Thesis 3is

CHAPTER 1
INTRODUCTION
Background of the Study
Academic stress is a common problem among high school
students as they try to juggle academic demands while managing all aspects
of their lives. Davao City National High School offers evening classes tailored
to senior high school students. These varied schedules aim to reduce
academic stress through flexibility; and coping mechanisms exist for one
reason – to lessen the academic stress. Understanding the relationship
between coping mechanisms and student stress levels in this unique
educational environment is critical to improving student education and well-
being.
Furthermore, academic stress is defined as the body’s response to
academic-related demands that exceed adaptive capabilities of students. It is
estimated that 10–30% of students experience some degree of academic
stress during their academic career (Alsulami et al. 2018, 159).
Academic stress has a negative physiological and social impact on
students and may affect their learning and overall performance (Yousif et al.,
2022). This includes factors such as tests, assignments, competitions, and the
expectations of teachers, parents, and peers. The intensity of academic stress
can vary among students, which can affect their overall health and
performance.
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The Afternoon Program at Davao City National High School allows
students to attend classes in the late afternoon, which is different from the
traditional morning schedule. This program is designed for students with
various commitments, such as part-time jobs, family responsibilities, or other
extracurricular activities. Provides an alternative that may impact students.
Daily routines and their ability to cope with academic stress.
Saeed, Ullah & Ahmed (2020) stated the following: Academic stress
has become part of students’ life due to various internal and external
expectations (Reddy et al., 2018). Academic stress refers to students’
response to educational related demands that exceed their available
resources, adaptive and coping capabilities (Alsulami et al., 2018). However,
stress response varies among students contingent on their personalities and
study programs, and socio-cultural circumstances (Uchil, 2017). Stress
related events are happening regularly among students in Pakistan. One
example of this is the increased rate of students’ suicide over the past few
years in Pakistan (Bashir et al., 2019). For example, Shakil (2019) in a
retrospective study of 11 newspapers from 2010 to 2017, found 68 cases of
students’ suicide (76.5% suicide rate among male students while 23.5%
among females) in Pakistan. The figures are believed to be many folds higher
as such events go unreported due to associated socio-cultural and religious
stigma (Shakil, 2019).
Presently, the educational system, its standard and expectations
exert enormous pressure on students in Pakistan (Khan et al., 2013). In
Pakistani culture, expectations of the family significantly impact students’
performance, learning and stress. However, it often does more harm than

good to students (Reddy et al., 2018). This implies that undergraduate
students are vulnerable to different stressors. It needs significant attention as
it raises serious mental and public health concerns (Nandamuri & Gowthami,
2011). This study argues that academic stress if not identified and tackled on
time can lead to serious mental health and behavioral complications. Young
students, 15 to 22 years of age are often more vulnerable to academic stress
as they experience a transition in life (Reddy et al., 2018). This study argues
that since youth constitute about 60% of the population of Pakistan, the
progress and prosperity of Pakistan heavily rely on them. Therefore, it is
imperative to understand the sources and impact of academic stress among
undergraduate students. It would help the development of effective
counselling modules and intervention strategies for alleviating students’
stress. This study therefore aimed to explore the factors causing academic
stress in undergraduate students in Pakistan, the University of Malakand in
specific.
According to World Health Organization (2014) mental health is
viewed as “a state of well-being in which individuals realizetheir own potential,
can cope with the normal stresses of life, can work productively and fruitfully,
and able to make a contribution to community”. Galderisi, et al (2015) defined
“mental health as a dynamic state of internal equilibrium which enables
individuals to use their abilities in harmony with universal values of society.
Basic cognitive and social skills; ability to recognize, express and modulate
one’s own emotions, as well as empathize with others; flexibility and ability to
cope with adverse life events and function in social roles; and harmonious
relationship between body and mind represent important components of

mental health which contribute, to varying degrees, to the state of internal
equilibrium”. Being in a transitional stage between childhood and adulthood,
adolescents have to confront with varied types of stressors. Kaur (2014)
pointed out that “the rising expectations of the parents in terms of scores and
academic performance sometimes put extra burden on children, which may
sometimes cause many physical or mental ailments”.
A study by Alibudbud (2021) referred to the following: Previous
studies and reports have recommended and cited the necessity of exploring
the adverse academic experiences of college students to be able to decrease
mental health morbidities and improve academic performance among them.
However, it was noted that information regarding the mental health status of
college students in the Philippines context remained to be sparse (Cleofas,
2020).
Most of the previous studies of mental disorders in the Philippines
have been limited to the general population. In this regard, the WHO noted in
2005 that about 14.5% had depression among the general Filipino population.
In terms of mental health symptoms, 14.6% of surveyed students reported
depression symptoms in the Philippines’ Global School-based Student Health
Survey from 2003 to 2004. Likewise, the estimated incidence of suicide in the
Philippines has increased from 0.23 to 4.3 per 100,000 in males, and from
0.12 to 2.0 per 100,000 in females between 1984 and 2016 (Lally et al.,
2019).
While the estimated prevalence of mental disorders among college
students in the Philippines remained to be elusive, it was notable from several

news reports that mental health problems were prevalent among college
students in the Philippines. These Philippines news reports have noted that
there is an increasing incidence of suicide among college students. These
varied from jumping from a building to shooting oneself with a gun. Moreover,
it was reported that there was one suicide referral made per day among the
youth, the age group of most college students in the Philippines. These news
agencies have also observed that some of the factors contributing to this
surge in mental health problems among college students have been academic
and school- related factors. These mental health problems unsurprisingly led
to lower self-efficacy and overall quality of life among college students in the
Philippines (Cleofas, 2020).
There remained scarce information regarding the state of mental
health of Filipino college students. Nonetheless, the newly enacted Philippine
Mental Health Act of 2018 aimed at promoting mental health through the
Philippine educational system. This new law was a response to the call of
international development agencies for countries to respond to a global
human rights emergency in mental health due to a reportedly wide range of
human rights violations among people with mental disorders. This call
included the integration of mental health promotion and intervention in various
settings including schools and universities (Official Gazette of the Republic of
the Philippines 2018; World Health Organization, n.d.). In this regard, the
Philippine Mental Health Act aimed to integrate mental health into the local
educational system through mental health promotion and provisions for
preventive measures including the incorporation of psychoeducational topics
from elementary school to the higher education level (Lally et al., 2019).

Quing and Baudin (2021) stated the following: Adolescence is
considered one of the most stressful periods in our lives. Hall (1904 as cited in
Buchanan Hughes, 2011) even described adolescence as a period of “storm
and stress”. It is the period where an individual experiences several
physiological and psychological changes (Romeo, 2013), and along with
these changes are the different demands and expectations from their
environment. This transitional period occurs not only within their personal
spaces and societal context but even in the institutional setting the transition
to a higher level of education, which includes several and interconnected
stressors that make this process even more stressful for adolescents (Reddy
et al., 2017). Living in a credential society can be very stressful because it
creates an atmosphere of competition among its members. With this, most
people believe that the gateway to success is to have an impressive
educational background, which is why parents demand their children to study
hard. This overwhelmingly competitive environment has put adolescents in a
situation in which they are being pressured with their decisions on what
academic courses they need to take for their future professions. After deciding
what course, they should take, they are now faced with different academic
demands such as meeting their teachers” expectations, maintaining excellent
academic performance, being able to answer and participate in class, and
even competing with their classmates (Lal, 2014). These academic related
events that can cause distress to adolescents are referred to as academic
stress. Academic stress can be defined as the students’ body response to any
academic related demands that surpass their coping abilities (Wilks as cited in
Alsulami et al., 2018), Mazo (2015) pointed out that the common stressors of

students. Are related to their academic subjects’ various requirements,
projects, quizzes, examinations and recitations, their finances. Family
problems, romantic relationships, and even with their school professors.
Academic stress has been reported to be high among students especially
during the unexpected transition from face to face to online classes due to the
COVID-19 pandemic. While there are already some open universities here in
the Philippines that have used the digital platform in learning, this type of
learning still remains unchartered for the majority of the schools especially in
rural areas. The slow internet connection, lack of technological tools such as
laptop, tablet or cellphone, and larger volumes of academic works are just
some of the causes of academic stress being experienced by most students
here in the Philippines. In addition, since digital learning requires the use of
technological devices such as laptops and computers, those students who
belong in the lower socio-economic status are having difficulties in attending
their online classes. With this, the inequality of access becomes an indication
of academic stress to students who are unable to attend their online classes
and submit their requirements, thus being left behind from their peers
(Mahapatra Sharma, 2020). These conditions have led to students to
experience distress, depressive and anxiety symptoms, and even suicidal
attempts in worst cases (Fegert et al., 2020). Aside from the fact that
academic stress is linked with mental health (Subramani Kadhiravan, 2017), it
has a significant effect on the performance of students specifically in a
negative way, yet no significant difference was found between males and
females (Khan and Kausar, 2013). This also results in significant decrease in
motivation, reduction of academic achievement, and an increased number of

school dropouts (Pascoe, Hetrick, Parker, 2020). Although several studies
have already provided strong empirical evidence that prolonged and
increased stress levels could result in physical and mental health problems
(Alsulami et al., 2018, Yaribeygi, et al., 2017), it is also noteworthy to consider
that the effects of stress can vary from one individual to another. Some show
maladaptive responses to stress while some tend to be more resilient to
stress (Xin et al., 2017). Considerable pieces of evidence have confirmed the
idea that personality traits can serve as an essential factor in reacting to
stress (Afshar, et al., 2015). In recent years, grit, which is defined by having
perseverance and passion for long-term goals (Duckworth et al., 2007), has
been considered as a substantial predictor of academic success
(Kannangara, al., 2018). Grit involves the ability to work persistently through
challenges and sustaining effort and interest despite failures and difficulties
over a long period (Duckworth et al., 2007). An increased number of studies
has also provided evidence supporting the relationship between grit and other
indicators of well-being outcomes, which therefore suggests the protective
roles of grit against mental health problems (Musumari et al.,2018). Studies
on grit show that there is a significant association between grit and anxiety,
which is similar to the study of Dergisi (2018), who also pointed out that there
was a significant and inverse association between the respondents’ grit,
depression, anxiety, and stress levels. Similarly, Musumarı et al. (2018) also
highlighted that grit is inversely related to mental health problems, particularly
depression and anxiety. Thus, intervention programs intended to promote grit
could play a vital role in preventing mental health problems among students.
Another concept that can be associated with grit and can also have protective

effects on academic stress is internal locus control. According to Rotter (1966
as cited in Sagone and De Caroli 2013), internality is when an individual
expects that one is responsible for achieving rewards from one’s environment,
externality, on the other hand, is when an individual believes that the rewards
are out of one’s control and believes in luck or chances. Individuals with an
internal locus of control feel that they have a choice and are in control of what
happens in their lives. Such individuals usually tend to feel happier, free, and
less stressed, Similar to grit, internal locus of control has also been studied to
have a positive association to academic achievement (Bulus. 2011). Students
who are more inclined with an internal locus of control have less academic
stress (Karaman et al., 2019) and have higher resiliency allowing them to be
more able to deal with stressors Kronborg et al. (2017). They are less prone
to stress compared to individuals with an external locus of control who are
more apt with getting stressed (Khan et al., 2012). Evidence has also
suggested that an academic locus of control is a critical predictor of grit
(Sariçam Çelik, 2018). Unfortunately, studies relating internal locus of control
with mental health outcomes, and researches concerning grit to different
mental health outcomes are still limited (Datu et al., 2019), specifically in the
Philippines. But since there are considerable amounts of studies providing
shreds of evidence on how grit and internal locus of control can lead to
positive results, the poten-grit and internal locus of control to academic stress.
More specifically, the researchers will attempt to assess the students’ level tail
protective effects of grit and internal locus of control to academic stress can
also be considered. Nevertheless, given the scarcity of studies about the
possible roles of grit and internal locus of control to mental health outcomes

such as academic stress as well as studies about mental health concerns in
the Philippines, this research aims to build evidence on the possible impact of
academic stress, grit, and internal locus of control. The researchers will also
investigate the possible connection between academic stress, grit, and
internal locus of control. In addition, this study also aims to determine whether
grit and internal locus of control are significant predictors of one another.
Furthermore, the results of this study could hopefully provide insights that can
be a pathway to a mental health program in an educational setting that aims
to promote the well-being and to prevent mental health problems among
adolescents.
While previous studies have explored the relationship between
academic stress and students’ performance, the specific dynamics within the
Late Afternoon Program setting have not been extensively investigated. This
research bridged this gap by examining the interplay between academic
stress and students’ coping mechanism, with a focus on the Late Afternoon
Program at Davao City National High School.
The deteriorating effects of the academic stress in the students of
Late Afternoon Program has not been studied further and its outcome for this
research is be valuable when it comes to evaluating a proper way of
suppressing or stopping stress due to the academic tasks and responsibilities.
Furthermore, the research was conducted within the Late Afternoon Program
and only be going to target students that are currently enrolled regardless of
chosen strand, be it grade 12 or 11, they’ve served as research respondents.

Statement of the Problem
This study examined whether academic stress has significant effect
in students in Davao City National High School. The following questions will
be assessed in this research.
1. What are the demographic profile of the affected Late Afternoon Program
senior high school students of Davao City National High School against the
academic stress, in terms of:
1.1 Gender?
2. What are the responses of the affected Late Afternoon Program senior high
school students of Davao City National High School in terms of:
2.1 Technology-based Coping Mechanism;
2.2 Communicative Coping Mechanism;
2.3 Self Treatment-based Coping Mechanism; and
2.4 Avoidance-based Coping Mechanism?

Definition of Terms
This part of the Chapter had listed down the terms particularly used
in this research and provide a literal yet brief explanation on what they
supposed to mean, where and when they are used.
Late Afternoon Program. This program was established in the Davao
City National High School as a chance for ALS (Alternative Learning System)
and working students to study.
Working Students. Working students are called to those students who
are working or having a part-time job while studying. They are ordinary people
who do not have professional or very highly paid jobs. (Google.com)
Students. A person who is studying at a school or college (Google.com)
Coping. To deal with and attempt to overcome problems and difficulties.
Usually used with.
Mechanism. (Verb) A natural or established process by which
something takes place or is brought about.
Coping Mechanisms. An adaptation to environmental stress that is
based on conscious or unconscious choice and that enhances control over
behavior or gives psychological comfort.

Review Related Literature
This part, contains related literature and studies of the independent
variable which is ‘academic’ coming from different resources like google
article, online journals, and dependable research. Principles, viewpoints,
ideas, and concepts significant in the discussion of the study are provided in
this section.
Coping Mechanisms of Working Students. The first dimension is
when the individual has depleted all emotional resources and feels completely
drained/worn out. This is called emotional exhaustion. The second dimension
is depersonalization which refers to dehumanized and cynical attitudes
towards recipients of one’s service. The third dimension is reduced personal
achievements which leads to a poor goal attainment and feeling incompetent
in achieving the optimum results or performance at work/home according to
Abbas (as cited in Rockman, 2021). It appears that job dissatisfaction
contributes towards feeling burnout on all three dimensions (Vercambre et al.,
2009 (as cited in Rockman, 2021)).
Job satisfaction is commonly referred to or known to be when the
individual excels within their current occupation, resulting from liking their job
and excelling to the degree that they feel valued, appreciated and with the
freedom to contribute their views (Gragnano et al., (as cited in Rockman,
2021)). Positive psychological health and well-being could be related to high
job satisfaction. Job satisfaction displays encouraging behavior, which is
positive to the organization, whereas when job satisfaction is low this is known
to be a vital indicator of workplace complications. Despite high job satisfaction
of the individual being a positive for the organization, it is closely linked to

burn-out, stress, self-esteem, and emotional and physical ailment (Gragnano
et al. (as cited in Rockman, 2021).
Technology-based Coping Mechanism. According to Abbas, et al.
(2023), In higher education, there is a substantial change in the current era,
with more use of technology, which has been expanded to personal and
professional use simultaneously. The challenges are vital to address the
educational complexes a place of proactive learning and stress-free
environment. The majority of current students are living a fast-track life which
was not experienced by previous generations. The fast pace brings
decentralization in their campus lives. Now students want a life that has the
ease, best services, high quality and low cost offered by technology. For
instance, online educational materials, communication through the internet
and generating social activities through social networks have invited users
across the globe to take advantage of learning and knowing the world. Social
media has no boundaries and is free for all to gain knowledge and challenge
existing knowledge, therefore a free flow of ideas can be found there.
Educators use these forums for facilitating learning, and forums like YouTube
make podcasting easy for delivery of class lectures for learners across the
globe.
Communicative Coping Mechanism. Family is the best pillar to
supervise and support their offspring, in particular regarding personal
relationships and academic matters (Dorrance, Scharp, Sanders, & Beaty,
2020, as cited by Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022).
For this situation to flow positively, there is a fundamental aspect that defines
family functioning: communication (Leibovich & Schmidt, 2010, as cited in

Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022). Communication, in
a family system dynamic, creates an interrelationship between family
members (Garduño, Luna, Ceja, Silva, & Govea, 2019, as cited in Guerra-
Santana, Rodríguez-Pulido & Artiles-Pulido, 2022). For Olson (2000 (as cited
in Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022), family
communication refers to the action between parents and their offspring of
sharing information related to feelings and emotions; and if such
communication is functional, it will develop a positive self-concept in their
offspring (Estévez, Murgui, Moreno, & Musitu, 2007, as cited by Guerra-
Santana, Rodríguez-Pulido & Artiles-Pulido, 2022). Where the university
student has adequate self-esteem, this has a positive effect on the perception
of their academic competences (Cabanach, Gestal, Rodríguez, Cervantes, &
González-Doniz, 2016, as cited in Guerra-Santana, Rodríguez-Pulido &
Artiles-Pulido, 2022). Offspring that have an appropriate communication
relationship with their parents appear to be more prepared to share their
worries, preferences and needs (Rodríguez, Barreto, & Huertas, 2016, as
cited in Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022). Families
that have a balanced cohesion system among their members develop better
communication skills than those who are situated within the extreme
dimensions (Olson, 2011, as cited in Guerra-Santana, Rodríguez-Pulido &
Artiles-Pulido, 2022). On the other hand, where communication between
parents and their offspring is based on distrust and a lack of respect, this has
consequences on their offspring’s personality development, leading them to
have negative feelings (Alfonso, Valladares, Rodríguez, & Selín, 2017, as
cited in Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022).

Nobody doubts the significance of a strong family support network
for university students (Myers & Myers, 2015, as cited in Guerra-Santana,
Rodríguez-Pulido & Artiles-Pulido, 2022). When somebody starts at
university, they enter a new stage in their life which implies personal, social
and academic changes; and where this situation does not take place under
the family wing and supervision, this could lead to risky situations (Aldeis &
Afifi, 2013, as cited in Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido,
2022). Notwithstanding the importance of the role played by family in the
emotional stability of youth, the influence of other environments that contribute
to emotional wellbeing should also be considered. Orcasita & Uribe (2012, as
cited in Guerra-Santana, Rodríguez-Pulido & Artiles-Pulido, 2022) state that
the youth that have high levels of social support have a high self-concept and
self-esteem and much better tools to confront stress. However, the personal,
social, and academic success of university students will be conditioned by
multiple support networks, which include family, friends, their partner, to name
a few.
Self-Treatment-based Coping Mechanism. Coping is a strategy similar
to self-care aimed at mitigating the impact of stress. Coping is defined as a
short-term response to threatening or harmful stimuli and emotional reactions
(Lazarus & Folkman, 1987). While coping has been shown to be a useful
strategy for mitigating stress, self-efficacy plays an important role in the
utilization of a coping strategies. Bandura (1977), defines self-efficacy as an
individual’s belief in their ability to successfully complete or perform a task
within a specific domain. A measure of coping self-efficacy was created by
Chesney, Neilands, Chambers, Taylor, and Folkman (The Coping Self-

Efficacy Scale, 2006) to assess an individual’s belief in their ability to
effectively cope with potential hardships.
Avoidance-based Coping Mechanism. Failure to attend school (related
to academic avoidance) has consequences. Among other things, it affects
learning and development (Carroll, 2010, as cited in Farazi, 2021) and puts
young people at risk of school dropout (Crystel et al., 2007, as cited in Farazi,
2021). Therefore, it is important to identify the factors affecting academic
avoidance. According to Finning et al. (2017, as cited in Farazi, 2021), a wide
range of individual and external factors are associated with school attendance
problems (e.g., academic avoidance). One of the individual factors is the
meaning of education. The meaning of education refers to the internal
implication of education for the learner and education may be considered by
some students as a way to achieve a profession and for others as a source of
pressure (Henderson-King & Smith, 2006, as cited in Farazi, 2021). Further,
one of the individual factors that has a protective role in school dropout
(related to academic avoidance) is academic self-efficacy (Brun et al., 2019,
as cited in Farazi 2021). Academic self-efficacy is defined as students’ belief
and self-confidence in their ability to succeed in academic tasks (Gore, 2006,
as cited in Farazi, 2021) and is recognized as a valid predictor of academic
outcomes (Ikman et al., 2019, as cited in Farazi, 2021). Among the external
factors, one can refer to academic stressors. Stress, especially academic
stress, is applied to the feeling of increasing need for knowledge and at the
same time, the individual’s perception of not having enough time to achieve
the desired knowledge and the individual’s evaluation of experiencing
inconsistencies between situational demands and intrapersonal resources

(Godzella & Baloglu, 2001, as cited in Farazi, 2021). Due to the limited
studies in this field, the purpose of this study is to predict academic avoidance
based on the meaning of education, academic stressors and academic self-
efficacy.

Theoretical Framework
Nowadays, students’ experiences stress, not only that it is stress
from work but also stress from academics. These are the theories that helped
enlighten this research (as listed below).
The present study brought into light that academic stress still
continues to be a devastating problem affecting a student’s mental health and
well-being. Stream wise differences in the experience of stress were also
highlighted. Management of the condition thus becomes fundamental at every
level namely, personal, social and institutional. Techniques like biofeedback,
yoga, life-skills training, mindfulness meditation, psychotherapy have been
found to be effective in reducing stress among students Understanding the
source from the different spheres will enable professionals in the field to tailor-
make intervention for students combining the most effective strategies.
Improving the holistic well-being of the student would eventually be productive
not only the individual but, for the overall productivity of the institutions as
well. A theory stated in Reddy et al., (2018, 536)
The Uses and Gratification Theory. The Uses and Gratification
Theory is a theory that Yang, Liu, and Fang (2021) cited; The uses and
gratifications theory (UGT) (Blackwell et al., 2017) was an early theory based
on mass communication research to explain why people use media.
According to this theory, people use particular types of media to satisfy
specific needs they have. For example, individuals who feel lonely can use
social apps to meet their social needs by interacting with friends or strangers.
For this study, this theory may also explain the relationship between stress
and PSU severity. For example, increased stress may lead individuals to use

their smartphone for recreation and, thus, make themselves feel temporarily
happy and relaxed. Meanwhile, an important characteristic of FOMO is the
need to stay in constant contact with what others are doing (Przybylski et al.,
2013). Przybylski et al. (2013) argue that FOMO stems from a lack of need
satisfaction, such as the need for social connection, and the use of
smartphones allows people to get frequent social networking sites to get the
status of life of people they follow, updates, and social hotspots, and to get
satisfaction by doing so. Previous studies have also shown that individuals
with high levels of FOMO have higher levels of SUF and PSU severity (Elhai
et al., 2018; Black et al., 2017; Dempsey et al., 2019). Therefore, the UGT
theory may be able to explain this phenomenon.
The compensatory Internet use theory (CIUT). (Kardefelt, 2014)
is a theory proposed for excessive Internet use. The CIUT suggests that when
individuals face adversity (such as stress and negative emotions), they often
use the Internet to relieve negative emotions such as stress, although this
may adversely lead to Internet overuse. Nowadays, smartphones are so
common and available that when people are unhappy and under pressure,
they often unconsciously unlock their phones, watch a video, surf social
networking sites, or play games (Chen et al., 2019), which also lead to
increased PSU severity. CIUT theory is supported by empirical studies in PSU
research (Elhai et al., 2020).
The Interaction of Person-Affect-Cognition-Execution. I-PACE
model (Brand et al., 2016) is a comprehensive theory explaining problematic
Internet use. This theory describes the process of developing excessive
Internet use, involving a cycle, from core traits (such as genetic, biological,

social cognition, personality, and specific motivation), to the subjective
perception of emotional and cognitive reactions, the decision to use the
Internet, and then obtain satisfaction, in turn, affecting the core traits. Each
step of the process is closely related to whether it ultimately leads to
problematic Internet use. The updated I-PACE model (Brand et al., 2019) has
become more sophisticated, and suggests that the development of addictive
behaviors is the result of interactions between inducing variables, emotional
and cognitive responses to specific stimuli, and executive functions such as
inhibitory control and decision making. The stages of Internet overuse were
divided into early and late stages, and corresponding brain mechanisms were
summarized. In I-PACE, FOMO is a prominent response variable to personal
factors. It has been suggested that FOMO is well-suited as a response
variable in I-PACE, representing a cognitive or affective bias mediating
variable between personal factors and excessive Internet use (Wegmann et
al., 2017; Distefano & Morgan, 2014). Recent studies have found that FOMO
mediates the relationship between negative emotions such as anxiety and
depression and PSU severity (Elhai et al., 2018; Brand et al., 2019).
Spillover theory. This theory cited by Rockman (2021). The spillover
model suggests that the events that occur at or during work correspond to
what transpires in life which is outside of work (Radó et al., 2015, as cited in
Rockman, 2021). From a well-being perspective, Radó et al. (as cited in
Rockman, 2021) indicated “an individual’s life domains are integrated,
meaning that well-being can be transmitted between life domains". Spillover
can positively or negatively affect an individual's life (Grzywacz et al., 2002, as
cited in Rockman 2021). Positive spillover is when enrichments that occur at

work positively affect the individual's life outside of work, for example positive
spillover can be conceptualized when an individual enjoys job satisfaction and
is appreciated at work and such positive emotions and feelings then resonate
at home. Negative spillover occurs when friction occurs between work and
life.
Coping Mechanisms of Working Students. A theory from Simpson
(10) With stress from housing concerns, financial worries, and relationships,
students may find that college stress can come at them from all directions.
Finding balance between a successful education and peace of mind can be
difficult. All individuals handle stress independently, and students are subject
to different types of stress in their everyday life. Without proper stress
management, students may find themselves in an undesirable position in their
life where the stress rules their daily activities, and there is no hope for the
future

Conceptual Framework
Independent Variable Dependent
Variable
Coping Mechanisms
•Technology-based Coping
Mechanism
Prevalently utilized coping
•Family-Oriented mechanism of Late
Communicative Coping Afternoon Program Student
Mechanism
•Self-Treatment-based
Coping Mechanism
•Avoidance-based Coping
Mechanism
Figure 1: Conceptual Framework

Academic stress level has a high effect on the development of
studies. The independent variable is the Coping Mechanisms.
The research had detailed the various coping mechanisms that the students
of Davao City National High School, Late Afternoon Program chooses, both
grade level 11 and 12. In this part, the arrow had suggested that the
independent variable has an effect or a forward answer to the second
variable.
According to Krishnan Lal (2013), the students today are facing with
new challenges in education calling for greater effort from students. In
addition, there are heavy demands made by the society on students to
perform various roles, many of which are undefined, inconsistent and
unachievable in the present socio-cultural, economic and bureaucratic
contexts of our society, causing heavy stress on students mainly high school
students. Students in their teens are the ones who are going through
The transitional phase, which is an intermediate of childhood and
adulthood. Stress is believed to be caused by the various problems that exist
such as problems at school, colleges, financial problems, family problems and
problems in their surroundings. In a national scale, according to Sunstar
(2018) the academic stress of the high school students is divided into the
most essential element, which is known as the learning process. The
performance of these constituent acts as an important role in setting
academic achievements which are associated to what people value in
experiencing stress since academic works or activities are inevitable in the
school setting. Even those who are rich, physically beautiful or happy may

also experience this kind of stress. Stress usually happens when there are too
many homework and activities to do also when there is an exam or quizzes.
Stress can affect an emotional, physical and mental health especially our
behavior. In the field of education, the most common sources of stress that
may read to fear and anxiety to students. In a local scale, as per Cuerpo J.
(2017) stretch is a main consideration on how a kid performs scholastically.

Chapter 2
Methodology
This chapter represents the explanation about the procedures used
in this study to find out the answers to the research questions. This part also
includes research design, research locale, research instrument, and research
respondents. This part of the research is where the researcher introduces the
instruments and the place where the survey is held and the target
respondents of this research. This research is using a non-experimental
research design with quota sampling.
Research Design
The purpose of this research has been investigated; the Coping
Mechanism to Late Afternoon Program senior high school students of Davao
City National High School. The research design used is quantitative, this
study also utilizes the descriptive method, the said design is compatible to the
research study.

Research Locale
The researcher conducted the study DCNHS. The said location is area
located at Davao City. Specifically in Davao City National High School at F.
Torres St. as shown at the images briefly provided below.
Figure 2: Research Locale.

Research Respondents
The selected students who are involved in this research study are the
grade 12 students/ learners of DCNHS under Late Afternoon Program. Out of
250 grade 11 and 12 LAP students, the researchers selected randomly, 5
classrooms selected with two sections for grade 11 & three sections for grade
12 LAP and 20 respondents each classroom which is equivalent to 100
respondents. The strand isn’t specified and will vary depending on the
convenience of the section that is being sampled. 86% of the population in the
Late Afternoon Program was gathered out of 595 population.
Research Instruments
This study used survey questionnaires to gather information. The
questionnaire had questions that relates to the study and these questions
were answered consequently. This questionnaire is provided below for
referencing. This questionnaire, however, isn’t adapted and was made so that
it would suit the study’. This app called: Microsoft Excel is also considered as
a valuable research instrument in computing results and generating a possible
analytical evaluation. Microsoft Word is also a valuable option as this app
helped the researchers in writing, formatting, and making this research. The
Cronbach Alpha is also considered to be a research instrument despite its
intangibility. It helps computing the samples in the Microsoft Excel which
therefore suggests that the two are complementary to each other. Cronbach
Alpha was used as the statistical tool used for this research.

Data Gathering Procedure
The researcher constructed a survey question that are reliable or true
and connected to main topic of researcher the survey question that connected
what is the main point of a study. The indicators provided in the Review of
Related Literature (RRL) were used as guide in setting up the survey
questionnaire and had served as different indicators for the results
consequently albeit protecting the respondents’ identity. For this reason, the
survey sheets only have blank spaces for their name (Optional), sections
(Optional), and gender (required). The researcher gathered the data from the
randomly selected classrooms which were two for grade 11 and three for
grade 12.
Data Analysis Tools
The responses of the respondents from the survey questionnaires were
counted and tabled by the researchers. To analyze, interpret and describe
responses of the respondents to survey questionnaire as the data gathered, a
statistical was used in the study. Which is the application called “Microsoft
Excel” and the applied method of Cronbach Alpha which was learned
previously.
The formula is:
( k ÷ ( k −1 ) ) x ( ( S y 2 −Summation of S i 2) −S i 2)
k = number of items
Si² = Variance of each item
Sy² = The Variance of the ‘total column’

Moreover, the researcher had used a research survey questionnaire to
gather the sample needed for the analysis of the results.

THE VARIOUS COPING MECHANISMS UTILIZED BY THE LATE
AFTERNOON PROGRAM STUDENTS IN COMBATTING ACADEMIC
STRESS IN DAVAO CITY NATIONAL HIGH SCHOOL
Name (Optional): ____________________
Section: _________
Gender: Male: [ ]
Female: [ ]
Directions: Read the questions carefully and mark your chosen answer to the
corresponding column and row by striking a or writing a check “/” (e.g.,
Number 1 - Often). Scores to the corresponding answers are:
5 – Always, 4 – Sometimes, 3 – Often, 2 – Rarely, 1 - Never
Coping Mechanisms Questionnaire 1 5 4 3 2 1
Digital-based Coping Mechanism

1. I use my phone to relieve my academic stress
2. I use my social media sites to post and share

about my problems.
3. I listen to music when I am stressed from school
works.
4. I tend to play mobile games to lessen and/or
forget my academic stress.
5. I watch movies or videos online to temporarily
relieve my academic stress.
Figure 3: Digital-based Coping Mechanism

Communicative-based Coping Mechanism

1. I talk about my academic stress with my parents
personally.
2. I talk about my academic stress with my friends
personally.
3. I talk about my academic stress with people
whom I know online.
4. I talk about my academic stress with my teachers
and/or peers.
5. I don’t usually talk about my stress with anyone.
Figure 4: Communicative-based Coping Mechanism
Self-Treatment-based Coping Mechanism

1. I eat whenever I am academically stressed.
2. I sleep to forget that I am academically stressed.
3. I take care of myself when I am stressed by

taking a bath and grooming.
4. I tend to forget taking care about myself
anymore.
5. Taking care of others is much easier than taking
care of myself.
Figure 5: Self-Treatment-based Coping Mechanism

Avoidance-based Coping Mechanism

1. I do house hold chores to lessen the stress I am
feeling from school.
2. I distract myself at work to forget about my
stress.
3. I do other things to forget about my academic
stress such as ignoring it.
4. I do things that I love.
5. I usually avoid getting myself into various

situation where it can lead me to another stress.
Figure 6: Avoidance-based Coping Mechanism

Chapter 3
Results
Discussed in this part of the research are the analysis of the results
of the survey about the Coping Mechanisms of Late Afternoon Program
Senior High School Students of the Davao City National High School. In this
section, is the part where the outputs are presented as well as the
interpretation of what is currently shown. of Late Afternoon Program senior
high school students in Davao City National High School. First, is the
interpretation of data gathered for the analysis of Coping Mechanisms; lastly
is the interpretation and explanation of the data obtained for the analysis of
demographic profile of the respondents.
Indicators Standard Mean Level

Deviation
Technology- 9.7 88.2 Very High
based Coping
Mechanism
Family-Oriented 8.95 44.25 Moderate
Communicative
Coping
Mechanism
Self-Treatment- 10.71 62.68 High
based Coping
Mechanism
Avoidance-based 10.3 79.6 Very High
Coping
Mechanism
Figure 7: Table 1: Results
In this table, various ways of coping mechanisms were briefly provided,
although not all of the coping strategies are documented in this research,
these four indicators remained relevant in this research; Technology-based
Coping Mechanism, Family-Oriented Communicative Coping Mechanism,

Self-Treatment-based Coping Mechanism, and Avoidance-based Coping
Mechanism. These indicators are discussed in chapter 4, but the result is
briefly provided and discussed in this part. For the Technology-based Coping
Mechanism, there is a standard deviation of 9.7 and a mean of whopping
88.2, it is the first highly chosen strategy of coping the stress chosen by the
students according to the samples gathered from the population. These two
items obtained the highest scores: I use my phone to relieve my academic
stress (91%), and I listen to music when I am feeling stressed from school
works (92%), with the third being the use of social media - I use my social
media sites to post and share about my problems (87%). Which therefore
suggests that students in late afternoon program primarily uses technology or
cellphone to relieve their academic stress, and mainly focusing more on
listening music. In Communicative-based Coping Mechanism, there is a
standard deviation of 8.95 and an average mean of 44.25, it is one of the
lowest levels to get the sample. Students preferred communicating with their
friends rather than sharing their academic stress to their family. I talk about
my academic stress with my friends personally (65%), I don’t usually talk
about my stress with anyone (67%). This suggests that students do not prefer
being with their family to help cope up with their stress. In Self Treatment-
based Coping Mechanism, it has obtained 10.71 and an average of 62.68,
third highest. There are only two items in this indicator that got high scores
too. These are: Taking care of others is much easier than taking care of
myself (78%), and I tend to forget taking care about myself anymore (70%),
and I eat whenever I am academically stressed (66%). Suggesting that few
students prefer eating or can be a suggestion that eating disorder might be

relevant in this topic as well. A lot of students, sampled referred that taking
care of themselves is much less easy than taking care of others, but since in
is related to health, it is then added here. Suggesting that sleeping is a way to
relieve stress. Moving to the last indicator, the Avoidance-based Coping
Mechanism, it has obtained a standard deviation of 10.3 and a mean of 79.6,
suggesting it is very high. In this indicator, distraction and avoidance of facing
the stress is relevant. Since the research is documenting students that are
working, their work is primarily prioritized to be added as a question. These
items got the highest scores: I do household chores to lessen the stress I am
feeling from school (80%), I distract myself at work to forget about my stress
(82%), and last but not the least; I usually avoid getting myself into various
situation where it can lead me to another stress (83%). Suggesting that by
doing chores and works, students are able to combat or forget stress
temporarily, and trying to avoid any more interference is also a thing to them.
Indicators Sample Level

Technology-based 88.2 Very High
Coping Mechanism
Male 39.69 (45%)
Female 48.51 (55%)
Family-Oriented 44.25 Moderate
Communicative Coping
Mechanism
Male 26.1075 (59%)
Female 13.7175 (31%)
Self-Treatment-based 62.68 High
Coping Mechanism
Male 30.0864 (48%)
Female 32.5936 (52%)
Avoidance-based Coping 78.75 Very High
Mechanism
Male 39.375 (50%)
Female 39.375 (50%)
Figure 8: Table 3: Results - Genders

In this section, the researches had added the specific contribution of
the demographic profiles – sex. Each individual indicators had percentage (%)
of each genders composing that mean. Therefore, some indicators have for
example: male is much more prevalent in this specific indicator. Some of the
questionnaire items have more female or male in them despite having a full
50/50 of sample each. The reason for this is that some of the items in the
questionnaires appeals more to a specific gender. For example; an item says,
“I play mobile games online or offline to relieve my stress” and most of the
students who have chosen ‘5’ (always) are males.

Chapter 4
Discussion
This chapter presents the summary of findings, conclusions, and
recommendations of the study. The aforementioned summary serves as the
basis in making conclusions and developing recommendations that will be
mentioned in this study. The major topics that will be discussed in the study
are as follow:
1. The coping mechanisms that suit the most for the student of Late Afternoon
Program when they are facing circumstances such as that stress.
2. The less frequent used way of combatting stress.
3. The gender who are most prevalent that were presented in the second table.

Summary of Findings
The purpose of this study is to investigate and see the level of
academic stress among Late Afternoon Program Senior High School Students
of Davao City National High School, and to generate answers that would help
in terms of combatting stress. For such, the study had one variable that is
suggesting otherwise; henceforth telling that the solutions are already visible
even in the title itself, the summarization of the following mentioned above are
as follow:
1. The generations today show particular and obvious answer to this question.
Engaging oneself to gadgets or cellphones is one of the coping mechanisms
that these students of the Late Afternoon Program chose to do. Listening to
music is the top choice, since the therapeutic sense of music calms the
students, a bit resulting in them being less tensed. The Uses and
Gratification Theory. The Uses and Gratification Theory is a theory that
Yang, Liu, and Fang (2021) cited is matches this finding and has proven that
technology is more dominant to the students especially in coping stress. The
respondents are working students and also one of the top chosen coping
mechanisms they have picked was the distraction that their work gives them.
This further tells that their work is also a way for them to cope up and
counterfeit the stress. Moreover, taking of oneself is harder for them to do
which means self-neglect is present resulting in them maybe not eating,
sleeping, nor taking a bath.
2. There could be instances that the most chosen coping mechanism is
overused. Therefore, this part of the findings suggests that otherwise.
Communication has gotten the less attention in the items. This means that the

students of Late Afternoon Program are likely to avoid or not to choose
communicating with their family or anyone such as their peers. One of the
items there has the highest sample being the “I don’t usually talk about my
stress with anyone (67%).” This suggested that.
3. In the second table, the most prevalent gender was the male rather than the
female counter part. Suggesting that there are more male affected by stress.
Conclusion
Based on the findings of the study, the following conclusions are
drawn:
In the variable ‘Coping Mechanisms’, it is clear that Avoidance-based,
Technology-based, and Self-Treatment-based Coping Mechanisms are the
best way students know to combat stress. These three can be good in a way
that nobody has to handle it, but also negatively impacting their social and
capabilities in handling the stress properly. Consequently, technology is not a
reliable way of coping against the stress, although communication is the
expected indicator to have the highest mean; the Family-Oriented
Communicative Coping Mechanism, since it is the best perceived way, the
respondents say differently. In the above discussion, work is also one of the
most chosen ways of combating stress. Although avoidance is good, but
ignoring these stressors and hoping they’d go away isn’t necessarily the best.

Recommendations
For the ‘Academic Stress’, communication is a must for a better outcome
to expect. Keeping it in and engaging in social media or just listening to music
is nothing compared to talking it out. It is a way that is compare alike to
counselling. Although it is suggested to communicate, teaching or discussing
the desires of the students in the late afternoon program especially in their
music preferences and favorite songs can be a best way to help eliminate this
perceived stress. Students can be impulsive and expressive so it is therefore
suggested to listen to them, and ask them few things about their likes. Small
suggestion but will definitely help. Regarding their desires for working, it can
be a great relieve to them if they are asked simple questions such as, “What
are the few things you do when you’re in your job to help you have that
energy?” or, “How was your day? Or your work?” Teachers are expected to
be the secondary parents of the students, so these simple questions will
differentiate between a stressed students in a teacher’s class to a stressed
students in a motherly or fatherly teacher’s class. Advocating a deeper
connection with these students can be a great help, communicate with them,
despite the façade of emotions they are regularly showing, there can be
factors or real emotion hidden behind those. Other than that, males are most
likely to get overlooked when it comes to the topic – mental health, stress, and
depression due to the societal norms and stereotypes. Everyone should be
opened about it, teachers, parents, peers, and anyone.

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CURRICULUM VITAE . . .
Name: Acar, John Andrei

Provincial Address: Davao del Sur
Date of Birth: February 02, 2003
Place of Birth: Davao City
Civil Status: Single
Citizenship: Filipino
Height: 5’4 ft.
Weight: 65 kls.
SCHOOLS ATTENDED
Elementary: Magallanes Elementary School 2009 – 2015
High School: Davao City National High School 2015 – 2021
Senior High School: Davao City National

High School 2022 – 2024

Name: Andog, Josh

Date of Birth: March 25, 2006
Place of Birth: Arakan North Cotabato
Height: 5’2 ft.
Weight: 55 kls.
SCHOOLS ATTENDED
Elementary: Datu Inda Elementary School 2014 – 2019
High School: Marahan National High School 2019 – 2022


Name: Dalagan, Rose Marie

Place of Birth: Malita Davao Occidental
Height: 4’9 ft.
Weight: 39 kls.
SCHOOLS ATTENDED
Elementary: Malita Central Elementary
School 2013 – 2018
High School: Mariano Peralta National



Name: Delos Reyes, Juliemar

Date of Birth: November 29, 1994
Place of Birth: General Santos City
Height: 5’3 ft.
Weight: 59 kls.
SCHOOLS ATTENDED
Elementary: Don Juan Dela Cruz Central
Elementary School 2006 – 2007
High School: Alternative Learning System (ALS) 2016
Senior High School: Crossing Bayabas National

National High School 2022 - 2023
Davao City National


Name: Isnaira, Macaumbao

Date of Birth: October 18, 2004
Place of Birth: Barira Maguindanao
Height: 5 ft.
Weight: 38 kls.
SCHOOLS ATTENDED
Elementary: Macarimbang Elementary School 2014 – 2019
High School: Parang National High School 2019 – 2022


Name: Tecson, Dhrym

Place of Birth: Poblacion Lapuyan Zamboanga
Del Sur
Height: 5’4 ft.
Weight: 48 kls.
SCHOOLS ATTENDED
Elementary: Catalina Vda. De Jalon
Memorial School 2012 – 2014
Don Francisco S. Dizon Sr.

Elementary School 2015 – 2017
High School: Davao City National High School 2017 – 2022


APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX C

APPENDIX C

APPENDIX D
SURVEY QUESTIONNAIRE
THE VARIOUS COPING MECHANISMS UTILIZED BY THE LATE
AFTERNOON PROGRAM STUDENTS IN COMBATTING ACADEMIC
STRESS IN DAVAO CITY NATIONAL HIGH SCHOOL
Name (Optional): ____________________
Section: _________
Gender: Male: [ ]
Female: [ ]
Directions: Read the questions carefully and mark your chosen answer to the
corresponding column and row by striking a or writing a check “/” (e.g.,
Number 1 - Often). Scores to the corresponding answers are:
5 – Always, 4 – Sometimes, 3 – Often, 2 – Rarely, 1 - Never
Digital-based Coping Mechanism

6. I use my phone to relieve my academic stress
7. I use my social media sites to post and share

about my problems.
8. I listen to music when I am stressed from school
works.
9. I tend to play mobile games to lessen and/or
forget my academic stress.
10. I watch movies or videos online to temporarily
relieve my academic stress.

Communicative-based Coping Mechanism

6. I talk about my academic stress with my parents
personally.
7. I talk about my academic stress with my friends
personally.
8. I talk about my academic stress with people
whom I know online.
9. I talk about my academic stress with my teachers
and/or peers.
10. I don’t usually talk about my stress with anyone.
Self-Treatment-based Coping Mechanism

6. I eat whenever I am academically stressed.
7. I sleep to forget that I am academically stressed.
8. I take care of myself when I am stressed by

taking a bath and grooming.
9. I tend to forget taking care about myself
anymore.
10. Taking care of others is much easier than taking
care of myself.
Avoidance-based Coping Mechanism

6. I do house hold chores to lessen the stress I am
feeling from school.
7. I distract myself at work to forget about my
stress.

8. I do other things to forget about my academic
stress such as ignoring it.
9. I do things that I love.
10. I usually avoid getting myself into various

situation where it can lead me to another stress.

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CHAPTER 1

Background of the Study

Academic stress is a common problem among high school

to senior high school students. These varied schedules aim to reduce

reason – to lessen the academic stress. Understanding the relationship

between coping mechanisms and student stress levels in this unique

educational environment is critical to improving student education and well-

Furthermore, academic stress is defined as the body’s response to

academic-related demands that exceed adaptive capabilities of students. It is

estimated that 10–30% of students experience some degree of academic

stress during their academic career (Alsulami et al. 2018, 159).

Academic stress has a negative physiological and social impact on

expectations of teachers, parents, and peers. The intensity of academic stress

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traditional morning schedule. This program is designed for students with

various commitments, such as part-time jobs, family responsibilities, or other

extracurricular activities. Provides an alternative that may impact students.

Daily routines and their ability to cope with academic stress.

expectations (Reddy et al., 2018). Academic stress refers to students’

response to educational related demands that exceed their available

resources, adaptive and coping capabilities (Alsulami et al., 2018). However,

stress response varies among students contingent on their personalities and

study programs, and socio-cultural circumstances (Uchil, 2017). Stress

related events are happening regularly among students in Pakistan. One

years in Pakistan (Bashir et al., 2019). For example, Shakil (2019) in a

retrospective study of 11 newspapers from 2010 to 2017, found 68 cases of

as such events go unreported due to associated socio-cultural and religious

stigma (Shakil, 2019).

Presently, the educational system, its standard and expectations

exert enormous pressure on students in Pakistan (Khan et al., 2013). In

Pakistani culture, expectations of the family significantly impact students’

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students are vulnerable to different stressors. It needs significant attention as

students, 15 to 22 years of age are often more vulnerable to academic stress

progress and prosperity of Pakistan heavily rely on them. Therefore, it is

imperative to understand the sources and impact of academic stress among

undergraduate students. It would help the development of effective

counselling modules and intervention strategies for alleviating students’

stress in undergraduate students in Pakistan, the University of Malakand in

According to World Health Organization (2014) mental health is

viewed as “a state of well-being in which individuals realizetheir own potential,

and able to make a contribution to community”. Galderisi, et al (2015) defined

“mental health as a dynamic state of internal equilibrium which enables

individuals to use their abilities in harmony with universal values of society.

relationship between body and mind represent important components of

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equilibrium”. Being in a transitional stage between childhood and adulthood,

adolescents have to confront with varied types of stressors. Kaur (2014)

academic performance sometimes put extra burden on children, which may

sometimes cause many physical or mental ailments”.

A study by Alibudbud (2021) referred to the following: Previous

the adverse academic experiences of college students to be able to decrease

mental health morbidities and improve academic performance among them.

college students in the Philippines context remained to be sparse (Cleofas,

Most of the previous studies of mental disorders in the Philippines

In terms of mental health symptoms, 14.6% of surveyed students reported

depression symptoms in the Philippines’ Global School-based Student Health

While the estimated prevalence of mental disorders among college

students in the Philippines remained to be elusive, it was notable from several

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