COMPARATIVE STUDY OF THE ACADEMIC

STRESS AND ANXIETY AMONG WORKING AND

NON-WORKING COLLEGE STUDENTS

A THESIS

Presented to the Faculty of

College of Arts, Science, and Engineering

BESTLINK COLLEGE OF THE PHILIPPINES

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Psychology

By:

REIANNE MAE E. BELARO

DONNA CAMILLE M. LIBAYNE

CARMELA MAE P. MAHINAY

MIKAELA CHLOE SHAILYNN A. MIRANDA

NEIL CHRISTOPHER A. PEREZ

2023
 i

APPROVAL SHEET

This thesis entitled “COMPARATIVE STUDY OF THE

ACADEMIC STRESS AND ANXIETY AMONG WORKING AND NON-

WORKING COLLEGE STUDENTS” prepared and submitted by

BELARO, REIANNE MAE E., LIBAYNE, DONNA CAMILLE M.,

MAHINAY, CARMELA MAE P., MIRANDA, MIKAELA CHLOE

SHAILYNN A., PEREZ, NEIL CHRISTOPHER A., in partial fulfillment

of the requirements for the degree of Bachelor of Science in

Psychology, has been examined and is recommended for acceptance

and approval for pre-oral defense.

DINDO B. DANGANAN, MAP

Thesis Adviser

THESIS REVIEW PANEL

Approved by the Committee on Oral Examination with a grade
of PASSED.

CHRISTOPHER E. VIDAL, RGC, RPm MARC IAN M. ABUY

Member Member
JOLLY A. MIGUEL Ed. D.
Chairperson
Accepted and approved in partial fulfilment of the requirements
for the degree of Bachelor of Science in Psychology

DR. CHARLIE I. CARIÑO, Ph.D.

Dean/VPAA

Date of Pre-Oral Defense: November 15, 2022

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ACKNOWLEDGEMENTS

The researchers would like to extend their deepest sincerest

gratitude to all the people who helped in any manner, who have shared

the effort and knowledge in order to make this research a reality.

Dr. Maria M. Vicente, The President and CEO of this school, who

offered affordable quality education to students of this community to

become productive and successful citizens.

Ms. Edith M. Vicente, Executive President, for providing the

needed information to complete this research.

Dr. Charlie I. Cariño, The Vice President for Academic Affairs, for

sharing his expertise knowledge in research writing and encouragement

during the seminar conducted by the school for thesis construction.

Engr. Diosdado T. Lleno, BSEEng Vice President for

Administration and Finance, for the permission granted to the

researchers in conducting the study.

Dr. Jolly A. Miguel, Program Head, Bachelor of Science in

Psychology, for her assistance and motherly encouragement in this

study.

Ms. Maria Regina V. Baluyut, Librarian, Engineering and

Psychology, Research Coordinator, for her good heart in extending her

help needed by the researchers.

 iii

Mr. Dindo B. Danganan, MAP, for the continuous support to our

study and research, for his patience, motivation, enthusiasm, and

immense knowledge. His guidance helps us all the time with research

and writing of this research. We could not have imagined having a better

advisor and mentor for our research study.

Ms. Maica C. Bironia, RPm, CRSP, CHRA, for graciously

extending her psychometrician skills and knowledge in terms of

validating our research instruments – two sets of interview

questionnaires for both the working and the non-working students. Her

generousness allowed us to use instruments that are safe and valid for

the study.

Participants, The Librarian, Engineering and Psychology

Department, Working and Full-time students of Bestlink College of the

Philippines, as respondents of the study who cooperated and shared

their time in answering the two sets of interview questionnaires needed

in their research.

The Researchers' Parents, for the constant support and

encouragement without whom, it was impossible for us to complete this

manuscript and for giving us financial assistance.

The Researchers' Families, Friends and loved ones, who also

serve as an inspiration while doing this study.

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Most of all, to our Almighty God for giving his endless blessings

knowledge and strength to make this Feasibility study possible.

The Researchers',

Belaro, Reianne Mae E.

Libayne, Donna Camille A

Mahinay, Carmela Mae P.

Miranda, Mikaela Chloe Shailynn A.

Perez, Neil Christopher A.

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DEDICATION

This research study is dedicated to the Working and Non-working

college students, who are diligently committed in balancing their work

and academic duties. The families of all college students who are

continuously supporting their children to reach their dreams. To the

professors who are patient in understanding the situation of the working

and non-working college students. To everyone who was able to

contribute and help the researchers finish the study. And lastly, to our

Almighty Father, who guided and gave us strength, power of mind,

protection, skills, and hope as we finished our research study.

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ABSTRACT

Title: Comparative Study of the Academic Stress and Anxiety Among

Working and Non-working College Students

Researchers: Belaro, Reianne Mae E., Libayne, Donna Camille M.,

Mahinay, Carmela Mae P., Miranda, Mikaela Chloe Shailynn A., and

Perez, Neil Christopher A.

School: Bestlink College of the Philippines

Year: 2023

The study entitled, “Comparative Study of the Academic Stress

and Anxiety Among Working and Non-working College Students”, aims

to compare the lived experiences of the students, in terms of their

academic stress and anxiety. The study focuses on two sets of

respondents – Working/Part-time Students, and the Non-working/Full-

time Students of Bestlink College of the Philippines. These two groups

were chosen to fully compare the differences between the factors that

contribute to their academic stress and anxiety.

Since the study is qualitative, the data gathering method used

was through a series of interviews, prompted by two sets of interview

questionnaires catered for each group of respondents. The data

obtained from the interviews were then interpreted through Thematic

Analysis, which requires the data to produce themes that are relevant

to the main variables of the study – Academic Stress and Anxiety.

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LIST OF TABLES

WORKING STUDENTS/PART-TIME STUDENTS

Table 1. Demographic Profile---------------------------------51

Table 2. Theme 1: Academic Pressure--------------------53 – 59

Table 3. Theme 2: Time-----------------------------------------60 – 63

Table 4. Theme 3: Work-School Balance-----------------63 – 65

Table 5. Theme 4: Adverse Health Effects---------------66 – 68

Table 6. Theme 5: Student Coping Mechanism--------69 – 71

Table 7. Theme 6 Student Personal Life------------------71 – 75

NON-WORKING STUDENTS/FULL-TIME STUDENTS

Table 8. Demographic Profile---------------------------------76

Table 9. Theme 7: Scheduling Conflicts-------------------77 – 78

Table 10. Theme 8: Financial Distress-----------------------78 – 79

Table 11. Theme 9: Students’ Psychological Distress 80 – 86

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LIST OF FIGURES

Figure 1: Theoretical Framework-------------------------31

Figure 2: Research Paradigm------------------------------34

Figure 3: Thematic Map--------------------------------------86

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LIST OF APPENDICES

Appendix A – Social Media Poster for Respondents-----------103

Appendix B – Consent Form-----------------------------------------104

Appendix C – Working Students/Part-Time Students----------105

Appendix D – Non-Working Students/Full-Time Students----112

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TABLE OF CONTENTS

APPROVAL SHEET ---------------------------------------------------------------- i

ACKNOWLEDGEMENTS-----------------------------------------------------ii – iv
DEDICATION--------------------------------------------------------------------------v
ABSTRACT----------------------------------------------------------------------------vi
LIST OF TABLES--------------------------------------------------------------------vii
LIST OF FIGURES------------------------------------------------------------------viii
LIST OF APPENDICES-------------------------------------------------------------ix
TABLE OF CONTENTS--------------------------------------------------------x – xi

CHAPTER I – INTRODUCTION----------------------------------------------1 – 41
Background of the Study------------------------------------------------2 – 3
Review of Related Literature------------------------------------------4 – 30
 Local Literature----------------------------------------4 – 9
 Foreign Literature------------------------------------10 – 17
 Local Studies-----------------------------------------18 – 24
 Foreign Studies--------------------------------------25 – 30
Theoretical Framework-----------------------------------------------31 – 32
Conceptual Framework-----------------------------------------------------33
Research Paradigm---------------------------------------------------------34
Statement of the Problem--------------------------------------------35 – 36
Significance of the Study---------------------------------------------------37
Scope and Delimitation-----------------------------------------------------38
Definition of Terms----------------------------------------------------39 – 41

CHAPTER II – METHODOLOGIES----------------------------------------42 – 49
Research Design-------------------------------------------------------------42
Respondents of the Study-------------------------------------------------43
Population, Sample, and Sampling Technique-----------------------43
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Data Gathering Procedure-------------------------------------------------44

Research Instrumentation-------------------------------------------------44
Working Students/Part-time Students’ Questionnaire--------45 – 46
Non-Working Students/Full-time Students’ Questionnaire--47 – 48
Certificate of Validation-----------------------------------------------------49

CHAPTER III – RESULTS-------------------------------------------------50 – 87

Tables for Working Students--------------------------------------51 – 75

Tables for Non-working Students--------------------------------76 – 86

Thematic Map-------------------------------------------------------- 86 - 87

CHAPTER IV – DISCUSSION--------------------------------------------88 – 95

Summary of Findings-----------------------------------------------88 – 90

Conclusions-----------------------------------------------------------91 – 93

Recommendations--------------------------------------------------94 – 95

REFERENCES--------------------------------------------------------------96 – 102
APPENDICES-------------------------------------------------------------103 – 117

CURRICULUM VITAE---------------------------------------------------118 – 133

DOCUMENTATION------------------------------------------------------134 – 145
 1

CHAPTER I

INTRODUCTION

According to the Philippine Statistics Authority (2022), the

employment rate of the youth for August 2022, has already reached its

highest point at 89.2%, which means that out of the 7.64 million youth

with ages ranging from 15-24, 6.81 million are already employed. With

these high numbers along with the return of face-to-face classes, the

probability of having more working students is troubling. With that in mind,

the study aims to compare the differences between the experiences of

both working students and full-time students in the academe.

According to Perna, L. and Odle, T. (2020), students who do not

have sufficient savings, wealth, or access to other financial resources

have few options for paying costs that are not covered by grants; as they

can take on loans, get a job or do both. In this statement, students and

families who do not have enough income need to work diligently to aid

their financial struggles.

In 2021, an article entitled, "What is the Difference Between a

Student Job and a Working Student?" emphasized that there is no

difference between these terms (working student and full-time students)

however, they are often used to distinguish between the difference in

social security levels.

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In most cases in the Philippines, many people see a big gap

between the two. To reason with that, full-time students have more

opportunities to come and be able to work on a job according to their own

will however, working students tend to grab all possible opportunities to

pay for their school fees and sustain their everyday lives. Each day,

students need to make decisions, such as allocating their time between

different responsibilities and activities, resulting in several trade-offs;

more time spent on one activity which comes at the cost of time that could

have been spent on another.

BACKGROUND OF THE STUDY

Working and non-working students face many challenges; they

must balance work, academics, and their personal lives.

Several studies reflected that this balancing act goes hand in hand

with the level of stress and anxiety that they experience. Working students

perceive themselves as having higher stress levels and having fewer

personal attributes that could reduce stress and anxiety; however,

working students and non-working students do not differ in their

perceptions on the benefits and problems of balancing these two roles.

According to Acha (2017), college students report elevated rates

of stress, and thus are not at risk for a range of negative consequences
 3

to their psychological and physical health. Results from a national survey

indicate that approximately 57% of college students reported more than

average of tremendous stress, and 61% of college students reported

feeling overwhelming anxiety within the last 12 months. Despite the

elevated prevalence rates and potential impact on the well - being of

college students, very few studies have examined the factors associated

with stress and anxiety (Dusselier et al..., 2015, Margrys & Olmstead,

2015).

According to Mounsey, Vandehey, & Diekhoff, (2013), most

college students who are employed report more anxiety symptoms than

students who are not employed. However, additional research is needed

to identify aspects of the college experience and characteristics of the

students’ themselves that may be associated with stress and anxiety. The

current exploratory study examined the rates of stress and anxiety among

college students, as well as the possible predictors of stress and anxiety

based on demographic characteristics, involvement on campus, alcohol

use and mental health. A better understanding of factors associated with

stress and anxiety among college students can inform the development

and implementation of customized prevention initiates.

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REVIEW OF RELATED LITERATURE

LOCAL LITERATURE

Part-time job is a form of employment with less time per week

than full-time workers. These vacant positions attract the students who

want to work to sustain their needs, or just to have experience

connected to their chosen courses. Students define part-time jobs as a

practical opportunity or a chance for them to reach their main goal; to

have a good job that may fit to their own will after graduation. There are

some instances that students seek jobs because of a requirement for a

certain subject on his/her school, or a part of a study that they are

currently taking and doing are doing research on (Balderrama, E. J., et

al, 2021).

According to the Commission on Higher Education (CHED),

about 216,000 students in the country are currently juggling school and

work, this figure is about 8% of the total number of college students in

the country. CHED said that working students today are mostly into food

service, entertainment and sales, apart from their usual stints as library

and research assistants. As these part-time jobs are only one of the

companies that allow students to work for them as they believe that it is

simply a give and take relationship. They hire and pay them in exchange

for the work they’ve done, and the students are able to pay their tuition

fees in exchange for their labor.

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“Due to financial crisis, that’s why they need an extra income.”

(Attorney Julito Vitriolo, Officer-In-Charge, CHED’s Office of the

Executive Director)

According to the Commission on Higher Education (CHED), it is

said that only 50% of working students get to finish college, as many

cannot cope and cannot concentrate on their studies because they need

to play two roles in their lives – as a student and as an employee. CHED

also advised working students to get jobs that are not that demanding,

and that are more closely related to their chosen courses. With that,

they will still be able to manage their time well and cope with their

academic responsibilities and won’t find themselves cramming in on

reports and tasks they need to comply to.

According to Villahermosa, M., Oba-o, W., and Bagabaldo, J.,

(2015), working and studying at the same time teaches students the

value of being responsible. It can also reinforce their learning in school

and gain benefits than most of the regular students. It is also shown that

students who work are more confident and possess better time

management skills than full-time students. Aside from salary,

independence, and satisfaction, a part-time job can also provide both

training and experience.

Students face different difficulties that might affect their academic

performances, like working while learning, joining extra-curricular

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activities, being a scout, a student assistant, and others. Many college

students are forced to work while studying due to the lack of financial

support and guidance from their family or their guardians. On the other

hand, some working students really don’t need to work and have no

financial problem as they only do part-time jobs that are related to their

chosen courses in order for them to enhance their skills for the future

(Balderrama, E. J., et al, 2021).

According to Balderrama, E. J., et al, (2021), students who are

working have difficulty balancing sleep, study and work that they

disregard their sleep to study more or extend their work. Having a

complete 7-9 hours of sleep will help in different factors and also be

beneficial for every person. It is important for students to help improve

their academic performances, because when a person gets enough

sleep, it helps their body, especially for their brains, to function well. If a

person does not get sufficient sleep, then their body will function

according to its recharged energy and won’t have the ability to perform

well until the end of the day. Being exhausted in work and having tons

of schoolwork will make you feel more tired and drained as you exert all

your energy being active on school and being productive with your work.

Many families can’t afford their child to have access to education

due to lack of financial support as this is already a problem in the

Philippines today. However, many of the working students take longer

to finish their studies than those who don’t have part-time jobs. The
 7

students who are forced to work due to problems in their financial

support take longer years before they finish their started course, as

many college students drop out because they cannot manage their time

very well. Unlike full-time students, who have more than enough time to

prepare for exams, quizzes and tasks assigned to them and graduate

with flying colors and have a more success rate of being hired as they

apply for the desired work after they graduate (Balderrama, E. J., et al,

2021).

According to Burgos et. Al., (2020), during the phase of working

part-time, it is inevitable that they also face challenges in their

academics. The more workload in school, the more challenging for the

working students to meet their job responsibilities and vice versa.

Although studying while doing some work increases their load and

stress, it is also difficult for them to prioritize and cope with school

activities and their jobs, depending on their roles. Though they are still

students, they are strained, but it gives them the benefit of getting the

knowledge and intuition to enter the world of working, to balance and

meet their necessities towards life and work. Academics do not only

pertain to attending classes, accomplishing the activities, finishing

assignments, and reviewing for exams, but it considers how they can

apply their principles in doing the jobs and responsibilities of working.

In addition to that, emotional stress and tiredness also affects

working students with their work progress. Anxiety and depression

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serve as negative indicators in one’s academics for it impacts their

performance and attentiveness.

Another more specific kind of working student is working

scholars, who are the ones who are able to obtain a scholarship despite

being part-time students. The life of a working scholar has never been

easy; there are many working scholars who easily give up their dream

“better future” because of the difficulties they may face. These

difficulties may be some of the causes of their poor academic

performances and even a failing grade. As these college students need

to be independent at an early age, they seem to forget their own dream

and they think that only when they work can they give their life and their

family a better state (Balderrama, E. J., et al, 2021).

According to Villahermosa, M., Oba-o, W., and Bagabaldo, J.,

(2015), cooperation among members of the family is believed to resolve

family issues. Additionally, cooperation gives a great opportunity to

strengthen family ties and interaction. When there is a strong bond

within the family, it is highly expected that the student performs well

inside and outside the school. Supporting them in every way they can

to achieve their dreams not just because they are working and have

money to give into. As to financial problems, it is a situation where

worries regarding money are causing stress. There are a lot of impacts

a financial problem could have on a student’s health. These are

worrying a lot or feeling anxious or even arguing with loved ones over
 9

money which may cause headaches, feeling unwell, etc. Financial

stability is very important to sustain the needs of the students,

unfortunately, some of the students do not have financial assurance.

According to Frigillano, S., Ciasico, E., and Nulada, L., (2015),

students who are working as an assistant in the campus assume extra

responsibilities, as they are always present whenever there is a school

activity coming, they are the ones preparing for booths, intramurals, and

others, besides studying, with the goal of earning for school fees and

other needs. College costs are high so students also want the amenities

that extra money brings. Working full-time while also studying full-time

clearly requires a lot of effort that putting so much of one’s mental and

physical energy into this uneasy arrangement usually leaves a feeling

of fatigue, stress, or both. Working does not only give a person a

firsthand experience in the field, but it also encourages creativity and

productivity in college, since working helps in developing a better

understanding of what is being taught that they may also apply inside

and outside the campus.

In addition, it is also stated that working while reading is a very

tough mission as it requires a lot more effort and patience to do both

(Frigillano, S., Ciasico, E., and Nulada, L., 2015).

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FOREIGN LITERATURE

When it comes to the topic of working students, foreign literature

emphasizes specific factors as to why they exist and why they are

integral in understanding their impact on the academe. According to the

Working Learners Research by the ACT Foundation (2016), “Working

Learners are individuals who are both working for pay and enrolled in

formal learning programs that lead to a recognized credential.”

With their literature review, the characteristics of working

learners that were discussed are as follows:

The motivations of working learners

The main reasons these students are driven to work and pursue

a credential at the same time are financial necessity and opportunities

to network and grow professionally while enrolled in a program of study.

Benefits to students

In college, students who work a limited number of hours are more

likely to complete their degree and acquire skills essential to success in

the workforce than students who do not work.

Beyond all the advantages and benefits of being a working

learner, these students also face specific dilemmas, such as handling

their finances, and their constantly busy schedules.

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Realities for working learners

Recent research has identified a number of commonalities

among working learners. Each working learner balances the demands

of both work and education (Carnevale, Smith, Melton, & Price, 2015).

Enrollment status and hours worked per week are also important

factors in defining the characteristics of working learners. Data from a

report from the National Center for Education Statistics (2016) indicate

a number of patterns in student employment for full-time compared with

part-time students (Kena et al., 2016).

Full-time students are employed at lower rates than part-time

students (40% versus 76%), and the largest percentages of these

students generally work between 20 and 34 hours per week. Although

very few (7%) full-time students exceed 35 hours of work per week,

three times as many (35%) part-time students work 35 hours or more

per week (Kena et al., 2016).

Both working and non-working students may have differences in

their ability to perform because of the circumstances they are in. An

article about the students’ commitment to engage and attend classes,

discussed how the variety of academic engagement from students can

heavily affect their academic performances. Research has evidence

that higher levels of engagement in school leads to improved

performance. Researchers have found student engagement to be a

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strong predictor of student achievement and behavior in school,

regardless of socioeconomic status. Behavioral academic engagement

is linked to overall positive student conduct. Students who are more

emotionally and cognitively engaged in school show higher academic

achievement (Lather, Anu & Khatri, Puja & Jain, Shilpa, 2015).

In the book written by Carnavale, A., Smith, N., Melton, M., &

Price, E. (2015), they examined the students who are combining work

with ongoing learning, and they have found the differences between the

experiences of those who work and study and those who do not. First

is, the fact that working while attending college hurts disadvantaged

students the most, because working learners of lower socioeconomic

status are more likely to work full-time. Another fact is that more people

are working full-time while in college. About 40 percent of

undergraduates and 76 percent of graduate students work at least 30

hours a week. About 25 percent of all working learners are

simultaneously employed full-time and enrolled in college full-time.

Adding to their stress, about 19 percent of all working learners have

children (Learning While Earning: The New Normal, 2015, p.10).

As stress has been mentioned, stress is actually a factor that is

involved in the academic lives of both working students and non-

working students.
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“Stress is definitely a big word with even bigger impact;

however, this can be dealt with small changes that we bring in our

day-to-day life. Stress is experienced by managers, financers,

government officials, administrators, politicians, housewives and is

most prevalent amongst students nowadays. It is essential to identify

the cause of the stress so that it can be addressed meticulously, and

efficient interventions can be outlined. Stress is always seen as

subjective process and encompasses individual’s personal analysis

and counter to a threatening event. Stress can result in depression,

anxiety, and many other hazardous conditions.”

(Academic Stress Amongst Students: A Review of Literature, 2018)

Causes of Stress Among Students

Academic pressure has increased over the past few years, there

are examinations, assignments, and many other activities that a student

has to shuffle through. Not only the design but teachers and parents

also burden the students with a lot of pressure of getting good grades.

These expectations make the students work relentlessly and end up

creating more stress. Lack of proper channels for counseling leads to

more confusion and the students are unable to choose a career for

themselves even after rigorous studying patterns.

Peer pressure can also be harmful and compelling. It can help

shape the personalities in a positive way for introverted students or can

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pose an obstacle and lead to stress. It is extremely important for the

students to have wisdom and surround themselves with positive people

to make the most of the peer pressures to be positive.

Parental pressure on children to shine in their study and perform

well in extracurricular activities is at a remarkable high. Lack of support

is a major reason for stress amongst students, lack of interaction with

parents and teachers keeps on building on doubts and confusions that

a child might have eventually leading to stress.

Prolonged stress can lead to physical and emotional disorders,

further resulting in anxiety and depression. It is important to have a

channel to relieve anxiety.

Mild stress is always essential for effective and efficient working.

It can help one to meet daily challenges and can motivate students to

reach their goals.

Managing Stress

Stress can be overwhelming and can lead to a state of sadness

in many teens. A NYU study claims that much of high school students’

stress emerges during the school years and the baggage of stress is

carried to college years which leads to academic disentanglement and

can result to mental health problems.

Subramani and Kadhiravan (2017), revealed the link between

academic stress and mental health among students. They endorsed

that academic stress and mental health are correlated and that students
 15

are cramped with the academic structure. Parents and schools pressure

the students’ way too much for the higher grades that disheartens the

students, further, to add on there is not enough support from the parents

and school in terms of guidance.

Aside from stress, college students – both working and non-

working – also experience certain levels of anxiety. A chapter from the

book, “Students Anxiety Experiences in Higher Education Institutions”,

elaborately stated that Anxiety is most prominent among college

students. Anxiety could complicate their physical and psychological

states and persist after graduation, and it may negatively affect their

capacity to work in the future. Therefore, it is important to understand

the factors that cause students’ anxiety at higher education institutions

(AlKandari, 2020).

Some factors that cause students’ anxiety at higher education

institutions were also included. The fourth and eight factors mentioned

that are focused on working students are as follows:

Financial pressure

Financial anxiety is considered an issue many students face

when studying at higher education intuitions because they are

responsible for paying for their studies, especially those at private

institutions. Some of them may be in debt. This financial pressure leads

students to feel anxiety, which causes them psychological distress that

 16

results in a lower grade point average (GPA). Students also need

money for daily expenses such as food and transportation.

Employment

Some students who attend higher education institutions work off

campus part time or full time. Some of them face anxiety if they cannot

manage their time. They may fail their courses because of their

absences or fail exams because they do not prepare well.

The chapter also tackled how anxiety affects the mind and body

and causes several symptoms: cognitive, physical, and emotional.

Cognitive symptoms

Many students could experience symptoms along with their

feelings of anxiety. They may have many negative and painful

experiences, such as insomnia and other sleep disorders. Anxiety also

negatively affects students’ memories. They may become unable to

think correctly and make decisions therefore, they cannot participate in

classroom discussions and cannot share their opinions and ideas with

other classmates and faculty members. As a result, their academic

achievements are negatively affected.

Physical symptoms

Students with anxiety can experience significant pain with

symptoms like breathing problems, stomachaches, headaches, joint

 17

and muscle pain, and fatigue. These symptoms could make them

unable to come to the university. Some students become fatigued when

they have a lot of academic work to do on campus and feel anxious

because they do not know how to manage this work. Some students

have sensitive behaviors, which play a role in their tendency to become

overwhelmed with anxiety.

Emotional symptoms

Some students who suffer from anxiety experience painful

emotional symptoms such as depression, sadness, nervousness,

anger, and loneliness. Students may feel unhappy about coming to a

university or become very nervous around people, such as friends and

peers. Others feel worried and sad when they cannot overcome the

challenges they face, such as having a low GPA. Sometimes, these

students may have negative thoughts about withdrawing from college,

especially when their friends are successful and have good GPAs.

Some students may feel tired from studying, the tough curriculum, and

attending university.
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LOCAL STUDIES

Education is the main key path in understanding why people

keep on attending school so that they can acquire fine jobs after the

long and tiring college years. Being a college degree finisher has a lot

of benefits, as they may choose their designated field based on their

taken course, a better and more suitable work that fits their taste, or in

some cases, a company that awaits you just in time after your

graduation. Applying to companies that know you are a degree holder,

won’t hesitate to hire you in a position that you are planning to apply for

(Curambao, L. E., et al, 2015).

Student employment is a very common practice in the

Philippines. With a significant portion of the student population engaging

in part-time jobs, it is not a surprise to find working students in a

classroom, especially in colleges and universities. They get employed

from a variety of industries, mainly from food services to sales and

entertainment, aside from the usual jobs of student assistants. As per

being a crew to food services is one of the basic positions to apply in

any industry, yet full of workload to do. Being a call center agent is also

one of the most applied positions especially for female students as it

usually inside the office talking to customers and all.

Being a college student is not an easy task to do, as for parents

and students, it requires a lot of money and effort to become a degree

 19

holder. Students’ responsibility is demonstrated when students make

choices and take action which leads them toward their educational

goals. Achieving success in life is not easy, as challenges and problems

will always be included. However, not all families have the ability to send

their children in college schools due to expensive tuition fees and

course materials, as a result, some are forced to worked in order for

them to enroll themselves to a university or public colleges just to

achieve their dreams and overcome their life status. Students who are

working part-time can easily develop team cooperation, customer care,

communication, and practical skills as they can relate the experiences

of working part-time to enhance and refine their academic knowledge,

motivation, and employment prospects. In addition, college students

face many challenges in their lives before achieving their dreamed life,

a challenge wherein they need to choose being a student and being a

worker at once, or both (Curambao, L. E. et al, 2015); (Afable, S. et al,

2020); (Abenoja, R. et al., 2019).

According to Abenoja, R. et al., (2019), it is necessary to

understand the effects of working students in society because as the

rate of the working student reached an abnormal state, job-hiring started

to show the negative impacts that were attributed to it since it lessens

instructive fulfillment and scholarly execution particularly among

youthful laborers without school training. On the other hand, if working

at a young age proves to be a favorable aspect of the economy, then

 20

the high rate of working students could add to profit gaps observed later

in life.

Filipino students are still able to support themselves financially

through working although they have financial problems. However, there

are times that they are struggling because they have to meet the

standards in their work in order for them to not lose their job and

maintain their academic performance very well and won’t have any

failing grades on their report cards at the end of the semester or school

year. On the other hand, students sometimes lose their confidence to

enroll and choose to drop out and resort to finding a stable job that will

support them as well as their family. Whether it is about financial

considerations or future employability prospects, the combination of

working and studying together is the key to success and is the

foundation on which one’s future and career depends (Abenoja, R. et

al., 2019); (Abenoja, R. et al., 2019).

According to Afable, S. et al., (2020), many students feel that

taking on a part-time job will detract you while studying. The

responsibilities of a working student are sometimes crucial that they

need to exert a lot of effort and energy for their academic performances

as well as to their current jobs. Every working student needs a lot of

time and effort to hold down a job and still get good grades. A working

student always needs to manage their time, that sometimes they even

forget to eat and take care of themselves due to stress. They even need
 21

to sometimes sacrifice their time together with their family and loved

ones just to be successful in both ends.

One of the negative impacts on working while studying is the

student’s performance in school. College working students can more

likely be left behind in their academic environment, as they only have

minimal time scrolling their notes while they are currently on their duties

as an employee. As they are able to help themselves, they tend to

sacrifice their time for studies. They could also feel out of place and

have less time for their social life since they are not always around the

campus. It is more likely to be said that they feel they do not belong in

their classroom, while other classmates are busy talking with each other

and discussing their past lectures in front of them. Harmful effects

typically arise because hours spent at work take time away from

studying which may lead to lower grades and less after-college

opportunities (Curambao, L. E., et al, 2015); (Abenoja, R. et al., 2019).

Working while studying can also affect the physiological,

psychological, and social well-being of a student. Negative

consequences on the life of a working student might be threatening.

Their lack of sleep is one of the problems that these students face,

especially those who are working on graveyard shifts. Working at night

is a big challenge as for that time, night is considered to be a rest hour,

but because they are working, their rest hours are only for morning and

afternoon, but as they are also a student themselves, they really don’t
 22

have the time to sleep and rest, cramming for different challenges just

to fulfill two different roles. As a result, their body reacts and it might

cause them fatigue and other sickness (Curambao, L. E., et al, 2015).

Mental health is also an issue for working students. The

combination of work and studies leads to fatigue and tiredness. As their

whole day is spent working and studying, they may experience

symptoms that surely affect their body conditions and health statuses.

Students playing dual roles are prone to fatigue and stress, their lack of

sleep and tiredness from work results in their body giving up. As they

become sick, it greatly affects their income, and even their activities at

school as they cannot do it properly. New students who choose to do a

part-time job while having full-time academic load were most likely to

suffer from stress and sleep deprivation as it causes a damaging effect

on the physical and mental health of students due to having a lot of

stressors and thinking too much such as where can they get their

allowances and every day needs (Curambao, L. E., et al, 2015);

(Abenoja, R. et al., 2019).

Students who are working while studying in college find their

part-time jobs beneficial due to the incomes they get, as they are able

to sustain their own needs. In addition, working is beneficial for them if

the work is related to their chosen course. Another benefit lies in the

feeling of self-achievement and self-satisfaction that is achieved

 23

through challenging oneself with double the workload and two different

lifestyles (Curambao, L. E., et al, 2015); (Abenoja, R. et al., 2019).

Graduates need to develop personal skills, qualities and

experiences that enable them to compete in the labor market, as for

this, students needed to give all their energy and efforts for them to grow

as an expert in their chosen field while they are still in school, as they

are the only one who can make their life be free with different obstacles

and challenges as they strive for their success and achievements in life.

One of the most common reasons why students work is due to

financial problems and even lack of support from their family and peers.

Students chose to work while studying because they believe that it will

help them lessen the burden and responsibility of their parents, in order

to help them in supporting for their education and school fees. As results

reveal that working 20 hours and more had a positive effect on students’

psychological well-being, and students who worked off campus also

trended positively on leadership skills. Work did not have much bad

effect on cognitive-type outcomes like moral reasoning and critical

thinking, but work has a positive result on things like psychological well-

being and leadership even when one is working a ton of hours. Due to

financial obstacles, a lot of college students try to juggle school and

work, causing a variety of problems for them. Ranging from difficulties

in time management, decline in school performance, health problems,

and to personal and social problems, part-time working students face a

 24

lot of challenges and difficulties trying to balance both (Curambao, L.

E., et al, 2015); (Abenoja, R. et al., 2019).

It was already reported that in the Philippines, the Commissioner

on Higher Education (CHED) had initiated programs to secure

academic records. CHED and the National Printing Office (NPO) have

signed a Memorandum of Agreement (MOA) on the Securitization of

Academic Records for college and university graduates beginning the

school year 2007. This move is part of CHED’s drive to stop the use of

fake diplomas and school records. This is because in some areas,

especially in Recto, Manila, there are a lot of businesses that only

operate on sidewalks that offers to make a fake diploma in exchange of

some pennies. CHED former Chairman Carlito Puno said the MOA aims

to secure authenticity of academic accounts such as diplomas,

transcript of records and special orders from all colleges and

universities in the Philippines. Thus, protect the image and integrity of

Filipino College students to potential employers both locally and

internationally. Puno emphasized further that the MOA would boost the

competitive edge of the graduates in the labor market for it will ensure

the integrity of credentials of the graduates while protecting the

reputation of higher institutions of learning (Abenoja, R. et al., 2019).

 25

FOREIGN STUDIES

A study by Kamlot, D. (2015), compared the perceptions of both

working and non-working students on the importance of attaining a

higher education and the impact to their future professions. According

to the results, almost one quarter of non-working students expect that

much of what is learned in higher education will be useful in their future

professional activities, while students who are currently working realize

that this does not happen, having a few said that the learning is applied

in practice (Perception of Higher Education by Working and Non-

Working Students, 2015).

From the findings of the study, it is evident that there are

differences among the views of working and non-working students due

to the experiences and circumstances that they are in.

A study entitled, “Social Responsibility and Personal

Innovativeness of Working and Non-Working Students”, compared the

social responsibility and personal innovativeness between working and

non-working students. In order to measure personal innovativeness, the

authors relied on M. Kirton’s concept of differentiating people according

to their attitude to new ideas and technologies; M. Basadur’s concept to

build a creative personality profile; V. A. Artemeva’s approach

considering social responsibility as a separate component of personal

innovativeness, and J. Rotter’s locus of control technique. The results

 26

showed that working students have a higher level of social responsibility

than non-working students, showing that work experience contributes

to increasing students’ social responsibility but slightly reduces the level

of personal innovativeness (Artemeva V. A., Veselova E. K.,

Dvoretskaya M. Y., & Korjova E. Y., 2018).

Another study about the advantages of working students, then

investigated the different decision-making styles and working

personalities of the working and non-working students. Work

personality, which is influenced by both home and school environments,

has been identified to influence critical adult work behaviors such as

task completion as well as how we engage with others in work settings.

Increasingly, college aged students are working full or part-time and

have to combine their studies with work demands in addition to other

responsibilities at home. One of the key implications of the study is that

students with adaptive decision-making styles have a tendency to make

better decisions throughout their time as students and beyond. While

not all students are employed, this study shows that working students

with adaptive decision-making styles not only have a tendency to

perform better in the classroom, but in their work setting as well (Doe,

R., Castillo, M. & McKinney, A., 2017).

As the aforementioned studies discussed the differences among

working and non-working students, the succeeding studies will then

 27

tackle the impacts of being a working student and non-working student

on their health.

E. Vernet (2019), elaborated how an individual manages to work

and participate in other activities related to school, family,

extracurricular activities, and other obligations, and how it takes a toll

on their health. Factors such as burnout, poor physical and

psychological health, stress, lower sleep quality, and decreased

employee performance and satisfaction describe the adverse outcomes

from working long hours (Fein & Skinner, 2015; Zhang, Punnett, &

Nannini, 2017).

College serves as an essential component of young adulthood.

During this time, young adults are responsible for managing their time,

obligations, and health on their own, a lifestyle they are not prepared for

beforehand. The cost of attendance for college students has been

increasing rapidly over the past few years. To cover expenses such as

tuition, fees, and room and board, many college students choose to

work.

The study, “Fatigue Among Working and Non-Working Students:

A Sociological Analysis of the Environmental Determinants of Its Level”,

wanted to define the average level of fatigue among working and non-

working students and to identify environmental factors that can

influence this level. Because students often combine learning with

 28

working, their additional responsibilities may reflect on their functioning

and health. From the results of the study, it was found that the level of

fatigue among non-working students is significantly higher than among

the working ones, which simply implies that even the non-working

students experience fatigue from their academic responsibilities alone

(Kutyło, Ł., Łaska-Formejster, A. B., & Ober-Domagalska, B., 2019).

Moving on from fatigue is another strand of health – mental

health. The study, “Need Satisfaction and Mental Well Being Among

Working and Non-Working University Students in Pakistan: A Gender

Perspective” (2021), investigated the relationship between need

satisfaction and mental well-being among university students. The study

also tackled how working students experience more dissatisfaction and

deprivation of social, financial as well as psychological needs because

of the placement, working hours, responsibilities of their job. On the

other hand, non-working students who experience their lives only as a

student may have the opportunity to satisfy their need of belongingness

and competence on the basis of their educational success and limited

autonomy.

Need for Competence

Positive feedback on productive activity ultimately increases

one’s internal motivation to do the same activity and gives the feeling of

competence. High intrinsic ability to do the task in a good manner gives

 29

feelings of self-competency, hence improves one’s performance and

level of psychological satisfaction.

Psychological or mental wellbeing is one’s state of happiness

and the optimistic impact it creates upon the individual. Depression

decreases the person’s mental wellbeing by producing the effects of

sadness, despair, hopelessness and sorrow. When students are

depressed, they perform poorly in academic tasks.

With depression being mentioned by the previous study, another

study written by Nurwulan, N. & Selamaj, G. (2020), reviewed the impact

of students’ dual role as students and workers on the depression rate of

working university students in Batam, Indonesia. They have gathered

that; Depression is the most common health issue for university

students. It has become increasingly prevalent and might become the

biggest barrier to doing well in school. The rates of depression for

university students are higher than for the general population. The

transition from high school to university could be stressful for some

students since they must manage everything by themselves and will not

have their parents to depend on.

The depression on university students may have an impact on

academic performance, dropout rates, and professional development

after graduation. The academic stress that the students faced creates

more depression than mental issues. Students who are satisfied with
 30

their academic performance are less likely to get depressed and

students with financial problems are at a higher risk for depression.

Students with depression, especially working students, tend to show

depression symptoms such as biting their nails, isolating themselves

from others, and have digestion problems.

From the findings and conclusion obtained by the study, it heavily

implies that possible health effects will always be present with students

who have multiple roles and responsibilities, especially among working

students who have other duties at work as well.

 31

THEORETICAL FRAMEWORK

PRIMARY SECONDARY COPING

STRESSOR
APPRAISAL APPRAISAL RESPONSE

Figure 1. The Transactional Theory of Stress and Coping

This study is anchored on the Transactional Theory of Stress

and Coping (TTCS), which was developed by Dr. Richard Lazarus and

Dr. Susan Folkman. This theory is basically focused on the ability of

individuals to assess the different stresses they experience in life. Being

able to evaluate the stressors that they encounter is integral in the ways

they cope with stress. The model above pertains to the reappraisal

process introduced in the book, “Psychological Stress and the Coping

Process by Lazarus, R. (1966)”, and it is about how an individual

appraises a stressor and is able to determine how they will cope with or

respond to stress. The Primary Appraisal is the stage in which people

question whether the stressor might be harmful and pose a threat to

them. Secondary Appraisal on the other hand, is the stage where the

individual begins to formulate ways they can overcome and address the

stressor, leading to the development of the coping response.

 32

The Transactional Theory of Stress and Coping is very essential

for the progression of the study as it tackles stress, which is one of the

central variables the researchers want to delve into deeper in order to

compare the academic stress and anxiety among the working and the

non-working college students. Both groups of participants undergo

stress, despite the disparities between them, as they both handle a

multitude of tasks in the academe and in the workplace.

A study by Margaret, K., Ngigi, S., and Mutisya, S., (2018), also

utilized the Transactional Theory of Stress and Coping by Lazarus and

Folkman. They used the aforementioned theory, to also assess the

ways on how their participants were able to come up with coping

strategies as they face the different stresses entailed by their tasks and

responsibilities.
 33

CONCEPTUAL FRAMEWORK

As the study aims to compare the academic stress and anxiety

experienced by the working and non-working college students, the

researchers want to identify first the demographic profiles of the chosen

respondents. Next, the researchers want to gather the problems that

are encountered by the two groups of respondents – particularly, stress

and anxiety. In line with stress and anxiety, the study then aims to know

the impacts with regards to the respondents’ academic performance.

Lastly, the researchers want to focus on the differences and similarities

among the stress and anxiety of the chosen respondents.

The study will then gather the required data through a series of

interviews, using two questionnaires catered for both the working and

non-working students.

Once the essential data has been obtained, the study will then

be used as a guide for the stressed and anxiety stricken working and

non-working students, as well as a means to provide guidelines in order

to cope with stress and anxiety.

 34

RESEARCH PARADIGM

INPUT PROCESS OUTPUT

• Demographic • Data Gathering • Crafting

Profile of the through Physical Guidelines for the
Respondents Interviews Working and Non-
• Problems • Interview working Students
encountered by Questionnaires as
the Working and instruments
Non-working
students in terms
of Stress and
Anxiety
• Stress and
Anxiety
Differences
Among the the
Working and Non-
working students
• Impacts of Stress
and Anxiety on the
Academic
Performances of
the Working and
Non-working
students

FEEDBACK

Figure 2. Paradigm of the Study

 35

STATEMENT OF THE PROBLEM

Working and full-time students undergo different types of stress,

such as personal, work-related, and academic distress. Due to the

circumstances between the two types of students, the study aims to

identify whether there are notable differences and similarities particularly

on the academic stress and anxiety that both groups experience.

The researchers are seeking to compare the academic stress and

anxiety among working and non-working college students and how such

factors may affect how they manage their academic lives.

In line with this problem, the researchers want to know the

following:

1. Demographic profile of the respondents in terms of:

a. age

b. gender

c. course

d. type of work

e. length of work (months/years)

 36

2. What are the problems encountered by the respondents in terms

of:

a. Academic Stress

b. Experienced Anxiety

3. How does stress differ among the two groups of respondents?

a. Working Students

b. Non-working Students

4. How does anxiety differ among the two groups of respondents?

a. Working Students

b. Non-working Students

5. How does academic stress impact the respondents’ academic

performance in terms of:

a. Grades

b. School Attendance

c. Academic Work Deadlines

6. How does experienced anxiety impact the respondents’ academic

performance in terms of:

a. Grades

b. School Attendance

c. Academic Work Deadlines

7. How are the findings utilized in crafting guidelines for working and

non-working students?
 37

SIGNIFICANCE OF THE STUDY

This study is significant and beneficial to Students, Professors,

Program Head, and Future Researchers.

Students. Working and full-time students will benefit from this

study because they will be able to do more in terms of improving their

academic performance. They would know how to manage their stress and

anxiety regarding their different responsibilities as a student or at work.

Professors. Educators will be more aware of their students'

hardships, allowing them to guide students accordingly with the things

they might lack, such as their ability to concentrate and pay attention to

lessons and teach them effectively based on their capabilities.

Admin. Different admins of the attended schools will be more open

to topics about working and full-time students, stress, anxiety, and

academic performances. Also, to remind the Professors how they will be

able to attend to their students' needs.

Researchers. Researchers will be able to use this study as

reference material and for others who want a deeper understanding of the

topic.
 38

SCOPE AND DELIMITATION

This study focuses on working students and full-time students at

college levels under the Library Science, Engineering, and Psychology

Department of Bestlink College of the Philippines. Researchers want to

know the differences in their academic stress and anxiety that affects their

academic performance.

The respondents of the study will be college students, specifically

Working and Non-Working Students. There is a total of 2,678 from the

entire department; 812 students in Bachelor of Science in Computer

Engineering (BSCPE), 1,795 in Bachelor of Science in Psychology (BSP),

and 71 in Bachelor of Library in Information Science (BLIS). A total of 12

students in the Library Science, Engineering, and Psychology

Department will be selected – two (2) Working and two (2) Non-working

Students will be selected from each course.

 39

DEFINITION OF TERMS

Academic Performance refers to the extent to which a student,

teacher, or institution has attained their short or long-term educational

goals.

In the study, this terminology is used as one of the factors to

compare the stress and anxiety of the working and non-working students.

Anxiety in medical terms, is the abnormal and overwhelming

sense of apprehension and fear often marked by physical signs (such as

tension, sweating, and increased pulse rate), by doubt concerning the

reality and nature of the threat, and by self-doubt about one's capacity to

cope with it.

As for the study, this term is used as one of the variables of the

study.

Finances refers to a broad term that describes activities

associated with banking, leverage or debt, credit, capital markets, money,

and investments. Essentially, finance represents money management

and the process of acquiring needed funds.

This term is used in the study as a factor to determine what drives

working students to pursue a job despite being students as well.

Full-time Students are those who will be completing the total

credit hours that a university or a college has required.

 40

In the study, they are the respondents who are also referred to as

the non-working students.

Mental Health includes our emotional, psychological, and social

well-being. It affects how we think, feel, and act. It also helps determine

how we handle stress, relate to others, and make healthy choices.

This term is used as a means to compare the stress and anxiety

among working and non-working students.

Non-working Students are those students who are capable of

studying without spending time working.

This study refers to them as the participants who are also called

full-time students.

Part-time Students are students who may have a job or are

engaged in other activities.

In the study, they are the respondents who are also referred to as

the working students.

Physical Health is defined as the condition of your body, taking

into consideration everything from the absence of disease to fitness level.

The study refers to this term as one of the factors that are affected

both by the duties of the working and non-working students.

 41

Pressure refers to the burden of physical or mental distress. In the

study, this term is used to determine other factors that may affect working

and non-working students.

Stress is a natural feeling of not being able to cope with specific

events. It is a biological response to demanding situations.

This term is used in the study as a factor to determine the

academic behaviors of the working and non-working students.

Time Management is a variable in the study, in which the

researchers want to consider as a factor for the difference among the

working and non-working students.

Working Students are the students who need to work in order to

be able to go to school or are confident to have what it takes to work and

go to school at the same time.

They are also the participants of the study that are also known as

the Part-time students.

 42

CHAPTER II

METHODOLOGIES

This chapter gives you a point of view on how the research

design, respondents of the study, the instruments, and techniques, are

used to show the relationship and generalized findings of the said study.

The researchers prepared different parts in order to collect the specified

data and information needed for the study.

RESEARCH DESIGN

This study is a Qualitative Research method for gathering the

data and the information needed for the study. The researchers used

this method to be able to interpret the data in a proper way, and also for

it to be a plausible and verifiable one. The researchers specifically used

the Comparative method because it aims to know the differences and

similarities of the academic stress and anxiety showcased by the

working and full-time students; and also, how they are able to handle

and manage their duties and responsibilities in the academe.

 43

RESPONDENTS OF THE STUDY

The researchers conducted the study at Bestlink College of the

Philippines, specifically in Library Science, Engineering, and

Psychology Department. The respondents of the study will be (12)

students – (2) Working and (2) Non-working Library Science students,

(2) Working and (2) Non-working Engineering students, and (2) Working

and (2) Non-working Psychology students.

POPULATION, SAMPLE AND SAMPLING TECHNIQUE

The researchers used purposive sampling. This study

purposefully selected 12 students from the Library Science,

Engineering, and Psychology Department of Bestlink College of the

Philippines. The selected students were chosen based on the criteria

set up by the researchers. The respondents who are qualified for the

study are college students, either working or non-working, who are

possibly struggling with academic distress and experience anxiety –

which is the most important criterion the study is focused on.

 44

DATA GATHERING PROCEDURE

In this study, the researchers used two sets of interview

questionnaires catered for the working and non-working students, which

was used for online interviews that are the instruments for the

Qualitative Research method of collecting the data needed. This

method of collecting data is used to improve the understanding and

perception of the experiences and the situation of the working and non-

working students.

RESEARCH INSTRUMENT

The researchers used two sets of printed interview

questionnaires to conduct interviews for the respondents as a means to

gather data and information needed for the study. The researchers also

prepared separate presentations for the respondents during the

interview sessions. These instruments are used so that researchers are

able to write down and record the audio of the data gathered from their

respondents as they answer the questions accordingly.

 45

WORKING STUDENTS/PART-TIME STUDENTS QUESTIONNAIRE

Name: Course:

Age: Job Type:

Gender: Length of Work:

1. As a working student, do you experience academic stress?

1.1 If yes:

1.1.1 How often do you experience it?

1.1.2 What are the usual causes?

1.1.3 Can you recall the most stressful experience you went

through?

1.2 If no, how were you able to avoid experiencing academic

stress?

2. As a working student, have you experienced anxiety?

2.1 If yes:

2.1.1 How severe was it?

2.1.2 How often did it occur?

2.1.3 What caused it to happen/ What are the usual

causes?
 46

2.2 If no, can you briefly share if there are instances where you

thought you almost experienced it?

3. How is your academic performance in terms of:

3.1 Grades

3.2 Attendance

3.3 Complying to deadlines

4. How do you cope when you have several high-priority tasks to work

on?

4.1 High-priority tasks at school

4.2 High-priority tasks at work

 47

NON-WORKING STUDENTS/ FULL-TIME STUDENTS

QUESTIONNAIRE

Name: Gender:

Age: Course:

1. As full-time student, do you experience academic stress?

1.1 If yes:

1.1.1 How often do you experience it?

1.1.2 What are the usual causes?

1.1.3 Can you recall the most stressful experience you went

through?

1.2 If no, how were you able to avoid experiencing academic

stress?

2. As a full-time student, have you experienced anxiety?

2.1 If yes:

2.1.1 How severe was it?

2.1.2 How often did it occur?

2.1.3 What caused it to happen/ What are the usual

causes?
 48

2.2 If no, can you briefly share if there are instances where you

thought you almost experienced it?

3. How is your academic performance in terms of:

3.1 Grades

3.2 Attendance

3.3 Complying to deadlines

4. How do you cope when you have several high-priority academic tasks

to work on?
 49

CERTIFICATE OF VALIDATION

This is to certify that the research instruments had undergone

validation by Maica C. Bironia, RPm, CRSP®, CHRA. The expert can

confirm that the interview questionnaires underwent thorough

evaluation and was considered to be really useful for their research

entitled: “Comparative Study of the Academic Stress and Anxiety

among Working and Non-working College Students”.

Maica C. Bironia, RPm, CRSP®, CHRA

OIC, Student Personnel Services
Licensed No. 0014702
 50

CHAPTER III

RESULTS

This chapter of the study entails the results obtained from the

data gathering done through a series of interview sessions for both the

working and the non-working college students, who were the chosen

respondents of the study. The method used to analyze the collected

data is also included in this chapter.

WORKING STUDENTS/PART-TIME STUDENTS

The study used two different groups of respondents to compare

the academic stress and anxiety of working and non-working college

students. The tables below contain the information gathered from six of

the working students from the total twelve respondents.

Since the study gathered data through a series of interviews,

Thematic Analysis was used to interpret and analyze the raw data

obtained from the chosen respondents. For working/part-time students,

it entails 31 meaning units, 31 concepts, 17 categories, and 6

themes.
 51

Working Students/Part-time Students’

Demographic Profile

Respondent Age Gender Course Type of Length of

Work Work

Respondent A 19 Female BSCPE Cashier 6 months

Respondent B 19 Female BSCPE Fast-food 6 months

Crew

BLIS Student
Respondent C 27 Male Assistant 3 years

Respondent D 20 Male BLIS Freelancer 2 years

Team 1 year and

Respondent E 24 Female BSP Leader 3 months

Call 1 year and

Respondent F 23 Female BSP Center 2 months
Agent

The working student respondents’ ages were ranging from 19 –

27, with predominantly female working students, with a variety of job

types and different length of work experiences.

 52

THEME 1

For Theme 1: Academic Pressure, 11 meaning units were

obtained from 17 responses – each with their own designated codes. It

produced 11 concepts under 6 categories: (1) Indication of Academic

Stress as Part of Normal Student Life, (2) Schools Being Aware of

Academic Stress Issues, (3) Student Pressures, (4) Research/Thesis

as Most Stressful for Students, (5) On-the-job-training as Stressor, and

(6) Finances as Normal Cause of Academic Stress (School Payments).

 53

Table 2
Theme 1: Academic Pressure

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS
C09 Normalizing Academic
academic Stress has
stress as a always been Indication of
part of normalized Academic
student life. because it is Stress as
a common Part of
issue that Normal
students Student Life
experience.

C09 School School ACADEMIC

Admin Admin is PRESSURE:
advises aware of the School
students to difficulties issues
have a that leading to
consultation students go stress &
as a through at anxiety
preparation school. Schools
for hard Being Aware
student life. of Academic
A03 Professors The school Stress
are aware is accepting Issues
that the working
student is students.
working.
B07 Sometimes, There are
students instances
have to where
inform the professors
professors need to be
that they are made aware
working/part by the
-time school of the
students. working
students.
 54

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS
F24 Student Pressure
states that contributes
pressure is to
the cause Academic
of Stress.
academic
stress.

F25 The Being a Student

pressure working Pressures
as a student
working contributes
student is to
too much. Academic ACADEMIC
Stress PRESSURE:
A03 & C11 Students Students School
must are issues
maintain pressured leading to
their to maintain stress &
grades and perfection anxiety
avoid when it
failing. comes to
their
grades.
D13, E19, & Students Research Research/Thesis
F24 specifically and Thesis as Most Stressful
claim Writing are for Students
Research factors that
as constitute
stressful. to
Academic
Stress.
E19 & F24 Thinking Students On-the-job-
about find On- training as
student the-job- Stressor
OJT training as
stresses stressful
out the despite
students. already
working.
 55

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS
E18, F24, & Students School fees
E20 claim and
Finances as payments
one the have always
causes of been a Finances as ACADEMIC
their stress. common Normal Cause of
PRESSURE:
cause of Academic Stress
Academic (School School issues
Stress. Payments) leading to
A03 Working Students stress &
students work due to anxiety
sacrifice financial
their matters
classes affecting
sometimes their
to work for education.
costly
materials
needed for
school.

For Theme 1, ACADEMIC PRESSURES: School issues leading

to stress & anxiety

C09 states that as a student there is a tendency to normalize

stress since it is a constant thing in school. Academic Stress has always

been normalized because it is a common issue that students

experience. According to an article by Mcneel, A. (2018), “For college

students, extreme levels of stress are just everyday occurrences that

almost feel normal. But really, we shouldn’t normalize heightened stress

and we shouldn’t glorify it, either. Stress can be serious, and we should

treat it accordingly.” The article implies that college student life comes

with extreme levels of stress that should be taken seriously despite

being a common occurrence.

 56

C09 states that, the School Admin advises students to have a

consultation as a preparation for students' hard life, which means that

the school itself is aware that Working Students are experiencing stress

and should be something that students seek for professional help.

According to the article by Lumugdan, C. (June 2022), “A student’s life

consists of self-discovery, school responsibilities, and educational

milestones. However, not all students can attend school and meet their

fundamental needs. Consequently, being a working student nowadays

has become a norm.” This article simply states that even though taking

care of a student’s mental health has become necessary for the

overwhelming stress and anxiety they have experienced, not everyone

can consult and have their selves checked, especially working students

who have other tasks that demands more of their attention.

The responses of A03 and B07 are all about the importance of

Professors’ awareness about the working student’s stress, that they

exist and somehow, they need attention and care as well. Students from

working-class backgrounds are significantly less likely to attend college

(particularly 4-year institutions) and persist to degree completion than

their peers from middle- and upper-social classes (Astin & Oseguera,

2004; McDonough, 1997; Pascarella & Terenzini, 2005; Tinto, 2006;

Walpole, 2007).
 57

Schools and educational institutions should be able to cater to

the needs of their students, especially working students who experience

more academic stress and anxiety due to their work.

For the responses, F24, F25, A03, and C11, it talks about why

pressure is the cause of Academic Stress. The pressure they refer to is

a mixture of pressure with their work, studies, and personal problems.

Students must maintain their grades and comply with other

responsibilities including their jobs. According to Kibin (2023), students

in college often face certain situations which put extra burden and

pressure on their minds. Obviously their first preference in college is to

study hard and get good marks but at the back of their minds, they are

thinking about building their careers, getting a good job, and getting

some sort of financial stability to be able to support their family.

D13, E19, and F24 state that doing research is one of the

reasons why students are experiencing Academic Stress, as it requires

time, attention and funds before it can be created or published.

According to the Research Gate Article (Fawaz Qasem, Elrasheed

Ismail Mohommoud Zayi, January 2019) “Research, by its nature, is a

critical challenging task that requires in-depth knowledge of the subject

matter, planning, care, and hard work. From the students' point of view,

this paper attempts to explore the challenges that are faced by

undergraduates when they are writing proposals and research projects

at the early stages.

 58

This statement entails what an educational institution should do

when handling students who find research as a stressful activity,

because despite being a costly and stressful school requirement, it is a

very important part of student life that every student’s life, even working

students must comply with.

E19 and F24 stated that the OJT (on-the-job training), even just

the thought of it, is leading them to Academic Stress. Working students

already have jobs to do, so juggling their time with the OJT, studying,

and personal matters, leads them to stress. In the higher education

setting, studies have shown that the level of stress among student

interns is high, with much of the stress linked to work demands. (Elsaid

et al., 2019)

E18, F24, and E20 claim that finances are one of the causes of

their stress. School fees and payments have always been a common

cause of Academic Stress because the thought of lacking enough funds

is already a burden for them.

“One of the sources of stress for students that has been observed

among higher education systems in different parts of the world relates

to financial pressures” (Aherne, 2001; Joo, Durband, & Grable, 2008;

Roberts, Golding, Towell, & Weinreb, 1999)

 59

Working students are already stressed with their compliance with

their academic responsibilities, at the same time they are also stressed

on how they will pay their school fees.

The last response, A03 states that working students sacrifice

their classes sometimes to work for costly materials needed for school,

and they are working to pay for their school fees. Avoiding late

payments is one of the reasons why students tend to get a job while

they are studying. According to Research Gate (Castor V. Balacuit,

June 2022), “The primary academic challenge of working scholars in

their daily lives is financial problems, which are attributed to school-

related expenses (requirements), needs, and wants. In addition,

working scholars are also psychologically challenged because of

external discouragement and a lack of moral support from their

families.”
 60

THEME 2

For Theme 2: Time, 4 meaning units were obtained from 14

responses – each with their own designated codes. It produced 4

concepts under 2 categories: (1) Time Management Issues, and (2)

Missed Deadlines.

Table 3
Theme 2: Time
REFERENCE MEANING CONCEPTS CATEGORIES THEME
NUMBER UNITS
A01, F24, Working Working
& E20 students students do
state Time not have
Management flexible time
as a usual schedules that
cause for befit school
their Stress schedules.
and Anxiety Time
Management
E18, E19, The work Work Issues TIME:
A02, A03, schedules of establishments LIMITATIONS
B07, & the students and OF
C11 affect their companies are SCHEDULES
ability to sometimes not &
attend their considerate DEADLINES
classes. with the class
schedules of
the working
students.
B05 & E18 Working Work
students are responsibilities
unable to limit the ability
comply and of working
miss students to
deadlines comply to their
when busy schoolwork.
at work.
 61

D13 & A01 Students The Missed TIME:

have to rush schoolwork of Deadlines LIMITATIONS
and choose working OF
which students tends SCHEDULES
schoolwork to be rushed, &
to do first. possibly DEADLINES
affecting the
quality of the
work.

For Theme 2, TIME: LIMITATIONS OF SCHEDULES &

DEADLINES

A01, F24, and E20, indicate that with most of the answers of the

working college students, time management affects their academic

performance and elevates the stress and anxiety that comes with

handling tasks simultaneously. According to Maslow (1954), “As long as

the efficient use of time helps us meet higher goals of fulfillment,

spiritually and wellbeing, we perceive it as helpful.” This article explains

that as a student, managing time is an important area of their self-desire

to achieve their goal, but for working students it is a challenge for them.

E18, E19, A02, A03, B07, and C11, states that a student working

while studying can make you a ninja time manager, which is a time

management strategy used for a lot of tasks. It puts responsibilities in

perspective, improves work ethic, and teaches you how to get more

done in less time. You learn the importance of time blocking, scheduling,

and knowing when to stop procrastinating. Harmful effects typically

arise because hours spent at work take time away from studying.
 62

According to Power (2013), “Working students have less time to study

their lessons. Classes which require extensive reading and writing are

affected. They can always be late for their classes, affecting their

academic performance tremendously.” This article explains that working

while studying is that students sacrifice their time for their studies.

B05 and E18, state that poor management of time is one of the

problems encountered by working college students. According to

Connections Academy by Pearson (June 1, 2022), “Even though getting

the due date for an upcoming homework assignment may elicit a groan

or two, it’s important to realize that due dates are important for school

in the same way they are important for setting goals.” This article

explains that when students learn to work with deadlines, they can

become highly effective at not just setting goals, but also completing

those goals. Deadlines are important because they are key to

completion, and so working students are still required to meet those

deadlines.

D13 and A01, states that working college students tend to rush

their schoolwork because of their busy schedule. Rushing adds more

stress and anxiety to their life. Over time, this can make a big difference

in their default mental state. Even if it doesn't feel significant at the

moment, the difference between a peaceful mind and a somewhat

stressed mind is significant. It impacts everyone around them as well.

According to (Powers, 2013) “Working students have less time to study

 63

their lesson. Classes which require extensive reading and writing are

affected.” This article implies balancing between work and school is a

must in order to accomplish good time management.

THEME 3

For Theme 3: Work-School Balance, 5 meaning units were

obtained from 5 responses – each with their own designated codes. It

produced 5 concepts under 3 categories: (1) Constant Balancing with

Work & School, (2) Workload Issue (Academic & Work), and (3) Work

Industries’ Consideration for Students.

Table 4

Theme 3: Work-School Balance

REFERENCE MEANING UNITS CONCEPTS CATEGORIES THEME
NUMBER
B05 Students who Working
work sometimes students often Constant
do not have struggle with Balancing
enough time to tasks that are with Work &
do tasks with more catered to School
immediate students who
deadlines. have more free WORK-
time. SCHOOL
B05 Being overloaded Balancing both BALANCE:
with both work tasks at work MANAGING
tasks and and school can ACADEMIC
schoolwork be challenging Workload TASKS AND
causes stress. and stressful Issue WORK
for students. (Academic &
Work)
A02 Students feel Overloaded
anxious when tasks can
their tasks pile contribute to
up. student anxiety.
 64

A04 Student can There are

balance their companies that WORK-
schoolwork and are catered for Work SCHOOL
work-life. working Industries’' BALANCE:
students. Consideration MANAGING
E23 Student states Workplaces are for Students ACADEMIC
that their work understanding TASKS AND
gives of working WORK
considerations. students.

For Theme 3, Work-School Balance:

B05 states that the students who work do not have enough time to do

tasks within immediate deadlines. Working students often struggle with

tasks that are more catered to students who have more free time,

indicating that working students need to balance their time and attention

in order to manage their work and academics. It may lead to stress

because working students have multiple tasks to do. According to

Rebecca Bakken (Jan. 27, 2019) Statistics show that access to higher

education is further complicated for those with families or obligations

outside of work and school, which often tighten financial and time

constraints.

B05 and A02, represent that being overloaded with both work

tasks and schoolwork causes stress to working students, and students

feel anxious when overloaded with tasks. Balancing both tasks at work

and school can be challenging and stressful for students. It is important

to have a better understanding of why the student is experiencing

stress, in order for them to manage and still function despite their stress
 65

and anxiety level. According to one of Frontiers Article, Gabriela-

Lăcrămioara Drăghici and Ana-Maria Cazan (April 22, 2022), “Stress

and burnout are present in every aspect of an individual’s life, and the

growing number of employed students raises certain concerns about

their engagement in academic tasks and finishing their studies.”

A04 and E23 state that when students are able to balance their

schoolwork and job, one of the reasons why is because there are

companies who are accepting students to work with them and organize

the schedules that are fitted for the students. Being able to work in a

place that gives consideration to their situation as working students can

help manage their stress and time. According to Karl Nicole Nucum,

(May 18, 2018), “Over the years, the concept of “work-study balance”

has been an ongoing struggle for working students. While there can be

a number of factors involved, the financial crisis is still the primary

reason why students take part-time (or full-time) jobs. Running from

school to work and juggling academic requirements and side-hustles

while keeping your family, social, or love life in check is a truly daunting

task.”
 66

THEME 4

For Theme 4: Adverse Health Effects, 4 meaning units were

obtained from 6 responses – each with their own designated codes. It

produced 4 concepts under 2 categories: (1) Psychological Distress,

and (2) Over-Exhaustion at Work Causes Missed Deadlines.

Table 5
Theme 4: Adverse Health Effects
REFERENCE MEANING CONCEPTS CATEGORIES THEME
NUMBER UNITS
C10 Severe Students
anxiety have other
drives the health
student to matters that
have add up to
suicidal their anxiety.
thoughts.
Psychological
C09 The student Personal
Distress
was problems
shamed by affect and
ADVERSE
their own add up to
HEALTH
psychology the stress
EFFECTS
doctor and anxiety
which made experienced
them have by students.
more
negative
thoughts.
C09 & F28 Working Being a
students no working Over-
longer have student Exhaustion at
enough time means Work Causes
for sleep having to Missed
and rest. sacrifice Deadlines
self-care.
 67

B05 & B06 Lack of rest Exhaustion Over- ADVERSE

makes comes with Exhaustion at HEALTH
working work, Work Causes EFFECTS
students affecting the Missed
miss school students’ Deadlines
deadlines. ability to
comply at
school.

For Theme 4, Adverse Health Effects:

C10, indicates that a working college student is easily stressed

and experiences anxiety, causing a decrease in academic performance

due to the difficulty of dividing time between lectures and work, lack of

rest time, managing personal emotions and feelings, and having limited

time to engage in school. According to (Youssef and Luthans, 2007),

“The inability to cope effectively with the challenges of the professional

and academic life can have severe repercussions on a student’s mental

health and well-being and (Oswalt and Riddock, 2007) with depression

and suicide attempts being the two reactions to stress that are of

concern to the society.” It explains that stress and anxiety are present

in every aspect of an individual’s life, and the growing number of

employed students raises certain concerns about their engagement in

academic tasks and finishing their studies.

 68

C09 states that working college students experience shame

often and feel worthless, depressed, and anxious. Shame can be a

contributing factor to depression, anxiety, and co-dependency.

According to an article of Mental Health Foundation (June 2022),

“Higher body dissatisfaction is associated with a poorer quality of life,

psychological distress.” It explains that feeling ashamed can have

negative emotional effects on self-esteem.

C09 and F28 state that as a working college student, having not

enough time for sleep and rest increases their risk of depression,

anxiety, and low self-esteem. According to Oswald's Restoration

Theory, it is important to rest to recover the energy that is lost

throughout the day so that you can be productive and healthy. It

explains that this theory is showing people who get less sleep than usual

tend to be less productive and experience health problems.

B05 and B06 are the working students who experienced late

complying to their academic deadlines. Most of these happen because

of poor work management. According to the article, Solving

Procrastination (2023), “Student syndrome is a phenomenon where

people delay doing things until right before the deadline. This explains

that it can lead to various issues that even working students are

sometimes guilty of doing.”

 69

THEME 5

For Theme 5: Student Coping Mechanism, 3 meaning units were

obtained from 8 responses – each with their own designated codes. It

produced 3 concepts under 2 categories: (1) Religion as Coping

Mechanism, and (2) Time Management as Coping Mechanism.

Table 6
Theme 5: Student Coping Mechanism
REFERENCE MEANING CONCEPTS CATEGORIES THEME
NUMBER UNITS
C09 & C12 Praying Having a
and having strong
faith helps support like
manage a religious
the stress figure works Religion as
and for people Coping
anxiety of who have a Mechanism
the strong faith.
student.

STUDENT
D16, D17, Working Balancing COPING
E22 & B08 students workload MECHANISM
who are and
busy resort schoolwork
to require
managing organizing
their time their time
to do all which is Time
tasks. limited. Management
F27, F28, Working In order to as Coping
D16, & D17 students survive Mechanism
make wise being a
use of their working
time to do student,
all of their dividing
tasks. their time
properly is a
must.
 70

For Theme 5, Student Coping Mechanism:

C09 and C12, states that some students’ coping mechanism is

praying and having faith that helps them to manage their stress and

anxiety. It implies that having a strong support like a religious figure

works for people who have a strong faith. It is important to identify what

the students’ coping mechanism is that effectively works for them. “As

most believers would resort to spiritual enlightenment activities,

religious rituals such as prayers, meditation and reading sacred text,

these have been reported to have lowered anxiety and depression and

reduced the consequences of stressful life events faced by the

sufferers” (William et al., 1991). “The use of spirituality and religious

practice, according to Rosmarin et al. (2010), in the form of adaptive

manner can be helpful to an individual who may have psychological

distress.” This is also synonymously mentioned by Krauss et al. (2005).

Students have their own coping mechanisms but for the religious

students they tend to pray and seek help from their God, which helps

them to manage their stress and anxiety.

D16, D17, E22, B08, F27, F28, D16 and D17, talk about Time

Management used as a coping mechanism. Working students who are

busy resorting to managing their time to do their tasks tend to be

stressed out, so they need to have to balance their workload and

schoolwork that requires them to organize their limited time. In order to

survive being a working student, dividing their time properly is a must.

 71

It is important to know how time management works for students,

especially for those who are working. According to the study by Bestlink

College of the Philippines, (April 1, 2022), “Time management is the

ability of a person to balance things happening in their lives. It has a

significant impact on the lives of the students, especially for those who

are working. Sometimes, they lack the supervision of parents and

teachers, and they work due to financial reasons. Working students do

not have enough time to study and spend most of their time working.”

THEME 6

For Theme 6: Student Personal Life, 4 meaning units were

obtained from 8 responses – each with their own designated codes. It

produced 4 concepts under 2 categories: (1) Familial Issues, and (2)

Relationship with Peers.

 72

Table 7
Theme 6: Student Personal Life

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS
C09 Student has Home life
issues with can affect
father who the level of
has stress and
aggressive anxiety that
tendencies. working
students
have.
Familial
D14 & D17 Working Working Issues
students students
think about work to STUDENT
their family’s relieve the PERSONAL
finances. burden of LIFE
their family’s
financial
needs.

C09 & C10 Students are Problems

intimated by within one
peers and ‘self can
compares affect the
self to others. relationship
students
have with
others. Relationship
B05 & C11 Cooperation Academic with Peers STUDENT
of students is performance PERSONAL
a must for and LIFE
finishing complying to
schoolwork. academic
tasks
encourage
working
students to
engage with
their peers.
 73

For Theme 6 Student Personal Life:

C09 states that a student doesn't have a good relationship with

their parents. Family life significantly impacts the health of each one in

both positive and negative ways. When the house is full of stress and

conflict, the health of the family members is also negatively affected.

The relationships we experience with the people around us have a great

influence on our wellbeing. Strong, positive relationships help us build

trust and feel supported. Having people around us who can share

positive and difficult times can also help us manage stress when things

become tough. Children feel secure and loved when they have strong

and positive family relationships. And it also helps families resolve

conflict, work as a team, and enjoy each other’s company. According to

an article of the Better Health Channel (2021), “Conflict can happen

when family members have different views or beliefs that clash.

Sometimes conflict can occur when people misunderstand each other

and jump to the wrong conclusion.” It explains that issues of conflict that

are not resolved peacefully can lead to arguments and resentment and

affect a working student’s overall mental state.

D14 and D17 state that the important reason why students are

working while studying is for the money that they receive through a part-

time job. Many students prefer not to rely on their families for monetary

needs. They will have the ability to take care of themselves and lessen

the financial burden on their family with a student job, and could use the
 74

extra money to pay bills, contribute to accommodation and daily

expenses. According to Halliday Wynes, (2014), “A student’s financial

position will affect their commitment in learning which will affect their

academic performance.”

C09 and C10, stated that a student has the tendency to suffer

from discouragements and lack of motivation. The challenge of

comparing oneself to peers affects self-esteem. Self-esteem suffers and

sometimes dangerous activities are involved. According to Leon

Festinger’s Social Comparison Theory (October 13, 2022), “People

value their own personal and social worth by assessing how they

compare to others.” This theory describes the comparison processes

people utilize to evaluate their actions, accomplishments, and opinions

in contrast to those of other people. This theory explains that once you

learn to never compare yourself to others, your life will change, and the

weight of stress and anxiety will be lighter.

B05 and C11, stated that the student must engage with their

peers and cooperate to finish their academic workloads. When students

display high levels of behavioral, emotional, and cognitive engagement,

they are more likely to excel academically, form a stronger sense of

connection with their school, and have a more positive sense of social-

emotional well-being. According to Vygotsky (1962), “Valued peer

learning argued that the range of skills that can be developed with peer

collaboration is greater than anything that can be attained alone.”

 75

Although interacting with other students may bring stress and anxiety to

some students, it is an essential part of becoming a student that can be

flexible in adjusting to different people they may work with.

 76

NON-WORKING STUDENTS/FULL-TIME STUDENTS

The study used two different groups of respondents to compare

the academic stress and anxiety of working and non-working college

students. The tables below contain the information gathered from six of

the non-working students from the total twelve respondents.

Non-Working Students/Full-time Students’

Demographic Profile

Respondent Age Gender Course

Respondent G 22 Male BSCPE

Respondent H 23 Male BSCPE

Respondent I 19 Male BSP

Respondent J 19 Female BLIS

Respondent K 19 Female BLIS

Respondent L 23 Female BSP

The non-working students’ ages ranging from 19-23, with equal

numbers of female and male respondents.

 77

THEME 7

For the Theme 7: Scheduling Conflicts, 1 meaning unit was

obtained from 1 respondent together with their own designated codes

and produced 1 concept under the category: Problems with Class

Schedule.

Table 9

Theme 7: Scheduling Conflicts

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS

Conflict of
having Schedules
one are an Problems SCHEDULING
I38 schedule issue for with Class CONFLICTS
with only the Schedule
one students.
subject in
a day.

For theme 7, SCHEDULING CONFLICTS:

I38, some students are too hesitant to go to school, because they

only have one subject on a single day. Most students travel from far

places, just to get to school. And then some professors are not present.

Naturally, professors need to be physically present inside the classroom

to provide learnings to the students. That’s why, despite having one

class to attend to, they still want to attend that class for the sake of their

attendance. While on the other hand, some students are hesitant to

 78

attend that class because instead of coming to school with just one

subject, they will just keep their allowance or give it back to their parents

to buy their daily needs. As these students missed their class activities

within that day, it affects their performance at school, adding up to their

academic stress and anxiety.

THEME 8

For Theme 8: Financial Distress, 2 meaning units were obtained

from 4 responses – each with their own designated codes. It produced

1 concept under category: Financial Problems/Issues.

Table 10

Theme: 8: Financial Distress

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS

Struggling Students find

L50 & L51 with it hard to
school provide their
bills, school fees
finances, especially
and other when they are Financial FINANCIAL
upcoming not a working Problems/ DISTRESS
charges. student like Issues
their friends.
and that their
school
allowances
are not that
much.
 79

For theme 8, FINANCIAL DISTRESS:

L50 and L51, stated that students’ course materials needed are

too expensive and they can’t afford them. They are still dependent on

their parents in order to finish their studies. While on the other hand,

there are students who are experiencing stress once they can’t afford

the materials needed on their chosen courses. Being unable to pay bills

and other fees may indeed produce stress. There are important

psychological aspects of stress that may be missed when using financial

data alone (Northern et al., 2010), most of students in Engineering

Department no longer want to question the expenses because all they

want is to graduate and get the degree they are hoping for.
 80

THEME 9

For Theme 9: Students’ Psychological Distress, 13 meaning

units were obtained from 26 responses – each with their own designated

codes. It produced 12 concepts under 5 categories: (1) Overloaded

Schoolwork and Must-To-Be Submitted Activities, (2) Complying

Advanced Activities as Coping Mechanism, (3) Unable to Meet

Deadlines on Time, (4) Rushed Thesis/Research, and (5) Student

Anxiety.

Table 11

Theme 9: Students’ Psychological Distress

REFERENCE MEANING CONCEPTS CATEGORIES THEME

NUMBER UNITS

Compiling Due to plenty

G29, rushed schoolwork,
activities, students are
H34, cramming on experiencing
I38, reports, psychological
reviewing for distress.
& J42 incoming Overloaded
Schoolwork STUDENTS’
events due to
and Must- PSYCHOLOGICAL
deadlines.
to-be DISTRESS
Being Students gets
G30, nervous easily Submitted
I38, when nervous and Activities
& J42 deadlines are pressured
approaching. with major
activities
G32 Prioritizing Organizing
the needed their own
tasks to be time schedule
done. for tasks.
 81

G30 & G33 Activities that Being able to

need to be submit an
submitted activity right
right away. away not be
caught by
Students deadlines.
being able to
trust
themselves to
finish their
activities right
on time.
I41 Having They tend to Complying
themselves have their Advanced
prepared own ways on Activities as
before how to inspire Coping
making the themselves to Mechanisms
tasks have an
needed. excellent
presentation
on their STUDENTS’
activities. PSYCHOLOGICAL
DISTRESS

K49 & L53 They have

their own
work plan to
Time divide their
management. tasks in order
for them to do
all activities
needed within
the day.

Struggling Students are

I40, with having their
deadlines own Unable To
J44, and being difficulties Meet
& unable to meeting the Deadlines
pass on time. deadlines on Time
K48 given to
them.
 82

G29 Thesis Rushed

making. thesis
deadlines
adds up to
the stress
and anxiety
of the
students. Rushed
Thesis/
The pressure Having to Research
of pre-oral prepare for
defense. the incoming
pre-oral
H35 defense
makes the
students feel
pressured.

Overloaded STUDENTS’
schoolwork PSYCHOLOGICAL
Unfinished as one of the DISTRESS
tasks make students’
G30 students feel reasons for
anxious. experiencing
anxiety.

Setting aside
the things or
activities that
Overloaded are not yet to Student
I38 with group be submitted Anxiety
reports. and
cramming at
the end of the
day is a fault
by the
students.

I39 Speaking in Students feel

front of other social anxiety
people. when they
need to
present in
front of
others.
 83

For theme 9, STUDENTS’ PSYCHOLOGICAL DISTRESS:

G29, H34, I38, and J42, stated that a lot of students are

struggling with rushed activities and because of that lots of students get

stressed and anxious.

According to Tammy (2022), “Students who rush through their

work often turn in poor quality work laced with frequent incorrect

answers and sloppy handwriting. These careless mistakes really make

you nervous when it gets closer to test time because you worry if they

will take the time to do their best.”. This highlights that feeling stressed

and anxious makes it more impossible for students to do well, making

them more stressed and anxious, delaying and affecting the quality of

their work.

G30, I38, and J42, responded that they are afraid when the

deadlines are coming because they think they can’t finish the activities

on the time given by the professors, which makes them stressed.

Students feel anxious when there are a lot of activities that need to be

accomplished as soon as possible, especially with their major subjects.

G32, stated that some students manage their time and

workloads by planning how they can finish it so they would not be

stressed about it.

 84

G30 and G33, said that many students are struggling when it

comes to the activities that need to be submitted by the next day due

to late announcements, but they must simply comply, elevating the

stress that they are experiencing.

I41, stated that students prepared themselves and balanced their

workloads so they can do it properly and as a result less stress on their

part. Effective time management is the productive use of your time,

allowing you to get everything you had accomplished (Global Indian

International School – Online Article – Ashok D. (2022).

K49 and L53, stated that time management is the key to finishing

all the tasks given by the professors. According to Ashok, D. (2022),

“Being busy doesn’t mean you are effective. With good time

management, you complete your tasks with minimal effort and make

most of your time, working smarter, not harder.” Students who have their

own plans on doing tasks are much more productive unlike the other

students who don’t have any plans on the given task.

I40, J44, and K48, struggle on meeting the deadlines given to

them and not being able to pass at all causes academic burnout for

them. According to a study entitled, “Depression, Anxiety, Loneliness

are Peaking in College Student” by Mcalpine, K. (2021), the faculties

need or must be flexible and reasonable with the deadlines and must

stick on what they already announced and posted so as to prevent the

 85

dangers of the troubling stress and anxiety that their students go

through.

G29 and H35, stated that rushed activities especially on research

making makes students heavily pressured, due to a limited time given.

G29 and H35 are currently doing their research, that’s why they can

relate to the study dearly. They also included that there are times

wherein announcements are not being followed.

G30, responded that when students do tasks but are not able to

submit them due to lack of time and schedule it can lead to pressure.

According to Tartakovsky, MS. (2022) – (Depression and Anxiety

Among College Students), this pressure can worsen a previously

existing condition or trigger its onset, making it quite serious to think

about the pressures that students are going through.

I38, answered that with the loaded schoolwork and activities

piling up, students are experiencing anxiety. Having too much work to

do makes students unable to think clearly. According to the research by

Stenger, M. (2018), “Although students spend most of their time doing

homework, they tend to be more anxious and stressed. Although most

students are doing their homework, others are just doing them for the

sake of output.” Simply complying just for the sake of complying not only

affects the quality of the schoolwork, but their psychological well-being

as well.
 86

I39, said that speaking in front of people is also one of the causes

of their anxiety. However, they may be able to overcome these negative

emotions by practicing to small audiences (like in front of their families

and friends) before moving to bigger crowds in public (Tacheva, 2013).

Figure 3
THEMATIC MAP
From the thematic analysis which formed 6 themes for working

students and 3 themes for non-working students, a thematic map shows

the relationship among the themes of the two groups.

ACADEMIC
PRESSURE

SCHEDULING
STUDENT
TIME CONFLICTS
PERSONAL LIFE

WORKING
FINANCIAL
DISTRESS
STUDENTS’
STUDENT PSYCHOLOGICAL
WORKSCHOOL DISTRESS
COPING
BALANCE
MECHANISM
NON-
WORKING
ADVERSE
HEALTH
EFFECTS

Figure 3. Thematic Map

The map shows that Theme 7: Scheduling Conflicts from the

Non-working map and Theme 2: Time, from the Working map are

connected by dotted lines, indicating that they are related to one

 87

another, as both themes highlight the time and scheduling issues that

both the non-working and the working students experience.

Next, for Theme 4: Adverse Health Effects from the Working

map, and Theme 9: Psychological Distress from the Non-working map,

are also connected by dotted lines, in which Theme 4: Adverse Health

Effects has a category titled Psychological Distress, which is similar to

the theme of the other map. This simply shows that both the working

and the non-working students’ experience psychological distress

despite the differences in their situations.

 88

CHAPTER IV

DISCUSSION

This chapter of the study entails the summary of the findings,

summary of the themes, the conclusions, and the implications of the

study towards other mediums relevant to the topic.

SUMMARY OF FINDINGS

The findings obtained are specific only to the selected two groups

of respondents – Working/Part-time Students & Nonworking/Full-time

Students, in which 6 themes were constructed for the Working Group,

and 3 themes for the Non-working Group.

WORKING STUDENT/PART-TIME STUDENT THEMES

THEME 1: ACADEMIC PRESSURE – this theme encompasses

the general pressure and school-related issues that affects what the

working students feel, and the awareness that some educational

institutions have on the consistent problem with academic stress and

anxiety.

THEME 2: TIME – this theme pertains to the limitations of

schedules & deadlines both at school and at the working students’

workplaces, that greatly affects the students’ ability to perform well in

school.
 89

THEME 3: WORK-SCHOOL BALANCE – this theme

showcases an efficient method that working students must do in order

to perform well both at school and at work. But it is difficult to do so when

schools or companies are not considerate with the situation of the

working students; further affecting the stress and anxiety that students

experience.

THEME 4: ADVERSE HEALTH EFFECTS – this theme is about

the adverse and serious effects of stress and anxiety on the overall

health of working students. Due to the amount of work done by working

students, psychological distress and over-exhaustion is an inevitable

part of their day-to-day lives.

THEME 5: STUDENT COPING MECHANISM – this theme

focuses on the coping mechanisms that are developed by the students

in combatting their academic stress and anxiety. Coping mechanisms

are necessary in order to properly manage and overcome the problems

that come with being a working student.

THEME 6: STUDENT PERSONAL LIFE - the last theme

obtained from the responses entails the effects of academic stress and

anxiety towards a working student’s personal life, as well as the

opposite with their personal lives contributing to the academic stress

and anxiety that they are already experiencing.

 90

NON-WORKING STUDENT/FULL-TIME STUDENT THEMES

THEME 7: SCHEDULING CONFLICTS – this theme encloses

the class scheduling conflicts that contribute to the stress and anxiety

of the students. Unorganized class schedules are detrimental to the

willingness of students to attend their classes and to perform well.

THEME 8: FINANCIAL DISTRESS – this theme focuses on

dealing with the students’ financial issues (school fees, projects, paid

events, and course materials). Due to costly materials and daily needs,

they struggle thinking where to get that certain amount of money

especially when they are just a student and not a working student.

Thinking about finances brings financial distress even to regular

students.

THEME 9: STUDENTS’ PSYCHOLOGICAL DISTRESS – this

theme entails the psychological distress that students experience on a

daily basis and has been normalized as a part of student life. Academic

stress, anxiety, and other academic pressures affect the overall well-

being of the students, but most especially their psychological well-being,

further affecting their academic performance.

 91

CONCLUSIONS

The conclusion of this study, based on the themes formulated

from the data obtained from the Working and the Non-working College

Students, is that despite experiencing both academic stress and

anxiety, both groups tend to have different levels since more factors

contribute to the stress and anxiety of the working students than the

non-working students.

A summary of the conclusions of this phase of the study are as

follows:

Working Students/Part-time Students

1. Most of the answers of the full-time students in question

number one, on whether they experience Academic Stress, was proven

to be a common issue that the students encountered.

2. The answers mostly of the respondents in the question number

two, on whether they have experienced Anxiety was also proven to be

an occurrence due to factors such as financial pressure and feeling

exhausted from being a working student.

3. The respondents’ answer for the question number three,

regarding their Grades and Attendance indicate that they are still able
 92

to perform well in this aspect of their academic performance. But in

complying with deadlines, they have some struggles because of work.

4. For question number four, generally the answers of the

respondents if they're able to cope with several high priority tasks

between their work and school, showed their coping mechanisms and

how they manage to have enough time to do work and academic

workloads.

Non-Working Students/Full-time Students

1. For question number one, many of the students stated that

they experience Academic Stress, signifying that it is a common

occurrence for students.

2. For question number two, not all respondents experienced

anxiety which was expected as it is a grave feeling that only occurs

when the students get overwhelmed in anticipating approaching

deadlines and by doing tasks that they are uncomfortable with such as

speaking in front of others and interacting with their peers.

3. Most of the answers of the respondents in question number

three regarding with their Grades and Attendance showed that they are

able to pass and attend classes regularly despite some scheduling

conflicts. But in terms of complying with deadlines, they struggle similar

 93

to the working students, implying that this aspect of their academic

performance is a general struggle for all types of students.

4. In this question, their coping mechanisms were more complex

and, on their terms, compared to the strict and structured management

systems of the working students, because they have more free time as

regular students.
 94

RECOMMENDATIONS

For the recommendation, the researchers recommend the

following:

Government and Companies – to have extra time for

those students for them to do their school activities while working;

and give opportunities to hire students for them to support their

studies and be prepared for the real working life they will

encounter.

Head of school – to offer more scholarships for those

students who don’t have enough ability to sustain their schooling.

In addition to that, interventions with preventing academic

burnout and the accumulation of extreme academic stress and

anxiety should be done for the betterment of the students.

Dean – for them to guide both working students and full-

time students when it comes to the issues and problems to

prevent academic stress and anxiety of the students.

Professors – to be more considerate when it comes to

the activities given to the students (working students and full-time

students) due to the stress level of the working students. For

them to have a little bit of consideration when it comes to

deadlines, allowing students who have valid reasons to catch up

and comply without the burden of feeling rushed.

 95

Working Students – for them to utilize their time in a

more planned and strict manner in order to comply to all work

and school task, and to prioritize their overall well-being to

prevent academic stress and anxiety.

Non-Working Students – for them to utilize their time well

enough and to develop healthy coping mechanisms in handling

academic stress and anxiety.

Future researchers - to deepen the knowledge on

academic stress and anxiety, by getting more respondents in

order to acquire enough data needed to extend on the

information presented in the study.

 96

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source=swp_share
 103

APPENDICES

Appendix A

Social Media Poster for Respondents

 104

Appendix B

Consent Form
 105

Appendix C

WORKING STUDENTS/ PART-TIME STUDENTS

RESPONDENT A01-04 BSCPE

19 Y/O CASHIER
F 6MOS
QUESTION 1: As a working student, do you experience academic
stress?
01 - As a working student and class mayor at school, I am
more stressed because my time gets divided with the tasks
I have to do first than the other.
QUESTION 2: As a working student, have you experienced
anxiety?
02 - Moderate, as I can still handle it. When tasks pile up all
at once. When I am not allowed to have a day off at work
despite having classes on the same day because of our
Laboratory activities at school.
QUESTION 3: How is your academic performance in terms of:
03 – As a working student, my grades must be high because
I am a star model at school. So, I must maintain and keep my
grades from failing. I have some absences due to my work.
Especially when I have to buy certain tools and parts for my
course, Computer Engineering and they are costly – I have
to skip classes in order to work. When I have projects I am
unable to pass on deadlines, I am able to inform my teachers
immediately because they are aware that I am a working
student, and that’s what’s good about Bestlink (Bestlink
College of the Philippines), they understand the situation of
their working students.
QUESTION 4: How do you cope when you have several high-
priority tasks to work on?
04 – I am able to do both, because the type of job that I have
is catered towards working students. I am able to have days
off when I have classes at school, and I am able to go to
school when I don’t have workdays.
 106

RESPONDENT B05-08 BSCPE

19 Y/O SERVICE CREW
F 6MOS
QUESTION 1: As a working student, do you experience academic
stress?
05 – Frequently, I experience it whenever I have an overtime
at work and I am unable to do both school work and work
tasks. The usual causes are sometimes when I am
overloaded with work. Sometimes when I have to overtime,
sometimes, I am unable to do them (academic tasks) when
they have immediate deadlines. There are instances when
once I arrive at home, I just choose to rest due to a tiring
day at work. The most stressful thing I have experienced,
as a first year college student, was the time when I was
unable to pass tasks, and I am unable to talk to my
classmates regularly.
QUESTION 2: As a working student, have you experienced
anxiety?
06 – Yes, It’s only mild. It happens when everyone (co-
workers) is busy, and not all the customers are being
served, and then we get scolded, because everyone is
making mistakes. First, is when our boss scolds me;
second, is when I arrive at home from work and I am
exhausted, and I will also get scolded at home, and then the
stress with my academics as well.
QUESTION 3: How is your academic performance in terms of:
07 – My grades are okay right now, there are no grades that
are 3.00. This is where I struggle with, because there are
days when even if I have classes at school, our Supervisor
still insists that I go to work, and I think it would be a waste
if I don’t go (to work). With complying to deadlines, this is
where I have trouble with the most. Sometimes, I have to
sincerely talk to my professors it. They fortunately
understand because they know I am a working student.
QUESTION 4: How do you cope when you have several high-
priority tasks to work on?
08 – Time for school is time only for school; when I have a
day off, I manage to do all the schoolwork that I have to do
as long as I am still able to do them. Actually, with work, I
have struggle with it. But, I am able to handle it a bit through
 107

time management, especially when work comes

consequently. Sometimes, we are unable to take breaks (at
work), so I manage my time well because there are always a
lot of customers.

RESPONDENT C09-12 BLIS

27 Y/O STUDENT ASSISTANT
M BY SCHEDULE
QUESTION 1: As a working student, do you experience academic
stress?
09 – Yes, Ma’am (pertaining to interviewer), I do experience
academic stress. But before, when a I was a missionary in
the seminary – because I was a seminarian before – it was
normal for me to experience academic stress, but that
goes away because of my faith and my devotion to the
Lord. Before, never. But, when I had a consulted a
Psychology Doctor at TALA, here in Caloocan, that person
was my doctor because it was required for me to have one
before I studied here in Bestlink. I was able to share to our
school admin that I have depression. The school admin
told me to have a consultation, because he was worried
that I wouldn’t be able to handle the “student life” of a
college student because it’s not that easy. And that’s when
my academic stress started, I felt that I was alone. So
before, my academic stress occurred frequently, but now,
it is slowly diminishing. Now, I am happy because my faith
returned, and now I am trusting everything else in my life
to the Lord. I told my doctor that I am a part of the
LGBTQIA+ community – that I was gay. Then, instead of
him guiding me through things, he shamed me, and I
became more down and negative, especially with myself.
To be quite honest, I also get envious and triggered when
I see star model students at school – they are scholars,
they have free tuition fees, smart, attractive, and talented
– they have everything. And I think what my other
classmates tell about me is true – I am a negative person
and the problem is with me. Because of my negativity, I
misinterpret the good intentions of my peers. I feel like I
am all alone all the time. And then there comes a point
where I feel like other people are judging me, especially
the church (Catholic church), because they know that I am
 108

a part of the LGBTQIA+ community. The times when I am

working, or studying, I no longer get to have time for
myself, and all the negativities enter my mind. Because we
also have problems at home; my father is an alcoholic –
every negative trait he has it. There are times when he is
drunk and his true colors come out, he would chase me
with a machete. Before, I would be at the receiving end of
him lashing out, but I was able to overcome them.
QUESTION 2: As a working student, have you experienced
anxiety?
10 – Yes, Ma’am. I also experience anxiety. It’s normal for me
to have self pit. And then right now my current worries are
what if I get old and ugly, my appearance would change
and I no longer would look attractive. With work, I feel like
others do not like me. When I feel like one person doesn’t
like me, I immediately think that everyone else hates me
and they don’t want to talk to me. I still struggle with my
anxiety, but I am able to manage it. Severe – as it is one of
the reasons why sometimes I have suicidal thoughts and I
want to just disappear. Whenever I feel like nobody loves
me, I really feel alone, it was no longer enough that I felt
that only the Lord was beside me. Me being a negative
thinker, that I give every little thing an interpretation; even
if others have good interpretations, I misinterpret them.
QUESTION 3: How is your academic performance in terms of:
11 – With my grades, as a student assistant, I am trying to
maintain them even if I am having a hard time. Of course, I
struggle with this as I am sometimes late for my classes due
to work. Sometimes, I get absences a lot, but I tend to get
late more because of public transpo(transportation). I do try
my best to not be late and absent even though I struggle with
it, I am trying my best. I am able to pass activities, even if
we are only five students in our section; we all have to work
together and adjust with one another to finish projects.

QUESTION 4: How do you cope when you have several high-

priority tasks to work on?
12 – I am able to do everything I have to through prayers. As
a devotee, I am able to bring back my routine of praying the
Rosary, because that is what helps me with the things I am
unsure I will get through. But I thank the Lord, I am able to
handle and do everything.
 109

RESPONDENT D13-17 BLIS

20 Y/O FREELANCER
M 2 YEARS
QUESTION 1: As a working student, do you experience academic
stress?
13 – Yes, sometimes with projects; the deadlines, and with
research.
QUESTION 2: As a working student, have you experienced
anxiety?
14 – Yes, with anxiety for the needs of my family. With
finances, I want to help but my salary at work is not
enough, so I resort to borrowing money from others.
Maybe, my anxiety is moderate as it occurs almost every
day, every night. With my family, I feel shameful and guilty
when all I do is ask for money. And then, as a young guy,
especially as the eldest, all sorts of stuff happen to me. I
was not an alcoholic before, and then I became one, and I
have friends who give me advice on how to earn money.
QUESTION 3: How is your academic performance in terms of:
15 – I am very happy that, even with my alcohol problems,
and the stress I have in life, I am still one of the top students.
My attendance is complete. With complying of school work,
projects, I am active.
QUESTION 4: How do you cope when you have several high-
priority tasks to work on?
16 – Time management
17 – When I am at work, I only go on days I have no classes.
If my schedule is M-W-F (Monday, Wednesday, Friday) at
school, I go to work on T-Th-S (Tuesday, Thursday, and
Saturday).
 110

RESPONDENT E18-23 BSP

23 Y/O TEAM LEADER
F 1 YR & 3 MOS

QUESTION 1: As a working student, do you experience academic

stress?
18 – Definitely, yes. Always, stressed. Aside from
financially, most of the time, it’s the lack of time itself.
Especially when I have morning classes, and then at
night I go to work. So, sometimes, the things we have
to comply with, I am unable to comply at school.
19 – With time management, it’s stressful. Because most
of the time, I have to rush things. Especially now, we
have research. Then, we also have to think about our
OJT that is about to start; I am just thinking about it
and it already makes me stressed.
QUESTION 2: As a working student, have you experienced
anxiety?
20 – Yes. I can say, severe always. As I’ve mentioned
earlier, most of the time, time management is the
issue. Then, secondly, finances.

QUESTION 3: How is your academic performance in terms of:

21 – They’re okay; I have no failing grades. My attendance is
complete. So far, okay; I am able to attend my classes since
I work at night.
QUESTION 4: How do you cope when you have several high-
priority tasks to work on?
22 – As a working student, I am still able to manage my time
at school, because my studies are more of a priority for me.
23 – With work, yes school is more of a priority for me, but
with my work they give considerations, especially with
working students.
 111

RESPONDENT F24-28 BSP

23 Y/O CALL CENTER AGENT
F 1 YR & 2 MOS
QUESTION 1: As a working student, do you experience academic
stress?
24 – Yes, everyday. Well, aside from finances, maybe it’s
the pressure, as well as time management because
everything occurs all at once. Actually, right now; we
have OJT, research, and because I am a working
student as well.
QUESTION 2: As a working student, have you experienced
anxiety?
25 – Of course, yes. Moderate, because right now I can
still say that I am able to handle everything. That I am
able to do both my schoolwork and work tasks.
Maybe, always. As a working student, it’s really the
pressure. The pressure as a working student is too
much.
QUESTION 3: How is your academic performance in terms of:
26 – They’re okay; I have passing grades. Okay as
well, I am still able to attend school. I am able to pass
on set deadlines.
QUESTION 4: How do you cope when you have several high-
priority tasks to work on?
27 – At school, I really provide and set enough time
for me to do my schoolwork, so that I no longer have
to struggle when it comes to passing my work.
28 – It’s also the same, but sometimes it’s
unavoidable that I am unable to sleep (due to work),
but I am able to push through.
 112

Appendix D
NON-WORKING STUDENTS/FULL-TIME STUDENTS

RESPONDENT G29-33 M
22 Y/O BSCPE
QUESTION 1: As a full-time student, do you experience academic
stress?
29 – Yes, maybe, almost daily. Because, just with doing our
thesis, we really have to finish it. First, financial matters.
Because we have to spend and spend a lot. Just like with
us, Engineering (students), we have prototypes, so that’s
the reason why (they spend a lot). When we are being
rushed to make our prototypes, the deadlines.
QUESTION 2: As a full-time student, have you experienced
anxiety?
30 –Sometimes, especially when deadlines are
approaching, I get extremely nervous. Because there are
times when you really have to do something right away.
I get so nervous and anxious when tasks are still
unfinished. Just mild. Not every day, maybe every now
and then. The making of thesis because it’s rushed.

QUESTION 3: How is your academic performance in terms of:

32 – My grades are okay. My attendance is okay, as well. I
can’t say that my complying to deadlines is okay, because
we have to do a lot of things, and so LMS suffers. We
prioritize our prototypes.
QUESTION 4: How do you cope when you have several high-
priority academic tasks to work on?
33 – Of course, first of all, I always pray for all of my
schoolwork do be done, and then I mix a bit of diligence
and hard work in order to finish everything I have to do.
 113

RESPONDENT H34-37 M
22 Y/O BSCPE
QUESTION 1: As a full-time student, do you experience academic
stress?
34 – Yes, every now and then with quizzes and deadlines.
Our room which is located at the top of our building,
and it’s hard to climb.
QUESTION 2: As a full-time student, have you experienced
anxiety?
35 – No, but I almost experienced it once maybe during our
pre-oral defense.
QUESTION 3: How is your academic performance in terms of:
36 – My grades are okay, my attendance is okay, as well. I
am also able to comply with deadlines.
QUESTION 4: How do you cope when you have several high-
priority academic tasks to work on?
37 – One step at a time.
 114

RESPONDENT I38-41 M
19 Y/O BSP
QUESTION 1: As a full-time student, do you experience academic
stress?
38 – Yes, especially with the class schedule, because I’m
not used to it, and I have one subject that is the only
subject I have to take on that day. I experience it usually
when I am overloaded with activities, and when exams
are near and I have to review. One of the causes are the
overloaded activities, and then my procrastination
because I like to set aside things I have to do when there
are still not a lot, and when they pile up that’s when I get
stressed. When I was a first year college student, all of
my deadlines came all at once; I had three projects, and
they were all unfinished, so I had to cram them the whole
day because there were no longer any extensions for the
deadlines.
QUESTION 2: As a full-time student, have you experienced
anxiety?
39 – Yes, it depends, usually it’s on the moderate side. Not
that frequent, but it happens only maybe when I have to
interact with others. I only get anxious when I have to
interact with other people. Maybe the most usual cause
is when we have a reporting, or group reporting and then
I have to speak in front, I can’t help but feel anxious.
QUESTION 3: How is your academic performance in terms of:
40 – My grades last semester was okay; it fits the
performance that I was giving. I haven’t had any absents so
far. With complying to deadlines this is where things get
negative. Usually, there are a lot of times that I late to meet
the deadlines.
QUESTION 4: How do you cope when you have several high-
priority academic tasks to work on?
41 – Usually, what I do before I have to accomplish a lot of
academic tasks, I condition my mind with the stress I am
about to encounter. It’s either I play a game first, or I eat
something; and then while doing the activities, music is
a must. I prefer to work with background music because
it relaxes my mind more while working on my academic
tasks.
 115

RESPONDENT J42-45 F
19 Y/O BLIS
QUESTION 1: As a full-time student, do you experience academic
stress?
42 – As a full-time student, yes, I do experience academic
stress, I think, sometimes. Most of the time, the usual
cause is when the deadlines come all at once. So, when
exams are approaching, I rush answering my LMS, and I
study for the exams at the same time. So far, personally,
the most stressful that I have experienced was when all
the activities were happening all at once. There was one
time where exams were near and I had to something for
our org (organization), and then I was also our year
level’s governor. Everything happened simultaneously,
and it was stressful.
QUESTION 2: As a full-time student, have you experienced
anxiety?
43 – As a non-working student, yes, I do experience anxiety
as well. Moderate, sometimes only. I experience Social
Anxiety, when we have a reporting and I have to talk for
a long time in front of everyone.

QUESTION 3: How is your academic performance in terms of:

44 – For my grades, I think I would say they are okay; slightly
okay. With my attendance, maybe once or I’ve never been
absent. With deadlines, this is quite hard. Maybe I struggle
with deadlines sometimes.
QUESTION 4: How do you cope when you have several high-
priority academic tasks to work on?
45 – Personally, I cope by spending time with myself,
because when there are a lot of tasks to do, like in one
week, we are overloaded with school work. So, whenever
I have free time, I spend with for myself. I sleep or I
choose to rest.
 116

RESPONDENT K46-49 F
20 Y/O BLIS
QUESTION 1: As a full-time student, do you experience academic
stress?
46 – Not that much, because the professors are not that
strict with our requirements. For me, I do tasks that have
earlier deadlines than the others, those with nearer
deadlines. And then besides time management, I try to
entertain my self while doing them.
QUESTION 2: As a full-time student, have you experienced
anxiety?
47 – Yes, Moderate. Although, I rarely experience it.
For me, having social anxiety is my problem, when there
are a lot of people.
QUESTION 3: How is your academic performance in terms of:
48 – They are okay, because I don’t have failing grades; I am
able to have passing grades. I tend to only have an absent
when I have a valid reason; but I really don’t miss any of my
classes. There are slightly some struggles with deadlines,
especially with LMS activities.
QUESTION 4: How do you cope when you have several high-
priority academic tasks to work on?
49 – Time management.
 117

RESPONDENT L50-53 F
23 Y/O BSP
QUESTION 1: As a full-time student, do you experience academic
stress?
50 – Yes, of course. Sometimes, especially when there are
rushed deadlines for our research. Payments at school;
financial issues. Maybe right now because I feel
pressured with school payments. I am not a working
student, so it’s so hard to provide money for my school
payments.
QUESTION 2: As a full-time student, have you experienced
anxiety?
51 – Yes, but maybe, it’s moderate only. When I feel
pressured with payments. It’s really the finances,
because it’s so hard to provide money.
QUESTION 3: How is your academic performance in terms of:
52 – So far, my grades are okay, I am happy (with them). With
attendance, I am able to attend regularly. Yes, I submit to
deadlines on time.

QUESTION 4: How do you cope when you have several high-

priority academic tasks to work on?
53 – Maybe time management. I divide my tasks regarding
on the deadlines that I have to do first until I am able to finish
them all.
 118

CURRICULUM VITAE

REIANNE MAE E. BELARO

Block 3 Lot 9 Duhat Compound, Brgy. Ugong, Valenzuela City
Mobile No: 09511446762/09670218789
E-mail Address: [email protected]

JOB OBJECTIVE:
To work in an environment which encourages me to succeed and
grown professionally, where I can utilize my skills and knowledge in an
organization which recognizes the value of hard work and trusts me with
responsibilities and challenges.

EDUCATIONAL ATTAINMENT:
PRIMARY:
Tuktukan Elementary School
Mc Arthur Hi-way, Tuktukan, Guiguinto, Bulacan
SY: 2007 - 2013

SECONDARY:
Tandang Sora National Highschool
4 Don Jose St. Tandang Sora, Quezon City, Metro Manila
SY: 2013-2017

TERTIARY:
Bestlink College of the Philippines
1071 Brgy. Kaligayahan Quirino Highway, Novaliches Quezon City
Senior High School SY: 2017 – 2019
College SY : 2019 – Present

WORK EXPERIENCE:
Concentrix Daksh Services Corp
Agent (Advisor I)
P. Tuazon, 10th Ave, Cubao, Quezon City, Metro Manila
September 1, 2021 - Present

SKILLS:
Basic Computer Skills
Basic English Communication Skills

PERSONAL INFORMATION:
Birthday: October 11, 1999 Age: 23 Y/o
Status: Single Sex: Female
Height: 5’0” Weight: 49.5 kg
Dialect Spoken: English, Tagalog
 119

CHARACTER REFERENCE:
Ayneilleene Zarah Ciocon
Advisor I (Call Center Agent)
Concentrix
09282235816

Rhean Arnie F. Padpad

Advisory II (Call Center Agent)
Concentrix
09054196450

I hereby certify that the above information as true to the best of my

knowledge.

REIANNE MAE E. BELARO

 120

Donna Camille M. Libayne

ADDRESS:167 Blk. 9 (Old Site) Brgy. 649 Zone 68 Baseco, Manila
Contact #: 0967-503-1652 ǀ EMAIL: [email protected]

OBJECTIVES
 To be able to work  Secure a responsible career
productively and acquire opportunity to fully utilize
more knowledge and my training and skills, while
expand my skills to become making a significant
a skilled performer on the contribution to the success
job given. of the company

EDUCATIONAL ATTAINMENT
2019 – 2022 Bestlink College of the Philippines
Bachelor of Science in Psychology
1071 Brgy. Kaligayahan, Quirino Highway, Novaliches,
Quezon City
2017 – 2019 Philippine College of Criminology
Humanities and Social Sciences
641 Sales St. Sta. Cruz, Manila
2016 – 2017 Jose Abad Santos High School
Numancia St. Binondo, Manila
2013 – 2016 Tagudin National High School
Tagudin, Ilocos Sur
2007 – 2013 Becques Community School
Becques, Tagudin, Ilocos Sur

ACHIEVEMENTS
April 29, 2022 College of Arts and Sciences, Bachelor of Science in
Psychology 801 A
Certificate of Appreciation (“I guess that I forgot I had
a choice, SABAY-SABAAAAY!: Unlearning Helplessness
with Hope”)
April 26, 2022 De Ocampo Memorial College
Guidance and Counseling Department in
Collaboration with Psychology Department and
DOMC Psychology Society
Certificate of Participation (“Humor, Laughter, and
Healing”)
March 26, 2022 De Ocampo Memorial College (Psychology Society)
Certificate of Participation (“Blended Learning:
Realization of Importance of Face to Face Classes in the
New Normal”)
March 24, 2022 University of the Cordilleras (Guidance and
Counseling Office)
 121

UC Peer Facilitators Organization (UC Guidance

Counseling Office)
Certificate of Participation (Semicolon Project: Mental
Health Reach: “Emotional First-Aid”)
March 4, 2022 Polytechnic University of the Philippines (Master of
Arts in Psychology)
Certificate of Participation (“Understanding the
Psychology of Filipino Voters”)
December 2, 2021 New Zealand (Foreign Affairs and Trade Aid
Programme)
Philippine Disasters Resilience Foundation (Kalinga
Para sa Kalusugan ng Komunidad)
Certificate of Participation (Mental Health Series:
“Marites Hotline Promoting Safe Spaces”)
March 5, 2021 University of the Cordilleras (Psychology Behavioral
Society)
Baguio City, Philippines
Certificate of Attendance (“Toxic ka Because? Spilling
the Tea on Toxic Filipino Culture”)
August 30, 2019 Bestlink College of the Philippines (MV Campus)
Certificate of Appreciation
2nd Placer Sayawit Contest
Buwan ng Wikang Pambansa 2019: “Wikang Katutubo:
Tungo sa Isang Bansang Filipino”
January 31, 2019 Philippine College of Criminology (High School
Division)
Academic Affairs Department
Certificate of Recognition
Top 3 Outstanding Performance (3rd Quarter Period, 2nd
Semester of School Year 2018-2019
November 2018 Philippine College of Criminology (High School
Division)
Academic Department
Academic Award
Rank 5 in Physical Science (School Year 2018-2019)
October 18, 2018 Philippine College of Criminology
Best in Research
In Partial Fulfillment of the Requirements for Research
in Daily Life 1 & 2 (“A Study in Exploring the Single
Parent’s Experiences of Tondo, Manila in Raising Their
Children”)
October 12, 2018 Philippine College of Criminology (Senior High
School Division)
JFAB Multipurpose Hall, 5th Floor, JFAB Building
Certificate of Appreciation
Student Teacher (Research in Daily Life 2)
 122

In celebration of World Teacher’s Day 2018

September 17, 2018 Philippine College of Criminology (Senior High
School Division)
Department of Education
Certificate of Recognition
Top 3 Outstanding Performance (1st Quarter Period, 1st
Semester of School Year 2018-2019)
August 31, 2018 Philippine College of Criminology (High School
Division)
JFAB Multipurpose Hall, 4th Floor, JFAB Building
Certificate of Recognition
1st Place Poetry Making
Buwan ng Wikang Pambansa 2018: “Wikang Filipino,
Wika ng Saliksik”
May 18, 2018 Philippine College of Criminology (Junior and Senior
High School Division)
Educator’s Building, 4th Floor
Certificate of Recognition
Best in Disciplines and Ideas in Social Sciences
Disciplines and Ideas in Social Sciences (2ndSemester of
School Year 2017-2018)
February 2018 Philippine College of Criminology (Senior High
School Division)
Department of Education
Certificate of Recognition
Top 2 in Pagbasa at Pagsusuri sa Iba’t ibang Teksto
Tungo sa Pananaliksik (2nd Quarter Period2nd Semester
of School Year 2017-2018)

SKILLS
 Computer Literate
 Excellent written communication skills
 Team-player who can also work independently
 In-depth knowledge of food processing, sanitation, and safety
 Good in organizing stuffs and putting them back in order
 Excellent in multi-tasking

PERSONAL BACKGROUND
Age: 21 Years Old Civil Status: Single
Birthday: June 14, 2001 Citizenship: Filipino
Religion: Roman Catholic Weight: 63 kgs.
Height: 5’0
 123

REFERENCES

Mrs. Jacqueline A. Perez Ms. Reianne Mae E. Belaro

CSR – Acquire Advisor I (Agent) – Concentrix
0939-262-3899 0951-144-6762

I hereby certify that the above mentioned information is true

and correct to the best of my knowledge and abilities.

Donna Camille M. Libayne

 124

Carmela Mae P. Mahinay

0013 San Ildelfonso DRV1 Torres Village, Nagkaisang Nayon, Novaliches, Quezon
City
Contact #: 0954-601- 3084 ǀ EMAIL: [email protected]

OBJECTIVES
 To obtain a position that  To prove my hardworking
will enable me to use my and passionate
strong organizational skills, characteristics towards my
educational background, job. Willing to serve with
and ability to work well dedication to the assigned
with people. work. Possesses good work
ethics and very flexible and
versatile to her work
environment.

EDUCATIONAL ATTAINMENT
2019 – 2022 Bestlink College of the Philippines
Bachelor of Science in Psychology
1071 Brgy. Kaligayahan, Quirino Highway, Novaliches,
Quezon City
2017 – 2019 Tubigan National High School
General Academics Strand.
Tanque Pio V. Corpus, Masbate
2011 – 2017 Tanque National High School
Tanque Pio V. Corpus, Masbate
2005– 2011 Tubigan Elementary School
Tubigan Pio V. Corpus, Masbate
ACHIEVEMENTS
October 28, 2022 Gestalt Psychological Services
Certificate of Participation ("Secrets on Becoming
Mentally Healthy"
April 29, 2022 Rizal Technological University
Certificate of Appreciation (“I guess that I forgot I had
a choice, SABAY-SABAAAAY!: Unlearning Helplessness
with Hope”)
De Ocampo Memorial College
Certificate of Participation ("De Ocampo Memorial
College")
April 26, 2022 De Ocampo Memorial College
Guidance and Counseling Department in
Collaboration with Psychology Department and
DOMC Psychology Society
 125

Certificate of Participation (“Humor, Laughter, and

Healing”)
April 1, 2022 Bestlink College of the Philippines
Certificate of Participation ("I am more than just my
flaws; finding strength in my weaknesses")
April 28, 2022 Don Mariano Marcos Memorial State University
Certificate of Participation (" Don't get played! Turning
up the lights on gaslighting")
September 24, 2022 De Ocampo Memorial College
Certificate of Participation ("Sharing the light in the
midst of darkness. A suicide awareness and prevention
symposium")
March 30, 2022 De Ocampo Memorial College
Certificate of Participation ("Semicolon Project;
Emotional First Aid kit")
March 26, 2022 De Ocampo Memorial College (Psychology Society)
Certificate of Participation (“Blended Learning:
Realization of Importance of Face to Face Classes in the
New Normal”)
March 24, 2022 University of the Cordilleras (Guidance and
Counseling Office)
UC Peer Facilitators Organization (UC Guidance
Counseling Office)
Certificate of Participation (Semicolon Project: Mental
Health Reach: “Emotional First-Aid”)
March 4, 2022 Polytechnic University of the Philippines (Master of
Arts in Psychology)
Certificate of Participation (“Understanding the
Psychology of Filipino Voters”)
December 2, 2021 New Zealand (Foreign Affairs and Trade Aid
Programme)
Philippine Disasters Resilience Foundation (Kalinga
Para sa Kalusugan ng Komunidad)
Certificate of Participation (Mental Health Series:
“Marites Hotline Promoting Safe Spaces”)
March 5, 2021 University of the Cordilleras (Psychology Behavioral
Society)
Baguio City, Philippines
Certificate of Attendance (“Toxic ka Because? Spilling
the Tea on Toxic Filipino Culture”)
2017- 2019. Tanque National High School
With High Honor since Grade 11 and Grand 12
2011 - 2016 Tanque National High School
With Honor since Grade 7 to Grade 10
2005 - 2011 Tubigan Pio V. Corpus, Masbate
Consistent Top 5 of the class from Grade 1 to Grade 6
 126

SKILLS
 Communicate clearly and positively with coworkers and management
 Self-motivated
 Time-management ability
 Strong interpersonal skill
 Ability to quickly and accurately learn
 Good communication skill

PERSONAL BACKGROUND
Age: 21 Years Old Civil Status: Single
Birthday: March 28, 2001 Citizenship: Filipino
Religion: Roman Catholic Weight: 45kl
Height: 5'2

I hereby certify that the above-mentioned information is true

and correct to the best of my knowledge and abilities.

Carmela Mae P. Mahinay

 127

MIKAELA CHLOE SHAILYNN A. MIRANDA

#34 Gold Street, Millionaires Village, Brgy. San Agustin, Novaliches, Quezon City
Mobile No: 09360813997
E-mail Address: [email protected]

OBJECTIVE:
To unleash my full potential and set skills at a healthy work
environment that utilizes my capabilities in the field of psychology.

EDUCATIONAL ATTAINMENT:

PRIMARY:
St. Jerome School of Novaliches
6 General Malvar, Novaliches, Quezon City, 1117 Metro Manila
SY: 2007 – 2012

JUNIOR HIGSCHOOL
Ina ng Buhay Catholic School
Jordan Heights Subd., Damong Maliit, Novaliches Quezon City
SY: 2012 – 2016

SENIOR HIGSCHOOL
Ina ng Buhay Catholic School
Jordan Heights Subd., Damong Maliit, Novaliches Quezon City
SY: 2016 – 2018

TERTIARY:
Bestlink College of the Philippines
1071 Brgy. Kaligayahan Quirino Highway, Novaliches Quezon City
SY: 2019 – 2023

EXPERIENCE:

Robinsons Retail Holdings, Inc.

Robinsons Supermarket Corp.
Human Resources Department
Head Office Intern
110 E. Rodriguez Jr. Ave, Libis, Quezon City
April 24, 2017 – May 24, 2017
 128

SKILLS:

Fluent at speaking English and Filipino.

Excellent proficiency in written and verbal communication skills.
Good at organizing documents, formal papers, reports, and files.
Leadership skills from collegiate organization experiences.
Proficient in using Microsoft Office programs such as Word,
PowerPoint, Publisher, and Excel.

ACHIEVEMENTS:

October 28, 2022 Gestalt Psychological Services

Certificate of Participation ("Secrets on Becoming
Mentally Healthy")
October 8, 2022 BCP Psychology Society Org (Vice Chairman for
Internal Affairs)
Certificate of Recognition from Office of the Supreme
Student Council
June 11, 2022 Hiraya-Diwa Psychological Services
Certificate of Participation (“How to Handle and
Bounce Back from Rejection”)
April 29, 2022 Rizal Technological University
Certificate of Appreciation (“I guess that I forgot I had
a choice, SABAY-SABAAAAY!: Unlearning Helplessness
with Hope”)
April 29, 2022 De Ocampo Memorial College
Certificate of Participation (“Stress Management:
Master, Relieve, and Survive”)
April 26, 2022 De Ocampo Memorial College
Certificate of Participation (“Humor, Laughter, and
Healing”)
March 26, 2022 De Ocampo Memorial College
Certificate of Participation (“Blended Learning:
Realization of Importance of Face to Face Classes in the
New Normal”)
March 24, 2022 University of the Cordilleras (UC Peer Facilitators
Organization)
Certificate of Participation on Semicolon Project:
Mental Health Reach (“Emotional First-Aid”)
March 12, 2022 De La Salle Araneta University (DLSAU Psychology
Society)
 129

Certificate of Recognition: First Runner Up (“Psych

Game:Quizilohiya”)
March 4, 2022 Polytechnic University of the Philippines
Graduate School – Master of Arts in Psychology
Certificate of Participation (“Understanding the
Psychology of Filipino Voters”)
December 10, 2021 Philippine Disaster Resilience Foundation
Certificate of Participation (“Mental Health Matters:
Kapit Lang, Kakayanin ‘To”)
December 3, 2021 Philippine Disaster Resilience Foundation
Certificate of Participation (“Mental Health Matters:
Burnout Ka, Bes?”)
December 2, 2021 Philippine Disaster Resilience Foundation
Certificate of Participation (“Mental Health Matters:
Maritess Hotline Promoting Safe Spaces”)
2021 – 2022 Bestlink College of the Philippines
Academic Excellence Scholar (Overall Ranked 11th and
13th)
February 24, 2019 Ina ng Buhay Catholic School
Pasasalamat ni Ina 2019
Medical Check-up Volunteer
2016 – 2018 Ina ng Buhay Catholic School
With Honors for Grades 11-12 and Most Trustworthy:
Value Awardee
March 20, 2018 Ina ng Buhay Catholic School
Best Research Paper entitled “Binge Eating Involved in
the Declination of the Senior High School Students’
Academic Performance”
August 18, 2017 Philippine Heart Association – Philippine College of
Cardiology
Certificate of Proficiency for completing the Basic Life
Support Course

May 24, 2017 Robinsons Retail Holdings, Inc.

Robinsons Supermarket Corp.
Human Resources Department – Completed 80 Hour
Internship
2012 – 2016 Ina ng Buhay Catholic School
With Honors and Values Awardee
2007 – 2012 St. Jerome School of Novaliches
Graduated as Elementary Valedictorian
 130

PERSONAL INFORMATION:
Age: 23 Citizenship: Filipino
Birthday: October 11, 1999 Civil Status: Single
Religion: Roman Catholic Height: 5’1”
Sex: Female Weight: 82 kg

I hereby certify that the above-mentioned information is true and

correct to the best of my knowledge and abilities.

MIRANDA, MIKAELA CHLOE SHAILYNN A.

 131

NEIL CHRISTOPHER A. PEREZ

B-18 L-11 Richwood Townhomes, Brgy. Navarro General Trias, Cavite
Mobile No: 09491854706 / 09205495592
E-mail Address: [email protected]

JOB OBJECTIVE:
A challenging position with opportunities for career growth.

EDUCATIONAL ATTAINMENT:
PRIMARY:
Manuel L. Quezon Elementary School
#37 Eulogio st. Don Fabian Commonwealth, Quezon City
SY: 2003 – 2009

SECONDARY:
Holy Spirit National High School
Sto. Ireneo Extension, Barangay Holy Spirit Quezon City
SY: 2009 – 2013

TERTIARY:
Bestlink College of the Philippines
1071 Brgy. Kaligayahan Quirino Highway, Novaliches Quezon City
SY: 2019 – 2022

WORK EXPERIENCE:
Jollibee Foods Corporation
Service Crew
DMMA 2 Ever Commonwealth Quezon City
August 27, 2014 – January 27, 2015

Dynata Global (SSI)

Market Researcher Interviewer
PIPC Bldg, 7MEMPZ 2 Rd, Lapu-Lapu City, 6015 Cebu
September 09, 2020 – November 26, 2020

SKILLS:
Computer Literate, Flexible

ACHIEVEMENTS:

April 29, 2022 College of Arts and Sciences, Bachelor of Science in

Psychology 801 A
Certificate of Appreciation (“I guess that I forgot I had
a choice, SABAY-SABAAAAY!: Unlearning Helplessness
with Hope”)
 132

April 26, 2022 De Ocampo Memorial College

Guidance and Counseling Department in
Collaboration with Psychology Department and
DOMC Psychology Society
Certificate of Participation (“Humor, Laughter, and
Healing”)
March 26, 2022 De Ocampo Memorial College (Psychology Society)
Certificate of Participation (“Blended Learning:
Realization of Importance of Face to Face Classes in the
New Normal”)
March 24, 2022 University of the Cordilleras (Guidance and
Counseling Office)
UC Peer Facilitators Organization (UC Guidance
Counseling Office)
Certificate of Participation (Semicolon Project: Mental
Health Reach: “Emotional First-Aid”)
March 4, 2022 Polytechnic University of the Philippines (Master of
Arts in Psychology)
Certificate of Participation (“Understanding the
Psychology of Filipino Voters”)
December 2, 2021 New Zealand (Foreign Affairs and Trade Aid
Programme)
Philippine Disasters Resilience Foundation (Kalinga
Para sa Kalusugan ng Komunidad)
Certificate of Participation (Mental Health Series:
“Marites Hotline Promoting Safe Spaces”)
March 5, 2021 University of the Cordilleras (Psychology Behavioral
Society)
Baguio City, Philippines
Certificate of Attendance (“Toxic ka Because? Spilling
the Tea on Toxic Filipino Culture”)

August 30, 2019 Bestlink College of the Philippines (MV Campus)

Certificate of Appreciation
2nd Placer Sayawit Contest
Buwan ng Wikang Pambansa 2019: “Wikang Katutubo:
Tungo sa Isang Bansang Filipino”

PERSONAL INFORMATION:
Birthday: June 29, 1997 Age: 25 Y/o
Status: Single Sex: Male
Height: 5’4” ½ Weight: 74 kg
Dialect Spoken: English, Tagalog
 133

CHARACTER REFERENCE:
Mark Anthony Paul S. Aranquez
Call Center Agent
Collective Solutions Philippines
09205495594

Reianne Mae E. Belaro

Advisory I (Call Center Agent)
Concentrix
09511446762

I hereby certify that the above information is true to the best of my

knowledge.

NEIL CHRISTOPHER A. PEREZ

 134

DOCUMENTATION

First Manuscript

From the initial title of the study, “Comparative Study of Working

and Non-working College Student’s Anxiety, Stress, and Academic

Behavioral Disparities”, as the research adviser checked the

manuscript, he suggested that the title should be replaced with,

“Academic Behavioral Disparities Among Working and Non-working

College Students”.
 135

CRAD Form Student Copy

In order for the study to be recognized by the Center for

Research and Development, the CRAD Form was given to obtain

details, such as the proposed title and the proponents of the study.

Manuscripts passed to Research Adviser

 136

Research Making Process

The proponents of the study were unable to meet regularly, so

online calls and meetings were utilized for the research making process.
 137

Pre-Oral Defense

The researchers were given weeks to prepare for the

presentation, in which the PowerPoint Presentation, Manuscripts, and

Scripts were prepared. The pre-oral defense schedule given was on

November 15, 2022, which began at 7:00 PM in the evening.

Scripts for Presentation

Presentation Rehearsal
 138

Manuscripts for Panelists

Day of Pre-Oral Defense

 139

With the Panelists

During the Presentation of the Study

 140

First Revised Copy after Pre-Oral Defense

Data Gathering Process

Due to the festivities of the school, the researchers were unable

to conduct the data gathering process immediately. But, through posting

a Social Media Poster (refer to Appendix A), the researchers were able

to obtain 12 chosen respondents tha fit the critera – 6 Working Students,

and 6 Non-working Students. A two-day holiday postponed the face-to-

face interviews, hence the proponents conducted a one day online

interview on February 25, 2023, through Google Meet from morning until

evening, giving the respondents freedom to choose a time catered for

their availability. The interview sessions were recorded, and a consent

form was sent to the respondents through Google Form (refer to

 141

Appendix B). It contained the information needed from them, the

confidentiality, and the option to select their interview preferences –

whether with their cameras on or off.

Beginning of Online Interviews Twelve Interview Sessions Recorded

End of Online Interviews

 142

Transcription of Responses and Forming of Themes

After the online interviews with the chosen respondents, the

researchers proceeded to the transcription process and formulation of

themes necessary for the thematic analysis, for three consecutive days.

The researchers also consulted with the research adviser, Mr.Dindo

Danganan, both online and at school for the coding and formulation of

concepts, categories, and themes.

Online Consultation with Research Adviser Face-to-face Consultation for Codes

 143

Forming Themes Part 1

Transcription of Responses

Initial Themes
 144

Grammarian and Statistician Consultation

After three days of drafting the first initial manuscript for chapters

3 and 4 of the study, the researchers then had their consultations to the

assigned Grammarian, Ms. Cyra Dizon, and Statistician, Mr. Reymark

Fulgar.

Consultation of Manuscript with Grammarian Ms. Cyra Dizon

Consultation with Statistician

 145

Manuscript Drafts for Consultation

Final Draft Process

After one week of waiting for feedback from the Grammarian and

Statistician, the researchers were then able to edit and formulate the

final draft of the entire manuscript.