NORTHWESTERN UNIVERSITY

College of Arts and Sciences

Laoagg City
Tel. No. (077) 670 – 8609 to 10 Fax: (077) 771 – 3814
E-mail: [email protected]. Website:www.nwu.edu.ph

Stress Factors Affecting theStudents

of College of Arts and Sciences

Presented to the College of Arts and Sciences

NORTHWESTERN UNIVERSITY
Laoag City

In Partial Fulfilment
of the Requirements for
Research in Psychology 1

Submitted by:
Bumanglag, Roxanne V
Domingo, Dyleen N.
Pedro, Andrai Denise C.
B.S. Psychology Students

Submitted to:
Dr. Maricon M. Guillermo
Professor
 Stress Factors Affecting the Students of College of Arts and Sciences

CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

The simple term "stress" brings the notions of things like increased depression rate,

anxiety, cardiovascular diseases, and other potential life threats due to stress. Since classes

are programmed back-to-back, minimal or no time may be spent even eating. Stress is

defined as a person’s psychological and physiological response to the perception of a demand

or challenge.

There is no doubt that the fact that a student is also tensed with several academic

workload. However, these are the hustle and bustle the students encounter these days. When

presented with so many duties, we feel bewildered, overwhelmed, immobilized or unable to

deal. Working schedules full of academics, study and extracurricular activities might affect

the physical and emotional health of the student, particularly if you do not eat or sleep

adequately. Untreated, these stresses might become progressively more stressful over time

and cause negative effects.

Stress is without a doubt the top hindrance to academic achievement stated, as fellow

students increasingly report stress. The published study research by the New York University

continued its statement that 6 of the 10 college students felt anxious because one or more

occasions could not be studied. [taken from nyu.edu New York University, 2013 Retrieve on

14 June 2021].

Theoretical Framework of the Study

 Psychological Stress: The Lazarus Theory. According to Lazarus and Folkman

(1984), “psychological stress is a particular relationship between the person and the

environment that is appraised by the person as taxing or exceeding his or her resources and

endangering his or her well-being” (Lazarus and Folkman, 1984, p. 19). This relationship

goes through two important phases that are (1) cognitive appraisals and (2) coping.

Self Determination Theory (SDT). The term self-determination refers to a person’s

own ability to manage themselves, to make confident choices, and to think on their own

(Deci, 1971). Self-determination theory suggests that people are motivated to grow and

change by three innate and universal psychological needs. SDT represents a broad framework

for the study of human motivation and personality. SDT is a theory of human motivation and

personality which suggests that people are able to become self-determined when their needs

for competence, relatedness, and autonomy are fulfilled.

Researchers have found that students show a greater intrinsic motivation towards

learning when teachers encourage a culture of autonomy in the classroom (Niemiec & Ryan,

2009). Students experience autonomy when they feel supported to explore, take initiative and

develop and implement solutions for their problems.

Conceptual Framework of the Study

Figure 1 below shows how the variables flow in this study. It is important to

determine the stress factors affecting the students of the College of Arts and Sciences which

is Box 1. On the other hand, Box 2 is consists of the coping strategies of the respondents in

overcoming stress.

Independent Variable Dependent Variable

 Stress Factors Coping Strategies of the
respondents in
affecting the students overcoming stress
of CAS

Figure 1 Research Paradigm.

STATEMENT OF THE PROBLEM

This research aims to study the stress factors affecting the students of the College of

Arts and Sciences Specifically, it seeks to answer the following questions:

1. What are the stress factors affecting the students of the College of Arts and Sciences as to:

a) personal factor

b) family factor

c) environmental factor

2. What are the coping strategies of the respondents in overcoming stress as to:

a. personal factor

b. family factor

c. academic factor

SIGNIFICANCE OF THE STUDY

The results of the study will serve as the basis for the general approach to the lives of

the students of College of Arts and Sciences and ensure academic achievement.

This study is significant for it may benefit the following:

 To the College of Arts and Sciences Students. They would be the direct

beneficiaries of the study. They will be able to identify the factors that triggers their stress

than can cause to academic problems.

To the Family of the College of Arts and Sciences Students. They would be so

much aware about being literate in mental health especially in the aspect of knowing how

their children are doing in the aspect of being mentally healthy.

To Fellow Researchers. This contribution is to be added to the available related local

studies and for generating subsequent studies on this subject.

Scope and Delimitation of the Study

The purpose of the study is to determine and examine various stress factors that

affects the students of the College of Arts and Sciences and the coping strategies in

overcoming stress.

The study will focus only on the College of Arts and Sciences Students during the 1 st

semester of the Academic Year 2021-2022

Definition of Terms

The following terms are operational definitions for better understanding.

Stress. This refers to the psychological and physical reaction to certain life events or

situations present in a person.

Stress Factors. This refers to the influence contributes to a result or outcome of the stress; it

broadly falls into four types or categories: physical stress, psychological stress,

psychosocial stress, and psychospiritual stress.

Personal Factor. This refers to the personal sources of stress deal with such as relationships,

health issues,

Environmental Factor. It refers to the influence contributes an outcome of the stress such

as financial matters, peer pressure and a stress produced by the family.

Academic Factor. Refers to the influence contributes an outcome of the stress as a mental

and emotional pressure or tension that occurs due to the painful demands of college life.

Coping Strategies. It refers to the specific efforts, both behavioral and psychological, that

people employ to master, tolerate, reduce, or minimize stressful events.

CHAPTER II

REVIEW OF RELATED LITERATURE

The literature and studies cited in this chapter tackle the different concept,

understanding, and ideas, generalization or conclusions and different development related

to study. It will also help in familiarizing information that are relevant and similar to the

present study.

Related Literature

Understanding Stress

Selye (1976) explained stress as "the non-specific response of the body to any

demand" (p. 55). Seyle defined the stress syndrome, which is also known as general

adaptation syndrome (G.A.S), which has three phases: the alarm stage, stage of resistance,

and stage of exhaustion. The alarm stage is where the body recognizes some threat and

physiological arousal rises or levels off when the body adapts to the stressors
(Gadzella & Masten, 2005). In the stage of resistance, an individual fights the threat. When

an individual cannot adapt to the stressors, the body's resources will continue to be taxed and

lead to the stage of exhaustion.

Selye (1976) described two different kinds of stress: eustress (good stress) and

distress (bad stress). He stated that both eustress and distress go through the same phases in

the G.A.S. The eustress has no negative consequences and is beneficial to humans. The

eustress does not lead the body to the stage of exhaustion, and the person learns how to adapt

to the threat. The distress has negative consequences to one's body and is viewed to be

harmful (Gadzella, Masten, & Zascavage, 2009). If one could not adapt to the stress and it is

prolonged enough, the stage of resistance can lead to the stage of exhaustion, where the

stressors become distress.

Selye (1976) stated that stress is in our everyday life. Selye also stated that humans'

most significant stressor is emotional stress. Selye spent his career defining stress; other

researchers then used his work to further study stress (Dusselier et al., 2005;Gadzella &

Masten, 2005; Jogaratnam & Buchanan, 2004).

Stress is the process by which a person or an individual reacts to external or internal

stressors. The organism processes several systems to coordinate these adaptive responses at

both the cellular and systemic level, which allows the stress to have a direct impact on the

brain and on the entire corporal anatomy as a result of failure to adapt to stressful conditions,

brain dysfunction, mental and emotional difficulties and stress in many areas can result in

Depression, anxiety, and pain.

Physiological, stress-related illnesses of reproductive form, cardiovascular illnesses,

metabolization and gastrointestinal illnesses are influenced by large regions of hereditary and
developmental variables which differ from person to person (Hellham- mer & Hellhammer

2008. vii).

According to Lazarus and Folkman (1984), stress is defined as an individual’s

physical and psychological reaction to an event or object or which is appraised as a threat.

Similarly, according to Campbell (2006) as cited in Bataineh (2013), stress is an adverse

reaction that individuals manifest when they encounter excessive pressure or other types of

demands placed on them.

Stress (Pargman 2006, 5) is explained by the term "Uncertain reaction to external and

internal variables," which signifies a negative or positive reaction to the environment. In this

way, the whole of your body is associated with changes and unexpected circumstances that

occur throughout time. Vital organisms, including sex organ, cardiac rates, blood pressure,

stroke volume, respiratory rate in the body, react quickly during this period. A lot of

hormonal sponsors are at their height.

According to Broderick, et al (2021), stress is common among students, and it can

cause adverse mental and physical side effects if left unaddressed. More than half of the

degree- seekers report that stress affects their academic performance. Broderick claimed that

short-term stress can help students raise a grade, polish an essay, or pursue a coveted career

opportunity but it can have detrimental side effects if unaddressed.

According to the study of Reddy et al. (2018), they concluded that stream wise

difference in stress does exist in students. Learning how to deal with stress is important at

personal, social and institutional level. There are several measures have been found useful to

deal with stress such as feedback, yoga, life skills training, mindfulness, meditation and

psychotherapy. To determine the main reasons of stress is the key to deal with it.
Professionals can develop custom – designed strategies on stress management. The student’s

well-being is essential not only for the individual but for the institution as well.

The fact that most students are usually conditioned to focus only on academics and

not on the management of their mental health. Some students experience stress from the

moment they apply to a school because of future worries on facing their new social

environment in a college setting -- one where making new friends can sometimes prove

challenging (Broderiack, et al., 2021)

Types of Stressors

Stress is an everyday reality. When people go for assistance, problems, circumstances,

and pressures in their lives are routinely handled, leaving them feeling emotionally and

physically disturbed. Countless people believe that they have very little resources or help to

cope with elevated stress levels. Variables that cause stress are called stress-related

circumstances. Stress is not just negative and positive; it also causes stress (Centre 2010 4–6;

Davidson 2001). Davidson, J. (2001). Stress Management. Macmillan USA: A Person

Education Company.

In the book of Brain, Luke Seaward (2012) also mentions some other types of stress which

are different in their own ways. There is another type of stress which is the neustress and

“this is any kind of information or sensory stimulus that is perceived as unimportant”.

Major Sources of Stress in Students

Students face a distinct group of stressful events. Many things can influence the

academic achievement of the student. Bernstein et al. (2008) identify stress sources as any

condition or occurrence that threatens to interfere with the daily workings of individuals and
make changes to them. Bernstein, D.A, Penner, L.A, Stewart, A.C & Roy, E.J. (2008).

Psychology. 8thed.. Boston - New York: Houghton Mifflin Company.

Relationship as a source of stress

Relationship alone is a vast subject to explore and it has had a great deal of impact on

most parts of people's lives. The phrase "relationship" refers to how people are linked and

related via blood, marriage, adoption, and other legal means such as country neutralization

and registrarization. This link that is established between individuals can sometimes become

a burden on them while others become the victims of misuse of relationships.

Personal Factors as a source of Stress

Personal issues are extremely stressful as we might understand and also play a very

essential part in the many aspects of a student's life. These variables vary amongst people that

lead to diverse perceptions, behavior, and attitudes.

Environmental factors

Environment plays a big role to students’ life. Some students can easily adapt to new

environment while others experience discomfort being in a new environment. The

environment students find themselves can cause stress to them that can result lack of focus on

their studies or any academic issues.

Related Studies

Gadzella (1994) had stated that female students experienced higher pressures and

changes to stressors, also experienced higher physiological, emotional, and behavioral

reactions to stress. Male students experienced higher scores for cognitive appraisal which

suggested that males were less concerned about their stressors.

The study found that students who indicated their perceived stress as severe

experienced the highest stress, and students who indicated mild stress experienced the least.

Gadzella, Masten, and Zascavage (2009) found that when the students perceived their stress

as severe, they had higher stress scores than the mild and moderate groups. The students who

perceived their stress to be mild experienced the least amount of stress.

The researchers interpreted that mild stress is eustress (good stress) and severe stress

is distress (bad stress). When the students indicated mild stress, they scored higher in the

learning processes. Participants who indicated severe stress reported lower learning processes

scores.

Gadzella, Masten, and Stacks (1 998) found that students who took more chances

or depended on luck for their decisions experienced more frustrations, conflicts, changes,

psychological reaction, and higher overall stress. Students who were deep processors were

better organized, critically evaluated information, and did not experience much frustration.

Students that had good study habits did not experience much stress when studying.

Academics and Pressure Causing Student Stress.

Dusselier et al. (2005) found that the biggest factor causing stress for students is

academics. Students identified tests, classes, homework, and examinations as causes of stress.

Dusselier et al. found that students who were taking more credit hours felt more pressure and

stress. The academic pressure could be related to feeling the need to succeed.

Jogaratnam and Buchanan (2004) found that a significant stressor for students was time

pressure with academics and daily life responsibilities. Nearly all the students reported "too
many things to do at once, a lot of responsibilities, and struggling to meet your own academic

standards" (p. 242). Ross et al. (1999) discovered that sources of stress were increased

workload and daily academic hassles. Goff (2011) identified that students most frequently

reported pressures such as turning in papers on time, devoting time to classwork, overloading

things to do, and balancing grades with work and relationships. Misra, McKean, West, and

Russo (2000) also reported that faculty and students perceived that students felt stressed due

to pressure.
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents and discusses the steps and procedures in gathering data. It

includes the research design, research procedures, population of the study, gathering

instrument and statistical treatment of data to be use in this study.

Research Design

Consistent with the objectives of the study and the nature of the observations

on the variables characterizing the samples, this study will employ the descriptive-survey

design. Descriptive-survey design uses surveys to gather data about varying subjects. This

data aims to know the extent to which different conditions can be obtained among these

subjects. 

This design will be used in the study to know the stress factors affecting the students

of the College of Arts and Sciences and the coping strategies in overcoming stress.

Locale of the Study

This study will be conducted at Northwestern University, Laoag City. The campus is

a nine-hectare lot located in Barangay Nalbo, Laoag City, Ilocos Norte. It is a non-

sectarian, ISO Certified educational institution offering College of Arts and Sciences

courses that includes accredited program of English Studies, Political Science, Mass

Communicaton, Computer Science, Biology and Psychology.

Population and Sampling

The overall population of the College of Arts and Sciences at Northwestern

University is total of One forty-six (146). Total enumeration will be employed in the conduct

of the study.

Data Gathering Instrument

A questionnaire consisting of two sections will be administered through Google form.

The first section includes the stress factors affecting the students of the College of Arts and

Sciences and the second part will include the coping strategies in overcoming stress.

The respondents will be asked to tick/ select the appropriate box or boxes matching

their preferred answer.

Data Gathering Procedure

Upon approval of research title and proposal, the researchers will ask permission from

the Dean of the College of Arts and Sciences to conduct the research through a request letter.

Before conducting the survey, the respondents will be informed of the purpose of the

study through an Informed Consent. Once consent from the respondents were taken, the

questionnaires will be floated through Google Forms.

The gathered data will be subjected to quantitative analysis and will be interpreted to

come up with necessary conclusion.

Statistical Treatment of the Data

Problems number 1 and 2 will be measured using the Likert scale and will be

analyzed through the weighted mean. The weighted mean will be used for the quantitative

measures of the responses on the items selected, in the scale of 4 to 1, going to the higher

point for the most and lesser points for the least. The weighted mean is composed of
accumulated responses, evaluations and perceptions of the groups of respondents to

determine the local weight, which is typical of the respondents’ response using the formula:

X = Ʃ ((fxw) / N)

where:

x = Computed Average Weighted Mean

W = Assigned Weights, i.e. 5, 4, 3, 2, 1
F = Frequency Observed
N = Total Number of Respondents

For Problem 1, the following intervals and corresponding descriptive interpretation

will be used:

Range Interval Descriptive Interpretation

3.26 – 4.0 Very High

2.51 – 3.25 High

1.76 – 2.50 Low

1.00 – 1.75 Very Low

For Problem 2, the following intervals and corresponding descriptive interpretation

will be used.

Range Interval Descriptive Interpretation

3.26 – 4.0 Always

2.51 – 3.25 Sometimes

1.76 – 2.50 Rarely

1.00 – 1.75 Never

 LETTER TO THE RESPONDENTS

Northwestern University
Laoag City

Dear Respondent,

We, the researchers are a student of Northwestern University – Bumanglag, Roxanne

V; Domingo, Dyleen N.; Pedro, Andrai Denise C. - B.S. Psychology Students who are

presently conducting a research on the “STRESS FACTORS AFFECTING THE

STUDENTS OF THE COLLEGE OF ARTS AND SCIENCES” as a course

requirement for Introduction to Research.

In connection with this, we would like to request your utmost assistance, particularly

in answering the attached survey sheet.

Rest assured that your anonymity and the information that you will give will be kept

confidential.

Thank you very much!

Respectfully,

Roxanne V. Bumanglag
Dyleen N. Domingo
Andrai Denise C. Pedro
Student Researchers
Research Instrument

.
Name (OPTIONAL) ____________________________

Part I. QUESTIONNAIRE. STRESS FACTORS AFFECTING STUDENTS

INSTRUCTION: Read the items carefully, please complete the following table by
putting a check mark on the checkbox which corresponds to your answer. Refer to the
following scales:
4 – Very High
3 – High
2 – Low
1 – Very Low

PERSONAL 4 3 2 1

I found myself difficult in controlling my emotions.

Trouble sleeping or sleeping too much.

Currently, there is a lot of conflict in my family

(marriage, significant other, family-of-origin).

Being a working student

Having new responsibilities

Fighting with Boyfriend/Girlfriend

I feel like my mental and/or emotional well-being

has been affected negatively in recent weeks

I have irrational fears and anxiety

Withdrawing from friends and family

My relationships with significant others demand
too much of me right now

FAMILY 4 3 2 1

I sometimes worry whether I am doing enough for

my parents.

I feel like I have been a financial burden to my

parents.

My parents/relatives give me a more certain and

optimistic view for the future.

It is difficult to balance different responsibilities

because of my academic load.

I am unable to pass or complete a requirement

because of financial problem.

Choose not to participate in an activity due to lack

of money?

Had thought of dropping out of college due to

costs?

Had thought or applied for a job just to help the

expenses in the family.
Financial concerns have interfered with my
academic performance.

Worrying about having enough money in the

family for regular expenses.
 Part 2. Coping Strategies in overcoming stress

ACADEMIC 4 3 2 1

I do not feel that I really understand what my instructor/

professor is trying to explain.

I can’t remember anything from my module

I feel that my friends/ classmates seem smarter than me

I am afraid to ask questions in class.

My classes are too hard.

I do not know what I want to major in.

I "freeze" on tests/ examinations.

No matter how hard or long I study, I seem to study the

wrong things for the test.

I get nervous just knowing there is a test coming up.

I cannot take lecture notes fast enough to keep up with the

professor.

My grades do not matter as long as I know I have done

my best.
I worry that I will not be able to pursue my career goals if
my grades are not high enough.

I do not think I can attain the academic goals my parents

have set for me

When I am not doing well in school I tend to just give up.

INSTRUCTION: Read the items carefully, please complete the following table by
putting a check mark on the checkbox which corresponds to your answer. Refer to the
following scales:
4 – Always
3 – Sometimes
2 – Rarely
1 – Never

Coping Strategies 4 3 2 1
Personal
1.
2. I seek out my parents for conversation support
3. I pray, meditate or enhance my spiritual life.
4. I do something I enjoy such as watching television, or
listening to music.
5. I talk with my friends or disclose to my online friends

6. I make myself numb by drinking alcohol or drug abuse, I leave

the problem aside.

Family
1. I try to focus on things I can control and accept the things I
can.
2. I find reasons to laugh.
3. I ignore my wants to focus on the needs.
4. I take time off and get away from the family pressure
5. I maintain a healthy relationship with the family
6. I joke with my family and use humor to take the edge off.
Academic
1. I resist my social media apps.
2. I get enough sleep before the examination day.
3. I take breaks / time to relax,
4. I try to find the information that I need to understand my
subject/ course more.
5. I try to think about how lucky I am when compared with
 those who have even more difficult problems.
6. I just stay in bed because I can't deal with my problems.
1.