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STRESS AND COPING MECHANISM AMONG CRIMINOLOGY
STUDENTS OF SAINT MICHAEL COLLEGE OF CARAGA
___________________________________________
A Thesis Presented to
The Faculty of the College of Criminal Justice Education
Saint Michael College of Caraga
Nasipit, Agusan del Norte
___________________________________________
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN CRIMINOLOGY
___________________________________________
By
ALBERT L. DELA PEÑA
JOSHUA FLORES
TAMARA NICOLE B. MOÑIZA
January 2021
APPROVAL SHEET
This Thesis entitled STRESS AND COPING MECHANISM AMONG
CRIMINOLOGY STUDENTS OF SAINT MICHAEL COLLEGE OF
CARAGA, prepared and submitted by ALBERT L. DELA PEÑA, JOSHUA
FLORES, TAMARA NICOLE B. MOÑIZA in partial fulfillment of the requirements
for the Degree of Bachelor of Science in Criminology, is hereby accepted and
recommended for Oral Examination.
JUN C. VILLARMIA, Ph.D
Adviser
DENNIS P. MAUSISA, RN,MAOD,DODT,EDD-ISRM
Chairman
DANILO M. FELIAS, EdD IAN S. TAMPAN, DM-HRM
MEMBER MEMBER
BEVERLY D. JAMINAL, EdD LOUIE U. CALLORA, Ph.D
MEMBER MEMBER
APPROVED by the tribunal at the Oral Examination with the grade of __________
DANILO M. FELIAS, EdD IAN S. TAMPAN, DM-HRM
MEMBER MEMBER
BEVERLY D. JAMINAL, EdD LOUIE U. CALLORA, Ph.D
MEMBER MEMBER
DENNIS P. MAUSISA, RN,MAOD,DODT,EDD-ISRM
Chairman
ACCEPTED as partial fulfillment of the requirements for the degree BACHELOR
OF SCIENCE IN CRIMINOLOGY.
JUN C. VILLARMIA, Ph.D
Dean of the College of Criminal Justice Education
ACKNOWLEDGEMENT
There are several individuals who we would like to acknowledge for supporting
us throughout the completion of our thesis.
First of all, we would like to express our gratitude to our almighty God.
To Dr. Jun C. Villarmia, Ph.D, our adviser who extends his support and
knowledge for the fulfillment of this study. And for his continuous words of
encouragement, guidance, and feedback, without which this study could not have been
accomplished.
To the family and friends who are always there to support us financially,
mentally and encourage us every day.
To the authors of the reprints included in this research for the permission they
have given for reproduction, and to many other authors for allowing us to use their
ideas from their publications.
To the panelist, Dr. Mausisa, Dr. Felias, Dr. Jaminal, Dr. Tampan, and to our
Dean, Dr. Jun C. Villarmia, who taught and assist us in our research study.
ALBERT L. DELA PEÑA
JOSHUA FLORES
TAMARA NICOLE B. MOÑIZA
Researchers
THESIS ABSTRACT
TITLE: STRESS AND COPING MECHANISM AMONG
CRIMINOLOGY STUDENTS OF SAINT MICHAEL
COLLEGE OF CARAGA
AUTHORS: ALBERT L. DELA PEÑA
JOSHUA FLORES
TAMARA NICOLE B. MOÑIZA
DEGREE: BACHELOR OF SCIENCE IN CRIMINOLOGY
SCHOOL: SAINT MICHAEL COLLEGE OF CARAGA
ADVISER: JUN C. VILLARMIA
PLACE OF PUBLICATION: NASIPIT, AGUSAN DEL NORTE
DATE: JANUARY 2021
PAGES: 1-43
ABSTRACT
Stress is a common factor among all college students especially criminology
students. A student’s life is subjected to different kinds of stressors, such as the
pressure of academics with an obligation of success, uncertain future, and difficulties
envisaged for integration into the system. These students face social, emotional,
physical, and family problems that may affect their learning ability and academic
performance. The study sought to investigate the stress and coping mechanism among
criminology student of Saint Michael College of Caraga located at Atupan St. Brgy.4,
Nasipit Agusan del Norte. Descriptive research was carried out among a total of 233
criminology students’ participants. Based on the data gathered, the majority of the
College of Criminal Justice Education students were found practicing more positive
coping strategies than negative ones. The commonly practiced positive coping
mechanism by the majority of the students was reading the bible/pray, distracting
themselves through cleaning the house/bedroom, sleep and get enough rest, and
hanging out with friends. The researchers recommend that the students, parents,
teachers, and principals, must cooperate to the program such as After-school Program,
Rapport/Influence program, comprehensive stress education and reduction program,
and monthly monitoring of teacher’s activities, and individual counselling. Student’s
stress levels will be monitored and be cope up when in their home or at school.
The study is expected to have an impact on broadening the horizon of
knowledge and understanding of stress coping strategies practiced by the college of
Criminal Justice Education students. The study will support the college students to
identify the positive and negative coping strategies, thereby stick to the healthy ones.
TABLE OF CONTENTS
PRELIMINARY PAGES PAGES
Title Page i
Table of Contents ii
List of Tables iii
List of Figures iv
CHAPTER
I. INTRODUCTION
Background of the Study 1
Significance of the Study 3
Theoretical Framework 4
Schematic Diagram 5
Statement of the Problem 6
Hypothesis 7
Scope and Limitation of the Study 7
Definition of Terms 7
II. REVIEW OF RELATED LITERATURE
Review Related Study 9
III. RESEARCH METHODOLOGY
Research Design 15
Research Locale 15
Research Respondents 16
Research Instrument 17
Ethical Standard 18
Data Gathering Procedure 19
Statistical Treatment 19
IV. RESULT AND DISCUSSIONS 20
V. CONCLUSIONS AND RECOMMENDATIONS 39
BIBLIOGRAPHY
APPENDICES
A – Letter of Approval
B – Instrument with Informed Consent
C – Map of Research Locale
D – Curriculum Vitae
E – Documentation
LIST OF TABLES
Table No. Title Page No.
1 Distribution of Respondents 17
2 Common Stressors Experienced as to Interpersonal Stressor 20
3 Common Stressors Experienced as to Intrapersonal Stressor 22
4 Common Stressors Experienced as to Academic Stressor 23
5 Common Stressors Experienced as to Environmental Stressor 24
6 Summary of the Level of Stress 25
7 Commonly used by students in terms of Positive Coping 26
and Negative Coping
8 Significant difference in the common stressors experience 29
by the Second Year Criminology students
9 Significant difference in the common stressors experience 30
by the Third Year Criminology students
10 Significant difference in the common stressors experience 31
by the Fourth Year Criminology students
11 Significant difference in the coping mechanism commonly 32
used by the Second Year Criminology Students
12 Significant difference in the coping mechanism commonly 33
used by the Third Year Criminology Students
13 Significant difference in the coping mechanism commonly 34
used by the Fourth Year Criminology Students
LIST OF FIGURES
Figure No. Title Page No.
1 Schematic Diagram 5
2 Scheme of Implementation 35
3 The Program Diagram 36
CHAPTER I
INTRODUCTION
Background of the Study
Stress is inevitable and unfortunately it produces headache, neck crick and
causes many health problems that include depression, anxiety, heart disease and stroke
(Guevarra & Cimanes 2017). In their stay in the college environment, they need to
cope with the standards of higher education – the fast-paced teaching-learning
conditions and procedures. According to Prather (2013), keeping things into
perspective, having fun with hobbies, and enjoy indulgences in moderation are secrets
to stress busters. Anything that poses a challenge or threat to wellbeing undermine
both mental and physical health (MayoClinic Staff, 2012).
Challenging situations can lead to positive outcomes such as motivation and
improved task performance (Rheinberg & Engeser, 2018) while threatening ones or
distress can result in anxiety, depression, social dysfunction and even suicidal intention
(Tang, Byrne, & Qin, 2018). Along with the enhancements during the scientific era
and the speedy development of information, competitiveness among people has
become increasingly robust, as a consequence, people have become busy and
demanding, and thus, stress is a natural consequence. Albeit appropriate stress is a
juncture for self - growth, it is also a drive for people to headway keenly. It not merely
affects our thoughts and feelings but our actions as well. However, overstress causes
problems and discomfort, and can have severe effects on people. Precisely, students
face stress when they enter an entirely new world of the education professionals.
The main assignment students were relied upon to attempt was to survey and
considering was rarely seen as distressing. What ends up being unpleasant was the
desires parents had for their kids, which thus developed into bigger weights that these
kids couldn't convey any longer. As indicated by the measurements distributed by the
National Crime Records Bureau, there is one understudy each hour that perpetrates
suicide (Saha, 2017). The authority enlisted 1.8% of understudies who ended it all
because of bombing in assessments and an 80% ascent in suicide rates for one year. A
2012 Lancet report additionally cited that the 15-29 age section in India has the
absolute best pace of suicide inside the world, and these numbers give no indication
of dropping. Scholarly pressure has been recognized because of the essential
clarification for these disturbing figures. Lee and Larson (2000) clarify this worry as an
association between natural stressors, understudy's evaluation, and responses for a
comparable. It has become a real issue that named as a "lifelong plug" (Kadapatti and
Vijayalaxmi, 2012). It, along these lines, turns into a major clarification for concern
since it is analytic rising mental state worries in India (Nadamuri and Ch, 2011).
Academic stress, among college students in particular, has been a topic of
interest for many years. Stressors are demands made by the internal or external
environment that upset the balance of a person, thus affecting the physical and
psychological well-being of the person and thus would require appropriate action if
one is to restore that balance. At one-point stress was considered to be a transactional
phenomenon dependent on the meaning of the stimulus to the perceiver. Thus, stress
is not an ordinary thing that may be set aside and ignored. Giving utmost attention to
it from the very start of the symptoms is necessary and taking proper action is a must
to avoid its worst effects (Mazo, 2015).
In addition, Furr, Westefeld, McConnell & Jenkins (2001) reported that 53%
of 1,455 college students labeled themselves as being depressed since starting college
and are attributed to academic issues, loneliness, financial difficulties and social
relationship problems. Additionally, 9% of them reported having suicidal ideation.
Morris, Brooks & May (2003) stated that the perceived stress and stressors
unnecessarily consistent across all college students and have been found to differ
between traditional and nontraditional students. In the same manner, the present study
included the same attributes on academic issues, loneliness, financial and social
relationship problems.
The purpose of this research was to know the potential causes of stressed
towards the students and with the strong study backgrounds and corroborations, this
provokes the researchers to investigate the stressors affecting the criminology students
of Saint Michael College of Caraga, and the coping strategies which will be opened for
recommendations, suggestions, and changes. Hence, curriculum planner, teachers,
parents, deans, the community and future researchers would primarily benefit from
the result of this study.
Significance of the Study
The researchers believes that the study will be beneficial to the curriculum planner,
teachers, deans, parents, the community and the future researchers. The result and input
of this study will bring understanding and ideas to the following:
For the Curriculum Planner, the findings of the study may be a good basis
towards the curriculum planner to them to be able to plan for interventions of the
problem.
For the Teachers, the findings will give idea to the teachers on how they
will give interventions in case if there will be the same problem.
For the Deans, the findings of the study may be of great help towards the
planning of the school in achieving the best performance of the students.
For the Parents, the findings of the study will give idea to the parents on
how they will be part of the solution towards the performance of their children.
For the Community, the findings of the study will give idea to the community
on how to solve or give solution towards the problem.
For the Future Researchers, the findings may serve as basis and as inputs if
and when there will be other researcher to do the same research.
Theoretical Framework
This study anchored to the theory of Bandura (1986) and Lazarus (1966). On
this on their cognitive-relational theory of stress, this theory explains the relevance of
situational stressors. Also, Lazarus (1991) mentions formal properties, such as novelty,
event uncertainty, ambiguity and temporal aspects of the stressing conditions. For
example, demands that are difficult, ambiguous, unannounced, not reparable, to be
worked on both for a long time and under time pressure,
are more likely to induce threat perceptions than easy tasks that can be prepared for
thoroughly and can be solved under convenient place and time condition. Regarding
content, environmental aspects can be distinguished with respect to the stakes
involved by the kind of a given situation. Individuals who are a fluent, healthy, capable,
and optimistic are seem as resourceful and, thus, are less vulnerable toward the stress
of life. It is of most importance to be competent to handle a stressful situation. But
actual competence is not a sufficient prerequisite. If the individual underestimates his
potential for action, no adaptive strategies will be developed. Therefore, perceived
competence is crucial. This has been labeled “perceived self-efficacy” or “optimistic
self-beliefs” by Bandura (1995).
Schematic Diagram
Input Thruput Output
Figure 1. The Schematic Diagram shows the interplay between the Input,
Output, and Thru put.
Stressors:
• Interpersonal
• Intrapersonal
• Academics
• Environmental
Coping Mechanism:
• Positive Coping
• Negative Coping
Intervention
Program
Statement of the Problem
The research was primarily aimed at identifying the stress and coping mechanism
among the criminology students of the Saint Michael College in Caraga. Specifically,
the Commission tried to address the following questions:
1. What is the common stressors experienced by criminology students of Saint
Michael College of Caraga as to:
1.1 interpersonal;
1.2 intrapersonal;
1.3 academics; and
1.4 environmental?
2. What coping mechanism commonly used by the students?
2.1 positive coping; and
2.2 negative coping.
3. Is there a significant difference in the common stressors experience by
criminology students on the different year level?
4. Is there a significant difference in the coping mechanism commonly used by
the students in the different year level?
5. What intervention program can be used after the study conducted?
Hypothesis
Ho1. There is no significant difference in the common stressors experience by
criminology students on the different year level.
Ho2. There is no significant difference in the coping mechanism commonly
used by the students in the different year level.
Scope and Limitation of the Study
This research focused only on the stress and coping mechanism of the selected
Criminology students at St. Michael's College in Caraga. It focuses primarily on the
student's actions as it was emphasized that Criminology students were the only
respondents to this survey. Students will receive a questionnaire and, as part of the
Focus Group Discussion (FGD), the researchers guided and helped students of each
year level of criminology. Furthermore, this study concerned only the above persons
and did not generalized to any other student at the Saint Michael College in Caraga.
Definition of Terms
These definitions are operational in which define the words according to how
it was used in the study.
Academic Stress. It refers to the academic performances, personality, motivation and
depression of Criminology students Saint Michael College of Caraga.
Coping Mechanism. In this study, this refers to the instrument used to counter the
stress affecting the Criminology students of Saint Michael College of Caraga.
Environmental Stress. It refers to the stress caused by the surroundings of the
respondent
Interpersonal Stress. It refers to the student on how they deal with difficult situations
and dealing with other people.
Intrapersonal Stress. This refers to conflict among family members, colleagues or
peers that caused stress among the criminology students
Negative Coping. A coping strategy used by students now a days, through the use of
alcohol, overeating and other risky or aggressive behaviors.
Positive Coping. A coping strategy that criminology students used to cope up with
stress by how they think, behave, and how they handle the situation when they are
feeling stressed.
Respondents. It refers to all Criminology students who are officially enrolled during
the 1st semester of the school year 2020-2021 at Saint Michael College of Caraga.
Stress. In this study, this refers to the factors affecting the Criminology students of
Saint Michael College of Caraga.
Stressor. It refers to the causes of stress among the Criminology students of Saint
Michael College of Caraga.
CHAPTER II
REVIEW ON RELATED LITERATURE
A student’s life is subjected to different kinds of stressors, such as the pressure
of academics with an obligation of success, uncertain future and difficulties envisaged
for integration into the system. These students face social, emotional, physical and
family problems which may affect their learning ability and academic performance
(Shaikh et.al, 2004). Some of them find it hard to cope with the stress and lag behind,
while others see the pressure as challenge to work harder. Stress can lead to disruptions
in both physical and mental health. Stress reduction and adopting a healthier life style
have been major concerns of the students (Striker et.al., 1999). The importance of
awareness about the stress level has a major effect on one’s mental and physical
capacity (Hargreaves, 1998).
Most people encounter stress that led them to rapid bodily changes such as
feelings of emotional unrest causing the body strains with body aches. With repeated
stressful situations, causes tension and pressures on the body that contribute to
physical and psychological problems (Dixon & Robinson, 2010). Defining stress from
a medical dictionary dwells on any situation that evokes negative thoughts and feelings
among persons or groups. It means that people who encounter stress will have
different experiences in their feelings and thoughts (D’Zurilla & Sheedy, 2000). This
is imperative to the amount of stress involvement they encounter when stressed. This
can be influenced by individual’s ability to effectively cope with stressful events and
situations (Segal, 2013). Disclosed to this is when college students meet such nervous
tension and is not dealt with effectively, they feel lonely and nervous with excessive
worrying due failure to cope with their negative feelings.
College students had almost the same patterns of encounters about stress
related problems (Gittins, 2010). This involves many factors such as interpersonal,
intrapersonal, academic and environmental. The 2001 National College Health
Assessment of the American College Health Association Report (2001) revealed that
during the year 2000, 76% of students felt "overwhelmed" and 22% were unable to
function as a result of depression. This means that stress among college students
caused body strains with body aches where they are unable to normally function in
times of stress. Supported by MacGeorge, Samter & Gillihan (2005) and Sasaki &
Yamasaki (2007) said that depression is a major problem. Intrapersonal and
interpersonal factors were also traced by the psychologists that exacerbate college
stress and depression. This indicated that stress was a normal part of their everyday
life. In this study, college students face many unique forms of stress and the most
common was to get good grades, having to juggle schoolwork with other
responsibilities, making a decision about future career choice, and developing a variety
of new interpersonal relationships.
Interpersonal stressors
Interpersonal stressors as “stressful episodes between two or more people that
involve quarrels, arguments, negative attitudes or behavior, an uncomfortable
atmosphere during a conversation or activity, and concern about hurting others’
feelings” (Kato, 2014). Stressors related to interpersonal stressors. Such as stressors
are one of the most frequent experienced stressors (Maybery & Graham, 2009), and
more detrimental to mental health than non-interpersonal stressors related to study
workload, financial state and so on (Bolger, DeLongis, Kessler, & Schilling, 2000;
Sheets & Craighead, 2014).
If a student that has more interpersonal stress and depression, anxiety, and
somatization, and reported less use of engagement coping strategies and greater use of
disengagement coping strategies. Engagement coping strategies accounted for a
significant portion of the association between interpersonal stress and mental health
symptoms. Unexpectedly, coping strategies did not moderate the association between
stress and mental health symptoms (Coiro, Bettis, & Compas, 2017).
Intrapersonal stressors
Intrapersonal stressor has an impact on students are common, every
occurrence rather than major events. That is students may experience as much stress
in facing such everyday occurrences as disagreements with parents, friends, or
boyfriends or girlfriends as they would if faced with major, infrequent events such as
being turned down. It is a major problem when it comes to students in their academic
performances (Wagner & Compas, 2010).
The stress caused by conflict among family members, colleagues or peers is
called intrapersonal stress and such conflicts are pretty common in our society and
intrapersonal life situation interventions are necessary to combat this. The conflict and
stress is caused by bothersome partners who are willing to cause serious trouble, and
it has been seen that the person who causes trouble and holds the grudge will suffer
more stress. When intrapersonal stress if it goes one way, it might be easily removed
and this kind of stress is known as perceived stress. An intrapersonal life intervention
is when the people in conflict decide to originate (Gitundu, 2011).
Academic stress
Academic stress is defined as the body’s response to academic-related
demands that exceed adaptive capabilities of students.2 It is estimated that 10–30% of
students experience some degree of academic stress during their academic
career.3 Indeed, academic stress among students enrolled in highly academic standards
universities has a major impact. According to the American College Health
Association 2006 survey of college students, the one greatest health obstacle to college
students’ academic performance was academic stress. Of the 97,357 college students
who participated in the survey, 32% reported that academic stress had resulted in an
incomplete, dropped course or a lower grade. Most commonly reported stressors in
the academic environment are related to oral presentations, academic overload, lack
of time to meet commitments and taking examinations (Alsulami, 2018).
Academic stress has been identified as the primary cause of these alarming
figures.Lee & Larson (2000) explain this stress as an interaction between
environmental stressors, student’s appraisal and reactions for the same. It has now
become a grave reality that is termed as a “career stopper” (Kadapatti & Vijayalaxmi,
2012). It therefore, becomes a significant cause of concern as it is symptomatic of
rising mental health concerns in India (Nadamuri & Ch,2011).
Environmental Stress
Environmental Stress that are found in our surroundings. Everyday life is full
of environmental stressors that cause minor irritations. If you use an alarm clock to
wake up, the loud noise from your alarm is an environmental stressor. Extreme
temperatures are also environmental stressors and can lead to discomfort. The
environment distracts a student because of its surroundings. For example, noise,
crowded places, natural disasters, and etc. (Williams, 2010).
Environmental stress can be defined as the cognitive, emotional, and
behavioral responses to an environmental stimulus or stressor. Four types of
environmental stressors including cataclysmic events, stressful life events, daily hassles,
and ambient stressors. Cataclysmic events include infrequent events such as natural
disasters that have a major impact on people and their environment and tend to affect
larger groups of people. Stressful life events like family problems or illness denote
personal events that people may experience on a daily basis. Daily hassles denote the
things that we experience every day, like crowding and stressful commutes. Ambient
stressors such as air pollution or noise are also referred to as background stressors
(Najafi, 2018).
Positive Coping
Coping styles can be divided into two, positive coping and negative coping. A
positive coping style involves behavioral or psychological responses designed to
change the nature of the stressor itself or how one thinks about it, whereas a negative
coping style leads people into activities (such as alcohol use) or mental states (such as
withdrawal) that prevent them from directly addressing stressful events (Thiruchelvi
& Supriya, 2012). Xie (2004) pointed out that, rather than a positive coping style
necessarily having beneficial consequences, or a negative one having negative
consequences, positive and negative coping styles are relative. Thus, although some
coping styles are classified as negative, they may have beneficial effects on relieving
stress and temporarily coping with setbacks, suggesting the difference between the two
coping styles may be quantitative. Mullis and Chapman (2000) found that individuals
with higher self-esteem usually adopted question-focused coping strategies aimed at
solving problems, whereas those with lower self-esteem tended to adopt emotion-
focused coping strategies, including venting of emotions and avoiding problems. This
indicates that self-esteem is related to coping style, a finding supported by other
scholars (He & Fan, 2014; L. Li, 2014).
Negative coping
Negative coping includes the use of alcohol, drugs, overeating and other risky
or aggressive behaviors to cope with stress or anxiety (Copper, Rusell, Skinner, &
Frone, 2019). There is a lack of accord about the impact of negative coping strategies.
Honglin et al. (2009) found that males are more likely to use negative coping strategies
such as alcohol consumption and drug use (Misigo, 2015). Dyson and Renk (2006), on
the other hand, found that regardless of gender, students use similar negative coping
strategies—such as alcohol consumption. Students may also misuse sleeping pills
(Zafar et al., 2008) or prescription stimulants (Allen & Holder, 2014) in order to
combat daytime fatigue and sleepiness (Waqas, Khan, Sharif, Khalid, & Ali, 2015) in
an effort to derive better focus, concentration and well-being (Weyandt et al., 2009).
Intervention Programs are effective in reducing stress in College students.
Schools are encouraged to make such programs widely available to students. In
addition, however, future work should focus on developing stress reduction programs
that attract male and female students and address their needs (Regehr, Glancy, & Pitts,
2013).
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design that was used in the study, the
research locale, population, and respondents, research instrument, ethical standard,
data gathering procedure, and the statistical treatment that will be used in the
interpretation and analysis of the data gathered in the study.
Research Design
This study employed a correlational quantitative method which aims to
understand and accept the opinions or insights of the respondents in a definite or
specific problem. It is non-experimental research that the researchers collected data
without changing or introducing treatment (Gehle, 2013).
In this study, the variables were not manipulated, nor was the settings be
controlled. Correlational studies endeavor to identify the relationships between two
variables. Furthermore, correlation can be positive or negative, and it depends on the
responses or data from the respondents (Keegan, 2014). This research design to be
utilized in this study aims to determine the significant relationship between the causes
of stress of Criminology students of Saint Michael College of Caraga
Research Locale
The study was conducted at Saint Michael College of Caraga, located at Atupan
Street, Nasipit Agusan Del Norte. Saint Michael College of Caraga is a Catholic School
in Nasipit Agusan Del Norte under the Ramon Dioses of Butuan in the Philippines.
As cited from Saint Michael College of Caraga student’s handbook (2017), the school
was founded on July 1, 1945, with Fr. Francisco Von Dyke as the first Director. June
2000, Msgr. Bienvenido A. Betaizar opened the Grade School Department with Mrs.
Minda R. Cocon as the first Principal after I-IV. In June 2011, Baccalaureate Program
offered to include a Bachelor of Science and Business Administration major in
financial management and a Bachelor of Arts in the English Language.
Saint Michael Institute replaced with a new name Saint Michael College of
Caraga suggested by Mrs. Del Rosario, during the SMI General Assembly, the name
approved by the Securities and Exchange Commission. In the year 2010, the Bachelor
of Science and Technology and one-year seafarer opened. On the year 2012, the
additional program has offered the Bachelor of Science in Criminology, the Bachelor
of Science in Tourism Management, added major in Secondary Education in Math and
Science, and the Housekeeping NCII. On the year 2016 extra Department, the
Learning Resource Department and Research Publication department and E-Library.
Research Respondent
The respondents of this study were the Second Year to Fourth Year
Criminology students of Saint Michael College of Caraga, who officially enrolled in the
1st Semester School Year 2020-2021. In the second year, there were 96 students only
who answered the survey, In the third year there was 83 students, the Fourth year there
were 54 students. All respondents had the total of 233 students of The Bachelor of
Science in Criminology have answered the survey.
Table 1
Distribution of Respondents
n=233
POPULATION
SAMPLE SIZE
YEAR
LEVEL
MALE
FEMALE
TOTAL
MALE
FEMALE
TOTAL
F
F
F
F
%
F
%
F
%
SECOND
YEAR
231
89
329
116
69.05
45
69.23
161
69.10
THIRD
YEAR
66
23
89
33
19.64
12
18.46
45
19.31
FOURTH
YEAR
37
17
54
19
11.31
8
12.31
27
11.59
TOTAL
334
129
463
168
100
65
100
233
100
Research Instrument
The researchers used Google forms as survey questionnaires together with
information relevant to the study. The survey had different parts that affect the stress
and coping mechanism of criminology students. The questionnaire also assessed the
respondent's profile, Part I was answered by the respondent regarding their causes of
stress. Part II was answered by the respondent about their coping strategies on how
they deal with stress. This data collection methods rely on random sampling and
structured data collection instruments that fit diverse experiences into predetermined
responses. They produce results that are easy to summarize, compare, and generalize.
If the intent is to generalize from the research participants to a larger population, the
researcher will employ probability sampling to select participants (Kabir, 2016).
Range of Means Description Level Interpretation
4 Very High This means that the Criminology
students are always stressed.
3 High This means that the Criminology
students are often stressed.
2 Low This means that the Criminology
students are slightly stressed.
1 Very Low This means that the Criminology
students are never stressed.
Ethical Standard
The researchers explained and discussed to the respondents in their local
language what the study is all about, and let them understand what are the benefits
that they will receive. The respondents were also informed that the data or
information’s that the researchers obtained were confidential as the researchers
followed protocol. After all the data tabulated, analyzed, and interpreted all the survey
questionnaires were kept and stored by one of our group members, for the
confidentiality of the respondent's data. The researchers completely explained the
content of the study and answered with their own decision. The rights of the
respondents were followed and were given respect by the researchers with good ethics,
and friendly manner, giving the respondents with ease and hustle free upon answering
the questionnaire. The respondents put their signatures after they answered the
informed consent. This informed consent was given on the day of the floating of
surveys.
Data Gathering Procedure
These were the following steps that were undertaken in gathering the pertinent
data of the study: First, the researchers sent a letter addressed to the principal’s office,
the criminal justice education principal for the approval to conduct this study. Second,
the researchers conducted an orientation regarding the purpose, process, benefits, and
participation of respondents. Subsequently, the researchers distributed the informed
consent form to the respondents together with the surveyed questionnaire. Lastly,
after all the respondents give his/her responses, the researchers collected/retrieved
the surveyed questionnaire for tabulation, analysis, and interpretation of the data
collected
Statistical Treatment
In order to thoroughly analyze the data to be collected, the researchers have
utilized the following statistical tools to aid the reliability and validity of the test results
namely:
(1) Weighted Mean, was used to justify problem number one and two;
(2) Chi-Square
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter presents, analysis, and interprets data collected in this study. The
data pertain to interpersonal, intrapersonal, academics and environmental, positive
coping, and negative coping of the College of Criminal Justice Education of Saint
Michael College of Caraga.
Problem 1. What is the common stressors experienced by criminology students
of Saint
Michael College of Caraga as to interpersonal, intrapersonal,
academics,
and environmental?
1.1 As to Interpersonal Stressor
Table 2
Common Stressors Experienced as to Interpersonal Stressor
n=233
INTERPERSONAL STRESSOR
I am stressed when . . .
Weighted
Mean
Verbal
Description
Rank
1. I have fight with boyfriend/girlfriend
1.80
Low
3
2. I am in trouble with parents
2.08
Low
1
3. I am in trouble with teachers
1.96
Low
2
4. I am in trouble with friends
1.72
Low
4
5. I am in relation with the opposite sex
1.46
Very Low
5
Mean
1.80
Low
Table 2 shows common stressors experienced by Criminology Students of
Saint Michael College of Caraga as interpersonal stressors with an over-all mean of
1.80. It reveals that “I am trouble with my parents” ranks first with the weighted mean
of 2.08 and “I am in relation with the opposite sex” ranks last with a weighted mean
of 1.46.
To sum up the data gathered the reasons why most students are having trouble
with parents because of high academic expectations and peer involvements that it will
cost failure to achieve success and academic performances of their children.
This also connect to the statement of Batchelor and Samantha (2013), that
there are also occasions that parents disapprove of their children’s going into a
relationship. Parents’ involvement in their children’s learning is widely regarded as an
important way of helping to reduce the achievement gap between disadvantaged
students and their more affluent peers, but unfortunately, policy interest in parent
involvement has outpaced evidence of its effectiveness as an intervention strategy,
students feel stress because of high expectations of parents when it comes to their
academics and to go into a relationship.
1.2 As to Intrapersonal Stressor
Table 3
Common Stressors Experienced as to Intrapersonal Stressor
n=233
INTRAPERSONAL STRESSOR
I am stressed when . . .
Weighted
Mean
Verbal
Description
Rank
1. I have new Responsibilities
2.82
High
3
2. I have financial difficulties
2.96
High
1
3. I spoke in public
2.84
High
2
4. I change my eating habits
2.22
Low
5
5. My name is called during class discussion.
2.80
High
4
Mean
2.73
High
Table 3 shows common stressors experienced by Criminology Students of
Saint Michael College of Caraga as intrapersonal stressors with an over-all mean of
2.73. It shows that “I have financial difficulties” rank first with the weighted mean of
2.96. While “I change my eating habits” rank last with a weighted mean of 2.22.
To sum up the data gathered the reasons why most students have financial
difficulties because not all students can provide financial needs, others who want to
finish studying, they find ways to achieve that dream. They work multiple jobs to
provide their daily needs, their school tuition, books/manuals, uniform, rent, food,
and transportations. Recent research suggests that students with higher levels of
financial stress are more likely to seek professional financial counseling as compared
to students with lower stress levels (Trombitas, 2012), which may help to mitigate
some of the negative effects of financial stress on academic achievement and student
well-being.
1.3 As to Academic Stressor
Table 4
Common Stressors Experienced as to Academic Stressor
n=233
ACADEMIC STRESSOR
I am stressed when . . .
Weighted
Mean
Verbal
Description
Rank
1. There is an increased in my class work load
2.92
High
3
2. I got lower grade than expected
2.94
High
2
3. I missed to many classes
2.50
High
5
4. I am anticipating of graduation
2.64
High
4
5. I have many assignments to be done
3.04
High
1
Mean
2.81
High
Table 4 shows common stressors experienced by Criminology Students of Saint
Michael College of Caraga as Academic Stressor with an over-all mean of 2.81. It
shows that “I have many assignments to be done” rank first with the weighted mean
of 3.04. While “I missed too many classes” rank last with a weighted mean of 2.50.
According to Stenger (2018), students who are overloaded experience higher levels of
stress and more physical problems like sweating, headaches, exhaustion, stomach
problems, and/or sleeping difficulties. Also, a general lack of balance in their lives,
feeling like they need to choose to complete their homework over engaging in social,
physical, and restorative activities that could support their well-being. Assigning too
much work can diminish its effectiveness and even make it counter-productive. Just
because students are doing more work, doesn’t mean they are learning more.
1.4 As to Environmental Stressor
Table 5
Common Stressors Experienced as to Environmental Stressor
n=233
ENVIRONMENTAL STRESSOR
I am stressed when . . .
Weighted
Mean
Verbal
Description
Rank
1. I cannot go early to school.
2.32
Low
4
2. I participate class lectures and activities
2.40
Low
3
3. I am adjusting to the campus environment
2.08
Low
5
4. I go to crowded places
2.42
Low
2
5. I cannot focus due to noisy places.
3.10
High
1
Mean
2.46
Low
Table 5 shows common stressors experienced by Criminology Students of
Saint Michael College of Caraga as Environmental Stressors with an over-all mean of
2.46, which shows, “I cannot focus due to noisy places” rank first with a weighted
mean of 3.10. While “I am adjusting to the campus environment” rank last with a
weighted mean of 2.08.
To sum up the data gathered the reasons why most students cannot focus due
to noisy places, it is evident that the majority of the respondent prefer to study silently
for they can concentrate and focus at the same time to sink in the lessons that they
need to study.
Moreover, this is a corresponding statement of Mehta, Zhu, & Cheema (2012),
silence is golden when tackling the most difficult tasks. Learning or analyzing highly
convoluted material, our brains process information significantly more quickly without
ambient noise. The extra brainpower required to interpret the noise increases the
amount of processing that the already overloaded brain has to deal with it. When the
ambient noise is extremely loud or grating during arduous tasks, it can even harm our
health, quickly raising our blood pressure and stress levels.
Table 6
Summary of the Level of Stress
n=233
STRESSORS
WEIGHTED
MEAN
VERBAL
DESCRIPTION
RANK
Interpersonal Stressor
1.80
Low
4
Intrapersonal Stressor
2.73
High
2
Academic Stressor
2.81
High
1
Environmental Stressor
2.46
Low
3
Over-All Weighted Mean
2.45
LOW
Table 6 shows the summary of the level of stress, like interpersonal,
intrapersonal, academic, and environmental stressors had an over-all weighted mean
of 2.45. It shows “Academic Stressors” rank first with the weighted mean of 2.81.
To sum up the data gathered the reasons why most students choose Academic
Stressor because it is evident that the majority of the respondents choose Academic
because it is the primary cause of stress.
Academic stress has been termed as the primary cause of these alarming
figures. Lee & Larson (2010) explain this stress as an interaction between
environmental stressors, student’s appraisal, and reactions to the same. It has now
become a grave reality that as a “career stopper” (Kadapatti & Vijayalaxmi, 2012). On
the other hand, “Intrapersonal Stressor” ranks second with the weighted mean of 2.73,
and “Environmental Stressors” rank third with the weighted mean of 2.46.
“Interpersonal Stressor” ranks fourth and the least stressor experienced by the
Criminology Students of Saint Michael College of Caraga.
Problem 2. What coping mechanism commonly used by the students in terms
of Positive Coping and Negative Coping?
Table 7
Commonly Used by Students in Terms of Positive Coping and Negative
Coping
n=233
POSITIVE COPING
Weighted
Mean
Verbal
Description
Rank
When I am stressed, I usually. . .
1. Sleep and get enough rest
2.86
Oftentimes
3
2. Hang out with friends
2.76
Oftentimes
4
3. Do regular exercise
2.42
Seldom
6
4. Write in a journal
2.00
Seldom
7
5. Play with a pet
2.50
Oftentimes
5
6. Distract myself through cleaning the house/bedroom
2.96
Oftentimes
2
7. Read the Bible/Pray
3.10
Oftentimes
1
Mean
2.60
Oftentimes
NEGATIVE COPING
Weighted
Mean
Verbal
Description
Rank
When I am stressed, I usually. . .
1. Drink/Take alcohol or drugs
1.82
Seldom
4
2. Smoke cigarettes
1.32
Never
7
3. Eat too much
2.20
Seldom
2
4. Join nightclubs and make fun
1.44
Never
6
5. Get irritable and yell at others or being aggressive.
2.00
Seldom
3
6. Criticize Myself (negative self-talk)
2.58
Oftentimes
1
7. Chew my fingernails
1.76
Seldom
5
Mean
2.00
Seldom
Over-All Weighted Mean
2.30
SELDOM
Table 7 shows that the positive coping mechanism presented seven coping
strategies with a weighted mean of 2.60. The first top three of the positive coping
mechanism found, (1) reading the bible, (2) distracting myself through cleaning the
house/bedroom, and (3) sleep and get enough rest. Private religious practices such as
prayer and scripture reading can also assist with emotion management, and can
moderate the links between stressors and depressive symptoms and other
psychological problems (Sharp, 2010). According to Staff (2016), when it comes to
sleep, sleeping is an essential bodily function for everyone. But for students especially,
it’s the body’s time to repair the damage of the day, regulate hormones, consolidate
memory, solidify learning, and restore energy so they can wake up and do it all over
again the next day. Lack of sleep increases levels of adrenaline and cortisol, making us
feel wired, edgy and stressed. That physical stress combines with the psychological
stress of homework, social stress, overscheduled extracurricular activities, pressure to
perform, and looming responsibilities of adulthood that can feel overwhelming. And
stress hormones make it harder to fall asleep, creating a cycle of sleep debt that is hard
to break out of. On the other hand, hanging out with friends, play with a pet, do regular
exercises, and write in a journal were found to be the least positive coping mechanism
used by the criminology students.
While the negative coping mechanism presented seven coping strategies with
a weighted mean of 2.00, the top three negative copings found, (1) criticize me
(negative self-talk), (2) eat too much, (3) get irritable and yell at others, or being
aggressive. According to Thompson and Zuroff (2010), measures the two types of
self-criticism: comparative and internalized. Comparative self-criticism typically
involves comparing oneself to others and finding one’s self to be lacking. People
who are self-critical in this way often tend to base their self-esteem on perceptions
of the way others feel about them and may view other individuals as
superior, critical, and/or hostile. Operating under the belief that one is viewed in
a negative way may lead one's self-image to adapt to reflect this
perception. Internalized self-criticism, on the other hand, may involve the feeling
that one cannot possibly live up to personal ideals or standards or the belief that
one is deficient in some way. Thus, even success may be viewed as failure. For
example, an individual who has a high level of internalized self-criticism may
receive an A- on a test and still feel unsuccessful, believing that anything less than
perfection constitutes failure. On the other hand, drink/take alcohol or drugs, chew
my fingernails, join nightclubs and make fun, and smoking cigarettes were found to be
the least negative coping mechanism used by the Criminology students of Saint
Michael College of Caraga. Positive and Negative Coping Mechanism has an over-all
weighted mean of 2.30. Life can be very stressful. Many people use alcohol to relax
and to combat the effects of stress. We might tell ourselves that alcohol will reduce
our stress… and to begin with, it might seem to help us relax. However, using alcohol
in this way can lead to a vicious cycle of problems. If we use alcohol as a treatment for
something that is wrong in our lives, without doing anything positive about the
underlying problem, the drinking may become a further problem. Alcohol is not a
healthy way of dealing with stress. Drinking to deal with stress can interfere with
academics, relationships, finances, and lead to more problems, like alcoholism and
health complications (Twersky, 2017).
Problem 3. Is there a significant difference in the common stressors experience
by criminology students on the different year level?
Table 8
Significant Difference in the Common Stressors Experience by the Second
Year Criminology students
2nd year
Chi-Square
df
Asymp.
Sig.
Decision
Conclusion
Interpersonal
.067a
1
.796
Accept Ho
There is no
significant
difference in the
common stressors
experience by 2nd
Year Criminology
Students.
Intrapersonal
6.400b
2
.041
Reject Ho
There is a
significant
difference in the
common stressors
experience by 2nd
Year Criminology
Students.
Academics
.600a
1
.439
Accept Ho
There is no
significant
difference in the
common stressors
experience by 2nd
Year Criminology
Students.
Environmental
.067a
1
.796
Accept Ho
There is no
significant
difference in the
common stressors
experience by 2nd
Year Criminology
Students.
Table 8 shows the Significant difference in common stressors experienced by
the Second Year Criminology students of Saint Michael College of Caraga. There is a
significant difference in Intrapersonal. While there is no significant difference in
Interpersonal, Academic, and Environmental Stressor experienced by 2nd Year
Criminology Students. It clearly states that the highest significant difference falls in the
“Interpersonal and Environmental” with the same level of significance of .796
followed by “Academics” with .439 level of significance while the lowest falls on the
“Intrapersonal” with .041. According to Gittins (2010), College students had almost
the same patterns of encounters about stress related problems. This involves many
factors such as interpersonal, intrapersonal, academic and environmental. The 2001
National College Health Assessment of the American College Health Association
Report (2001) revealed that during the year 2000, 76% of students felt "overwhelmed"
and 22% were unable to function as a result of depression. This means that stress
among college students caused body strains with body aches where they are unable to
normally function in times of stress. Supported by MacGeorge, Samter & Gillihan
(2005) and Sasaki & Yamasaki (2007) said that depression is a major problem.
Table 9
Significant Difference in the Common Stressors Experience by the Third Year
Criminology students
3rd year
Chi-
Square
df
Asymp.
Sig.
Decision
Conclusion
Interpersonal
1.077a
2
.584
Accept
Ho
There is no
significant
difference in the
common stressors
experience by 3rd
Year Criminology
Students.
Intrapersonal
4.769a
2
.092
Accept
Ho
Academics
13.769b
3
.003
Reject Ho
There is a
significant
difference in the
common stressors
experience by 3rd
Year Criminology
Students.
Environmental
8.000a
2
.018
Reject Ho
Table 9 shows the Significant difference in the common stressors
experiences by the Third Year Criminology students of Saint Michael College of
Caraga. Both Interpersonal and Intrapersonal Stressors have no significant difference
in the common stressors experienced. While Academics and Environmental Stressors
have a significant difference in the common stressors experience by 3rd Year
Criminology Students. Coping styles can be divided into two, positive coping and
negative coping. A positive coping style involves behavioral or psychological responses
designed to change the nature of the stressor itself or how one thinks about it, whereas
a negative coping style leads people into activities (such as alcohol use) or mental states
(such as withdrawal) that prevent them from directly addressing stressful events
(Thiruchelvi & Supriya, 2012).
Table 10
Significant Difference in the Common Stressors Experience by the Fourth
Year Criminology students
4th year
Chi-Square
df
Asymp.
Sig.
Decision
Conclusion
Interpersonal
10.182a
2
.006
Reject Ho
There is a significant
difference in the
common stressors
experience by 4th
Year Criminology
Students.
Intrapersonal
20.545b
3
.000
Reject Ho
Academics
18.364b
3
.000
Reject Ho
Environmental
6.091a
2
.048
Reject Ho
Table 10 shows the Significant difference in the common stressors experiences
by the Fourth Year Criminology students of Saint Michael College of Caraga. There is
a significant difference in the common stressors experienced by 4th Year Criminology
Students. As graduation looms, many students in their final year of undergraduate studies
can feel pressure to figure out what they’re doing after completing their degree. Whether
imposed by family, friends, or one’s self, being faced with such a significant decision while
also trying to do well in upper-level classes and internships can frequently push students over
the edge. Whether planning to move directly into an entry-level role or undertake more
education, the decision can feel paralyzing and even irreversible in the moment. Speaking
with peers who seem to have effortlessly figured it all out already only adds to anxious
feelings and stress (Albrect, 2020).
Problem 4. Is there a significant difference in the coping mechanism
commonly used
by the students in the different year level?
Table 11
Significant Difference in the Coping Mechanism Commonly Used by the
Second Year Criminology Students
2nd year
Chi-Square
df
Asymp.
Sig.
Decision
Conclusion
Positive Coping
Mechanism
.600a
1
.439
Accept Ho
There is no
significant
difference in the
common stressors
experience by 2nd
Year Criminology
Students.
Negative
Coping
Mechanism
.400a
2
.819
Accept Ho
Table 11 shows the Significant difference in the coping mechanism commonly
used by the Second Year Criminology Students of Saint Michael College of Caraga.
There is no significant difference in the common stressors experienced by 2nd Year
Criminology Students. Coping styles can be divided into two, positive coping and
negative coping. A positive coping style involves behavioral or psychological responses
designed to change the nature of the stressor itself or how one thinks about it, whereas
a negative coping style leads people into activities (such as alcohol use) or mental states
(such as withdrawal) that prevent them from directly addressing stressful events
(Thiruchelvi & Supriya, 2012).
Table 12
Significant Difference in the Coping Mechanism Commonly Used by the
Third Year Criminology Students
3rd year
Chi-Square
df
Asymp.
Sig.
Decision
Conclusion
Positive Coping
Mechanism
1.923a
1
.166
Accept Ho
There is no
significant difference
in the common
stressors experience
by 3rd Year
Criminology
Students.
Negative
Coping
Mechanism
2.000a
2
.368
Accept Ho
Table 12 shows the Significant difference in the coping mechanism commonly
used by the Third Year Criminology Students of Saint Michael College of Caraga.
There is no significant difference in the common stressors experienced by 3rd Year
Criminology Students. Coping styles can be divided into two, positive coping and
negative coping. A positive coping style involves behavioral or psychological responses
designed to change the nature of the stressor itself or how one thinks about it, whereas
a negative coping style leads people into activities (such as alcohol use) or mental states
(such as withdrawal) that prevent them from directly addressing stressful events
(Thiruchelvi & Supriya, 2012)
Table 13
Significant Difference in the Coping Mechanism Commonly Used by the
Fourth Year Criminology Students
4th year
Chi-Square
df
Asymp.
Sig.
Decision
Conclusion
Positive Coping
Mechanism
13.727a
2
.001
Reject Ho
There is a significant
difference in the
common stressors
experience by 4th Year
Criminology Students.
Negative Coping
Mechanism
4.455a
2
.108
Accept Ho
There is no significant
difference in the
common stressors
experience by 4th Year
Criminology Students.
Table 13 shows the Significant difference in the coping mechanism commonly
used by the Fourth Year Criminology Students of Saint Michael College of Caraga.
Positive Coping mechanisms have a significant difference in the common stressors
experienced. While Negative Coping Mechanism has no significant difference in the
common stressors experience by 4th Year Criminology Students. Coping styles can be
divided into two, positive coping and negative coping. A positive coping style involves
behavioral or psychological responses designed to change the nature of the stressor
itself or how one thinks about it, whereas a negative coping style leads people into
activities (such as alcohol use) or mental states (such as withdrawal) that prevent them
from directly addressing stressful events (Thiruchelvi & Supriya, 2012).
Problem 5. What intervention program can be used after the study conducted?
PROPOSED OUTPUT
I. Program Title
Intervention program on Stress and Coping Mechanism Among
Criminology Students in Saint Michael College of Caraga.
II. Program Objective
To assess the effectiveness of the proposed program Stress and Coping
Mechanism Among Criminology Students in Saint Michael College of
Caraga.
III. Program Description
The guidance program designed by the researchers is on the findings
of the study, group deliberation on the Stress and Coping Mechanism
Among Criminology Students in Saint Michael College of Caraga.
IV. Scheme of Implementation
Figure 2. The intervention program for Stress and Coping Mechanism
Among Criminology Students of Saint Michael College of Caraga
Phase 1
Endorsement of
the intervention
program
Phase 2
Implementation
phase
Implementation of
intervention
program for Stress
and Coping
Mechanism
Among
Criminology
Students of Saint
Michael College of
Caraga
Phase 3
Evaluation phase
Evaluation of the
intervention
program
regarding the
Stress and
Coping
Mechanism using
the same
instrument.
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations based on the
findings of the study. This study was undertaken to determine the Stress and Coping
Mechanism Among Criminology Students of Saint Michael College of Caraga:
Conclusions
Based on the data gathered, the majority of the College of Criminal Justice
Education students were found practicing more positive coping strategies than
negative ones. The commonly practiced positive coping mechanism by the majority of
the students are reading the bible/pray, distracting themselves through cleaning the
house/bedroom, sleep and get enough rest, and hanging out with friends. This can
possibly be common for the students due to the cultural background of the students.
Fathers and Mothers are very great in cultivating their children to meet their religious
and cultural demands, in which they believe minimize risky coincidences. However,
students were found having a poor practice regular exercise, play with a pet, and write
in a journal. As the college students stick too much to academics, they may fail to get
time and engage in sports. The lack of visiting guidance and counselling centers
definitely comes originates from the culture. The culture doesn’t teach people to be
open and express their feelings to others, especially to strangers.
According to the results of the study, holding stress management training
program workshops in rigorous courses such as the criminal justice education
department can improve mental health of the students.
Recommendations
Having the outcome of the study as the basis, the following recommendations
were formulated:
Primary Recommendation
The researchers recommend that the students, parents, teachers, and
principals, must cooperate to the program such as After-school Program,
Rapport/Influence program, comprehensive stress education and reduction program,
and monthly monitoring of teacher’s activities, and individual counselling. Student’s
stress levels will be monitored and be cope up when in their home or at school.
According to Yazdani (2010), evidences indicate that most of the human
successes are created in stressful conditions; but high rate of stress would followed by
numerous consequences, including mental and physical illnesses, sleep disorders,
restlessness, irritability, forgetfulness, abnormal fatigue, reduced individual's resistance
and recurrent infections, headaches, poor concentration, memory impairment and
reduce in problem solving ability.1 In general, everyone experiences the stress, but
students are a group of people who are at the higher risk of stressors due to the
transitional nature of the student life; because they need to adjust themselves with the
life environment which requires compliance with new social norms and new
friendship. Accordingly, their perception from an event is affected as a stressor and
selecting coping strategies which they use them in the particular situations.
Secondary Recommendations
• To the students, they must have time management in order to handle stress
and able to cope up.
Time management is a way to find the time for all the things you want
and need to do. It helps you decide which things are urgent and which can
wait. Learning how to manage your time, activities, and commitments can be
hard. But doing so can make your life easier, less stressful, and more
meaningful (Romito, 2019).
• To the teachers/educators, they must know how to look up on students who
goes through stress and give advices on how to cope up.
Developing a positive student/teacher relationship is critical for
reducing stress. For children at-risk they need someone that has a calming and
empathetic presence that they can go to when in need, such as a homeroom
teacher, the school psychologist, the school nurse or resource teacher
(Whitaker, 2017).
• To the School Administrators, they must conduct seminars or orientations to
students who undergoes stress.
School administrators may provide recreational activities to the
criminology students. Values orientation regarding student’s behavior and
character-building programs shall be taken into consideration to develop a
sense accountability among students regarding their actions (Villarmia, 2016).
• To the future researcher, they must conduct similar studies.
The researcher found that the stress mainly comes from academic
tests, interpersonal relations, relationship problems, life changes, and career
exploration. Such stress may usually cause psychological, physical, and
behavioral problems. This study finds the causes of stress among youth. So,
after identifying causes the researcher suggests that more emphasis can be
given to development stage of child into adolescence. They should be brought
up in the positive environment. More emphasis should be given to the outdoor
activities and create hostile learning environment by minimizing the negative
impact of stressors. The findings will help the individual students, scholars,
lecturers, career and counseling centers. (Bhargava, 2018).
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APPENDICES
APPENDIX A-1
APPENDIX A-2
APPENDIX A-3
APPENDIX A-4
APPENDIX A-5
APPENDIX B-1
STRESS AND COPING MECHANISM AMONG CRIMINOLOGY
STUDENTS OF SAINT MICHAEL COLLEGE OF CARAGA
SURVEY QUESTIONNAIRE
Control No.
________
Instructions:
This questionnaire is divided into two parts; Part 1 and Part 2. Part 1 indicates
the causes of stress you have encountered. On the other hand, Part 2 comprises the
following sets of questions related into two, positive and negative coping. The survey
probably takes about 10-15 minutes to complete the questionnaire.
PART I. STRESSORS
Directions: This is a survey on how you experienced stress and how it affected you
interpersonally, intrapersonal, academically, and environmentally. Please rate
objectively by checking the appropriate box and use the following scale:
SCALE VERBAL DECRIPSTION VERBAL INTERPRETATION
4 Very High This means that the Criminology
students are always stressed.
3 High This means that the Criminology
students are often stressed.
2 Low This means that the Criminology
students are slightly stressed.
1 Very Low This means that the Criminology
students are never stressed.
STATEMENT
1
Very
Low
2
Low
3
High
4
Very
High
INTERPERSONAL STRESSOR
I am stressed when . . .
1. I have fight with boyfriend/girlfriend
2. I am in trouble with parents
3. I am in trouble with teachers
4. I am in trouble with friends
5. I am in relation with the opposite sex
INTRAPERSONAL STRESSOR
I am stressed when . . .
1. I have new Responsibilities
2. I have financial difficulties
3. I spoke in public
4. I change my eating habits
5. My name is called during class discussion.
ACADEMIC STRESSOR
I am stressed when . . .
1. There is an increased in my class work
load
2. I got lower grade than expected
3. I missed to many classes
4. I am anticipating of graduation
5. I have many assignments to be done
ENVIRONMENTAL STRESSOR
I am stressed when . . .
1. I cannot go early to school.
2. I participate class lectures and activities
3. I am adjusting to the campus
environment
4. I go to crowded places
5. I cannot focus due to noisy places.
PART II. COPING MECHANISM
DIRECTIONS: The following are related coping activities in dealing with stress.
Please rate by checking the appropriate box indicating the coping activity and the level
you undertake in dealing with stress. Use the rating scale below.
SCALE VERBAL DECRIPSTION VERBAL INTERPRETATION
4 Always This means that the criminology students
always use the strategy.
3 Oftentimes This means that the criminology students
use the strategy many times.
2 Seldom This means that the criminology students
rarely use the strategy.
1 Never This means that the criminology students
never use the strategy.
STATEMENT
SCALE
1
Never
2
Seldom
3
Oftentimes
4
Always
POSITIVE COPING
When I am stressed, I usually. . .
1. Sleep and get enough rest
2. Hang out with friends
3. Do regular exercise
4. Write in a journal
5. Play with a pet
6. Distract myself through cleaning
the house/bedroom
7. Read the Bible/Pray
NEGATIVE COPING
When I am stressed, I usually
. . .
1. Drink/Take alcohol or drugs
2. Smoke cigarettes
3. Eat too much
4. Join nightclubs and make fun
5. Get irritable and yell at others or
being aggressive.
6. Criticize Myself (negative self-
talk)
7. Chew my fingernails
Thank you very much for taking time to answer this survey questionnaire. Your
responses shall be kept confidential and will only be used for this study. I wish you
good luck and success in your future academic endeavors.
Researchers
APPENDIX B-2
Instrument with Informed Consent Form
School I.D No: ____________ Control Number: _______
Pahibalo: Kini nga mga pangutana tubagon ug yes or no. Palihog check (✓) sa box kung yes
ang tubag or no kung dili.
YES NO
1. Gipahibalo k aba sa tumong ani nga research study?
2. Nasayod k aba sa mga benepisyo nga imong makuha ani nga study?
3. Kabalo ka ba nga confidential ang mga datos nga makuha ani nga
study?
4. Gipasabot k aba ug maayo sa mga researchers mahitungod ani nga
mga study?
5. Wala ka ba gipugos sa pagtubag ani nga questionnaire?
6. Sa emu bang kabobot-on ang pagtubag ani nga mga pangutana?
7. Wala ba natamakan ang imong katungod sa apil nga study?
8. Maayo ba ang gipakitang pamatasan sa mga researchers sa
pagpasabot mahitungod ani nga study?
9. Wala k aba nahasol sa pagtubag sa maong questionnaire?
10. Nasayod ka ba nga ang emung pangalan ug lugar dili mahibaw-an sa
bisan kinsa?
Conformity:
________________________
APPENDIX C
MAP OF RESEARCH LOCALE WITH GEO TAGGING
APPENDIX D-1
CURRICULUM VITAE
Name : Albert L. Dela Peña
Address : P-1, Brgy.Guinabsan, Buenavista Agusan del Norte
Mobile No. : 09071974477
Email Address: albertdelapena61@gmail.com
PERSONAL DETAILS
Date of Birth : February 16,1999
Place of Birth : P-1, Brgy. Guinabsan,
Buenavista
Agusan del Norte
Civil Status : Single
Parents : Emilio P. Dela Peña
Marivic F. Lariosa
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Science in Criminology
Saint Michael College of Caraga
Brgy.4, Nasipit Agusan del Norte
Secondary : Guinabsan National Highschool
P-1 Brgy. Guinabsan, Buenavista
Agusan del Norte
Elementary : Tanutao Elementary School
P-1 Brgy. Guinabsan, Buenavista
Agusan del Norte
APPENDIX D-2
CURRICULUM VITAE
Name : Joshua Flores
Address : P-5, Brgy.2 Toll-bridge, Buenavista Agusan del Norte
Mobile No. : 09075129580
Email Address: joshua.flores66@yahoo.com
PERSONAL DETAILS
Date of Birth : September 10, 1999
Place of Birth : Amparo Butuan City, Agusan
del Norte
Civil Status : Single
Parents : Ronel Espina
Rodella F. Shelton
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Science in Criminology
Saint Michael College of Caraga
Brgy.4, Nasipit Agusan del Norte
Secondary : SPED Highschool
Buenavista, Agusan del Norte
Elementary : Amparo Elementary School
Amparo Butuan City, Agusan del Norte
APPENDIX D-3
CURRICULUM VITAE
Name : Tamara Nicole B. Moñiza
Address : 100 T. Salado St. Brgy.4, Nasipit Agusan del Norte
Mobile No. : 09566733297
Email Address: monizatamaranicole@gmail.com
PERSONAL DETAILS
Date of Birth : July 03,1998
Place of Birth : Butuan Doctors Hospital,
Butuan City, Agusan del Norte
Civil Status : Single
Parents : Julius L. Moñiza
Sofia B. Moñiza
EDUCATIONAL BACKGROUND
Tertiary : Bachelor of Science in Criminology
Saint Michael College of Caraga
Brgy.4, Nasipit Agusan del Norte
Secondary : Saint Michael College of Caraga
Brgy.4, Nasipit Agusan del Norte
Elementary : Saint Michael College of Caraga
Brgy.4, Nasipit Agusan del Norte
APPENDIX E
DOCUMENTATION
