students and investigated whether gender and locality differences exist using a 2×2 factorial design. The sample

consisted of 40 students (10 boys and 10 girls from urban schools; 10 boys and 10 girls from rural schools)

selected through random sampling from Jammu district. Anxiety was assessed using a standardized self-report

inventory. Data were analyzed using two-way Analysis of Variance (ANOVA). Results revealed no statistically

significant main effects of gender (F = 0.021, p > .05) or locality (F = 0.91, p > .05), and no significant interaction

effect between gender and locality (F = 1.92, p > .05). Findings suggest that adolescent anxiety in this sample

appears to be a generalized developmental phenomenon rather than one determined by demographic factors.

impair concentration, academic achievement, and emotional stability. In contemporary educational contexts,

competitive examinations, parental expectations, and career uncertainties often intensify stress levels among

students.

Previous research examining demographic influences on anxiety has produced inconsistent findings. Some

studies report higher anxiety levels among females, while others suggest minimal or negligible gender

differences. Similarly, rural urban comparisons have yielded mixed results. These inconsistencies underscore

the need for localized empirical investigations using factorial designs to examine both independent and

interaction effects simultaneously.

The present study therefore investigates anxiety among higher secondary students in Jammu district, examining

whether gender and locality significantly influence anxiety levels.

often exhibit higher anxiety levels than males. However, the Gender Similarity Hypothesis proposed by Janet

Shibley Hyde argues that males and females are more alike than different on most psychological variables.

Environmental influences also shape adolescent adjustment. Evans (2006) highlighted the role of environmental

stressors in child development, while Roeser, Eccles, and Sameroff (2000) emphasized the importance of school

climate and teacher support in emotional adjustment.

 inconsistent gender findings

 mixed locality results

 limited localized factorial studies

3. To examine the interaction effect of gender and locality on anxiety.

H₁: There is no significant difference in anxiety between boys and girls.

H₂: There is no significant difference in anxiety between urban and rural students.

H₃: There is no significant interaction effect between gender and locality on anxiety.

A descriptive survey method employing a 2×2 factorial design was used.

The sample comprised 40 higher secondary students from Jammu district. The distribution was as follows:

scores indicated higher levels of anxiety. The instrument has been widely used in adolescent populations.

Anxiety was measured using Sinha’s Comprehensive Anxiety Test (SCAT) developed by A.K.P. Sinha. The test

consists of 100 dichotomous (Yes/No) items designed to assess general anxiety levels among adolescents and

adults. Higher scores indicate higher levels of anxiety. The test manual reports high reliability, with a split-half

reliability coefficient of 0.92 and test–retest reliability of 0.85. Evidence of content, construct, and criterion-

related validity supports the suitability of the instrument for assessing anxiety among higher secondary students

Permission was obtained from school authorities prior to data collection. The inventory was administered

collectively in classroom settings under standardized instructions. Participants were assured confidentiality and

voluntary participation.

∑ NT = N

+ N

+ N

+ N

∑ XT = ∑A

B

B

B

= 34724 + 41919 + 37558 + 31706 =145907

Step A = Correction (C) =

=

=

Step C

significant difference in anxiety.

36 df have been obtained to be 4.1709 and 7.5625 at 0.05 and 0.1 level of significance . It indicates that our

calculated value is less than the table value. Thus, it is insignificant. Hence we conclude that adolescent of urban

and rural region do not show any difference in anxiety.

The F-Ratio for “AxB” (i.e, sex and locality) has been found to be 1.92 which is also far less than the table value

of 4.1709 and 7.5625 against df 1 and 36 respectively at 0.05 and 0.01 level of significance. Thus, it is

insignificant. It indicates that the nature of difference under joint influence of different level of AxB is the same

in the anxiety. In other words the anxiety among boys and girls belonging to urban and rural region remain to be

same.

All obtained F-values were below the critical value, indicating no statistically significant differences.

The obtained F-value for gender (0.021) is far below the critical value (4.17), indicating no significant difference

between boys and girls in anxiety levels.

Similarly, the F-value for locality (0.91) is less than the critical value, indicating no significant difference

between urban and rural students.

The interaction effect (F = 1.92) is also non-significant, suggesting that gender and locality do not jointly

structures may contribute to comparable stress experiences.

The non-significant interaction effect further indicates that demographic variables do not combine to influence

anxiety in a meaningful way within this sample. Anxiety appears to be a generalized adolescent phenomenon

shaped by academic and developmental demands common to both groups.

The findings support the implementation of universal mental health interventions rather than demographic-

specific programs. Schools should:

i. Introduce stress-management workshops

ii. Strengthen counseling services

iii. Foster supportive classroom environments

i. Include larger and more diverse samples

ii. Employ longitudinal designs

iii. Examine additional variables such as academic stress, parental expectations, and school climate

iv. Report effect sizes and reliability indices

The present study concludes that anxiety among higher secondary students in Jammu district does not

significantly differ across gender or locality. These findings suggest that adolescent anxiety may be a widespread

developmental concern rather than a demographic-specific issue. Comprehensive and universal school-based

3. Hyde, J. S. (2014). Gender similarities hypothesis. American Psychologist.

5. McLean, C. P., & Anderson, E. R. (2009). Gender differences in anxiety. Psychological Bulletin.

6. Putwain, D. (2007). Test anxiety and academic performance. Educational Psychology.

7. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (2000). School climate and adjustment. Journal of