Many research revealed that Self-Handicapping is associated with the students’ personal motivations, academic achievement, global self-esteem and certainty of self-esteem. This study is designed to find out the relationship between Self-Handicapping, and Achievement in Mathematics of learners of chult age (adolescence). Using Multi-stage cluster sampling 204 secondary school students of Thiruvananthapuram educational sub district were selected for the study. Participants were directed to fill in the self-reported Self-Handicapping Scale; the Achievement score in Mathematics were taken from the school records. Data has been analyzed with SPSS-16th version. Students of chult age have a moderate level of Self-Handicapping and High level of Achievement in Mathematics but there is a negative low relationship between Self-Handicapping and Achievement in Mathematics. This study disclosed that self-Handicapping and achievement in Mathematics are correlated. Thus, a positive variation in Self-Handicapping will make a corresponding decrease in Achievement in Mathematics and vice-versa

Job burnout is a special type of job stress-a state of physical, emotional or mental exhaustion combined with doubts about the competence and the value of the work. In the present study, the researcher has attempted to study the effect of age on the job burnout of the factory workers. For this purpose, 100 factory workers (Male=50, Female=50) were selected as sample through random sampling method. Normative survey method was employed in this study. The collected data was analyzed through one way analysis of variance. The findings revealed that there was a significant difference in the job burnout of rural factory workers of age group of below 35 years, 36 to 50 years and above 50. Rural factory workers of age group of below 35 years had higher job burnout. On the other hand, no significant difference was found in the job burnout of urban, male and female factory workers of age group of below 35 years, 36 to 50 years and above 50.

This study examined the Role Stress of teachers working at Devi Ahliya Vishwavidyalya, Indore. Thirty teachers of different UTD’S were chosen as sample, by using Simple Random Sampling Technique and administered with an Occupational Stress Rating Scale. The statistical techniques employed were ANOVA and the obtained results are analyzed accordingly. To overcome occupational stress, the researchers have suggested some measures which could prove beneficial to teachers in coping with Role Stress are: improve self esteem, build self confidence, work on building emotional intelligence competencies, develop a good sense of humor, favorable organizational climate, good infrastructure in UTD’s.