UNDERSTANDING THE EXPERIENCES AND COPING STRATEGIES OF COLLEGE

STUDENTS WITH UNSTABLE FINANCIAL SITUATIONS

CHAPTER I
RESEARCH AND ITS BACKGROUND

A. Background of the Study

College is occasionally portrayed as a time of optimistic and stress-free young adulthood,

and characterized by carefree attitudes; filled with large amounts of outdoor activities, and late-
night existential discussions. However, the reality for today's students is often much worse for
they are emerging from adolescence, and are dealt with great changes and new responsibilities as
they become independent adults, much of which is mentally straining (Britt, et al. 2016).
Recent surveys show that college students' debt and other related financial situations are
one of the leading causes of stress (Lim, et al. 2014). Much of these stress is the overwhelming
need for school supplies, internet access, transportation, and electronics required for their
curriculum, as well as the extra-curricular expenses burdened along with these needs.
The inability to provide these materials has an effect on the students' mentality.
According to Moore, et al. (2021), there's a demonstration of link between financial stress and
poorer mental health outcomes; for example, worry over finances has been correlated with
mental illness like depression and anxiety. Studies have also reported an association between
financial stress and general poor mental health.

One of the most robust for low-income and, first-generation students is financial strain, it
is perceived economic stress and lack of economic support (Adams, et al. 2016). Additionally,
students reported that four out of five of their top stressors involved personal finances, and that
these stressors affected their academic progress and performance. Moreover, unmet financial
needs may require the students to work full-time jobs and live off campus, which may hinder
their academic pursuit and social interactions on campus, as well as increase the probability for
attrition.
McCloud and Bann (2019), in their published literature review, purported students'
perceived financial stress is correlated with negative mental health outcomes. However, the link
between financial stress and debt was not substantiated, suggesting perceived stress may be a
more influential factor in mental health than the amount of debt accrued.
According to the results of the study conducted by Moore, et al. (2021), the costs of
textbooks, and other online materials were deemed the prime stressor for students. Course
materials contributed to "constant stress" about finances, particular to the start of each semester.
Moreover, some students feared that their grades would suffer if they were unable to pay for
these materials, and it was difficult for many students to choose between purchasing expensive
textbooks, or paying for other necessities such as rent, or even "the most basic amenities".
Stress as a result from poor financial situations has several negative impacts onto the
students' mental health. Analyses of experienced stress by students reveals a group of young
people whom self-confidence and sense of self-adequacy is poor (Aherne, 2012). Thus financial
stress may have an effect towards the students' perceived confidence among themselves, and
their own potential and capabilities.
Robinson and Smith (2023), said that financial stress, similar to other sources of
overwhelming stress, can largely damage ones mental and physical health, relationships, and the
overall quality of life. And can lead to one feeling many of negative emotions, fuel tension and
arguments between you and your love ones, increase pain and mood swings, as well as the risk
for depression and anxiety.
As a result some people are desperate for a solution, or at least, a temporary one. Which
can lead to various vices such as drinking, drug abuse, and gambling, and can also generate
suicidal thoughts and actions. These types of problem-solving can be classified into one of the
extreme ends of coping mechanisms. According to an old training program article in Africa,
coping mechanisms are the capacity to respond and to recover from something stressful.

This study will aim in answering the relationship between the students' financial
backgrounds, his/her stress-causing problems because of this poor financial situation, and their
ability to adapt and change to these problems, be it negatively or positively. The researcher will
also evaluate the experiences of the respondents, as well as understanding any underlying issues
among the field of the study. In addition, the researcher will ensure to encapsulate the
information provided by the respondents in order to provide informative yet succinct definitions.
Moreover, the researcher will connect the information to be gathered among one another in order
to establish a better result that encompasses the study as a whole.
These objectives are expanded in clearer detail in the papers ‘Statement of the Problem’
of Chapter 1 hereof.

Mental health is one of the most complex issues to this day, and various causes for mental
illness, such as stress, has been gaining popularity throughout the last two decades. Now,
countless studies and papers had been published in order to understand its effects in the most
recent trends. This research may help in advancing our knowledge in psychological needs and
attention. It may also contribute in the solution for the problem stated above - poor financial
situations - by addressing it, and providing possible solutions to those who need it.
The study may be even a form of relief to the respondents, talking and sharing your
struggles, knowing that someone is listening and understanding what you are going through, and
realizing that there is still hope left can make someone feel acknowledged, and loved; something
that most of us long for.
 The researcher hope that the outcomes of this study, and the process both the researcher,
and their respondents undergo will develop them into better beings, mentally, physically, and
most importantly emotionally.

With these as the backbone, the researcher shall commit into an in-depth investigation on
the topic, with the idea of advancing the knowledge of the fields.

B. Statement of the Problem

This study aims to the answer the general question:

 What are the lived experiences of college students challenged with unstable financial
situation, and how does it affect ones mental health?
Moreover, the researcher seeks to answer the following specific questions:
1. What are the respondents’ profile in terms of:
a. Financial background
b. Age
2. What are the challenges the students faced in school and in their academic career in
relation to their financial status?
3. How did the students address the problems in finance in school?
4. What are the strategies and coping mechanisms the respondents employed in dealing
with these problems?
5. How did the respondents adapt to their problems on unstable financial situations as
college students?
6. What is the current situation of the respondents, and what are their suggestions to
those who deal with the same problem?
 CHAPTER 2
REVIEW OF RELATED LITERATURE

I. REVIEW OF RELATED THEORIES

A. Coping Theories
1. Lazarus' Theory
Richard S. Lazarus, PhD, proposed that coping as a process, and is defined as ongoing
cognitive and behavioral efforts to manage specific external or internal demands that are
appraised as taxing or exceeding the resources of the person.
The theory of coping as a process, he emphasized, that there are at least two major
functions of coping, problem-focused and emotion-focused. The function of problem-focused
coping is to change the troubled person-environment relationship by acting on the environment
or oneself. On the other hand, emotion-focused coping is to change either a) the way the stressful
relationship with the environment is avoided or b) the relational meaning of what is happening,
which mitigates the stress even though the actual conditions of the relationship have not
changed. The latter involves more benign or less threatening reappraisal, for example, in denial
and distancing.
This implies two things; one, is that coping strategies may be different among
individuals, and therefore their experiences and associated financial stress are different, thus, one
may not feel the same level of stress as another. And two, is that the difference between these
two approaches is essential for describing, and understanding varying experiences among people.
Those who focus on solving may be more likely to be stressed, than those who tends to avoid
handling the issue.

2. Krohne's Theory.
In the paper, Krohne also defined two main types of coping.
The trait-oriented, or the depositional strategy aims in early identification of individuals
whose coping resources and tendencies are inadequate for demands of specific stressful
encounters. An early identification of these persons will offer the opportunity for establishing a
selection procedure or a successful primary prevention program. The other type, state-oriented
strategy, which centers around actual coping, has a more general objective.
Similar to Lazarus, Krohne introduced a strategy that acts upon the problem, and another
which focuses on the more widely-known definition of coping. However, Krohne's theory further
divides the trait-oriented approach in coping. An understanding of cognitive stress: vigilance,
that is the orientation toward stressful aspects of an encounter, and cognitive avoidance, that is
averting attention from stress-related information.

3. Repression-Sensitization Theory of Byrne and Eriksen.

 The repression-sensitization construct relates different forms of dispositional coping to
one bipolar dimension. When confronted with a stressful encounter, person's located at one
pole(repressors) tend to deny or minimize the existence of stress, fail to verbalize feelings of
distress, and avoid thinking about possible negative consequences of this encounter. While
persons at the opposite pole(sensitizers) react to stress-related cues by way of enhanced
information search, rumination, and obsessive worrying.

B. Stress Theory

1. Hobfoll's Theory
Hobfoll and his colleagues assumes that stress occurs in any of three contexts: when
people experience loss of resources, when resources are threatened, and when people invest their
resources with subsequent gain. And they proposed four categories of resources: object resources
(i.e., physical objects such as home, clothing, access to transportation), condition resources (e.g.,
employment, personal relationships), personal resources (e.g., skills or self-efficacy), and energy
resources (or the mean to facilitate the attainment if other resources).
In addition, their team also outlined a number of testable Hypothesis, or principles.
a. Loss of resources is the primary source of stress. In an empirical test conducted by Hobfoll
and Lilly, found that only loss of resources was related to distress.
b. Resources act to preserve and protect other resources. Self-esteem, the team said, is an
important resource that may be beneficial for other resources.
c. Following stressful circumstances, individuals have an increasingly depleted resource
pool to combat further stress. This depletion impairs the individuals' capability of coping with
further stress, resulting in a loss spiral.

2. Cox's Theory
According to Cox(1987), the individual becomes stressed when a discrepancy occurs
between the perceived level of the stressful demands and his/her perceived ability to respond to
and to cope with the demands. Thus, there is an imbalance between a perceived demand, and a
perceived capacity to cope. Cox notes that: The classic stressful situation is one in which the
person's resources are not well matched to the level of demand and where there are constraints on
coping and little social support. Stress, itself, is an individual psychological state, he added. It is
to do with the person's perception of the work environment and the emotional experiences of it.
Moreover, Cox emphasizes that the stress phases experienced by the individual involve a
complex interactive process with various levels of appraisal, emotion, and response, with the
immediate response being in the form if negative emotion, propelling the individual into a flight
or fight action.
 II. REVIEW OF RELATED LITERATURE

A. History of Stress and Coping

1. Hans Selye's (Stress)
Hans Selye began using the term stress after completing his medical training at the
University of Montreal in the 1920’s. He noticed that no matter what his hospitalized patients
suffered from, they all had one thing in common. They all looked sick. In his view, they all were
under physical stress.
The Center for Studies on Human Stress said that he proposed that stress was a non-
specific strain on the body caused by irregularities in normal body functions. This stress resulted
in the release of stress hormones. He called this the “General Adaptation Syndrome” (a closer
look at general adaptation syndrome, our body’s short-term and long-term reactions to stress).
Selye pioneered the field of stress research and provided convincing arguments that stress
impacted health.

2. Cope
Erica Frydenberg stated that the concept of coping goes back at the beginning of the
psychoanalytic movement of the 19th century, and began to viewed as process in the 1970s and
80s. Lazarus, Schooler, Kobasa, among others, developed a range of different approaches to
identifying the ways in which coping may be related to given outcomes.
The relationship between coping and emotions is important in that emotions have been
generally seen as interfering with cognitions and coping. Often, emotions appear to dominate.
Historically, coping has been viewed as a response to emotion. In more recent years, there has
been a shift where the two are understood to be in reciprocal dynamic relationship.

B. Situation of College Students

1. Madarang
Catalina Ricci S. Madarang submitted an article reviewing the current situations of
Filipino college students. In the report, she said that students who belong in an income bracket
higher than the lowest income group “may suffice to lessen” depressive feelings.
In one of the study that she looked on, the researchers said the following: "Consistent
with other findings, we find that the perception of financial difficulty can elicit depressive
feelings among college students. The study finds that being in an income bracket higher than the
lowest income group may suffice to lessen the feeling of depression among college students,
although we find no similar results among those from higher income brackets,”
There is also evidence that the students’ economic standing compared to their peers also
contributes to their feelings of depression.
“There is evidence however that students’ relative economic status, i.e., their economic
standing relative to that of their peers, plays a role in affecting students’ feeling of depression,
supporting findings from previous studies,” the researchers said.
 There is limited data, meanwhile, if the household size or education-related expenditures
that can cause feelings of depression.

2. Scholarship America
Scholarship America published a report reviewing the trends of financial worries among
college students. They mentioned that money is a sensitive topic, that’s on everyone’s minds, and
especially among college students—getting through higher education means constantly thinking,
worrying and stressing about how to afford it. Ohio State University’s 2015 National Student
Financial Wellness Study found that a staggering 70 percent of college students reported feeling
stressed about their finances.
And nearly 60 percent of respondents, said they worry about having enough money to
pay for school, while half are concerned about paying their monthly expenses. 32 percent of
students reported neglecting their studies at least sometimes because of the money they owed.
Subsequent studies reveal even more about students’ financial stress. Research from the
Wisconsin Hope Lab (now the Hope Center for College, Community and Justice) found
that housing and food insecurity are far more prevalent among college students. Between 20 and
40 percent of community college attendees are struggling to eat, and around 13 percent are
homeless.

Moreover, the “Hungry and Homeless in College” report quantifies those worries to an
extent: housing insecurity during students’ first year of college is associated with a nearly ten
percent reduction in the probability of degree attainment or enrollment four years after initial
college entry.
And further studies show similar results. Worries about money lead to ongoing stress, anxiety
and even depression; they crowd out the brain’s ability to focus on longer-term achievements;
they even lead to higher-risk decision-making with potentially disastrous consequences.

C. What is Financial Stress

1. DepEd Australia
According to the Department of Education in Australia, Financial stress can be defined as
difficulty meeting basic financial commitments due to a shortage of money. Financial stress
increases the risk of homelessness and can negatively impact an individual’s health and
psychological well-being. Not surprisingly, low income is a significant cause of financial stress.

2. Cooks-Campbell
In an article written by Allaya Cooks-Campbell, entitled 'Financial Stress: What's Money
Got to Do With Sanity?', she said that when we’re stressed about money, it’s not only our bank
account that takes a hit. Financial stress is one of the most common and persistent forms of stress
in the world. Managing money is a big part of being an adult, and it can feel like when that’s not
going well, nothing else is, either. Financial stress is a state of worry, anxiety, or emotional
tension related to money, debt, and upcoming or current expenses. Money is one of the most
universal sources of stress. Moreover, according to a 2015 report by the American Psychological
Association (APA), 72% of Americans feel stressed about money at least some of the time.
Typically speaking, income is inversely correlated with financial stress. The less you make, the
more stress you have — and the less resources you have to manage and deal with that stress.

D. Coping and Stress

1. Alharbi & Smith

Alharbi and Smith described coping as the ways in which people react to stressful
situations. There are many different types of coping strategies, said the two, and their
effectiveness depends on the type of stressors and individual encounters. For example, students
reported that they used eight strategies to attain well-being and adjust to their environment:
knowing and understanding self and others, building friendships with peers and relationships
with advisers, expanding individual worldview, asking for help when needed, English
proficiency, and letting things go.
Moreover, others found that religion/spirituality functions as a coping mechanism for
international students in response to acculturation stress and perceived stress. However, the use
of religious coping strategies among international Muslim students may decrease over time due
to adapting to their new environment.

2. Chen, Friedline & Morrow

Chen, Friedline, and Morrow in their article 'Families' Financial Stress & Well-being: The
Importance of the Economy and Economic Environments' added a fair amount of details on
financial stress, and coping that are difficult to ignore. And are as follows: Families experience
financial-related psychological stress when they do not have adequate income to afford economic
hardships. A concept that is related to well-being, financial stress arises when families are unable
to meet their current and ongoing financial obligations. Financial stress is often operationalized
as the physical or mental health symptoms that arise from having difficulty meeting basic needs,
difficulty paying bills, and money leftover at the end of the month. Financial stress is presented
differently among individuals within and across families, they added. Women, for example,
experience the effects of financial stress by having poorer physical and mental health compared
to men.
They also discussed parts of coping strategies particular to families. Faith and religious
beliefs were a commonly investigated and discussed coping strategy. Families receiving
counseling services were found, as well as that they used faith to build supporting systems
through new relationships with others. Similarly, it is also depicted that college students used
religious coping strategies to make sense of the economic crisis and loss. College students that
responded to surveys perceived the economic crisis as a punishment from God; although their
religious perceptions did not appear to be associated with self-reported well-being.
 Another aspect that they found was families coping financially by borrowing from
payday loans, filing for bankruptcy, using government subsidies, changing jobs, or saving for
emergencies.

E. Financial Worries, and Coping Strategy

1. Worldwide View
Financial stress has been proposed as an economic determinant of depression. Financial
hardship was defined as difficulties in meeting the basic requirements of daily life due to a lack
of financial resources. For example, not having enough money for food, clothes, shelter and
medical expenses; being unable to pay bills on time or heat the home; having to sell assets; going
without meals; or asking for financial help from others were used by these studies as proxies for
financial hardship.
In the international scale, it is also reported a positive relationship between subjective financial
strain and depression, holding after adjustments. For example, it is found that increased
subjective stress at baseline was associated with greater depression over time. Levels of
subjective financial strain measured at baseline were associated with more depressive symptoms
after three years among Chinese older people. The association between changes in subjective
financial strain and depression was found. Using data from the annual Belgian Household Panel,
others found that the worsening subjective financial strain was significantly associated with the
increased risk of depressive symptoms and that of cases of depression.
A similar association between adverse childhood financial situation and adults’
depression was also found in a longitudinal study. Based on a national representative sample of
9,645 South Korean adults without depressive symptoms at baseline, Kim, et al. found that
experiencing financial difficulties in childhood was associated with the increased chance of
depression in adulthood. Furthermore, the effect of experiencing financial difficulties in
childhood on depression was weaker than that of current financial difficulties.

In, conclusion, it is found that financial stress is positively associated with depression, in
particular among low socioeconomic groups.

2. Hogan & Bauer

Hogan and Bauer in 1988, discussed methods for reducing financial problems. According
to Hogan and Bauer, families can rescale their level of consumption to solve their financial
problem or expand their income through changing jobs or adding another job. Changing income
adequacy, changing gender role responsibilities, and improving management effectiveness
through budgeting and savings were other methods for reducing financial problems.

3. Shinn
 However, Shinn used a more comprehensive measure of financial coping strategies.
Shinn summarized six categories of coping strategies: a) family work effort, b) financial
management, c) over-extension, d) informal economy, e) do-it-yourself increase, and f) utilizing
social programs.

III. REVIEW OF RELATED STUDIES

A. Financial Situation and Experiences of College Students

1. Yasar, and Turgut
The researchers published a study reviewing the financial situations of college students.
Their work is aimed to determine the financial well-being of university students in sports
education according to their gender, age, grade/class, education department and residence. The
study gathered more than 600 respondents in Turkey.
The results of their paper showed that the financial status if the participants was
moderately low. It is also implied that because the employment opportunities for women are less
than that for the males, that the female financial status perceptions are worse than the male
participants. Results also showed that the financial situations of the participants living in student
houses was way worse than the other group participants. This situation may be related to the
financial burden of living in a student house; extra expenses such as invoice, kitchen expenses,
fuel natural gas, and internet are the reasons for this situation.
Moreover, the tandem reported that financial well-being decreased as the grade level
increased. The increase in the level of the individuals' personal development and education needs
with the increase in the class can be shown as a cause of the result.
Furthermore, the two concluded that the financial situations of university students is not
at a great level. In addition, it was found that the participants showed statistically significant
differences according to their residence, age, and class variables. It is thought that the financial
disadvantage of the young population in particular will adversely affect the future communities
and countries.

2. Cayetano
According to Cayetano, et. al., every student faces different kinds of problems in one’s
life. One of these problems is financial. Financial problems pressure is a situation where money
worries are causing stress. Anyone can suffer from financial problems at any time, especially
during a recession. People may have lost a job or simply do not make enough to pay their bills.
These problems may seem impossible to overcome, but there are steps to improve the situation.
The grade 12 HUMMS Students of BCP experience financial problems that greatly affect
their studies. Based on their attendance this semester, almost half of them don’t go to school
because of this problem.
 The researchers found out that economic status is a common factor that affects the studies
or the academic performance of every student, Educational attainment becomes unattainable
because of financial problems. This study, based on economic status, implies that if a family has
a low income, the student can be absent in class. A family with a high income implies that the
student may go to a private school of his/her choice and be present in the class every day.
Therefore, the financial problem always affects the studies, health, and academic performance of
every student.

3. Fosnacht
Kevin Fosnacht in the study "Undergraduate Coping with Financial Stress: A Latent
Analysis", mentioned that undergraduates are increasingly caught between three financial
realities. First, the sticker and net cost of attending college has outpaced the rate of inflation.
Second, family incomes declined across the entire income distribution. Therefore many parents
experienced financial hardships and were less able to pay for college costs. And finally, due to
their low income and assets and lack of financial knowledge, students constitute a financially
vulnerable population. Consequently, undergraduates have had difficulty absorbing the additional
college cost burden placed upon them over time. Due to these financial realities, the researcher
said, a significant source of stress for undergraduates is their finances.
Similar to other studies, the researcher survey forms in order to acquire the knowledge. A
total of 6243 first-year [college] students answered.

Analyses showes that 60% of the first-year respondents said that they frequently worried
about having enough money for regular expenses and paying for college. About 40% of students
reported that they did not participated in an activity due tk their lack of resources. Over a quarter
of the respondents indicated that they did not purchased required academic materials such as
books, and supplies due their costs. Twelve percent of the students stated that they frequently
investigated withdrawing from college due to the cost. About two-fifths of the respondents said
that they work more hours to pay for their expenses. And finally, approximately one-in-three
students said that financial concerns impacted their academic performance.

B. Financial Stress Among People

1. Fam, & Ryu

The Relationship Between Financial Worries and Psychological Distress Among U.S.
Adults
Soomin Ryu, and Lu Fan identified that a substantial number of U.S. families face financial
strains and financial vulnerability. In 2019, 3 in 10 adults had difficulty meeting their financial
needs. Additionally, about 37% of the adults reported the inability to cope with short-term
liquidity need. They also found from the Census Bureau's Household Pulse Survey in January of
2021, that 11% of U.S. adults said that their household sometimes of often did not have enough
to eat in the last seven days, and one-fifth of adults could not pay for rental housing.
In their study, they used a nationally representative sample in order to establish their
results. They hypothesized that financial worries are positively and significantly associated with
psychological distress. The result was consistent among the models they used. Furthermore, the
study also found a consistently positive role of financial worries when examining each financial
worry item. In addition, associations between financial worries and psychological distress were
more pronounced among individuals who were unmarried, had the lowest income level, and did
not own a home. Further implying that the experiences these people had has an impact on their
financial viewpoint.
The study overall presents clear evidence of financial instability among people, their
negative experiences on the topic due to stress, and the unhealthy coping strategies they
implemented. The researchers of the study also concluded a positive relationship between
financial stress and psychological distress.

2. Heckman, Lim & Montalto

Heckman, Lim, and Montalto, in another study, mentioned that concerns about debt loads
and other financial worries negatively affect student wellness are a top priority. Stress resulting
from personal financial difficulties is worth exploring in more detail, they said. Given the
challenges college students and recent graduates [in the United States] regarding the growing
burden of student loans.
The three discussed that sources of stress confirms the influential role that personal
financial problems play in the lives of college students, and that financial difficulties are often
cited among college students as sources of stress.
Heckman, et al., conducted a survey at 19 colleges and universities across the state of
Ohio and more than 5700 respondents completed the survey in November and December of
2010. The survey contained 100 questions, and was administered online. And after accounting
for missing data, the study analyzed 4488 completed surveys.
The results provided insights into financial stress among college students. Their results
were consistent with their expectations, and their hypotheses was confirmed. Students who
reported negative financial situations were significantly more likely to feel financially stressed
than students who did not report negative financial situations. Students with greater self-efficacy
were less likely to report financial stress. And lastly, students who were more optimistic about
their financial futures were less likely to report financial stress.
They concluded that financial stress, and its associated negative health and academic
outcomes, is a serious concern for college students today.

C. Cause of Financial Stress

1. Alvarado
 Paula Andrea Lopez Alvarado has mentioned that overspending has become an easy
practice as new banking technologies and financial services become available to consumers. This
overspending, she said, has increased the debt levels in American households, which increases
the financial pressure families and individuals experience. In addition, this pressure can affect
other areas of individuals' and families' lives. The negative impact of financial circumstances on
relationships, work productivity, academic performance, and health is of utmost importance.
Among the factors that she enlisted in her study, the researcher wants to point out one of
the socio-demographic factor that she mentioned, as it is also a prime profile included. She said
that there is a variation on the approach to saving, investing, and debt management across age
groups. Older individuals showed better retirement and investment practices compared to
younger individuals. Which can be explained by the fact that financial knowledge improves with
age. Older individuals showed higher levels of subjective and objective financial knowledge
compared to younger ones. They also achieved higher scores on perceived financial capabilities
compared to the younger demographic.
Moreover, her thesis report suggests that the main stressors experienced among the study
sample were too much debt and the inability to pay bills. The results also showed that younger
individuals had the highest mean levels of financial stressors, financial stress, and negative
financial behaviors. The positive relationship between age and desirable financial behavior can
be attributed to the financial experience individuals acquire as they age.

D. Coping Strategy

1. Negar
Coping strategies are the cognitive and behavioral efforts made by an individual to deal
with, mediate, tolerate, and minimize the challenges presented by stressful situations and
external sources, the researcher said.
Emotion-oriented coping or seeking social support involves adapting coping strategies by
which individuals try to control negative emotions associated with the perceived stressful
situation. They try to engage in activities which will help to reduce stress. In case the individual
is not able to find Emotion-oriented coping mechanisms they may be preoccupied with negative
emotions.
Another strategy that the researcher found is avoidance-oriented coping, which includes
activities and cognitive strategies used in deliberate attempt to disengage from stressful situations
like wishful thinking, seeking distractions, or substance use. It involves repressing the thoughts
and denying or reducing the seriousness of the situation.
While task-oriented coping strategy or problem-solving coping strategy involves
obtaining information about the stressful external situation and about other courses of action that
could reduce stress. It involves setting priorities and tackling the stressful situation directly.
The study aimed to fine which of the following methods was prominent during the
pandemic era.
 The results showed that students adopted all three coping strategies. Furthermore, the
students used avoidance coping strategies than the latter two. It indicates that students have a
lower confidence in these stressful times.

2. Fauzan, Ganesan, Oon, & Talwar

Stress has become part and parcel of life and it is unavoidable, the entitled study "A
Study on Stress Level and Coping Strategies among Undergraduate Students" said. The aim of
the study is to find the association between stress level and coping strategies among the
respondents [in Malaysia].
The results show that a vast majority of the students experienced moderate levels of
stress. The correlation between stress levels and coping strategies showed a significant negative
correlation. Therefore, the study indicates an inverse proportionality where it shows that the
undergraduate who possess low level stress were likely to have better stress coping strategies.
Additionally, the findings also indicate that the coping strategy most preferred by
undergraduates is the reference to others method (e.g., meeting with friends, asking advice from
others, talking to people). Followed by productive coping (e.g., playing sports, "looking on the
bright side of things"). And the least preferred is the non-productive coping (e.g., avoiding other
people, feel guilty, worry about the situation).
In conclusion, feelings of stress are a part of students' life. Some stress levels can
encourage them towards change and growth. However, when students are unable to cope with
stress, it can become a burden.

E. Coping With Financial Stress

1. Tesfaw, and Yitayijh

The researchers created a study to asses financial stress among students and the coping
strategies employed to manage the negative consequences of being stressed due to the financial
situation. They defined financial stress as the inability to meet one's financial obligations, but can
also include psychological or emotional effects, and can be a serious problem especially to young
adult students. Financial problems often affect an individual’s level of work productivity and
personal relationships. In addition, they observed that students who considered leaving their
academic programs prior to finishing are due to financial strain and reported poorer
psychological health. The researchers also identified factors that are affected by financial stress:
a) depression, b) anxiety, c) poor academic performance, d) poor health, and e) difficult
persisting towards degree completion. The tandem also developed a definition for coping
strategies based of on Lazarus' theory.
They used open-ended questions in order to analyze the qualitative part of their study.
The test was administered to selected participants.
The results showed that religion is a major strategy common for students to use as a
coping strategy. Fifty percent of participants pray to God as a method in managing financial
stress. The participants say that praying to God gave them strength and wisdom on how to cope
up with difficult situations. The next common practice is sharing their worries to other people,
and was used by 16% of the sample. Another effective coping strategy that the researchers found
was looking for a job, described by the respondents.
The study revealed, students were experiencing financial stress, which resulted from
one's own financial problem, and may take different measures to reduce or eliminate the negative
consequences of financial stress. The researchers concluded that religiosity contributes a lot for
the well-being of humans, and that spirituality is a variable that helps people to cope in a host of
situations, as shown by 50% of the participants who said that praying to God is the most
effective way to cope. Hence, religiosity may benefit young adult students cope better financial
stress and perform better in school.
2. Downes
In a study entitled 'Single Men's Experiences of Coping with Financial Stress', Heath
Downes mentioned experiencing financial hardship is stressful and can lead to the development
of psychological symptoms, including depression and anxiety. Negative financial change has the
potential to create emotional discomfort, which is a form of economic stress. The negative
outcomes of financial hardships are greater for men from lower socioeconomic status than for
women, the researcher also mentioned.
The researcher examined the experiences of single men who faced significant financial
stressors. There were 12 participants that was asked in the duration of the research.
The common concepts—that the researcher found—that appeared when participants
described financial stressors was not meeting their monthly expenses, getting unexpectedly large
bills outside their normal expenditures such as tax lines and funeral bills, being unable to help
family members with things like hospital expenses, not making enough money and thereby
needing other sources of income, and losing a job.
The participants said that they experienced stress in different ways. They also described
the physical effects of the stress produced such as weight gain or loss, body aches, loss of sleep,
irritability or anger, drinking more caffeine, withdrawing from friends and family, and overwork.
Seventy-five percent of the participants discussed how using sports helped to relieve their stress
levels. The activity varied between going to the gym, lifting weights, playing football, or
watching sports on TV. Other physical activities included: getting more sleep, breathing
strategies and meditation, writing, listening to music, and talking to other people including going
to therapy. While mental coping strategies ranged from learning to plan and preparing for a rainy
day, trying new things, reading self-help books and implementing their knowledge, realizing
their financial stressors were "not personal", "this has happened before and I got through it", and
focusing on what really matters
Additionally, participants further their answers by including that they have faith in God
whether through prayer, or just in a spiritual belief, using motivational quotes.
 INPUT PROCESS OUTPUT

The profile of the The interview will be The result of these will
respondents in terms formulated to have a be comprehensive
less formal way of understanding of the
of:
conversation, while conditions, difficulties,
1. Age targeting certain and experiences of
2. Gender responses to generate college students toward
cohesive data. their perspectives,
3. Financial stress, and coping
Moreover, the
Background strategies in dealing
interviewer shall be use
with financial
(i.e., their a friendly and polite
problems.
source of tone to make the
interviewees This will also be an
income.) comfortable in sharing. insight towards how
each individual carry
stressful problems they
Their environment,
Observation will also have, and what
peers, hobbies, the be a key process in methods they prefer in
current trends, and their understanding the tackling these stressors.
emotions that the
perception and Additionally, certain
interviewees have
behavioral qualities
response to these during the interview.
may lead to finding of
variables. negative or positive
effects.
The process of
Their experiences in documenting data is a)
taking down useful
dealing with Financial
information, while b)
issues manifesting recording the entirety
through what they of the interview process
if the respondents agree
enjoy, the pressure
to it, of course.
Fig. 1: Paradigm
 CHAPTER 3
METHODOLOGY OF THE STUDY

A. Research Design

This study is made by the means of qualitative methods of research. As the research's
goal is to determine subjective information such as the respondents feelings, emotions, and own
experiences — which cannot be associated with numerical data accurately — it is recommended
that understanding the opinions and perspectives of each participant to be used.
The Interaction Design Foundation defines qualitative research is the methodology
researchers use to gain deep contextual understandings of users via non-numerical means and
direct observations. And that the researchers focus on smaller samples such as in interviews, in
order to acquire data such as the respondents attitudes, behaviors, and hidden factors.
Generally, qualitative research is more explorative, it is dependent on collecting verbal,
behavioral or observational data.

Additionally, the phenomenological design of qualitative research is to be used.

Phenomenological research is a qualitative research approach that seeks to understand and
describe the universal essence of a phenomenon. The approach investigates the everyday
experiences of human beings while suspending the researchers’ preconceived assumptions about
the phenomenon. In other words, phenomenological research studies lived experiences to gain
deeper insights into how people understand those experiences, as stated by Ho, and Limpaecher.
Thus it examines the uniqueness of individuals in their situations. It also shows how each person
perceives reality in a subjective manner.

B. Population

The researcher will restrict the participants of the study, as the researcher believes that
their place of origin has no effect to one's own uniqueness; and their perspectives are a matter not
of their growing conditions, but the values they were thought throughout their lifetime. However,
it should be noted that the result will reflect us, and the situation of the country.

With that out of the way, the researcher chose the college students of Columban College -
Barretto, Inc. for several reasons excluding the statement above. These reasons include the
closeness of the institution, its accessibility and the diversity of students that the school holds.
Moreover, there will be a certain limit of respondents that will be sampled (n=50). This is
to ensure that over-generalization is avoided as to comply with uniqueness.

C. Instrument

The researcher will use a type of interview questions called focus interview which
emphasizes on the interviewees' subjective and personal responses where the interviewer or
researcher engages to elicit more information. This will be used in conjunction with another type
of interview called unstructured interview which is a less formal set of questions; the researcher
modifies the sequence and wording of each question. The purpose of this is too allow the
respondents to answer freely without bounds, too make them comfortable in sharing their
experiences toward the researcher, and to acquire more information without sounding rude.

Moreover, the researcher will apply a few observational tactic which includes their facial
expressions, body language, and hand movements in order to determine the true nature of what
they are feeling about the situation.

D. Procedures

The process of acquiring data is explained on the following steps.

1. Asking permission from the head of the institution to conduct the interview.
2. Asking different students if they want to participate in the study. Each student will not be
forced to answer if they do not want to.
3. The researcher will administer the interview in the local campus.
4. A few observations shall be made during the interview.
5. Taking down notes will be a priority as to not lose valuable information.
6. The researcher will give thank for the participants.
7. A full analysis on the answers shall be done.
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