THE IMPLICATIONS OF INTENSE HEAT INDEX

TO THE STUDENTS' LEVEL OF PATIENCE

A Mini-Research Presented to the

Faculty of School of Arts and Sciences

NU Laguna

In Partial Fulfillment of the Requirements

for the Degree of Bachelor of Science in Psychology

Submitted by

Delos Reyes, Lescelle V.

Edres, Audrey Agatha Q.

Gentroles, Peter Lloyd

Hernandez, Kcej King

Labandero, Jim Gelo M.

Macali, Christine Irish Y.

Veridiano, Jamal D

June 2024
 INTRODUCTION
Climate change is a multifaceted and pressing issue with numerous interesting and
complex aspects that capture the attention of researchers, policymakers, and the general public.
Climate change is the long-term alteration in Earth’s climate and weather patterns (Onion,
Sullivan, and Mullen, 2023). This bridges to catastrophe in response to multitudes of factors
leading to phenomenon called global warming. By definition, it is defined as the increasing
average air temperatures near the surface of Earth over the past one to two centuries (Mann,
2024). Many researchers are concerned with the gradual, yet harmful changes on the planet.
According to Shahzad (2015), fossil fuels are being continuously used to produce electricity. The
burning of these fuels produces gases like carbon dioxide, methane and nitrous oxides which
lead to global warming. Ultimately, deforestation is also leading to warmer temperatures. It is
safe to assume that such antecedents presented fall under human activities which is the leading
cause of global warming. The initiation of establishment, factory, and cities impede an alarming
situation to the environment. As supported by Deziel (2019), the bulk of the world’s scientific
community is in agreement that our planet is becoming warmer and that one of the main factors
of global warming is human activity. Scientists agree that the release of gases that prevent the
dissipation of ground heat into space—a phenomenon known as the greenhouse effect—is
responsible. The gases primarily responsible for global warming include water vapor, carbon
dioxide, methane, nitrous oxide and chlorofluorocarbons (CFCs). In return, several dimensions
have been affected by this phenomenon including environmental, economic, and minimal
findings in psychological effects which perceived to be the research gap of this study.
In an environmental side, one of the most concerning impacts of global warming is the effect
warmer temperatures will have on Earth’s polar regions and mountain glaciers. The Arctic is
warming four times faster than the rest of the planet. This warming reduces critical ice habitat,
and it disrupts the flow of the jet stream, creating more unpredictable weather patterns around the
globe (Gibbens, 2024). Global warming significantly implicates the environment through a
cascade of interrelated effects. The rise in global temperatures, primarily driven by increased
greenhouse gas emissions, leads to the melting of polar ice caps and glaciers, resulting in higher
sea levels and altered ocean currents. Mann (2024) reported that other likely impacts on the
environment include the destruction of many coastal wetlands, salt marshes, and mangrove
swamps as a result of rising sea levels and the loss of certain rare and fragile habitats that are
often home to specialist species that are unable to thrive in other environments.
Conversely, a recent economic report by Cho (2019) examined how climate change could
affect 22 different sectors of the economy under two different scenarios: if global temperatures
rose 2.8˚ C from pre-industrial levels by 2100, and if they increased by 4.5˚C. The study
projected that if the higher-temperature scenario prevails, climate change impacts on these 22
sectors could cost the U.S. $520 billion each year. If we can keep to 2.8˚ C, it would cost $224
billion less. This means that rising temperatures and frequent extreme weather events disrupt
agriculture, reducing crop yields and increasing food prices, and destruction to infrastructure
from storms and flooding requires significant repair costs.
 In addition to the potentially serious consequences, the extreme heat that much of the country
is experiencing can also have significant impacts on mental health (American Psychiatric
Association, 2023). Podgornik (2023) agreed as she studied environmental factors, such as heat
stress, affect human performance. Increased ambient temperature reduces heat loss from the
body, resulting in increased deep body temperature. Such heat-induced physiological strain may
cause cognitive impairment, resulting in slower reaction time and an increased number of human
errors performed.
Since the aforementioned details have sufficiently provided a brief overview on the body of
knowledge, the researchers will introduce the intention on this study. The researchers have
formulated that intense heat index brought by continuous global warming is linked with
psychological status of individuals specifically, the levels of patience. Aubrey (2023) stated that
part of this effect may be explained by interrupted sleep. It can be hard to get a good night’s rest
if an individual is not accustomed to the heat, and a lack of sleep could certainly impair reaction
time and focus. However, there’s a body of evidence suggesting it may be something about the
heat itself that interferes with cognition. Having such kind of evidence is a good starting point to
stem an interest as to how individuals’ capability to manage patience are being affected by this
impending intense heat index currently experiencing. By definition, patience is the ability to
wait, bearing pains or trials calmly or without complain (Merriam Webster’s Dictionary, n.d.) .
The ability to tolerate factors that challenges patience can vary depending on how people manage
themselves in relation to high temperature experienced.
In discussing the research gap, extensive study has thoroughly investigated the environmental
and economic ramifications of global warming, including its effects on polar ice caps, sea levels,
and the economy. There was even a study reported by Cho (2017) which analyzed the summer
heat that can negatively affect student learning, as previous studies have shown that high
temperatures in laboratory settings have a negative effect on cognitive abilities. However, there
is an evident absence of research about the psychological impact of extreme heat, including its
influence on certain behavioral characteristics specifically, patience among students. Although
several studies have explored the wider consequences of heat on mental well-being and cognitive
abilities, there is currently a notable lack of comprehension between heat index and the patience
levels of students. It is essential given that patience is a critical factor in both academic
achievement and social relationships. Furthermore, there is a lack of understanding on practical
measures that schools might adopt to reduce the negative impact of high temperatures on
learners’ tolerance and overall educational setting. In this case, the researchers produced
interventions based on the results to help aid the underlying gap regarding programs for the
implications of intense heat index to the students’ mental health. Particularly, the patience.
Empirical research is necessary to measure precisely the impact of high heat on students'
patience levels. These studies should explicitly examine how stress caused by heat affects
patience in the educational setting, and how it influences learning outcomes and interactions
among students. It is crucial to identify and test effective treatments that schools can implement
to establish a thermally resistant academic environment and help learners cope with excessive
heat conditions. Further research is required to examine the direct relationship between varying
degrees of heat sensitivity and alterations in patience, taking into account factors such as sleep
disturbance and cognitive stress.
This study seeks to address these disparities by examining the measurable influence of high
temperatures on students’ tolerance levels and suggesting efficient school-based measures to
improve their educational setting. Through comprehending these impacts and discerning
pragmatic strategies, educational establishments can formulate procedures to establish more
favorable learning environments, consequently enhancing students’ scholastic achievements and
interpersonal engagements which is why the researchers formulated research questions to aid
bridging such gaps that has to be resolved.
Research Objectives

The principal aim of this research is to identify the implications of intense heat index to
students’ level of patience. Specifically, it seeks to answer to the following questions:

1. What are the implications of intense heat index to the students’ level of the following:

1.1 Interpersonal Patience

1.2 Life Hardship Patience

1.3 Daily Hassles Patience

2. Based on the results, what are basic interventions/programs may be proposed to help
manage the patience problems of the 3rd year psychology of NU Laguna?

Theoretical Framework
Lazarus and Folkman’s theory frames the study as a supporting foundation. It further
provides the basis upon which the entire study is built. Transactional theory of stress and coping
(TTSC) by Lazarus & Folkman (1984) present stress as a product of a transaction between a
person and his or her complex environment. Their assumptions extensively demonstrate stress as
a transaction was introduced with the most impact when Dr. Susan Kobasa first used the concept
of hardiness (Kobasa, 1979). Hardiness refers to a pattern of personality characteristics that
distinguishes people who remain healthy under life stress compared with those who develop
health problems. In this study, the researchers centralized hardships experienced by 3 rd year
psychology of NU Laguna students where patience are being challenged in response to high heat
index encounter during this highly global warming phase in the season of summer. In the survey
questionnaire, items mostly posit life hardship and stress due to extreme temperature in 3-FPQ.
This theory entails that stress arises not just from the external stressor itself (in this case,
high heat) but from the individual’s perception of and response to that stressor. This involves the
individual’s evaluation of the significance of the stressor. For students, high heat might be
appraised as a threat to their comfort, health, and ability to focus and perform well academically.
Overall, this theory is best fit for this study as it encompasses the aspects that this study aiming
to pursue.
Conceptual Framework
The figure shown below displays the graphic conceptualization of the implications of
intense heat index to the students’ level of patience. Each shape entails the IPO model. The
intense heat index as an input is the measurement of temperature and humidity present on the
setting. It is basically the heat conditions experiencing. It serves as the complex environment in
Lazarus and Folkman’s transactional theory. Primary appraisal as a process ensues students’
assessment of the heat as a stressor which could be perceived as a threat to comfort, health,
and/or academic performance. It is the “psychological stress response.” Finally, the level of
patience which the researchers intend to describe as variations are anticipated based on
individual factors. It is the level of students’ ability to tolerate delays, frustrations, and
discomfort associated with high heat index.
Input Process Output

Level of Proposed
Survey Program to
Patience
Questionnaire Address
(Interpersonal,
Life Hardship, Data Analysis Patience
Daily Hassles) Problems

Figure 1. The graphic representation of study’s conceptual framework.

Scope and Limitations of the Study

In discussing the specificity, scope, and potential limitations of this paper, the researchers
aimed to describe how the high heat index condition implicates the patience of 3 rd Year
Psychology of NU Laguna students. Utilizing standardized tests that can be facilitated online, the
3-Factor Patience Questionnaire (3FPQ), the study assessed the students’ patience during periods
of intense heat on a day in the month of May 2024. This research is geographically limited to NU
Laguna, and the sample size will be kept at thirty (30) to be manageable for the researchers’
online test administration, though this may affect the statistical power.
While the study provides a controlled environment due to the heat index measured in the city
of Calamba, it might be constrained by the self-reported nature of the test, where biases may
arise such as inaccurate self-assessment. Factors might also influence the respondents’ patience,
such as personal stressors, academic workload, and most especially individual differences in heat
tolerance. These delimitations ensured that the study stays focused and manageable while
providing insights on how intense heat impacts the patience level of students.
Significance of the Study
To Students. The findings and results of this study aims to find the effect of intense heat
index to student’s patience level as a promotion of values and social relevance. Since elevated
temperatures can oftentimes bring about different negative emotions that can hinder students
focus and poise. The buildup of stress from this change in climate affects relationships on a level
that presents more problems and misunderstandings leading to a more inefficient learning
environment. Emphasizing the necessity to adapt to the growing detrimental climate change is
essential in order to establish measures that will prioritize the student’s overall wellbeing and
create a more supportive learning environment. Through this study, the students together with the
community may continuously progress with the knowledge to adapt which will results in a more
effective and cohesive society.
To Policymakers. The impact of intense heat index on students’ level of patience is a
critical area of concern, influencing their ability to focus and maintain productivity in
educational settings, crucial for fostering a conducive learning environment leading to the
contribution to nation building. Students experiencing discomfort and reduced patience may
benefit from supportive measures and strategies to manage heat stress effectively.
To Teachers. Teachers in schools play a pivotal role in implementing climate control and
supporting students’ emotional well-being, enhancing educational outcomes allows them to focus
more effectively on teaching rather than managing behavioral issues arising from discomfort and
irritability among students. Ultimately, addressing these challenges contributes to the overall
improvement of the county's educational system and societal resilience against environmental
adversities. By observing these changes, new patterns and phenomenon could potentially
develop leading to new discoveries such as innovative instructional methods and educational
strategies that could further implement in the discovery process of this study. The education
department could realize such potential issues during extreme temperatures thereby generating
adjustments to the timeframe of the students and any other logistical considerations.
To Future Researchers. By observing and acknowledging new occurring changes in this
study, learning and teaching process will eventually and inevitably progress too. Educators who
take time to learn about the ongoing changes in our climate and is knowledgeable about its effect
on people and is passionate about teaching it will be a great first step to people’s evolutionary
growth. And those people who willingly learn will be the first ones to adapt. Learning is a
lifelong journey, and those who can learn will also be the ones to move forward.
Definition of Terms
In understanding of significant terms used in this study, the following were defined
operationally or conceptually to be easily understood by the reader:
 Intense heat index. It refers to the repercussion of climate change, leading to global
warming or the increasing temperature per year.
Patience. It pertains to the level that the students could tolerate in the setting of intense
heat index. It is the ability to wait, bearing pains or trials calmly or without complain (Merriam
Webster’s Dictionary, n.d.)
Acronyms
To attain uniform comprehension of the used abbreviated terms, this section provides the
meaning of the acronyms used in the study.
GHG Greenhouse Gases
 REVIEW OF RELATED LITERATURE
The myriad effects of intense heat index, encompassing mainly of environmental and
situational consequences, implicating the aspects of psychological factors are provided in this
section. This differentiation describes the role of global warming and individual aspects.
Overview
As a descriptive research design, this study will describe variables, implicating the
students’ level of patience which precedented by high heat index. This chapter will explore
relevant literatures that were conducted to understand the main intention of this study. The
following concepts are reviewed and arranged in this matter: [1] Global Warming in the
Philippines, [2] Environmental and Situational Factors, [3] Physiological Effects of Heat
Exposure, [4] Psychological Impacts of Heat Exposure, and [5] Guidance for Future Research.
This will also include a synthetization of studies extracted which will summarize the similarities
and differences between the reviewed literature.
Global Warming in the Philippines
As an archipelago with over 7,641 islands (Junior, 2018), the Philippines, which is
located in Southeast Asia, is heavily exposed to the heavy impact of global warming due to its
socio-economic factor and its geographical location. One of the common and mostly seen
phenomenon of global warming in the country is the sudden increase in frequency and the
intensity of weather events in an alarming level. Such events like intense heat index are
happening more frequently and in a severe level. Supported by the report of (NICCDIES, n.d.),
Philippines is the third most vulnerable country to climate change according to the 2017 world
risk report. On the other hand, The World Bank (2013) quoted as what Budget Secretary
Florencio Abad said that climate change has a direct and immediate impact on development. As
it stands, the Philippines is already in the path of major weather disturbances that damage
property and critical infrastructure. More urgent however is the fact that these weather patterns
frequently jeopardize the welfare of communities in high-risk areas.
Conversely, the continuous damage brought by global warming thrives to conquer by the
state under Republic Act. 9729 of 2009, Section 2 by the Congress of the Philippines, which
claims that it shall be the policy of the State to enjoin the participation of national and local
governments, businesses, nongovernment organizations, local communities and the public to
prevent and reduce the adverse impacts of climate change and, at the same time, maximize the
benefits of climate change. For instance, the Philippines formally joined the global effort to
reduce greenhouse gases (GHGs) in the atmosphere on April 15, 2021. As part of its commitment
to the Paris Agreement, the country submitted its Nationally Determined Contribution (NDC),
which contains its quantitative target on mitigating GHGs (Lasco, 2021).
Environmental and Situational Factors
A report made by Wang et al. (2021) claimed that even though urban areas experience a more
concentrated and intensified effects of change in climate and high rise of temperature, rural area
suffers a much more and larger casualty rate in heat-related risks because of poor accessibility to
air conditioning, frequent power interruptions, and lack of near available medical facilities.
Contrary to Manalo et al. (2021) as they stated that urbanization significantly affect and impacts
climate indices in the Philippines, making nighttime in urban areas warmer than those of rural
areas. This urbanization also affects not only the heat changes but also every other index of every
climate change throughout the whole year. Bensi and Esquivel (2022) stated in their study that
even though intense heat index have a lot of negative effects to humans ability to function on a
daily basis, it would not be a good indicator of high hospitalization rate in the Philippines for
cardiovascular diseases, because there plenty of other factors that needs to be considered too,
although admittedly, high heat adds and amplify those factors in a certain level of development.
Although productivity wasn’t directly affected by the increase in temperature and no
established link whether the job is done indoors or outdoors, the workers suffer overtime. The
increase in temperature still influences them to have a hard time recovering from a day’s task or
job demands (Ciuha et al., 2019). This is supported when Moda et al. (2019) stated that the
persistent increase in temperature resulted in higher amount of work risks like worsening health
conditions and suffering injuries. Workplace exposures under high temperature setting on a daily
basis affects workers especially on the countries that has longer tropical seasons. Adapting on
these kinds of phenomena is a must, and strategies should be formed to ensure productivity
without harming the workforce.
Physiological Effects of Heat Exposure
Physiologically, human bodies employ thermoregulation which is a process to maintain a
steady internal body temperature despite changes in external conditions (Osilla et al., 2023). In
extreme heat, the thermoregulatory mechanisms may fail as the thermoregulatory capacity will
cease to function, which may lead to life-threatening situations (Wilson & Crandall, 2011;
Cheshire, 2016; Ebi et al., 2021). As discussed by Osilla et al., (2023), this process of
thermoregulation increases heart rate and blood pressure. The blood flow pushes toward the skin
for heat dissipation, which results in feelings of fatigue and discomfort, potentially reducing an
individual’s patience. Sweating is another crucial mechanism in thermoregulation. This becomes
excessive in hot environments which may also result in dehydration, affecting concentration,
mood, and cognitive function. Electrolyte imbalances caused by sweating contribute to
irritability and frustration, further impacting patience (Périard et al., 2021).
Dehydration creates a negative cycle. It manifests heat stress, which is a combination of
physical, emotional, and behavioral responses that can significantly impact cognitive function
(Nerbass et al., 2017). Heat stress reduces cognitive function as it reduces blood flow to the
brain. High temperatures impair critical thinking, focus, and decision-making abilities hence,
prolonged exposure to high temperatures dangers physical health. Therefore, prioritizing
hydration and implementing heat mitigation strategies in the educational environment is crucial
for ensuring safe and optimal learning for the students’ cognitive development.
Psychological Impacts of Heat Exposure
Multiple empirical studies indicate that high temperatures lead to increased levels of
irritability and low levels of patience. It has been established that heat stress tends to increase
emotional reactions, mostly anger and frustration. To accentuate this, Guo et al. (2022) noted that
individuals exposed to high temperatures acted more aggressively and assertively compared to
those in cooler climates. Bell et al. (2009) also noted that heat-related inconveniences can cause
deterioration of mood, contributing to increased cases of temper loss. Thus, the results obtained
imply that there are significant relationships between thermal states and affect regulation.
Strengthening this association, the American Psychiatric Association (2019) noted that
warm temperatures have an impact on aggression and facilitate aggressive actions. Furthermore,
as noted by Padhy et al. (2015), thermal stress may worsen existing psychological disorders,
causing increased fluctuations in mood. Benchmark studies like Anderson (2001) stress that heat
leads to enhanced irritability and generally compromised mood. Altogether, these investigations
demonstrate that heat has robust effects on affective processes, further emphasizing the role of
contextual conditions in psychological and behavioral investigations.
The effect of heat on cognition is well-documented, with a plethora of research studies
implicating that thermal stress impairs numerous cognitive processes. Taylor et al. (2016)
discussed how the efficiency of cognitive workload reduces with the escalating thermal
discomfort, especially in conditions requiring focused attention and executive decision-making.
This is supported by the study conducted by Thompson et al. (2024), which found that working
memory and reaction time are negatively affected by heat exposure, thus a clear description that
high temperatures indeed lower efficiency and production. Likewise, Abbasi et al. (2019)
observed that thermal discomfort undermines other cognitive tasks, particularly those that require
sustained focus and exertion regarding executive control. Such evidence compels the
understanding of the consequences of heat on cognitive functions and the importance of a proper
thermal environment to sustain cognitive functionality.
Beyond the short-term effects on mental performance, extensive heat stress has been
found to reduce accuracy while enhancing the error frequency when performing cognitive tasks
(Picchio & Van Ours, 2024). This trend grows more worrisome in cognitive frontal settings, such
as classrooms or workplaces. This proved that students using high-thermal classrooms have poor
learning outcomes and cognitive performance, proving that the thermal environment plays a
crucial role in learning (Sitelogiq, 2023). Collectively, these results underscore the critical role of
thermal management in settings that require high mental processing and accuracy while stressing
the need to prevent heat-related adverse effects and maintain favorable conditions necessary for
practical work and learning.
Prolonged heat causes enhanced stress, thereby amalgamating a substantial effect on
psychological health and tolerance levels. Alele et al. (2021) pointed out that when subjected to
thermal stress, one is likely to experience an increased cortisol level, a benchmark of stress level,
thus indicating the biological response to heat caused by heat. Rony and Alamgir (2023) claimed
that prolonged heat exposure may cause chronic stress, which is known to negatively impact
mental health and decrease coping abilities. These discoveries show that while the body’s stress
response is an acute reaction, continuous heat exposure can cause long-term effects on the body.
 Moreover, heat stress is not merely the decrease of physical performance and
physiological strain but also mental fatigue and stress resilience. Swaim (2022) established that
heat stress resulted in higher levels of mental fatigue, with an associated decline in stress coping
capacity, thus exposing individuals to new forms of stress, such as anxiety and frustration.
Cramer et al. (2022) gave a physiological perspective on this phenomenon, discussing the effects
of thermal stress on hormonal regulation and stress responses. Hayes et al. (2018) expanded on
these findings by showing the effects of environmental stressors, such as heat, on mental health,
arguing that increased stress levels and lowered well-being are two additional substantial effects
of heat. Together, these studies underscore the importance of addressing and preventing heat
stress for one’s psychological state and overall well-being.
Synthesis
A tropical country called Philippines is particularly susceptible to the impacts of global
warming, cemented by rising average temperatures and more frequent heat waves. More even in
urban areas suffer from excruciating heat due to reasons like the urban heat island effect, poor
urban planning, limited green spaces, and high population density. These environmental and
situational factors contribute to higher ambient temperatures and pose significant challenges to
residents. Studies found out that as job workers’ productivity are being affected by intense heat,
this also poses potential threats to the students under academe. This became a precursor to
physiological dehydration, heat exhaustion, and heat stroke. Literature even found out that
physiological disturbances entail negative effects to patience level of an individual. Moreover,
elevated temperatures have been linked to reduced cognitive performance, increased irritability,
and decreased patience, which can adversely affect students’ academic and social interactions in
a psychological dimension. These findings highlight the need for future research focused on
developing strategies to mitigate heat stress impacts on students. Exploring adaptive behaviors,
coping mechanisms, and climate-resilient infrastructure, such as improved ventilation and green
roofs, altogether with the actions continuing to be implemented by the government, are essential
to enhance students’ well-being and academic performance in the face of extremely increasing
temperatures. This guides the research for recommendations, accentuating other methods for
research and formulating novel solutions for global warming.
These literatures discussed the complexities of intense heat index to different edges of
perspectives. The studies enlighten environmental, physiological, and psychological role in
global warming. By providing such comprehensive comprehension to this study, it ensures a
foundation for future research and the advancement in educational or even global practices.
 METHODOLOGY
This chapter showcases the different methods the researchers carefully consider to
systematically gather data, interpret it accordingly, and discuss the procedures that underlie the
appropriate process.
Research Design
This study utilized a quantitative approach specifically, descriptive research design to
investigate the implications of intense heat index on students’ level of patience. As supported by
Davis (2011), employing quantitative research lies in its capacity to generate systematic and
objective data acquisition and analysis information, allowing precise measurements of variables
and statistically significant results. It supported the researcher’s conduct of a more thorough
investigation into how diverse demographics or seasonal shifts could affect the individual’s
patience. Furthermore, it strengthened the study’s reliability and validity by incorporating
standardized measurement tools, which decreases the likelihood of researcher biases and ensures
that the results can be reproduced or replicated. Careful adherence to this methodology offered
practical conclusions that informed and assisted educational practices and policies designed to
improve student well-being despite external stresses. According to Aggarwal et al. (2019), it is
useful when you wish to examine the occurrence of a phenomenon, delineate trends or patterns
within the phenomenon, or describe the relationship between variables. Surveys helped create
better policies and cross-sectional studies help us understand problems affecting different
populations including diseases. It became essential to document the regularity and intensity of
the intense heat index’s effect on the human ability to remain calm and composed. This
developing evidence-based study can be broadly relevant to various student populations.
Sample and Sampling Design
The researchers utilized probability sampling method specifically, simple random
sampling technique to choose the respondents of the study. Bhardwaj (2019) explained that the
most extensively used sampling method when it comes to scientific research are the simple
random sampling. The simple random sampling is commonly used for populations that are
highly similar where each member is selected randomly to participate in the study. Making use of
The Wheel of Names as the primary tool to randomly select a sample size of thirty (30) from the
population of 3rd year psychology students of NU Laguna which provided the population the
possibility and the chance of being selected. In briefly explaining the process, the researchers
gathered all the names of 3rd year psychology students from NU Laguna to place in Wheel of
Names. The researchers ensured the consent of taking each name. The first 30 names flashed on
screen were the official respondents of this study. As amplified by Acharya et. al (2013), the use
of simple random sampling method gave everyone from the population a chance to be selected as
a sample size. The researchers intended to choose psychology students because psychology
students may have a genuine interest in the research topic due to its relevance to their field of
study. Additionally, complaints are argued where psychology students’ uniform are
uncomfortable to wear during such kind of an intense season. These interests can lead to higher
levels of engagement and more thoughtful responses, enhancing the quality of the data collected.
As the researchers aimed is to have at least 30 possible respondents that answered the survey
questionnaire provided, it was realized that the researchers have a constricted and limited time to
have a wider number of sample size. Creswell & Creswell (2018) stated that although there is no
definite rule about the number of respondents the researchers should use in the study, there are
estimations done by researchers that around 10 to 50 respondents are needed for it to be
sufficient depending on the type of research and research question.
Context and Participants
According to Bank (2024), countries like the Philippines who have been able to make a
steady progress in adhering to meet their Sustainable Development Goals, have been
experiencing a slow but sudden irregular weather and climate intensification that resulted in
obstructing further progress and worsening the living conditions of its citizens. Now, part of the
nation’s progress towards development and growth is its education system for the future
generations. Shyduroff (2022) claimed that extreme heat poses negative risk for students and
teachers in the school setup like intensifying existing health conditions and impairment of
academic quality and performance. In the Philippines, the rising heat index continuously plague
the student’s academic journey by making it impossible to even travel and participate in school
activities without being wary of the effects of heat. As a result, more and more classes were
cancelled and revert to modular or online learning. But because college students have a more
developed and strong immunity, classes continuously held in face-to-face modality, but it doesn’t
mean extreme heat index doesn’t affect college students as much. The participants of this study
were 30 psychology students, enrolled in 3rd year for academic year 2023-2024 at NU Laguna.
Since the study focuses on the perceived impact of intense heat index to the student’s
level of patience, the researcher’s goal was to use the acquired sample data as guide to properly
represent the student’s population in a specific area. That is why simple random sampling
technique was implemented so that the data gathered were properly saturated and unbiased.
According to Vaucher (2020), if the goal of the study is to provide an objective perception using
methodological approach, one should be able to consider the important variations within and
between the respondents by trying to control and account for every possible variation that will
exist in the chosen population. The researchers gathered data from the 3rd year psychology
students studying in NU Laguna, and online questionnaires were administered for a more
practical and efficient data collection procedure. The researchers ensured the protection of the
respondent’s confidentiality, privacy, and rights by properly adhering to the ethical protocols and
appropriate process of the study’s procedures.
Research Instrument
The researchers utilized a well-established, standardized survey questionnaires namely
the 3-Factor Patience Questionnaire (3FPQ) which differentially relate to well-being, feelings
and personality.
The 3-Factor Patience Questionnaire (FPQ) measures three types of patience
(interpersonal, life hardship, and daily hassles patience), which differentially relate to well-being
and personality (Schnitker, 2012). It is an 11-item self-report items, comprising of choices such
as “Not Like Me at All”, “Unlike Me”, “Neutral”, “Like Me”, and “Very Much Like Me.” This
test has been comprehensively standardized through construct validity, testing the directionality
and causality of the patience-well-being relation, examining mediation of the relation between
patience and well-being by goal pursuit and achievement. Data yielded analogous descriptive
statistics, internal reliability, and test-retest reliability coefficients. Life hardship patience had a
lower test-retest correlation than the other factors in both studies. Rather than instability in the
measurement instrument, the researchers suspected that life hardship patience judgments are
more susceptible to state influences than other types of patience in the college student samples
conducted by Schnitker (2012). Additionally, Cronbach’s alpha was slightly lower than typical
cut-off norms for daily hassles patience, which is 0.58, but this low alpha was not too alarming
considering that the factor contains just three items.
Such of an aforementioned research instrument is survey questionnaire with containing items
of Likert scales. Likert scales are commonly used in surveys to measure attitudes, feelings, or
behaviors where respondents specify their preferred levels on a symmetric agree-disagree scale
for a series of statements (Joshi et al., 2015). Calculating the weighted mean for a Likert scale
data provides the measure of central tendency that accounts for the frequency of each response.
The composite mean is valuable as it summarizes the responses to a single representative value
which highlights the most frequent trend evident in the collected data. The instrument was
convenient for both the researchers and the respondents as it is accessible, saving the time of the
respondents some time in answering and the researchers on gathering.
Data Gathering Procedure
Online survey questionnaires were utilized to collect the data for this study. The
researchers employed the 3-Factor Patience Scale. The 3-Factor Patience Scale assessed three
distinct forms of patience: interpersonal patience, resilience in the face of life's challenges, and
tolerance for daily inconveniences. This instrument enabled the researchers to assess the precise
effects of the heat index on learners’ levels of patience in various situations.
Initially, the researchers prepared the tools by creating and conducting preliminary tests
on the internet-based versions of 3-Factor Patience Scale to guarantee their clarity and
effectiveness. The surveys were implemented using a web-based survey tool such as MS Forms.
Following that, the researchers ascertained the target demographic, encompassing students from
several educational programs, and disseminated a request to engage in the research using email,
social media platforms, and school communication methods. The invitation contained the study's
objective, guidelines for survey completion, and a guarantee of anonymity.
A consent form containing all necessary information was provided at the start of the
online survey. Participants were required to carefully read and provide their consent to the terms
prior to continuing. The consent form provided a detailed explanation of the study’s goals,
methods, possible hazards, advantages, and the voluntary aspect of participation. After obtaining
consent, the respondents invited to the survey. The 3-Factor Patience Scale assessed the
participants’ levels of interpersonal patience, patience in dealing with life hardships, and patience
in handling daily difficulties.
 The survey platform autonomously gathered and securely stored the responses of
participants in a database. It tracked the rate at which participants respond, in order to ensure a
sample size that accurately represents the population. Upon the conclusion of the survey session,
the researchers retrieved the data for initial examination and scrutinize it for any incomplete
responses and discrepancies. Subsequently, the researchers filtered the data to guarantee its
accuracy followed by a thorough data analysis. A review was carried out to analyze the
connections between heat index and patience levels using descriptive statistical techniques.
Through the implementation of the subsequent procedures, the researchers methodically
collected and scrutinized the data in order to investigate the ramifications of extreme heat on the
levels of patience within students. This effort yielded substantial findings and suggested possible
interventions that can be implemented within educational environments.
Data Analysis
The researchers utilized descriptive analysis to analyze data gathered on this study. In
specific software, Microsoft Excel. Rawat (2021) defined this type of analysis as the aid to
describe, show or summarize data points in a constructive way such that patterns might emerge
that fulfill every condition of the data. Since the researchers’ objective was to describe the
implications of intense heat index among students’ level of patience, descriptive analysis was
tailored fit for this study as it only describes the data. It included the tabular presentation and
analysis of the summary of overall category of their evaluation tools such as interpersonal, life
hardship, and daily hassles patience for 3-Patience Factor Scale. These three factors of patience
were tabularized into three with their corresponding weighted mean, verbal interpretation, rank,
and composite mean. Moreover, the researchers pursued to proposing basic interventions to the
students’ patience problems on the basis of the lowest ranks of the items the respondents
answered based on the results.
Such data after computing are inputted through textual presentation to appropriately
display relevant information and at the same time, allowing the readers to look at the data as
practically as possible. To answer the objectives of this study, the researchers also intended to
graphically showcase the level of patience in a histogram, particularizing the levels and the
number of students experience a certain level of patience. This can practically explain the
implications of high heat index to the students’ level of patience in organized manner.
Ethical Considerations
The research study strictly adhered to the ethical guidelines outlined in the “Code of
Ethics for Philippine Psychologists and Psychometricians” by the Psychological Association of
the Philippines, Committee on Ethics and Professional Standards. Initially, respondents will be
required to sign a comprehensive informed consent form. This document will contain essential
details that every participant must be aware of, such as the study's objectives, data collection
methods, associated risks, confidentiality measures, and researcher contact information.
Additionally, there will be a section ensuring voluntary participation in data collection. The
involvement is completely voluntary, and the participants are allowed to withdraw at any time
for any reason with no repercussions. In addition, if they do not wish to answer the question, they
are free to withdraw anytime. The researchers did not identify the participants by their name in
any reports based on information obtained from this interview, and confidentiality in this study
will be preserved. Following that, records and data will be subject to common data usage
guidelines that protect the participants or if any, other parties involved. The participants may be
confronted with questions or concepts they had not even explored before. If the participants are
provoked by the questions or during the interview, the researchers will seek the help of a trained
psychologist to help them with the psychological requirements. Once the study concludes,
participants will receive a copy of the results and findings if deemed necessary. This information
will reflect the recommendations made by the researchers. It is the students’ entitlement to be
informed about the outcomes of the data the participants provided.
Researchers’ Reflexivity
Olmos-Vega et. al (2023) explained that researcher’s reflexivity is a subjective
perspective (or “bias”) which is fundamentally intertwined with qualitative research processes.
This is the position of the researchers on how they construct the craft of the study. It is a
mediating way to put their mind construction into words perceived and extracted from personal
experiences leading to potential biases while studying the variables they have been exposed.
Through revisiting their role in the research, the researchers could foster in genuine introspection
by having the chance to determine beliefs, biases, and other factors that could potentially
influence the study. Overall, the researchers are admittedly tightly enclosed with the implications
of intense heat index. Circumstances occur where patience are affected by the heat weather most
of each day. The researchers acknowledge that the inferences could not influence the research
process given that standardized tests and statistics are provided for a more objective assumption.
 RESULTS
This section provides comprehensive data analysis execution and interpretation from the
inferred data. These set of data below details how each patience factor poses an implication of
intense heat index to the students’ level of patience. Schnitker (2012)’s 3-Factor Patience
Questionnaire (FPQ) differentially relate the person’s well-being and personality into three
categories: interpersonal patience, life hardship patience, a!!!nd daily hassles patience as
presented on the table. Interpersonal patience is about maintaining calmness and composure
when interacting with others, particularly in scenarios that might provoke irritation or frustration.
Life hardship patience is characterized by resilience and the ability to maintain a positive outlook
and continue striving towards goals despite significant obstacles or suffering. Lastly, daily
hassles patience refers to the ability to tolerate and manage the minor irritations and annoyances
that occur in everyday life without becoming overly stressed or frustrated.
Table 1. Respondents' Interpersonal Patience on Intense Heat Index

Statements Weighted Mean Verbal Interpretation Rank

1. My friends would 3.17 Moderately Patient 5
say I’m a very patient
friend.
4. I am patient with 3.53 Patient
other people.
7. I have trouble being 3.33 Moderately Patient
patient with my close
friends and family.
9. When someone is 3.97 Patient 1
having difficulty
learning something
new, I will be able to
help them without
getting frustrated or
annoyed.
11. I find it easy to be 3.53 Patient
patient with people.
Composite Mean 3.51 Patient
The composite mean of 3.51 indicates that the respondents’ level of patience reveals
“patient” in terms of interpersonal aspect. This computed data shows a good tolerance of
interpersonal patience in the setting of intense heat index. It perceives a generally positive,
though not exceptionally high, level of patience. This score suggests that patients are somewhat
patient overall, but there are areas that could benefit from improvement.
Among the statements answered by the respondents, it displays that “When someone is
having difficulty learning something new, I will be able to help them without getting annoyed”
got the highest rank in interpersonal patience factor with the mean of 3.97 and the verbal
interpretation of “patient”. The respondents believe they can maintain their patience and
composure even under stressful conditions toward educating someone of new knowledge. High
heat can exacerbate irritability and stress, making it more challenging to stay calm and
supportive. The fact that this trait is ranked highest suggests that individuals feel confident in
their ability to manage their emotions and remain helpful, despite the additional strain of extreme
heat. A study conducted by Tekin and Kayak (2024) concluded that knowing how teachers’
patience levels are related to their professional resilience can shed light on the effectiveness of
teaching and patience levels. It amplifies the report on this study how they were still capable of
showing tolerance and patience to someone who needs learning without getting annoyed.
Among the statements provided by the respondents, it displays that “My friends would
say I’m a very patient friend” got the lowest rank in interpersonal patience factor with the mean
of 3.17 and the verbal interpretation of “moderately patient”. This suggests that the respondents
in a social setting with the impending high heat index are perceived to have patience lower and is
often observed to have annoyance and irritation. Despite these considerations, the response still
performed under “moderately patient” which are still a slight indication of tolerance in patience
with the friends they encountered. This statement with the result provided could stem areas to
improve or interventions to be made as this study progresses. Contrary on the study of Shin and
Park (2022) which examined the associations between social support and psychological well-
being such as patience, the assumption concluded that social support from spouses and friends
had the most robust associations with psychological well-being. The statement 1 on the study
could support this study in a sense that patience of the respondents has no correlation with social
support or in some way, the respondents’ patience is correlated with social support due to the
interpretation of “moderately patient.”
Table 2. Respondents' Life Hardship Patience on Intense Heat Index

Statements Weighted Mean Verbal Interpretation Rank

2. I am able to wait- 3.27 Moderately Patient 3
out tough times.
5. I find it pretty easy 3.63 Patient 1
to be patient with a
difficult life problem
or illness.
8. I am patient during 3.50 Patient
life hardships.
Composite Mean 3.51 Patient
The composite mean of 3.47 indicates that the respondents’ level of patience reveals
“patient” in terms of life hardship aspect. This computed data shows a good tolerance of life
hardship patience in the setting of intense heat index. The respondents generally exhibit a
commendable level of patience when facing life hardships, even in the context of an intense heat
index. It suggests that despite the additional challenges posed by extreme heat, respondents
maintain a good degree of composure and endurance. This resilience is a positive indicator of
their ability to cope with and navigate through challenging circumstances.
Among the statements answered by the respondents, it displays that “I find it pretty easy
to be patient with a difficult life problem or illness” got the highest rank in life hardship patience
factor with the mean of 3.63 and the verbal interpretation of “patient”. This means that despite
intense heat index, the respondents are generally assumed to have good patience levels when
facing hardships and difficult life problems in general. A surprising finding postulated by
Anderson and Caldwell (2018) explore the relationship between patience and humility,
identifying how humility’s virtues can make it easier to be patient when we yearn for something
that we deeply desire. One could assume on the basis of this study that underlying factors of
robust tolerance to life hardship problems is the intervening association of humility.
Among the statements answered by the respondents, it displays that “I am able to wait-
out tough times got the lowest rank in life hardship patience factor with the mean of 3.27 and the
verbal interpretation of “moderately patient”. The respondents have some ability to endure
hardships, they may struggle more with patience during these times compared to other aspects of
life hardship patience. The requirement of “waiting” during tough times entail a slight challenge
to the respondents in the circumstances brought by intense heat index. Bernhard (2013) stated
that one possible reason for impatience during a particular time is the tendency to expect the
environment to conform to one's expectations. If the expectations were not met on the desired
duration of waiting, this results to patience problems. The statement under this factor, showing
the lowest score could stem areas to improve or interventions to be made as this study
transcends.
Table 3. Respondents' Daily Hassles Patience on Intense Heat Index

Statements Weighted Mean Verbal Interpretation Rank

3. Although they’re 3.07 Moderately Patient 1
annoying, I don’t get
too upset when stuck
in traffic jams.
6. Waiting in lines 2.77 Moderately Patient 3
does not bother me.
10. I get very annoyed 2.83 Moderately Patient
at red lights.
Composite Mean 2.89 Moderately Patient
The composite mean of 2.89 indicates that the respondents’ level of patience reveals
“moderately patient” in terms of daily hassles aspect. This computed data shows a forfeiting
tolerance of daily hassles patience in the setting of intense heat index. In the context of extreme
heat, which can exacerbate stress and reduce patience, this moderately patient rating reveals that
respondents are somewhat susceptible to the cumulative effects of daily hassles. Their ability to
cope with minor annoyances and disruptions is not particularly strong, indicating that these small
stressors can accumulate and significantly impact their overall mood and behavior in hot
conditions.
Among the statements answered by the respondents, it displays that “Although they are
annoying, I don’t get too upset when stuck in traffic jams” got the highest rank in daily hassles
patience factor with the mean of 3.07 and the verbal interpretation of “moderately patient”. The
ranking reveals that although the mean is verbally interpreted as moderately patient, the
respondents still pursue a tolerating patience towards getting stuck in traffic jams. Traffic
congestion on roads occurs when space becomes shorter as compared to traffic. Drivers locked
there in hours and do not able to get out of it. Long traffic hours directly or indirectly affect
mental health, spoils quality of life and increases anxiety and stress among drivers and
commuters on road. The present investigation is the study of traffic congestion and its
psychological implications among drivers (Kumar and Varma, 2020). While the sample size of
the respondents in this study are composed of students, Kumar and Varma’s (2020) study are
centralized to the drivers. This shows a point of comparison in the patience of two different
category of respondents.
Among the statements answered by the respondents, it displays that “Waiting in lines
does not bother me” got the lowest rank in daily hassles patience factor with the mean of 2.77
and the verbal interpretation of “moderately patient”. In the context of the intense heat index, this
finding is particularly telling high temperatures can exacerbate feelings of discomfort and
impatience, making the experience of waiting in lines even more challenging. The moderate
patience rating implies that respondents are prone to becoming frustrated or irritated when faced
with this common daily hassle, especially when combined with the added stress of extreme heat.
In congruence with Andrews’ (2012) article, she claimed that often, it's a source of boredom,
impatience, and irritation, and those feelings can lead to physiological stress. In fact, research has
shown that waiting in line can trigger a rise in blood pressure and heart rate. Multiplied by the
number of times you wait every day; it could have a real impact on your health.
Table 4. Summary of Gathered Data

Statements Weighted Mean Verbal Interpretation Rank

Interpersonal Patience 3.51 Patient 1
Life Hardship Patience 3.47 Moderately Patient
Daily Hassles Patience 2.89 Moderately Patient 3
Composite Mean 3.29 Moderately Patient
The composite mean of 3.29 indicates that the respondents’ level of overall patience
reveals “moderately patient” in terms of accumulated three patience factor. The culmination of
these three factors lies on the garnered computation together. This combined score suggests a
balanced but not exceptional ability to navigate various forms of stress and frustration. While
respondents demonstrate some capacity for patience, there are evident areas for improvement.
Among the patience factors, it is evident that interpersonal patience is said to have
highest rank in Schnitker’s (2012) 3-Factor Patience Questionnaire (FPQ) with the mean of 3.51
and the verbal interpretation of “patient”. On the other hand, the analysis revealed that daily
hassles patience interpreted as the lowest in rank with the mean of 2.89 with the verbal
interpretation of “moderately patient”. Comparing these two patience factor, it only unveils that
the respondents incline their tolerance of patience to interpersonal usage rather than daily
hassles. It supports the argument that social support that can be benefitted from spouses and
friends cements the idea that individuals manage their patience better with the help of social
support system (Shin and Park, 2022). Daily hassles patience, as individually dealt, is more
threatening to patience tolerance. These are the daily encounters where individual set
expectations and in turn, fails to attain by external factors such as waiting in line, red traffic light,
and similar to these (Andrews, 2012)
 Conversely, life hardship patience is observed to be 2 nd in rank with the mean of 3.47 or
moderately patient in verbal interpretation. This insight provides valuable context into how
students navigate and cope with various life stressors, highlighting areas where additional
support or resources may be beneficial to bolster their resilience and ability to handle life's
challenges more effectively. It shows that the respondents the students’ patience comes in
moderation when it comes to life problems faced by them.

Figure 1. The histogram of the number of respondents falls under a certain level of patience.

This set of data on the shown histogram refers to the number of respondents who falls
under a certain level of patience. The number of respondents at a certain category were plotted
on the frequency of their answers as interpreted.
Of thirty (30) respondents, one (1) or 3.33% was lowly patient. This comes lowest on the
list. It describes as patience being heavily factored by intense heat index. They may have
difficulty tolerating delays, frustrations, or challenges without becoming easily frustrated or
irritated.
Of thirty (30) respondents, five (5) or 16.67% were highly patient. This comes second to
the lowest on the list. This may suggest that their patience is heavily guarded and composed
despite the alarming high temperature experienced. Factors such as tolerance for delays, ability
to remain calm under stress, willingness to persevere through challenges, and capacity for
empathy and understanding on the context of intense heat index are possessed by these
respondents, being considered highly patient.
 Of thirty (30) respondents, six (6) or 20% were patient. This comes third to the highest on
the list. These respondents may possess optimal amount of patience in response to the alarming
intense heat index experienced by the respondents.
Of thirty (30) respondents, seven (7) or 23.33% were slightly patient. This comes second
to the list. It may suggest that these individuals demonstrate a modest degree of patience
compared to others in the group. While they may not exhibit high levels of patience, they still
some sort of tolerance however frustrations and irritations are more often experienced at this
degree.
Of thirty (30) respondents, eleven (11) or 36.67% were moderately patient. This comes
highest on the list. It is evidently construed that majority of the respondents lean more to
moderately patient which suggests that there is a balance of frustration and self-management of
patience at various contexts with the implications of intense heat index.
Overall, the 3rd year psychology students of NU Laguna are moderately affected by the
intense heat index. It connotates that generally, the study's key finding reveals that a significant
portion of the sampled population exhibits characteristics of moderate patience. This observation
suggests that individuals within the group display a balanced capacity to tolerate and manage
various challenges and delays without becoming overly distressed or reactive. While such
findings are objectively measured, other factors may still have to consider such as the personality
and well-being of the respondents while answering the survey questionnaire because these
aspects may lead to extraneously affect their responses. Nonetheless, the prevalence of moderate
patience sheds light on the group’s overall resilience, adaptability, and ability to maintain
composure in the face of intense heat index.
Table 5. Proposed Program to Address Patience Problems

Buddy, Chill: A Patience Partner Program. This program would focus on helping
intensify group dynamics by completing collaborative task at hand that demands time and
patience. Variety of task is accepted. It can range from completing hard jigsaw puzzles to
cleaning and gardening or even crafting art pieces. After the task, it would be good to have a
short internalization by sharing achieved learning that would help them understand each other
and discover different perspectives on how they can manage their patience with each other.
According to Gaban (2022), there are lots of benefits from collaborative and time reliant
activities such as gaining broader and more diverse perspectives, managing relationships, and
most importantly developed “soft skills” like communication and patience. The program is set on
July 2024 for strategic reasons. It would be good to do this activity at the start of the academic
year so that the participant can have a good amount of time to work on understanding better
interpersonal dynamics and developed patience skills.
Be-It the Heat Slayer: A Community Service Program. Cassel (2021) stated that
community service can give students opportunities and benefits that are overlooked most of the
time, like providing a sense of purpose, reduce stress levels, observe and/or create their own
narrative about how life should be lived and most importantly developed resiliency no matter
what situation is presented. Organizing an outreach activity or community extension programs to
the people who are most affected by the growing heat like small schools that don’t have proper
ventilations and giving them a chance to cool off by offering activities that involves replenishing
thirst or water-related activities. It would be a great way to emphasize not only empathy and
teamwork but also hope that tough times too shall pass and that it was all in our patience in
dealing with those tough times that matters most. The program is set on April 2025 for strategic
reasons. It can be a form of culminating activity for the participant and since end of school year
is around the corner and usually means summertime which is significantly hotter than most time
in the whole year.
Waiting Game: Creative Art Expression Program. This program is more of a
workshop that helps participant discover ways of taking time using art expression. The workshop
can vary from drawing, writing, to paper folding, or even meditations and breathing exercises
that they can do when faced with having inevitable time in their hands, enduring all the negative
emotions that go with doing nothing while waiting. Tubiera (2024) mentioned about the
importance of creative outlets that can help and allow individuals channel their pent-up emotions
to be relieved by expressing art that results to opening outlets of escape from the overwhelming
stressors in everyday life. The program is set on October 2024 for strategic reasons. A strategic
refresher that prepares the participant for the incoming long holidays where everyone, not only
students, flood every public place to enjoy the season.
 DISCUSSIONS
This section provides a comprehensive discussion of the study’s components. In
understanding the perceived impacts of the intense heat index on the patience level of the NU
Laguna third-year psychology students, the researchers aimed to describe the implications of the
intense heat index on the students’ patience levels. Using a descriptive analysis of employing the
standardized questionnaires, it measured the various levels of patience. The researchers aimed to
achieve a comprehensive understanding of how the intense heat impacts patience levels and had
the goals of suggesting possible interventions within the educational environment. The
researchers successfully achieved the objectives by adhering to ethical standards while utilizing
the appropriate data analysis techniques in the data collection method. The findings were
expected to yield valuable insights into the relationship between the heat index and students’
patience since this study aligned with other researches that explore the impact of environmental
conditions on the cognitive and emotional functioning of individuals. Thompson et al. (2024)
examined the effects of extreme temperatures on firefighters’ cognitive functioning. The authors
found significant impacts on the firefighters’ performance under high heat conditions as this
study has shown that high heat levels can significantly impair cognitive performance and
emotional stability. Hence, applying this in the educational setup is relevant reinforcing the
significance of addressing heat-related challenges. Similarly, Wang et al. (2021) characterized the
heat index experienced by individuals in urban and rural settings, highlighting the substantial
influence of heat on daily activities and well-being. These literatures compare the findings to the
study’s assumptions.
The summary of data gathered from the study indicates that the intense heat index has a
varied impact on the patience levels of 3rd-year psychology students at NU Laguna. The
composite mean scores for different types of patience—interpersonal, life hardship, and daily
hassles—reveal that while students generally exhibit patience, they struggle more with daily
hassles under high heat conditions. The overall composite mean was 3.29, indicating that
students are moderately patient overall. This suggests that while students can manage significant
stressors and social interactions relatively well, the constant exposure to minor stressors under
high heat conditions can erode their patience over time.
The mean scores for each category of patience suggest that students are more patient in
interpersonal interactions (mean of 3.51) and life hardships (mean of 3.47) compared to daily
hassles (mean of 2.89). The variance and standard deviation were not explicitly mentioned in the
results, but these measures would help in understanding the spread and consistency of the data.
The relatively higher mean scores for interpersonal and life hardship patience indicate that
students have developed coping mechanisms for more significant stressors. In contrast, the lower
mean score for daily hassles patience suggests that minor, repetitive stressors can have a
cumulative negative effect on their overall patience levels. Meanwhile, the histogram shows that
the majority of respondents (36.67%) fall under the "moderately patient" category. This
distribution suggests that while extreme reactions are uncommon, there is still room for
improvement in how students manage their patience under high heat conditions. The histogram
also indicates that only a small percentage (3.33%) of students are lowly patient, while a
significant portion (16.67%) are highly patient, suggesting variability in individual tolerance to
heat stress.
 The research indicates that patience levels stem from high heat in varying ways
depending on the circumstances. For example, patience in dealing with daily stressors is more
negatively impacted by heat than patience in dealing with interpersonal or life challenges. This
agrees with Andrews (2012), who posited that several small stress factors can significantly
influence general attitude and conduct. The findings align with prior research that shows heat
stress affects people’s attitudes, with suggested irritability and lower endurance for minor
frustrations (Guo et al., 2022). Moreover, the statement, which occupies the highest rank in
interpersonal patience, states, ‘When someone is having difficulty learning something new, I will
be able to help them without getting frustrated or annoyed,’ implies that the students are expected
to cope with more pressure of increased and extreme heat without getting easily angered or
impatient. This is also parallel with Tekin and Kayak’s (2024) study, which touches on the
correlation between patience levels among teachers and professional resilience, particularly
under pressure conditions.
Applicability of Theoretical Framework
This study examined high heat as a stressor, and Lazarus and Folkman’s (1984)
Transactional Theory of Stress and Coping was used to determine how the students appraised
and dealt with the stressor. In this theory, stress is defined as the transaction between a person
and one’s environment, which entails the person’s consideration of the stressor and how one
approaches it. The high heat index is a critical environmental stressor hailing students’ appraisal
and coping mechanisms in their academic learning. This theory holds that what acts as a stressor
is not a given external stressor but how the person in question has perceived and appraised that
stressor. From a student’s perspective, high heat could be perceived as a negative element in their
environment, influencing their well-being and efficiency in ways that might compromise their
academic performance. Such an analysis is fundamental in explaining why various forms of
patience are sensitive to heat to different extents.
Application of Findings
In the domain of the findings, propositions that can be employed in educational contexts
to mitigate the influences of heat stress in students can be made. Conceivable prevention
benchmarks enclose programs for water replenishment in school, enhanced infrastructure that
would preclude heat accumulation, and instructing children how to oversee the impacts of heat in
school. For instance, the external hanging of additionally extensive windows, hanging fans, and
air conditioners for improved air circulation stimulates a comfortable learning atmosphere.
Furthermore, inaugurating vegetation around school compounds, such as trees and greenery, may
assist regulate temperatures and enrich comfort within the compounds. Scholastic authorities can
likewise establish a flexible system to reduce scholars' contact with scorching temperatures. It is
advisable to shift the class timing to early morning or late evening, minimize exposure to
extreme heat, and integrate online learning during a heat wave. Moreover, conferring how heat
stress management should and can be integrated into a curriculum to furnish the students with
sufficient knowledge and coping mechanisms to deal with excessively high temperatures would
be beneficial. This could enclose training in methods of relaxation, exercises in mindfulness and
anxiety reduction, and apprehending the need for adequate diets.
Expectations and Unexpected Findings
 The observed results were expected because it was priorly predicted that high heat
influences patient levels. However, one stimulating discovery was that the rate of interpersonal
patience was relatively high despite the high heat temperature. This could be attributed to
friendly environment characteristics among students, as identified by Shin and Park (2022). Peer
support also ameliorates stress and enables students to be patient with their classmates, thus
enhancing classroom manners. The statement with the lowest rank in the life hardship patience
category is 'I am able to wait-out tough times' with a mean of 3.27, which may infer that students
cannot wait ample time under high heat during difficult periods. This finding agrees with
Bernhard's (2013) statements that claim that unfulfilled promises cause impatience. The mean of
2.89 in the patience rating for daily hassles also illustrates that students struggle to oversee minor
stressors in their day-to-day lives.
Future Research Directions
To improve the comprehensiveness of the findings, the subsequent research on heat and
patience should examine the moderation or mediating effects of formal characteristics, such as
age, gender, education level, or job position, while controlling the potential confounding factors
affecting the outcome. For instance, ideas such as studying features related to heat resistance or
ways of handling stress could offer a better understanding. Further, more extended research
could contribute to knowledge about ailments of patience and other psychological consequences
of heat stress.
Another avenue for exploratory research is an analysis of various strategies that would
help minimize heat's detrimental effects on patience. For example, research can assess the
effectiveness of conducting mindfulness sessions, the method of regulating water intake, or
changing conditions in the classroom to reduce students' pre-boreal impatience. Considering
these factors, more indicators for refined interferences to alleviate students' heat stress can be
arrived at.
Some potential contingencies we encountered during the study include interpersonal
patience. Surprisingly, the tolerance level to heat was high, but the tolerance for patience
between people was low. This may be attributed to the positive social interactions among
students, which reduce the impact of heat stress. The second surprising conclusion was moderate
daily hassles, indicating that minor stressors significantly influence students' patience levels.
This research demonstrates the need to properly consider noteworthy and relatively less
significant sources of stress to design appropriate therapeutic strategies for the students.
Summary
This study established that heat reduces students' patience, especially regarding
developments in their daily stressors. The findings point to potential environmental stressors in
education, hence the need to make intakes to enhance the student's performance and overall
health. Further studies should consider examining other variables and mediators that could
enhance the understanding of this association to identify better the factors increasing or
mitigating the benefits of new technology. Implications of the findings are pointed toward
providing functional solutions to address all concerns. Generally, the findings compel eclectic
practical strategies that enhance students' ability to manage problems associated with high heat
index. Schools should likely reduce further stress due to heat by introducing programs such as
dehydration prevention, better airflow inside the facilities, and effective stress management.
 CONCLUSIONS
The researchers concluded the findings of the study as follows:
1. This assumption reflects the first research question of the researcher which pertains to
describing the implications of intense heat index to the students’ level of patience. The
result discloses that for interpersonal interactions, the students have shown the highest
level of patience with a 3.51 composite mean, pertaining to their ability to maintain their
composure and support others despite facing the high level of heat. A positive tolerance
was found when it comes to life hardship patience, with a 3.47 composite mean,
indicating the ability of students to be resilient and to handle stressful conditions that are
significantly challenging. On the other hand, the daily hassles have recorded the lowest
level of patience with a 2.89 composite mean. This suggests that when intense level of
heat is combined with minor irritations and disruptions students find it hard and
challenging to manage.
2. Based on the results, the 3rd-year psychology students at NU Laguna were given three
different interventions constituting the three key result areas. First is the “Buddy, Chill: A
Patience Partner Program” that targets the patience and building group dynamics of the
students through a collaborative work and tasks, combined with a reflection session that
boosts their communication skills and interpersonal understanding. Next is the “Be-It the
Heat Slayer: on the Community Service Program” is a program that fosters the student’s
resilience, teamwork, and empathy, that gives the participants a sense of having a purpose
and stress relief. Its main focus is on doing community service activities with the aim to
help those that are affected by the intense heat. Lastly is the “Waiting Game: Creative Art
Expression Program” which is a type of workshop that provides a creative and fun
activities such as writing, drawing, and meditating that can help the students to manage
their negative emotions during the period of waiting that prepares them for the coming
holiday season that everyone enjoys.
3. The researchers, using the 3-Factor Patience Questionnaire by Schnitker, found that third-
year psychology students at NU Laguna generally demonstrated moderate patience
levels. The respondents showed high patience in interpersonal contexts, particularly when
helping others, but were perceived as less patient by their friends. Their resilience was
notable in facing difficult problems, although they struggled more during prolonged
tough times. However, their patience was moderate in managing daily hassles, with better
tolerance for traffic jams than for waiting in line. The respondents excelled in patience in
supportive and challenging situations but had room for improvement in handling
everyday annoyances. In conclusion, the study revealed that third-year psychology
students at NU Laguna exhibit moderate levels of patience overall. This suggests that
while the students are capable of maintaining patience in critical contexts, they could
benefit from strategies to enhance their tolerance for routine frustrations.
 RECOMMENDATIONS
Upon analyzing the study's findings, it is paramount to adopt a multimodal approach to
reduce the impact of intense heat on students' level of patience. The recommendations discussed
below span academic policies, infrastructure enhancement, individual coping actions, and future
researchers seeking to offer exhaustive strategies to handle this critical problem.
Academic Policies. The educational rules and protocols must be reevaluated and
reexamined to provide a suitable solution for the challenges resulting from the intense heat
conditions. Incorporating coping techniques concerning heat stress education into the student's
curricula is a pivotal initial step. School institutions should devise course materials focused
explicitly on heat stress management and flexibility. These modules would enlighten the children
and familiarize them with preventive measures to manage intense heat, even inside and outside
the school. Also, the teachers must engage in different seminars or activities that aim to improve
mental and physical health and equip them with the appropriate skills to determine the early
symptoms of heat-induced stress and integrate classroom strategies to decrease exposure to heat
and its detrimental consequences on students. In addition, educational scheduling should be more
adjustable to take into consideration intense heat situations. The head administrators need to
materialize and adopt a heat wave contingency system, enabling readjustments in-class hours to
cool or optimal heat temperature. Plus, they can also introduce minimizing outdoor activities and
allowing HyBlend learning where remote teaching options are involved during times of intense
heat. Having this flexible approach will help students improve their education without
endangering their overall well-being.
Infrastructure Enhancement. Proper handling of the external environment in which the
students’ study is significantly important. This is the reason why the school must upgrade its
infrastructure to improve the adaptation to different climate changes. It encompasses enhancing
the ventilation where the school can install larger windows, ceiling fans, and aircon to foster
more air circulation within the room. Furthermore, it is advisable to increase the green spaces
around the school, for example, by planting trees and creating a small garden, which can bring an
ambient temperature. On a wider scale, urban and rural projects must both consider assimilating
and incorporating heat mitigation procedures.
Individual Coping Actions. At the individual level of the participants, specifically
students, encouraging proper hydration and attaining balanced nutrition is essential. The school
should provide equal chances of having water stations all around the campus to facilitate regular
hydration for students. The students must advocate for and support each other to educate
themselves about the beneficial effects of alleviating heat stress if they have an adequate
consumption of water-rich foods and healthy meals. Moreover, the students should also propose
and advocate wearing lightweight and breathable clothing for students in the hot season. It can
permit students to have a relaxing and much more comfortable attire, helping them maintain
focus and patience all throughout the day.
Future Investigation. Further examination of this topic is crucial to expand and
strengthen our comprehension of the long-term impacts of exposure to intense heat on students,
particularly in terms of their level of patience. Conducting longitudinal research would supply
invaluable insights and perspectives regarding the potential influence of psychological and
emotional development, enlightening educational and mental health policies. Analyzing the
significance of diverse adaptive practices and coping techniques is also imperative. This study
clearly shows that there is a need to investigate further cognitive and physiological advantages of
mindfulness, relaxation techniques, and physical training in dealing with heat stress.
To summarize, incorporating these recommendations, such as improving academic
policies, can develop more protection and a conducive learning atmosphere, infrastructural
advancement, individualized coping strategies, and continuous examination of this subject will
enrich the researcher's ability to promote awareness and raise advocacy to safeguard student
well-being amidst of climate change persistently. This serves as a dimension where the
researchers can allow the students to succeed in both academics and grow individually.
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 APPENDIX A – COPY OF RESEARCH INSTRUMENT
Research Instrument 1: Patience Factor Questionnaire (PFQ)

Research Instrument Utilized on the Study

Link of MS Forms: https://forms.office.com/Pages/DesignPageV2.aspx?
subpage=design&token=ea44100c724049ebb36ea30db568d516&fbclid=IwAR1xl_LxXyz2mOT
0A5v3RWKYHmCRScE4vlzorZoMf3TSBq6LCjVyJR08Ffg&id=dx-
YHaM8rkaw1OgETmx_hL6WgV2JIT5PpTBJ2gc_GOhUOUZCNzBJTkYwS0MzSFNZOVpN
RUk0ME1FVC4u
 APPENDIX B – INTERPRETATION
Mean Range Verbal Interpretation
4.51 – 5.00 Highly Patient
3.51 – 4.50 Patient
2.51 – 3.50 Moderately Patient
1.51 – 2.50 Slightly Patient
1.00 – 1.50 Lowly Patient