Arao Final-Paper

CAGAYAN STATE UNIVERSITY COLLEGE OF HUMAN KINETICS
LIFESTYLE ATTRIBUTES OF COLLEGE LEARNERS OF

CAGAYAN STATE UNIVERSITY CARIG-CAMPUS
________________
A Thesis Proposal
Presented to
the Faculty of the College of Human Kinetics
Cagayan State University, Carig Campus
Tuguegarao City, Cagayan
_______________
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Physical Education
______________
By
Arao, Mark Dominic B.
Arafiles, Merijo T.
Babaran, Jhon Mark C.
Balansag, Jamil P.
Labbao, Julie P.
May 2022
TABLE OF CONTENTS
Page
TITLE PAGE i
Chapter
1 THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Conceptual Framework 4
Statement of the Problem 5
Hypotheses 5
Significance of the Study 6
Scope and Delimitation 6
Definition of Terms 7
2 REVIEW OF RELATED LITERATURE AND STUDIES 15
ICT in Education 15
ICT Competence of Teachers 21
Motivation and ICT Integration 24
Attitude towards ICT 25
3 RESEARCH METHODOLOGY 27
Research Design 27
Locale of the Study 27
Respondents and Sampling Technique 28
Research Instrument 29
Data Gathering Procedure 29
Analysis of Data 30
References 32
Appendix A- Informed Consent for Participation in a Research
Appendix B- Survey Questionnaire
Appendix C- Interview Guide
Appendix D- Communication Letters
Appendix E- Curriculum Vitae
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
The lifestyle of every student will change when they enter college. It is much different
from the lifestyle they used to have when they were still in their elementary and high
school life. Students who will enter college will do a lot of adjustments not just in
themselves but also in their new environment because many of them will be force to stay
in a boarding house specially when their houses are far away from their chosen school.
Many of them will have the difficulty in coping up with the academic requirement and
assignment in the tertiary education. Some of them will change their lifestyle such as
their rest and recreation, eating habits, stress management and physical activity just to
survive in their new environment. Knowing the current status of the lifestyle of the third
year BPED students will be very essential specially that this has an immense impact on
their academic performance.
The international view about lifestyle nowadays reveals that the modifiable risk factors of
non-communicable diseases, such as diabetes and cardiovascular disease, are a result of
unhealthy diet and physical inactivity. Sswenyana et al. (2018) revealed that the students
occasionally eat nutritious foods, such as fruits, vegetables, and meat. There is increasing
tendency to consume unbalanced diets with a high intake of carbohydrates, consumption
of sugar dense, processed foods and drinks, and oily foods. Bueno (2018) found that
students lack of foundations in terms of resiliency, self-efficacy, and grit. The author
(Bueno, 2018) added that students tend to panic, get very anxious, and eventually get
depressed easily.
The lifestyle has factors to consider and one of these is the rest and recreation. Rest like
sleeping is classified by two major components: sleep quality that refers to the
satisfaction with their sleep experience and sleep quantity or the length of the amount of
sleep per night (National Sleep Foundation, 2016). Recreational activities for students
may help them to increase and improve their health, which leads to remarkable academic
achievements (Kumar & Mohammad 2019; Forrester,2015).
Another factor that we will consider about lifestyle is the eating habits. The changes that
will happen in the student who independently living during the university days will be an
important event. The food preference of every student is already established, but as they
will grow older and will go to other places, this may change. According to Deshpande et
al., (as cited in Murmura et al.,2017), food convenience and food certificates are the
dominant factors influencing the food preference behavior of the students. Also, food
disability and store convenience are the main factors affecting food store selection
(Savelli et al., 2017).
The third aspect of a healthy lifestyle to consider is stress management. Many students
will find college to be a stressful time as they will adjust to new situations in their
environments both educational and social. They must acclimate to life away from their
home, altering their regular routine and confronting the hardships of college life. Since
stress is the natural reaction our body to a challenge and struggles (M. Maajida et al.,
2018), according to the study at the University of Luzon, it was identified that if a student
experiences stress, their academic performance will decline. It has a huge impact and
factor to consider, and it is being concluded that the main source of the stress among
students are academic works (Llego et al., 2019).
Physical activity is the final aspect of a healthy lifestyle. Obesity and sedentary lifestyle
are linked. Because of a lack of physical activity, obesity is on the rise all over the world.
Bailey et al. (2018) concluded that physical and mental illness could be prevented by
doing physical activity like walking. Walking has a health benefit that can decrease the
risk of obesity, diabetes, heart disease and can improve mood. The main beneficial effect
of walking is that it can gain self-efficacy. It shows an evident result that even a simple
change in physical activity may have an effect on well-being (Duranso, 2018). Also,
hypertension includes no warning signs, and people usually do not realize that they have
this illness. Walking shows a positive effect on systolic and diastolic pressure control that
leads to stable blood pressure (Gibbons, 2017). Therefore, if a person adds a daily
physical activity routine as simple as walking, it may help to prevent this illness.
According to Pender (2011), the health promotion model (HPM) makes four
assumptions; first is individuals strive to control their behavior, second is individuals
work to improve themselves and their environment, third is health professionals, such as
nurses and doctors, comprise the interpersonal environment which influences individual
behaviors, and lastly self-initiated change of individual and environmental characteristics
is essential to the changing behavior. As a result, each person has a distinct preference in
their rest and recreation, eating habits, stress management and physical activity that are
all important factors to consider. The health promotion model (HDM) will be use as our
basis; that each individual has a unique choice of their lifestyle, and it is essential to learn
about them.
This study will be anchored by the health promotion model (HPM) by Pender et al.
(2011). The theory explains the relationships, individual characteristics and experiences,
behavior, specific cognitions and affect, and behavioral outcome. It focuses on helping
people reach a higher level of well-being. It encourages health professionals to provide
useful resources to help patients achieve behavior-specific changes. Assumptions are
underlying the use of this model. It is understood that people want to manage their
behavior and have the drive to do so.
Therefore, having stated the problem on the lifestyle attributes of college learners of
Cagayan State University Carig-Campus, this study will be conducted to evaluate the
lifestyle of college students. This research will be useful as a data source that could
school administrator use for a better understanding on the situation of the college
students' way of life.
Conceptual Framework
Assumptions:
This study is premised on the assumption that recent years have rapid change in
lifestyle due to the availability of the wide range of high-fat and high-calorie foods,
telecommunication devices such as smartphones, social media, etc. (Devaraj et al., 2008;
Rosenheck, 2008; Al-Nakeeb et al., 2014; Hollywood et al., 2017
Secondly, the study assumes that poor lifestyle negatively affects the
psychological well-being of adolescents, which can sequentially influence student
attendance, attention span and academic performances (Bandura, 1997).
Considering those assumption, the paradigm that governs this

study is presented below.
Independent Dependent
Variable Variable
Lifestyle Academic
attributes performance
Figure 1. The Research Paradigm of the Study
The figure above shows the research paradigm of the study. The independent variable is
lifestyle of the college learners and the dependent variable is their academic performance.
We think that dependent variables depend on in the independent variable because if the
lifestyle of the students gets poor, their academic performance will drop and if the
lifestyle of the student improved, their academic performance will also improve.
Statement of the Problem
General Objective:
This study aims to identify the lifestyle attributes of college learners in
Cagayan State University Carig-Campus.
Specific Objectives:
1. What is the profile of the respondents in terms of:
a. Age
b. Sex
c. Course
2. How do the respondents assess their lifestyle attributes in terms of the

following:
a. Recreation
b. Eating habits
c. Stress management
d. Physical Activity
3. Is there a significant difference on lifestyle attributes of the

respondents when group according to their profile?
Hypothesis
Significance of the Study
This study will be deemed beneficial to the following in the academic and non-academic
community.
The Students. The result of this study will be a big help for the students to know the
effect of their lifestyle attributes.
The Parents. The result of this study will be use to determine the different problems of
their children in their lifestyle attributes and be able to help them deal with it.
The Teachers. The result of this study will be used to determine the different lifestyle
attributes problem of their students are encountering and will be able to help them to deal
with it and come up with possible solutions.
The Researcher. The result of this study will be use to add information to similar studies
and will be serve as baseline data for the future researches.
Scope and Delimitation
This study is limited only for the students of Cagayan State University Carig-Campus.
Secondly, this study is limited for the students ages 19-23.
This study will be conducted at Cagayan State University Carig-Campus.
Lastly, the study will use Google Forms in order to gather data to conform with the
pandemic guidelines.
Definition of Terms
Attributes – means characteristic acquired to someone.
Behavior – is define as in which one acts or conducts oneself.
Diastolic – refers to the pressure of circulating blood against the walls of blood vessels.
Eating habits – refers to how people eat.
Hypertension – is define as another name for high blood pressure. It can lead to severe
health complications and increase the risk of heart disease, stroke, and sometimes death.
Lifestyle – is define as typical way of life of an individual, group, or culture.
Mental illness – means health conditions involving changes in emotion, thinking or

behavior.
Physical activity – refers to any voluntary bodily movement produced by skeletal

muscles that requires energy expenditure.
Recreation – means to form a new from something.
Rest – refers the state of the body that is motionlessness or inactive.

Sedentary lifestyle – refers to a type of lifestyle that has no physical activity and
exercise.
Self-efficacy – refers to an individual’s belief in their capacity to execute behaviors
necessary to produce specific performance attainments.
Stress – refers to our body’s response from pressure.
Systolic – means the blood pressure when heart is contracting.
Stress management – refers on how to control a person’s level of stress.

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This study will assess the understanding of the college students about the lifestyle.
There have been some studies conducted to assess lifestyle attributes of college students.
The following sections of this chapter discuss pertinent literature and the findings of
comparable studies that are necessary for comprehending the overall paradigm of this
study. This chapter discusses the following critical issues that emerge from the problem
statements: a) thematic area 1; Lifestyle attributes b) thematic area 2; Lifestyle attributes
of college students and, c) thematic area 3; Relationship of lifestyle attributes and
student’s profile.
Thematic Area 1
Lifestyle attributes
Today's college students have lifestyles that encourage physical inactivity: they spend
many hours each day on electronic devices (Lepp, Barkley, Sanders, Rebold, & Gates,
2013), are prone to long hours of sedentary behavior (Joubert, Kilgas, Riley, Gautam,
Donath, & Drum, 2017), and contend with stress and weight issues (Pelletier, Lytle, &
Laska, 2016). According to Smith and Anderson (2018) in a report for the Pew Research
Center, of 18-to 29-year-olds who use the internet, 81%, 91%, 64% and 68% use
Facebook, YouTube, Instagram, and Snapchat, respectively. They also found that 78% of
18- to 24-year-olds, which is the majority age range of college students, use Snapchat,
and 71% of these users frequent that application several times per day. Lepp et al. (2013)
studied cell-phone use, sedentary activity, and cardiorespiratory measurements of college
students at a large mid-western university in the United States.
The results were strongly significant: high usage of cell phones correlates positively with
sedentary activity and poor cardiorespiratory fitness. Despite that relationship, Lepp et al.
(2013) conceded that there are opportunities for cell phone use to increase physical
activity: users can walk while using their phones and there are applications available that
promote physical fitness.
A “healthy lifestyle” is an important component of the more general notion of “health”

which includes several elements: avoiding any kind of abuse (alcohol, tobacco, unhealthy
diets etc.), a systematic practice of physical activity either in an organized form or
individually, as a leisure time activity with a recreational purpose, observing basic
nutrition rules etc. A healthy lifestyle is always associated to good health, to an active life
(Macovei, 2013)
Chiasson and Aubé (2008) criticized the fewer number of studies focusing on the impact
of lifestyle on student academic achievements. Nonetheless, poor lifestyle negatively
affects the psychological well-being of adolescents, which can sequentially influence
student attendance, attention span and academic performance (Bandura, 1997). Despite
the fact that dietary behavior has a strong influence on test grades, breakfast consumption
among adolescents is declining over time (Rampersaud et al., 2005). Lifestyle habits are
interlinked as well. For instance, breakfast-skipping behavior is correlated to smoking
(Barker et al., 2000; Keski-Rahkonen et al., 2003; Sjöberg et al., 2003; Rampersaud et al.,
2005) and lack of regular exercise (Aarnio et al., 2002; Keski-Rahkonen et al., 2003;
Rampersaud et al., 2005.
Lifestyles have factors to consider. One of these is rest and recreation. Rest like sleeping
is classified by two major components: sleep quality that refers to the satisfaction with
their sleep experience and sleep quantity or the length of the amount of sleep per night
(National Sleep Foundation, 2016). Recreational activities for students may help them to
increase and improve their health, which leads to remarkable academic achievements
(Kumar, & Mohammad, 2019; Forrester, 2015).
Another factor to consider about lifestyle is eating habits. The change to the independent
living during university days is an important event. The food preference of a student is
already established, but as they got older and get into different places or situations, this
may change. According to Deshpande et al., (As cited in Murmura et al., 2017), food
convenience and food certifications are the dominant factors influencing the food
preference behavior of the students. Also, food disability and store convenience are the
main factors affecting food store selection (Savelli et al., 2017)
A report by the Ageing Research Group (Melzer et al., 2012) finds that approximately
55% of the burden of disease amongst the population aged 60 years and over is avoidable
by changes in lifestyles in high income countries. On the full population, lifestyle factors
explain up to 70% of the burden of disease (WHO, 2009).
The third lifestyle attribute that should be considered is stress management. College is a
stressful time for many students as they go through the process of adapting to new
educational and social environments. They have to adjust from being away from home,
changing their daily routine and facing college life’s challenges. Since stress is the
natural reaction of our body to a challenge and struggles (M. Maajida et al., 2018),
according to the study at the University of Luzon, it was identified that if a student
experiences stress, their academic performance will decline. It has a huge impact and
factor to consider, and it is being concluded that the main source of the stress among
students are academic works (Llego et al., 2019).
The last lifestyle attribute is physical activity. Sedentary lifestyle and obesity are
increasing worldwide because of the lack of physical activity. Bailey et al. (2018)
concluded that physical and mental illness could be prevented by doing physical activity
like walking. Walking has a health benefit that can decrease the risk of obesity, diabetes,
heart disease and can improve mood. The main beneficial effect of walking is that it can
gain self-efficacy. It shows an evident result that even a simple change in physical
activity may have an effect on well-being (Duranso, 2018). Also, hypertension includes
no warning signs, and people usually do not realize that they have this illness. Walking
shows a positive effect on systolic and diastolic pressure control that leads to stable blood
pressure (Gibbons, 2017). Therefore, if a person adds a daily physical activity routine as
simple as walking, it may help to prevent this illness. According to Pender (2011), the
health promotion model (HPM) makes four assumptions; first is individuals strive to
control their behavior, second is individuals work to improve themselves and their
environment, third is health professionals, such as nurses and doctors, comprise the
interpersonal environment which influences individual behaviors, and lastly self-initiated
change of individual and environmental characteristics is essential to the changing
behavior.
Thematic Area 2: Lifestyle attributes of college students.
Physical Activity
According to the National Student Clearinghouse (2019), fall-to-fall retention rates of

first-time students at public two-year institutions have hovered below 50% from 2009 to
2017. For part-time students, the retention rates ranged from about 38% to 45% for the
same time period. Students in public two-year colleges in cohort years 2007 through 2016
have had graduation rates fluctuate between 21.1% and 26.6% (Juszkiewicz, 2019).
Community college missions and performance-based funding require that these
graduation rates increase; that can only happen if students persist and are retained.
Researchers have examined topics linked to improved persistence, retention, and
graduation rates, and student success in general. For example, the literature supports
moderate physical exercise as having a positive effect on better grades (Hillman,
Erickson, & Kramer, 2008), health benefits (American Heart Association, 2018), and
student motivation (Aung et al., 2016). Additionally, student interaction was shown to
positively influence student retention (Bonet & Walters, 2016; Calcagno, Bailey, Jenkins,
Kienzl, & Leinbach, 2008; Trolian, Jach, Hanson, & Pascarella, 2016). Further topics tied
to persistence, retention, and graduation rates include fostering a sense of belonging
(Hausmann, Shofield, & Woods, 2007; Tinto, 1993), promoting healthy and active
lifestyles (Melnyk, Kelly, Jacobson, Arcoleo, & Shaibi, 2014; Withall, Jago, & Fox,
2011), student success courses (Kimbark, Peters, & Richardson, 2017), and learning
communities (Bonet & Walters, 2016).
According to a systematic review of research, increased sedentary time is linked to lower

health-related quality of life among adolescents (Wu et al., 2017). When compared to
other age groups, young adults (18-29yrs) have the most increasing rates of overweight
and obeseindividuals (Gropper, Simmons, Connell, & Ulrich, 2012; Mokdad et al., 1999).
Additional research is necessary in order to develop new interventions that will promote
physical activity and reduce sedentary behaviors in college student populations.
The findings of most of these reviews align with the conclusions presented in a meta-
analytic review conducted by Fedewa and Ahn (2011). The studies reviewed by Fedewa
and Ahn include experimental/quasi-experimental as well as cross-sectional and
correlational designs, with the experimental designs yielding the highest effect sizes. The
strongest relationships were found between aerobic fitness and achievement in
mathematics, followed by IQ and reading performance. The range of cognitive
performance measures, participant characteristics, and types of research design all
mediated the relationship among physical activity, fitness, and academic performance.
With regard to physical activity interventions, which were carried out both within and
beyond the school day, those involving small groups of peers (around 10 youth of a
similar age) were associated with the greatest gains in academic performance.
According to Bopp, Bopp, Duffey, Ganim, and Proctor (2015), EIM expanded its mission
in 2009 to include college students in their Exercise is Medicine on Campus initiative.
Since that time, EIM on Campus now has presence in 168 institutions of higher learning
in the United
States and 17 internationally (Exercise in Medicine, 2018). EIM on Campus uses many
programs to promote physical activity, including five-kilometer races, exercise classes,
and fairs. Colleges and universities became a focal point for EIM because of the volume
of young adults that could be reached, the availability on college campuses of
recreational facilities, and the networking capabilities for sharing implementation
strategies and results among campuses. Bopp et al. (2015) studied the implementation
and efficacy of an EIM on Campus program at a large United States university. Key
findings of their study included the success of exercise stations set up on campus and the
enthusiasm of student volunteers from across the campus, led by members of the
Kinesiology Club. Melton, Williamson, Bland, and Zhang (2016) used quantitative
analyses to conduct a similar study in a mid-sized rural university in the southwestern
United States. Like Bopp et al. (2015), Melton et al. (2016) implemented EIM on
Campus, but their secondary goal was to study the beliefs and practices of college
students concerning physical activity. In their study, they found that the commitment of
college students to participating in regular physical activity was consistent with national
data: less than half met the minimum recommendations of the AHA. Further, they found
that minorities were less likely than whites to engage in vigorous activities, and males
were far more likely than females to be motivated to exercise for social and enjoyment
purposes.

Stress Management
Qadiri-Bahramabadi F, Mikaeli-Manee F (2015) [16] stated that facing numerous stresses

required teaching and learning of appropriate stress management skills. In other words,
during stress, individuals must know the necessary coping skills to reduce the effects of
stress, and if the pressure was managed and the effective coping skills were applied, the
person would be able to get along better with the needs and challenges of his/ her life.
Therefore, the intervention of stress management led to the formation of good feelings
about oneself, as well as a positive performance in the stable world. It created interest and
motivation in people’s lives as well as increasing the self-confidence of the individuals.
As a result, it increased the psychological well-being. Qanbari N, Habibi M, Shams-

Aldini S (2013) [17] stated that with the help of multiple strategies to manage stress such
as relaxation, and muscular relaxation, stress and anxiety could be reduced. The
individuals identified the somatic symptoms, and with mastering the ways to acquire
relaxation, which was inconsistent with stress, reduced their anxiety and unpleasant
feelings, thus increasing the psychological well-being.
Depression, anxiety, behavioural problems, irritability, etc. are few of the many problems
reported in students with high academic stress(Deb, Strodl& Sun, 2015;Verma, Sharma
& Larson, 2002).Incidences of depression were also found among stressful adolescents as
it is linked with inability to concentrate, fear of failure, negative evaluation of future, etc.
(Busari, 2012).Adolescents were also reported to be indulging in various risky behaviours
such as increased consumption of alcohol and drugs, unprotected sexual activities,
physical inactivity, poor eating and sleeping patterns (American College Health
Association, 2009; Bennet & Holloway, 2014; King, Vidourek& Singh, 2014). The
pressure these students face to perform is so severe resulting in five-fold increase in
suicide attempts.
Moreover,Ang & Huan (2006) reported increased expectations as one of the factors
responsible for increased stress levels. Thus, as the sources of stress vary despite identical
stress responses elicited by the body, understanding the former will help develop tailor
made interventions targeted to reduce stress levels of students, which will in turn
contribute towards holistic well-being of the individual.
As the results of Amanvermez et al. (2020) show, stress management interventions also
reduce depression, albeit to a lesser extent than they reduce stress and anxiety. However,
due to the stigma of mental illness and attitudinal barriers to seeking mental health
treatment in college students (Ebert et al., 2019), offering stress management
interventions may be a more palatable and attractive way to encourage college students to
seek treatment, a foot in the door approach to mental health treatment utilization. Not
only might students be more willing or interested in stress management programs than
programs targeting depression or anxiety, these types of interventions might also serve as
a bridge to future mental health treatment. Even if stress management programs do not
increase the likelihood of future help‐seeking, they may reduce or help prevent common
anxiety and depressive symptomatology and improve overall emotional well‐being.
According to the statistics published by National Crime Records Bureau, there is one
student every hour that commits suicide (Saha,2017). The bureau registered 1.8%
students who committed suicide due to failing in examinations and an 80% rise in suicide
rates during a one-year time frame. A 2012 Lancet report also quoted that the 15-29 age
group bracket in India has the highest rate of suicide in the world (As cited in “India has
the Highest Suicide Rate”, n.d.) and these numbers show no sign of dropping. The only
task students were expected to undertake was to study and studying was never perceived
as stressful. What proved to be stressful was the expectations parents had for their
children, which in turn grew into larger burdens that these children could not carry
anymore.
Rest and Recreation
Lovelock et al. (2016) have concluded that the negotiation of constraints in this phase of
life is critical for ongoing participation in outdoor recreation which refers to leisure
activities that take place outdoors, usually in natural environments (see Andkjær &
Arvidsen, 2015). The transition from high school to university and/or employment not
only place new demands on time and money, but it is often accompanied by a spatial
alienation and separation from outdoor friends. McMahan and Estes (2015) have
suggested that during this period, contact with nature may provide one mechanism
through which individuals can satisfy the need for exploration and gain some perspective
on their place within the broader environment. Furthermore, nature may play an
important role in coping during times of pandemic (Morse et al., 2020).
According to Lovelock et al. (2016), we still know relatively little about subtle
transitions, such as from adolescence to emerging adulthood, and how these affect
involvement in outdoor recreation (see Raymore et al., 2001). Furthermore, Birch et al.
(2020) have identified a lack of young people's subjective voices articulating whether and
how urban nature supports their mental health. The limited research on the role of nature
in university students' well-being has focused on quantitative measures and campus green
spaces (e.g., Gulwadi et al., 2019; Holt et al., 2019; Liprini & Coetzee, 2017; van den
Bogerd et al., 2020; Windhorst & Williams, 2015a; Yang et al., 2019; cf., Windhorst &
Williams, 2015b). This study explores whether university students have maintained
participation in outdoor recreation during emerging adulthood, and how interaction with
nature affects their well-being. To study the effects of this specific life transition,
environmental students were chosen as a target group as they have unlikely lost their
connection with nature during the teenage years. Instead of generalizing the results to all
students, this qualitative study aims to understand what role nature can have in emerging
adults' everyday lives in cities. The study is based on thematic writings (N = 47)
produced by national and international students at the University of Helsinki. This
university, located on the Baltic Sea in southern Finland, is the biggest in the country, and
attracts students from all parts of Finland. Therefore, the university provides a suitable
context for analyzing the effects of social and spatial dislocation on students' involvement
in outdoor recreation and its perceived well-being benefits. Understanding the changes
and challenges in young adults' participation in outdoor recreation help in developing
practical strategies to support engagement with nature and management of natural
environments.
Eating Habits
In the Spanish context, people are attempting to acquire better eating habits, as indicated
by the Organization of Consumers and Users (OCU, 2017). According to data from an
OCU interview, the respondents reduced their consumption of sugar-sweetened
beverages by 56%, pastries and sweets by 47%, and alcohol by 38%, while the
consumption of fruits has increased by 30% and vegetables by 31%. Among all
explanations given by the interviewees about these changes, their concern regarding their
health was the most frequent, which is in line with the growing awareness that food plays
a key role in people's health (Cubero-Juánez et al., 2017; De Ridder et al., 2017; Dernini
et al., 2017; Grosso et al., 2017; Oliffe et al., 2017; WHO, 2018). However, despite
efforts to improve their eating habits, Spanish people have not yet managed to consume
the healthiest possible diets (OCU, 2019).
Thematic Area 3. Relationship of lifestyle attributes and student’s profile.
Stress Management
According to the Spring 2019 Health Assessment by the American College of Health
Association, 34.2% of undergraduate college students had indicated the top impediment
to learning was stress, with 45.3% having more than average stress, which may indicate
an individual could be more prone to certain illnesses and accidents. This stressful
environment has left college students vulnerable to mental health problems, such as
anxiety, depression, self-harm, and suicidality]. Studies have measured academic
performance, but not coping skills]. Three additional studies utilized both the Perceived
Stress Scale (PSS) and Brief COPE for studying stress among college students].
According to another study, university courses would have a significant effect on
mitigating stress levels. Other researchers examined the effects that specific exercise
courses had on stress levels and found increased mindfulness that resulted from these
courses could account for perceived stress changes. Several other studies found varying
differences in female and male college students. Ng and Jeffrey discovered females were
more likely to feel as though they experienced higher levels of stress, which was in
agreement with Thawabin and Quaisy. In addition, female students reported stress-related
issues, such as low self-esteem, pressure from exams, and depression. Higher levels of
general and academic stress were also shown to be greater in female students than their
male counterparts. However, no gender differences in coping with stress were found,
whereas other researchers did find relationships between gender and the particular coping
mechanism chosen, but agreed the results were not consistent. Another study concluded
more similarities existed than differences in perceived stress with men and women, but
more investigation regarding those differences were
warranted. Two other studies did not have any total perceived stress differences in their
college populations, but these authors did not separate their findings by gender. As
illustrated, the current literature offers inconsistent findings regarding gender relative to
perceived levels of stress. Stressful life occurrences and events frequently can affect
restful sleep. Lee et al.
(2013) stated that female college students who reported having less than 7 hours of
sleep a night were more susceptible to higher levels of fatigue severity (Lee et al. 2013).
Students who perceive their stress levels to be increased can have their nighty sleep
schedule severely impacted, contributing to daytime fatigue. (Lee et al., 2013). Students
who do not obtain a minimum of seven hours of sleep a night are at higher risk of being
unable to perform throughout their day efficiently mentally? The lack of sleep caused by
a student’s perception of stress can affect their mental ability to perform in academics
positively.
Female college students spend more time, on average, maintaining their interpersonal
relationships than men (Darling et al., 2007). Stress from maintaining these relationships
can contribute to students' existing academic stressors in college. Societal expectations
tend to hold women in higher regard when considering emotional labor in their
relationships (Darling et al.,2007). This emotional labor can contribute to the perception
of higher levels of stress since women tend to consider their interpersonal relationships
when making decisions that might impact others, leading them to feel stressed as women
perceive their relationships as part of their identity (Torres, Garcia 2019).
Rest and Recreation

According to the value expectation theory, social stereotypes on gender role will
influence subjective value and expectation even the selection of social behavior through
egocentric awareness (Xu, 2015), hereby presumed that: social support and gender-role
conflict may be the antecedent variables of leisure exercise for female college students; in
case of any influences on the leisure exercise of female college students casted by
social support, gender-role conflicts may exert an intermediate effect. Indeed, it has
not been clearly defined upon the present domestic researches, so this study is aimed to
answer the following questions: (1) how is the social support, gender-role conflict and
the current status characteristics of leisure exercise of female college students; (2)
What’s the relevance between social support/gender-role conflict and leisure
exercise of female college students; (3) Does the gender-role conflict have mediating
effects when the leisure exercise of female college students is influenced by social
support. This paper is designed to somewhat benefit researches on enriching leisure
exercise of female college students and provides relevant departments with reference for
policy-making consulting.
Specifically, Newman et al. (2014) propose that five psychological mechanisms mediate
the relationship between leisure and well-being: work detachment-recovery, autonomous
motivation, mastery and skill development, meaning-making, and social affiliation
(known as the “DRAMMA” model). This perspective is supported by empirical and
meta-analytic findings (Schimmack, 2008; Kuykendall et al., 2015), and suggests that
leisure activities are valued when they promote well-being through at least one of these
mechanisms. For example, previous research on the motivations for pursuing creative
activities suggests that the strongest motivation is enjoyment, though certain activities
have also been linked to self-expression and prosocial motives (Benedek et al., 2019). In
the context of COVID-19, the DRAMMA mechanisms may correspond with the
motivations for pursuing leisure activities. For example, increasing time on activities to
cope with anxiety may not be enough to reduce stress related to the pandemic (Balhara et
al., 2020; Duncan et al., 2020). Similarly, differences in well-being might be anticipated
between those who participated in leisure to occupy additional free time and those
motivated by intrinsic reasons (e.g., developing a new skill or seeking creative

expression), with the pursuit of valued leisure acting through psychological mechanisms
to enhance well-being. To this end, the present study investigated both changes in leisure
engagement as well as the underlying psychological motivations, with particular attention
given to the impact of motivations such as seeking creative expression and mental
stimulation. Taken together, the study of leisure activities and well-being during COVID-
19 has been approached from several perspectives, namely: (1) identifying the
populations that have experienced increased time available for leisure; (2) determining
the activities on which added leisure time has been spent; and (3) identifying the
protective or maladaptive characteristics of these activities. In the first instance, increased
availability of free time during COVID-19 has been disproportionately observed across
the population. While many individuals working from home have experienced more time
available for leisure, frontline workers and those with additional caring responsibilities
may have found their free time more limited: A survey by the UK Office of National
Statistics (ONS) found that low-income households reported less free time available
during COVID-19 due to undertaking additional paid working hours, accentuating that
increased time for leisure is not a universal experience (Office of National Statistics,
2020). Additionally, the experience of working from home has had variable effects on
stress and productivity, allowing more leisure time for some and less for others (Ford et
al., 2020). Similarly, research has also revealed differences in the pursuit of physical
activity during COVID-19 based on gender, age, and annual household income (Smith et
al., 2020). The current study therefore considered perspectives from both those who
increased and those who decreased time on leisure activities during COVID-19, looking
at motivations for leisure among the former and barriers to leisure among the latter.
Physical Activity
Gender differences exist in PA participation, which is generally higher among male as

compared to female college students (Towne et al., 2017). Among the factors associated
with PA, psychosocial factors such as self-efficacy, social support, and motivation have
been used to explain the variation in PA between males and females. For example,
motivation for exercise shows a gender difference. Male college students tend to exercise
owing to intrinsic motivation including pleasure and challenge, whereas female college
students tend to exercise because of extrinsic outcomes such as weight control (Choi,
Chang, & Choi, 2015; Egli, Bland, Melton, & Czech, 2011). Therefore, when
investigating predictors of PA, it is necessary to consider gender differences among
college students related to the psychological and social factors affecting PA.
Longitudinal follow-up investigating the long-term benefits of enhanced physical

education experiences is encouraging but largely inconclusive. In a study examining the
effects of daily physical education during elementary school on physical activity during
adulthood, 720 men and women completed the Québec Health Survey (Trudeau et al.,
1999). Findings suggest that physical education was associated with physical activity in
later life for females but not males (Trudeau et al., 1999); most of the associations were
significant but weak (Trudeau et al., 2004). Adult body mass index (BMI) at age 34 was
related to childhood BMI at ages 10-12 in females but not males (Trudeau et al., 2001).
Longitudinal studies such as those conducted in Sweden and Finland also suggest that
physical education experiences may be related to adult engagement in physical activity
(Glenmark, 1994; Telama et al., 1997). From an academic performance perspective,
longitudinal data on men who enlisted for military service imply that cardiovascular
fitness at age 18 predicted cognitive performance in later life (Aberg et al., 2009), thereby
supporting the idea of offering physical education and physical activity opportunities well
into emerging adulthood through secondary and postsecondary education.

Among the associated factors of happiness, it is believed that PA is a significant one. For
example, Lathia et al. (2017) revealed that individuals with more PA are happier among
10,889 freely available app users. Another study in 15 European countries showed that
walking and vigorous PA were positively associated with happiness, while moderate PA
was not associated with happiness (Richards et al., 2015). Some studies indicated that the
effects of PA on happiness would be a favorable research area (Zhang and Chen, 2019;
van Woudenberg et al., 2020). Meanwhile, a few studies have showed that female
university students are more inactive than male students, by showing longer sedentary
time or lower levels of PA (Han et al., 2017; Castro et al., 2018; Zhou et al., 2021). As
gender makes a difference in PA and happiness (Drehmer, 2018; Molsted et al., 2021)
and health (Stenberg et al., 2021), we hypothesize that gender difference may exist in the
correlation between PA and happiness. According to our best knowledge, rare studies
focused on the gender difference in the association of PA and happiness. Therefore, this
study aimed to explore the association of happiness with gender and PA in university
students.
Al-Issa et al. showed that male students were more obese and overweight than female
students, even though male students significantly exceeded female students in the
engagement of physical activity (Al-Isa et al., 2011). In addition to being less active,
female students were found to be more stressed, with their food selections being more
influenced by stress when compared to males (Ahmed et al., 2014). Stressed female
college students in Kuwait were more likely to select unhealthy snacks that have high
sugar and fat content and were more likely to drink greater amounts of beverages versus
their male counterparts (Ahmed et al., 2014). Several recent investigations also showed
that a high prevalence of disordered eating attitudes among male and female Kuwaiti
college students was associated with a high prevalence of obesity (AlKazemi et al., 2018;
Musaiger et al., 2016).
Eating Habits
According to the results in Switzerland, there are fewer obese or overweight students than
in other countries. Walking and cycling activities are higher represented in Switzerland.
However, no significant differences were found in the consumption of sugary soft drinks
among the eight European countries. Thus, these are age‐related habits that we can
change together but there are several other reasons for inactivity due to environmental
differences. Obesity and inactivity of students can be considered as a combined problem
which needs complex prevention to improve the proportion of healthy and active students
in the European population (Michael et al., 2012)
In addition to being less active, female students were found to be more stressed, with
their food selections being more influenced by stress when compared to males (Ahmed et
al., 2014). Stressed female college students in Kuwait were more likely to select
unhealthy snacks that have high sugar and fat content and were more likely to drink
greater amounts of beverages versus their male counterparts (Ahmed et al., 2014).
Several recent investigations also showed that a high prevalence of disordered eating
attitudes among male and female Kuwaiti college students was associated with a high
prevalence of obesity (AlKazemi et al., 2018; Musaiger et al., 2016).
Consumption of red meat and larger portions are often associated with masculinity, while
vegetables, fruit, fish, and dairy products such as yogurt and cottage cheese are associated
with femininity (Arganini et al., 2012; Vartanian, 2015). Compared to men, women
engage in health-promoting behaviors and have healthier lifestyle patterns than men.
Even if men are aware of “healthy eating guidelines,” they often show skepticism and
lack of interest towards nutrition education messages, and frequently perceive healthy
eating as monotonous and unsatisfying (Arganini et al., 2012). Regarding eating habits in
general, women are more aware of diet and the implications of the health–diet
relationship, and embrace suggested dietary changes to a greater degree than men.
Women also show higher dietary restraint and disinhibition levels than men (Leblanc et
al., 2015). It is widely recognized that gender differences in dietary intake and dietary
behavior exist; however, the differences are not well characterized in Kuwait.
Gender differences in biochemistry and physiology can result in a specific capacity to

relate to and cope with environmental challenges (Arganini et al., 2012). However,
gender roles, independent of biological sex, have been shown to affect health (Vafaei et
al., 2014). Additionally, unlike biological sex, gender norms can be changed by
educational approaches that promote healthy eating (Hosokawa et al., 2016). It is
important to consider gender norms when addressing nutritional issues in research and in
the formulation of suitable interventional and monitoring programs for college students
(Gale-Ross et al., 2009). Better understanding of the factors involved in health and
wellness among college students can aid in the design of interventions aimed at reducing
the rate of weight gain during young adulthood (Desai et al., 2008). Such approaches
could prevent the long-term health consequences of obesity, which include dyslipidemia,
hypertension, sleeping problems, disordered eating attitudes, anxiety disorders, and
depression.
According to Sun, Horn and Merritt (2015), women are more likely to be healthy eaters
than men. This is because they have better understanding of nutrition and higher
awareness than men. They have positive attitude and high control towards healthy eating.
Women prefer to eat healthy foods such as vegetables and fruits compare to men (Morin,
Turcotte and Perreault, 2013).
Synthesis of the RRL
Lifestyle is considered a psychological variable known to influence the buyer decision

process for consumers. Lifestyle can be broadly defined as the way a person lives. In
sociology, a lifestyle typically reflects an individual’s attitudes, values, or world view. A
lifestyle is a means of forging a sense of self and to create cultural symbols that resonate
with personal identity. Lifestyle attributes are factors that affects the way of living of a
person. These factors can affect every single aspect of their way of living such as self-
esteem, confidence, and performance. Physical Activity, Stress management, eating

habits, and rest and recreation are some factors of lifestyle attributes. These four factors
have a big impact on someone's life because it can affect it negatively and positively.
Physical Activity refers to all movement of a person. It can give positive effects on
someone's life. Studies have showed that physical activity routine can prevent illness. On
the other hand, Stress management is the ability to deal with stress. Stress can come from
different environment and stress management is a way to cope up with it.
Rest and recreation refer the activity that is being done during leisure time. It can can you
to relax while resting. Eating habits refers to the food selection of a person whether if it is
healthy or unhealthy.
These factors have a relationship with both male and female. Many studies have stated
that female have accommodate these factors more than male. Studies stated that female
have greater control on handling their emotions. Studies also stated that female are more
healthy eaters but studies also stated that food selection of female is being influenced
when they are stress and they become unhealthy compared to male. For the physical
activity, male is higher than female. Study stated that male college students tend to
exercise owing to intrinsic motivation including pleasure and challenge, whereas female
college students tend to exercise because of extrinsic outcomes such as weight control.
These factors physical activity, stress management, eating habits, and rest and recreation
and sex have a relationship. It can affect the life of a person negatively and positively.
Lifestyle attributes helps to determine the level of motivation of a person because those
factors can elevate and it can also decrease the performance of a person.
Chapter III
RESEARCH METHODOLOGY
This chapter discusses salient procedures in the conduct of this study. It details the
research design, the locale of the study, sampling design, data gathering procedures, and
the analysis of data.
Research Design
The purpose of this study is to find out the relationship between the profile of the
respondents and their lifestyle attributes. this will imply the quantitative research design.
this study is primarily a descriptive and causal comparative survey using the
questionnaire method which made use by the perception of the respondents as it main
source of data.
Locale of the Study
This research will take place on Cagayan State University's eight campuses (CSU). In
terms of enrollment and curricular program offerings, CSU is the largest state institution
of higher learning in the whole of Cagayan Valley Region. The University was created by
Presidential Decree 1436, which was later amended by Republic Act No. 8292, which
included the integration of all publicly funded higher education institutions in Cagayan.
Respondents and Sampling Method
The respondents will be composed of students in the university across their courses. The
sample size will be computed using Slovin’s formula and stratified random sampling
grouped per course will be employed. The margin of error in this study will be at 5%.
The formula is shown below:
N
n= 2
1+ N e
The sample per course size will be calculated from the computed sample size per
respondents using the population proportion-sample size formula, with finite population
corrections taken into account. The population and sample size of students each course
are presented in Table 1 below using the formula. The population data was obtained from
the University Registrar’s office.
Table 1. Distribution of respondents by course

Course Population Sample

College of Public
Administration
College of Arts and
Sciences
College of Information and
Computing Sciences
College of Engineering and
Architecture
College of Industrial
Technology
College of Human Kinetics
College of Veterinary
Medicine
TOTAL
Meanwhile, due to pandemic, we, the researchers will use random sampling design in
getting our respondents.
Research Instrument
The research instrument that will be employed in this study is in the form of
questionnaire that will be answered by the college students of Cagayan State University-
Carig Campus that figures out the respondent’s profile and their lifestyle attributes. The
questionnaire consists of the sets of lifestyle attribute questions: stress management,
physical activity, rest and recreation and eating habits. Likert-scale will be used to
determine the level of the respondent’s agreement on each question
Data Gathering Procedure
Before distributing the questionnaires, we the researchers will give letter to the different
deans of the colleges in the campus. Due to the pandemic guidelines, we will make use of
an online platforms for floating the questionnaires. A Google Survey Form will be
developed and the links of these survey forms will be sent to faculty members via
Facebook messenger.
Analysis of Data
Descriptive statistics (frequency counts, percentage, and mean) shall be utilized to

present the profile and lifestyle attributes of college students. The following scale are
utilized to describe the following data.
Rest and Recreation
Scale Descriptive Interpretation
1 Sometimes
2 Average
3 Most of the time
Eating Habits
1 Sometimes
2 Average
3 Most of the time

Stress Management
1 Sometimes
2 Average
3 Most of the time
Physical Activity
1 Sometimes
2 Average
3 Most of the time
The survey questions were based on earlier research that identified factors in the lifestyle
attributes of college students. The factors elaborated upon, resulting in a total of 40
factors. Those factors were further divided into 4 groups: rest and recreation, Stress
management, eating habits, and physical Activity. On a scale of 1 to 3, students were
asked to put a check in each factor with 1sometimes, 2 average, and 3 most of the time.
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Questionnaire
INDICATORS
Rest and Recreation Sometimes Average Most
of the
time
1. I sleep between 7 to 9 hours daily.
2. I sleep late at night and woke up late in the
morning.
3. I sleep more hours every weekend than
weekdays.
4. I deprive my sleep to do other things.
5. I use stimulant like energy drink to stay awake
while studying.
6. I can do more activities if I have good sleep.
7. I wake up every morning feeling rested.
8. I can manage my time to have enough rest in
daytime.
9. I often feel tired during the day.
10. I can find time for recreational activities.
INDICATORS
Eating Habits Sometimes Average Most
of the
time
11. I drink 6-8 glasses of water each day.
12. I eat variety of fruits and vegetables each day.

13. I take snacks in between meals.
14. I eat unhealthy processed foods because it is
convenient. (instant noodles, can goods, hotdog)
15. I eat at late night if I’m in bad mood.
16. I cook my own food to insure it is healthy.
17. My friends influence my food preference.
18. I eat 3 to 6 serving of fruits and vegetables each
day.
19. I eat 6-8 serving of whole grain product like
bread, rice, corn or root crops each day.
20. I eat 3 to 4 servings of protein-rich foods (meat,
poultry,eggs, fish, beans, and nuts) each day.
INDICATORS
Stress Management Sometimes Average Most
of the
time
21. I feel stress when I am at school.
22. When I feel stress, I have difficulty
concentrating.
23. When I feel stress, my appetite is affected (tend
to eat more)
24. I’d rather to be alone when I feel stress.
25. I have someone to talk to when I’m stressed.
26. I turn to God when I’m stressed.
27. I feel pressured from the expectations of my

family.
28. When I feel stress, I worry all the time.
29. When I feel stress, I have difficulty in sleeping
(cannot get to sleep/stay asleep).
30. I easily get stressed.
INDICATORS
Physical Activity Sometimes Average Most
of the
time
31. I perform active household chores (mopping or
scrubbing floors, cleaning the car, fetching water in
a pail) daily.
32. I have time to do the household chores.
33. I perform at least 30 to 40 minutes of aerobic
activities (sports or dance).
34. I engage in at least 20 minutes of sustained
vigorous activities that result rapid breathing.
35. I perform muscles and bone-strengthening
(resistance or weight training) activities.
36. I spend in longer than 2 hours per day watching
television, playing passive video games, or playing
in the computer.
37. I follow the guideline of doing physical activity.
38. I walk, bike, or take the public transport when
going to school.
39. I go to fitness gym for my work out.
40. I have time for engaging myself to sport, or
dance.

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CAGAYAN STATE UNIVERSITY COLLEGE OF HUMAN KINETICS

LIFESTYLE ATTRIBUTES OF COLLEGE LEARNERS OF

1 THE PROBLEM AND ITS BACKGROUND 1

2 REVIEW OF RELATED LITERATURE AND STUDIES 15

THE PROBLEM AND ITS BACKGROUND

Considering those assumption, the paradigm that governs this

Figure 1. The Research Paradigm of the Study

Statement of the Problem

2. How do the respondents assess their lifestyle attributes in terms of the

3. Is there a significant difference on lifestyle attributes of the

Significance of the Study

Scope and Delimitation

This study will be conducted at Cagayan State University Carig-Campus.

Attributes – means characteristic acquired to someone.

Behavior – is define as in which one acts or conducts oneself.

Eating habits – refers to how people eat.

Lifestyle – is define as typical way of life of an individual, group, or culture.

Mental illness – means health conditions involving changes in emotion, thinking or

Physical activity – refers to any voluntary bodily movement produced by skeletal

Recreation – means to form a new from something.

Rest – refers the state of the body that is motionlessness or inactive.

Self-efficacy – refers to an individual’s belief in their capacity to execute behaviors

necessary to produce specific performance attainments.

Stress – refers to our body’s response from pressure.

Systolic – means the blood pressure when heart is contracting.

Stress management – refers on how to control a person’s level of stress.

REVIEW OF RELATED LITERATURE AND STUDIES

A “healthy lifestyle” is an important component of the more general notion of “health”

Thematic Area 2: Lifestyle attributes of college students.

According to the National Student Clearinghouse (2019), fall-to-fall retention rates of

According to a systematic review of research, increased sedentary time is linked to lower

According to a systematic review of research, increased sedentary time is linked to lower

Qadiri-Bahramabadi F, Mikaeli-Manee F (2015) [16] stated that facing numerous stresses

As a result, it increased the psychological well-being. Qanbari N, Habibi M, Shams-

Rest and Recreation

Thematic Area 3. Relationship of lifestyle attributes and student’s profile.

Rest and Recreation

motivated by intrinsic reasons (e.g., developing a new skill or seeking creative

Gender differences exist in PA participation, which is generally higher among male as

Longitudinal follow-up investigating the long-term benefits of enhanced physical

According to a systematic review of research, increased sedentary time is linked to lower

Gender differences in biochemistry and physiology can result in a specific capacity to

Synthesis of the RRL

Lifestyle is considered a psychological variable known to influence the buyer decision

esteem, confidence, and performance. Physical Activity, Stress management, eating

Locale of the Study

Respondents and Sampling Method

Table 1. Distribution of respondents by course

Course Population Sample

Data Gathering Procedure

Descriptive statistics (frequency counts, percentage, and mean) shall be utilized to

Rest and Recreation

Scale Descriptive Interpretation

3 Most of the time

Scale Descriptive Interpretation

3 Most of the time

Scale Descriptive Interpretation

3 Most of the time