1

STRESSORS, BEHAVIORS AND STRESS COPING MECHANISMS OF GRADE 7

STUDENTS OF BONIFACIO JAVIER NATIONAL HIGH SCHOOL SY 2019-2020

__________________

A Thesis Proposal

Presented to the

Faculty of the Graduate School

Rizal Technological University

Mandaluyong City

_________________

In partial Fulfillment of the

Requirements for the Degree of

Master of Arts in Instructional Technology

__________________

By

GILBERT E. ENRIQUEZ, Jr.

March, 2020
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TABLE OF CONTENTS

TITLE PAGE.................................................................................................
APPROVAL SHEET......................................................................................
AKNOWLEDGEMENT..................................................................................
DEDICATION ..................................................................................
LIST OF TABLES ........................................................................................
LIST OF FIGURES .......................................................................................
LIST OF APPENDICES ................................................................................
CHAPTER

I THE PROBLEM AND ITS SETTING

Introduction.................................................................................
Theoretical Framework...............................................................
Research Paradigm....................................................................
Statement of the Problem...........................................................
Hypotheses ...............................................................................
Scope and Delimitation...............................................................
Significance of the Study............................................................
Definition of terms......................................................................

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature in the Philippines...........................................

Foreign Literature .......................................................................
Local Studies ..............................................................................
Foreign Studies ...........................................................................
Synthesis of Related Literature and Studies................................

III RESEARCH DESIGN AND METHODOLOGY

Research Method .......................................................................

Sampling of the Study.................................................................
Research Instrument ..................................................................
Data Gathering Procedure .........................................................
Statistical Treatment ..................................................................

BIBLIOGRAPHY ...............................................................................................
APPENDICES ...................................................................................................
CURRICULUM VITAE ......................................................................................
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Chapter 1
THE PROBLEM AND ITS SETTING

Introduction

In this contemporary world, there are so many changes afoot. Some people are

exacerbated with the superficialities of their daily lives. Being stressed is common to all.

Problems seem inevitable and we are challenged to its preponderance. The

phenomena of being in the state of stress is common even to students.

There are varying concepts that explicate the prevalence of stress. Its

underpinnings require an analysis because it also plays a role in the educational

context. It might be correlated to the academic performance of students. Apparently,

educators encounter this scenario.

Blona claims that students experience stress since some are trying to cope up

with the demands of adapting to a new living environment, new peers, academic

pressure, and sexual concerns. Being in college can also put financial stress on the

students and their families. These situations can leave them with trembling hands, tense

muscles, migraine, headache, and multiple other symptoms of stress. These can

contribute to a host of chronic diseases ranging from hypertension to peptic ulcers that

can predispose them to premature disability and even death.1

___________________________

1Richard Blona. Coping with Stress in a Changing World. The McGraw Hills Companies. Inc (2005)
 4

Stress is present in the educational context as describe in the statement of

Blona. There are different reasons why we are stressed or there are different causes of

stress, Lazarus averred that these reasons, personal or from the environmental events

are called as stressors.2

These varying reasons as stressors have an implication to the performance of

the students. It is important to note that the stressors have detrimental effect to the

students. From that philosophy, teachers should guide the students. We can now see

the bearing of this study. But technically speaking, let us first give a robust definition for

the term “stress” to broaden our horizon and build a good perspective.

It is defined as ‘‘a state of mental or emotional strain or suspense’’ and also as ‘‘a

number of normal reactions of the body (mental, emotional, and physiological) designed

for selfpreservation’’3

As mentioned above, it is a mental or emotional strain. This is the result of the

intrinsic variables perceived by our emotional and mental state. These will lead to the

reaction of our body. Myers further emphasized that it is a process by which we

perceive and cope with environmental threats and challenges.4

________________

2
Richard S. Lazarus Theory-Based Stress Measurement, Psychology Inquiry, 1990; 1 (1): 3-13
3
PRINCETON UNIVERSITY. Word Net Dictionary. USA (2001)
4
David G. Myers Stress and Health, in: Exploring Psychology. 6th ed. New York, Worth

Publishers, 2005
 5

To have a wider perspective on the definition of stress, there are many

researches that exemplified different thoughts about it. Rosenham and Seligman

pointed out that stress is generally defined as the body's nonspecific response or

reaction to demands made on it, or to disturbing events in the environment. 5

Fish and Niece averred that a student’s life is subjected to different kinds of

stressors, such as the pressure of academics with an obligation of success, uncertain

future and difficulties envisaged for integration into the system. These students face

social, emotional and physical and family problems which may affect their learning

ability and academic performance.6

We would concur with the aforementioned statement. These stressors are

common to students and it is possible that they have different coping strategies or

mechanism. They are all subjected to stressors that might also affect their academic

performance.

Blona averred that one needs to know what it is and its causes, in order to cope

with it well. He defined stress as any event or circumstance that strains or exceeds an

individual ability to cope.7 Furthermore, Ellison considered stress as a biochemical

response by the body to a threatening situation.8

_____________

5
David L. Rosenham , Abnormal psychology. 2nd ed. New York: Norton, 1989.
6
FISH, C. & NIES, M.A. Health promotion needs of students in a college environment. Public health
Nursing, (1996). 13, 104–111.
7
Richard Blona. Coping with Stress in a Changing World. The McGraw Hills Companies. Inc (2005)

8
Larry Elisson. Education Management for the 1990s, Longman, Harlow (1990)
 6

It was clearly exemplified that stress is a situation where a person should have to

respond depending on their coping mechanism. This is a natural process of the body

when being exposed to a specific scenario that triggers them. Furthermore, there is also

a disparity between stress and coping mechanism. But in a lighter note, they are also

interrelated to each other.

Lazarus and Folkman defined coping mechanism as constantly changing

cognitive and behavioral efforts to manage specific external or internal demands that

are appraised as taxing or exceeding the resources of the person.9

It is important to note that stress coping mechanism is a natural tendency of the

person who is in the state of being stressed. There is the danger if students are not

properly guided. This is the case of high school students in the public schools that tend

to divert or abuse negative stress coping mechanisms such as drug addiction,

alcoholism, and other ways against the social norm.

In connection with the aforementioned philosophy, grade __ students from

______ School are highly prone to these issues. This study will further give a broader

scope and perspective in understanding the student’s behavior particularly on their

stress coping mechanism. It will be explicated here that the prevalence of different

stressors has a great implication to the learning process.

________________
9
Richard S. Lazarus & Susan S. Folkman. Stress, appraisal, and coping. New York:
Springer (1984)
 7

It is a common observation of the researcher that the Grade ___ students at

______ School are commonly burdened from their respective academic subjects. The

respective advisers of these students based from informal interviews conducted before

this study overtly expressed their concerns regarding the preponderance of academic

stress and other stressors that affect the learners. Grade __ is the last year of junior

high school of the present k-12 curriculum. The respondents are also the first batch of

the incoming senior high school this coming school year 2019-2020. The researcher

has a strong conviction that the study is pertinent to address the issue on stress to the

aforementioned respondents.

The actual context as perspective’s harbinger of this study is the realization of

the social and psychological phenomena among the respondents. There are many

claims that support the idea of empowering the teachers by understanding the students’

concerns and issues will lead to better academic performance. It is on this specific

perspective that triggers the researcher to put this important research concept into

realization.

This study is the effective way of the researcher to fully understand the students’

stress coping mechanism. The goal of education is to help the learners in achieving

their potentials. Stress is part of the lives of the students. It is indeed the responsibility

of the teachers and educational institution to deepen their understanding on this issue

that can contribute in pushing the educational horizons.

 8

THEORETICAL FRAMEWORK

McEwen explained that excessive amounts of stress are associated with many

harmful correlates in the lives of adolescents. The direct physiological effect of stress

can be observed in biological damage that results from a prolonged stress response. 10

Spivack and Shure and their colleagues have shown that the ability to generate a

variety of alternative solutions to hypothetical interpersonal problems is an important

component of social problem-solving and is related to behavioral adjustment in children

and adolescents; that is, youngsters with emotional and behavioral problems have been

found to generate fewer alternative solutions than control subjects. 11

Based from the perspectives of Folkman & Lazarus, coping strategies can be

grouped into two general types; problem-focused and emotion-focused coping.

Problem-focused coping is aimed at problem solving or doing something to alter the

source of stress. Emotion-focused coping is aimed at reducing or managing the

emotional distress that is associated with the situation. Although most stressors elicit

both types of coping, problem-focused coping tends to predominate when people feel

that something constructive can be done, whereas emotion-focused coping tends to

predominate when people feel that the stressor is something that must be endured.

_______________

10Bruce S. McEwen, Stressed or stressed out: What is the difference? Journal of Psychiatry &

Neuroscience, (2005). 3 0 (5), 315-318.

11George Spivack, & Myrna B. Shure,The cognition of social adjustment: Interpersonal cognitive

problem-solving thinking. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol.
5, pp. 323-372). New York: Plenum Press. (1982).
12Susan Folkman and Richard Lazarus. An analysis of coping in a middleaged community
sample. Journal of Health and Social Behavior, (1980): 21; 219-239.
 9

Cooley’s “Symbolic Interaction Theory” as adapted by Basibas 13, and Sevilla’s14

“General Adaptation Syndrome.” The Symbolic Interaction Theory claims that

individuals are capable of creating solutions to their own problems. It adheres that the

“self” is influenced and shaped by social processes, in this instance “stress,” and the

capacity to symbolize. Human action is caused by complex interaction between and

within individuals. Dynamic social activities take place among persons and they act

according to how they define this situation. Applied to this study, it means that as

everyone has the ability to find ways and means to handle stress, thus, students can

cope up with the stress they encounter. At least four issues related to child and

adolescent coping warrant further investigation. First, the types of coping strategies

used by children and adolescents and the functions served by these strategies need to

be examined. Of particular importance is the distinction between problem-focused

coping, defined as efforts to act on the source of stress to change it, and emotion-

focused coping, defined as efforts to regulate emotional states that are associated with

or result from stressful events.15

________________

13
Trofimo A. Basibas, Stress, Job Satisfaction and Performance of the Faculty in the
UEP System. Unpublished Master’s Thesis. University of Eastern Philippines, Catarman,
Northern Samar. (2000)
14
Consuelo G. Sevilla, et.al.. General Psychology with Values Development Lessons.
Rex Publishing Co., Inc, Rex Bookstore, Quezon City. (1988)
15
Susan Folkman & Richard S. Lazarus, An analysis of coping in a middleaged sample.
Journal of Health and Social Behavior, (1980) 21, 219-239.
 10

Calaguas mentioned that in better understanding academic stress among

Asians, specifically among Filipinos, parent/teachers’ expectations and self-

expectations should be taken into account. As proven in this study, parent/teachers’

expectations and self-expectations were indeed sources of academic stress.

Considering the fact that said expectations were causing stress, attention to such

should be given and be investigated in order to develop proper interventions. Thorough

understanding of a concern is an important requirement in the design and

implementation of a sound intervention. Academic stress as this study had proven was

a multidimensional concern and expectations were one of its many dimensions.

Therefore, stress interventions should not only be focused and designed to combat the

overt sources of academic stress but also on covert sources like that of expectations.16

Compas emphasized that stressful events of both major and minor magnitude in

the lives of children and adolescents are significantly related to youngsters' emotional

and behavioral problems. It is noteworthy that the same stressors may be perceived

differently by different students, depending on their cultural background, personality

traits, experience and coping skills.17

_________________

16
Glenn M. Calaguas, Parents/teachers and self-expectations as sources of academic
stress,. Pampanga Agricultural College, Philippine

17
Bruce E. Compas, Coping with stress during childhood and adolescence.
Psychological Bulletin, (1987a) 101, 393-403.
.
 11

Figure 1

RESEARCH PARADIGM

Demographic profile in the -

learning context of selected
grade __ students of ____ Stress Coping
High School
Mechanism of selected
a. gender, grade __ students of
b. age,
c. financial status, _____ School
d. parent’s educational
background,
e. weekly allowance
f. location of house

1. Sources of
Stress/Stressors
2. Perceived behavior of
grade 10 students
 12

Statement of the Problem

1. What describes the grade __ students of ____ School in terms of gender, age,

financial status, parent’s educational background, learning style, and academic

performance?

2. What are the sources of stress / stressors as perceived by the selected Grade __

students of ____ School?

3. What are the perceived behavior of selected grade __ students when

experiencing stressful situations?

4. What are the coping mechanisms of the selected grade __ students of _____

School?

5. Is there a significant correlation between the demographic profile of grade __

students and their stress coping mechanism?

6. Is there a significant relationship between the perceived behavior of selected

grade ___ students when experiencing stressful situations and stress coping

mechanism?

7. What is the significant difference between the demographic profile of students

and the identified coping mechanism strategies?

 13

HYPOTHESES

The following null hypotheses will be tested at 0.05 level of significance:

1. There is no significant relationship between the demographic profile of selected

grade __ students from San _____School to their stress coping mechanism.

2. There is no significant correlation between the behavior of selected grade __

students from _____ School to their stress coping mechanism.

 14

Significance of the Study

The study will surely provide pertinent information to the academe about the

stress coping mechanism of grade__ school students. Furthermore, this study will also

exemplify the underpinnings on stress. It will reflect how it’s important to understand the

nature of the students especially on how they face stressful scenarios not only in the

educational context but as life-long learners.

The learners. Through this study, they will be able to discover their selves on

how they cope up with stress. It is important to note that stress is one of the common

problems of students in schools. Moreover, students will be able to identify the stressors

and the result will further yield substantial research-based evidences towards the

acquisition of learning.

The parents. This study will provide useful answers on how their children cope up

with stress. It will emanate the stability of their children’s ability when facing stressful

scenarios. From that point, it will lead them to understand their children and will help

them to act and know how or what are the ways on guiding them.

The School. Valid and research-based evidences will be provided by the

research. It will help the school to direct its concerns to logical and more rational

solutions to the problems for the students’ welfare. Programs and projects are aligned to

help the students so this study will be its underpinning.

The teachers. Once educators understand their students, the more it’s easy for

them to strategize and innovate pertinent underlying approaches to maximize the

learning process. This study will help them to fully understand their students.
 15

SCOPE AND LIMITATIONS OF THE STUDY

Problem: The focal point of the study lies on the context of perceived stressors,

behaviors and coping mechanism of selected grade __ students of _____School. It is

primarily focused how stress affects the aforementioned respondents.

Locale: This study will be conducted in six sections from grade ___ students of

____School, PPD-II, Division of __€_€

Time Frame: This study will be conducted specifically in between of November

2019 to March 2020.

 16

DEFINITION OF TERMS

Academic performance – it is the measurement of the students’ ability in school where

standard assessments and evaluations are properly implemented.

Adolescents – it refers to the people who are in the stage of transition from childhood

to adulthood.

Adolescence – it is one of the stages of human development across ages wherein

drastic changes occur between childhood and adulthood.

Coping Mechanism - coping mechanism is constantly changing cognitive and

behavioral efforts to manage specific external or internal demands that are appraised as

taxing or exceeding the resources of the person.Lazarus, R. S. & Folkman, S. (1984)

Demographic profile – it pertains to the background of the respondents specifically the

variables of this study

Learning context – it is the scope of the learning environment or it surrounds the

learning process of the student.

Stress – it is defined as ‘‘a state of mental or emotional strain or suspense’’ and also as

‘‘a number of normal reactions of the body (mental, emotional, and physiological)

designed for elfpreservation. PRINCETON UNIVERSITY (2001). Word Net Dictionary. USA

Stressors – it is technically the source of stress. It also dictates the state of emotional

strain among the respondents.

 17

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the ideas and concepts from both local and foreign

authorities. These provide the related literature of the present investigation. Likewise,

included in this chapter is the result of the studies that were done in the Philippines and

in foreign countries. These constitute the related studies of the present inquiry. The

related literatures and studies that are cited are found to be relevant in the present

undertaking.

A. Related Literature

Literature in the Philippines

From the perspective of Tan, the macho imperatives around stress are inevitably

tied to alcohol and drugs. Younger male Filipinos are particularly vulnerable, given their

struggles with identity, masculinity and self-esteem, unable to express their frustrations

and resentment. Drugs are one way of dealing with the stress, with all its attendant

problems. It’s significant though that the most abused drugs are metaphetamines, which

are “uppers” or stimulants. Again, the Filipino response to stress is to look for more

stimulation. The nerve cells fire away until, frayed and exhausted, the user develops

paranoia (borrowed into Filipino as praning) and then psychosis.18

_____________

18
Michael L. Tan. Stress and the Filipino. Sure, Filipinos are resilient, but this doesn’t
necessarily mean we don’t feel stressed. Retrieved from http://pcij.org/stories/stress-and-the-
filipino/ November 14, 2015.
 18

Duque cited common effects of stress. These are insomnia, headaches,

backaches, constipation, diarrhea, high blood pressure, heart disease, depression and

alcohol, tobacco or drug use. He suggested doing the following: 1) After seeing the

doctor, share your treatment plan with people close to you. Talk with friends and

relatives and explain what you are going through; 2) If your doctor prescribed

medication take it exactly the way it is prescribed. Do not stop taking your medication

until you doctor tells you to stop doing so; 3) Keep all follow-up appointments with your

doctor; 4) Remember that it may take some time to start feeling better; 5) If you

experience side effects from any medication, tell your doctor; and 6) Seek professional

counseling. If your methods of coping stress are not contributing to your greater

emotional and physical health, it is time to find healthier ones. There are many healthy

ways to manage and cope with stress, but they all require change. You can either

change the situation or change your reaction. When deciding which option to choose, it

is helpful to think of the four A’s: avoid, alter, adapt, or accept. Since everyone has

unique response to stress, there is no “one size fits all” solution to managing it. No

single method works for everyone or in every situation, so experiment with different

techniques and strategies. Focus on what makes you feel calm and in control. 19

__________________________

19
Francisco T. Duque, M.D., M.Sc. Health Guide 13th Edition, 2007-2008. Philippines:
Medi Marketing, Inc. (2007).
 19

Cooley’s “Symbolic Interaction Theory” as adapted by Basibas 20, and Sevilla’s21

“General Adaptation Syndrome.” The Symbolic Interaction Theory claims that

individuals are capable of creating solutions to their own problems. It adheres that the

“self” is influenced and shaped by social processes, in this instance “stress,” and the

capacity to symbolize. Human action is caused by complex interaction between and

within individuals. Dynamic social activities take place among persons and they act

according to how they define this situation. Applied to this study, it means that as

everyone has the ability to find ways and means to handle stress, thus, students can

cope up with the stress they encounter.

According to de Leon among Filipinos specifically, there was no concept of the

other in the other person and the other was also one’s self and the expectations of

others were synonymous to one’s own expectations. Expectations among Asians were

perceived to be important whether they were set by oneself or by a significant other. 22

________________

20
Trofimo A. Basibas, T.A. Stress, Job Satisfaction and Performance of the Faculty in the
UEP System. Unpublished Master’s Thesis. University of Eastern Philippines, Catarman,
Northern Samar. (2000)
21
Consuelo G. Sevilla,., et.al., (1988). General Psychology with Values Development
Lessons. Rex Publishing Co., Inc, Rex Bookstore, Quezon City.
22
Felipe M. de Leon Jr. Hiyang: A Filipino approach to healing. Humanities Diliman,
(2007). 4(1), 187-191.
 20

Youth's concerns were expressed in a series of focus group discussions (FGDs)

conducted for the 2002 Young Adult Fertility Studies and reported by Ogena. Among

the youth's worries were poverty and lack of money, and the inability of their out-of-

school siblings to find work. They also talked about problems in their families, citing

breakdown of communication between and among family members, including their

parents quarrelling about money yet gambling when they had some. Some ofthe youth

expressed regret over having gotten married too early.

______________

23
Nimfa B. Ogena, A development concept of adolescence: The case of adolescentsin
the Philippines. Philippine Population Review, (2004) 3(1): 1-18.
 21

Foreign Literature

Different stress management techniques such as meditation, support groups,

games etc., help in better adoption of coping skills, improved knowledge of stress and

enhanced ability to resolve conflicts.24

On the other hand, Linn and Zeppa concurred that stress which inhibits and

suppresses learning is called bad stress. The bad stress must be prevented and

avoided.25

Kaplan and Saddock emphasized that stress is simply defined as emotional

disturbances or changes caused by stressors. Stress which promotes and facilitates

learning is called good stress. An optimal level of stress can enhance learning ability. 26

Both girls and boys reported that they had more control over the cause of

academic events than social events. Consistent with these differences in perceptions of

control, boys, ((53) = 3.21, p = .002, and girls, ((70) = 3.16, p = .002, generated more

problem focused alternatives for academic stressors than for social stressors. No

differences were found for emotion-focused coping.27

__________________
24
Shauna L. Shapiro,, et al. Stress management in medical education. Academic
Medicine, (2000). 75, 748–759
25
Linn BS and Zeppa R. Stress in junior medical students: relationship to personality and
performance. J Med Educ, (1984); 59 (1): 7-12
26
Benjamin J. Saddock. Learning theory, in: Sypnosis of Psychiatry: Behavioral
Sciences/Clinical Psychiatry, 8th edn, Philadelphia, Lippincott Williams & Wilkins, 2000. pp.
148-154.
27
Vanessa L. Malcarne, and Karen M. Fondacaro. Coping with Stressful Events in Older
Children and Young Adolescents. University of Vermont Journal of Consulting and Clinical
Psychology (1988), Vol. 56, No. 3.405-411
 22

According to Caplan stress refers to psychological tension or strain-the

uncomfortable emotional and bodily responses to stressful situations. Adjustment is any

attempt successful or not-to cope with stress; to balance our needs against the

demands of all environment to weigh our desires against realistic possibilities and

manage as well as we can.28

According to Deborah students reported a high prevalence of harmful physical

and psychological correlates of stress, and related unhealthy behaviors such as

widespread and chronic sleep deprivation. Students reported that heavy academic

workloads and pressure for success contributed to many of these behaviors. Students

generally reported healthy coping behaviors. Students rely on peers most often for

academic and emotional support. Students who go to parents often for support reported

significantly higher Life Satisfaction. Main sources of stress include academic workload

and external motivators such as pressure for high grades and prestigious college

acceptance.29

______________________

28
Paul Caplan. How to Relax in Busy World. Prentice Hall, Inc. New York (1992). P.21

29
Little Deborah. Student stress in High Pressure College Preparatory Schools. New York
(2011)
 23

The empirical philosophies of Bound et. Al30, Conner, Pope & Galloway31, ; Suldo

et. Al32 highlighted some disturbing trends; in addition to the normal stress of

developmental changes that accompany the adolescent period, many students today

must also cope with the stress of heavy academic workloads, a multitude of

extracurricular and athletic engagements, and pressure from the increasingly

competitive college application process

At its most basic, stress is defined as any change or pressure in the environment.

Most people think of stress as a bad thing, but in reality most people need some of it. “A

little stress and in moderation can be helpful to high schoolers in so many ways. It

motivates them to study, to do better. It helps push them,” says Mary Alvord, a

psychologist specializing in teens based in Maryland. Adolescence is an important time

to learn to deal with stress because teens can then deal with it better in college and in

their adult lives.33

____________________
30
Bound, J., Hershbein, B., & Terry Long, B.. Playing the Admissions Game:
Student Reactions to Increasing College Competition. J o u r n a l o f E c o n o m i c
P e r s p e c ti v e s, (2009) 2 3 (4), 119-146.
31
Denise Pope, D oin g S c h o ol: H o w W e A r e C r e a ti n g a G e n e r a ti o n o f S t
r e s s e d O u t, M a t e ri a lis ti c , a n d M is e d u c a t e d S t u d e n t s. New Haven: Yale.
(2001)
32
Shannon M. Suldo., et al. Coping strategies of high school students in an International
Baccalaureate program. P s y c h olo g y in t h e S c h o ol s, (2008) 4 5 (10), 960-977.
33
http://www.theatlantic.com/education/archive/2015/10/high-stress-high-school/409735/
 24

Local Studies

The findings about different researches pertinent to the concepts and ideas

conveyed that are considered contributory factors to fulfil the objective of this inquiry are

hereby presented.

Grandea used a descriptive research approach in studying the stress and coping

mechanism of college freshmen of Southville International School and Colleges. It

involved 201 student-respondents. The student-respondents experienced high

perceived stress. The identified main stressors were academics. The student-

respondents used positive stress coping mechanism. The perceived stress and coping

mechanisms of the student-respondents were independent of their profile.34

Carmelita H. Valdez on her thesis stated the following facts, if stress is

experienced by mature individuals and they tried to cope with it, high school students

were not spared from experiencing the same. Despite being teenagers, they tried to find

ways in order to cope with stress and its result; depression, anxiety, frustration and the

like.35

_________________________________

34
Grandea, S.J. Stress and Coping Mechanism of College Freshmen of Southville International
School and Colleges as a Basis of a Focus Area in Wellness Program. Unpublished Master’s
Thesis. Pamantasang Lungsod ng Maynila, Intramuros, Manila. (2006).

35
Carmelita H. Valdez. Job Stressors Management Style and Job Satisfaction. Masteral Thesis.
De la Salle University, (2000)
 25

The qualitative analysis of the FGD data revealed that the problems confronting

the youth respondents revolved around their lack of resources sometimes even for very

basic needs, and conflict within themselves or with others. Among the 17 to 20 years

old youth, negative influence of peers and excessive drinking (whether by themselves or

with their peers), were specifically cited as their problems. For the younger respondents,

13 to 16 years of age, parents' and older siblings' excessive drinking was what they

specified as their problem. Unique to the youth in the urban setting was their concern

over planning for the future, compared to the present-problems orientation of their rural

counterparts whose concerns were more immediate (no money for tuition, parents'

inability to pay back their debts, no food and therefore hunger in the family, and

separation from siblings because of OFW parents)

For the older youth living in a rural area, chismis (rumors)and unwanted

pregnancies were among the problems that confront them. For the male respondents

coming from both rural and urban areas, disagreement within their barkada (friends)

was of serious concern. The female youth nn the FGDs conducted in the rural areas

cited betrayal of friends as a big problem, with both male and female participants saying

that engaging in vices only complicated problems. For the city-based FGD participants,

not doing anything to address or acknowledge a problem made the problem even more

difficult to solve.

__________________

36
Angeles Guanzon Lapena et. Al. Filipino Youth's Views on Mental Health. DeLa Salle

University (2013)
 26

Positive, negative, and avoidant coping with problems were noted as the youth's

responses to the question "How do Filipino youth cope with their problems?" When

faced with worries or concerns, the youth sought help from family, peers, and some

others in their environment. For the older youth, seeking the support of their friends was

a typical coping strategy. Among the urban youth, peers were the preferred source of

help. Online peers were also identified as sources of support. As a female respondent

from the older adolescent group in the urban area said, "Internet...a lot of people...there

are ways to keep things private other than e-mail, ".. The youth also found that their

peers' music or sports groups were helpful to them as they tried to cope with their

problems. For example, "Sa banda. Kahit hindi siya humingi ng tulong, para siyang

escape para makalimutan mo yung problema" [bandmates; even when you are not

asking for help, just being with the other members ofthe band make you forget your

problems] was a comment made by a male FGD participant, also from the older

adolescent FGD group in the urban area. Among the youth in the rural area, some said

they did not seek help from anyone when they have problems; what they do was to go

to a place of refuge known among themselves as a place where people go to self-reflect

and find solace.37 Older females in rural areas would first seek help from their parents,

while the male youths living inthe rural area said they usually sought help from stronger,

older figures like the police, the boss, their teachers, or their barangay officials.

__________________

37
Lapena et. Al. op. cit.
 27

It was also found out that the Filipino youth value their intimate (boyfriend-

girlfriend) relationships. However, when it came to their views on sexual experience in

the context of their relationships, only 7% of the total population claimed that love was

the sole motivation for sexual intercourse and intimacy. Majority said that they engaged

in sex out of curiosity, out of fear of losing his or her partner, and because the situation

was uncontrollable. It was also determined that females were more inclined to control

and stop themselves from engaging in intercourse as compared to the males. Apart

from their relationships, it was also ascertained that the Filipino youth valued their future

goals in life.38

Based on the findings of Genoroso39, the following conclusions are formulated: 1.

There is an almost equal number of male and female students taking the Bachelor of

Science in Information Technology, 17-20 years old, single, skilled/talented in singing

and dancing, receive a weekly allowance from P501.00 and more, and mostly live in

barangays along the National Road in the city and of the adjacent municipalities of the

city. This attests to the fact that the students of the course are mostly teenagers who are

musically inclined, who enjoy enough weekly allowance and have easy access to the

university.

__________________

38
Lapena et. Al. op. cit.

39
Generoso N. Mazo. Causes, Effects of Stress, and the Coping Mechanism of the
Bachelor of Science in Information Technology Students in A Philippine University. (2015).
 28

2. The common causes of stress among students taking BSIT were school

related. They identified thesis writing/research for the males and school

requirements/projects for the females as the causes of their stress. These reflect that

they are apprehensive about the expectations placed on their shoulders as college

students. 3. There was disparity between the causes of stress among the male and

female student-respondents. 4. The common effect of stress among male BSIT

students was sleepless nights while the female students experienced sleepless nights

and being irritable/moody. This adheres to the psychological explanation that stress

causes sleepless nights or insomnia and triggers biological responses causing

irritability. This effect is a common psychological reaction among normal individuals. 5.

There was a noted disparity of the effects of stress among the male and female student-

respondents. 6. Male BSIT students turn to the use of computer to cope with their stress

while the females found succor in praying to God to cope with their stress. This

indicates that the males found comfort in their computers while the females experience

consolation in communicating with God through prayer when they are under stress.

Noteworthy is the fact that they would never turn to the use of illegal drugs, or take

alcoholic drinks, or smoking even when they experience stress. 7. A disparity on the

coping mechanisms of the male and female student-respondents was observed.41

______________________________

40
Generoso N. Mazo. Op. Cit.

41
Generoso N. Mazo. Op.Cit.
 29

In better understanding academic stress among Asians, specifically among Filipinos,

parents/teachers’ expectations and self-expectations should be taken into account. As

proven in this study, parents/teachers’ expectations and self-expectations were indeed

sources of academic stress. Considering the fact that said expectations were causing

stress, attention to such should be given and be investigated in order to develop proper

interventions. Thorough understanding of a concern is an important requirement in the

design and implementation of a sound intervention. Academic stress as this study had

proven was a multidimensional concern and expectations were one of its many

dimensions. Therefore, stress interventions should not only be focused and designed to

combat the overt sources of academic stress but also on covert sources like that of

expectations.42

__________________________________

42
Glenn Calaguas, Parents/teachers and self-expectations as sources of academic
stress. Pampanga Agricultural College, Philippines
 30

The results of this study only proved that expectations were indeed sources of

academic stress among college freshmen and due attention should be given. Also,

there were significant differences in expectations as sources of academic stress with

reference to perceived parents/teachers’ expectations, self-expectations, and academic

expectations in general between male and female college freshmen. Therefore, these

findings should be recognized when organizing intervention programs aimed at

combating or even just minimizing the negative effects of academic stress arising from

expectations.43

Filipino youth were viewed to seek the assistance of other people when solving

problems. More so, Filipino youth generally took comfort in sharing. their problems with

someone. For example, data from the Filipino Youth Study conducted by the Ateneo

Research Group in 2001 presented in the State of the Philippine Population Report, 2nd

Issue, of the Philippine Population Commission (2004, 2nd Issue, Table 30, p. 85) show

the mother as the person most often confided in by youth in rural areas, followed by

female and male friends and class mates. In urban areas, female friends and

classmates were the preferred confidantes of youth, with their mothers, a close second

for youth's choice with whom they talk about their problems. It was interesting to note

that only 3% among the rural participants and 2% among the urban participants said

that they talked to no one when they have problems.44

________________
43
Lapena et. Al. Filipino youth's concerns and worries and their ways of coping DeLa

Salle University (2013)

44
Glenn Calaguas. Op.Cit.
 31

Foreign Studies

One study that attempted to look into adjustment and coping issues of

adolescents in Asia was a research done on Singaporean adolescents by Yeo,Ang,

Chong, and Huan. In examining the emotional adjustment of young adolescents in

Singapore, they found out significant gender differences. Specifically, girls showed

"more positive attitude toward school, better friendship skills, and stronger relationships

with parents than did boys" (p. 63). However, girls appeared to have more worries and

to be experiencing greater emotional distress compared to boys. In general,

Singaporean youth were seen as having limited coping skills, making them at risk for

psychological maladjustment. The authors concluded the need for a school-based

program that would address this limitation by teaching the adolescents specific teaching

strategies to deal with problems and in the process developing psychological resilience.

The researchers identified the use of positive self-instructions as appropriate for the

youth in Singapore.45

Pritchchard, Wilson, and Yamnitz studied American freshmen undergraduates at

the beginning and end oftheir first year by looking into their physical health, alcohol use

and smoking habits, stress levels, perfectionism, self-esteem, coping tactics, optimism,

extroversion, and psychological adaptation to college. Results indicated that negative

coping tactics and perfectionism predicted poorer physical health and alcohol use at the

end ofthe year. On the other hand, optimism and self-esteem predicted better physical

and psychological outcomes.

_________
45Petter L.S Yeo et. Al. Gender differences in adolescent concerns and emotional well-being:

Perceptions of Singaporean adolescent students. (2007)

 32

46Mathhew Earl Pritchchard, et. Al. What predicts adjustment among college students? A
longitudinal panel study. (2007).
 33

Similar findings were seen by TUrkeland Tezer in their study, pointing out that those

who have a broader range of coping skills were likely to deal better with challenging or

threatening situations than those who have few skills. For Turkish adolescents, learned

resourcefulness was found to be related to perceived parenting styles. There was a high

level of learned resourcefulness when parents were seen as authoritative compared to

when parents were viewed as authoritarian or neglectful. Likewise, those who perceived

their parents as indulgent also had a higher level of resourcefulness compared to those

who saw their parents as authoritarian or neglectful. The results of the study

emphasized the importance of parenting styles in developing coping skills. Seemingly,

authoritative and indulgent parenting styles enhanced learned resourcefulness whereas

authoritarian and neglectful parenting styles appeared to be deteriorating factors. 47

Barbara et.al on their study showed that a total of 264 students out of 300 (88%)

filled in the questionnaire. Inability to cope, helplessness, increased psychological

pressure, mental tension and too much workload are ‘stress factors’ for students. A

considerable majority (490%) think that they have been stressed at one time or another.

Ninety-four per cent of males have experienced stress. The senior students of the fourth

and final year feel more stressed (95% and 98% respectively).48

_________________

47
Turkel,Y.D., & Tezer, E.. Parentingstylesand learnedresourcefulness of
Turkishadolescents. Adolescence, (2008) 43(169), 143-152.
48
Barbara Mascialino et.al Students, Stress and Coping Strategies: A Case of Pakistani
Medical School (2013)
 34

Low moods, inability to concentrate, loss of temper are most common symptoms.

Females report more symptoms. Academics and exams are the most powerful

stressors. Sports, music, hanging out with friends, sleeping or going into isolation are

various coping mechanisms. Stress can affect the academic performance. If needed,

students prefer to talk to a peer. They demand more recreational activities on campus,

revised schedule of academics and exams, better counselling facilities and

improvement in student-teacher relationship.49 Furthermore, Gbadamosi50 defines

coping strategies as ways in which individuals choose to respond to stressful situations.

Wallace averred that effectiveness of coping strategies may play an important

role in reducing stress levels and increasing job performance. Individuals need to

possess the necessary coping strategies deriving from either their mental training to

sustain positive thinking and/or the organization itself that helps stressed individuals to

cope with the effects of stress.51

___________________________

49
Barbara et.al. Op. cit.
50
Gbola Gbadamosi, & Carolyn Ross, Perceived stress and performance appraisal
discomfort: The effects of core self-evaluations and gender. Public Personnel Management,
(2012) 637-659.
51
Sam L. Wallace, Jayong Lee, Sang Min Lee Job stress, coping strategies, and burnout
among abuse-specific counsellors. (2010).
 35

According to Hassim (2010), a direct negative impact of sources of occupational

stress on mental health of an individual will elicit coping responses. Coping is defined as

the cognitive and behavioral efforts made to master, tolerate, or reduce external and

internal demands and the conflicts between them. However, researches that focus on

coping strategies to reduce occupational stress were minimal.52

The prevalence of stress among secondary school students in a Malaysian

government school was high. Academic related problems were the major stressor

among the students. The most frequent coping strategies being used by the students

were positive coping strategies.53

Several studies have indicated that the stressors most frequently reported by

adolescents are related to school, such as studying for tests, getting good grades,

completing homework,

____________________
52
Hussin, W. M. Managing stress at the workplace: The Application of Wan Hussin 3-
dimensional stress. (2008).
53
Muhamad Yusoff STRESS, STRESSORS AND COPING STRATEGIES AMONG
SECONDARY SCHOOL STUDENTS IN A MALAYSIAN GOVERNMENT SECONDARY
SCHOOL: INITIAL FINDINGS Medical Education Department of School of Medical Sciences
16150 Kubang Kerian, Kelantan, Malaysia.
 36

Synthesis

It is definitely important to corroborate the philosophical underpinnings of stress.

This is one of the focal points of this research. It is specifically explicating the main

perspective of this study – the stress coping mechanism of grade __students. Stress

means emotional disturbances caused by stressors according to Kaplan and Saddock.

Tan averred that in the Philippines, it is common to the youth to divert stress to

alcohol and drugs. Bound averred some disturbing trends that many students today

must also cope with the stress of heavy academic workloads, a multitude of

extracurricular and athletic engagements, and pressure from the increasingly

competitive college application process. Valdez stated that teenagers tried to find ways

in order to cope with stress and its result; depression, anxiety, frustration and the like.

Deborah reported a high prevalence of harmful physical and psychological

correlates of stress, and related unhealthy behaviors such as widespread and chronic

sleep deprivation. Guanzon on her study revealed that the problems confronting the

youth respondents revolved around their lack of resources sometimes even for very

basic needs, and conflict within themselves or with others. Furthermore, Ogena

emphasized that among the youth's worries were poverty and lack of money, and the

inability of their out-of-school siblings to find work. Grandea’s research finding was

student-respondents experienced high perceived stress. The identified main stressors

were academics. The student-respondents used positive stress coping mechanism.

 37

According to Duque, insomnia, headaches, backaches, constipation, diarrhea,

high blood pressure, heart disease, depression and alcohol, tobacco or drug use are the

effects of stress to students.

From the different perspectives that were expounded above it is important to note

that this study is parallel with pertinent implication of stress coping mechanism of

students to the learners. One of the basis of theoretical underpinnings of this study is

Cooley’ Symbolic Interaction Theory that claims that individuals are capable of creating

solutions to their own problems. According to de Leon among Filipinos specifically,

there was no concept of the other in the other person and the other was also one’s self

and the expectations of others were synonymous to one’s own expectations. Linn and

Zeppa pointed out that bad stress must be prevented and avoided. Different stress

management techniques such as meditation, support groups, games etc., help in better

adoption of coping skills, improved knowledge of stress and enhanced ability to resolve

conflicts. Kaplan and Saddock emphasized that both girls and boys reported that they

had more control over the cause of academic events than social events. According to

the survey conducted by Caplan, both male and female participants saying that

engaging in vices only complicated problems. Mazo elaborated that in better

understanding academic stress among Asians, specifically among Filipinos,

parents/teachers’ expectations and self-expectations should be taken into account. This

was supported by Guanzon. Filipino youth were viewed to seek the assistance of other

people when solving problems. More so, Filipino youth generally took comfort in

sharing. their problems with someone.

 38

According to Hassim, academic related problems were the major stressor among

the Malaysian students. The most frequent coping strategies being used by the students

were positive coping strategies. Yeo,Ang, Chong, and Huan, they found out that in

Singapore, girls showed more positive attitude toward school, better friendship skills,

and stronger relationships with parents than did boys. Pritchchard, Wilson, and Yamnitz

studied American teenagers. Results indicated that negative coping tactics and

perfectionism predicted poorer physical health and alcohol use at the end of the year.

Similar findings were seen by TUrkeland Tezer in their study, pointing out that those

who have a broader range of coping skills were likely to deal better with challenging or

threatening situations than those who have few skills. Moreover, Wallace averred that

effectiveness of coping strategies may play an important role in reducing stress levels

and increasing job performance.

We cannot deny the preponderance of stress. It is one of the major issues that

we have to resolve. This research will specifically scrutinize the depth of the context of

stress and exemplify the implications of the existing stress coping mechanism of grade

10 students in San Jose National High School.

 39

Chapter 3

Research Design and Methodology

This chapter presents the research design, method techniques, research

instrument, data gathering procedure and statistical treatment of data that will be used

in the study.

Research Method

The descriptive survey design and comparative correlation methods of

research were employed. Descriptive research describes the characteristics of the

population. According to Calderon and Gonzales1, descriptive research involves the

description, recording, analysis and interpretation of the present nature, composition or

process of phenomena1. Descriptive method is used for investigating educational

problems especially those concerning assessment results, opinions, preferences,

practices and procedures. It also interprets the prevailing conditions on how a person,

group or things, believes or functions in present. According to Calderon, correlation was

utilized to find out the direction and extent of relationship between different determinants

of a population under study. In this study, the researcher determined the relationship

between the teachers’ profile, instructional competence or capabilities and professional

development needs. The study also utilized the comparative technique method to

determine significant differences in the teachers’ professional development needs.

__________________
54Jose F. Calderon and G. C Gonzales. Methods of research and thesis Writing

(Mandaluyong City: National Book Store, c. 2006) pp.25-27

 40

Respondents of the Study

The study utilized the sampling frame, Frankel and Wallen 59 emphasize that

sampling frame is a list of all sampling units belonging to the population to be studied

with their proper identification and available for selection at a stage of sampling process.

In fact, the actual sample is drawn from the sampling frame.

The study involved a total of 150 respondents from six sections of ____School

in the Division of ___ City, Palawan. Table 1 presents the respondents of the study.

Section Number of Students

10-Aquino 25

10-Marcos 25

10-Garcia 25

10-Marcos 25

10-Laurel 25

10-Quezon 25

Total 150

_____________
59Jack
Frankel and Norman Wallen. How to Design and Evaluate Research in Education. (New York :
McGraw – Hill , Inc., 2003) p.348
 41

Statistical Analysis

In order to validly analyze and interpret the collated data, pertinent procedures

will be done in the study;

1) Frequency and percentage ranking will be used to describe the demographic

profile of selected grade __ students of _____School, 2019-2020.

2) Weighted mean will be applied to help the researcher in converting qualitative

data into quantitative data.

3) Pearson r correlation will be used in order to scrutinize the significant relationship

between specified variables.

4) T-test will be included as tool for data analysis in affirming the significance of

correlation of variables in the research.

5) Null-hypothesis will be tested at 0.05 level of significance.

6. ANOVA will be utilized to find the significant difference between the demographic

profile of students and the identified coping mechanism strategies

 42

Data Gathering Instruments

Questionnaires will be used in collating pertinent data. A modified questionnaire

from an international research will be used in order to conduct the study and as well as

contextualize it in the students’ perspectives.

The first part will focus on the demographic profile of the grade 10 students. It is

parallel to what we have mentioned in the research paradigm. This is to know the

background of the students that implicate or affect the variables.

The second part will focus on the stressors. The respondents will be asked to

state their perceived emotions by checking 1-5 responses when dealing with the source

of stress. There are 44 items declared as stressors. We have adapted the questionnaire

from Yusoff.60

The third part is the effect of stress to the respondents. The researcher-made

questionnaire for this part was contextualized it in the actual school scenario. So, the

respondents will rank the possible effect of stress.

The fourth part was also adapted from the study of Yusoff. Respondents will be

asked to rank the perceived stress coping mechanism strategies. There will be 14

possible coping mechanism strategies to be ranked by the students.

_____________
55
Yusoff M. Stress, Stressors and Coping strategies among secondary school students in a
Malaysian Government Secondary School: Initial Findings, Medical Education Department of
School of Medical Sciences 16150 Kubang Kerian, Kelantan, Malaysia. (2015)
 43

Research Procedure

With the objective of following the procedures of thesis writing, the researcher

undertook the following activities.

It is an overt fact that the researcher submitted to the Research Committee

three research titles for approval. After the deliberation of choosing the title by the

committee and was approved by the Dean of Graduate School, there will be a research

adviser to be appointed in guiding the researcher to write the proposal.

The researcher then is expected to start drafting letters of permission to the

Assistant Schools Division Superintendent of the Division of _____ City thru and the

school heads of the research locale to allow her to conduct the study. Upon the

approval of these letters, the writing of the proposal commenced after which the

researcher presented the draft copy to her adviser for scrutiny. Revisions were done

based on suggestions, corrections and recommendations for the proposal defense.

 44

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Susan Folkman and Richard Lazarus. An analysis of coping in a middleaged community sample. Journal
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Consuelo G. Sevilla, et.al.. General Psychology with Values Development Lessons. Rex
Publishing Co., Inc, Rex Bookstore, Quezon City. (1988)
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Health and Social Behavior, (1980) 21, 219-239.

Bruce E. Compas, Coping with stress during childhood and adolescence. Psychological Bulletin,
(1987a) 101, 393-403.
 45

Michael L. Tan. Stress and the Filipino. Sure, Filipinos are resilient, but this doesn’t necessarily
mean we don’t feel stressed. Retrieved from http://pcij.org/stories/stress-and-the-filipino/
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d O u t, M a t e ri a lis ti c , a n d M is e d u c a t e d S t u d e n t s. New Haven: Yale. (2001)
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Pampanga Agricultural College, Philippine

Hussin, W. M. Managing stress at the workplace: The Application of Wan Hussin 3- dimensional
stress. (2008).

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(2013)

Gbola Gbadamosi, & Carolyn Ross, Perceived stress and performance appraisal discomfort:
The effects of core self-evaluations and gender. Public Personnel Management, (2012) 637-
659.

Grandea, S.J. Stress and Coping Mechanism of College Freshmen of Southville International
School and Colleges as a Basis of a Focus Area in Wellness Program. Unpublished Master’s
Thesis. Pamantasang Lungsod ng Maynila, Intramuros, Manila. (2006).

Lapena et. Al. Filipino youth's concerns and worries and their ways of coping DeLa Salle

University (2013)

Barbara Mascialino et.al Students, Stress and Coping Strategies: A Case of Pakistani Medical
School (2013)

Generoso N. Mazo. Causes, Effects of Stress, and the Coping Mechanism of the Bachelor of
Science in Information Technology Students in A Philippine University. (2015).

Mathhew Earl Pritchchard, et. Al. What predicts adjustment among college students? A longitudinal panel
study. (2007).

Muhamad Yusoff STRESS, STRESSORS AND COPING STRATEGIES AMONG SECONDARY

SCHOOL STUDENTS IN A MALAYSIAN GOVERNMENT SECONDARY SCHOOL: INITIAL
FINDINGS Medical Education Department of School of Medical Sciences 16150 Kubang
Kerian, Kelantan, Malaysia.
 47

Turkel,Y.D., & Tezer, E.. Parentingstylesand learnedresourcefulness of Turkishadolescents.

Adolescence, (2008) 43(169), 143-152.

Sam L. Wallace, Jayong Lee, Sang Min Lee Job stress, coping strategies, and burnout among
abuse-specific counsellors. (2010).

Petter L.S Yeo et. Al. Gender differences in adolescent concerns and emotional well-being: Perceptions
of Singaporean adolescent students. (2007)

Carmelita H. Valdez. Job Stressors Management Style and Job Satisfaction. Masteral Thesis.
De la Salle University, (2000)

C. Electronic sources

American Psychological Association. (2009). APA Stress Survey: Children are More
Stressed Than Parents Realize. P r a c ti c e C e n tr a l . Retrieved from
http://www.apapracticecentral.org/update/2009/11-23/stress-survey.aspx

http://www.theatlantic.com/education/archive/2015/10/high-stress-high-school/409735/
 48

Republic of the Philippines

Department of Education
Region NCR
Division of City of Mandaluyong

November 26, 2019

_______
Schools Division Superintendent

Greetings!

Madam:

The contemporary view in the focal perspective of 21st century emphasizes innovative and globally
competitive educators. Moreover, we are subjective that researches in line with the academe could uplift
the level of education in our Region.

In connection with the aforementioned ideals, we would like to ask your permission to gather pertinent
data substantial to “STRESSORS, BEHAVIORS AND STRESS COPING MECHANISMS
OF GRADE __ STUDENTS OF ____SCHOOL, 2019-2020”. This is a graduate thesis
proposal as compliance in finishing my program under Master of Arts in Instructional Technology at Rizal
Technological University.

Your support will help the researcher in collating valid facts that is intended to be critically analyzed and
synthesized for the completion of the whole research. Thank you very much and more Power!

Sincerely yours,

_______
GILBERT E. ENRIQUEZ, Jr.
 49

RIZAL TECHNOLOGICAL UNIVERSITY

APPENDIX 01

THE SURVEY QUESTIONNAIRE

Part I – Students Profile

Directions: Write (/) in the blank if it corresponds to your answer and (x) if it’s not.

a. Gender ___ Male ___ Female

b. Age ____14yo ___15yo ___16yo ___17yo ______(others)

c. Financial status (Monthly income of the family)

____15,000-below ____21,000-25,000
____16,000-20,000 ____26,000-above

d. Parent’s/guardian’s educational background (highest educational attainment of

e. Weekly allowance

____100 pesos-below ____151-200 pesos ____(others. Please specify)

____101-150 pesos ____201-250 pesos

f. Location of house

____ crowded area ____ moderately crowded area ____ isolated area
 50

Part II –Stressors and Perceived Behavior

A. Stressors

1- Not stressed
2- Mildly stressed
3- Moderately stressed
4- Mostly stressed
5- Always stressed

1 2 3 4 5
1. Afraid of the possibility not getting place in any university

2. Getting poor marks

3. Lack of time to do revision
4. Examination
5. Difficulties in understanding content that have been learnt
6. Too many content to be learnt
7. Tests are too frequent
8. Competitive learning environment
9. Too many assignments given by teachers
10. Learning schedule are too packed
11. Unable to answer questions from teachers
12. Feeling of incompetence
13. High self-expectation
14. Getting behind revision schedule
15. Participation in class presentation
16. High expectation imposed by others
17. unfair assessment grading systems
18. Lack of motivation to learn
19. Teachers lack of teaching skills
20. Interruptions by others during learning
21. Insufficient reading material
22. Conflict with peers
23. Negative thinking toward own-self
24. Uncertainty of what are expected from me
25. Lack of recognition to work done
26. Studying for the sake of family
27. Conflict with family
28. Conflict with teachers
29. Family desire to stop schooling
30. Lack of feedback from teachers
31. Giving wrong answer in the class
32. Verbal or physical abuse done by teachers
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33. Inappropriate assignments given by teachers

34. Lack of guidance and supervision from teachers
35. Lack of free time with family and friends
36. Verbal or physical abuse done by peers
37. Verbal or physical abuse done by family
38. Came late to the school
39. Crowded classroom
40. Participation in group dicussions
41. Answering friends’ questions
42. Talking personal problems with peers
43. Unwillingness to go to school
44. Family desire to continue schooling
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B. Perceived Behavior
1- Never
2- Rarely
3- Sometimes
4- Most of the time
5- Always

When I am stressed I feel this… 1 2 3 4 5

1. Lack of concentration
2. Inability to begin work
3. Irritability
4. Mood swings
5. Constant fatigue
6. Restlessness
7. Racing thoughts
8. Inability to sleep
9. Anger
10. Back pain
11. Neck stiffness
12. Nail biting
13. Skin problems
14. Headaches
15. Over eating
16. Withdrawal from others
17. Stomach aches
18. Feelings of helplessness
19. Loss of appetite
20. Depression
21. Aggressiveness
22. Dizziness
23. Crying
24. Grinding teeth
25. Twitches
26. Nausea
27. Nightmares
28. Weight loss or gain
29. Jaw pains
30. Panic attacks or anxiety attacks
31. Chest pains
32. Rapid or difficult breathing
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Part III – Coping mechanism

1- Never
2- Rarely
3- Sometimes
4- Most of the time
5- Always

When I am stressed I usually… 1 2 3 4 5

Listen to music
Talk to friends
Exercise
Talk to parents
Meditate or use some other form of relaxation
Talk to other adults
Overeat
Diet
Use alcohol
Cut, burn, brand, pierce, or tattoo
Use marijuana
Smoke cigarettes
Use other drugs (LSD, Ecstasy, Acid, Mushrooms)

Adapted from STRESS, STRESSORS AND COPING STRATEGIES AMONG SECONDARY SCHOOL STUDENTS IN A
MALAYSIAN GOVERNMENT SECONDARY SCHOOL: INITIAL FINDINGS by Muhamad Saiful Bahri Yusoff and Student
Stress in High--Pressure College Preparatory Schools by Lauren Deborah Feld