Volume 6, Issue 3, March – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Coping with Stress in Adolescents

María Isabel Gañay-Salto1, Isabel Cristina Mesa-Cano1,2, Andrés Alexis Ramírez-Coronel1,2,3
1
Master's Degree in Postgraduate Care Management of the Catholic University of Cuenca, Ecuador.
2
Nursing Career of the Catholic University of Cuenca, Ecuador.
3
Laboratory of Psychometry, Comparative Psychology and Ethology of the Center for Research, Innovation and Technology
Transfer of the Catholic University of Cuenca, Ecuador.

*Correspondence: Mesa Cano Isabel Cristina

Affiliation: Master in Postgraduate Care Management, Universidad Catholica de Cuenca, Ecuador.

Abstract:- Mental problems affect the quality of life of adolescents make greater use of problem-focused strategies,
adolescents, disturbing their daily activities, their followed by non-productive coping, physical distraction, etc.
intellectual and interpersonal development, causing It is of great importance to take into account, as there is a
psychological problems such as anxiety and depression. relationship with anxiety and depression problems (4,5,6).
This research was conducted in order to determine the
stress coping of adolescents of the Nelson Izquierdo Within stress coping, it is very important to point out
School, it was observational, analytical, cross-sectional the relationship between family functionality and stress
and quantitative approach. The population consisted of coping styles, since, in all cases, the complexity to face and
249 students, with a sample of 100 students. The overcome each stage of life must be estimated (7,8). Coping
assessment was carried out with the application of a is part of the psychological resources of people and is
survey with sociodemographic variables, Stress Coping related to the emotions experienced and will depend on
questionnaire and the STAI State-Trait Anxiety values, goals and beliefs. These can be reflected in the
Questionnaire, which consists of 40 items that evaluate capacity to control and reduce emotional discomfort and its
independent concepts of anxiety, through a descriptive long-term effects on the person (9).
analysis with percentages, frequencies, measures of
central tendency, normality test by Shapiro Wilk, with Studies carried out in our country on coping with stress
parametric tests for the correlation between stress and and the relationship with alterations such as: suicidal
coping dimensions, through the correlation coefficient an ideation, academic stress. They describe the importance of
analysis of difference of means was carried out by knowing the coping measures that can prevent potential
Student's T-test, the results obtained were: 53% male damage to the health of adolescents, mention the
and 47% female, the representative age was 16 years relationship of the various coping strategies to stress used,
with 27%, after the analysis it was concluded that there there are two percentages with a higher value as open
is no relationship between stress coping with age, emotional expression and avoidance to the problem, and the
number of siblings, state anxiety and trait anxiety, there influence of sociodemographic characteristics; revealing that
is greater stress coping in the female sex. in the urban area students have higher levels of stress due to
work overload and educational demands. These studies
Keywords:- Stress, Coping, Anxiety, Symptoms, Adolescent, show that academic stress intervenes in the quality of life of
students who mostly use emotional expression and social
I. INTRODUCTION isolation which is related to social and emotional conflicts. It
is therefore important to know the coping strategies to stress
Stress affects the population in general, and and to be able to make interventions aimed at solving the
adolescents in particular, since this stage is unique and problems (10, 11, 12).
involves a series of physical, emotional and social changes,
which can be affected by risk factors such as poverty, At the local level, we also have valuable studies on
violence, greater academic demands and lack of social stress, which reveal that adolescents present psychological
interaction, making this group more vulnerable to mental symptoms associated with stress. According to the
health damage. When faced with stressful situations, evaluation of coping strategies, only one out of three
adolescents develop certain coping strategies to mitigate students used the evaluated coping strategies frequently
stress, according to scientific studies that show that men (almost always in 26.4% or always in 5.7%); approximately
make more use of non-productive strategies, compared to one out of five rarely used any of them (13). We also have
women who use more social support (1,2). as a reference a study carried out with the purpose of
knowing the coping styles related to the stages of the
The possible consequences of stress are regulated by adolescent cycle; where they showed the application of basic
coping, i.e. by a set of actions that instruct the adolescent to strategies such as: the strategy of making an effort and
withstand, avoid or reduce the effects produced by a certain succeeding; another strategy that stands out is physical
stressful event (3). Internationally, there is evidence that distraction, finally they focused on the unproductive coping

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Volume 6, Issue 3, March – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
style with the strategy related to worry and the use of two mainly used in psychopathology, and mentions that the
coping styles, with priority being given to the use of the stressor is outside the person. The interaction-based theory:
style aimed at solving problems. It is of great importance to it is based on the relationship between the person and his or
be aware of these problems and to promote physical, her environment and the stress response (19).
psychological and emotional well-being. Avoiding events
that affect the intellectual and emotional capacity of the The theory of coping, stress and cognitive processes.
adolescent, which could influence his or her adult life (14). According to the authors, they mention that the above
theories support the practice of care in the nursing
Based on the above, the following research questions discipline, relating cognitive, behavioral and significant
are posed: What is the stress coping model used by the processes have a connection with the person's environment.
adolescents under study, is there a direct association The theories that have their origin in psychology and
between stress and anxiety in adolescents, how is stress nursing constitute fundamental pillars for the development
coping related to sociodemographic variables, and how is of other models and theories that generate benefits for the
stress coping related to sociodemographic variables? person and improve the quality of life (20).

Adolescence comes from the Latin "adolescere" and Academic stress, defined as the tension that occurs in
from the verb adolecer, it has two meanings: the first is to the educational environment, results in the presence of
have a certain degree of imperfection or defect and also the thoughts of hopelessness, negative emotions and
growth and maturation of the person. The process begins psychological discomfort that lead to a decrease in effort,
with puberty and ends when growth, development and perseverance and academic performance. (21). Stress coping
psychosocial maturation are completed. According to the is currently defined as both cognitive and behavioral efforts
WHO, adolescence is considered the stage of adolescence that each individual makes when facing a stressful situation,
between 10 and 19 years of age (15). This stage is i.e., to deal with both external or internal demands that have
characterized by the onset of various changes that produce been caused by stress (22).
experiences of both happiness and suffering, doubts,
loneliness and confusion. Changes in moods range from joy Individual coping strategies are models that explain the
to sadness and depression. Although depression is not a adaptive responses of the person to difficult events in order
silent disease, however, it is not commonly diagnosed to act in conjunction with their environment defining the
during medical consultation (16). The word stress comes most organized process following a logical sequence with
from the Greek stringere = to cause tension, it was defined other resources so that the individual belongs to a context.
by Thomas Young as the intrinsic response of the object Within the family coping strategies, it is formed with the
with respect to its structure (17). Seyle defines stress as a union of bonds of consanguinity and affection, where each
response of the organism when faced with a change member of the household fulfills the designated functions
produced by some important event, whether unpleasant or to and in this way the reaction or problem of one of them will
one's liking, which influences in a positive or negative way, affect the whole group (23).
producing an alteration in the physical or mental state. It is
related to the problems of its environment and the difficulty Within the coping models expressed by Lazarus and
to face them, it represents complex emotional states where Folkman (1984) there are two models; the first one focused
the difficult situation, its surroundings and the needs on the problem or oriented to its resolution and the second
involved that may affect the individual or family intervene one aimed at restoring the emotional balance of the
(18). individual. There are also the fundamentals of the authors
Frydenberg and Lewis (1996) who distinguish 3 forms of
The symptoms are divided taking into account the age, coping: the productive that is in charge of problem solving,
the person and its development, within which include the non-productive that opts to walk away, feel guilty and
physical symptoms such as: increased blood flow to the other activities that do not deal with solving the problem,
brain, tachycardia, alteration in the activity of the kidneys, and the third style that is oriented to others that is in charge
decreased salivation. In the somatic system will increase of seeking help from a professional or spiritual and moral
blood flow and tension in the muscles, other related support in other people (24).
symptoms: headache, fatigue, difficulty falling asleep,
stomach discomfort and mood swings. Psychological According to Lorenzo, Grau and Martín (25) define
symptoms include: increased worry, altered emotional anxiety as a temporary emotional condition or state,
control, anxiety, irritability, nervousness, concentration, characterized by feelings of tension and increased activity of
attention and memory deficits (17). the autonomic nervous system, it is important to understand
that anxiety is considered a normal emotional state in the
The classification of stress depends on the model or face of different common stressful situations. It is only when
theory to be defined, and is divided into three categories: the adaptive capacity of the individual is exceeded that this
The response-based theory: it is focused on the theory of emotional state becomes pathological. The most common
Hans Selye who made stress known as a non-specific signs and symptoms are: agitation, nervousness, diaphoresis,
reaction of the organism, independent of the stressor agent tremors, palpitations, muscle tension, paresthesia, difficulty
(18). The stimulus-based theory is focused on environmental swallowing, shortness of breath, dry mouth, nausea,
stimuli, which can alter or damage the body. The theory is abdominal discomfort, lightheadedness and fear of losing

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Volume 6, Issue 3, March – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
control (26). Adolescence and anxiety are related to the positive aspects of the problem, Did I take my bad mood out
development of adolescence in which multiple physical and on others, When the problem came to my mind, did I try to
emotional changes occur. Anxiety disorders are concentrate on other things, Did I tell family or friends how
psychopathologies that occur in early childhood and middle I felt, Did I tell family or friends how I felt, Did I go to
adolescence. Regarding the influence of the family in church, did I try to solve the problem by following well
anxiety, some theorists affirm that it has a genetic basis, thought out steps, did I do nothing concrete since things are
since genes play a primordial role in the genesis of some usually bad, did I try to get something positive out of the
anxiety disorders. The family nucleus constitutes an problem, did I insult certain people, did I turn to work or
essential part for the formation of the structure of people, another activity to forget about the problem, did I ask a
especially during adolescence (27). relative or friend for advice on how to cope better with the
problem, did I ask a religious person for spiritual help, did I
The general objective of the study was to determine ask a relative or friend for advice on how to cope better with
the stress coping of adolescents of the Nelson Izquierdo the problem, did I ask a religious person for spiritual help,
School of the Nazón parish, based on which specific did I ask a relative or friend for advice on how to cope better
objectives were proposed: 1) To describe the with the problem, did I ask a religious person for advice on
sociodemographic characteristics and the stress coping of how to cope with the problem, did I ask a relative or friend
the study population. 2) To analyze whether stress and for advice on how to cope better with the problem, did I ask
anxiety coping is related to age and number of siblings. 3) a religious person for spiritual help? Did I ask for spiritual
To verify the differences in stress coping according to sex, help from a religious person (priest, etc.), Did I establish a
family structure and parental marital status. plan of action and try to carry it out, Did I understand that I
was the main cause of the problem, Did I discover that in
II. METHODOLOGY life there are good things and people who care about others,
Did I behave in a hostile way with others, Did I go out to the
Type of research movies, to dinner, to "go for a walk", etc. to forget about the
An observational, analytical, cross-sectional, problem, etc. to forget about the problem, Did I ask relatives
quantitative, non-experimental, cross-sectional study was or friends to help me to forget about the problem, Did I go to
carried out. the movies, to dinner, to "go for a walk", etc. to forget about
the problem, etc. to forget about the problem? Did I ask
Population relatives or friends to help me think about the problem, Did I
The study population consisted of 249 students go to church to beg for a solution to the problem, Did I talk
between 13 and 19 years of age, corresponding to: basic to the people involved to find a solution to the problem, Did
education and high school of the Nelson Izquierdo School, I feel helpless and unable to do anything positive to change
in the province of Cañar. the situation, Did I realize that other things, other than the
problem, were more important to me, Did I go to church to
Sample pray for a solution to the problem, Did I talk to the people
A simple random sampling was carried out. The involved to find a solution to the problem, Did I feel
sample consisted of 100 students from the Nelson Izquierdo helpless and unable to do anything positive to change the
School. According to Sierra Bravo's formula of 1988, the situation, Did I realize that other things, other than the
error (5%) as an estimation of the sample, starting from a problem, were more important to me? Did I try not to
confidence level of 99%. think about the problem, Did I talk to friends or relatives to
reassure me when I was feeling bad, Did I have faith that
Instruments God would remedy the situation, Did I face the problem by
Sociodemographic variables: age, sex, marital status, implementing several problem solutions, Did I realize that I
occupation, grade, religion, number of siblings, family could not do anything by myself to solve the problem, Did I
nucleus. personally experience that "every cloud has a silver lining",
Did I get irritated with some people, Did I practice some
Socio-demographic survey sport to forget about the problem, Did I ask a friend or
A survey was applied for the collection of relative to help me to forget about the problem, Did I ask a
information detailing personal and family data and friend or relative to do something positive to change the
economic factors. The personal data included: age, sex, situation? Did I ask a friend or family member to show me
marital status, number of siblings. In the family nucleus: the best way forward, Did I pray, Did I think carefully about
family structure, marital status of the parents, main the steps to take to deal with the problem, Did I resign
caregiver, level of education of the parents, number of myself to accept things as they were, Did I realize that
siblings. Regarding economic factors: sources of income, things could have been worse after all, Did I realize that
economic contributions and employment status of the things could have been worse after all, Did I fight and vent
parents (27). my anger? Did I struggle and let off steam by expressing my
feelings, Did I try to forget everything, Did I try to get a
Coping with Stress Questionnaire family member or friend to listen to me when I needed my
Did I try to analyze the causes of the problem in order feelings, Did I go to church to put candles or pray? (28).
to cope with it, Did I convince myself that no matter what I
did things would always go wrong, Did I try to focus on the

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Volume 6, Issue 3, March – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
State-Trait Anxiety Questionnaire STAI cannot forget, Am I a stable person, When I think about
Do I feel calm, Do I feel safe, Am I tense, Am I current affairs and worries, do I become tense and agitated?
upset, Do I feel comfortable, Do I feel upset, Am I worried
now about possible future misfortunes, Do I feel rested, Do I Procedure
feel anxious, Do I feel comfortable, Do I feel self-confident, Adaptation to the Ecuadorian context was carried out,
Do I feel nervous, Do I feel nervous, Do I feel uneasy, Do I accessing the sample (province of Cañar, Biblián canton)
feel very "tied down" (as if oppressed), Do I feel relaxed, Do using digital media accessibility, in the same way the link to
I feel satisfied, Do I feel worried, Do I feel dazed, Do I feel the computer programs managed by the educational
lightheaded, Do I feel very "tied down" (as if oppressed)? institution was distributed to the students of the school, prior
Do I feel very "tied down" (as if oppressed), Am I relaxed, to the corresponding authorization. The information was
Do I feel satisfied, Am I worried, Do I feel dazed, Do I feel collected by means of the Google Forms form, in which the
cheerful, Do I feel good at this moment, Do I feel well, Do I questions corresponding to the sociodemographic and
feel well, Do I get tired quickly, Do I feel like crying, clinical variables were implemented according to the
Would I like to be as happy as others, Do I miss instruments to be evaluated.
opportunities by not making up my mind, Do I miss
opportunities by not making up my mind, Do I miss The data are systematically entered in an EXCEL
opportunities by not making up my mind, Do I miss sheet, which cannot be used in future research. Each
opportunities by not making up my mind, Do I miss student's data will be identified by assigning a code without
opportunities by not making up my mind, Do I miss recording personal data to avoid being identified. The
opportunities by not making up my mind? Do I miss INFOSTAT and SPSS programs were used to process the
opportunities because I don't make up my mind soon, Do I data, the results were described, and the percentages were
feel rested, Am I a calm, serene and collected person, Do I presented in graphs.
see difficulties piling up and I can't cope with them, Do I
worry too much about unimportant things, Am I happy, Do I Statistical analysis
tend to take things too seriously, Do I lack self-confidence, A descriptive analysis was performed using
Do I lack self-confidence, Do I feel confident, Do I tend to percentages, frequencies, measures of central tendency,
face things too seriously, Do I lack self-confidence, Do I followed by a normality test using Shapiro Wilk. Parametric
lack self-confidence, Do I lack self-confidence, Do I lack tests were used for the correlation between stress and coping
self-confidence? Do I feel secure, Do I tend not to face dimensions, using Pearson's correlation coefficient. Finally,
crises or difficulties, Do I feel sad (melancholic), Am I a mean difference analysis was performed using Student's t-
satisfied, Am I haunted and bothered by unimportant test for independent samples. The statistical analyses
thoughts, do disappointments affect me so much that I mentioned above were carried out using InfoStat and SPSS
26 software

III. RESULTS

Table 1. Frequency and percentages of sociodemographic variables of research interest.

Variable Category f %
Gender Male 53 53%
Female 47 47%
Age 13 9 9%
14 16 16%
15 18 18%
16 27 27%
17 23 23%
18 3 3%
19 4 4%

Ethnic Self-Identification White 2 2%

Mestizo 93 93%
Indigenous 4 4%
Other 1 1%
Religion Catholic 97 97%
Evangelical 2 2%
Other 1 1%
Marital status Single 100 100%
Locality Urban 14 14%
Rural 86 86%
Occupation Studying 78 78%
Studying and working 20 20%

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ISSN No:-2456-2165
Eighth 1 1%
Year in school Ninth 11 11%
Tenth 18 18%
First year of high school 30 30%
Second year of high school 19 19%
Third year of high school 21 21%
How do you consider your current academic performance? Very bad 2 2%
Bad 8 8%
Regular 37 37%
Average 24 24%
Very Good 23 23%
Outstanding 6 6%
How would you rate your satisfaction with your current Very bad 1 1%
career?
Poor 3 3%
Fair 40 40%
Average 22 22%
Very Good 30 30%
Outstanding 4 4%
Have you considered dropping out of your current career? Yes 82 82%
No 18 18%
Marital status of parents Married 58 58%
Divorced 13 13%
Unmarried 15 15%
Widowed 1 1%
Single 11 11%
Unknown 2 2%
Primary caregiver Parents 88 88%
Other relative 12 12%
Number of siblings 1 20 20%
2 22 22%
3 25 25%
4 10 10%
5 13 13%
6 3 3%
More 5 5%
Do not have 2 2%
Is there a migrant sibling in the family nucleus (father, Yes 76 76%
mother, siblings) who contributes economically to the No 24 24%
family?

Type of housing Propia 60 60%

Rentada 25 25%
Otro 15 15%
Total 100 100%

Out of a total of 100 participants: 53 (53%) were male, and 47 (47%) female, we found a representative age, 27 (27%) were
16 years old, 93 (93%) consider themselves mestizos, 97 (97%) of Catholic religion, 100% of participants are single, with respect
to the locality, 86 (86%) correspond to the rural area. 78 (78%) study, 20 (20%) study and work, 37 (37%) consider their
performance regular and 6 (6%) outstanding, 40 (40%) rate their satisfaction with the career as regular. Eighty-two (82%) have
considered dropping out of their careers. According to the marital status of the parents, 73 (73%) with a partner. According to the
primary caregiver, 88 (88%) are parents. 76 (76%) have a migrant relative, who contributes financially to the household. With
respect to the number of siblings, 67 (67%) have between 1 and 3 siblings, 60 (60%) have their own home.

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Table 2. Correlation between stress coping, age, number of siblings, trait anxiety and state anxiety.
Correlations
Genre Age Number of siblings Trait Anxiety Anxiety Status
Male 0,110 -0,056 0,175 0,016
(n=53) 0,431 0,689 0,210 0,908
coping
Female 0,192 0,021 -0,072 -0,221
(n=47) 0,196 0,890 0,631 0,136
Pearson correlation; Significance value (p) in bold.

According to Pearson's correlation, the male sex in relation to age has a coping of 0.431, the female sex is 0.196, according
to the number of siblings the male sex has a coping of 0.689 in relation to the female sex which is 0.890, when assessing trait
anxiety the male sex has a coping of 0.210 and the female sex of 0.631, in relation to what is assessed in anxiety, the male sex has
0.908 and the female sex 0.136. Both the male and female sexes gave values higher than the significance value, which is greater
than 0.05, in which we can determine that coping with age, number of siblings, state anxiety and trait anxiety were not found to be
statistically significant. For male we have (n=53) and female (n=47).

Table 3. Application of T-test for Independent Samples.

Genre
Male Female
(n=53) (n=47)
m m T gl p
Coping 60,89 69,98 -2,16 98 0,03
Within the family nucleus there is a migrant family member who contributes financially
Yes No
(n=76) (n=24)
coping 64,82 66,25 -0,28 98 0,77
coping Parents' marital status
With partner (n=73) No partner (n=27)
coping 65,05 65,44 -0,08 98 0,93

There are significant differences in coping between Adolescents between 12 and 18 years of age participated,
sexes, since a value of (p 0.03) is obtained, in which we can 51.6% are male and 48.4% female, in relation to their socio-
say that the female sex has greater coping than the male sex. economic level, 44.9% belong to the upper-middle class,
In relation to coping with the family nucleus, if there is a 39.7% to the middle class (2).
migrant family member who contributes economically to the
household, we obtain (p 0.77), the marital status of the In the study: Coping with stress and suicidal orientation in
parents (p 0.93). This shows that there are no statistically adolescent students, 180 students between 15 and 17 years
significant differences. of age participated, of which 55.6% belonged to the 4th year
of high school and 80, which corresponds to 44.4%
IV. DISCUSSION belonged to the 5th year of high school (9).

The present study showed that, of the 100 participants, The study: Coping with stress and suicidal ideation in
53% were male, the most representative age was 16 years adolescents with low academic performance showed the
with 27%, the majority were mestizos (93%) and 97% following: Students with low academic performance are
professed the Catholic religion. They were 100% single, males with 57.5%, in relation to living with parents 85% and
86% lived in rural areas, 22% were studying and working. with other relatives 15% (10).
Thirty-seven percent considered their academic performance
as regular, compared to 6% who considered it outstanding, Correlation between stress coping, age, number of
82% have considered dropping out of school, 73% of the siblings, trait anxiety and state anxiety.
parents have a partner, 88% of the parents are the main
caregivers, 76% reported having a migrant relative who The results obtained show that, in both the male and
contributes economically to the household, most have female sexes, we obtained values higher than the
between 1 and 3 siblings, which represents 67%, and 60% significance value, which is greater than 0.05, in which we
have their own home. can determine that coping with age, number of siblings, state
anxiety and trait anxiety were not found to be statistically
The study: Stress coping profiles in adolescents: their significant differences.
relationship with psychopathology, where sociodemographic
variables similar to the present study are considered, reports:

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coping with sex, we can say that the female sex has greater =y
coping than the male sex. After the analysis it was also
concluded that there is no relationship between stress coping
with age, number of siblings, state anxiety and trait anxiety.

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