Chapters 2

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
CHAPTER1
THE PROBLEM AND ITS BACKGROUND
This chapter includes introduction, background of the study, theoretical and
conceptual framework, statement of the problem, this study’s scope and limitations,
the significance of this study and the definition of terms used all throughout this
chapter.
INTRODUCTION
As a human, everyone is facing different happenings in our daily lives like,
deadlines, examinations, job expectations, financial difficulties, family pressures,
interpersonal problems, traffic, and many more. Despite of experiencing such things
one or only two at a time, it is hard or almost impossible for us to avoid being
succumbed by stress. The aforementioned events that usually occur in our lives are
what we call stressors. According to a survey conducted by the CNN Philippines last
2015, it is found out that there are different reasons why a person is stressed out. In
200 respondents, 29.79% of the said population revealed that the main cause of their
stress is their job and/or studies and this reason is the top among the rest of the items.
It is known that a workplace that is not mentally friendly can cause us a great deal of
stress, that when comes unmanaged may cause a great deal for us. Stress in work
might cause a low job satisfaction, poor job performance, and tardiness, while
deadlines, examinations, graded recitations, long tests, quizzes, and many more are
the reason why there are lots of students who’s under too much stress and pressure.
These factors can also affect their performance in school, and lack of sleep that will
cause disturbance in the physical health and mental health of the student.
Great amount of stress can affect us in different areas of our lives such as
interpersonal relationships, when feeling stressed out for the whole time we tend to
be irritated easily, we crave for more me-time and to just walk straight home to get
load of rest we think we need, thus giving us little to no more time for our family and
friends. Stress can also affect our interests, we tend to give less time doing the things
we love and sometimes it became a stressor itself. In short, stress can affect our
psychological well-being in many ways. Psychological well-being is known to consist
of different facets and it is said that you have a stable psychological well-being when
you’re satisfied on the said dimensions of this concept. Failure or showing of any
dissatisfaction from the facets of psychological well-being might indicate that a person
is not living a full positive life or there are factors that hinders these satisfactions.
All in all, this study will focus not only on the level of stress that the chosen
respondents possess but also to the state of their psychological well-being, and if
there is an interrelation between the two variables under study.
As this study progresses, it will unfold new information that will indeed help the
respondents, their family and the institution they are in to produce something that will
offer a great help to lessen a high prevalence of stress on the institution they belong
to.
BACKGROUND OF THE STUDY
The researchers were advised that when choosing a topic and respondents,
the first thing that is needed to be considered is how it will help the respondents when
the study reaches its conclusion. As they have observed, lots have chosen orphans,
elderlies, military men and women, teenagers and such. They wanted something
unique and something that most people pay less attention to despite the fact that those
people is one of the most vulnerable in experiencing extreme stress; after much
discussion the researchers came up with the study that focuses about Stress and
understanding the Psychological Well-being of Nursing Students at Chinese General
Hospital College in Sta. Cruz, Manila. This study aims to find out the students' level of
stress and how it interferes with their Psychological Well-Being. People are well-aware
that taking and going through the road in becoming a Nurse is indeed a hard and
complex experience. They then thought that the ups and downs of undergraduates
are going through, such as them who’s focusing about how to handle the life of others.
As Psychology is also under the same light about helping other people’s lives,
they've already experienced emotional rollercoaster while compelling with a bunch of
requirements to be done before the deadline passes as well as experiencing external
problems from peers, family and even colleagues, thus making them closer to their
respondents in nature. This Research would provide awareness to the students
themselves, their family, peers and colleagues on the level of stress they are possibly
going through and also informing the institute in raising awareness through addressing
the different stressors that their students are facing while studying.
THEORETICAL FRAMEWORK
Hans Selye’s Theory: General Adaptation Syndrome
This theory focuses on how the body reacts on the stressors that an individual
is facing and how it affects the homeostasis of the body.
According to Selye’s theory, our body uses the Fight or Flight response to the
external stressors they were facing. Through this response, it is evident that the body
of the person who’s under stress wants to resolve the stressor as soon as possible
and in a convenient way. With this, the body releases hormones that would stand
against the stress a person is suffering to. From Selye’s further observation, he
revealed that despite of these kind of response in the stressors at hand, when a person
is continuously exposed to the stressor, the body tends to adapt in a weak manner,
since the energy that was produced become lesser and lesser.
Figure 1.1.
Selye’s Theoretical Framework
Selye proposed three phases of stress response these are the: 1.) Alarm
Stage, 2.) Resistance Stage and lastly 3.) Exhaustion Stage.
The Alarm Stage is more focused on the initial reaction of the body to the stress
they are facing. In this stage, labeling of the said stressor occurs; it can be labeled as
threat or danger. When the labeling is accomplished, that is the time where the body
activates the fight or flight response and in connection with this is the production of
hormones related to stress such as adrenaline and cortisol. Through these hormones,
you’ll be able to do things you hardly do as a response to that alarming stressor at
hand.
The Resistance Stage now deals with the aftermath of the Alarm Stage. Since
the alarm stage consumed much energy and produced an initial response to the
stressor, the level of the stress a person is facing now is much lower than before but
is still in a state of stress or adrenaline. The body also has a low energy since the first
fight or flight response consumed energy of the body. This doesn’t necessarily mean
that the body is in a state where it can no longer fight the stressful event, but this is
the stage where the body is weaker, and it focuses on lowering the production of the
said stress hormones, and the response for the stressor is also much weaker than
before.
The Exhaustion Stage is where the body is now drained out and the mind is at
its lowest production of stress hormones thus loses their ability to deal with the
stressors due to the longer exposure to it. It is also called as the stage where the
person is all burnout and is under overload of stress; this stage is where stress will be
a cause of physical and mental health problem to the individual if the stressor is not
dealt with immediately.
Psychological Well-Being Theory by Carol Ryff
Figure 1.2
Psychological Well-Being Model by Carol Ryff
There are lots of psychological well-being theories and models are out there
like Seligman’s Theory of Well-Being, but Ryff’s work was exceptional among the rest.
On the contrary to most theories about well-being, her work didn’t view psychological
well-being as limited in happiness but is multi-dimensional. She believes that an

individual with a perfectly fine psychological well-being has a good quality of life, well
engaged in the different areas or aspects of one’s life and other positive
characteristics. She proposed six categories in accordance to her theory and the
following are: 1.) Self-Acceptance, this is about having positive beliefs about one’s self
regarding who he is, what he has become and own strengths and also having a
complete acceptance of own flaws and past happenings in life. Having low level of
self-acceptance means that being not satisfied on whom he become, 2.) Personal
Growth, it is about an individual’s feeling about one’s self that he’s improving and is
growing as a person. This also refers to being open to new things that will give him
experiences that he believes will help him to be more mature in life. While having low
level of view on self’s personal growth means that the person tends to stuck his self
and that causes him to feel uninterested life. That shows lack of improvement. 3.)
Purpose in Life, it’s about being aware of what is the meaning or one’s life and that
his life can serve a greater purpose for others. A low level of awareness in the purpose
of life means that person has little goals in life and doesn’t strive for greatness. 4.)
Positive Relation to Others, this refers to having positive and healthy
interrelationships. Having low level in this category means he’s having a hard time
being with others and he just has few people in his circle of friends. 5.) Environmental
Mastery, this then refers to as being able to handle different situations and being wise
in taking opportunities for self and being low in this means most of the time he’s
overwhelmed by the external forces in the environment. 6.) Autonomy, that refers to
independence of an individual, and being not affected by pressure. This also means
of being well-aware of own identity and does not live by other’s expectations to self
and being low in this means that the person is concerned about what others think and
expects him to be, that he’s living by others’ expectations. All in all, Ryff’s theory is
potent in describing and analyzing life.

CONCEPTUAL FRAMEWORK
This research study will use Input-Process-Output Model for its conceptual
framework.
As seen in Figure 1.3, the first box represents the main point of this study. It
can be seen that this study wasn’t limited to just find out the relation between stress
and psychological well-being but also to come up with the prevalence of stress among
the students and their psychological well-being. For the second box, it contains the
complete process the researchers will be doing all throughout the study until they
reached conclusion. Lastly, for the third box, it can be seen that it contains the possible
end result of this study when it has come to an end.

Figure 1.3
The Input-Process-Output Model for the study’s Conceptual Framework
OUTPUT
PROCESS
INPUT
Prevalence of
Survey Stressed Nursing
Demographic profile Questionnaires: Students
of the respondents: - Perceived Stress
- Age Scale Awareness in the
- Gender - The Ryff Scales of state of the
Psychological Well- Psychological Well-
- Civil Status
Being Being of the students
- Year Level
Scoring and tallying Figuring out the

Level of Stress of obtained data relationship, if there
among these nursing is, between level of
students stress and
Application of psychological well-
statistical treatments being.
State of Well-being on the obtained
of the nursing results
students Relationship between
the Level of Stress
Interpretation of and Psychological
Year level in Results Well-being
connection with
Stress
Intervention program
for the respondents.
STATEMENT OF THE PROBLEM
Students who undergone loads of stress and pressure might cause them to
develop a high level of stress and as a result their psychological well-being may be
affected. The researchers aim to unfold the different factors that might affect the
student’s mental health but most specifically to answer the following questions at the
end of the study:
1. What is the respondents’ demographic profile in terms of:
1.1 Age
1.2 Gender
1.3 Year Level
2. What is the perceived stress level of the respondents in terms of:
2.1 Low Level
2.2 Moderate Level
2.3 High Level
3. What is the level of the psychological well-being of the respondents in terms
of:
3.1 Autonomy
3.2 Environmental Mastery
3.3 Personal Growth
3.4 Positive relations with Others

3.5 Purpose in Life
3.6 Self-Acceptance
4. Is there a significant relationship between the perceived stress levels and
psychological well-being levels of the respondents?
HYPOTHESIS
The researchers have proposed a null hypothesis for this study and the
following is:
Ho1. The level of stress and the psychological well-being of the respondents
has no significant relationship with one another.
SCOPE AND LIMITATION
This study will focus exclusively on the 3rd and 4th year nursing students from
Chinese General Hospital College, with an exact population of 60 students (30
students for each year) The number of students will be asked to participate on their
own will. This study will be limited by different factors such as: the willingness of the
respondents to participate in the survey, the availability of the students, their honesty
and consistency in answering the survey questionnaires handed to them, and lastly,
different variables that can possibly affect measuring their perceived stress and the
psychological well-being of the respondents (i.e., final examinations, thesis
requirements).
SIGNIFICANCE OF THE STUDY
This study will bear significance to the students itself, their family unit and the
university. According to Dr. Mark Sircus, in an article he published in 2016, it is
important for us to measure stress for it can cause problems in our health such as
headache and back pain; meaning that a great amount of stress do not only affect us
mentally but also physically. This study will help the students to be aware on the state
of their psychological well-being and if they possess a high level of stress thus giving
them idea on how they are taking every stressor. This study will help them develop
their psychological well-being by giving them enough awareness on the state of their
mental health. It will also give a heads up to their family on what they are actually
going through while studying; this will provide them information on how to deal with
their children and how they could lessen the pressure they are putting on the student’s
shoulders. As for the university, more specifically to the College of Nursing, the
conclusion of this study will give them guide on how to develop an approach and/or
programs that will help them in providing appropriate care for their students’ mental
and physical health and to lessen a high percentage of stressed out students under
their care.
DEFINITION OF TERMS
Adrenaline – a hormone secreted by the adrenal glands, especially in conditions of
stress, increasing rates of blood circulation, breathing, and carbohydrate metabolism
and preparing muscles for exertion.
Autonomy – is self-determining and independent; able to resist social pressures to
think and act in certain way; regulates behavior from within; evaluates self by personal
standards.
Cortisol – is a steroid hormone that regulates a wide range of processes throughout
the body, including metabolism and the immune response. It also has a very important
role in helping the body respond to stress.
Environmental Mastery – has a sense of mastery and competence in managing the
environment; controls complex array of external activities; makes effective use of
surrounding opportunities; able to choose or create contexts suitable to personal
needs and values.
Personal Growth – has a feeling of continued development; seen self as growing
expanding; is open to new experiences; has a sense of realizing his or her potential;
sees improvement in self and behavior over time; is changing in ways that reflect more
self-knowledge and effectiveness.
Positive Relations with others – has warm, satisfying, trusting relationships with
others; is concerned about the welfare of others; capable of strong empathy, affection,
and intimacy; understands give and take of human relationships.

Purpose in Life – has goals in life and a sense of directedness; feels there is meaning
to present and past life; holds belief that give life purpose; has aims and objectives for
living.
Psychological Well-Being – state of an individual’s positive psychological
functioning.
Ryff Scales of Psychological Well-Being – it is an instrument that measures the
facets or dimension in accordance to Carol Ryff’s theory.
Self-Acceptance – possesses a positive attitude toward the self; acknowledges and
accepts multiple aspects of self, including good and bad qualities; feels positive about
past life.
Slovin’s Formula – it is a used to obtain the number of sampling size from a
population.
Stress - feeling of strain and pressure.
Stressor – something that is the cause of worry, anxiety and/or stress.

CHAPTER2
Review of Related Literature and Studies
This chapter contains several literature and studies; local and foreign, that is
connected to the topic and will possibly support the end result of this study.
FOREIGN LITERATURE
Most of the nurses are dominated by the females, some may say its gender
biased but it is often more a caregiver mentality, which is not a trait developed in most
of the men in our culture because men are task oriented (Grant, 2017). He also added
that Nursing is about putting someone else’s needs before your own which is in our
society, which is the role of a mother figure and fathers are the providers. According
to Williams (2017), when it comes to thinking of the people about nurses, they do think
of it as a woman. Some occasions, a female nurse in most preferred by the female
patients to look after her care needs especially with elderly patients. Also, some of the
nurses believe that the profession is still seen as a feminine one (Jones, 2008).
It was discovered that academic pressure does not start only in college but in
all year levels during the start of school has said that academic stress came from
different factors such as, external, management of pressure, academic pressure and
cheating, and competition with friends. The external factors such as time management
and procrastination that students usually do is one of the main cause of academic
stress and pressure moreover lack in time management, high expectations towards
the students and competition with friends causes a great deal of stress.
(Sargunjotet.Al, 2013)
Robotham (2015) classifies students’ stressors into stressors related to
learning or academic, examination related, transition to university and stressors
related to financial issues. He also identified stress related to examinations as a major
stressor among students. However, different kind of stressors were identified. It was
believed that there are other triggering factors of stress among these Nursing Students
such as the pressure of academics with an obligation to succeed, an uncertain future
and difficulties of integrating into the system as well as the presence of social,
emotional, physical and family problems than interrupts with their learning ability and
academic performance that reduced self-esteem affects their achievements. (Sharma,
2011).
Nursing students face tremendous stressors during their student life that lead
to physical and mental health problems and poor academic performance. The factors
associated with stress were possible stressors, self-rated physical health and self-
rated mental health. Stress is highly prevalent among undergraduate nursing
students. (Ekanyaka, 2016). Self-rated physical health and self-rated mental health
are the factors most closely related to negative emotional states. The improvement of
mental health among nursing students is essential. The findings call for initiation of
stress management interventions and increased counselling facilities for nursing
students (Rathnayake, 2016).

The process of education is a very stressful experience and university students
encounter a great deal of academic, personal and social stress during their academic
activities. Stress can be identified as a multi-dimensional phenomenon that is focused
on a dynamic relationship. Stress can be a barrier for concentrating, problem solving,
decision making, and other necessary abilities for students’ teaching (Rathnayake et
al., 2016).
It is well known that stress is associated with the development of anxiety and
depression, and a positive relationship between stress, anxiety and depression is well-
established. Stress, anxiety and depression indicate a composite state of negative
emotional symptoms. These problems lead to poor psychological wellbeing that
interfere with learning and limit the academic performance of students, lower
productivity, and minimize quality of life.(PFA, 2014)
Nursing is one of the most stressful professions in the world (Sharma et al.,
2014). Hence, adjusting to a nursing career is very stressful. Nursing students face
stressful events in their study period that lead to negative consequences in their
academic, professional and personal life (Sharma & Kaur, 2011). Studies have shown
that socio-demographic data such as gender, family residence, father´s education,
father´s work and grade of previous year, interest in the field of study and various
stressors such as fear of future, self-reported anxiety, increased class workload,
accommodation problems, congested classrooms, student assignments, stress
related patient care, stress from teachers and nursing staff, dissatisfaction about the
training environment, boredom at work, fear of failure in examinations, conflict

situations with colleagues, unavailability of professional counselling services, death of
a family member or a close person, increasing arguments with family members, and
missing opportunities to meet loved ones were associated with negative emotional
symptoms.
A theory called as Social Production Function Theory, this theory proposed two
goals that can support psychological well-being. First is the physical well-being and
second, social well-being. In this theory, the first goal can be attained by having
Stimulation and Comfort. Comfort refers to the psychological state based on the
absence of any negative emotions or feelings such as fatigue and uneasiness.
(Lindenberg, 1996)
Most of the nurses are dominated by the females, some may say its gender biased
but it is often more a caregiver mentality, which is not a trait developed in most of the
men in our culture because men are task oriented (Grant, 2017). He also added that
Nursing is about putting someone else’s needs before your own which is in our society,
which is the role of a mother figure and fathers are the providers. According to Williams
(2017), when it comes to thinking of the people about nurses, they do think of it as a
woman. Some occasions, a female nurse in most preferred by the female patients to
look after her care needs especially with elderly patients. Also some of the nurses
believe that the profession is still seen as a feminine one (Jones, 2008).
LOCAL LITERATURE
A poll was conducted by a news anchor, JC Ansis(2017) who enumerated the
various reasons that trigger stress for the Filipinos especially those who are working.
Tentatively, 200 (and more) respondents participated in the poll and relatively, 23% of
those said that they experience stress through workloads and the pressure it brings
mostly because of their supervisors and the bosses. Others also blamed it on the
heavy job demands, poor management practices and some even attributed it to their
colleagues. Also, being stuck in traffic gives them stress. 14.5 % of the poll participants
said the financial status made them stressful like the bills, lack of budget. The other
reasons that cause stress for Filipinos are: personal relationships 12.46%, life
changes — such as pregnancy or a death of a loved one 4.15%, health reasons 2.67%
and social media 1.19%. They've interviewed from one episode if CNN Philippines' --
MedTalk a well-known psychiatrist from the Medical City, Dr. Ronaldo Elepaño and
he pointed out that stress varies from different person for each has different stress
coping strategies as well as different nature of work - one may be more stressful like
those in the armed forces. He added that a simple pause in an exposed stressful
environment could help in the prevention of stress and even a simple "breathing" could
help as well.
Traffic and use of gadgets or smart phones shows implication towards stress.
High level of stress is a great factor in having different complications not just in the
physique but also in the brain. High level of stress will cause problems and might even
lead to psychological disorders. Multi-tasking was also found out to be a factor in

possessing a high level of stress. Performing multiple task can cause incompetent
works and inability to perform complex works, and when doing so the brain releases
adrenaline hormones and other stress hormones (such as cortisol), and that leads to
edginess and agitation. Long term exposure to stress can cause physical ailments
and sleeping disorders. (Velasco, 2013)
Another stressor that students are suffering from is the high expectation thrown
at them by their families and friends. Others were, prioritizing things, financial
pressures, student organization where they belong to, professors who implant fear
and sometimes humiliation, lack of sleep due to numerous paper works with fast
approaching deadlines, and lastly is the GWA-quota to those who’s striving for latin
honors.
The First Asia Health Survey conducted by Reader's Digest and Nielsen Media
Research showed that more than two out of five of tentatively 43 percent of Filipinos
were affected by stress followed by the residents of Hong Kong and those in India
who got the least percentage of stressed-out of 22 percentage. A total number of
24,000 respondents participated in the survey including the residents of Philippines,
Hong Kong, India, Malaysia, Singapore, Taiwan and Thailand. According to a certain
Dr. Antonio Sibulo of St. Lukes Medical Center, consummate of fatty and high
cholesterol foods contributed to stress and concluded that highly urbanized areas
induces stress. (Pedroso, 2007)

FOREIGN STUDIES
Stress is a normal phenomenon in everyone’s life. It is a state of an individual
under exhausting circumstances in different areas of life, i.e. family, school, health,
business organization etc. Students especially of senior secondary classes have to
undergo the experiences of stress due to the pressure of studies, expectations of
parents, teachers, and self, peer pressure, career demands resulting a lot of burden
on delicate minds. (Madnani& Pradhan, 2014)
According to Terebessy (2016) the academic environment may affect the
mental health of college students; for example, academic overload may lead to stress,
anxiety and depression. Students have a unique cluster of stressful experiences.
Student’s academic performances can be affected by many factors. Bernstein et al.
(2008) define the sources of stress as every circumstance or event that threatens to
disrupt people’s daily functioning and causes them to make adjustments. Similarly,
Phinney and Haas (2003) stressed out sources of stress more specifically as a unique
set of stressful encounters among student which includes: difficult financial
challenges, domestic responsibilities, responsibilities related to holding a job while in
school, and a heavy academic load.
Some of the researchers found that previous academic performance is also a
factor affecting current academics of students. As found by a research, performance
of students in higher education level depends on the undergraduate level of studies
(Minnesota; 2007)
Medical education is inherently stressful and demanding. Overwhelming
burden of information leaves a minimal opportunity for the student to relax and
recreate. Stress and depression have been consistently linked to mental and physical
health effects.
It also states that chronic and continued exposure to stressful condition leads
to emotional, physical and mental disturbance of the students. Persistent stress leads
to low self-esteem of students, difficulty in handling situations, sleep disorders,
decreased attention and abnormal appetite which eventually effects the academic
achievement and personal growth of students (Haider, 2017)
A research paper published in 2012 stated there are different factors that can
contribute to the academic stress medical students are undergoing; these factors
were: academic performance, personality, motivation, and school grades. The
aforementioned factors were proven to be interrelated that causes a high level of
stress to the individual. Previous studies showed that during the first year or earlier
years of medical school was the most stressful phase in a medical student’s life. It
was also revealed that the number of students suffering from a significant level of
stress was high. (Park, et.al 2012)
A cross-sectional study was also conducted at Sri Aurobindo Medical College
and P. G. Institute, Indore, (M. P.) India. Where in 132 MBBS and Physiotherapy
students were selected as subjects. It was observed that academic examinations for
Medical students are stressful and produce changes in vital parameters which affected
their academic performance. Academics and examinations are the most powerful
stressors in Medical students. (Sharma &Wavare 2013).
Stress is often reported in students studying for examinations. Medical students
are expected to learn and master a huge amount of knowledge and skills. The
personal and social sacrifice they have to make in order to maintain good academic
results. In a highly competitive environment puts them under a lot of stress.
Undergraduate medical students have been the most distressed group of students
compared to any other course undergraduates. This stress has serious consequences
which may lead to the development of depression and anxiety. (J Malaysia, 2004)
A cross-sectional study about stress was also conducted in Karolinska Institute
Medical University, Stockholm, Sweden. Students were asked to complete a new
stress inventory called the Higher Education Stress Inventory (HESI). All registered
students in Years 1, 3 and 6 were enrolled in the study (n = 342). The response rate
was 90.4%. Several stress factors were identified as being associated with
depression. The prevalence of depressive symptoms among students was 12.9%,
significantly higher than in the general population. It was concluded that Year 1
students indicated experiencing the highest degree of pressure from studies. A gender
difference regarding stress levels was also seen, where women reported higher levels
of stress than men. Medical students had higher depression rates than the general
population, and women students had higher rates than men. (Dahlin, 2005)
Relating study made by Saipanish (2009) in Ramathibodi Hospital, Thailand
determined the prevalence and sources of stress among Thai medical students. In the
total population of 686 participants, 61.4% has some degree of stress whereas
seventeen students (2.4%) was reported with a high level of stress. The prevalence
of stress is highest among third-year medical students. Academic problems were
found to be a major cause of stress among all students. The most prevalent source of
academic stress was the test/exam. Other sources of stress in medical school and
their relationships are also discussed. The findings can help medical teachers
understand more about stress among their students and guide the way to
improvement in an academic context, which is important for student achievement.
It was reported that there is a significantly higher personal stressor, academic
and social stressors among the nursing training colleges in Tamale, Ghana.There was
no significant difference in the levels of overall stress with regards to academic
discipline (course type), gender and marital status. (Abasimi, et al. 2015)
A study done by Eswi, Radi & Youssri, (2013) in College of nursing – Jeddah
to investigate perceived stress and stressor among the nursing students. As for the
stressors among college students in terms of recent life experiences, a lot of
responsibilities as the most common stressor they are experiencing and considering
as very much part of their life, other stressors were also reported as very much part
of students’ life such as; lower grades than hoped for, not enough sleep, too many
things required at the same time. It showed that there was a significant correlation
between the Perceived Stress Scale and Students Recent Life Experiences. (Eswi,
Radi & Youssri, 2013) Eswi added, Nursing students have the same academic
stressors as other college students, such as mid-term and final examinations,
research papers and other assignments. (Eswi, 2013)
In a study in Hungary to pre-clinical students, it was found out that perceived
stress level, psychosomatic symptoms, and coping styles has a relationship with one
another and to psychological well-being. (Tudományegyetem, et.al, 2014)
Additionally, studies found that there was association between stress and the
physical wellbeing factors: feeling tired easily, getting nervous, poor sleep and chest
tightness, loss of appetite, reduced or increased psychomotor speed, weight changes
and loss of libido (Rathnayake et al., 2016)
According to Ludban (2015), social support from family and friends plays a
major part in the psychological well-being of a student. However, it’s not only limited
to the family and friends of a student but also from academic staffs. A positive
relationship with the three-aforementioned social relationship of an individual is a great
help in managing their stress and to have a healthy psychological well-being as a
result. Another factor that can increase a student’s psychological well-being is a high
leisure time. When a student is able to engage in leisure time, most specifically to
physical activities, that results to a healthy psychological well-being. It was
recommended that some leisure activity will come from the university itself.
It was found out that a low psychological well-being is caused by a high level
of stress and other factors. Students who has active social relationships are reportedly
to have a high level of psychological well-being compared to those who are not.
(Clemente, et.al, 2016)
LOCAL STUDIES
The study aimed to associate stress of Filipino College Students to sex, course
and academe classification. A total of 258 respondents participated in the study, 68%
of those were females while the other 32% were males. In accordance with the year
classification, the study had the highest number of sophomore respondents of 36%,
the junior students were 33% while seniors were 21% and freshmen students partake
the 10% of the population. Certain antecedents affect these students both in soft and
hard science which includes the difference of subject matter, workloads, time
management and responsibility on independence. Female respondents respond to
stress through cognitive approach while male respondents manage stress through
effective responses. In general, these respondents pointed-out that stressors they
experience in the present time were mainly from the academe setting. (Dy, Espiritu-
santo, Ferido, Sanchez. 2015)
The Researcher believes that stress, indeed, affects learning and the
environment. Among the total number of students (n=205), 149 of these partaken the
study. The utilized three questionnaires; a Modified Dental Environment Stress
Questionnaire (DESQ), the Personal Stress Profile Questionnaire (PSPQ), and an in-
depth questionnaire with open-ended questions as there were also a present small-
group discussiom which they had obtained results that students manifested high
stress vulnerability. For external sources of stress were Academic-related and clinical
requirements while Frustration and Overload in the primary internal reasons of
students at UP College of Dentistry. (Salvacion, 2015)
Stress Experiences among graduating students of Isabela State University San
Mateo Campus, Philippines, the study was conducted among the graduating students
of Isabella State University where the researchers assessed and evaluated the
perceived stress of the said Respondents. A three-part questionnaire using descriptive
method was utilized in the study and on latter statistically treated through SPSS using
one-way analysis of variance (T-Test) at 5 percent level of significance to understand
the connection between stress experiences and demographic profile nonetheless for
determining the means of these two group. Results had were known that these
students indeed experiences stress and solving with different coping strategies; most
stressors came from academic variables, results varied also with gender. Thus, it was
revealed that knowledge of the stressors effects and coping mechanisms of stress
helps college students confront stress constructively. (Leal, 2007)
A study conducted in government schools, identifies the level of stress among
the Filipino student nurses. This study included all junior/third year and senior/fourth
year students enrolled in the Bachelor of Science in Nursing (BSN) program. Result
of this investigation has demonstrated that perceived level of stress in Filipino student
nurses was considered as moderate stress. Stress in minimal amount can be

beneficial on the person’s wellbeing especially when faced with challenge and
responsibility during their clinical training Labrague (2013).

SYNTHESIS
In general, these literatures showed that everyone experience great loads of
stress, not just the people who already are working but also and definitely the ones
who are still studying. It was also discussed that there are different factors that causes
the development of stress to a person; these are work, studies, traffic, finance and
more. These factors are applicable to everyone. As for the main respondents of this
study, it is find out that a high amount of stress in nursing students might affect not
just their academic performance but also other aspect in their lives.
A number of studies have been conducted on stress among the undergraduate
students. Conducting a stress research becomes a soaring interest among the
researchers because we live in a world with many stressful events and stress is a
global phenomenon and has become part of our everyday life. In the past research,
the evidence has shown that high levels of stress are commonly experience by the
people under pressure like medical students since they are the one who usually face
the expected standards and deadlines. In recent studies obtained by the researchers,
it is revealed that there is a high percentage of stress among the medical students all
over the world. Especially those who are in junior and senior level who are assigned
and more exposed to clinical environment. It was also proven that mishandling of great
amount of stress might cause a great deal to the person experiencing it such as
physical and mental health problems. The several studies gathered by the researchers
will indeed support their studies since it deals with the factors of stress, and how to
manage it wisely to avoid further major problems to the individual.

CHAPTER3
METHODOLOGY
This chapter will give you an idea about the methods used and will be used
after gathering all data needed. This includes: research method, population, sampling
size and sampling technique, description of the chosen respondents, procedure in
data gathering, and lastly is the statistical treatment that will be used.
RESEARCH METHOD
The researchers used both Descriptive-Correlational Method for their research
method and it is under the Quantitative Research Method. Descriptive Method refers
to the description of occurrences and profiles of variables, while Correlation Method
involves having two or more quantitative variables you obtained from your chosen
participants. This method is used when you are trying to find any relation between
those variables. Since the researchers aim to find out if there is a relation between the
level of stress and the psychological well-being of the nursing students by using
Cohen’s Perceived Stress Scale and The Ryff Scale of Psychological Well-Being
made by Carol Ryff, that is both survey questionnaire, this method is indeed
appropriate in achieving an end-result.

POPULATION, SAMPLE SIZE, AND SAMPLING TECHINQUE
The target population of the researchers are the nursing students from Chinese
General Hospital in Sta. Cruz, Manila. The exact population of the 3rd year and 4th
year nursing students in the said university is 60; 30 students for the 3rd year, while
30 students for the 4th year. Due to the small number of students, the researchers
went on to conduct their survey to all of the 60 students from CGH, coming up with a
total of 60 nursing students for their sample size.
The sampling technique chosen by the researchers is Cluster Sampling. In
connection with the included statement of the problem, item number 3 specifically, the
researchers wanted to test if the year level of these nursing students is also a factor
for the level of stress they have and the state of their psychological well-being. In line
with this, in the cluster groups, a simple random sampling will be observed.
DESCRIPTION OF THE RESPONDENTS
The chosen respondents, which are the nursing students, will come from the
College of Nursing of Chinese General Hospital College in Sta. Cruz, Manila. Year
levels from 3rd year up to 4thyear, with no gender or age group will be required.
DATA GATHERING PROCEDURES
The researchers will be using 2 different survey questionnaires; first is the
Perceived Stress Scale and Carol Ryff’s The Ryff Scales of Psychological Well-Being.
These instruments are both standardized and are widely used by students for
academic purposes, psychometricians and psychologists; the usage of the said
instruments was approved by the researchers’ thesis adviser. There will be a total of
60 survey questionnaires for 60nursing students that will be distributed for answering
with an attached informed consent for the respondents. The survey will not be
compulsory and will be taken by the respondents own will. Interruption of any activities
such as, lectures and seminars will be avoided at all cost.
STATISTICAL TREATMENT USED
The statistical treatment used will be Frequency, Percentage, General
Weighted Mean, and Quartiles for Descriptive Statistics and Pearson r for Inferential
Statistics and to be applied using SPSS. The researchers chose these treatments for
the following reasons: 1.) they want to see if there is a correlation between the two:
Stress and Psychological Well-Being. 2.) The researchers want to find out the
percentage of stressed out nursing students, and those who have a stable
psychological well-being. Frequency will be able help them achieve the wanted
results. These are the following formula of the statistical treatments that will be used
later on:
a. Frequency – the number of occurrences of a repeating event per unit of time.
It is also referred to as temporal frequency, which emphasizes a contrast to
spatial frequency and angular frequency.

𝑛𝑖 𝑛𝑖
f1 = =
𝑁 ∑𝑗 𝑛𝑗
b. Percentage – number or ratio expressed as a fraction of 100. It is often denoted
using the percent sign (%).

𝑥
× 100 = 𝑝
𝑛
c. Mean – refer to one measure of the central tendency either of a probability
distribution or of the random variable characterized by that distribution.
𝛴𝑓𝑋
𝑀=
𝑁
d. Quartile – this refers to any distribution of scores along a continuum which can
be divided into different quarters.
e. Pearson r – is a measure of linear correlation between two variable X and Y.
N ∑ xy − ∑ (x)(y)
𝑟=
√𝑁 ∑ 𝑥 2 − ∑ (𝑥 2 )][𝑁 ∑𝑦 2 − ∑ (𝑦 2 )]
C H AP T E R 4
RESULTS AND DISCUSSION
This chapter includes the results and discussion of the obtained data by the
researchers after the application of the statistical treatments. This chapter will also
provide answers for the following statement of the problems from the beginning of the
study.
1. Demographic Profile of the Respondents
1.1 Age
Table 4.1
Frequency and Percentage Distribution of the Respondents’ Age
Age Frequency Percentage

17-19 years
22 36.7
old
20-22 years
38 63.3
old
Total 60 100.0
It can be seen in this report the exact and the total number of
respondents according to their age. 22 out of 60 respondents, which is 36.7 in
percentage are from ages 17 to 19 years old, while the remaining 63.3% (f=38)
are from the ages 20 to 22 years old.

1.2 Gender
Table 4.2
Frequency and Percentage Distribution of the Respondents’ Gender
Gender Frequency Percentage

Female 54 90.0
Male 6 10.0
Total 60 100.0
The majority of the respondents are mostly female with 54/60
respondents with a total percentage of 90. While males are reported to be in
some low number of 6/60 respondents with only 10% in total.
In a statistic by Philippine Commission on Women (2006), it was found
out that there are a great number of female enrollees in Medical and Allied
Courses compared to males. This can statistic can also be explained through
a common notion that most people have, that the profession nursing is solely
for female. (Grant, 2017) This can also explain why a small number of male
nurses or nursing students has been reported.
1.3 Year Level
Table 4.3
Frequency and Percentage Distribution of the Respondents’ Year Level
Year Level Frequency Percentage

3rd year 30 50.0
4th year 30 50.0
Total 60 100.0
The table shows that the respondents from 3rd year level has a total
number of 30 and the same total population for the 4 th year level. Therefore,
the total number of the target population has been met.

2. Perceived Stress Level of the Respondents
Table 4.5
Weighted Mean of the Respondents Responses in the Perceived Stress Scale
Weighted Verbal
Perceived Stress Scale
Mean Interpretation
1. In the last month, how often have you been
upset because of something that happened 2.80 Fairly Often
unexpectedly?
2. In the last month, how often have you felt
that you were unable to control the important 2.63 Fairly Often
things in your life?
3.42 Fairly Often
nervous and “stressed”?
confident about your ability to handle your 1.98 Sometimes
personal problems?
2.07 Sometimes
that things were going your way?
6. In the last month, how often have you found
that you could not cope with all the things that 2.58 Fairly Often
you had to do?

2.20 Sometimes
able to control irritations in your life?

1.88 Sometimes
that you were on top of things?
angered because of things that were outside of 2.63 Fairly Often
your control?
difficulties were piling up so high that you could 2.93 Fairly Often
not overcome them?
General Weighted Mean 2.51 Fairly Often
0 = Never 1.51 = Almost Never 2.51 = Sometimes
3.51 = Fairly Often 4.51 = Very Often
This table shows that the statements number 1, 2, 3, 6, 9, and 10 has a
weighted mean of 2.80, 2.63, 3.42, 2.58, 2.63, and 2.93 respectively, and a verbal
interpretation of Fairly Often. This means that most of the respondents answered the
following items in that scale thus achieving the results above. On the other hand, the
remaining items has been interpreted as Sometimes with a weighted mean of 1.98 for
item number 4, 2.07 for item number 5, 2.20 form item number 7, and 1.88 for item
number 8.
As an overall, the average answers given by the respondents are in 2.51 for its
general weighted mean and an interpretation of Fairly Often. This means that most of
the respondents has been encountering the following statements on their lives in the
past two weeks. Which then refers to the respondents as often stressed individuals.
Table 4.6
Frequency and Percentage Distribution of the Respondents’ Levels of Stress
Stress Level Frequency Percentage

Low Stress 1 1.7
Moderate Stress 31 51.7
High Perceived Stress 28 46.7
Total 60 100.0
According to the results from the collected data from the respondents,
out of 100%, 51.7% of the total population is suffering from Moderate Stress
Level While the remaining population of 1.7% and 46.7% has been reported to
have Low Stress and High Perceived Level respectively.

Previous studies by Shamar & Kaur (2011), Ekanyaka, (2016) and
Phinney and Haas (2003) showed that nursing students are indeed one of the
great sufferers of high stress levels. However, levels of stress that a student
possess is not always academic related, there are different factors why a
student experiences great amount of stress and some of them are multi-tasking
(Velasco, 2013), self-diagnosing of ones physical and mental health
(Rathnayake, 2016), financial pressure (Pedroso, 2007), personality
differences and motivation (Park, et al., 2012), social stress (Abasami, et al.
2015), peer pressure (Madnani& Pradhan, 2014) and many more.

3. Psychological Well-Being of the Respondents
Table 4.7
General Weighted Mean and Verbal Interpretation of Ryff Scales of
Psychological Well-Being in terms of Autonomy
Autonomy Weighted Mean Verbal Interpretation

2. I am not afraid to voice my opinion,
even when they are in opposition to the 3.92 Agree Slightly
opinions of most people.
8. My decisions are not usually
influenced by what everyone else is 4.12 Agree Slightly
doing.
14. I tend to worry about what other
3.38 Disagree Slightly
people think of me.
20. Being happy with myself is more
important to me than having others 4.88 Agree
approve of me.
26. I tend to be influenced by people
3.57 Agree Slightly
with strong opinions.
32. I have confidence in my opinions,
even if they are contrary to the general 4.02 Agree Slightly
consensus.
38. It’s difficult for me to voice my own
opinions on controversial matters.
44. I often change my mind about
decisions if my friends or family 3.50 Disagree Slightly
disagree.
50. I judge myself by what I think is
important, not by the values of what 4.32 Agree Slightly
others think is important
General Weighted Mean 3.90 Agree Slightly
0 = Strongly Disagree 1.51 = Disagree 2.51 = Disagree Slightly
3.51 = Agree Slightly 4.51 = Agree 5.51 = Strongly Agree
Table 4.7 shows the result of the dimension from the test Ryff Scales of
Psychological Well-Being, Autonomy. Autonomy refers to the ability of an individual to
be independent and avoid being influenced by pressure given by the society.
The only item that obtained a weighted mean of 4.88 is the item number 20,
with a verbal interpretation of Agree. The items number 2, 8, 26, 32, and 50 acquired
a verbal interpretation of Agree Slightly and a weighted mean of 3.92, 4.12, 3.57, 4.02,
and 4.32, respectively. While the items number 14, 38, and 44, has a weighted mean
of 3.38,3.35, and 3.50 with a verbal interpretation of Disagree Slightly.
As an overall, the respondents’ answers ranged from Agree Slightly with a
general weighted mean of 3.90. This result pertains that most of the respondents
slightly agreed on the statements for this dimension of Ryff’s Scale. The respondents
have therefore showed that they have a relatively weak autonomy, thus showed that
most of them views themselves to possess a little independence and can be possibly
influenced by different pressures they meet in life.

Table 4.8
Psychological Well-Being in terms of Environmental Mastery
Weighted Verbal
Environmental Mastery
Mean Interpretation
3. In general, I feel I am in charge of the
4.13 Agree Slightly
situation in which I live.
9. The demands of everyday life often
3.85 Agree Slightly
get me down.
15. I do not fit very well with the people
and the community around me.
21. I am quite good at managing the
3.58 Agree Slightly
many responsibilities of my daily life.
27. I often feel overwhelmed by my
3.75 Agree Slightly
responsibilities.
33. I generally do a good job of taking
4.12 Agree Slightly
care of my personal finances and affairs.
39. I am good at juggling my time so that
I can fit everything in that needs to be 3.58 Agree Slightly
done.
45. I have difficulty arranging my life in a
3.83 Agree Slightly
way that is satisfying to me.
51. I have been able to build a home
and a lifestyle for myself that is much to 4 Agree Slightly
my liking.
The table shows the results for the dimension Environmental Mastery. This
dimension refers to the individual’s control in his/her environment and the ability to act
appropriately while in it.

The 5 out of 6 items (3, 9, 21, 27, 33, 39, 45, and 51) has a verbal interpretation
of Agree Slightly. These items have a weighted mean of 4.13, 3.85, 3.58, 3.75, 4.12,
3.58, 3.83, and 4. While the only item that obtained a verbal interpretation of Disagree
Slightly, which is item number 15, has a weighted mean of 3.20.
As an overall, this dimension has a general weighted mean of 3.78 and a verbal
interpretation of Agree Slightly. This refers that most of the respondents answered
Agree Slightly in all of the questions or statements for this dimension. The following
statements are in positive light, which refers that the respondents have been reported
to be relatively weak in this dimension, however this doesn’t stand to be interpreted
as weak. This result showed that the respondents are in the middle ground of this
dimension, they are most likely able to be in control of the circumstances they are
facing in their lives but can possibly fail at times.

Table 4.9
General Weighted Mean and Verbal Interpretation of RyffScales of
Psychological Well-Being according in terms of Personal Growth
Personal Growth Weighted Mean Verbal Interpretation
4. I am not interested in activities that
will expand my horizons.
10. I don’t want to try new ways of
doing things—my life is fine the way it 3.42 Disagree Slightly
is.
16. I think it is important to have new
experiences that challenge how you 5.07 Agree
think about yourself and the world.
22. When I think about it, I haven’t
really improved much as a person 3.47 Disagree Slightly
over the years.
28. I have a sense that I have
4.47 Agree Slightly
developed a lot as a person over time.
34. I do not enjoy being in new
situations that require me to change 3.48 Disagree Slightly
my old familiar ways of doing things.
40. For me, life has been a continuous
process of learning, changing, and 5.37 Agree
growth.
46. I gave up trying to make big
improvements or change in my life a 3.45 Disagree Slightly
long time ago.
52. There is truth to the saying that
you can’t teach an old dog new tricks.
This table is for the results of Personal Growth. This refers to the sense of self-
improvement and development an individual has.
Most of the verbal interpretation found in this table is Disagree Slightly. The
items are 4, 10, 22, 34, 46, and 52. While the weighted mean for items 16, and 40,
are 5.07 and 5.37 respectively with a verbal interpretation of Agree. Lastly, the
remaining item which is item number 28 has a verbal interpretation of Agree Slightly
and a weighted mean of 4.47.
As an overall, the verbal interpretation of the general weighted mean, 3.91, of
this dimension is Agree Slightly, which means that most of the respondents or the total
of the respondents’ answers are equal to slightly agree on the statements. This refers
that the respondents are still open to the thought of improving one self amidst the
different circumstances they are facing in their lives. This result, however, can’t be
interpreted to be in low level or weak.

Table 4.10
Psychological Well-Being according in terms of Positive Relations with Others
Weighted Verbal
Positive Relations with Others
Mean Interpretation
1. Most people see me as loving and
4.05 Agree Slightly
affectionate
7. Maintaining close relationships has
been difficulty and frustrating for me.
13. I often feel lonely because I have
few close friends with whom to share my 3.17 Disagree Slightly
concerns.
19. I enjoy personal and mutual
conversations with family members or 5.05 Agree
friends.
25. I don’t have many people who want
to listen when I need to talk.
31. It seems to me that most other
people have more friends than I do.
37. People would describe me as a
giving person, willing to share my time 4.52 Agree
with others.
43. I have not experienced many warm
and trusting relationships with others.
49. I know that I can trust my friends,
5.2 Agree
and they know they can trust me.
Table 4.10 is for the dimension, Positive Relations with Others. This dimension
refers to a healthy relationship with other people of an individual. In short, this refers
to a positive interpersonal relationship.
The majority of the verbal interpretation of the table is Disagree Slightly. These
verbal interpretations refer to the items number 7, 13, 25, 31, and 43 with the following
weighted mean of: 3.13, 3.17, 3.13, and both 3.17 for the last two numbers. Items
number 19, 37, and 49, has a weighted mean of 5.05, 4.52, and 5.20 and a verbal
interpretation of Agree. Lastly, item number 1 has a verbal interpretation of Agree
Slightly and a weighted mean of 4.05.
As an overall, the general weighted mean of the dimension is 3.84 and a verbal
interpretation of Agree Slightly. This refers that most of the respondents have some
positive interpersonal relationships, however, this dimension can be interpreted to be
in a moderate level, just like the earlier dimensions of the scale.

Table 4.11
Psychological Well-Being according in terms of Purpose in Life
Purpose in Life Weighted Verbal
Mean Interpretation
5. I live life one day at a time and don’t
3.58 Agree Slightly
really think about the future.
11. I tend to focus on the present,
because the future always brings me 3.68 Agree Slightly
problems.
17. My daily activities often seem trivial
3.6 Agree Slightly
and unimportant to me.
23. I don’t have a good sense of what it
3.77 Agree Slightly
is I’m trying to accomplish in my life.
29. I used to set goals for myself, but
3.65 Agree Slightly
that now seems a waste of time.
35. I enjoy making plans for the future
4.62 Agree
and working to make them a reality.
41. I am an active person in carrying out
4.1 Agree Slightly
the plans I set for myself.
47. Some people wander aimlessly
through life, but I am not one of them.
53. I sometimes feel as if I’ve done all
there is to do in life.
This table shows the result for the dimension Purpose in Life. This refers to the
way an individual view one’s life in a way that it gives meaning to it.
The items number 5, 11, 17, 23, 29, and 41, have a verbal interpretation of
Agree Slightly. These items acquired a weighted mean of; 3.58, 3.68, 3.60, 3.77, 3.65,
and 4.1. The remaining items (47, 53, and 35) have a verbal interpretation of Disagree
Slightly and the latter item with Agree and a weighted mean of 3.30, 2.78, and 4.62,
respectively.
As an overall, the verbal interpretation of the general weighted mean 3.68, is
Agree Slightly. This result shows that the respondents still have a sense of purpose in
their individual lives.

Table 4.12
Psychological Well-Being according in terms of Self-Acceptance
Self-Acceptance Weighted Mean Verbal Interpretation

6. When I look at the story of my life, I
am pleased with how things have 4.2 Agree Slightly
turned out.
12. In general, I feel confident and
4.07 Agree Slightly
positive about myself.
18. I feel like many of the people I
know have gotten more out of life than 3.62 Agree Slightly
I have.
24. I like most aspects of my
3.85 Agree Slightly
personality.
30. I made some mistakes in the past,
but I feel that all in all everything has 5.27 Agree
worked out for the best.
36. In many ways, I feel disappointed
about my achievements in my life.
42. My attitude about myself is
probably not as positive as most 3.9 Agree Slightly
people feel about themselves.
48. The past has its ups and downs,
but in general, I wouldn’t want to 4.62 Agree
change it.
54. When I compare myself to friends
and acquaintances, it makes me feel 3.15 Disagree Slightly
good about who I am.
Table 4.12 is all about the result of the dimension Self-Acceptance, the sixth
and the last dimension of Ryff Scales of Psychological Well-Being. This dimension
refers to the way an individual sees and his or her attitude about oneself.
The following items of 6, 12, 18, 24, and 42, has a weighted mean of 4.2, 4.07,
3.62, 3.85, and 3.9, respectively, with a verbal interpretation of Agree Slightly; a
majority in the table above. While items number 36, and 54, has a weighted mean of
3.30, 3.15 and a verbal interpretation of Disagree Slightly. Lastly, the two remaining
items have a verbal interpretation of Agree, and a weighted mean of 5.27 and 4.62,
respectively.
As an overall, the general weighted mean of this dimension is 4.00, and a verbal
interpretation of Agree Slightly. This result then refers to the respondents’ view of
themselves. This shows that most of them does not fully accept who they are and
what they actually have as a person, however, acceptance can still be observed, but
in moderate level as well.
Table 4.13
Percentage of Ryff Scales Psychological Well-Being According to its
Dimensions
AUT EM PG PRwO PL SA
High Level 25% 32% 25% 30% 25% 25%
Moderate Level 43% 40% 50% 45% 47% 67%
Low Level 32% 28% 25% 25% 28% 8%
100%
Legend: AUT – Autonomy, EM – Environmental Mastery, PG – Personal Growth,
PRwO – Positive Relations with Others, PL – Purpose in Life, and SA – Self-
Acceptance
This table is a breakdown of results per dimension in terms of percentage. The
high, moderate and low percentage has been derived through obtaining the quartile
of scores.
As for the first dimension, Autonomy, the quartile for high level is 38.25 and 32 for
the low level, the rest that’s in between the 1st and 3rd quartile therefore stand for the
moderate level, which is applicable on the rest of the dimensions. Now it can be
reported that only 25% of the total population acquired a high level for autonomy, while
43% has been reported to fall on the moderate level, lastly, 32% of the population
obtained a low level for the said dimension. For Environmental Mastery, the quartile
for high level is 36, while 31 for low level. In the table it can be seen that only 32% of
the population attained a high level for this dimension, 40% for the moderate level,
and a 28% for the low level. The third dimension, Personal Growth, has a quartile of
37.25 which is a basis for high level and a 30.75 for low level. According to the table
above, it can be seen that high and low level gained 25% and 50% of the population
has was in moderate level for this dimension. The dimension, Positive Relations with
Others, has 37 for its quartile for high level and 30.75 for the low level. It has been
reported that only 30% of the total population acquired a high level for their result in
this dimension, while 45% for the moderate level, and 25% for the low level. Fifth
dimension, Purpose in Life, has a quartile of 36.25 for high level, and 29 for low level.
Using these quartiles, only 25% of the population acquired a high level for this
dimension. While another low percentage (28%) has been reported to have a low
level, and a moderately high percentage of 47 has been shown to acquire moderate
level. Lastly, the dimension Self-Acceptance, has a quartile of 38 for high level, and
29 for low. It can be seen that 25% of the total population has been reported to have
high level. While 8%, the lowest percentage above all the dimensions, obtained a low
level, and a relatively high percentage of 67 fell on the moderate level.
As a conclusion, the most of the respondents who partake on Ryff’s scale, obtained
moderate to high level of psychological well, in accordance to each dimension.
4. Relationship of Perceived Stress Level and Psychological Well-Being of
the Respondents
Table 4.14
Total Perceived Stress Level Versus Psychological Well-Being Dimensions
Stress Level
pearson r p value Decision Remarks
vs
Autonomy 0.10 0.46 Accept Ho Not Significant
Environmental
-0.15 0.24 Accept Ho Not Significant
Mastery
Personal Growth -0.26 0.05 Reject Ho Significant
Positive Relations w/
-0.33 0.01 Reject Ho Significant
Others
Purpose in Life -0.37 0.00 Reject Ho Significant
Self-Acceptance -0.33 0.01 Reject Ho Significant
The total stress level that the respondents acquired showed significance on 4
out of 6 dimensions of the Psychological Well-Being: Personal Growth with a r value
of -0.28 which means that stress level and the said dimension has a weak negative
relationship and a p value of 0.04 (p<0.05) thus rejects the Ho1.Positive Relations with
Others with a r value of -0.33, this means that this dimension has a moderately
negative relationship with the variable perceived stress level and a p value of 0.01
(p<0.05) thus rejects the Ho1, the dimension Purpose in Life with its r value of -0.37
which means that there is a moderately negative relationship with this dimension and
the perceived stress level of the respondent and a p value of 0.00 (p<0.05) which also
rejects the Ho1 and lastly, Self-Acceptance with a r value of -0.33 which also shows a
moderately negative relationship with the stress level of the respondents and and p
value of 0.01 (p<0.05). This then shows that the following dimensions of Ryff Scales
of Psychological Well-Being and the Perceived Stress Level of the respondents
reported to be statistically significant to one another, as for when the 1 st variable
increases, the 2nd variable decreases and/or vice versa.
Table 4.15
Correlation of Psychological Well-Being and Perceived Stress Levels of the
Respondents
Perceived Stress Levels
Psychological
pearson r p value Decision Remarks
Well-Being
-0.31 0.02 Reject Ho Significant
As an overall, Table 4.10 shows that there is a moderate negative relationship
of -0.31 between the perceived stress levels that the respondents possess with a p
value of 0.02 (p<0.05). Therefore, this result rejects the Ho1 because the two variables
are statistically significant with one another.
Poor social support can be a factor in obtaining a low psychological well-being,
same goes for a high stress level. (Ludban, 2015) Extreme stress might cause failure
not just in physical health but also in psychological well-being of an individual, thus
development of a mental disorder is clearly not impossible and a poor psychological
well-being will possibly interfere with daily functioning. (PFA, 2014) Numerous studies,
such as Velasco (2013), Haider (2017), and Tudomanyegyetem et, al. (2014)
supported this relationship of stress and psychological well-being. It was believed that
most student tend to sacrifice socializing with others as to prioritize studies more and
ends up developing some poor relations with other people, which is a dimension of
psychological well-being.
CHAPTER5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter will contain the summary of the findings, the conclusion made by
the researchers according to their obtained results, and recommendations that can be
considered by the respondents, by the people and by the institution involved.
SUMMARY OF FINDINGS
As for the demographic profile of the respondents in terms of age, the majority of
the respondents came from the age group of 20-22 years old, with a total percentage
of 63.3%, while the rest of the population are aging from 17-19 years old, which is
36.7% in total. While, in terms of gender, majority of the respondents has been
reported as female with 90% (N=54) in total. While the remaining 10% (N=6) of the
population are male. As for their year level, the total number of respondents are 60
nursing students and they happened to be equally distributed, thus acquiring 50%
(N=30) for 3rd year level, and another 50% (N=30) for the 4th year level. Lastly, since
the respondents were all students, 100% or all 60 respondents were single in status.
As for their perceived stress level which goes for the statement of the problem
number 2, in the results obtained, it was found out that 46.7% of the population
possess a high level of stress at the time of testing. While, a total of 51.7% of the
respondents’ population has been experiencing moderate stress in the past month,
and only 1 respondent has been reported of low level of stress.
For the statement of the problem number 3, the results have been obtained by
using quartile in order to obtain the range of high and low scorer. In Autonomy, using
the 1st and 3rd quartile as the basis for high and low level, only 25% of the total
respondents has obtained a high level for the said dimension. While 43% has been
reported to be in moderate level, and 32% of them were in low level. As for the second
dimension (Environmental Mastery), only 32% of the population has been reported as
high leveled. While, 40% of the population fall on the moderate level, and lastly, 25%
of them were in low level. The third dimension of psychological well-being, Personal
Growth, 25% of the total respondents has been reported to have high and low level of
perceived stress, while the remaining 50% were suffering from moderate stress level.
While, 30% of the total respondents obtained a high score, which can be interpreted
as high level, and 45% of them have a moderate level for this dimension. Meanwhile,
25% of the population were found out to have a low level for Positive Relations with
Others. As for Purpose in Life, the fifth dimension, only 25% of the total population
were reported have a high level. While a relatively high percentage of 47% was the
population in Moderate Level for this area, and lastly, 28% of them has been found
out obtain low level. The last dimension for Ryff’s scale, is self-acceptance. Only 25%
were found out to have a high level for this area. While 67% of the respondents were
reportedly to be in moderate level, and a complete low percentage of 8% were
discovered to be in the low level for this dimension.

Lastly, the statement of the problem four was about the relationship of the
perceived stress level and psychological well-being of the respondents. According to
the results and data gathered, which has been statistically treated using Pearson r,
the perceived stress level and the level of psychological well-being the respondents
possess has been reported to have a moderately negative relationship with one
another. Thus, rejecting the Ho1.
CONCLUSIONS
As a conclusion. This study showed that most of the respondents are female in
gender, which means that the notion about nurses being female has been greatly
observed in this study.
The researchers also aim to find out the prevalence of stress in nursing
students by figuring out their stress level in general using a stress scale. As this study
reached its conclusion, it showed that most of the respondents were suffering from
moderate stress level, which can be influenced by various factors, such as academic
or personal circumstances.
As for the psychological well-being the respondents possess, it was found out
that most of them has a moderate level of psychological well-being in accordance to
the result from the different dimensions. Most of them are struggling in terms of
independence, adjusting to one’s environment, and the sense of purpose in their lives.
They showed little mastery in the different dimensions proposed in this theory.
Lastly, this study has shown that the perceived stress level and psychological
well-being of the respondents has been reported to be statistically significant with one
another. Which therefore concludes that stress can indeed affect the psychological
well-being of a person, and that prolong exposure to stress can cause not only
physical health problems, but also mental health problems to an individual.
RECOMMENDATIONS
For nursing students – It is recommended that spending me-times and socializing is
important. Breathing and loosing off some stress is not bad and is not something to
be guilty of. Opening up not just in friends and family is encourage but also to the
university’s guidance counsellor. Visiting the counsellor’s office should not be
something to be ashamed of. Also, a proper time management should be observed in
order to avoid cramming, and in doing so, academic stress can be lessened up. Lastly,
staying strong and being optimist should also be practiced. Having a positive view
about others, self and the world will indeed help in handling any kind of situations and
in doing so, development of any psychological disorder can be minimized.
For universities – due to negative consequences of stress, it is important for the
universities to include in their orientation for the newly admitted students the expected
stresses of college life especially among the nursing students who will experience
training in their chosen field. This is a big help for them to prepare themselves on the
effects of training. Necessary steps are needed to be addressed when the students
are already experiencing a high level of stress. Universities need to make sure that
their counselling services is open for those students who suffer from stress and to
include students’ personal concerns not just on academic ones, the focus of
counseling. This will help to prevent the further progression of stress to depression
which is more serious. Success in counselling program can be supported by the
university’s efforts in raising awareness about how important mental health is above
anything else, not just on students but also to the professors and other administrative
offices. It could also be highly encouraging for the Universities to provide training,
recreational activities and entertainment programs to give the students a moment of
relaxation.
Intervention Program – this intervention program can possibly be used to help the
individuals involved in this study:
Facilitator Program Beneficiary

University Holding of different activities that can provide
Administrator relaxation which can be inserted during
foundation day.
Designating a room for the students where
they can spend their free time doing activities
Students
such as: accomplishing of stress reliever
coloring book, stress balls, etc.
Supporting through funding, the proposed
activities by the guidance office and the
Department of Psychology.
Guidance Office Scheduling a program of counselling session;
twice a year if possible.
Students
Facilitating group dynamics/retreats at least
once a year.
Involvement on different activities by the University

Department of Psychology.
Providing a short training program for students
who’s interested in learning basic counselling
techniques.
Students
Creating a student-friendly environment
around the guidance office in order to avoid
development of fear when visiting the office.
Department of Facilitating of seminars for non-psychology Students
Psychology students that can help raise awareness about
the importance of mental health.
Participating of the Faculty of Psychology in University &
the activities held by the Guidance Office. Students
Seminars to inform the importance of a Faculties
mental-health friendly environment for the
students.
Partnering with the Guidance Office, University &
especially when a Psychological Intervention Students
is needed.
REFERENCES
Abasimi, E., Atindanbila, S., Mahamah, M.M., Xiaosong, G. (2015). The Experience
of Stress among Nursing Students in Nursing Training Colleges in Tamale,
Ghana. Retrieved from http://article.sapub.org
Ansis, J.C. (2017 October 11) Filipinos Cite Jobs, Studies as Top Cause of Stress –
CNN PH Poll [News Post] Retrieved February 1, 2018 from
http://cnnphilippines.com
Centeno, L.B. (2017 July 14) Kaka-Stress! Who Says College Kids Have it Easy?
[News Post] Retrieved February 1, 2018 from http://lifestyle.mb.com.ph
Dahlin, M. (2005) Stress and Depression among Medical Student: A Cross Sectional
Study. Retrieved from www.ncbi.nlm.nih.gov
Dy, M., Espiritu-Santo, K., Ferido, M.P., Sanchez, R. (2015 July) Stressors and
Stress Responses of Filipino College Students. Retrieved from
http://www.researchgate.net
Eswi, A.S., Radi, S. and Youssri, H. (2013) Stress/Stressors as Perceived by
Baccalaureate Saudi Nursing Students. Retrieved from
https://scholar.google.com.ph
Grant, M. (2017) Why are most nurses female? Retrieved from https://www.quora.com
Haider, S.I., and Mehfooz, Q. (2017 November 20) Effect of Stress on Academic
Performance of Undergrad Medical Students. Retrieved from
http://omicsonline.org
Jones, E.V., 2008. Why are there so few men in nursing.
https://www.nursingtimes.net
Labrague, L.J. (2013) Stress, Stressors and Responses of Student Nurses in a
Government Nursing School. Retrieved from http://hsj.gr
Leal, R. (2012) Stress Experiences among Graduating Students of Isabel State
University San Mateo Campus, Philippines. Retrieved from
https://ejournals.com.ph
Lindenberg, S., Ormel, J., Steverink, N., and Verbrugge, L.M. (1999 January)
Retrieved from http://researchgate.net
Madnani, K. and Pradhan, M. (2015 November) Psychosocial Factors of Academic
Stress among Students: Retrieved from http://www.srjis.com
Martinez, I., Esteve, E., Gambau, S., Gambau, R. (2005) Psychological Well-Being
among University Students: Facilitators and Obstacles of Academic
Performance. Retrieved from http://revistas.um.es

Pedroso, K. (2007 July 13) Filipinos Most Stressed-Out in Asia – Survey [News
Post] Retrieved February 25, 2018 from http://www.inquirer.net
Park, (2012) Retrieved from https://www.ncbi.nlm.nih.gov
Rahim, M.S.A., Saat, N.Z.M., Aishah, S., Arshad, S.A., Aziz, N.A.A., Zakaria, N.N.,
Kaur, K., Kamaniddin, M.M., and Suhaimi, N.H.E., (2016) Relationship
between Academic Workload and Stress Level among Bio Medical Science
Students in Kuala, Lumpur. Retrieved from
http://scialert.net/abstract/?doi=jas.2016.108.112
Rathnayake, S. and Eknayaka, J. (2016) Evaluation of Factors of Stress among
Nursing Students. Retrieved from http://search.proquest.com
Salvacion, M.L. (2015) Stress Profile among Students of the UP Manila, College of
Dentistry. Retrieved from http://pjhrd.upm.edu.ph
Sharma, N. and Kaur, A. (2011) Factors Associated with Stress among Nursing
Students. Retrieved from http://medlind.nic.in
Terebessy (2016) Relationship at Work as a Cause of Occupational Stress: The
Case of Academic Woman in Vietnam. Retrieved from
http://ijmhs.biodmedcentral.com
Tudomanyegyetem, S., Orvostudomanyi, K.M. (2014 August 17). Correlations of
Stress, Coping, and Psychological Well-Being among Pre-Clinical Medical
Students. Retrieved from http://www.ncbi.nlm.nih.gov
Velasco (2013) New Studies on Stress [News Post] Retrieved February 1, 2018 from
http://www.philstar.com
Williams, R., (2017) Retrieved from https://www.theguardian.com/

APPENDICES
APPENDIX 1
RESEARCH INSTRUMENT
Good day!
We are 4th year BS Psychology students from Polytechnic University of the
Philippines. We are currently on the process of constructing our thesis titled “A
Correlational Study on Perceived Stress Level and Psychological Well-Being of
Medical Students in Pamantasan ng Lungsod ng Maynila” and we’re on our data
gathering stage. We are hoping that you can be one of our respondents by lending us
some of your time by answering this survey questionnaire on hand. Confidentiality of
your results and identity will be strictly observed.
We are forever grateful for your kind cooperation with us! 
Yours truly,
X X X
Christine Mae Portento Mary Grace V. Botin Ana Patricia Domiquel
Student Researcher Student Researcher Student Researcher
PART I. DEMOGRAPHIC DATA OF RESPONDENTS
Name:___________________________________(Optional) Gender:____
Age:_______
Civil Status:__________ Year Level:_____________
PART II. PERCEIVED STRESS SCALE

The following set of statements deals with how you might feel about yourself and
your life. Please remember that there are neither right nor wrong answers.
0 = Never 1 = Almost Never 2 = Sometimes 3 = Fairly Often 4=

Very Often
1. In the last month, how often have you been upset because of
0 1 2 3 4
something that happened unexpectedly?
2. In the last month, how often have you felt that you were
0 1 2 3 4
unable to control the important things in your life?
3. In the last month, how often have you felt nervous and
0 1 2 3 4
“stressed”?
4. In the last month, how often have you felt confident about
0 1 2 3 4
your ability to handle your personal problems?
5. In the last month, how often have you felt that things were
0 1 2 3 4
going your way?
6. In the last month, how often have you found that you could
0 1 2 3 4
not cope with all the things that you had to do?
7. In the last month, how often have you been able to control
0 1 2 3 4
irritations in your life?
8. In the last month, how often have you felt that you were on
0 1 2 3 4
top of things?
9. In the last month, how often have you been angered because
0 1 2 3 4
of things that were outside of your control?
10. In the last month, how often have you felt difficulties were
piling up 0 1 2 3 4
so high that you could not overcome them?
PART III. RYFF SCALES OF PSYCHOLOGICAL WELL-BEING

Circle the number that best describes the degree to which you agree or disagree with
each statement.
Strongly Disagre Agree

Disagre Agre Strongl
Disagre e Slightl
e e y Agree
e Slightly y
1. Most people 1 2 3 4 5 6
see me as
loving and
affectionate.
2. I am not afraid 1 2 3 4 5 6
to voice my
opinion, even
when they are
in opposition to
the opinions of
most people.
3. In general, I 1 2 3 4 5 6
feel I am in
charge of the
situation in
which I live.
4. I am not 1 2 3 4 5 6
interested in
activities that
will expand my
horizons.
5. I live life one 1 2 3 4 5 6
day at a time
and don’t
really think
about the
future.
6. When I look at 1 2 3 4 5 6
the story of my
life, I am
pleased with
how things
have turned
out.
7. Maintaining 1 2 3 4 5 6
close
relationships
has been
difficulty and
frustrating for
me.
8. My decisions 1 2 3 4 5 6
are not usually
influenced by
what everyone
else is doing.
9. The demands 1 2 3 4 5 6
of everyday life
often get me
down.
10. I don’t want to 1 2 3 4 5 6
try new ways
of doing
things—my life
is fine the way
it is.
11. I tend to focus 1 2 3 4 5 6
on the present,
because the
future always
brings me
problems.
12. In general, I 1 2 3 4 5 6
feel confident
and positive
about myself.
13. I often feel 1 2 3 4 5 6
lonely because
I have few
close friends
with whom to
share my
concerns.
14. I tend to worry 1 2 3 4 5 6
about what
other people
think of me.
15. I do not fit very 1 2 3 4 5 6
well with the
people and the
community
around me.
16. I think it is 1 2 3 4 5 6
important to
have new
experiences
that challenge
how you think
about yourself
and the world.
17. My daily 1 2 3 4 5 6
activities often
seem trivial
and
unimportant to
me.
18. I feel like many 1 2 3 4 5 6
of the people I
know have
gotten more
out of life than
I have.
19. I enjoy 1 2 3 4 5 6
personal and
mutual
conversations
with family
members or
friends.
20. Being happy 1 2 3 4 5 6
with myself is
more important
to me than
having others
approve of me.
21. I am quite 1 2 3 4 5 6
good at
managing the
many
responsibilities
of my daily life.
22. When I think 1 2 3 4 5 6
about it, I
haven’t really
improved
much as a
person over
the years.
23. I don’t have a 1 2 3 4 5 6
good sense of
what it is I’m
trying to
accomplish in
my life.
24. I like most 1 2 3 4 5 6
aspects of my
personality.
25. I don’t have 1 2 3 4 5 6
many people
who want to
listen when I
need to talk.
26. I tend to be 1 2 3 4 5 6
influenced by
people with
strong
opinions.
27. I often feel 1 2 3 4 5 6
overwhelmed
by my
responsibilities
.
28. I have a sense 1 2 3 4 5 6
that I have
developed a
lot as a person
over time.
29. I used to set 1 2 3 4 5 6
goals for
myself, but
that now
seems a waste
of time.
30. I made some 1 2 3 4 5 6
mistakes in the
past, but I feel
that all in all
everything has
worked out for

the best.
31. It seems to me 1 2 3 4 5 6
that most other
people have
more friends
than I do.
32. I have 1 2 3 4 5 6
confidence in
my opinions,
even if they
are contrary to
the general
consensus.
33. I generally do 1 2 3 4 5 6
a good job of
taking care of
my personal
finances and
affairs.
34. I do not enjoy 1 2 3 4 5 6
being in new
situations that
require me to
change my old
familiar ways
of doing
things.
35. I enjoy making 1 2 3 4 5 6
plans for the
future and
working to
make them a
reality.
36. In many ways, 1 2 3 4 5 6
I feel
disappointed
about my
achievements
in my life.
37. People would 1 2 3 4 5 6
describe me
as a giving
person, willing
to share my
time with
others.
38. It’s difficult for 1 2 3 4 5 6
me to voice my
own opinions
on
controversial
matters.
39. I am good at 1 2 3 4 5 6
juggling my
time so that I
can fit
everything in
that needs to
be done.
40. For me, life 1 2 3 4 5 6
has been a
continuous
process of
learning,
changing, and
growth.
41. I am an active 1 2 3 4 5 6
person in
carrying out
the plans I set
for myself.
42. My attitude 1 2 3 4 5 6
about myself is
probably not
as positive as
most people
feel about
themselves.
43. I have not 1 2 3 4 5 6
experienced
many warm
and trusting
relationships
with others.
44. I often change 1 2 3 4 5 6

my mind about
decisions if my
friends or
family
disagree.
45. I have difficulty 1 2 3 4 5 6
arranging my
life in a way
that is
satisfying to
me.
46. I gave up 1 2 3 4 5 6
trying to make
big
improvements
or change in
my life a long
time ago.
47. Some people 1 2 3 4 5 6
wander
aimlessly
through life,
but I am not
one of them.
48. The past has 1 2 3 4 5 6
its ups and
downs, but in
general, I
wouldn’t want
to change it.
49. I know that I 1 2 3 4 5 6
can trust my
friends, and
they know they
can trust me.
50. I judge myself 1 2 3 4 5 6
by what I think
is important,
not by the
values of what
others think is
important.
51. I have been 1 2 3 4 5 6

able to build a
home and a
lifestyle for
myself that is
much to my
liking.
52. There is truth 1 2 3 4 5 6
to the saying
that you can’t
teach an old
dog new tricks.
53. I sometimes 1 2 3 4 5 6
feel as if I’ve
done all there
is to do in life.
54. When I 1 2 3 4 5 6
compare
myself to
friends and
acquaintances,
it makes me
feel good
about who I
am.
APPENDIX 2
LETTER OF REQUEST
APPENDIX 3
LETTER OF APPROVAL
APPENDIX 3
CURRICULUM VITAE
Ana Patricia S. Domiquel

09215534383 [email protected]
To provide valuable training that would maximize my skills and knowledge in the field
of industrial and organizational psychology and to develop a wholesome attitude and
high ethical standards in the practice of the profession.
EXPERIENCE
 Concerted Management Corporation - On the Job Trainee – Industrial

Setting
579 TPI Bldg. Edsa P. Tuazon Cubao, Quezon City
June 2017 – September 2017
 Conduct exams for applicants and assist in interview
 Arrange 201 files, make ID for employees
 Clinic of the Holy Spirit Incorporation - On the Job Trainee – Clinical Setting
4 Los Angeles Street Cubao, Quezon City
December 2017 – February 2018
 Interacts with the patients and conduct activities
 Polytechnic University of the Philippines - On the Job Trainee – School

Setting
Sta.Mesa, Manila
 Conduct psychological exams, checked and interpret.
 Assist students in excuse slips
SEMINARS ATTENDED
 30th Annual PAPJA Convention

- Attended the Day 1 program held at SMX Convention Center,
Pasay City
- Attended the Workshop at Colegio de San Juan de Letran
 Pedya Kamp Association Incorporation

- Attended 8 Sundays of training/workshop held at Makati Medical
Center
- Visited and interacts with the kampers with disabilities at Hospicio
de San Jose, Pedyalympics
EDUCATION
 Polytechnic University of the Philippines – Sta.Mesa, Manila

Bachelor of Science in Psychology
 Ismael Mathay Sr. Highschool – Project 8, Quezon City

2008-2012
 GSIS Village Elementary School
SKILLS
 Literate of Microsoft Office programs (Word, Powerpoint, Excel)

 Organizational and multitasking skills
PERSONAL DETAILS
Date of Birth : October 24, 1995

Contact Address : 161 Loans St. Barangay Sangandaan Project 8, Quezon
City
Status : Single
Language Known : Filipino & English
CURRICULUM VITAE
March 2, 2017
Educational Background
Polytechnic University of the On-the-Job Training
Philippines (Industrial Setting)
Sta. Mesa, Manila Health Human Resource and
BS Psychology Development Bureau,
Rizal High School Department of Health
Dr. Sixto, Pasig City July 24-September 25, 2017
Objectives
Secondary Education
-To seek an internship program in
On-the-Job Training
the Psychiatric Department of a
hospital / clinic wherein my skills Star of Hope Christian School (Clinical Setting)
and knowledge will be of help and San Lorenzo Ruiz, Taytay, Rizal Department of Psychiatry
develop. Intermediate Education The Medical City
Organizational Affiliation December 18, 2017-January 31,
-To acquire new knowledge and Assistant Treasurer 2018
experiences that can be applied Arenda Bible Christian Church – Aptitude/Skills
and used in my future endeavours.
ROYALs (Youth Fellowship) - Good Oral and Written
2015 Communication
Personal Information
- Knowledge on Computer (MS
Name: Christine Mae M. Portento Seminars & Training Attended Word, Excel, PowerPoint)
The Role of Psychology in - Test Administration and
Age: 19 years old Disaster Risk Reduction and Evaluation
Management - Psychological Assessing
Birthday: 11/28/97
PUP Theater, College of - Accomplishing Case Studies
Compound 81, Communication Compound, Sta. - Basic Interviewing Skills
Makaturing St. Brgy. Mesa, Manila - Basic knowledge in
Address: September 10, 2015 formulation of Behavior
Barangka Itaas,
Mandaluyong City. Modification Program
DEATHPRESSION: Depression
Civil Status: Single and Suicide Awareness in the Character Reference
Lens of Positive Psychology Lorraine Charmayne Manansala
Sex: Female
Response Polytechnic University of the
Citizenship: Filipino Claro M. Recto Hall, Mabini Philippines
Campus, Polytechnic University of Professor
Religion: Christian the Philippines, Sta. Mesa, Manila 09058844470
February 9, 2017
Language
Filipino and English Chico Cherrie Conducto-Pascual
Spoken:
Practice of Psychology in Clinical Rizal High School
Contact No.: 0906-767-2133 Setting Teacher
Bulwagang Balagtas, NALLRC, PUP 09294701119
christinemae.portento81 Main Campus, Polytechnic
E-mail:
University of the Philippines, Sta. Cirilo Rogelio D. Lavisores
@gmail.com
Mesa, Manila Arenda Bible Christian Church
MARY GRACE V. BOTIN

Address: 999 Valdez St.Sampaloc, Manila
Mobile: 09266020385
Email: [email protected]
EDUCATIONAL BACKGROUND
Tertiary Level : 2014-Present

Polytechnic University of the Philippines
Bachelor of Science in Psychology
Secondary Level : 2010-2014

Antonio A. Maceda Integrated Highschool
Buenos Aires St. Sta. Mesa, Manila
SKILLS
 Proficient in Microsoft Office including Excel and Powerpoint

 Good Communication Skills
 Ability to work under pressure
SEMINARS ATTENDED
ASEAN HR: The New Era Begins “Building bridges, gaining competitive edge”
March 5, 2015
The Role of Psychology in Disaster Risk Reduction and Management

September 10, 2015
Practice of Psychology in School and Industrial Setting

September 29, 2016
Practice of Psychology in Clinical Setting
March 2, 2017
WORK EXPERIENCE
INTERNSHIPS
Philippine Statistics Authority (NCR)
Sta. Mesa, Manila
July2017
Propel RC. Services Manila INC.

Ortigas, Pasig
August-September 2017
JRT Homecare and Custodial Clinic

Anonas, Quezon City
January-March 2018
PERSONAL INFORMATION
Date of Birth : November 9, 1998

Place of Birth : Manila
Sex : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Languages Spoken : English and Filipino
CHARACTER REFERENCES
Ms. Josephine Palabay

Medical Representative
09451428601
I hereby certify that the above information is true and to the best of my knowledge
and belief.
MARY GRACE V. BOTIN,

Applicant

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

This chapter includes introduction, background of the study, theoretical and

As a human, everyone is facing different happenings in our daily lives like,

deadlines, examinations, job expectations, financial difficulties, family pressures,

psychological well-being in many ways. Psychological well-being is known to consist

there is an interrelation between the two variables under study.

BACKGROUND OF THE STUDY

understanding the Psychological Well-being of Nursing Students at Chinese General

they've already experienced emotional rollercoaster while compelling with a bunch of

requirements to be done before the deadline passes as well as experiencing external

respondents in nature. This Research would provide awareness to the students

Hans Selye’s Theory: General Adaptation Syndrome

is facing and how it affects the homeostasis of the body.

Stage, 2.) Resistance Stage and lastly 3.) Exhaustion Stage.

you’ll be able to do things you hardly do as a response to that alarming stressor at

dealt with immediately.

Psychological Well-Being Theory by Carol Ryff

well-being as limited in happiness but is multi-dimensional. She believes that an

Positive Relation to Others, this refers to having positive and healthy

potent in describing and analyzing life.

end result of this study when it has come to an end.

The Input-Process-Output Model for the study’s Conceptual Framework

Scoring and tallying Figuring out the

STATEMENT OF THE PROBLEM

end of the study:

1. What is the respondents’ demographic profile in terms of:

1.3 Year Level

2. What is the perceived stress level of the respondents in terms of:

2.1 Low Level

2.2 Moderate Level

2.3 High Level

3. What is the level of the psychological well-being of the respondents in terms

3.2 Environmental Mastery

3.3 Personal Growth

3.4 Positive relations with Others

3.5 Purpose in Life

4. Is there a significant relationship between the perceived stress levels and

psychological well-being levels of the respondents?

has no significant relationship with one another.

SCOPE AND LIMITATION

Chinese General Hospital College, with an exact population of 60 students (30

psychological well-being of the respondents (i.e., final examinations, thesis

SIGNIFICANCE OF THE STUDY

university. According to Dr. Mark Sircus, in an article he published in 2016, it is

Adrenaline – a hormone secreted by the adrenal glands, especially in conditions of

stress, increasing rates of blood circulation, breathing, and carbohydrate metabolism

and preparing muscles for exertion.

Autonomy – is self-determining and independent; able to resist social pressures to

Cortisol – is a steroid hormone that regulates a wide range of processes throughout

role in helping the body respond to stress.

Environmental Mastery – has a sense of mastery and competence in managing the

environment; controls complex array of external activities; makes effective use of

surrounding opportunities; able to choose or create contexts suitable to personal

needs and values.

Personal Growth – has a feeling of continued development; seen self as growing

self-knowledge and effectiveness.

and intimacy; understands give and take of human relationships.

Psychological Well-Being – state of an individual’s positive psychological

Ryff Scales of Psychological Well-Being – it is an instrument that measures the