can be implemented. Teacher
education programs must ensure a balanced curriculum that integrates practical
experience with theoretical learning. Providing ample opportunities for reflection and
discussion can help pre-service teachers process their experiences and learn from them.
Mentorship programs are invaluable. Experienced teachers can offer guidance,
support, and reassurance, helping pre-service teachers navigate their early teaching
experiences. Creating a supportive community where pre-service teachers can share their
challenges and successes can also foster resilience.
Moreover, institutions must prioritize mental health. Regular check-ins, access to
mental health professionals, and promoting a culture that encourages seeking help are
essential. Equipping pre-service teachers with stress management techniques, such as
mindfulness and time management skills, can also be beneficial.
In a rapidly changing world, pre-service teachers face the dual challenge of
adapting to new educational demands and managing the resultant stress. Society's high
expectations can add to their burden, potentially impacting their mental health. By
providing robust support systems, comprehensive training, and prioritizing mental well-
being can better prepare pre-service teachers to thrive in their future roles. Ultimately,
their success is crucial for the development of future generations and the betterment of
society.
5.3 Limitations and Future Research
Participants in this study were only from Yangon University of Education.
Therefore, sample of this study does not represent all pre-service teachers from Myanmar
as a whole. Future studies need to collect data from Sagaing University of Education and
Education Degree Colleges for the generalization of the results. And also, teenagers and
adolescents from high schools should be conducted in the study. Moreover, cross-
sectional survey is difficult to guarantee the causal relationships. Therefore, more
research is required to investigate longitudinal studies of pre-service teachers’ daily stress
and positive and negative mental health.

34
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 Appendix A

ရန်ကုန်ပညာရေးတက္ကသိုလ် ကျောင်းသား/သူများအား သုတေသနပန်ကြားလွှာ

ဤမေးခွန်းလွှာသည် ရန်ကုန်ပညာရေးတက္ကသိုလ်
ကျောင်းသား/သူများ၏ နေ့စဉ် ကြုံတွေ့နေရသော စိတ်ဖိစီးမှု (Daily
stress) အခြေအနေ နှင့် စိတ်ကျန်းမာရေး (Mental Health) အခြေအနေများ
ကို သိရှိရန် ရေးသားပြုစုသော မေးခွန်းလွှာ ဖြစ်ပါသည်။ ဤမေးခွန်းလွှာ
မှ ရရှိလာသော သုတေသနဆိုင်ရာ အချက်အလက်များကို သုတေသနလုပ်ငန်း အတွက်
‌ အသုံးပြုမည်ဖြစ်ပါ၍ သင်၏အကြောင်းအရာများကို ဖော်ထုတ်‌ရေးသားမည်
မဟုတ်ပါ။ ဤမေးခွန်းလွှာကို ဖြေဆိုခြင်းဖြင့် မည်သူ့အပေါ်တွင်မှ
ထိခိုက်နစ်နာမှု မရှိစေရန် တာဝန်ယူပါသည်။ သို့ဖြစ်ပါ၍ မိမိ၏
သဘောထားအမြင်များကို အမှန်အတိုင်း ဖြေကြားပေး စေလိုပါသည်။ ကူညီ
ဆောင်ရွက်ပေးမှုအတွက် အထူးကျေးဇူးတင်ပါသည်။

စာတမ်းကြီးကြပ်သူ သုတေသီများ
ဒေါ်မဉ္ဇူထွန်း အုပ်စု (၁၄)
နည်းပြ မောင်အောင်လင်းထွန်း၅ - ပညာ(၁၇) - ၂၄၀
ပညာ‌ရေးစိတ်ပညာဌာန မအိသန္တာခင် ၅ - ပညာ(၁၇) - ၂၄၁
ရန်ကုန်ပညာ‌‌ရေး မောင်ဇင်မင်းသူ ၅ - ပညာ(၁၇) - ၂၄၅
တက္ကသိုလ် မဝတ်ရည်ဖြိုး ၅ - ပညာ(၁၇) - ၂၅၀
မကူးအိခင် ၅ - ပညာ(၁၇) - ၂၆၂
မထက်ထက်ဝင်း ၅ - ပညာ(၁၇) - ၂၆၃
မင်းအေးမိုး ၅ - ပညာ(၁၇) - ၃၁၄
43
မောင်အောင်ပိုင်ခန့်၅ - ပညာ(၁၇) - ၃၂၃
မောင်ကျော်သူစိုး ၅ - ပညာ(၁၇) - ၃၃၂
မောင်မျိုးနိုင်ဌေး ၅ - ပညာ(၁၇) -
 အပိုင်း (က) ကိုယ်ရေးအကျဉ်း
၁။ ကျား/မ --------------------

၂။ အသက် --------------------

၃။ အတန်း --------------------

၄။ ဘာသာတွဲ သိပ္ပံ ဝိပ္ပံ ဝိဇ္ဇာ

၅။ နေရပ် ကျေးလက် မြို့ပြ
၆။ အတူနေ မိသားစုဝင်များ

မိဘ ဘိုးဘွား ဆွေမျိုး

မောင်နှမ သူငယ်ချင်း အခြား
၇။ မွေးချင်း (မိမိမပါ)

မရှိ ၁ ‌ယောက်

၂ ‌ယောက် ၃ ‌ယောက် နှင့်အထက်

‌‌မိသားစုတစ်လဝင်‌ငွေ (ခန့်မှန်းခြေ)

၂ သိန်းအောက်

၄ သိန်း - ၆
သိန်း
၉။ တစ်ရက်အတွင်း အချိန်ပိုင်းအလုပ်လုပ်သောနာရီပေါင်း

မရှိ ၁ နာရီ

၂ နာရီ ၃ နာရီ နှင့်အထက်

၁၀။ တစ်ပတ်အတွင်း အချိန်ပိုင်းအလုပ်လုပ်သောရက်ပေါင်း
မရှိ ၁ - ၂ ရက်

၃ - ၄ ရက် ၅ - ၇ ရက်
Appendix B

အပိုင်း (ခ) နေ့စဉ်ကြုံတွေ့နေရသော စိတ်ဖိစီးမှု(Daily Stress) အခြေအနေ

ကို တိုင်းတာစစ်ဆေးခြင်း
ကျောင်းသား/သူများ အနေဖြင့် အောက်ပါအဆိုပြုချက်တစ်ခုစီတွင် မိမိ
သဘောထားနှင့်အကိုက်ညီဆုံး အဖြေကို ရွေး၍ ထိုအဖြေရှိသော ကော်လံတွင်
အမှန် ( ✔️ ) ခြစ်၍ ဖြေဆိုပါ။

၁ = လုံးဝမရှိပါ။ ၂ = အနည်းငယ်ရှိပါသည်။ ၃ = အသင့်အတင့်ရှိ

ပါသည်။

၄ = ရှိပါသည်။ ၅ = အလွန်ရှိပါသည်။

44
 အသင့်အတင့်ရှိ

အလွန်ရှိပါသည်
လုံးဝ မရှိပါ

အနည်းငယ်ရှိ

ရှိပါသည်
ပါသည်

ပါသည်
စ
အကြောင်းအရာ
ဉ်

၁ ၂ ၃ ၄ ၅
၁။ ကျွန်ုပ်သည် အိမ်တွင်အငြင်းပွားမှု
များ ကြုံတွေ့ရ သောအခါ စိတ်ဖိစီးပါသည်။
၂။ ကျွန်ုပ်၏မိဘများအကြား သဘောထား ကွဲလွဲ
သောအခါ စိတ်ဖိစီးပါသည်။
၃။ ကျွန်ုပ်သည် အမေနှင့်သဘောထား ကွဲလွဲ
သော အခါ စိတ်ဖိစီးပါသည်။
၄။ ကျွန်ုပ်သည် အဖေနှင့်သဘောထား ကွဲလွဲ
သောအခါ စိတ်ဖိစီးပါသည်။
၅။ ကျွန်ုပ်နားမလည်သော အကြောင်းအရာများ
ကို လေ့လာ သောအခါ စိတ်ဖိစီးမှု ခံစားရ
ပါသည်။
၆။ ဆရာ/မများမှ ကျွန်ုပ်အပေါ်
မျှော်လင့်ချက် ကြီးလွန်းသောအခါ စိတ်
ဖိစီးမှု ခံစားရပါသည်။
၇။ ကျွန်ုပ်သည် ကျောင်းလုပ်ငန်းများ (eg,
Assignment, presentation, project, etc.)
လုပ်ဆောင်နေရသောအခါ စိတ်ဖိစီးပါသည်။
၈။ ကျွန်ုပ်သည် ကျောင်းသွားရန် နံနက်
စောစော အိပ်ရာထရသောအခါ စိတ်ဖိစီး
ပါသည်။
၉။ ကျွန်ုပ်သည် ကျောင်းသွားရခြင်းကြောင့်
စိတ်ဖိစီးမှု ခံစားရပါသည်။
အသင့်အတင့်ရှိ

အလွန်ရှိပါသည်
လုံးဝ မရှိပါ

အနည်းငယ်ရှိ

ရှိပါသည်
ပါသည်

ပါသည်

စ
အကြောင်းအရာ
ဉ်

၁ ၂ ၃ ၄ ၅
၁၀ ကျွန်ုပ်၏ ချစ်သူနှင့် အတူရှိနေသောအခါ
။ စိတ်ဖိစီးမှု ခံစားရပါသည်။
၁၁ ကျွန်ုပ်၏ ချစ်သူနှင့် လမ်းခွဲရသောအခါ
။ စိတ်ဖိစီးမှု ခံစားရပါသည်။
၁၂ ကျွန်ုပ်၏ချစ်သူနှင့် အဆင်ပြေအောင်
။ ကြိုးစားရသောအခါ စိတ်ဖိစီးပါသည်။
၁၃ ကျွန်ုပ်သည် သူငယ်ချင်းများနှင့်
။ လိုက်လျောညီထွေ ဖြစ်ရန် ကြိုးစားရ
သောအခါ စိတ်ဖိစီးမှုကို ခံစားရပါသည်။
၁၄ ကျွန်ုပ်သည် သူငယ်ချင်းများနှင့် အဆင်

45
 ။ မပြေသောအခါ စိတ်ဖိစီးမှုကို ခံစားရ
ပါသည်။
၁၅ ကျွန်ုပ်၏ အမြင်နှင့် ပတ်သက်၍
။ သူငယ်ချင်းများနှင့် ငြင်းခုံရသောအခါ
စိတ်ဖိစီးပါသည်။
၁၆ ကျွန်ုပ်အား သူငယ်ချင်းများက ဝေဖန်
။ သောအခါ စိတ်ဖိစီးမှု ခံစားရပါသည်။
၁၇ ကျွန်ုပ်သည် ဆရာ/မများထံမှ အသိအမှတ်ပြု
။ မှု မခံရသောအခါ စိတ်ဖိစီးပါသည်။
၁၈ ကျွန်ုပ်၏ ပြောစကားများကို ဆရာ/မများက
။ နားထောင်မပေးသောအခါ စိတ်ဖိစီးပါသည်။
၁၉ ကျွန်ုပ်သည် ဆရာ/မများနှင့် အတူတူရှိနေ
။ ချိန်များတွင် စိတ်ဖိစီးပါသည်။
၂၀ ကျွန်ုပ်၏ အနာဂတ်နှင့်ပတ်သက်၍ စဉ်းစား
။ သောအခါ စိတ်ဖိစီးမှုကို ခံစားရပါသည်။
၂၁ ကျွန်ုပ်၏ အနာဂတ်အလုပ်အကိုင် (သို့)
။ ပညာရေးနှင့် ပတ်သက်၍ ဆုံးဖြတ်ချက်များ
ချရသောအခါ စိတ်ဖိစီး ပါသည်။
၂၂ ကျွန်ုပ်၏ အနာဂတ်ရည်မှန်းချက်များ
။ ပေါက်မြောက် စေရန် မိမိကိုယ်ကို ဖိအား
ပေးသောအခါ စိတ်ဖိစီးပါသည်။

46
 အသင့်အတင့်ရှိ

အလွန်ရှိပါသည်
လုံးဝ မရှိပါ

အနည်းငယ်ရှိ

ရှိပါသည်
ပါသည်

ပါသည်
စ
အကြောင်းအရာ
ဉ်

၁ ၂ ၃ ၄ ၅
၂၃ ကျွန်ုပ်သည် အားလပ်ချိန်လုံလုံလောက်
။ လောက် မရသော အခါ စိတ်ဖိစီးမှု ခံစားရ
ပါသည်။
၂၄ ကျောင်းပြင်ပချိန်တွင် မိမိဝါသနာပါသော
။ လှုပ်ရှားမှုများ လုပ်ဆောင်ရန် အချိန်
မလုံလောက်သောကြောင့် စိတ်ဖိစီး မှု
ခံစားရပါသည်။
၂၅ ‌ အိမ်စာအများအပြားလုပ်ရ‌သောအခါ စိတ်
။ ဖိစီးပါသည်။
၂၆ ကျွန်ုပ်လိုအပ်သောအရာများကို ဝယ်ယူ
။ နိုင်ရန် ပိုက်ဆံ မလုံလောက်သောအခါ စိတ်
ဖိစီးရပါသည်။
၂၇ ကျွန်ုပ်လိုချင်သောအရာများကို ဝယ်ယူ
။ နိုင်ရန် ပိုက်ဆံ မလုံလောက် သောအခါ
စိတ်ဖိစီးရပါသည်။

အပိုင်း (ဂ) စိတ်ကျန်းမာရေး (Mental Health) အခြေအနေကို တိုင်းတာ

စစ်ဆေးခြင်း
အောက်ပါအချက်တစ်ခုစီအတွက် မိမိစိတ်ကျန်းမာရေးအခြေအနေနှင့်
အကိုက်ညီဆုံးအဖြေကို ရွေး၍ ထိုအဖြေရှိသော ကော်လံတွင် အမှန်ခြစ် (
✔️) ၍ ဖြေဆိုပါ။

47
၀ = လုံးဝသဘောမတူပါ ။ ၁ = သဘောမတူပါ။

၂ = သဘောတူပါသည်။ ၃ = အလွန်သဘောတူပါသည်။

Positive Mental Health Scale

အလွန်သဘောတူပါသည်
လုံးဝ သဘောမတူပါ

သဘောတူပါသည်
သဘောမတူပါ
စဥ် အကြောင်းအရာ

၀ ၁ ၂ ၃
ကျွန်ုပ်သည် များသောအားဖြင့် ပူပင်ကြော
၁။ င့်ကြမှု မရှိဘဲ ကောင်းမွန်သောစိတ်နေ
သဘောထား ရှိပါသည်။
ကျွန်ုပ်သည် ကျွန်ုပ်၏ ဘဝကို နှစ်သက်
၂။
ပါသည်။
အားလုံးခြုံငုံကြည့်လျှင် ကျွန်ုပ်သည်
၃။
ကျွန်ုပ်၏ ဘဝကို ကျေနပ်အားရပါသည်။
ယေဘုယျအားဖြင့် ကျွန်ုပ်သည် မိမိကိုယ်
၄။
ကို ယုံကြည်မှု ရှိပါသည်။
ကျွန်ုပ်သည် မိမိ၏ လိုအပ်ချက်များကို ဖြ
၅။ ည့်ဆည်းရန် ကောင်းစွာ စီမံခန့်ခွဲနိုင်
ပါသည်။
ကျွန်ုပ်သည် စိတ်ရောကိုယ်ပါ ကျန်းမာသော
၆။
အခြေအနေတွင် ရှိနေပါသည်။
ကျွန်ုပ်သည် ဘဝ၏ အခက်အခဲများကို အမှန်
၇။ တကယ် ကောင်းစွာ ကိုင်တွယ် ဖြေရှင်း
နိုင်သည်ဟု ခံစားရပါသည်။
ကျွန်ုပ် လုပ်သမျှအရာ အများစုသည်
၈။
ကျွန်ုပ်ကို ပျော်ရွှင်စေပါသည်။
ကျွန်ုပ်သည် စိတ်တည်ငြိမ်သော လူသားတစ်
၉။
ယောက် ဖြစ်ပါသည်။

Depression, Anxiety and Stress Scales

48
 မည်သည့်အခါမျှ မခံစား

မကြာခဏ ခံစားရပါသည်
တစ်ခါတစ်ရံ ခံစားရ

အမြဲလိုလို ခံစားရ
ပါသည်

ပါသည်
ရပါ
စဥ် အကြောင်းအရာ

၁ ၂ ၃ ၄
ကျွန်ုပ်သည် မိမိ၏စိတ်ကို လျှော့ချရန် ခက်ခဲ
၁။
ပါသည်။
ကျွန်ုပ်သည် စိတ်ဖိစီးသောအခါ အာခေါင်ခြောက်
၂။
သွေ့လာသည်ကို ခံစားမိပါသည်။
ကျွန်ုပ်တွင် ကောင်းမွန်သောစိတ်ခံစားချက်များ
၃။
လုံးဝ မရှိခဲ့ပါ။
ကျွန်ုပ်သည် စိတ်ဖိစီးသောအခါ အသက်ရှုကြပ်သည်ဟု
၄။
ခံစားရ ပါသည်။
ကျွန်ုပ်သည် အလုပ်တစ်ခုကို စတင်လုပ်ဆောင်ရန်
၅။
ခက်ခဲသည်ဟု ခံစားရပါသည်။
ကျွန်ုပ်သည် ဖြစ်လာသော အခြေအနေကို လွန်လွန်ကဲကဲ
၆။
တုံ့ပြန် လေ့ရှိခဲ့သည်။
ကျွန်ုပ်သည် စိတ်ဖိစီးသောအခါ တုန်တုန်ယင်ယင်
ဖြစ်လေ့ရှိပါသည်။
၇။
(ဥပမာ- လက်များတုန်ယင်ခြင်း၊ ခြေထောက်များယိုင်
လဲသလို ဖြစ်ခြင်း)
ကျွန်ုပ်သည် အလွန်စိုးရိမ်ထိတ်လန့်နေသည်ဟု
၈။
ခံစားခဲ့ရသည်။
ကျွန်ုပ်သည် ကျွန်ုပ်ကိုလှည့်စားနိုင်ပြီး
၉။ ထိတ်လန့်စေသော အခြေ အနေများနှင့် ပတ်သက်၍
စိုးရိမ်ပူပန်ခဲ့သည်။
ကျွန်ုပ်သည် စိတ်တုန်လှုပ်ခြောက်ခြားမှုမျိုး
၁၁။
ကို ခံစားဖူးပါသည်။
ကျွန်ုပ်သည် စိတ်သက်တောင့်သက်သာဖြစ်ရန် ခက်ခဲ
၁၂။
ပါသည်။
ကျွန်ုပ်သည် စိတ်ပျက်အားငယ်ပြီး ဝမ်းနည်း
၁၃။
ပူဆွေးမှုကို ခံစားခဲ့ရသည်။
ကျွန်ုပ်သည် အလုပ်လုပ်နေစဥ်အတွင်း
၁၄။ အနှောင့်အယှက်ဖြစ်သည်ကို သည်းခံနိုင်စွမ်း မ
ရှိခဲ့ပါ။
၁၅။ ကျွန်ုပ်သည် အလွန်ကြောက်တတ်ပါသည်။

49
 မကြာခဏ ခံစားရပါသည်
တစ်ခါတစ်ရံ ခံစားရ

အမြဲလိုလို ခံစားရ
မည်သည့်အခါမျှ မ
ခံစားရပါ

ပါသည်

ပါသည်
စဥ် အကြောင်းအရာ

၁ ၂ ၃ ၄
ကျွန်ုပ်သည် မည်သည့်အရာကိုမျှ လုပ်ဆောင်ရန်
၁၆။
စိတ်အားထက်သန်မှု မရှိပါ။
ကျွန်ုပ်သည် မိမိကိုယ်ကို တန်ဖိုးမဲ့သည်ဟု
၁၇။
ခံစားရပါသည်။
၁၈။ ကျွန်ုပ်သည် စိတ်တိုလွယ်ပါသည်။
ကျွန်ုပ်သည် ကိုယ်လက်လှုပ်ရှားမှုများ မလုပ်ဘဲ
၁၉။ နှလုံးခုန်နှုန်း မြန်လာသည်ကို သတိထားမိခဲ့
သည်။
ကျွန်ုပ်သည် ခိုင်လုံသော အကြောင်းပြချက်မရှိဘဲ
၂၀။
အလိုလို ကြောက်နေတတ်သည်။
ကျွန်ုပ်၏ဘဝသည် အဓိပ္ပာယ်မဲ့နေသည်ဟု ခံစားခဲ့ရ
၂၁။
သည်။

50