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How Do You Handle Anger

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Submitted By anuradhaanand
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LUCKNOW UNIVERSITY
RESEARCH ON
How effective the students are in handling their anger?
Anger management

SUBMITTED TO: DR. RITU NARANG

SUBMITTED BY: ANURADHA ANAND M.B.A. (SECTION-A) SEMESTER -1 Roll no. = 07
INTRODUCTION
The stress and conflict can cause any number of emotions, one common and uncomfortable one is Anger. On the one hand, anger has positive value. Generally we get angry with people who are important to us—people we value, or people on whom we depend. Expressing our anger gets the other person’s attention and motivates him or her to focus on the conflict. Feeling angry also energizes us to act. Our anger motivates us to address the conflict. Anger also educates us, because it forces us to examine what makes us angry and learn more about our own commitments and values. On the other hand, anger is also destructive. It feels physically unpleasant, and when we are angry we may feel out of control. At the same time, when we feel angry we may feel and be out of sync with the culture of our organization, which is likely to cause us some anxiety. Suppressing anger may lead to self-blame. It may also lead to displacement, which is redirecting one’s anger by attacking innocent parties.

We all get angry. It's a normal emotion. However, some of us handle our anger better than others. While one person might be a bit unhappy when someone cuts him off in traffic, another is so angry that he shouts and swears, and starts driving aggressively himself.

CONTROLLING YOUR ANGER BEFORE IT CONTROLS YOU. IT.CONTROLS YOU

Manage Your Anger Constructively
The goal of anger management is not to eliminate anger completely: that isn't possible, since it's a natural human emotion. Rather, the objective is to control and direct your anger – so that it doesn't control you, or damage an important relationship or situation.
In Anger Management: Channelling Anger into Performance , we discuss Redford Williams' steps for controlling anger. There are three key elements to these:

1. Understanding what causes your anger.
2. Reducing your angry reactions.
3. Controlling your anger when you experience it.
Understand What Causes Your Anger
One of the most effective approaches for managing anger is to identify the sources of the anger you experience. Once you know what makes you angry, you can develop strategies for dealing with it. When you're in the middle of a bad situation, it's hard to think logically and rationally, so understanding what causes your anger can help you plan how to deal with it. * Use a diary or "anger log” to write down the times, people, and situations that make you angry. * Look for trends, or things that make you angry often. * Ask yourself why these things make you angry. Do you connect certain memories to these sources of anger? Do you feel that goals are being frustrated, or that something important to you is being threatened?
Reduce Your Angry Reactions
While you probably won't eliminate anger completely, you can certainly reduce the frequency and scope of your anger. The less angry you are in general, the more control you'll have over your emotions. Since much of our anger can come from frustration and stress, if you work on ways to ease and reduce these causes of frustration and stress, you'll reduce the amount of anger in your life. * Use Problem Solving Skills
A great way to reduce stress is to improve your problem solving skills. We sometimes feel that everything we do needs to be correct and turn out well, and this can be frustrating when things don't turn out as they should. Instead of expecting yourself always to be right, commit to doing your best. That way you can be proud of your effort even if the end result isn’t what you want.
Also, accept that when something doesn't work out, the world usually won't end. Sometimes you just need to relax and not let things bother you. We may think that we should have an answer for everything – but the truth is, we don't! * Use Communication Skills
You can also reduce anger by improving your communication skills. When you relate well to other people, express your needs, and talk about issues that bother you, you deal with potential anger proactively. * Build empathy – When you understand another person's perspective, it helps you analyze the situation objectively and understand your role in the conflict. Accept that you may not always know best! * Learn to trust others – Assume the best in people, and don't take their actions personally. * Listen – Use active listening to consider what the other person has to say, and then think before you speak. In many situations, the best way to deal with anger is to accept it, and then find ways to move forward. This can protect your relationships with people, and it allows you to acknowledge your feelings. * Be assertive, not aggressive – By improving your assertiveness skills, you can reduce the frustration that you feel when your needs aren't being met. When you know how to ask for what you want, you'll generally feel more in control, and less likely to say things that you'll later regret.
DON’T TRY TO COMMUNICATE WHEN YOU ARE STILL UPSET.

* Release Your Anger
You can reduce the likelihood of losing control by releasing the anger that you've built up. When you get rid of angry feelings on a regular basis, you'll feel calmer and more even-tempered, and you'll be more able to deal with the ups and downs of daily life. You can do a variety of things to release your anger, including the following: * Take 10 deep breaths. It really does work! * Do some physical activities – walk, run, swim, play golf, or do some other sport. This can be great for releasing the stress and frustration you've built up! * Use a punching bag or a pillow to physically express your anger (in a way that's not harmful). * Do yoga, or another relaxing form of exercise. * Participate in a fun activity or hobby. * Use a journal and/or art to express your feelings. * Forgive. At some point, it helps to let go and move on with a fresh attitude.
Some people believe that they have to hold their anger in to control it. This is not is an effective anger management strategy. Even if you don’t show anger to others, that emotion has to go somewhere: it can be stubborn, and it usually doesn’t go away on its own.
Control Your Anger When You Experience It
When you start to feel angry, what do you do? Controlling yourself in a bad situation can be difficult, and your actions will have consequences.
External reactions – like kicking and screaming – don't help. You may feel good for a little while, but later, you'll surely feel foolish and sorry. Also, you may do permanent damage to relationships and your reputation.
When you feel that you can't hold your anger in any longer, here are some great strategies to try: * Change Your Environment * Take a break and physically remove yourself from the conflict. Go to another room, go for a walk, or count to 10. This may give you time to gain perspective and simply calm down. * Learn to avoid situations that you know will cause your anger. If you don't like your teammate's messy desk, don't go into her office. * If you regularly do something that makes you angry, try to find something else to do in its place. For example, if the crowded elevator upsets you every morning, take the stairs. * Use Humor * Think of something funny to say (but don't be rude or sarcastic). * Try to see the funny side of the situation. * Imagine the other person in a silly situation. * Learn to laugh at yourself. * Smile. It's hard to be angry with a smile on your face. * Calm Yourself Physically * Use physical relaxation techniques. Take slow, deep breaths and concentrate on your breathing. * Tighten and release small muscle groups. Focus on your hands, legs, back, and toes. * Repeat a word or phrase that reminds you to stay in control and remain confident. For example, say, "You'll get through this. Relax! You're doing a great job!" * Practice imagery techniques. Use your imagination or memory to visualize a calming place or situation.

ABOUT QUESTIONNAIRE * This is a 3 likert scale, with Never=1, Sometimes=2 and Always=3. * This tells about Effective Score and Ineffective Score of the Subjects. * Effective Score is generated by adding up all the Odd numbered questions, and Ineffective Score is generated by adding up all the Even numbered questions. * Developed By: D. Tjosvold (Dean Tjosvold, Department Of Management, Lingnan University). * Contributions: Conflict Management for Individual Problem Solving and Team Innovation in China. * Source: Adapted from D. Tjosvold, Learning to Manage Conflict: Getting People Work Together Productively (New York: Lexington Books, 1993).

Demographic details: * Age of the every subject. * Gender is asked (male/female). * Academic Qualification (all are graduate). * Work profession (students). * Presently live in Lucknow. * SAMPLE SIZE: 60 STUDENTS. * 30 OF GIRLS. * 30 OF BOYS.

QUESTIONNAIRE DETAILS FOR GIRLS | Name of Subject | AGE IN YEARS | EFFECTIVE SCORE | INEFFECTIVE SCORE | DIFFERENCE | AMRITA MATHUR | 24 | 21 | 13 | 8 | PRAGATI GAUR | 21 | 16 | 12 | 4 | POOJA YADAV | 21 | 18 | 13 | 5 | MONIKA GAUTAM | 20 | 19 | 14 | 5 | KOMAL KOCHHAR | 21 | 14 | 13 | 1 | ANJALI | 20 | 18 | 15 | 3 | NABEELA FATIMA | 21 | 17 | 12 | 5 | SARITA YADAV | 20 | 19 | 12 | 7 | AREEBA NIYAZ | 22 | 21 | 13 | 8 | MARIYAM CHANDNI | 22 | 23 | 20 | 3 | PRIYANKA YADAV | 24 | 12 | 15 | -3 | TUBA AFREEN | 23 | 22 | 14 | 8 | SAUMY SONI | 23 | 14 | 13 | 1 | NIDHI PAL | 21 | 21 | 11 | 10 | SHALINI SINGH | 22 | 19 | 12 | 7 | SWATI SINGH | 22 | 21 | 11 | 10 | VANSHIKA BHATNAGAR | 21 | 17 | 10 | 7 | WAJIHA ALIM | 22 | 20 | 14 | 6 | MANISHA SRIVASTAVA | 27 | 18 | 12 | 6 | MANJULIKA GAUTAM | 22 | 19 | 14 | 5 | SHUBHRA YADAV | 21 | 18 | 12 | 6 | YOJANA SINGH | 22 | 19 | 15 | 4 | HUDA PARVEEN | 23 | 20 | 13 | 7 | VANYA MEHROTRA | 21 | 19 | 14 | 5 | SHREYA SINGH | 20 | 23 | 17 | 6 | ASHIKA SRIVASTAVA | 22 | 21 | 13 | 8 | PALLAVI VERMA | 21 | 18 | 13 | 5 | SHIKHA SINGH RATHORE | 22 | 17 | 13 | 4 | ANAMIKA SHUKLA | 20 | 12 | 12 | 0 | ARCHANA YADAV | 21 | 21 | 12 | 9 |

QUESTIONNAIRE DETAILS FOR BOYS | Name of Subject | AGE IN YEARS | EFFECTIVE SCORE | INEFFECTIVE SCORE | DIFFERENCE | MAHENDRA CHHETRI | 25 | 19 | 13 | 6 | ARJIT PANDEY | 22 | 20 | 10 | 10 | ANUBHAV SHUKLA | 21 | 19 | 12 | 7 | MOHAMMAD YUSUF NABEEL | 25 | 15 | 14 | 1 | ABDULLAH ZAID | 22 | 18 | 12 | 6 | MOHIT KASHYAP | 22 | 16 | 14 | 2 | GAURAV SINGH | 21 | 18 | 12 | 6 | ABDUL SAMAD KHAN | 23 | 20 | 15 | 5 | ATUL KUMAR DIWAKER | 23 | 16 | 18 | -2 | AMIR HASAN | 21 | 16 | 16 | 0 | ASHISH KUMAR | 20 | 19 | 17 | 2 | MOHIT KANNAUJIA | 22 | 18 | 16 | 2 | MOHAMMAD SAQIB | 21 | 19 | 12 | 7 | MOHAMMAD HUSSAIN | 22 | 21 | 13 | 8 | ARPIT KUMAR | 22 | 15 | 18 | -3 | JATIN MEHROTRA | 21 | 22 | 19 | 3 | MOHAMMAD SAIF | 21 | 19 | 13 | 6 | ABHISHEK SINGH | 23 | 18 | 15 | 3 | NITIN KUMAR MATHUR | 23 | 20 | 10 | 10 | PRAKASH VERMA | 21 | 14 | 19 | -5 | CHIRAG CHUGH | 23 | 18 | 13 | 5 | ZEESHAN AHMED | 21 | 14 | 17 | -3 | TRISHANU PARIHAR | 23 | 22 | 12 | 10 | RAJAT VERMA | 25 | 18 | 12 | 6 | RAHUL PRABHAKAR | 20 | 17 | 12 | 5 | RAHUL RAWAT | 21 | 14 | 17 | -3 | SHUBHAM JOSHI | 23 | 19 | 13 | 6 | AMRENDRA PRAKASH SINGH | 23 | 19 | 14 | 5 | DEEPAK | 20 | 19 | 14 | 5 | PHATTE CHAND CHAUHAN | 27 | 21 | 12 | 9 |

ABOUT THE TABLE
The data is represented in the form of inclusive method. In the inclusive method, the classes are so formed the upper limit of the class is included in the class. SURVEY TABLE | CLASS INTERVAL | FREQUENCY | GIRLS FREQUENCY | BOYS FREQUENCY | (16 -- 13) | 0 | 0 | 0 | (12 -- 9) | 0 | 0 | 0 | (8 -- 5) | 1 | 0 | 1 | (4 -- 1) | 5 | 1 | 4 | 0 -- 3 | 12 | 5 | 7 | 4 -- 7 | 30 | 17 | 13 | 8 -- 11 | 12 | 7 | 5 | 12 -- 15 | 0 | 0 | 0 | 16 -- 19 | 0 | 0 | 0 | | 60 | 30 | 30 | | | | |

HYPOTHESIS * The Maximum Effective Score has been taken 16 and Ineffective Score is (-16). * As the questionnaire contains Always=3, Sometimes=2, and Never=1. So, adding up odd number questions results in Effective Score, and even numbered questions results in Ineffective Score, both difference is shown as the final score. * Positive final score represents effective handler of anger and negative score represents ineffective handler of anger. * In the table, made the divisions/parts/stages i.e. I, II, III. * The Class Intervals are formed accordingly as per the frequency falling and height is set as 3. * The frequency falling in negative, so the class intervals are made upto (-16).

CALCULATION OF MEAN, MEDIAN, MODE, STANDARD DEVIATION, VARIANCE FOR TOTAL 60 STUDENTS MEAN, MEDIAN, MODE CALCULATION | CLASS INTERVAL | FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | (16 -- 13) | 0 | -14.5 | -6.67 | 0 | 0 | 0 | (12 -- 9) | 0 | -10.5 | -5.33 | 0 | 0 | 0 | (8 -- 5) | 1 | -6.5 | -4.00 | -4 | 16 | 1 | (4 -- 1) | 5 | -2.5 | -2.67 | -13.33 | 35.56 | 6 | 0 -- 3 | 12 | 1.5 | -1.33 | -16 | 21.33 | 18 | 4 -- 7 | 30 | 5.5 | 0.00 | 0 | 0 | 48 | 8 -- 11 | 12 | 9.5 | 1.33 | 16 | 21.33 | 60 | 12 -- 15 | 0 | 13.5 | 2.67 | 0 | 0 | 60 | 16 -- 19 | 0 | 17.5 | 4.00 | 0 | 0 | 60 | | 60 | | | -17.33 | 94.22 | | | | | | | | | CALCULATION OF MEAN, MEDIAN, MODE | | | | | | | | | | | HEIGHT (H) = | 3 | | | | | | | | | | | | | MEAN= | 4.633333333 | | | | | | WHERE, | | | | | | | A= ASSUMED MEAN | | | | | | d= DEVIATION | | | | | | h= HEIGHT | | | | | | sumfd= FREQUENCY DEVIATION | | | | | | N= SUM TO FREQUENCY | | | | | | | | | | | | | MEDIAN= | 5.2 | | | | | | N/2= | 30 | | | | | | l= LOWER LIMIT OF MEDIAN CLASS | 4 | | | | | h= HEIGHT | | | | | | f= FREQUENCY | | | | | | CP= CF OF PREECEEDING CLASS | | | | | | | | | | | | | MODE= | -19.1 | | | | | | f=FREQUENCY | | | | | | | f_1=FREQUENCY OF PRECEEDING CLASS | | | | | f_2=FREQUENCY OF SUCEEDIND CLASS | | | | | | | | | | | | STANDARD DEVIATION= | 1.21 | | | | |

CLASS INTERVAL | FREQUENCY | X-Ῡ | (X-Ῡ)² | fd2 | (16 -- 13) | 0 | -6.66667 | 44.44 | -296.296 | (12 -- 9) | 0 | 0 | 0.00 | 0 | (8 -- 5) | 1 | -5.66667 | 32.11 | -181.963 | (4 -- 1) | 5 | 8.333333 | 69.44 | 578.70 | 0 -- 3 | 12 | 12 | 144.00 | 1728.00 | 4 -- 7 | 30 | 30 | 900.00 | 27000 | 8 -- 11 | 12 | 5.333333 | 28.44 | 151.70 | 12 -- 15 | 0 | -6.66667 | 44.44 | -296.296 | 16 -- 19 | 0 | -17 | 289.00 | -4913 | | 60 | 19.66667 | 1551.89 | 23770.85 | | | | | | variance | 172.4321 | | | | Ῡ(MEAN)= | 6.666667 | | |

ANALYSIS & INTERPRETATION, CONCLUSION FOR 60 STUDENTS
Analysis & Interpretation: - In the given inclusive table have mentioned the class intervals from (-16) to (+19) and analysed all the frequency falling in the particular class interval. The frequency for the table is 60 students. The Mean is 4.63, Median is 5.2, Mode is -19.1 and this is also presented in column diagram.
Conclusion: - concluded that all students are around the 4.63, 5.2 anger manager. Standard deviation comes to 1.21 means they deviate. Variance among students anger management is 182.716.

CALCULATION
MEAN, MEDIAN, MODE, STANDARD DEVIATION AND VARIANCE FOR GIRLS MEAN, MEDIAN, MODE FOR GIRLS | | | CLASS INTERVAL | GIRLS FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | (16 -- 13) | 0 | -14.5 | -6.67 | 0 | 0 | 0 | (12 -- 9) | 0 | -10.5 | -5.33 | 0 | 0 | 0 | (8 -- 5) | 0 | -6.5 | -4.00 | 0 | 0 | 0 | (4 -- 1) | 1 | -2.5 | -2.67 | -2.67 | 7.11 | 1 | 0 -- 3 | 5 | 1.5 | -1.33 | -6.67 | 8.89 | 6 | 4 -- 7 | 17 | 5.5 | 0.00 | 0 | 0 | 23 | 8 -- 11 | 7 | 9.5 | 1.33 | 9.33 | 12.44 | 30 | 12 -- 15 | 0 | 13.5 | 2.67 | 0 | 0 | 30 | 16 -- 19 | 0 | 17.5 | 4.00 | 0 | 0 | 30 | | 30 | | | 0 | 28.44 | | | | | | | | | MEAN= | 5.5 | | | | | | MEDIAN= | 5.588235294 | | | | | | MODE= | -6.94117647 | | | | | | | | | | | | | N/2= | 15 | | | | | | l= | 4 | | | | | | C= | 6 | | | | | | | | | | | | | STANDARD DEVIATION= | 2.919 | | | | |

CLASS INTERVAL | GIRLS FREQUENCY | X-Ῡ | (X-Ῡ)² | (16 -- 13) | 0 | -3.33333 | 11.11111 | (12 -- 9) | 0 | 0 | 0 | (8 -- 5) | 0 | 0 | 0 | (4 -- 1) | 1 | -2.33333 | 5.444444 | 0 -- 3 | 5 | 8.333333 | 69.44444 | 4 -- 7 | 17 | 17 | 289 | 8 -- 11 | 7 | 6 | 36 | 12 -- 15 | 0 | -4 | 16 | 16 -- 19 | 0 | -7 | 49 | | 30 | | 476 | VARIANCE= | 52.88889 | | | MEAN(Ῡ)= | 3.333333 | |

CALCULATION
MEAN, MEDIAN, MODE, STANDARD DEVIATION AND VARIANCE FOR BOYS MEAN, MEDIAN, MODE FOR BOYS | | | CLASS INTERVAL | BOYS FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | (16 -- 13) | 0 | -14.5 | -6.67 | 0 | 0 | 0 | (12 -- 9) | 0 | -10.5 | -5.33 | 0 | 0 | 0 | (8 -- 5) | 1 | -6.5 | -4.00 | -4 | 16 | 1 | (4 -- 1) | 4 | -2.5 | -2.67 | -10.667 | 28.44 | 5 | 0 -- 3 | 7 | 1.5 | -1.33 | -9.3333 | 12.44 | 12 | 4 -- 7 | 13 | 5.5 | 0.00 | 0 | 0 | 25 | 8 -- 11 | 5 | 9.5 | 1.33 | 6.66667 | 8.89 | 30 | 12 -- 15 | 0 | 13.5 | 2.67 | 0 | 0 | 30 | 16 -- 19 | 0 | 17.5 | 4.00 | 0 | 0 | 30 | | 30 | | | -17.333 | 65.78 | | | | | | | | | MEAN= | 3.766666667 | | | | | MEDIAN= | 4.529411765 | | | | | MODE= | -7.307692308 | | | | | STANDARD DEVIATION= | 4.08 | | | | |

CLASS INTERVAL | BOYS FREQUENCY | X-Ῡ | (X-Ῡ)² | (16 -- 13) | 0 | -3.33333 | 11.11111 | (12 -- 9) | 0 | 0 | 0 | (8 -- 5) | 1 | 1 | 1 | (4 -- 1) | 4 | 4 | 16 | 0 -- 3 | 7 | 7 | 49 | 4 -- 7 | 13 | 13 | 169 | 8 -- 11 | 5 | 5 | 25 | 12 -- 15 | 0 | 0 | 0 | 16 -- 19 | 0 | 0 | 0 | | 30 | 26.66667 | 271.1111 | | | | | VARIANCE= | 30.12346 | | | MEAN(Ῡ)= | 3.333333 | |

ANALYSIS & INTERPRETATION, CONCLUSION FOR 30 GIRLS AND 30 BOYS
Analysis & Interpretation: - here I analysed that the number of girls is 30 and their mean, median, mode comes to 5.5, 5.58, and 6.94 respectively. Boys’ number is 30 and mean, median, mode comes to 3.7, 4.5, and -7.30 respectively. The variances for girls and boys are 41.67, 30.12 respectively.

Conclusion: - conclude that after analysis , the girls mean is more related to boys then it shows that the girls are the good handler of anger as per the boys.

CALCULATION OF MEAN, MEDIAN, MODE AND STANDARD DEVIATION FOR THE SEPARATE DIVISION OF THE INCLUSIVE TABLE
Stage-I
MORE ACCURATELY ANALSING THE DATA ON THE BASIS OF SCALE WHICH DEFINED | CLASS INTERVAL | FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | (16 -- 13) | 0 | -14.5 | -6.67 | 0 | 0 | 0 | (12 -- 9) | 0 | -10.5 | -5.33 | 0 | 0 | 0 | (8 -- 5) | 1 | -6.5 | -4.00 | -4 | 16 | 1 | | 1 | | | -4 | 16 | | MEAN= | -6.5 | | | | | MEDIAN= | -6.5 | | | | | MODE= | -6.5 | | | | | STANDARD DEVIATION= | -3 | | | | |

Stage-II CLASS INTERVAL | FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | (4 -- 1) | 5 | -2.5 | -2.67 | -13.33 | 35.56 | 6 | 0 -- 3 | 12 | 1.5 | -1.33 | -16 | 21.33 | 18 | 4 -- 7 | 30 | 5.5 | 0.00 | 0 | 0 | 48 | | 47 | | | -29.33 | 56.89 | | MEAN= | 10.128 | | | | | MEDIAN= | 4.55 | | | | | MODE= | -6.606 | | | | | STANDARD DEVIATION= | 2.717 | | | | |

Stage-III CLASS INTERVAL | FREQUENCY | MID VALUE(X) | d= X-A/h | fd | fd² | cf | 8 -- 11 | 12 | 9.5 | 1.33 | 16 | 21.33 | 60 | 12 -- 15 | 0 | 13.5 | 2.67 | 0 | 0 | 60 | 16 -- 19 | 0 | 17.5 | 4.00 | 0 | 0 | 60 | | 12 | | | 16.00 | 21.33 | | MEAN= | 54 | | | | | MEDIAN= | 9.5 | | | | | MODE= | -79.5 | | | | | STANDARD DEVIATION= | 0.278 | | | | |

ANALYSIS & INTERPRETATION, CONCLUSION FOR 30 GIRLS AND 30 BOYS Analysis & Interpretation: - The created survey table is divided into 3 parts and it is also mentioned in the hypothesis that the table is divided into: * Badly handler of anger management, * Neutral handler of anger management, * Good handler of anger management. Here taken the mean, of all the 3 parts. Conclusion: - analyzing 1, 2, and 3 parts, 3rd part have the good handler for anger management, they can handle the stress and conflict situation very well. The 2nd parts indicates the neutral handler, and here they are able o handle their anger, but in some situation they became aggressive and loud. The 1st part students falling under this category are very irritated and can’t control their anger. CORRELATION BETWEEN THE SCORES OF GIRLS AND BOYS CORRELATION BETWEEN THE FINAL SCORES OF GIRLS AND BOYS | GIRLS(x) SCORE | BOYS(y) SCORE | dx=x-X | dy=y-Y | dx² | dy² | dx.dy | 8 | 6 | 2.67 | 2.03 | 7.11 | 4.13 | 5.42 | 4 | 10 | -1.33 | 6.03 | 1.78 | 36.40 | -8.04 | 5 | 7 | -0.33 | 3.03 | 0.11 | 9.20 | -1.01 | 5 | 1 | -0.33 | -2.97 | 0.11 | 8.80 | 0.99 | 1 | 6 | -4.33 | 2.03 | 18.78 | 4.13 | -8.81 | 3 | 2 | -2.33 | -1.97 | 5.44 | 3.87 | 4.59 | 5 | 6 | -0.33 | 2.03 | 0.11 | 4.13 | -0.68 | 7 | 5 | 1.67 | 1.03 | 2.78 | 1.07 | 1.72 | 8 | -2 | 2.67 | -5.97 | 7.11 | 35.60 | -15.91 | 3 | 0 | -2.33 | -3.97 | 5.44 | 15.73 | 9.26 | -3 | 2 | -8.33 | -1.97 | 69.44 | 3.87 | 16.39 | 8 | 2 | 2.67 | -1.97 | 7.11 | 3.87 | -5.24 | 1 | 7 | -4.33 | 3.03 | 18.78 | 9.20 | -13.14 | 10 | 8 | 4.67 | 4.03 | 21.78 | 16.27 | 18.82 | 7 | -3 | 1.67 | -6.97 | 2.78 | 48.53 | -11.61 | 10 | 3 | 4.67 | -0.97 | 21.78 | 0.93 | -4.51 | 7 | 6 | 1.67 | 2.03 | 2.78 | 4.13 | 3.39 | 6 | 3 | 0.67 | -0.97 | 0.44 | 0.93 | -0.64 | 6 | 10 | 0.67 | 6.03 | 0.44 | 36.40 | 4.02 | 5 | -5 | -0.33 | -8.97 | 0.11 | 80.40 | 2.99 | 6 | 5 | 0.67 | 1.03 | 0.44 | 1.07 | 0.69 | 4 | -3 | -1.33 | -6.97 | 1.78 | 48.53 | 9.29 | 7 | 10 | 1.67 | 6.03 | 2.78 | 36.40 | 10.06 | 5 | 6 | -0.33 | 2.03 | 0.11 | 4.13 | -0.68 | 6 | 5 | 0.67 | 1.03 | 0.44 | 1.07 | 0.69 | 8 | -3 | 2.67 | -6.97 | 7.11 | 48.53 | -18.58 | 5 | 6 | -0.33 | 2.03 | 0.11 | 4.13 | -0.68 | 4 | 5 | -1.33 | 1.03 | 1.78 | 1.07 | -1.38 | 0 | 5 | -5.33 | 1.03 | 28.44 | 1.07 | -5.51 | 9 | 9 | 3.67 | 5.03 | 13.44 | 25.33 | 18.46 | 160 | 119 | 0.00 | 0.00 | 250.67 | 498.97 | 10.33 | | | | | | | | N= | 30 | | | | | MEAN(x)= | 5.33 | | | | | MEAN(y)= | 3.97 | | | | | CORRELATION= | 0.029218397 | | | | |

ANALYSIS & INTERPRETATION, CONCLUSION FOR THE CORRELATION ON THE BASIS OF GENDER (MALE & FEMALE) Analysis & Interpretation: - View about effective and ineffective score. The independent factor is (X) and dependent factor is (Y). Conclusion: - Correlation between male and female comes to 0.0272; means (Y) factor is related with (X) factor. Both have a positive correlation.

CORRELATION BETWEEN (THE AGE OF GIRLS AND FINAL SCORE OF GIRLS) AND (THE AGE OF BOYS AND THE FINAL SCORE OF THE BOYS) | GIRLS(X) AGE IN YEARS | FINAL SCORE OF GIRLS(X') | BOYS(Y)AGE IN YEARS | FINAL SCORE OF BOYS(Y') | dx=X-X | dx'=X'-X’ | dy=Y-Y’ | dy'=Y'-Y’ | dx² | dx'² | dy² | dy'² | dx.dx' | dy.dy' | 24 | 8 | 25 | 6 | 2.3 | 2.67 | 2.77 | 2.03 | 5.29 | 7.11 | 7.65 | 4.13 | 6.13 | 5.63 | 21 | 4 | 22 | 10 | -0.7 | -1.33 | -0.23 | 6.03 | 0.49 | 1.78 | 0.05 | 36.40 | 0.93 | -1.41 | 21 | 5 | 21 | 7 | -0.7 | -0.33 | -1.23 | 3.03 | 0.49 | 0.11 | 1.52 | 9.20 | 0.23 | -3.74 | 20 | 5 | 25 | 1 | -1.7 | -0.33 | 2.77 | -2.97 | 2.89 | 0.11 | 7.65 | 8.80 | 0.57 | -8.21 | 21 | 1 | 22 | 6 | -0.7 | -4.33 | -0.23 | 2.03 | 0.49 | 18.78 | 0.05 | 4.13 | 3.03 | -0.47 | 20 | 3 | 22 | 2 | -1.7 | -2.33 | -0.23 | -1.97 | 2.89 | 5.44 | 0.05 | 3.87 | 3.97 | 0.46 | 21 | 5 | 21 | 6 | -0.7 | -0.33 | -1.23 | 2.03 | 0.49 | 0.11 | 1.52 | 4.13 | 0.23 | -2.51 | 20 | 7 | 23 | 5 | -1.7 | 1.67 | 0.77 | 1.03 | 2.89 | 2.78 | 0.59 | 1.07 | -2.83 | 0.79 | 22 | 8 | 23 | -2 | 0.3 | 2.67 | 0.77 | -5.97 | 0.09 | 7.11 | 0.59 | 35.60 | 0.80 | -4.57 | 22 | 3 | 21 | 0 | 0.3 | -2.33 | -1.23 | -3.97 | 0.09 | 5.44 | 1.52 | 15.73 | -0.70 | 4.89 | 24 | -3 | 20 | 2 | 2.3 | -8.33 | -2.23 | -1.97 | 5.29 | 69.44 | 4.99 | 3.87 | -19.17 | 4.39 | 23 | 8 | 22 | 2 | 1.3 | 2.67 | -0.23 | -1.97 | 1.69 | 7.11 | 0.05 | 3.87 | 3.47 | 0.46 | 23 | 1 | 21 | 7 | 1.3 | -4.33 | -1.23 | 3.03 | 1.69 | 18.78 | 1.52 | 9.20 | -5.63 | -3.74 | 21 | 10 | 22 | 8 | -0.7 | 4.67 | -0.23 | 4.03 | 0.49 | 21.78 | 0.05 | 16.27 | -3.27 | -0.94 | 22 | 7 | 22 | -3 | 0.3 | 1.67 | -0.23 | -6.97 | 0.09 | 2.78 | 0.05 | 48.53 | 0.50 | 1.63 | 22 | 10 | 21 | 3 | 0.3 | 4.67 | -1.23 | -0.97 | 0.09 | 21.78 | 1.52 | 0.93 | 1.40 | 1.19 | 21 | 7 | 21 | 6 | -0.7 | 1.67 | -1.23 | 2.03 | 0.49 | 2.78 | 1.52 | 4.13 | -1.17 | -2.51 | 22 | 6 | 23 | 3 | 0.3 | 0.67 | 0.77 | -0.97 | 0.09 | 0.44 | 0.59 | 0.93 | 0.20 | -0.74 | 27 | 6 | 23 | 10 | 5.3 | 0.67 | 0.77 | 6.03 | 28.09 | 0.44 | 0.59 | 36.40 | 3.53 | 4.63 | 22 | 5 | 21 | -5 | 0.3 | -0.33 | -1.23 | -8.97 | 0.09 | 0.11 | 1.52 | 80.40 | -0.10 | 11.06 | 21 | 6 | 23 | 5 | -0.7 | 0.67 | 0.77 | 1.03 | 0.49 | 0.44 | 0.59 | 1.07 | -0.47 | 0.79 | 22 | 4 | 21 | -3 | 0.3 | -1.33 | -1.23 | -6.97 | 0.09 | 1.78 | 1.52 | 48.53 | -0.40 | 8.59 | 23 | 7 | 23 | 10 | 1.3 | 1.67 | 0.77 | 6.03 | 1.69 | 2.78 | 0.59 | 36.40 | 2.17 | 4.63 | 21 | 5 | 25 | 6 | -0.7 | -0.33 | 2.77 | 2.03 | 0.49 | 0.11 | 7.65 | 4.13 | 0.23 | 5.63 | 20 | 6 | 20 | 5 | -1.7 | 0.67 | -2.23 | 1.03 | 2.89 | 0.44 | 4.99 | 1.07 | -1.13 | -2.31 | 22 | 8 | 21 | -3 | 0.3 | 2.67 | -1.23 | -6.97 | 0.09 | 7.11 | 1.52 | 48.53 | 0.80 | 8.59 | 21 | 5 | 23 | 6 | -0.7 | -0.33 | 0.77 | 2.03 | 0.49 | 0.11 | 0.59 | 4.13 | 0.23 | 1.56 | 21 | 4 | 23 | 5 | -0.7 | -1.33 | 0.77 | 1.03 | 0.49 | 1.78 | 0.59 | 1.07 | 0.93 | 0.79 | 20 | 0 | 20 | 5 | -1.7 | -5.33 | -2.23 | 1.03 | 2.89 | 28.44 | 4.99 | 1.07 | 9.07 | -2.31 | 21 | 9 | 27 | 9 | -0.7 | 3.67 | 4.77 | 5.03 | 0.49 | 13.44 | 22.72 | 25.33 | -2.57 | 23.99 | 651 | 160 | 667 | 119 | 2.131628E-14 | 0.00 | 0.00 | 0.00 | 64.30 | 250.67 | 79.37 | 498.97 | 1.00 | 56.23 | | | | | | | | | | | | | | | N(NUMBER)= | 30 | | | | | | | | | | | | MEAN OF AGE(X) | 21.7 | MEAN OF SCORE (X') | 5.33 | | | | | | | | | | | | | | | | | | | | | | | | | MEAN OF AGE(Y) | 22.23 | MEAN OF SCORE (Y') | 3.97 | | | | | | | | | | | | | | | | | | | | | | | | CORRELATION FOR THE AGE OF GIRLS AND FINAL SCORE OF GIRLS= | 0.00787673 | | | | | | | CORRELATION FOR THE AGE OF BOYS AND FINAL SCORE OF BOYS= | 0.28257842 | | | | | | |

ANALYSIS & INTERPRETATION, CONCLUSION FOR THE CALCULATION OF CORRELATION BY RANK CORRELATION METHOD
Analysis & Interpretation: - The divisions are made as mentioned in hypothesis. The rank correlation method, used to alot rank to highest set of correlation achiever. All ranks through correlation come into negative.
Conclusion: - Here, D12 in the series have highest rank. The combination of R1 and R2 is best. Stage 1 and 2 have nearest approach to common in the anger management. Overall, some situations handle anger and at some can’t depend upon the situation.

CONCLUSION ON RESEARCH * The maximum no. of frequency falling under stage - II i.e. 47 students, they are at neutral stage. * Secondly, 12 students are falling under the stage – III i.e., they are good at controlling their anger management. * Lastly, only 1 student fall under the stage – I and he really need to manage his anger and control over his emotions.

SUGGESTIONS * Understand the anger. * Analyse the dangers of Anger. * Use support network (social, family, loved ones, friends). * Use empathy. * Relax. * Forgive and forget. * Build trust, reject and avoid frustration. * Listen effectively

thankyou

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