Chapter I

INTRODUCTION

A. Background of the Study

The ideal college lifestyle dissipates quickly once the reality is reached. Many young

adults imagine vivid pictures of what college might be like for them. However, once these

young adults mature into independent men and women, and enter into the school of their

choice, they soon realize the reality of the college lifestyle. College life is the crucial part in

the development of a person; it is the part where we choose what type of future job we want

to have and what type of person we want to be. Some of us become nurses, while others

become teachers, architects, engineers and the like.

It is known in the Philippines that one of the preferable courses that a graduating

high school student prefer to take up is Bachelor of Science in Nursing (Admin, 2009), for

the reasons of acquiring a high paying job when they are abroad, having a decent and neat

kinds of uniforms, and to be able to help their family and other people when they are sick or

seeks medical attention (Slaninka, 2011).

Medical education is inherently stressful and demanding. Overwhelming burden of

information leaves a minimal opportunity to relax and recreate and sometimes leads to

serious sleep deprivation (Lee and Graham, 2001; Firth-Cozens, 2001). Nursing students,

especially freshmen, are a group particularly prone to stress (D’Zurilla&Sheedy, 1991) due

to the transitional nature of college life (Towbes& Cohen, 1996). Academic stressors are

one of the most common stressors of college life. These stressors do not cause anxiety or

1
tension by themselves. Instead, academic stress results from the interaction between

stressors and the individual’s perception and reaction to those stressors (Romano, 1992).

The amount of stress experienced maybe influenced by the individual’s ability to effectively

cope with stressful events and situations (D’Zurills&Sheedy, 1991).

Medical students particularly perceive themselves more likely to become ill than

others (Raj, Simpson, Hopman& Singer, 2000). Stress can lead to disruptions in both

physical and mental health. Stress reduction and adopting a healthier life style have been

major concerns of the students (Mundt, 1996). Students revert to different coping strategies,

harmful as well as constructive. There have been very few studies done so far to assess the

perceptions of stress among students, and still fewer are those done on medical student

population (Vaz et al., 1998; Stewart et al., 1999; Xiang, 2000). However, this study not only

explores the different perceptions of ‘stress’ amongst the medical students community but

also looks into the coping strategies adopted to deal with the problem.

Stress has become important topic in academic circles. Many scholars in the field of

behavioral science have carried out extensive research on stress and its outcomes and

concluded that the topic needed more attention (Agullos, 2009). Stress in academic

institution can have both positive and negative consequences if not well managed

(Stevenson & Harper, 2006).It is important for the institution to maintain well balanced

academic environment conducive for better learning with the focus on the students’ personal

needs.

2
 B. Statement of the Problem

In this study, the researcher(s) seeks to find out the Coping strategies nursing

students use to meet their own academic stressors, specifically it attempts to answer the

following questions:

1. What are the different academic stressors?

2. What are the different coping strategies?

3. What is the relationship between the coping strategies and the academic

stressors of college students?

C. Significance of the study

The beneficiaries of this study will be the nursing students, teachers, parents and

the researcher.

The study will help the nursing students in knowing and determining the

strategies they used in coping with academic stressors and how to develop the said

strategies to make it appropriate in dealing with such stressors. This study will also help the

parents in expanding their knowledge regarding to the problems their child is having and to

provide ways in which they can help to reduce the stressors that their child is experiencing.

The information gathered can also help the teachers in determining what type of teaching

styles they can improve or improvised in addressing the learning capacity of their students.

Lastly the gathered information will help the researcher in determining the different

strategies students apply in addressing their own specific academic stressors.

3
D. Scope and Limitations

This study will focus on the coping strategies to academic stressors among

nursing students. It will look into the knowledge and attitude of the nursing students on how

they cope up to academic stressors. It will be conducted at WMSU College of Nursing and

the respondents will be the nursing student coming from the incoming first year, second

year, third year and fourth year nursing students. Furthermore it limited to only 160 bona fide

nursing students as a sample using a stratified random sampling.

4
 Chapter II

RELATED LITERATURE AND CONCEPTUAL FRAMEWORK

A. Related Literature

One form of stress that is constantly being experienced by the student is stress in

relation to academic concerns. “Academic stressor is a product of combination of academic-

related demands that exceed the adaptive resources available to an individual” (Wilks,

2008). Academic stress is a concern that must not be taken for granted because it is

adversely affects the overall adjustments of students ( Hussain, Kumar & Husain, 2008) and

several studies have already documented the effect of stress on student (e.g. Agolla &

Ongori, 2009; Hussain et al, 2008; Maisih &Gulrez, 2006; Shaikh et al, 2004; Sulaiman,

Hassan, Sapain & Abdullah,2009). In 2005, Kumar and Jejukar “found that academic factor

factors were responsible for higher level of stress” among undegraduate students.

Here are some of the identified academic stressors that are commonly

experienced by the College students (Busari, A.O., PhD, p. 2):

1. Time Management. Time management skills allow people to organized their work and

personal life efficiently (Stan Mack, 2015). According to Neil Kokemuller, 2009 “making

effective use of time is a critical element of college student success. Along with rigors of

the college education, students often work and participate in extracurricular activities

along with maintaining personal relationships. A lack of ability to prioritize and invest the

right amount of time in the most important activities has negative effects on student

5
 performance” and improper use of time can create and be a stress itself. Moreover, a

study showed that students perceived poor time management as a reason of

examination failure (Ling, Hefferman & Munceir, 2003). Founded on these studies, it is

assumed that the higher the score in time management disposition (efficiency in time

management) for students better their study habits and therefore better in their academic

performance (Wong Wai Yi, Wavy, 2008).

2. Academic Studies. According to Barbar et. Al (2004) “the most dominant stressors

were that of academic studies” such as academic workload, attending lectures (Agolla &

Ongori, 2009), examinations, school curriculum (Shah, Hasan, Malik, &

Sreeramareddy,2010), inadequate learning materials (Agolla & Ongori, 2009; Shah et

al., 2010), performance in academic work, academic difficulties (Agolla & Ongori, 2009;

Johnson, 2009), overcrowded classrooms (Agolla & Ongori,2009), subject-related

projects (Conner, Pope, & Galloway, 2010).

3. Lack of Support System. In the last several years there has been considerable

research on the effects of help that people receive from informal supports, such as

family, friends, or neighbors (Michener et al; 1988).Social support from the university,

family, friends and mentors create an enormous impact on student’s achievement and

performance. College life can be stressful and alter the life experience of a student, it is

therefore vital to be in the company of family and friends while being in college. (Trockel

et al. 2000).Shaikh et al (2004) also reports that relationship problems both at home and

in college often contribute to stress. As stated by Greenberg (1996) making new friends

is one of the causative factors of stress amongst college students. Besides making new

6
 friends, it is often seen that transforming and building new friendship is a stressful

situation highly related with college life.

4. Interaction with the Teachers. Teachers play an important role on student’s life. They

say teachers are the second parents of the students in school. A review of literature has

shown that a great number of studies have investigated teacher‐student interaction in

relation to different issues such as student outcomes, attitude, cultural background

(Fisher &Rickards, 1996; Rawnsley& Fisher, 1997; Rickards& Fisher, 1999; Wubbels&

Levy, 1993). These past lines of research have revealed that higher cognitive outcome

scores and attitudinal outcomes are positively associated with leadership,

helping/friendly and understanding teacher behaviors. On the contrary, dissatisfied,

admonishing and uncertain teacher behaviors are negatively associated with students’

cognitive and attitudinal outcomes. However, to our best knowledge, there has been no

study investigating teacher‐student interaction in relation to student stress, a factor that

is highly significant in educational settings.

5. Personal Goals. Every student in the university especially nursing students has

developed their own personal goals such as passing the exams and getting higher

grades and because of this, students intends to increase pressure on their selves and

therefore personal goals becomes stress to them. The goal construct is not completely

absent from the stress and coping literature. From the publication of Lazarus’ (1966)

pioneering book, Psychological Stress and the Coping Process, goals have been

portrayed as part of the appraisal process, whereby situations evoke stress if they

impede important goals. However, aside from a generic acknowledgement that goals

7
 play a role in appraisal (Lazarus, 1991) and a general recognition that goals are part of a

category of person factors that are involved in stress and coping processes (Moos &

Schaeffer, 1993), theorists have allocated little attention to goals. In essence, goals

represent the ground rather than the figure in the stress and coping literature.According

to Carver and Scheier (2008) they view stress as occurring when people encounter

obstacles to their goals, and they view coping as an effort to create conditions that

further goal pursuit or disengagement.

6. Financial Burdens. College students, especially nursing students frequently

experience financial stress. According to recent survey, 35 percent of student said their

finances were “traumatic” or very “difficult” to handle (American College Health

Association, 2013). Students only more frequently cited academics as a stressor causing

the same level of distress. However, only 9 percent of students indicated that financial

worries affected their academic performance. Students may experience financial stress

due to variety reasons. The most obvious is due to the cost of attending college (Long &

Riley, 2007). Others may include unforeseen emergencies or expenses, a parent may

loss a job, increasing a student’s responsibility for paying their college expenses such as

projects, requirements and etc., poor allowance management or insufficient allowance to

meet the necessities of the students (Fosnacht& Dong, 2013).

We also have identified different coping strategies that are commonly used by

the students. According to the book of Keltner (Psychiatric Nursing 3rd Edition, 1999) he

identified different level of Coping Strategies which are:

8
1. ADAPTIVE. Solves the problem that is causing the anxiety, so the anxiety is decreased.

The student is objective, rational and productive.

2. PALLIATIVE.Temporarily decreases the anxiety but does not solve the problem, so the

anxiety eventually returns. Temporary relief allows the student to return to problem

solving.

3. MALADAPTIVE. Unsuccessful attempts to decrease the anxiety without attempting to

solve the problem. The anxiety remains.

4. DYSFUNCTIONAL. Is not successful in reducing anxiety or solving the problem. Even

minimal functioning becomes difficult and new problems begin to develop.

B. Conceptual Framework

This conceptual framework for the current study is displayed in Figure 1, which

depicts how nursing students perceived an academic stressors and how they cope with it.

Stress is defined as “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 & Folkman, 1984, p.19). The Fig. 1 is based on the

Transactional Model (Lazarus & Folkman, 1984) which focuses on the transaction between

people and their external environment and suggests that stress is an in balance between

demands and resources occurs when pressure exceeds the perceived ability to cope. The

model proposes that if stressors are perceived as a positive or challenging rather than a

threat, and if the stressed person is confident that he/she possesses adequate rather than

deficient coping strategies, stress may not necessarily occur during the presence of

stressors (Folkman, Lazarus, Giruen & DeLongins, 1986; Lazarus & Folkman, 1984).

9
 TIME FINANCIAL ADOPTIVE PALLIATIVE
MANAGEMENT BURDENS

ACADEMIC
STUDIES CHALLENGE
ACADEMIC STUDENT
STRESSORS PERCEPTION
OR
LACK OF
SUPPORT
THREAT
SYSTEM
PERSONAL
GOALS
INTERACTION
WITH THE
TEACHERS DYSFUNCTIONAL
MALADAPTIVE

Figure 1: DIFFERENT COPING STRATEGIES TO ACADEMIC STRESSORS OF NURSING

STUDENTS

Stress is viewed as controllable by helping people change their perception of stressors,

providing them with strategies to help them cope, and improving their confidence in the ability to

do so (Lazarus & Folkman, 1984). In order to develop an effective stress management program,

it is first necessary to identify the factors that are central to a person controlling his stress, and

identify the factors that are effectively targeting these factors (libres.uncg.edu, p. 23). Therefore,

if nursing students’ perception of stress is better understood, stress management can be more

develop easily which lead him to easily cope with the stressors.

Research has shown that student perception of stressors significally affect satisfaction

and persistence in college and commitment to a career. When a stressor is perceived as a

threat, students are more likely to decrease satisfaction, motivation, persistence, and health-

related and therefore may perform poorly and eventually fail or dropout (Zajacova et al., 2005).

On the other hand, when stressors is viewed as a challenge, the student is much more likely to

10
become more motivated, improve their decision making, coping style, self-confidence,

satisfaction, and health-related behaviors, which may lead to improvement in academic

performance (Lazarus & Folkman, 1984).

C. Definition Of Terms:

The following terms are used in this research:

1. Academic Stressors – refers to stress related to Academics

2. Academic Studies – refers to exams, oral recitations, projects and requirements

3. Adaptive – refers to the ability to deal with the stress

4. Always – coping strategy was used all the time to address stressor.

5. Challenge –a form of obstacle perceived by the nursing students

6. Coping strategies – techniques and ways to overcome stress and solve the

problem

7. Dysfunctional – refers to inability to deal with stress which results to another stress.

8. Effective – coping strategy useful but only partial of the problem was solved.

9. Extremely stressful - situation was always perceived as a stressful event.

10. Fairly stressful – event/situation was perceived as stressful six to eight times.

11. Favorable - the outcome was positive but the student did not reach the

goal he wants.

12. Financial Burdens – refers to problems related to money

13. Interaction with Teachers – refers to the communication between teachers and

students

14. Lack of Support System – refers to the lack of help resources of the nursing

student coming from the family and friends

15. Maladaptive – refers to ineffective coping to perceived stress.

11
16. Most of the time - coping strategy was used 5-8 times in addressing stressors.

17. Nursing Students – refers to the respondent of the studies.

18. Never – no coping strategy utilized.

19. Not Stressful at all - situation was not perceived as a stress.

20. Not effective – the coping strategy was not useful in solving the problem.

21. Not favorable – the outcome was negative and the student did not reach the goal he

wants.

22. Perception – refers to how nursing students sees the stress.

23. Personal Goals – refers to the objective of the nursing students.

24. Rarely stressful – situation was perceived as a stressful event once or twice.

25. Stress –A threat concerning the individual health of a nursing student.

26. Sometimes – coping strategy was used once or twice to address the stressor.

27. Sometimes stressful – situation was perceived as stressful thrice to five times.

28. Time Management – refers to skills to manage time wisely.

29. Threat –refers to the danger to one’s individuality.

30. Very effective - the coping strategy was useful and the problem was solved.

31. Very favorable – the outcome was positive and the student reached what he/she

wants

12
 Chapter III

METHODOLOGY

This chapter presents a discussion of research design, research locale and respondents

of the study, research instrument and data gathering procedure.

A. Research Design

The study will utilize the descriptive-qualitative research design in determining

the coping strategies to academic stressors among college students. The researcher opted

to use this research design to enhance the study’s integrity. The descriptive method is

advantageous for the researcher due to its flexibility; this method can use either

qualitative or quantitative data or both, giving the researcher greater options in selecting

the instrument for data gathering. Also, it is appropriate for this research since this

method will be used for gathering prevailing conditions.

B. Research Locale

The study will be conducted at Western Mindanao State University Campus-A,

Baliwasan Normal Road, Zamboanga City, specifically the College of Nursing. It is

found at the rear side of the overpass and near the left side of Don Joaquin Sports

Complex and Zamboanga National High School West.

13
 C. Research Respondent

Academic stressors among college students have been a topic for many years.

College students experience high stress due to various stressors such as over sprouting

assignments, competitions with other students, failures, poor relationship, adapting to the

new environment and the like. When stress is perceived negatively it becomes excessive,

it can affect both the health and the academic performance of a student. This research is

to be conducted to know the coping strategies to academic stressors among College

students taking up Nursing in Western Mindanao State University, Zamboanga City. The

respondents will consist of 160 students out of 770 estimated bona fide nursing students

regardless of gender and age. The respondents will be divided into 4 different strata

regarding to their respective year level.

COLLEGE OF NURSING

N= 770

STRATA ESTIMATED NO. OF PERCENTAGE NO. OF STUDENTS IN A SAMPLE

STUDENTS PER LEVEL
1st year 80 80/770= 0.10 0.1x160=16
2nd year 200 200/770=0.26 0.26x160=42
3rd year 190 190/770=0.25 0.25x160=40
4th year 300 300/770=0.39 0.39x160=62
Total 770 n = 160

D. Research Instrument

The study will use an assessment tool which was modified by the researcher and was

adapted from the research made by Juan Xiao entitled “Academic Stress, Test Anxiety, and

Performance in a Chinese High School Sample: The Moderating Effects of Coping Strategies

14
and Perceived Social Support”. In this tool, the respondents will answer the modified set of

questions. The instrument is consisted of four (4) parts; the first part is the respondents

profile, the second is the Academic Stress Scale which will be consisted of categorized areas

of stressors which the respondent will rate as stressful or not, the third one is the Simplified

Coping Styles which the respondents will select an answer to indicate how they cope under a

stressful situation and the fourth one is the Self Enhancement in which it determines the level

of awareness of the students to the presence of stressors that can guide them in enhancing

their coping.

E. Ethical Consideration

This study will be able to utilize the four major ethical principles in research

which includes beneficence; which will enable us to do well and promote the interests of the

respondents. Non-maleficence; the study indeed does no harm to the respondents in every

aspect. Autonomy; which the researchers respected the autonomous decisions of the

respondents and their outmost human dignity. And Justice; holds that the researchers acted

fairly when the interests of different individuals or groups are in competition. Participants

will be assured that the information collected will be used solely for the purpose of this

study. Participation was voluntary with respect to self-determination and self-disclosure.

In the conduction of this study, the researchers will observe highest possible ethical

standards through the protection of the welfare of the participants during advertisement,

15
implementation of different activities, data collection, publication and dissemination of

findings.

A letter of permission will be given to the Dean of the College of Nursing for us to

conduct our research, having the College students taking up Nursing in Western Mindanao

State University, Zamboanga City be our respondents. The researchers will inform the

participants of the objectives and background of the study at their level of understanding in

their own native dialects. Consent to participate will be respected and voluntariness of

participation is ensured throughout the conduct of the study. The participants will be

permitted to ask questions and air complaints and the researchers will attend to the nature of

the interaction with the participants to minimize emotional risk. The research team will

observe confidentiality of the data and privacy of participants.

F. Data Gathering Procedure

Before the interview, consents will be prepared to verify the respondent’s

willingness to participate the said study. The data for this research will be collected using

an assessment tool which was modified by the researcher and was adapted from the

research made by Juan Xiao entitled “Academic Stress, Test Anxiety, and Performance

in a Chinese High School Sample: The Moderating Effects of Coping Strategies and

Perceived Social Support”. In this tool, the respondents will answer the modified set of

questions. The instrument is consisted of four (4) parts, which is comprised of a specific

number of questions which is related to the participant’s perception and coping

strategies to academic stressors. 20 percent of the total population will be utilized. 160

16
bona fide nursing students will be the respondent regardless of gender and age. The

respondents will be divided into four strata related to their respective year level. The

study will use a Stratified Random sampling in getting the number of students per year

level. All data will be gathered appropriately which will fulfill the questionnaires purpose

and it will be retrieved, prepared, organized, and compiled for analysis of data.

17
 Table 1: TABLE OF SPECIFICATIONS

Statement of the Data Needed Blueprint of Questions

Problem
1. What are the different 1. Various Experiences I. Read each item then select

academic stressors? an answer to indicate how

 Daily stressors
you rate the level of your

stress under the situation.

Use “not at all stressful”,

“rarely stressful”,

“sometimes stressful”,

“fairly stressful”, or

“extremely stressful” to

indicate various degrees of

stress level: “Not at all

stressful” will be used to

indicate that there is no

stress under the situation

(i.e., excessive homework),

and an “extremely

stressful” will indicate that

you do have very strong

stress under the situation.

18
 1. TIME MANAGEMENT:

 Passing requirements on time.

 Late dismissal of class
 Studying for examinations
 Arriving late for class
 Balancing of time between
studies and extracurricular
activities
1. ACADEMIC STUDIES:
 Excessive home works and
requirements
 Surprised quizzes and oral
recitations
 Final examinations
 Forgotten assignments
 Low grades

2. LACK OF SUPPORT SYSTEM:


Problems at home

Tension outlet (got no one to
talk to)
 Feelings of Isolation
 Lack of communication with
family and friends
 Family pressures
3. INTERACTION WITH TEACHERS:
 Unapproachable teachers
 Strict Teachers
 Relationships with Teachers
(such as blood-related)
 Miscommunication with the
teachers
 Teachers expectation

4. PERSONAL GOALS:
 Expectation of high grades
 To top the class
 To be skillful and competent
enough
 To graduate with flying colors
 Aiming to pass the board
exam

5. FINANCIAL BURDENS:

19
  Inadequate allowance
 Expensive requirements
 Too much unnecessary
contributions
 Tuition fee
 Buying textbooks
2. What are the different 2. Vicarious II. Read each item and then select
an answer to indicate how you
coping strategies? cope under the stressful situation.
experiences Use “never”, “occasionally”,
“often”, or “always” to indicate
various degrees of coping.

 Get relieved by studying or

substitute activities.
 Talk with people, and share
personal worry with people.
 Try to look on the bright
side of things.
 Change your mind, and
rediscover what the
important thing is in your
life.
 Don’t take the problem too
seriously.
 Stand your ground, and
fight for what you want to
get.
 Try to come up with a
couple of different solutions
to the problem.
 Seek for suggestions from
relatives, friends, or peers.
 Change something about
yourself to deal with the
problem.
 Use the experience of other
people to deal with similar
problems.
 Seek for hobbies, and
actively join in variety of
recreational activities.
 Try to control your
disappointment, regret,
sorrow and anger.
 Try to rest or take a leaving
to temporally ignore the
worry.
 Get rid of worry by smoking,

20
 drinking, taking drug, or
eating.
 Believe that time will
change current status, and
waiting is the only thing you
should do.
 Try to forget the whole
thing.
 Depend on others to solve
the problem.
 Accept the reality because
there is no other way to
solve the problem.
 Imagine that there is a
miracle which can change
current problem.
 Self-comfort.
3. What is the relationship 3. perception III. Read and put a check on
the space that corresponds
between the coping your answer.
1. How effective are these
strategies and the academic coping strategies for
you?
stressors of college ____very effective
____effective
students? ____not effective
2. How favorable are the
outcomes of your
chosen coping
strategy?
____ very favorable
____ favorable
____not favorable

21
 BIBLIOGRAPHY

Busari A.O. (2000). Stress Inoculation Training and Self-Statements Monitoring Techniques on

the Reduction of Test Anxiety among Adolescent Underachievers in Ibadan Metropolis. An

Unpublished Ph.D Thesis, Department of Guidance and Counselling University of Ibadan

Busari A.O (2012). Identifying Difference in Perceptions of Academic Stress and Reaction to

Stressors Based on Gender among First Year University Students

Çeçen, Sevdeğer ET. AL (2013).Associations between Teacher-Student Interpersonal

Behaviors and Student Stress in English Language Classes

Elliot, Andrew J., Thrash, Todd M., Murayama, Kou (2011). A Longitudinal Analysis of Self-

Regulation and Well-Being: Avoidance Personal Goals, Avoidance Coping, Stress Generation,

and Subjective Well-Being

Fosnacht, Kevin & Dong, Yiran (2013). Financial Stress and its impact on first-year student’s

College Experience

Hong Ji& Lei Zhang (2011). Research on College Students’ Stresses and Coping Strategies

Keltner (1999). Psychiatric Nursing 3rd Edition pg. 152

Lazarus, R. (1999). Stress and Emotion: A New Synthesis. London: Free Association Books.

R.S. Lazarus. ISBN 1–85343–456–6.

Lazarus, R., Folkman, S. (1984).Stress, Appraisal and Coping. New York: Springer.

22
Pariat, Lakyntiew ET AL. (2014). Stress Levels of College Students: Interrelationship between

Stressors and Coping Strategies.

Shaikh, Barbar T. ET. AL (2004). Students, Stress and Coping Strategies: A Case of Pakistani

Medical School

Xioa, Juan (2013). Academic Stress, Test Anxiety, and Performance in a Chinese High School

Sample: The Moderating Effects of Coping Strategies and Perceived Social Support

23
 APPENDIX A

REPUBLIC OF THE PHILIPPINES

Western Mindanao State University

Zamboanga City

This is to certify that an

ETHICS CLEARANCE
Is granted

For the implementation of the research proposal with the corresponding details:

Title: “Coping Strategies to Academic Stressors among College Students”

It is understood that compliance to the approved ethical considerations and other

recommendations by the ethics committee be adhered to. This clearance is valid until completion

of the study unless revoked for ethical violations.

Issued on____ of __________, 2015

Member, CN Ethics Committee Member, CN Ethics Committee

Ethics Chair, CN WMSU

24
 APPENDIX B

WESTERN MINDANAO STATE UNIVERSITY

COLLEGE OF NURSING

ZAMBOANGA CITY

CONSENT

I have read and properly comprehended the above information and had been given the

opportunity to consider and ask questions for further clarification in the involvement of research

study. I have spoken directly to the undersigned researcher student who had answered all my

queries regarding the research study. I have received a copy of the participant information and

informed consent form.

In view of this, I _____________________________________, VOLUNTARILY agree to

participate in the research study certainty to handle any gathered information a guarantee of

confidentiality.

_______________________________

Signature/Date

______________________________________________________________________________

I ______________________________ the undersigned researcher student certify to the

best of my knowledge and capabilities, that the respondent signing this informed consent had

25
comprehensively read the above information. This has been carefully explained and that he/she

understands the risks, nature, and benefits of his/her participation to this research study.

_______________________________

Signature/Date

26
 APPENDIX C

TOOL #1 Assessment Profile

The purpose of this form is to generate a profile and consent of the respondent

participate in the study of the nursing student of WMSU entitled “Different Coping Strategies to

Academic Stressors among Nursing Student” utilizing the Lazarus and Folkman’s Transactional

Model of Stress.

All information indicated here shall be treated as confidential.

Date and Time interviewed:

Tool # 1 Respondent’s Profile

Name:

Year and Section:

Age:

Gender:

27
 APPENDIX D

ACADEMIC STRESS SCALE

INSTRUCTIONS: Read each item then select an answer to indicate how you rate the level of

your stress under the situation.

Use “not at all stressful”, “rarely stressful”, “sometimes stressful”, “fairly stressful”, or “extremely

stressful” to indicate various degrees of stress level: “Not at all stressful” will be used to indicate

that there is no stress under the situation (i.e., excessive homework), and an “extremely

stressful” will indicate that you do have very strong stress under the situation.

Of course, there is no right or wrong answer to each item, so do not spend too much time on

any one item, but just check the one that indicates best how that statement generally describes

you.

NOT RARELY SOMETIMES FAIRLY EXTREMELY

STRESSFUL STRESSFUL STRESSFUL STRESSFUL STRESSFUL
AT ALL

TIME MANAGEMENT:
Passing requirements
on time
Late dismissal of class
Studying for
examinations
Arriving late for class
Balancing of time
between studies and
extracurricular activities

28
ACADEMIC STUDIES:
Excessive home works
and requirements
Surprised quizzes and
oral recitations
Final examinations
Forgotten assignments
Low grades
LACK OF SUPPORT
SYSTEM:
Problems at home
Tension outlet (got no
one to talk to)
Feelings of Isolation
Lack of communication
with family and friends
Family pressures
INTERACTION WITH
TEACHERS:
Unapproachable
teachers
Strict Teachers
Relationships with
Teachers (such as
blood-related)
Miscommunication with
the teachers
Teachers expectation
PERSONAL GOALS:
Expectation of high
grades
To top the class
To be skillful and
competent enough
To graduate with flying
colors
Aiming to pass the
board exam
FINANCIAL
BURDENS:
Inadequate allowance
Expensive
requirements
Too much unnecessary
contributions
Tuition fee
Buying textbooks

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 APPENDIX E
SIMPLIFIED COPING STYLES

Instruction: Read each item and then select an answer to indicate how you cope under the
stressful situation. Use “never”, “occasionally”, “often”, or “always” to indicate various degrees of
coping.

Never Sometimes Most of Always

the time
Get relieved by studying or substitute
activities.
Talk with people, and share personal worry
with people.
Try to look on the bright side of things.
Change your mind, and rediscover what the
important thing is in your life.
Don’t take the problem too seriously.
Stand your ground, and fight for what you
want to get.
Try to come up with a couple of different
solutions to the problem.
Seek for suggestions from relatives, friends,
or peers.
Change something about yourself to deal with
the problem.
Use the experience of other people to deal
with similar problems.
Seek for hobbies, and actively join in variety
of recreational activities.
Try to control your disappointment, regret,
sorrow and anger.
Try to rest or take a leaving to temporally
ignore the worry.
Get rid of worry by smoking, drinking, taking
drug, or eating.
Believe that time will change current status,
and waiting is the only thing you should do.
Try to forget the whole thing.
Depend on others to solve the problem.
Accept the reality because there is no other
way to solve the problem.
Imagine that there is a miracle which can
change current problem.
Self-comfort.

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 APPENDIX F

Students Perception

IV. Instructions: Read and put a check on the space that corresponds your answer.

1. How effective are these coping strategies for you?

____very effective

____effective

____not effective

2. How favorable are the outcomes of your chosen coping strategy?

____ Very favorable

____ Favorable

____not favorable

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 APPENDIX G

Western Mindanao State University

College of Nursing
March 10, 2015

Nursia M. Barjose R.N., M.N., D.S.N.

Dean of College of Nursing
WMSU, Baliwasan Normal Road, Zamboanga City

RE: Permission to Conduct Research Study

Dear Dr. Nursia M. Barjose,

We, Bachelor of Science in Nursing Level III students of Western Mindanao State University,
are writing to request permission to conduct a research at the College of Nursing, Western
Mindanao State University. The research we wish to conduct for our Research 101 subject is
entitled “Coping Strategies to Academic Stressors among College Students”. We are hereby
seeking your consent to approach a number of Bona fide Nursing student in the College of
Nursing, Western Mindanao State University to be our respondents in this study.

Your approval to conduct this study will be greatly appreciated.

Sincerely,

Angel B. Nadonza _
Research Team Leader

Noted by:

Mary Joselyn C. Biong RN, MN, DPA

Research Adviser

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