STRESS AND COPING STRATEGIES OF GRADE 12 SENIOR HIGH

SCHOOL STUDENTS

A Research Paper Presented to

The Faculty of the
Senior High School
Notre Dame of Dadiangas University

In Partial Fulfilment of the Requirements

For Practical Research 2

Francisco, Alyssa Rona

Marciano, Frence
Malingin, Ronibe
Gaduena, Jenny
Callo, DJ Marco
Sinama, Angela
Gisera, Angelo
Rellin, Bonn
 CHAPTER I

The Problem and Its Setting

Nowadays, stress and coping with stress are phenomena closely intertwined with

human life. According to American Psychological Association (2019), stress can affect

people of all ages, genders and circumstances. Stress is defined as a state of mental

tension and worry caused by problems in our life and something that causes strong

feelings of worry or anxiety (Merriam-Webster Dictionary). The American Psychological

Association (2011) suggests that there are two major types of stress, acute stress and

chronic stress. Chronic stress disrupts nearly every system in your body. It can suppress

your immune system, upset your digestive and reproductive systems, increase the risk of

heart attack and stroke, and speed up the aging process. It can even rewire the brain,

leaving you more vulnerable to anxiety, depression, and other mental health problems.

(Jeanne Segal et al 2019). However, according to Shiel W, (2016) acute stress disorder

involves extreme traumatic events include rape or other severe physical assault, near-

death experiences in accidents, witnessing a murder, and combat.

Too much stress, can lead into negative stress called distress which it is linked to

intense pressure or anxiety that can have severe psychological and physical effects

(Nevid & Rathus,2003). Also, an extreme amount of stress can have health

consequences and adversely affect the immune, cardiovascular, and central nervous

systems. Bernstein, Pinner, Stewart,& Roy, (2008) defined the sources of stress as every

circumstance or event that threatens to disrupt people’s daily functioning and causes

them to make adjustments. These sources of stress are called “stressors”. Stressors are
demands made by the internal or external environment that upset balance, thus affecting

physical and psychological well-being and requiring action to restore balance. In the

university, students are more stressful than those individuals at any other stages of their

life especially in the Senior High School students. Senior High School is the last 2 year of

high school and this is also the time where in students were being chiselled and prepared

for college. It often experience stress that is related to family problems, difficult financial

challenges, domestic responsibilities, responsibilities related to holding a job while in

school, and a heavy academic load relationships, and pressure at school. During an

online poll conducted by CNN towards the end of 2017, as many as 23% of respondents

in the Philippines cited their jobs and studies as the main source of stress in their lives.

Also, study-related stress manifests itself in various ways can be attributed to a number

of circumstances pertaining to the academic workload.

These stressful students were also found to be more likely to be engaged in

negative activities such as binge drinking, skipping meals, eating junk foods and not

exercising regularly. (source). Busy schedules crammed with studies, study, and

extracurricular activities can take a toll on student’s physical and mental health, especially

if one is not eating or sleeping properly (Essel & Owusu, 2017). Based on APA's

poll Stress in America there are Many teens also reported feeling overwhelmed (31

percent) and depressed or sad (30 percent) as a result of stress. More than one-third of

teens reported feeling tired (36 percent) and nearly one-quarter of teens (23 percent)

reported skipping a meal due to stress.

With all of these, coping strategies are needed for the students. Coping strategies

are defined as the person’s constantly changing cognitive and behavioural efforts
to manage specific external or internal demands that are appraised as taxing or

exceeding the persons resources. Previous research showed that students with an active

coping style have lower levels of psychological distress. In Malaysia, handful studies

conducted related to stress and coping styles were focused on stress among nurses,

international school students, school athletes, university students, medical students and

among pre-science students.As a result, it isimportant that individuals develop different

strategies in order to manage stressful situations. In terms of stress management,

Lazarus and Folk man defined eight separate coping strategies that they believed

individuals employed in stressful situations. These are confrontation, seeking social

support, planned problem-solving, self-control, accepting responsibility, distancing,

positive reappraisal, and escape/avoidance

Therefore, stress is found everywhere, that is, at home, with friends, in the office,

in school, in the classroom. The causes and levels of stress vary from one person to the

other. In dealing with stress will depend on people on how they will manage it whether

they will face it in positive or in negative ways. No person is free from stress, regardless

of how privileged, reasonable, clever, and intelligent he may be. Every person will be

challenged at times by frustrations, losses, changes and conflicts.

In view to this, the researchers aim to determine the stress and coping strategies

of Grade 12 students.

Statement of the Problem

 The study will be conducted to determine the stress and coping strategies of Grade

12 students.

Specifically, it seeks to answer the grand tour question:

1. How do grade 12 students cope up with stress?

Scope and Delimitation

The study will focus on the stress and coping strategies of Grade 12 SHS students

of Notre Dame of Dadiangas University. Apart of this, on how stress can affects negatively

to the students. This study limited only to students who are Grade 12 SHS students

enrolled during SY 2019 to 2020 that are being allowed to participate in this research.

This be used as guide in choosing the participants who are studying at Notre Dame of

Dadiangas University Main Campus, Marist Avenue, and General Santos City. The

sampling techniques to be used in this study will be Purposive Sampling Technique.

Then, they will selected from the different sections of Grade 12 SHS students by using

pre-survey in order to determine the qualified participants for the interview by the given

criteria. This be conducted in the school premises to ensure the safety of the researchers.

The results and findings of this study are applicable to the participants alone and should

be used as a basis on senior high student in coping with the stress in their lives.

Significance of the Study

 The researchers hope that the findings of this study will bring enlightenment to the

following beneficiaries regarding the stress coping strategies of Grade 12 SHS students.

To the Senior High School students. This study can help them to determine their

stress and coping strategies and they will able to know on how to cope with stress and

deal with it.

To the Teachers. The study would help them to be more fully aware of the

situations of their students and be able to help them manage stress through counselling

and giving them some advices.

To the Parents. Through this study, parents could be able to understand what

their children are encountering each day. They will also be given the idea about proper

ways and styles in handling them in different aspects of their lives.

To the Guidance Counsellor. The results of this study will serve as baseline

information for guidance counsellors in planning counselling programs to better help

students on the success of their stress coping strategies.

To the community. This study will benefit the community by providing those

answers or resolution to the problems that may help in preventing stress to every person

in the community.

To the Researchers. This study would help the researchers expand their

knowledge about stress and coping strategies of the students. Through this, they will take

actions and provide recommendations to raise awareness about this issue.

 To the Future Researchers. This study can provide baseline information on

dealing and handling stress of students. The findings of the study will also serve as a

reference material and a guide to other researchers who wish to conduct the same study.

Definition of Terms

For the better understanding of the study the following terms are defined

conceptually and operationally:

Coping strategies. Conceptually, it refers to the specific efforts, both behavioural

and psychological, that people employ to master, tolerate, reduce, or minimize stressful

events (Sharma & Kumar, 2016). Whereas operationally, these are the strategies can

helps the participants in dealing and reducing their stress.

Distress. Conceptually, it’s called negative stress which linked to intense pressure

or anxiety that can have severe psychological and physical effects (Essel E. & Owusu P,

2017). Whereas operationally, it is the negative stress that participants are experiencing

or dealing with.

Senior High School Students. Conceptually, it refers to Grade 11 and 12 , the

last two years of the K-12 program that DepEd has been implementing since 2012

(Formoso C, 2016). Whereas operationally, they are the participants in this study.

Stress. Conceptually, stress as a mental or physical spectacle that is formed

through a person’s own cognitive judgement of a stimulus, and is as a result of a person’s

interaction with the environment (Lazarus and Folkman, 1984). Whereas operationally, it
is one of the major phenomena experience by the students that caused by problems they

encounter in daily life.

Stressors. Conceptually, it is anything that causes stress and some are caused

by negative events such as family arguments, disappointment over not getting a

promotion or a raise, concern about family finances (Carlson, 2008). Whereas

operationally, these are the events or experiences that cause stress of the participant.

CHAPTER II

Review of Related Literature and Studies

 This chapter presents the related literature and studies after the thorough in-depth

search done by the researcher. This will also present the theoretical paradigm to fully

understand the research.

Theoretical Paradigm

The present paper gives an overview of personal and social coping resources that

help to combat stressful encounters and daily stress. The theoretical perspective is mainly

inspired by the work of Bandura (1986, 1992), Hobfoll (1988, 1989) and Lazarus (1966,

1991). As an introduction, the cognitive-relational theory of stress, coping, and emotions

will be briefly characterized.

Stress Theory

There are various definitions and theories about stress. One of the oldest

definitions of stress according to Lazarus (1996) is that it is a state of psychological

arousal that occurs when external demands exceed a person’s adaptive abilities. One of

the oldest theory of Lazarus and Folkman (1994), cognitive-relational theory defines

stress as a particular relationship between the person and the environment that is

appraised by the person as taxing or exceeding his or her resources and endangering his

or her well-being. Appraisals are determined simultaneously by perceiving environmental

demands and personal resources. They can change over time due to coping

effectiveness, altered requirements, or improvements in personal abilities.

Stress Appraisals
 Cognitive appraisals include two component processes, primary and secondary

appraisals. Primary appraisal refers to the stakes a person has in a certain encounter. In

primary appraisals, a situation is perceived as being either irrelevant, benign-positive or

stressful. Those events classified as stressful can be further subdivided into the

categories of benefit, challenge, threat and harm/loss.

A stress-relevant situation is appraised as challenging when it mobilizes physical

and psychological activity and involvement. In the appraisal of challenge, a person may

see an opportunity to prove herself or himself, anticipating gain, mastery or personal

growth from the venture. The situation is experienced as pleasant, exciting, and

interesting, and the person is hopeful, eager, and confident to meet the demands.

Primary appraisals are mirrored by secondary appraisals which refer to one's

available coping options for dealing with stress, i.e., one's perceived resources to cope

with the demands at hand. The individual evaluates his competence, social support, and

material or other resources in order to readapt to the circumstances and to reestablish an

equilibrium between person and environment. In academic situations mostly the task-

specific competence or the prerequisite knowledge to cope with the task is of primary

importance. There is no fixed time order for primary and secondary appraisals. The latter

may come first. Moreover, they depend on each other and often appear at the same time.

Instead of primary and secondary, the terms 'demand appraisal' and 'resource appraisal'

might be more appropriate. Hobfoll (1988, 1989) has expanded the stress and coping

theory with respect to the conservation of resources as the main human motive in the

struggle with stressful encounters.

Coping Theories
2.1. Classification of Approaches

The Lazarus model outlined above represents a specific type of coping theory. These

theories may be classified according to two independent parameters: (a) trait-oriented

versus state oriented, and (b) microanalytic versus macroanalytic approaches (cf. Krohne

1996). Trait oriented and state-oriented research strategies have different objectives: The

trait-oriented (or dispositional) strategy aims at early identification of individuals whose

coping resources and tendencies are inadequate for the demands of a specific stressful

encounter. An early identification of these persons will offer the opportunity for

establishing a selection (or placement) procedure or a successful primary prevention

program. Research that is state oriented, i.e., which centers around actual coping, has a

more general objective. This research investigates the relationships between coping

strategies employed by an individual and outcome variables such as self-reported or

objectively registered coping efficiency, emotional reactions accompanying and following

certain coping efforts, or variables of adaptational outcome (e.g., health status or test

performance).

This research strategy intends to lay the foundation for a general modificatory

program to improve coping efficacy. Microanalytic approaches focus on a large number

of specific coping strategies, whereas macroanalytic analysis operates at a higher level

of abstraction, thus concentrating on more fundamental constructs. S. Freud's (1926)

`classic' defense mechanisms conception is an example of a state-oriented,

macroanalytic approach. Although Freud distinguished a multitude of defense

mechanisms, in the end, he related these mechanisms to two basic forms: repression

and intellectualization (see also A. Freud 1936). The trait-oriented correspondence of

these basic defenses is the personality dimension repression–sensitization (Byrne 1964,

Eriksen 1966). The distinction of the two basic functions of emotion-focused and problem-

focused coping proposed by Lazarus and Folkman ( 1984) represents another

macroanalytic state approach.

In its actual research strategy, however, the Lazarus group extended this

macroanalytic approach to a microanalytic strategy. In their `Ways of Coping

Questionnaire' (WOCQ; cf. Folkman and Lazarus 1988, Lazarus 1991), Lazarus and co-

workers distinguish eight groups of coping strategies: confrontative coping, distancing,

self-controlling, seeking social support, accepting responsibility, escape-avoidance,

planful problem- solving, and positive reappraisal. The problem with this conception and,

as a consequence, the measurement of coping is that these categories are only loosely

related to the two basic coping functions.

Macroanalytic, Trait-Oriented Coping Theories

a) Repression–sensitization

This theory states that there is a bipolar dimension in which a person copes with the

stress in only one of two opposite poles – repression or sensitization. People who tend to

be repressors cope with the stress by means of denying or minimizing its existence. They

use the avoidance coping mechanism such that they are unable to realize the potential

negative outcomes of the stressful experience. In contrast to this, sensitizers tend to react

to stress with rumination, excessive worrying and obsessive search for information on

stress-related cues.

b) Monitoring and Blunting

 According to Miller (1980) monitoring and blunting is a construct that is based on the

repression-sensitization theory due to the similarity in their nature as cognitive

informational styles. However, this construct, particularly blunting, tells us that the impact

of uncontrollable stressful cues can be reduced by the individual through the use of

cognitive avoidance (e.g. denial, reinterpretation, distraction).

c) Model of Coping Modes

This model originates from the monitoring-blunting construct, and is also related to

the repression-sensitization conception, but expands concepts of vigilance and cognitive

avoidance with an underpinning of cognitive motivational approach. It emphasizes that a

person is stimulated to avert the situation and perceive the stressor in an ambiguous

manner in the presence of the stressor.

Macroanalytic as State-oriented Coping

The Defense Mechanisms constructs by Sigmund Freud in 1926 is one of the few

macro analytic, state-oriented theories of coping. A number of defense mechanisms were

basically related to intellectualization and repression, the two basic forms that were

emphasized by Freud in 1936. Lazarus and Folk man proposed yet another theory of

coping in a macroanalytic approach, concentrating on the coping strategies that are

focused on emotion or on the problem itself, as well as the functions related to them.

While the theory of Lazarus and Folk man was macroanalytic in its origin, it was

expanded to the microanalytic approach, wherein Lazarus was able to specify coping

strategies and classify them into eight groups. These include self-controlling,
confrontative coping, seeking social support, distancing, and escape-avoidance,

accepting responsibility, positive reappraisal and planful problem-solving.

Therefore, microanalytic approaches focus on a large number of specific coping

strategies, whereas macro analytic analysis operates at a higher level of abstraction, thus

concentrating on more fundamental constructs. The distinction of the two basic functions

of emotion focused and problem focused coping proposed by Lazarus & Folk man (1984)

show another macro analytic state approach.

Dimensions of Coping

Different ways of coping have been found to be more or less adaptive. In a meta-

analysis, Suls and Fletcher (1985) have compiled studies that examined the effects of

various coping modes on several measures of adjustment to illness. The authors

concluded that avoidant coping strategies seem to be more adaptive in the short run

whereas attentive-confrontative coping is more adaptive in the long run. It remains

unclear, however, how the specific coping responses of a patient struggling with a disease

can be classified into broader categories. There are many attempts to reduce the total of

possible coping responses to a parsimonious set of coping dimensions.

Some researchers have come up with two basic dimensions-such as instrumental,

attentive, vigilant, or confrontative coping on the one hand, in contrast to avoidant,

palliative, and emotional coping on the other (for an overview see Parker & Endler, 1996;

Schwarzer & Schwarzer, 1996; Suls & Fletcher, 1985). A well-known approach has been

put forward by Lazarus and Folkman (1984), who discriminate between problem-focused

and emotion-focused coping. Another conceptual distinction has been suggested

between assimilative and accomodative coping, the former aiming at an alteration of the

environment to oneself, and the latter aiming at an alteration of oneself to the environment

(Brandtstädter, 1992). This pair has also been coined "mastery versus meaning" (Taylor,

1983, 1989) or "primary control versus secondary control" (Rothbaum, Weisz, & Snyder,

1982). These coping preferences may occur in a certain time order when, for example,

individuals first try to alter the demands that are at stake, and, after failing, turn inward to

reinterpret their plight and find subjective meaning in it.

Five coping strategies were identified Klauer and Filipp (1993) that turned up as

dimensions in a factor analysis: (a) Seeking social integration, (b) rumination, (c) threat

minimization, (d) turning to religion, and (e) seeking information.

In this study, results that was gathered by the investigators shows connection with

the theory of Lazarus and Folkman (1994) and coping strategies identified by Klauer and

Filipp (1993). For seeking social integration, accoding to Frydenburg (2004), he stated

that interventions for coping with pressures and stressors help to teach adolescents on

how to respond to stress later in life. Family members and educators will be a big help in

helping the teens or adults who are suffering from stress. While according to Stossel and

Powers (2012), partner’s need for social support predicted stronger stress responses for

both men and women. Seeking social support is generally thought to be an adaptive

coping strategy for couples.

As mentioned by Cruz, et al., (2016) and Wachholtz, & Sambamoorthi (2011),

religious methods and other spiritual endeavors as coping strategies when encountering

physical and mental difficulties in life are ideally recognized. It is the most accessible and
redadily available resources to help in coping with stressful life events as connected with

the theory of Klauer and Flipp (1993).

Stress

Stress can effect in two dimensions, it may positive or negative. When stress leads

to a positive track it enhances performance, gives confidence, and most excellent results

but when stress moves in a negative direction, it practices physical and psychological

destruction (Cooper et al., 2002). Mills (1982) defined stress as our inner reaction to

things that happen to us and demands that are placed on us. Also, stress as the adaptive

physiological response of the human organism to internal and external force and events

that disturb the homeostatic balance of the individual (Sandhu et al. (1994). According to

the American Psychological Associations,(year) stress has diverse forms such as acute

stress, episodic acute stress, and chronic stress, and each one has its own

distinctiveness, warning signs, duration, and healing approach. Barn, R. (2015)

mentioned that stress is an inescapable part of life. What one can do is to face, eliminate

or avoid it.

In university, stress can be associated with academic activities has been linked to

various negative outcomes, such as poor health (Greenberg, 1981; Lesko & Summerfield,

1989), depression (Aldwin & Greenberger, 1987), and poor academic performance (Clark

& Rieker, 1986; Linn & Zeppa, 1984). Lesko and Summerfield (1989) found a significant

positive correlation between the incidence of illness and the number of exams and

assignments. In relation to this, (Norway 1996) states that High School and College

students often experience stress that is related to family problems, relationships,

pressures at school, loneliness, and general nervousness.

 In addition, it was indicated that stress is also one of the factors that affects

academic achievements of students. They assorted that it affects negatively on its

performance as the more the number of hours they work, the more they are distracted

from academics. It was mentioned that more hours will decrease the probability of having

A+ grades students but according to other researchers, it is not about doing the job which

creates the problem in managing the work load of studies. It is about the amount of work

done as the students who work more, spend less time on their studies and also pay less

attention during their class (Ahasan, R. 2018).

Moreover, stress has two kinds of responses: appraisal and coping. Appraisal

refers to the responses of a student in everyday situation. It includes those situations that

create a number of thoughts. These thoughts fuel a student emotion such as fear,

sadness, happiness, anger etc. If the thoughts are negative, and the emotion will be too.

The neutral thoughts are less likely to provoke a stress response. Coping refers to the

way a person responds to his/her approval. If the appraisal tends to arouse his/her

nervous system, his/her coping will be affected and it sometimes affects negatively

(Lyrakos & Ditrios, 2012).

We all experience stress when we are anxious, worried, shamed, or angry,

whether the source of our feeling is ourselves, some other person, or something that

happens to us. We can deal with stress adequately only when we consider both

components of stress: the external events and demands in our lives and our inner reaction

to them.
Stressors

There are two distinct types of stressors, those without and within. Without

stressors originate outside the individuals and include such things as environmental or

work-related demands. Within stressors are those from within individuals. These

stressors tend to include individuals' personal values, attitudes, and self-concepts

(Goodall and Brown (1980). Bernstein et al. (2008) define the sources of stress as every

circumstance or event that threatens to disrupt people’s daily functioning and causes

them to make adjustments. Indeed, students have a unique cluster of stressful

experiences. Phinney and Haas (2003) stated that stressed out sources of stress more

specifically as a unique set of stressful encounters among student which includes: difficult

financial challenges, domestic responsibilities, responsibilities related to holding a job

while in school, and a heavy academic load.

Guadalupe (2018) proposed that school is one of the main sources of stress

among adolescents. Such stress comes from too much homework, unsatisfactory

academic performance, preparation for tests, and lack of interest in a particular subject,

and teacher’s punishment. Moreover these factors, unlimited expectation of parents upon

their children also make stress to the students. The impact of this stress will result in

emotional problems, anxiety, stress, and other neurotic problems, frightening, abusive,

depressing, threatening, competitive, unpredictable, and confusing situations.According

to MentalHealth.net (2019), in the field of psychoneuroimmunology (PNI), it was indicated

that the immune system and the nervous system communicate with each other and

impact people’s mental health and emotional health. PNI research suggests that chronic
stress can lead to a mood disorders such as depression and anxiety, bipolar disorder,

cognitive (thinking) problems, personality changes, and problem behaviors.

In addition, Jayanthi, Thirunavukarasu & Rajamanickam (2014) observed that

parents and teachers’ expectations were the main sources of academic stress among the

adolescent: He added that girls had higher stress than boys. Magoosh (2019), students

who struggle with time management on an ongoing basis don’t do themselves many

favours. It involves procrastination, lower grades and test scores, chronic lack of sleep,

unhealthy eating habits and lack of punctuality. These common stressors are leading to

the negative effects such as depression, aggression, sleeplessness, negative

interpersonal interactions, rejection, conflicts, and jealousy and so on.

Coping Strategies

Coping strategies can be either positive or negative. Positive or adaptive strategies

decrease the amount of stress perceived and experienced, while negative or maladaptive

strategies diminish symptoms of stress without addressing the real problem or disorder.

Students are need to develop different coping strategies for them to manage

stressful condition every day. If students were not able to manage his/her stress, the

stressors coming from financial problems, sleep deprivation, societal activities and many

more can affect the ability of students to perform (Rogers and Yassin, 2003). Coping with

stress is important for human survival and can be defined as the process of managing

external or internal demands that are perceived as taxing on personal capacities and

resources (Samira, 2015). In connection with Bandura (1994) the belief in one’s ability to

influence events that affect one’s life and control over the way these events are
experienced.Coping strategies emphasizes a range of emotional regulation strategies,

thought process, and behaviours.

This means that coping is founded in an individual’s psychological response to

stress, their appraisals of events of, their attention and their goals or outcomes they

desire. It also depends on the social contexts and interpersonal relationships. According

to Seyedfatemi (2007) it emphasized that coping has been viewed as a stabilizing factor

that may be assist an individual in psychosocial adaption during stressful events.

Some coping strategies which adolescence uses are seeking social support, problem

solving, distraction, emotional focused problem solving, self-reliance etc. Family

members and educators will be a big help in helping the teens who are suffering from

stress using hobbies to counteract stress has been recognised as helpful amongst these

individuals. Frydenburg (2004), he stated that interventions for coping with pressures and

stressors help to teach adolescents on how to respond to stress later in life. According to

Guevarra and Cimanes 2017 it was supported that there is different stress coping

mechanism of Senior High School students are use of instrumental social support, mental

disengagement, use of emotional social support, planning and active coping.

However, it was also suggested by Ragsdale et al. (2011) that engaging in hobbies

and recreational activities can reduce the negative effects of stress. Moreover, Adam and

Epel (2007) found that persons who overeat as a means of dealing with stress use

food to activate their physiological reward system; they continue to use this

strategy because they begin to feel good. However, overeating may not be an

effective coping strategy as it can also lead to health risks associated with obesity

(Chenji, Rao, Sivanesan, Kamath, & Kamath, 2018) Apart from this, Miller (1982) in
suggesting ways of coping with stress indicated that relaxation, breathing, refuting

illogical or irrational ideas, assertiveness, time management, maintaining good

nutrition, exercise, recreational activities and changing usual routines could go a long

way to help people manage stressful situations they went through. Ansah (2006) also

pointed out that professional counselling should be introduced to reduce stress and

tension which impacted negatively on productivity. Baqutayan (2015) explained that

stress is not a complex task although one must be knowledgeable to address the stress,

mostly the appropriate coping mechanisms are meditation and counselling.

While Al-Dubai et al. (2011) found that students used active coping strategies (active

coping, religious coping, positive reframing, planning, acceptance) more than avoidant

strategies (denial, self-blame, alcohol or substance use).

In Folkman and Lazarus (1980) categorized coping strategies into two categories;

Problem-focused and Emotion-focused coping.

Problem-focused coping is generally viewed as an adaptive mode of coping

that involves actively planning or engaging in a specific behaviour to overcome the

problem causing distress (Folk man& Lazarus, 1985). Problem-focused coping seeks to

solve problems or change the source of stress. Examples of problem focused coping

include planning, active coping, and using instrumental support such as supervisors and

mentors.

While emotion- focused coping, seems to develop in adolescence

(Compas, Barnes, Malcarne, & Worshame 1991, Compas, 1996). This type of coping

involves attempts regulate the emotions evoked by the occurrence of a stressful event
and can be considered active or avoidant (Holahan & Moos, 1987). Emotion focused

coping may involve the use of behavioural and/or cognitive strategies such as receiving

emotional support from friends and family and positive reframing (Ogden, 2004). Social

support as a means to alleviate stress would be classed as a form of emotion-focused

coping (Lazarus and Folkman, 1984), as it assists an individual in lessening the emotional

reactions that come as a result of stress. It focuses on a specific area of coping, rather

than simply viewing it as an emotional response to stress and has been proven to be an

effective stress management technique. Also, in relationship partners’ need for social

support predicted stronger stress responses for both men and women. Seeking social

support is generally thought to be an adaptive coping strategy for couples (Stossel and

Powers 2012).Besides, religious methods and other spiritual endeavours as coping

strategies when encountering physical and mental difficulties in life are widely recognized

(Cruz, et al., 2016; Wachholtz, & Sambamoorthi, 2011). Spirituality and religion are the

most accessible and readily available resources to help in coping with stressful life events

(Cruz, et al., 2016). Furthermore, spiritual coping can enhance feelings of wholeness and

a state of equilibrium, promoting good health (Hawthorne, Youngblut & Brooten, 2011).

These coping methods are directed at defining the problem, generating alternative

solutions, weighing the alternatives in terms of their costs and benefits, choosing among

them, and acting. Finally, outcomes are produced as a result of the process. Lazarus and

Folk man (1984) describe short-term outcomes as positive and negative feelings and

long-term outcomes as social functioning and morale. The exact short-term and long-term

outcomes are determined by the coping option chosen and may vary depending on

setting. The research discussed herein addresses short-term outcomes and did not
measure long-term outcomes. Academic stress is the product of academic related

demands that exceed the adaptive resources available to an individual. Coping ability

varies to the extent that a person perceives a situation as stressful (primary appraisal)

and decides he/she has the necessary resources to deal with what has been labeled

stressful (secondary appraisal).

Related Studies

The study of Veena and Shailaja (2016) concluded where does stress came from

and what are the sources of it. It is made to address the problems of the students when

it comes to low academic performance. It is said that academic performance means the

grades of ratings that you will have at the end of the term. The results of the data gathered

showed that majority of the students’ perceived education. It means that for them,

education is really stressful.

While in the study of Liu (2015) conducted with 298 randomly selected Chinese

high school students. In his study, the students’ academic stress is on their academic

motivation in the mathematics subject. With the data gathered, the result showed that

Chinese high school students’ academic stress at Grade 10 did not predict their intrinsic

motivation on their motivation at Grade 12.

Also, a study conducted by Remya & Parthasarathy (2009) on the coping patterns

of the junior college students found that time concerns, fear of failure, classroom

interactions, and economic issues are some of the academic factors for stress in students.

In addition, of the study conducted by Kai –Wen, Cheng (2009) on the stress

among the college students in Taiwan explains that due to the physical changes in the
adolescent age arise many psychological problems among the students. Also, physical

factors, family factor, school factor, relationship factor and social factors are the main

sources of stress.

Moreover, the study of Arsenio and Loria (2008) was conducted to assess those

student who are dealing with negative academic stress, coping strategies, academic

stress and also the grade point average also known as GPA. The respondents were the

119 Grade 12 students. The result showed that students are most highly related to overall

moods, negative academic affect, and disengaged coping.

Saqib and Rehman (2018) in their study pointed out that stress have negative

impact on the student’s academic performance. They investigated the type of stress

linked to student’s academic performance, evaluated the impact of stress and

differentiated the impacts of stress on the academic performance of both gender students.

They gathered data using simple random sampling technique and the data was analysed

by using statistical Package for Social Sciences (SPSS) version 20. 0.850 Cronbach

alpha was the tool (questionnaire) used. Generally, the major findings of study divulged

that there are significant impact of stress on academic performance. It was concluded

that the major factor of stress on student’s are the teachers and the parents.

However, Akgun and Ciarrochi (2003), on their study found at that people who

have high learned resourcefulness are supposedly better than others at controlling their

emotions at managing stressful tasks. Also, this study hypothesize that highly resourceful

students would be more effective than others at protecting themselves from the adverse

effects of academic stress and not allowing the stress to impact their grades. They got a

sample of 141 first year undergraduate students who completed measures of academic
stress and learned resourcefulness. Their first year grade point averages were obtained

from university records. Some analysis revealed that academic stress was negatively

associated with academic performance.

The study made by Baker, S. (2006) aimed to examine the relationship between

motivational orientations and adjustments to university, stress, and well-being in a sample

of students during their second year of university and second, to assess the predictive

value of motivational orientations in determining subsequent academic performance. In

relation to academic performance, neither extrinsic or intrinsic motivation, nor motivation

was related to academic achievement. These results were discussed with reference to

Deci & Ryan, (1985) self-determined theory.

Apart from this, the study conducted by Misra and Renjitha (2000) was based on

academic stress of undergraduate students by age and gender and its interrelationship

to various factors such as anxiety, time management and leisure satisfaction. Also age

difference or the junior senior differences has an impact on the level of stress. Stresses

affecting students can be classified to academic, financial, time etc. The methods to

reduce stress in students include effective time management, social support, positive

reappraisal etc.

The aim of this study of Kobus and Reyes (2000) to manage stress, participants

most commonly reported using active coping strategies, followed by family social support,

self-reliance, and behavioural avoidance. Females were more likely than males to seek

family support and to vent emotions when coping with stress. Participants were most likely

to use active, problem-focused strategies when confronting school- and personal-related

stressors, and to find coping most helpful when dealing with stressful school events.
 In addition, the study of Mahat, G. (2007) was to identify junior baccalaureate

nursing students’ perceived stressors and ways of coping during the clinical component

of nursing education and the use of coping strategies by students with different ethnic

backgrounds. Data were collected from 107 junior nursing students enrolled in the first

clinical course. Results revealed students frequently perceived stressors in the clinical

setting. The findings also revealed that students utilized two problem‐focused coping

strategies—problem solving and seeking social support coping strategies—more

frequently than two emotion‐focused coping strategies—tension reduction and

avoidance.

According to the study of Kwaah, C. (2017), it was designed to identify the causes

of stress and coping strategies adopted among distance education students at the

College of Distance Education in the University of Cape Coast. A total of 332 diploma and

post-diploma final year students in 2014/2015 academic year were selected from two

study centres using random sampling procedure to respond to self-administered

questionnaire. The questionnaire which was adapted to suit the study context was pre-

tested to ensure that it elicited valid response. Students used multiple strategies, mainly

praying/meditating, self-distracting activities such as watching TV and listening to music

to cope with stress. Other important stress coping strategies were emotional and

instrumental support from family, friends and lecturers.

Moreover, the study of Bland, Melton, & Gonzalez (2010) emphasize that coping

mechanisms most often evoked by participants in this study included working out/ sports,

prayer, and talking to mom. Interestingly, students in the coping group had difficulty

identifying coping strategies, dissimilar to the ease with which their classmates were able
to name the stressors and/or symptoms affecting them. These coping mechanisms, even

though general in nature, need to be further explored in future research. Traditionally,

“listening to calming music” is found on coping mechanism surveys, yet this sample of

students does not admit to listening to classical music to relax, even though they do listen

to music as a coping tool. Escape mechanisms such as “calling or talking to mom” or

“surfing the web” were also commonly mentioned; prayer was also mentioned, however,

defining what prayer consisted of was difficult.

This participatory action study of Bulanda, Conteh & Jalloh (2018) it involved

interviews with 80 Sierra Leonean university students. Participants reported stress

caused by personal challenges (financial, access to transportation, peer pressure, lack of

emotional support), university resources (lack of accommodation, water, toilets, learning

materials, technology), and issues with instructors (sexual harassment, bribery). Also, the

students described their coping strategies, including ‘staying quiet’, seeking external

support, turning toward God, engaging in recreation, and ‘encouraging myself’.

Implications for social work interventions on the micro level, organizational level, and

policy level are discussed in order to take a holistic, systems approach to promoting

quality tertiary education in developing countries.

In a study undertaken by Pierceall and Keim (2007) the most common way

of coping with stress was talking to family and friends (through emotional support),

followed by leisure activities and exercise (developing the self through self-efficacy). Also,

the study of Emily and Marybell (2007) aimed to determine the degree of stress perceived

by students. Founds out that women students were more stressed than men; there were

no statistically significant differences between traditional and non-traditional students.

The most often used activities to cope with stress included talking to family and friends,

leisure activities, and exercising.

Based on the study of Mazo (2015) entitled, “Causes, Effects of Stress, and the

Coping Mechanism of the Bachelor of Science in Information Technology Students in A

Philippine University” this study sought to determine the causes of stress, the effects of

stress, and the stress coping mechanisms of Bachelor of Science in Information

Technology students in the Leyte Normal University, Tacloban City. It tested some

assumptions using the descriptive survey method with 51 respondents. Thesis

writing/research and school requirements/projects were the most common causes of

stress. Sleepless nights and irritable/moody feeling were the common effects of stress.

There was disparity on the causes and effects of stress between the male and female

respondents. The use of computer and praying to God were the common stress coping

mechanisms. There was an observed disparity between the male and female responses.

Salvacion (2004) studied the stress profile of students in the College of Dentistry

of the University of the Philippines, Manila. The study involved 149 dentistry student-

respondents. Academic stressors like examinations and grades, fully loaded days,

difficulty in completing clinical requirements, and fear of getting delayed topped the

identified stressors. Academic factors were stressful in the first 3 year levels. Academic

stress peaked during the sophomore year. No significant differences in rankings were

observed between genders. There was undeniable similarity in the general stress profile

of the different year levels. Common methods of coping with stress were employed by

students which include crying, praying, talking, watching movies, and listening to music.
Stress makes or breaks a person. It is like two-edged swords which can either motivate

or stimulate a student to peak Stress also affect ones physical health.

Chapter III
RESEARCH DESIGN AND METHODOLOGY

The chapter discusses how the study will be conducted to arrive with valid and

reliable information. It specifically elaborates the research design used, the locale where

the study was conducted, as well as the number and the nature of the participants of the

study. Moreover, data gathering procedure is laid down emphasizing the instrumentation

used as well as the process of organizing and analysing the data that were gathered in

the study.
Research Design
The research approach that was chosen for the study was qualitative. Merriam

(1998) noted that qualitative research offers “the greatest promise of making significant

contributions to the knowledge base and practice of education,” because it is “focused on

discovery, insight, and understanding from the perspective of those being studied”. In this

qualitative research design the researcher is concerned with understanding social and

psychological phenomena from the perspective of the individual(s) involved.

The main focus of this study is to identify the stress and coping strategies of Grade

12 SHS students. In figure2, it shows the research design which presents the variables

and methods to be used in the study. It further shows the participants who were the Grade

12 SHS students, the locale of the study which was the Notre Dame of Dadiangas

University, the guide questionnaire and pre-survey as the research instruments,

purposive sampling as the sampling technique in selecting participants and lastly the text

analysis tool using Colaizzi Descriptive Phenomenological Method.In addition, this design

will be the representation of the study to the researchers in order to undertake for the

better results.

Participants of the Study

The study will use the Purposive Sampling Technique in determining the

participants. In Purposive Sampling selects the participants based on characteristics of

a population and the objective of the study and also of the given criteria. Morse (1994)

and Starks and Trinidad (2007) recommended as few as six–10 interviews for

phenomenological studies. This will be used as guide in choosing the Grade 12 SHS
students as our participants who are studying at Notre Dame of Dadiangas University

Main Campus, Marist Avenue, and General Santos City.

Locale of the Study

The study will be conducted in Notre Dame of Dadiangas University (NDDU)

located at Marist Avenue, General Santos City. NDDU is a Catholic, Filipino Educational

Institution that was established by Marist Brothers of the school, forming student as

competent professionals, community-oriented citizens and culture-sensitive individuals.

This school seeks to develop and enhance student’s spiritual, social, intellectual,

emotional and physical abilities through a proces

 STRESS AND COPING STRATEGIES OF GRADE 12
SENIOR HIGH SCHOOL STUDENTS

Variables Methodology

Participants
Stress and Coping Strategies
Selected NDDU
Grade 12 students

Locale of the study

NDDU Main
Campus
Instrument
Pre Survey

Guide Questionnaire

Sampling Technique

Purposive Sampling
Text Analysis Tool

Colaizzi Descriptive
Phenomenological Method
Figure 2. Research
Design

General Procedure
 The investigators of this study will follow some procedures in order for them to

achieve the objective of this work. They will formulate self-constructed questionnaires and

pre-survey which will be validated by the experts, guidance counsellor and grammarian.

Then, they will prepare a letter of permission addressed to the office of the principal of

the senior high school for the approval to conduct the study. Upon the approval, the

investigators will send letters to the teachers and selected students to conduct the

interview to the target participants.

The investigators then will explain the process to the participants and they will

conduct pre-survey in order for the investigators to identify the participants who are

extremely affected by stress and followed by an interview using the guide questionnaires.

They will be using a voice recorder to gather the data.

After the interview, the investigators will analyse the responses of the participants

using Conventional Constant Analysis. They will transcribe the different responses of the

participants and translate it if needed. After that, codes will be generated by themes by

grouping similar words, phrases, or sentences from the responses. Then, the codes will

be categorized and the themes will be serving as the basis for conclusion.

Research Instrument

For the assessment of needs in this study, the instrument that will be used to collect

the data will be the self-made and validated pre-survey and guide questionnaire. Wallen

& Fraenkel (2000) stated that the use of questionnaires enables the consistency of

responses across respondents to be enhanced. However, Nunan (1992) mentioned that

it “provides respondents with a range of possible responses set by the researcher”. The
draft of guide questionnaire was drawn out based on the researcher's readings, previous

studies, published and unpublished thesis relevant to the study. The researchers will

conduct pre-survey to determine the qualified participants for the interview. The

participant will use their own language in order to be compatible in being interviewed. In

conducting the interview, the investigators will utilize the audio recorder and follow-up

descriptive phenomenological method face-to-face interviews. Simplify

Text Analysis Tool

The study will use Colaizzi’s Descriptive Phenomenological Method in transcribing

the data. Colaizzi’s (1978) distinctive seven step process provides a rigorous analysis,

with each step staying close to the data. All of the gather themes will serve as basis on

formulating the results and conclusions of the study. These are the seven steps of

Colaizzi’s Method according to Morrow, R., et (2015).

Step 1. Familiarisation-The researcher familiarises him or herself with the data, by

reading through all the participant accounts several times

Step 2. Identifying significant statements-The researcher identifies all statements

in the accounts that are of direct relevance to the phenomenon under investigation

Step 3. Formulating meanings-The researcher identifies meanings relevant to the

phenomenon that arise from a careful consideration of the significant statements.

The researcher must reflexively “bracket” his or her pre-suppositions to stick

closely to the phenomenon as experienced (though Colaizzi recognises that

complete bracketing is never possible).

Step 4. Clustering themes- The researcher clusters the identified meanings into

themes that are common across all accounts. Again bracketing of pre-suppositions

is crucial, especially to avoid any potential influence of existing theory.

Step 5. Developing an exhaustive description-The researcher writes a full and

inclusive description of the phenomenon, incorporating all the themes produced at

step 4.

Step 6. Producing the fundamental structure-The researcher condenses the

exhaustive description down to a short, dense statement that captures just those

aspects deemed to be essential to the structure of the phenomenon.

Step 7. Seeking verification of the fundamental structure-The researcher returns

the fundamental structure statement to all participants (or sometimes a subsample

in larger studies) to ask whether it captures their experience. He or she may go

back and modify earlier steps in the analysis in the light of this feedback.
 CHAPTER IV

PRESENTATION ANALYSIS

In this chapter, the investigators describe the analysis of the participants’

responses. The purpose of the study was to determine the usage and influence of social

media to Grade 12 students of the school year 2019-2020. The discussion in the chapter

focused on the themes formulated upon through analysis and interpretation of the

responses of the participants regarding their lived experiences, using the Colaizzi’s Seven

Steps of Phenomenological Analysis.

Thematic Findings

The data gathered were analysed with the use of Colaizzi’s Seven Steps of

Phenomenological Analysis. The data gathered from the interview were transcribed. The

transcriptions had been reviewed and reread by the investigators and significant

statements were identified. Formulated meanings have been derived from these

statements. These meanings were then categorized into clustered themes in which

emergent themes derived. After the thematic analysis, ten emergent themes had been

formulated. The themes include: (01) Academic Performance, (2) Physical Health, (3)

Mental Health, (4) Family Support, (5) Time Management, (6) Spirituality, (7) Self -

Reliance, (8) Relationship, (9 Eating Habits and (10) Leisure Activity.

Theme 1: Academic Performance

The first theme talks about the academic performance of the students.

From the data gathered during the in-depth interview done by the investigators, it shows

that stress have a negative impact to the students’ performance in school. The

investigators found out that the requirements, maintaining grades and performance task

cause to be stressed.

From the statement of Participant B:

Because naay mga deadline tapos I tend to procrastinate. (Participant B,Line

122,Page 69)

(Because of the deadline and I tend to procrastinate)

Solely about academics, motivating the participant to inhabit a disapproving action. In

addition Participant A, D and F encountered the same stressors. As stated by the

participants, those academic related stressors have big impact in their performance. The

participants statements shows what are the

From the statement of Participant A:

Karon sa karon.. uhm.. ano.. academics jud. Academics, research, PT’s,

exam (Participant A, Lines 25-26,Page 61 & 62)

(Well right now academics really. Academics, research, Performance Tasks

and exam.)
The participant is experiencing stress from academics.

It also supported by Participant D:

Kay ano.. sabay sabay ang mga requirements ana.. (Participant D, Line

226, Page 77)

(Because of the passing of requirements all together at the same time.)

Because all requirements requested by the different subjects are to be passed on

the same date, developing a pressure upon the participant’s schedule. In addition,

Participant E, F, and G stated that having the pressure to maintain the grades and be part

of the honors also leads them to be stress.

From the statement of Participants E:

The stressors that affect me the most is my academic matter because of

ahm because of family pressure I had to I must maintain my grades and do

strive myself and finish my work so that I can pass it early but then because

of pressure I uhh I do caughts up some stress because I didn't know how to

cope up with it properly when doing my work so. (Participant E, Lines 263-

267, Page 80)

(The stressors that affect me the most is my academic matter and also

family pressure. I had to maintain my grades and strive so that I can finish

my work and I can pass it early but because of pressure, I’m suffering from

stress because I didn’t how to cope up with it properly when doing my work.)
 The academic pressure to maintain the participant’s grades in school to satisfy the

student’s family and failure to cope up with stress properly.

As supported by the statement of Participant F:

Me, ahm… the.. the stressors that affects me truly is family problems, but

in… I am more ahm stress in academic problem because ahm due to the..

because of for instance my group mates for example if we have a

performance task and my group mates are uncooperative that’s the time

when I am so stress. I am very stress at that time (background noise)

(Participant F, Lines 318-322, Page 83 & 84)

(The stressors that affect me truly is family problems but now, I am more

stress in academic because of the reason that, for example, my group

mates. If we have a performance task, sometimes my group mates don’t

cooperate that’s why I am very stress at that time. )

The participant’s stress primarily caused by family problems. Currently, academic

stress, taking an example: during group assignments, the student is pressured due to

the lack of cooperation within the members of the student’s group.

Participant G also supported this:

 Stressors… ano pressure sa academic.. kasi ano.. tsaka minsan ano.. yung

pressure din sa family kasi.. expectations nila tapos kaming from consistent

honor student from pre-school hanggang junior high tapos pagdating sa

senior high may isang grade ka na hindi naabot sa 87.. tas ganon minsan

magalit ang papa. ( Participant G, Lines 361-365, Pages 88)

(Academic pressure and also family pressure. For family pressure, there

are expectations from my family for me for a reason that ever since

preschool up to junior high school, I have been a consistent honor student

but now that I am in my senior high years, I have a grade that didn’t meet

that 87 allotted grade average and with that I was not able to be an honor

student and with that my father got mad at me.)

The participant did not maintain the consistency of becoming an honor student in

school, thus, failing the family’s expectations. The participants also share their stressful

experience and what they learn from it.

From the statement of Participant E:

My stressful experience is when I was in grade 9 during the competition

ahhhh.. let me say a performance task in our subject that we are required

to dance specific festival in our country ahh….ahh …..ahhh I was stress of

that thing because we are very conscious to our practice specially to the

issue of our costume to appeal for the judges but then the stress is very

worth it because we are one of the top 3 champions during that competition.

(Participant E,Lines 277-282, Page 81)

 (My stressful experience was when I was in grade 9. We have a

performance task in our subject and we are required to dance a specific

festival but even though it’s very stressful, we are one of the top 3

champions during that competition.)

Performing well on the subject’s performance task gave pressure to the participant,

sacrificing time just to endure practices after classes.

In addition, as supported by Participant F:

I don’t really have a stressful experience that I think it’s just so ahmm… We

are talking about right now….then I guess the most stressful thing for me

now is our research. (back ground noise) (Participant F,Lines 328 & 329,

Page 84)

(I don’t have a stressful experience but if we are talking right now, I guess

the most stressful thing for me now is our research.)

The participant has not yet encountered a very stressful experience, but considers

conducting a research study, currently, stressful. A participant shares what he learn from

his experience.

From the statement of Participant D:

Uhm.. yes. Mas mag.. mas mag ano pa..mas mag hard work pako then sa

studies..(Participant D,Lines 238 & 239, Page 78)

(Yes. It teaches me to be a more hardworking student when it comes to my

studies.)
 The participant becomes a hardworking student in the midst of a stressful situation

in terms of academics.

The participant also shares the negative effects of stress to them.

From the statement of Participant F:

For me it affects me negatively ahm.. in ways such as in my studies when I

am stress I’m not so good at ahmm.. at quizzes, at assignments, and

sometimes when I am stress I don’t eat because of course I am stress.

(background noise) ( Participant F,Lines 314-316, Page 83)

(It affect me negatively in a way that whenever I am stress, it will always

affect my studies especially my assignments and quizzes and sometimes

when I am stress, I don’t eat.)

The pressure of stress affects the academic performance of the participant negatively.

An additional statement of Participant J:

Thesis (laughs) thesis jud. Pati mga math related research. (Line 439,

Page 97)

(Our thesis gives me stress and also our math related research)

According to Phinney and Haas (2003) stated that stressed out sources of stress

more specifically as a unique set of stressful encounters among student which includes:

difficult financial challenges, domestic responsibilities, responsibilities related to holding

a job while in school, and a heavy academic load. In relation with that, Norway 1996 states

that High School and College students often experience stress that is related to family
problems, relationships, pressures at school, loneliness, and general nervousness. As it

is connected by Guadalupe (2018) proposed that school is one of the main sources of

stress among adolescents. Such stress comes from too much homework, unsatisfactory

academic performance, preparation for tests, and lack of interest in a particular subject,

and teacher’s punishment. It also observed that parents and teachers’ expectations were

the main sources of academic stress among the adolescent (Jayanthi, Thirunavukarasu

& Rajamanickam 2014).

Theme 2: Physical Health

The second theme talks about the physical health problems that stress affects to

the participants. The investigators found out that because of stress the participants

experiencing colds, and forgetting to eat that affect their health. A participant shares that

because he is really stressed he catches some colds that later on it leads to a fever and

a long term cough.

From the statement of Participant E:

Stress affect me negatively by means of I do catch some colds, especially some

times when it is very severe it will led to fever and a long-term cough. (Participant

3, Lines 254-256, Page 79

(Stress affects me negatively and I suffered from cold and sometimes it will le to

fever and long term cough.)

 Stress affects the immune system of the participant. The participant also

added that it happens every time because of academic when asked if it happens

often

From the statement of Participant E:

It happens every time when I’m very stress in my academic matter specially

when the time when I pass our performance task and some of our

portfolios.(Participant E, Lines 257-260, Page 79 & 80)

(When I am stress in my academics especially with the passing of portfolios

and performance task)

The participant is catches some colds because of academic stress. In

addition, a participant also stated that because of stress, he forgot to eat.

From the statement of Participant A:

Sa stress... pag stress man gud ko makalimot ko magkaon.. nang

Wala ko kabalo ngano pero mas gina prefer nako na maghimo nalang jud

sa akong mga himuonon kaysa magkaon ko so kanang sa health sya mag

… mag.. uhmm.. ma.. makaapekto god so isa to sya sa maka uh … negative

effects sa stress sa akoa (Participant A,Lines 3-6, Page 60)

 (Whenever I’m stress, I forgot to eat and I don’t know why but I prefer to do

the things that I needed to do rather than to eat that’s why it affects my

health.)

The participant prioritizes doing other things rather than the need to consume food

during breakfast, lunch, or dinner. Because of that behavior his health was affected,

when the participant was asked if he was hospitalized because of that and he

answered he experienced being sick because of it.

From the statement of the Participant A:

Yes I tried na ma.. ma.. magksakit tungod ana kay lisud man gud kaayo

Ihandle na ang stress minsan as a student kay ng sabay sabay tanan

ginahimo nimo ba tas wala naka kabalo unsa imong unahon og unsa imong

sundon ana gud sya.. (Participant A,Lines 7- 12, Page 60)

(Yes I have tried to be hospitalized because of stress for the reason that I

really can’t handle the stress as a student like when the requirements have

the same time to be passed and then you don ’t know what to do and what

to follow.)

With that, the participant was sick because of not eating due to stress.From

the statement of Mayo Clinic (2019), stress symptoms can affectyour body

especially your physical health. It may lead to headache, muscle tension or pain,

chest pain, fatigue, stomach upset, frequent colds or flu and sleep problems.
 In addition, Stress seems to worsen or increase the risk of conditions

like obesity, heart disease, Alzheimer's disease, diabetes, depression,

gastrointestinal problems, and asthma. (R. Morgan, R. 2005).

Theme 3: Mental Health

The third theme talks about the effects of stress of the participants. The

investigators found out that overthinking and changes in sleeping patterns is the effects

of stress to the partcipants mental health. One of our participants mentioned that because

of stress he is feeling down because he tend to overthink things.

A statement from Partcipant G:

Ano.. maka.. makadown sya kasi minsan pag stress kana maisip mo minsan na..

ano…mga bagay na hindi mo kaya gawin..na.. ma discourage ka na gawin yung

gusto mo gawin kasi.. yun stress kaman. (Lines 352 & 353, Pages 87)

(The negative effects of stress for me is that sometimes it makes me feel down.

When I am stress I always overthink about the things that I cannot do, with that it

can discourage me to do the things I want to because for the reason that I am

stress.)

Stress produces over thinking, leading to discouragement of the participant to do

what he desires to do. In addition to that a participant shares that because of stress he

observed the changes in the patterns of his sleeping.

From the statement of Participant B:

 It affects me that.. uh.. pwede tagalog? It affects me ng.. ma..

maunsa ko dugay ko makatuog na nagkaroon kog insomnia.. anxiety…

lagi… tapos ng… I feel demotivated.. to leave.. haha (laughing) lagi. I feel

demotivated… (Lines 107-109, Page 68)

(It affects me in way that I cannot sleep and I suufered from insomnia,

anxiety and I always feel demotivated.)

Stress is affecting the mental health, particularly self-esteem and sleeping

patterns of the participant. Another participant shared that he can't really fulfill his

responsibilities.

As stated by Participant D:

Uhmm... Dili ko maka focus tapos ma.. dili nako mabuhat akong

mga responsibilities. (Lines 214 & 215, Page 76)

(I can’t focus and I can’t fulfill my responsibilities.)

The participant gets emotionally sidetracked and failure to do one’s duties.

However, one of our participant shared what he learned from it.

Statement from Participant E:

The thing that I learned during my experience is what that ahh even though

that you are stressed you must help other people because they are stress

because helping each other make us more comfortable and ahh decrease

our stressful Problems. Ahh the way to decreased or to cope up with it is to

ask help to other specially that yung hindi mo na kaya. Moreover, Ahmm
 helping each other to decrease because you are..you are wait lang you are

sharing each other ideas to cope up with that problem or with that stress

that you have. (Lines 283-291, Page 81)

(The thing that I have learned during my experience is even though you are

stressed, you must help each other because helping each other makes us

more comfortable and it can decrease the stress problems. The way or to

cope up with it is to ask help to other especially when you can’t take it

anymore. Moreover, helping and sharing each other’s ideas are very

helpful.)

The participant asked for help from fellow students, friends, and acquaintances

would help ease the stress the student is experiencing. This encourages the student to

continue living.

Additional statement supported by Participant J:

How does stress affects me negatively? Sa uhm… sa life ko.. sa studies..

like minsan sa family.. ma affect sya sa life ko kasi.. kung baga magka

anxiety ako… madami akong negative… (Lines 436-438, Page 97)

(Stress affects me negatively through my studies and also to my family. It

can really affect my life because stress can really give me anxiety.)

According to MentalHealth.net (2019), in the field of psychoneuroimmunology (PNI), it

was indicated that the immune system and the nervous system communicate with each

other and impact people’s mental health and emotional health. PNI research suggests
that chronic stress can lead to a mood disorders such as depression and anxiety, bipolar

disorder, cognitive (thinking) problems, personality changes, and problem behaviors. In

addition, Guadalupe (2018) stated that the impact of this stress will result in emotional

problems, anxiety, stress, and other neurotic problems, frightening, abusive, depressing,

threatening, competitive, unpredictable, and confusing situations.

Theme 4: Family's Support

The fourth theme talks about the importance of family's support to the participant

in coping with stress. The investigators found out that talking with a family members helps

the participant to cope with stress. Participant A and C answered that they talked with

their moms when they are stressed.

From the statement of Participant A:

Sila man jud gud akong strength. Sila jud ang akong kailangan pag… pag

stress ko and for example ha kanang stress man gud ko pag kanang

ginaduulan nako akong mama tapos maka seek kog advice … dira jud ko

maka move forward tapos ng kapoy na kaayo ko. (Lines 71-74, Page 65 &

66)

(They are my strength. I need them every time I’m stress. When I’m stress,

I always talk to my mom because I can seek advice from her and with that

I can move forward every time I’m tired or stress.)

 The participant emphasizes the importance of her family where she can lean on

every time she is stress specially her mom who gives her an advice.

It is supported by Participant C:

My mom..... Ano karang.. she can really.. ano kanang its not about she can

really relate to me but its about.. he can.. she can give advice… (Lines 190, 192 &

193, Page 75)

(My mom. She can really give advices.)

The participant's mother helps her to cope with stress with her advices. According

to Frydenburg (2004), he stated that interventions for coping with pressures and stressors

help to teach adolescents on how to respond to stress later in life. Family members and

educators will be a big help in helping the teens who are suffering from stress. It was

supported by the study of Kobus and Reyes (2000) to manage stress, participants most

commonly reported using active coping strategies, followed by family social support, self-

reliance, and behavioural avoidance.

Theme 5: Time Management

The fifth theme talks about how management is important for the participants. The

investigators found out that the participants are having difficulties in managing their time

well especially when the deadline of submissions of school requirements are at the same

time. Partcipant C mentioned about the difficulties she is experiencing in handling her

schedule that hinders her feom spending time with her family and friends.
 From the statement of participant C:

So it affects me by ano.. how I handle my..schedule. It is because uhm..

when the task is given in the same deadline as other task, it affects me

nagatively on ano…uh.. I cannot.. kannag dili na.. uh pwede mag tagalog?

Kanang maka hinder sya na mag dili ko kaapil sa akong family gatherings

gud kay mag kuan na sya ng mas mag focus ko didto. (Lines 159-163, Page

73)

(It affects how I handle my schedule. It’s because when the task is given

the same deadline with the other task, it affects me negatively and it hinders

me from going out with family especially when it comes to social gatherings

because I focus more on my academics.)

The participant prioritizes academic grades rather than one’s own well-being and

sacrificing the time to spend with family, friends, and acquaintances. Participant A also

mentioned that he is having difficulties in terms of managing his time.

A statement of participant A:

Sa karon jud ha uliton nako ha. Exam, research og PT. Dili jud ko kabalo paano

sya hation akong lawas sa ingana nya daghan kaayog pasahunon na. (Lines 45-

47, Page 63)

(I don’t know how to manage my time especially when it comes to the things that

need to be passed and most especially the exam, research and performance task.)
 The participant fails to manage one’s time due to stressing out on other duties

aside from completing academic requirements. Participants D and G points out that they

are having a hard time in managing their time because of the deadlines of the submissions

of all the requirements are at the same time.

Participant D stated that:

Kay ano... sabay sabay ang mga requirements ana… (Line 226, Page 77)

(Because of the passing of requirements all together at the same time.)

All requirements requested by the different subjects are to be passed on the same

date, developing pressure upon the participant's schedule.

In addition, a supporting statement of Partcipant G:

Sabay sabay na.. pasahan ng requirements.. tapos sabay sabay.. (Line

369, Page 89)

(The passing of requirements all together at the same time)

Preparing and submitting school’s requirements at the same date causes the

participants to be stressed.

And additional statement of Participant J:

(background noise) (murmuring) …sa time ayun. Kay minsan ga sobra

nalang tungod sa academic. (Lines 465 & 466, Page 100)

 (I learned that time management is really important when it comes to

academics.)

According to Magoosh (2019), students who struggle with time management on

an ongoing basis don’t do themselves many favours. It involves procrastination, lower

grades and test scores, chronic lack of sleep, unhealthy eating habits and lack of

punctuality.

Theme 6: Spirituality

The data gathered after the in-depth interview with the participants conducted by

the investigators have presented that spiritual relationship with a divine, supernatural

entity would affect the student in handling stress.

From the statement of Participant B:

Hmmm… wala hahahahaha (laughing) the most? Ano.. si God. Si God kay

kung sa family man gud nako ng daghan man gud sila mag tell tapos kung

sa friends kay maulaw ko.. pag ma stress nako muadto ko’g simbahan..

(Lines 139-141, Page 71)

(When I’m stressed, I always look up to God. Because I can’t open up for

my family because they’ll just scold me and even to my friends. I’m very shy

if I’ll talk to them about what I am suffering. When I am stressed, I go to

church…)

Supported by Participant G:
 Ano.. ano siguro first.. seek God in everything you do.. always kalang ano..

mag salig sa kanya… tapos second mga relaxation music.. mga

meditation..(Line 377, Page 89)

(First is seek God in everything that you do. Always trust and believe in Him.

Second, I listen to some relaxation music and also meditation.)

And also supported by Participant J:

Yun.. prayers.

(Through prayers.)

From the statement of Participants B and G, they expressed a belief in God and a

strong reliance on the Church as a way to deal with stressors. Although they specifically

identified religion as a key component to dealing with life’s challenges, some of the

participants acknowledged that maintaining a strong sense of spirituality was also

important in addition to having strong religious ties.

Besides, religious methods and other spiritual endeavours as coping strategies

when encountering physical and mental difficulties in life are widely recognized (Cruz, et

al., 2016; Wachholtz, & Sambamoorthi, 2011). Spirituality and religion are the most

accessible and readily available resources to help in coping with stressful life events

(Cruz, et al., 2016). Furthermore, spiritual coping can enhance feelings of wholeness and

a state of equilibrium, promoting good health (Hawthorne, Youngblut & Brooten, 2011).

While Al-Dubai et al. (2011) found that students used active coping strategies (active

coping, religious coping, positive reframing, planning, acceptance) more than avoidant

strategies (denial, self-blame, alcohol or substance use). Also, the students described
their coping strategies, including ‘staying quiet’, seeking external support, turning toward

God, This participatory action study of Bulanda, Conteh & Jalloh (2018)

Theme 7: Self-reliance

The data gathered after the in-depth interview with the participants have included

supporting one’s own self to be an effective remedy to the students who undergo stressful

situations by the time no one supports them.

As stated by Participant E:

The most help that I need the most when I am stress is to have a self-stuff

support within me specially when I am stress I do a lot of eating that’s why

I sometimes became fat unsa pato….. Self-support because that stress

come within you and not to others so that's why you are the only person

who can manage it, who can find solution and prevent it. (Lines 293-297,

Page 82)

(The most helpful thing I needed the most when I am stressed is to support

myself. When I am stressed, I also do a lot of eating that’s why I become

fat.)

It was also supported by Participant G:

First ano.. sarili.. kasi wala man talagang iba na makatulong sa iyo kundi

sarili mo kasi..ayon kunyari friends mo andito ngayon pero at the end of the

day.. sarili molang maiwan para ayusin problema mo. (Line 377, Page 88)
 (First is me. Because there will no one else who can help you aside from

yourself. Like for example, your friends are there but at the end of the day,

you will be the only one left to solve your own problem.)

Participants E and G they're coping strategy is self-reliance which involves belief

in your effectiveness as a person, both generally in terms of managing your life, and

specifically about competently dealing with individual tasks. According to Bandura (1994)

the belief in one’s ability to influence events that affect one’s life and control over the way

these events are experienced. Alternative methods such as yoga, meditation, and

visualization embrace the transactional model of stress by empowering the stressed

person to either view the situation differently or believe in their capability to cope. Self-

reliance as a support process consists of the support provider doing nothing, allowing the

support recipient to manage the stressor and/or task independently (Ryan & Solky, 1996).

It follows then that the preference for self-reliance differs from other traits, such as

autonomy, which is assessed as the satisfaction of a need for autonomy (Deci & Ryan,

2008); independence, which is assessed as self-perception in the context of the social

environment (Cross, 1995; Markus & Kitayama, 2010); and avoidant attachment, which

is assessed as unwillingness to make and receive intimate disclosures (Mikulincer &

Nachshon, 1991).

Theme 8: Relationships

The data gathered after the in-depth interview with the participants have involved

the reliance with the students’ relationships with other people proving to ease their

pressure due to stressful situations.

 From the statement of Participant D

My baby. (laughing) (Line 242, Page 78)

(My girlfriend.)

By talking to her.

And another statement from Participant J:

Ano.. like iwasan ko ang malapit sa stress. Like avoidance. Ano.. sa friends

ko. (Lines 460 & 462, Page 99 & 100)

(Just avoiding stress and being with my friends)

From the statement of Participants D personal support specifically in a romantic

relationship using this type to cope up with stress. According to Stossel and

Powers (2012), partners’ need for social support predicted stronger stress responses for

both men and women. Seeking social support is generally thought to be an adaptive

coping strategy for couples. Social support as a means to alleviate stress would be

classed as a form of emotion-focused coping (Lazarus and Folkman, 1984). Also,

Romantic relationships are typically regarded as a potential coping resource (eg, Dunkel

Schetter & Dolbier, 2011; Feeney & Collins, 2015; Masten & Wright, 2010; Mikulincer &

Shaver, 2014).

Theme 9: Emotional Eating

 The data gathered from the in-depth interview with the participants, the emotional

pressure caused by stress drives the students into distracting themselves or transferring

their feelings into doing things as means of coping with it.

From the statement of Participant A:

Pag na stress ko diba kay ushay wala ko naga kaon pero pag naa jud koy

free jud naga.. stress eating. Naga stress eating jud ko. (Lines 84 & 85,

Page 67)

(Every time I’m stressed, I don’t eat but if ever I have a free time, I always

do stress eating.)

An additional statement from Participant E:

Ahhh... I cope up with stress… aahh, I do stress eating because when I do

stress eating I am relieved with myself. I forget the stress that I have

especially the pressure that I feel when I am stressed. (Lines 299-301, Page

82)

(When I cope up with stress, I do stress eating because it can release the

stress that I am feeling inside.)

It is clearly stated from the statements of participants A and E that their coping

strategy is stress eating. Apart from this, Adam and Epel (2007) found that persons who

overeat as a means of dealing with stress use food to activate their physiological reward

system; they continue to use this strategy because they begin to feel good. The theory

of eating behaviour has been explained through the Psychosomatic theory (Bruch, 1974),
which proposes that some people can perceive feelings of emotions such as emptiness

and sadness similarly to that of hunger, and so food can be used as an emotional comfort.

Theme 10: Leisure

The data gathered from the in-depth interview with the participants, students

involving themselves in any leisure activities proved to be effective in terms of coping with

stress.

From the statement of Participant B:

Ano… hmmm… how do I cope up with stress kanang mag tan-aw kog sine..

chill man gud pag magtan-aw kog sine.. so kato. (Lines 145 & 146, Pages

71 & 72)

(My coping strategies would be watching movies in cinemas because when

I watch movies, I always felt relaxed.)

An additional statement of Participant C:

Uhm… uhm.. just like ano.. just as ano.. just time. Kunwari after shool pag

wala ng gawin.. parang I roam around the school alone.. with myself lang..

or sa mall. (Lines 198-200, Page 75)

(After school, when I have time I always roam around the school campus or

mall.)

And another additional statement of Participant F to support this coping

mechanism:
 Ahm.. when I am not with friends I listen to music, I watch movies and I.. I

funny videos just to ah..ease the tension for the stress. (Lines 343 & 344,

Page 86)

(When I am not with my friends, I listen to music, I watch movies and I also

watch funny videos just to ease the tension caused by stress.)

From the statement of Participants C and F, their coping strategies is leisure

activities where it involves going to the mall, listening to music, and watching movies or

videos. According to the study of Pierceall and Keim (2007) the most common way of

coping with stress by leisure activities and exercise (developing the self through self-

efficacy). Another, The study of Kwaah, C. (2017) students used multiple strategies,

mainly praying/meditating, self-distracting activities such as watching TV and listening to

music to cope with.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the brief summary of the findings, conclusions, and the

recommendation of the study commenced.

Summary of the Study

 The primary purpose of this study is to determine what are the stress and coping

strategies of the Grade 12 Senior High School of Notre Dame of Dadiangas University.

This study provides the answer on the selected Grade 12 students. To make this possible,

the investigators identified the participant through a pre-survey that was conducted to all

sections and strand in Grade 12.

All in all, there were (10) participants who provided their experiences about stress.

While conducting the interview, a voice recorder is used to preserve their answers.

The participants answered all the questions related to their experiences about

stress. These were the (1) How does stress affects you negatively? (2) What specific

stressors affects you the most? (3) What is the most stressful experiences you have ever

had? (4) Did you learn anything from that experience? In what way? (5) When you’re

under stress, whose help do you need the most? (6) How do you cope up with stress?

(7) As a student, in what way will you make your life less stressful?

Conclusions

To sum up the conclusions, the results are as follows

There are various results that the investigators have gathered and their answers are listed

below:

Academic Performance- Seven participant had stated that when he’s suffering from

stress, his academic performance really suffers.

Physical Health- Two participant experienced sickness/illnesses due to the toxic that

stress brings her.

Mental Health- Four participants have suffered from mental issues such as anxiety due

to the stress that they are dealing with.

Family Support- Two participant stated that when they are stress, their family are the one

who always help them.

Time Management- Four participant said that they have a difficulty when it comes to

balancing their time but it also helps them to reduce stress. They used as one of their

strategies to cope up with stress.

Spirituality- Two participant had stated that spiritual relationship with God helps them to

cope up with the stress that they are dealing with.

Self-Reliance- Two participant uses this coping strategy to cope up with stress. They rely

on their selves because they believe that only their selves can help them.

Relationship- Only one participant uses this coping mechanism. He mentioned that talking

to his girlfriend makes him cope up with the stress he’s dealing with.

Emotional Eating- Two participants have experience this and they used this as their

coping mechanism whenever they are stress.

Leisure- Three participants are using this as their coping mechanism whenever they are

stress. They stated that it helps them relieves their stress when they are doing this type

of activity like going out with friends and watching movies.

 In conclusion, academic performance, time management, mental health and

leisure are the most answered issues. This were followed by family support, spirituality,

self-reliance, emotional eating and relationship.

Recommendations

The following recommendations are formulated in order to address the problems

regarding the coping mechanism of the grade 12 students as the primary goal of this

study.

The following recommendations offered for those research studies that have

relation to stress coping mechanisms.

\
 Verbal Transcription

Participant A

(1) Investigator: Good afternoon. First of all thank you for participating in our research.

(2) So my first question for you is how does stress affect you negatively?

(3) Participant: Sa stress... pag stress man gud ko makalimot ko magkaon.. nang

(4) Wala ko kabalo ngano pero mas gina prefer nako na maghimo nalang jud sa akong

(5) mga himuonon kaysa magkaon ko so kanang sa health sya mag… mag.. uhmm..

(6) ma.. makaapekto god so isa to sya sa maka uh… negative effects sa stress sa akoa

(Whenever I’m stress, I forgot to eat and I don’t know why but I prefer to do the

things that I needed to do rather than to eat that’s why it affects my health.)

(7) Investigator: So have you tried like na hospitalized or nalagnat or something na na

(8) Ingana tungod lang sa stress?

(So have you tried that you have been hospitalized or suffered from a fever just

because of stress?)

(9) Participant: Yes I tried na ma.. ma.. magksakit tungod ana kay lisud man gud kaayo

(10) Ihandle na ang stress minsan as a student kay ng sabay sabay tanan ginahimo

(11) Nimo ba tas wala naka kabalo unsa imong unahon og unsa imong sundon ana

(12) gud sya..

 (Yes I have tried to be hospitalized because of stress for the reason that I really can’t

handle the stress as a student like when the requirements have the same time to be

passed and then you don’t know what to do and what to follow.)

(13) Investigator: So ano diay.. dili gyud diay nimo sya mamanage ang time ana.. di

(14) jud sya ma manage?

(You really can’t manage your time?)

(15) Participant: Kaya man siguro kung kabalo lang jud ka mag manage sa imong

(16) time jud. Pero na man gud minsan na wala ko kabalo ha pero sa akong sarili

(17) minsan ng naga cram ko.. ana.. naga procrastinate ka ba kay naga salig na ay

(18) unsa ugma paman na.. na ingana ingana..parehas karon na halimbawa student

(19) ko anang…. Parehas ani leader man ko sa among research tapos ng naa pay PT

(20) pajud sa PE.. ng wala ka kabalo paano unsay unahon unsaon nimo pagtunga

(21) imong sarili ana.

(I think I can if I just know how to manage my time. But then sometimes, I don’t

know but I always tend to cram and procrastinate because I always think that I can

do it in just a short period. Like now, I’m a leader in our research then we also have

a performance task in Physical Education. So I don’t know how to divide my time.)

(22) Investigator: So lisud jud diay sya isabay no? ingana

(So is it really hard balance them together?)

(23) Participant: Oo

(Yes)
(24) Investigator: Hmm.. so ano my second question what specific stressors

(25) affects you the most?

(26) Participant: Karon sa karon.. uhm.. ano.. academics jud. Academics, research,

(27) PT’s, exam.

(Well right now academics really. Academics, research, Performance Tasks and

exam.)

(28) Investigator: Why academics? explain further.

(29) Participant: Sa academics ano man gud kaayo ko.. competitive kaayo ko nga

(30) tao… anang pag naa koy gusto, gusto jud kaayo nako na sya tapos gusto jud

(31) nako makasulod sa annual honos karon. So naga aim jud kog high og .. feeling

(32) nako ng.. ng bahala na mag kinaunsa ang tanan basta makapasa ko, makahimo

(33) ko ana gud sya ng wala nakoy labot sa akong sarili basta acads is acads.

(I am a really competitive type of person in terms of academics. If I like it, I really

like it like the annual honor list. I want to be included in the annual honor now so I

really aim high. I don’t care whatever happens as long as I will pass. I don’t care

about myself because I always believe that academics are academics.)

(34) Investigator: So na pressure jud ka? Like na pressure ka kay gusto nimo sa..

(35) gusto nimo makasulod sa annual honor so kanang tana na ginahimo nimo karon

(36) ga result sya sa stress ana?

(So you are really pressured? You’re pressured because you want to be on the

annual honor so because of that it resulted to stress?)

(37) Participant: Yes kay uhm.. lisud man gud kaayo makasulod sa annual honors
(38) na karon.. ng imong mga classmates pa gyud puro competitive so kanang naa

(39) jud sa imong sarili na kaylangan jud nimo na mag aim og high tapos expectations

(40) sa family dili jud nimo na mawala. Ma stress jud ka ana anddd…siguro sa

(41) family…uhmm.. pag naay problem sa balay, madala nimo sa school ana. Maluya

(42) ka ana.

(Yes. It's really hard to be on the annual honor now and my classmates are

competitive so you need to work hard because you aim high and the expectations

in the family make me stress. Especially when you have a family problem, you tend

to bring it to school. So I can make you lost your interest.)

(43) Investigator: Ahhh.. so ang mga stressors na naka affect sa imo is mostly

(44) academics and familys expectation. Hmmm so what is the most stressful

(45) experience you have ever had?

(So the stressors that affets you mostly are academics and family expectation. So

what is the most stressful experience you have ever had?)

(46) Participant: … Sa karon jud ha uliton nako ha. Exam, research og PT.

(47) Dili jud ko kabalo paano sya hation akong lawas sa ingana nya

(48) daghan kaayog pasahunon.

(I don’t know how to manage my time especially when it comes to the things that

need to be passed and most especially the exam, research and performance task.)

(49) Investigator: So nagsabay sabay sila? Tung subraan ka sabay sabay di naka

(50) kabalo unsa imong unahon?

(So it comes together? Because of the same requirements that needs to be

passed, you don’t know what will you do first?)

(51) Participant: Oo kay karon man gud paspas kaayo and adlaw kanang

(52) wala ka kabalo nga Monday karon taod taod praydey na ana gud ng.. murag

(53) three minutes lang imohang unsa tawag ana imohang weekends ana gud. Ako

(54) ha ng pag matulog ko minsan maabtan nakog ala una kay maghimo lang og

(55) ana nya mag mata ka og five thirty kay layo paman imong balay kay gikan

(56) paman kog Lun Padidu so byahe pako tapos pag abot nimo eskwelajan kapoy

(57) kaayo ka katulugon kaayo ka tapos inagna najud na akong routine ng kanang

(58) lisud jud sya.

(Yes. Because right now, the days have gone faster than it seems to be and in just

a period, its Monday then in a minute, its Friday already so your weekends seem

shorter than what it ought to be. For example, I sleep at 1 AM just because of the

things that I needed to do than wake up at 5:30 AM because I’m from Lun Padidu

and I need to wake up early so that I can go to school and won’t be late then when

I arrive at school I am really sleepy. That’s my everyday routine that’s why it is

really hard for me.)

(59) Investigator: So unsa kanang did you learn anything from that experience?

(60) In what way? Kanang unsa imong nalearn sa mga na experience

(61) nimo na most stressful karon?

(So did you learn anything fron that experience? In what way? How can you learn

from that experience that causes you stress?)

(62) Participant: Time management jud. Time management lang jud sya kay.. siguro

(63) mao lang akong na learn sa pagiging stress is naa man pud gud positive effect
(64) ang stress kay.. kay gina gawas niya ang the best in you ng diba pag mag cram

(65) ka kaymurag dapat ingani dapat ingani kanang na tingala nalang ka na tungod

(66) sa ana sa stress ma motivate ka na to do more ana.. naa pud syay positive

(67) effets pud.

(I learned that you need to apply time management. There is a positive effect that

stress gives you. It brings out the best in you like for example when you cram you

tend to think that your output should be good then in just a time you’ve already

finish your work and that’s because of the positive effects that stress gives you. It

motivates you to do more.)

(68) Investigator: Hmmm.. so when you’re under stress, whose help do you need the

(69) most? Why?

(So when youre under stress, whose help do you need the most?)

(70) Participant: Family

(Family)

(71) Investigator: Ahhh family

(Family)

(72) Participant: Sila man jud gud akong strength. Sila jud ang akong kailangan pag..

(73) pag stress ko and for example ha kanang stress man gud ko pag kanang

(74) ginaduulan nako akong mama tapos maka seek kog advice… dira jud ko maka

(75) move forward tapos ng kapoy na kaayo ko.

 (They are my strength. I need them every time I’m stress. When I’m stress, I always

talk to my mom because I can seek advice from her and with that I can move

forward every time I’m tired or stress.)

(76) Investigator: So ang mama jud nimo imohang gina like duulan everytime na

(77) stress ka?

(So you always go to your mom whenever your stress?)

(78) Participant: Friends.. naay friends kay makatabang man pud gud sila jud sa

(79) imoha kay for example ha kanang pareha mog ginahimo ana gud so

(80) matabangan ka nila yah.

(Friends also, my friends also helps me a lot in coping up with stress like for

example, you have the same thing to do so with that, they can help you.)

(81) Investigator: So family and peers ana?

(So family and peers?)

(82) Participant: Yes

(Yes.)

(83) Investigator: So how do you cope up with stress? Unsa tung imong mga

(84) ginagamit na coping mechnism ana strategies.

(So how do you cpe up with stress? What are those coping mechanism or

strategies that you used?)

(85) Participant: Pag na stress ko diba kay ushay wala ko naga kaon pero pag naa
(86) jud koy free jud naga.. stress eating. Naga stress eating jud ko

(Everytime I’m sress I don’t eat but if ever I have a free time, I always do stress

eating.)

(87) Investigator: Ahhh so as a student, in what way will you make

(88) your life less stressful?

(89) Participant: …. Uhmmmm… siguro… lisud naman gud sya iano sa imo na less

(90) stress ka kay murag naa nay gina set na standard ang society eh..na dapat

(91) ingani ka tapos competitive man ko so naga aim jud kog high… maong lisud

(92) najud kaayo sya iingon sa akua na iless stress nako sya na unsa ng dapat

(93) himuon para ma less stress.. lisud.. lisud sya.

(It's hard to say that you can make it less stress because the society sets a

standard for you and the reason that I'm a competitive type of person and I really

aiming high that’s why it’s hard to say that I can make my life less stressful.)

(94) Investigator: So wala kay.. wala kay ginahimo para like matanggal or stress

(95) eating lang jud imong ginahimo everytime na stress ka pero paghuman nimo

(96) atong stress napud ka kato lang gihapon imong ginahimo like wala nakay

(97) ginahimo na uban..

(So you don’t do anything to relieve your stress or you just do stress eating every

time you’re stress?)

(98) Participant: Minsan ano… ahhh… gina uban nako akong mga friends ana gud ..

(99) mag go out lang sa kadali tapos pagkaugma stress napud ka..

(100) okay lang man sya ka.

 (Sometimes I go out with my friends, it can relieve my stress that way)

(101) Investigator: Okay thankyou sa pag participate thankyou.

(Okay thankyou for participating)

(102) Participant: Thank you.

Participant B

(103) Investigator: Good morning. So first of all thankyou for participating in our

(104) Research.

(105) Participant: Welcome

(106) Investigator: So my first question for you is how does stress affects you

(107) negatively?

(108) Participant: It affects me that.. uh.. pwede tagalog? It affects me ng.. ma..

(109) maunsa ko dugay ko makatuog na nagkaroon kog insomnia.. anxiety..lagi.. tapos

(110) ng.. I feel demotivated.. to leave.. haha (laughing) lagi. I feel demotivated..

(It affects me in way that I cannot sleep and I suufered from insomnia, anxiety and

I always feel demotivated.)

(111) Investigator: What?

(112) Participant: Kanang mamata nalang ko kay kailangan

(That I just wake up because I need to.)

(113) Investigator: Ahhh so gusto nimo na.. ay nagmata ka kay kinaghanlan pero

(114) dapat gusto nimo magmata ka para.. dahil naay purpose ana?
 (You just woke up because you need to not because you have a purpose?)

(115) Participant: Oo tapos dahil aning stress kay feel nako wala koy purpose sa life..

(116) WALA KOY PURPOSE SA LIFE.. I feel demotivated.

(Yes. When I’m stress I feel like I don’t have a purpose in life. I feel demotivated.)

(117) Investigator: Ahhhh….you feel demotivated when you suffer from stress. So

(118) what specific stressors affects you the most ?

(You feel demotivated when you suffer from stress. So what specific stressors

affects you the most?)

(119) Participant: Ahm.. academic stess.

(Academic stress)

(120) Investigator: Academic stress?

(121) Participant: Yah

(Yes.)

(122) Investigator: Why academic stress?

(123) Participant: Because naay mga deadline tapos I tend to procrastinate.

(Because of the deadline and I tend to procrastinate)

(124) Investigator: Nganong ga procrastinate man ka?

(Why do you procrastinate?)

(125) Paticipant: Because.. kani.. kani akong nakasanayan so pag naa natung

(126) deadline.. ma.. mag sagol na tanan tanan sa akong utok.

 (Because this is what I’m used to and when the deadline came, ll things will just

rumble up in my mind.)

(127) Investigator: Ahh.. so procrastination. Kung kanus-a ang deadline.. a day.. a

(128) night before deadline didto pa nimo sya himuon.

(So you just do the things that you needed to do the night before deadline?)

(129) Participant: Oo murag ingana.

(Yes. Like that.)

(130) Investigator: Ahh.. so what is the most stressful experience you have ever had?

(So what’s the most stressful experience you have ever had?)

(131) Participant: Tung namatay akong friend. Pagkahuman ato didto ko nagkaroon

(132) og insomnia kanang maabot kog.. makatulog kog hantud alas syete sa buntag

(133) tapos makamata ko alas tress sa hapon.

(When my friend died, after that, I suffered from insomnia. I slept at 7 AM and woke

up at 3 PM.)

(134) Investigator: Hala as in? naka.. naka suffer ka og ingana?

(You really did suffer from that?)

(135) Participant: Oo.

(Yes.)

(136) Investigator: So did you learn anything from that experience? In what way?

(Did you learn anything from that experience? In what way?)

(137) Participant: Di man jud as in naka learn ng.. naunsa rajud nako na.. tanan jud

(138) tao maka agi gyud og stress masking ning mga happy maka agi jud og stress.

(It's not like I learning’s for me but I realized that even a happy person can suffer

from stress.)

(139) Investigator: So when you’re under stress whose help do you need the most?

(140) Participant: Hmmm… wala hahahahaha (laughing) the most? Ano.. si God. Si

(141) God kay kung sa family man gud nako ng daghan man gud sila mag tell tapos

(142) kung sa friends kay maulaw ko.. pag ma stress nako muadto kog simbahan..

(143) tapos mag pray na unta maayo na.

(When I’m stress, I always look up to God. Because I can’t open up for my family

because they’ll just scold me and even to my friends. I’m very shy if I’ll talk to them

about what I am suffering. When I am stress, I go to church and pray that I hope I

can release my stress.)

(144) Investigator: Ahh.. so si God imong ginaadtuan everytime na stress ka..

(145) hmmm.. So how do you cope up wih stress?

(So when your’re stress, you always come To God. So how do you cope up with

stress?)

(146) Participant: Ano… hmmm… how do I cope up with stress kanang mag tan-aw

(147) kog sine.. chill man gud pag magtan-aw kog sine.. so kato.

(My coping strategies would be watching cinema because when I watch movies, I

wlays felt chill.)

(148) Investigator: Hmmmm… so whenever you’re stress, your coping mechanisms

(149) or strategiesis are watching movies?

(150) Participant: Yes..

(Yes)

(151) Investigator: Ahhh.. okay. So as a student, in what way will you make your life

(152) less stressful?

(153) Participant: Ano.. kanang.. set priority. Sunod unahon ang mga himuon para dili

(154) ko mag overload when the deadline pa.

(You need to set priority. Then you should prioritize the things that you needed to

do so that it wont overload when the deadline comes)

(155) Investigator: So you think you can apply that?

(156) Participant: Dili pa siguro karon.. pero.. pero I am trying.

(Not yet right now but I am trying)

(157) Investigator: Okay.. thannkyou!

Participant C

(158) Investigator: So.. good afternoon. First of all thankyou for participating in our

(159) Research. So my first question for you is how does stress affects you negatively

(160) Participant: So it affects me by ano.. how I handle my..schedule. It is because

(161) uhm.. when the task is given in the same deadline as other task, it affects me

(162) nagatively on ano… uh.. I cannot.. kannag dili na.. uh pwede mag tagalog?

(163) Kanang maka hinder sya na mag dili ko kaapil sa akong family gatherings gud

(164) kay mag kuan na sya ng mas mag focus ko didto.

 (It affects how I handle my schedule. It’s because when the task is given the same

deadline with the other task, it affects me negatively and it hinders me from going

out with family especially when it comes to social gatherings because I focus more

on my academics.)

(165) Investigator: Uhmm so the effects of stres it hinders you from going out with

(166) your family, from your social gatherings? Uhh so what specific stressors affects

(167) you the most?

(168) Participant: So right now.. one of it is.. ano.. I think my ano.. nagka problema ko

(169) sa akoang.. sa akoang sexual orientation.

(Right now, one of it is my sexual orientation)

(170) Investigator: Sexual orientation?

(171) Partcipant: Oo

(Yes)

(172) Investigator: Ahh.. sexual orientation. Why man?

(Why sexual orientation?)

(173) Participant: Because uh.. I didn’t expect na everything will change in a moment

(174) na mag change of heart ko..

(Because I didn’t expect that everything will change in a moment when I change

my heart.)

(175) Investigator: Ohhh so for you the sexual orientation is the one of the

(176) stressors that affects you the most. So what is the most stressful

(177) experience you have ever had?

(178) Particpant: So.. one of it is..ang akong na experience right now.. akong sexual
(179) orientation because ano sya timely sya and also ano.. naga.. naga contradict sya

(180) sa mga principles na gusto sa akong parents na ifollow nako.

(One of it is the one that I am experiencing right now, my sexual orientation. It is

timely and it contradicts the principles that my parents want me to follow.)

(181) Investigator: Uhh so your sexual orientation and yung pressure

(182) ng parents mo sayo?

(So the sexual orientation and the pressure that your parents sets for you?)

(183) Participant: Oo

(Yes)

(184) Investigator: So did you learn anything from that experience? In

(185) what way?

(186) Participant: uhmmm ano karang.. maybe.. ahh.. ano..

(187) I’ll prioritize my parents first..

(I learned that I need to prioritize my parents more)

(188) Investigator: So when you’re under stress, whose help do you need

(189) the most? Why?

(190) Participant: My mom.

(191) Investigator: Uhh your mom? Why you’re mom?

(192) Participant: Ano karang.. she can really.. ano kanang its not about she can

(193) really relate to me but its about.. he can.. she can give advice..

(She can really give advice)

(194) Investigator: Hmm so mom really knows best.

(195) Participant: Yes haha (laughing)

 (Yes)

(196) Investigator: So how do you cope up with stress? Yung coping strategies,

(197) coping mechanisms.

(So how do you cope up with stress? What are your coping strategies or your

coping mechanism?)

(198) Participant: Uhm… uhm.. just like ano.. just as ano.. just time. Kunwari after

(199) shool pag wala ng gawin.. parang I rome around the school alone.. with myself

(200) lang.. or sa mall.

(After school, when I have time I always rome around the school campus or mall.)

(201) Investigator: Ahhh.. so parang self- meditation?

(Seems like self meditation?)

(202) Participant: Yes

(Yes)

(203) Investigator: So as a student, in what way will you make your

(204) life less stressful?

(205) Participant: So uhmmm…Ah..I think ano… time management and ano.. parang

(206) focus on a better priority.

(I think time management and focus on a better priority)

(207) Investigator: Ah so ano talaga sya.. set your priority, the priorities talaga ang

(208) mauna to manage your time?

(So set your priority and tie management?)

(209) Participant: Oo

(Yes)
(210) Investigator: Okay thankyou.. that’s all thankyou for participating.

Participant D

(211) Investigator: So Good afternoon. First of all thakyou for participating in our

(212) Research. So my first question for you is how does stress affects you

(213) negatively? paunsa ka maapektuhan sa stress ana?

(How does stress affects you negatively? How does stress affects you?)

(214) Participant: Uhmmm…. Dili ko maka focus tapos ma.. dili nako mabuhat

(215) akong mga responsibilities.

(I can’t focus and I can’t fulfill my responsibilities.)

(216) Investigator: Ahh.. So tungod sa stress uhmm.. wala ka.. it hinders you from on

(217) focusing in your responsibilities.. hmm.. So what specific stressors affects you

(218) the most?

(So because of stress, it hinders you from focusing on your responsibilities. So

what specific stressors affects you the most?)

(219) Participant: Uhmm… academic

(Academic)

(220) Investigator: Ahh.. acaddemics.. why acads?

(Why academics?)

(221) Participant: uhmm

(Murmuring)

(222) Investigator: Pwede man mag bisaya.

(You can speak vernacularly)

(223) Participant: Why acads no?

(Why acaemics right?)

(224) Investigator: Oo. Like unsa diay ginahimo ninyo sa inyong acads nganong

(225) stress ka?

(Yes. Why academics? What are you doing in your academics that causes you a

lot of stress?)

(226) Participant: Kay ano.. sabay sabay ang mga requirements ana..

(Because of the passing of requirements all together at the same time.)

(227) Investigator: Ah ano ang mga deadlines ana. Sabay sabay ang imong ginahimo

(So the deadlines. You do it at the same time.)

(228) Participant: Yes

(Yes)

(229) Investigators: So tungod ana ma stress ka?

(Because of that you’re stress?)

(230) Participant: Opo

(Yes)

(231) Investigator: So what is the most stressful experience you have ever had?

(232) Participant: Karong.. karong year lang..kanang ano lang..sa PE na ano.. na

(233) finals na PE

(If were talking about it this year, the final Performance Task in Physical Education

really gives me a lot of stress.)

(234) Investigator: Ahh… ngano PE man?

(Why Physical Education?)

(235) Participant: Kay gabii na muuli tapos sige lag practice.. kapoy.

(Because we always went home late and we are always practicing so its really

tiresome.)

(236) Investigator: Ahhh.. that’s why. Did you learn anything from that experience?

(237) In what way?

(238) Participant: Uhm.. yes. Mas mag.. mas mag ano pa..mas mag hard work pako

(239) then sa studies..

(Yes. It teaches me to be a more hardworking student when it comes to my

studies.)

(240) Investigator: So when you’re under stress, whose help do you need the most?

(241) Why?

(242) Participant: My baby (laughing)

(My girlfriend.)

(243) Investigator: So your girlfriend? Ahh.. So how do you cope up with stress?

(244) Participant: By talking to her.

(I always talk to her)

(245) Investigator: So as a student, in what way will you make your life less stressfull?

(246) Participant: Uhmm.. just go with the flow. Yun lang

(Just go with the flow)

(247) Investigator: Ahh yun lang like wag lang magpa pressure ganon?

(That’s all? Like no pressure?)

(248) Participant: Oo

(Yes)
(249) Investigator: Okay thankyou! Thankyou very much.

Participant E

(250) Investigator: Good afternoon Sir, uhmm may I ask how old are you??

(251) Participant: I am 18 years old

(252) Interviewer: ahhhh sige ahhh for the for my first

(253) question is how does stress affects you negatively?

(254) Participant: Stress affect me negatively by means of ,I do catch some

(255) colds, especially some times when it is very severe it will led

(256) to fever and a long term cough.

(257) Investigator: ahhh does it happen after ahh everytime??

(258) Participant: It happens every time when I’m very stress in my

(259) academic matter specially when the time when I pass our performance

(260) task and some of our portfolios.

(261) Investigator: Sige, For the next question what specific

(262) stressor affect you the most?

(Okay for the next question, what specific stressors affects you the most?)

(263) Participant: the stressors that affect me the most is my academic matter

(264) because of ahm because of family pressure I had to I must maintain my grades

(265) and do strive myself and finish my work so that I can pass it early but then

(266) because of pressure I uhh I do caughts up some stress because I didn't know

(267) how to cope up with it properly when doing my work so.

 (The stressors that affect me the most is my academic matter and also family

pressure. I had to maintain my grades and strive so that I can finish my work and

I can pass it early but because of pressure, I’m suffering from stress because I

didn’t how to cope up with it properly when doing my work.)

(268) Investigator: Ahhh.. so are you contented with in your grades though you are

(269) having academic stress?

(Are you contented with your grades even if you’re suffering from stress?)

(270) Participant: Yes.

(Yes.)

(271) Investigator: Uhmm why??

(Why?)

(272) Participant: Because I am happy eventhough that I am Stressful in my

(273) academics because I am a part of maa-y of the school awardee this year and

(274) moreover I get good grades line of something.

(I am still happy even though I am stress in my academics because I am part of

the school awardee this year and I get good grades.)

(275) Investigator: So for the next question is what is the most stressful

(276) experience do you have ever had?

(277) Participant: My stressful experience is when I was in grade 9 during the

(278) competition ahhhh.. let me say a performance task in our subject that we are

(279) required to dance specific festival in our country ahh….ahh …..ahhh I was stress

(280) of that thing because we are very conscious to our practice specially to the issue

(281) of our costume to appeal for the judges but then the stress is very worth it
(282) because we are one of the top 3 champions during that competition.

(My stressful experience was when I was in grade 9. We have a performance task

in our subject and we are required to dance a specific festival but even though it’s

very stressful, we are one of the top 3 champions during that competition.)

(283) Investigator: Ahhhh so did you learn anything from that experience?

(284) In what way?

(285) Participant: The thing that I learned during my experience is what that ahh even

(286) though that you are stressed you must help other people because they are stress

(287) because helping each other make us more comfortable and ahh decrease our

(288) stressful Problems. Ahh the way to decreased or to cope up with it is to ask help

(289) to other specially that yung hindi mo na kaya. Moreover, Ahmm helping each

(290) other to decrease because you are…you are wait lang you are sharing each

(291) other ideas to cope up with that problem or with that stress that you have.

(The thing that I have learned during my experience is even though you are

stressed, you must help each other because helping each other makes us more

comfortable and it can decrease the stress problems. The way or to cope up with

it is to ask help to other especially when you can’t take it anymore. Moreover,

helping and sharing each others ideas are very helpful)

(292) Investigator: When you are under stress whose help do you need the most?

(293) Participant: The most help that I need the most when I am stress is to have a

(294) self-stuff support within me specially when I am stress I do a lot of eating that’s

(295) why I sometimes became fat unsa pato….. Self-support because that stress

(296) come within you and not to others so that's why you are the only person who can
(297) manage it, who can find solution and prevent it.

(The most helpful when I need the most when I am stress is to have self-stuff

support within me. When I am stress, I also do a lot of eating that’s why I become

fat.)

(298) Investigator: How do you cope up with stress?

(299) Participant: ahhh.. I cope up with with stress aahh I do stress eating because

(300) when I do stress eating I am relieve with myself I forget the stress that I have

(301) especially the pressure that I feel when I am stress.

(When I cope up with stress, I do stress eating because it can release the stress

that I am feeling inside.)

(302) Investigator: As a student In what way will you make

(303) your life less stressful?

(304) Participant: I uhhh the way that I can make my life less stressful is I do some

(305) time management so that I can manage my work properly specially in the

(306) academic matter because most of my stress come from it.

(Time management is what I always do. I can manage my work properly especially

in academic matters because most of my stress comes from it.)

(307) Investigator: Thank you Mister.

Participant F

(308) Investigator: Good afternoon Sir. Thank you for participating in our research.

(309) May ask how old are you?

(310) Participant: (background noise) I am 18 years old.

 (I am 18 years old.)

(311) What strand are you in? (background noise)

(312) Participant: From HUMSS. Humanities and Social Science

(I’m from HUMSS. Humanities and Social Sciences.)

(313) Investigator: The first question is how does stress affects you negatively?

(314) Participant: For me it affects me negatively ahm.. in ways such as in my studies

(315) when I am stress I’m not so good at ahmm.. at quizzes, at assignments, and s

sometimes when I am stress I don’t eat

(316) because of course I am stress. (background noise)

(It affect me negatively in a way that whenever I am stress, it will always affect my

studies especially my assignments and quizzes and sometimes when I am stress,

I don’t eat)

(317) Investigator: What specific stressors affects you the most?

(318) Participant: Me, ahm… the.. the stressors that affects me truly is family problems,

(319) but in… I am more ahm stress in academic problem because ahm due to the..

(320) because of for instance my group mates for example if we have a performance t

(321) task and my group mates are uncooperative that’s the time when I am so stress.

(322) I am very stress at that time (background noise)

(The stressors that affect me truly is family problems but now, I am more stress in

academic because of the reason that, for example, my group mates. If we have a

performance task, sometimes my group mates don’t cooperate that’s why I am

very stress at that time. )

(323) Investigator: Does it happen often?

(324) Participant: Yes in my situation right now it happens quite often because ahm..

(325) I get.. I get really stress because most of my group mates they.. tsk.. ah.. they

(326) tend to cooperate just at the times just for their convenience. (background noise)

(Yes. In my situation right now, it happens quite often because I get stress because

of my group mates. They tend to cooperate at the times if they only want to, just

for their convenience. )

(327) Investigator: What is the most stressful experience you have ever had?

(328) Participant: I don’t really have a stressful experience that I think it’s just so

(329) ahm…. We are talking about right now… then I guess the most stressful

(330) thing for me now is our research. (background noise)

(I don’t have a stressful experience but if we are talking right now, I guess

the most stressful thing for me now is our research.)

(331) Investigator: Did you learn anything from that experience? In what way?

(332) Participant: Ah… I have learned from those experience in a way that ahm..

(333) it makes me more determined to do better because when people or my

(334) classmates around me not doing better, then Iguess it is up for me to do better

(335) for myself and not only for myself and for those classmates that I am around

(I have learned from those experiences in a way that it makes me more determined

to do better not just for myself but also for the people around me.)

(336) Investigator: When you’re under stress whose help do you need the most?

(337) Participant: For me ahm.. the most.. those who help me are]

(338) my family, friends, and most especially

(339) God. I would like to point out my friends because they really help me in times.
 (When I am stress, the people who help me are my family, friends because they

help me in times and most especially, God)

(340) Investigator: How?

(341) Participant: Ahm.. we hang out.. ahm we have fun sometimes my classmates

(342) since ahm.. they are my friends ahmm when we do activities we just ahmmm do

(343) it for fun and we don’t stress it out.. if..if it is ahm something that is just easy to

(344) do or something that is fun to do so that’s why ahm.. friends I..

(345) I can really say that they are ahm stress reliever.

(We hang out and we have fun sometimes when we do activities, we do it for fun

and we don’t stress ourselves out for it. If it’s something easy or fun thing to do.

With that, I can say that they are my stress reliever.)

(346) Investigator: How do you cope up with stress?

(347) Participant: Ahm.. when I am not with friends I listen to music, I watch movies

(348) and I.. I funny videosjust to ah..ease the tension for the stress

(When I am not with my friends, I listen to music, I watch movies and I also watch

funny videos just to ease the tension caused by stress.)

(349) Investigator: As a student in what way will you make your life less stressful?

(350) Participant: Ahm.. you know just strive ah.. when you know that you can strive

(351) better you..you willand.. ahm.. while you’re ahm studying and when you’re doing

(352) all this things in schools I think it just it just ahm ahm you just need to have fun,

(353) doing all the things that at the school requires you. I think that’s just the solution.
 (You just need to strive hard. When you’re studying or doing all these things in

school, I think you just need to have fun when doing all the required things in

school. I think that’s just the solutions.)

(354) Investigator: Thank you for cooperating Sir, have a nice day.

Participant G

(355) Investigator: Good afternoon ma’am, thank you for participating in our

(356) research. So my first question is how does stress affects you negatively?

(357) Participant: Ano.. maka.. makadown sya kasi minsan pag stress kana maisip

(358) mo minsan na.. ano… mga bagay na hindi mo kaya gawin…na… ma discourage

(359) ka na gawin yung gusto mo gawin kasi.. yun stress kaman.

(The negative effects of stress for me are that sometimes it makes me feel down.

When I am stress I always overthink about the things that I cannot do, with that it

can discourage me to do the things I want to because for the reason that I am

stress.)

(360) Investigator: Tulad ng ano?

(like what)

(361) Participant: Ano… kunyari.. sa school.. kasi sabay sabay na ang ano.. ang asa..

(362) kunyari research.. anosubjects , physics ganyan sabay sabay ipasa lahat ng

(363) requirements tapos minsan.. yung.. may isa talaga na subject na.. hindi mo

(364) maayos.. magawa..kasi focus sa isa kunyari sa research ganon.

(Like for example in school, like research and physics subject. The requirements

in that subjects need to be a pass at the same time and then sometimes there will
 always be a subject that will be left out because you tend to focus more on the

other subject like research. )

(365) Investigator: Okay sige.. the next question is what specific stressors

(366) affects you the most ?

(Okay fine, the next question is what specific stressors affects you the most?)

(367) Participant: Stressors..

(368) Investigator: Yes stressors.

(369) Participant: stressors… ano pressure sa academic.. kasi ano.. tsaka

(370) minsan ano.. yung pressure din sa family kasi.. expectations nila tapos kaming

(371) from consistent honor student from pre-school hanggang junior high tapos

(372) pagdating sa senior high may isang grade ka na hindi naabot sa 87.. tas ganon

(373) minsan magalit ang papa.

(Academic pressure and also family pressure. For family pressure, there are

expectations from my family for me for a reason that ever since preschool up to

junior high school, I have been a consistent honor student but now that I am in my

senior high years, I have a grade that didn’t meet that 87 allotted grade average

and with that I was not able to be an honor student and with that my father got mad

at me.)

(374) Investigator: So mas.. san yung mas matimbang yung family problem… ay

(375) family problem ano family stressor or academic stressor?

(376) Participant: Aca.. Academic.

(Academic)

(377) Investigator: Next question is what is the most stressful

(378) experience you have ever had?

(379) Participant: Sabay sabay na.. pasahan ng requirements.. tapos sabay sabay…

(The passing of requirements all together at the same time)

(380) Investigator: Ma-experience moba sya ngayon?

(381) Participant: Ngayon hindi na kasi tapos na ang isang term so

(382) medyo ano nalang ngayon maluwag

(Now, I haven’t experience it anymore because the first term was finished

already so it was quite easy.)

(383) Investigator: Okay next question is did you learn anything from that experience?

(384) Participant : Yes

(Yes)

(385) Investigator: In what way?

(386) Participant: Na.. wag mag paapekto minsan… na wag masyado

(387) mag paapekto.. na iwasan isipin ang mga bagay na hindi kailangan isipin at

(388) always believe in yourself no matter how hard it takes..

(389) when you’re travelling your journey.

(Don’t get affected. Avoid overthinking about the things that don’t need to be

thinking off and always believe in yourself no matter how hard it takes when you’re

traveling your journey. )

(390) Investigator: When you are under stress, whose help do you need the most?

(391) Participant: First ano.. sarili.. kasi wala man talagang iba na makatulong sa iyo

(392) kundi sarili mo kasi..ayon kunyari friends mo andito ngayon pero at the end of the

(393) day.. sarili mo lang maiwan para ayusin problema mo.

 (First is me. Because there will no one else who can help you aside from yourself.

Like for example, your friends are there but at the end of the day, you will be the

only one left to solve your own problem.)

(394) Investigator: Yung mga other family members?

(How about other family members?)

(395) Participant: Minsan hindi po kasi hindi masyado open.

(Sometimes no because were not that open)

(396) Investigator: Ahh.. okay.. so how do you cope up with stress?

(397) Ano yung mga other na pang stress reliever..?

(ahh okay, so how do you cope up with stress? What are the other stress reliever?)

(398) Participant: Ano.. ano siguro first.. seek God in everything you do.. always

(399) kalang ano.. mag salig sa kanya… tapos second mga relaxation

(400) music.. mga meditation,.

(First is seek God in everything that you do. Always trust and believe in him.

Second, I listen to some relaxation music and also meditation. )

(401) Investigator: Last question. As a student, in what way will you

(402) make your life less stressful?

(403) Participant: Siguro ano time management.. hati-hatiin mo yung oras para

(404) macomply or para sa academics kasi half day lang naman din ang klase so..

(405) gawin yung ano.. mga gawain sa hapon or extra time.

(I think time management. You need to balance your time for you to comply with

the requirements for your academics. You can do it because the class is only half-
 day that’s why you can do all of the necessary things in the afternoon or your extra

time.)

(406) Participant: Okay thank you

Participant H

(385) Investigator: How does stress affect you negatively?

(386) Participant: ng… maka discourage siya maka walay gana sa study

(It makes me discourage..it does not give me drive to study.)

(387) Investigator: ngano man?

( Why? )

(388) Participant: hmmmm..sobra ka stress kanang di naka

(389) kabalo unsa imong himuon.

(hmmm. Because of over stress you do not know what to do)

(390) Investigator: what specific stressors affect you the most?

(391) Participant: family kanang sige man gud , divided man gud kayo

(400) among family kanang sige sila away.

(family…because they are always fighting)

(401) Investigator: academic dili?

(how about academics?)

(402) Participant: dili man okay lang.

( no, my academic is fine)

(403) Investigator: okay, what is the most stressful experience you have ever had?

(404) Participant: kanang gipa pili ko mag stay ko sa akong mama or papa.

(when I have to choose who I want to be with, my mother or father)

(405) Investigator: did you learn anything from that experience?

(406) Participant: oo

(yes)

(407) Investigator: in what way?

(408) Participant: kanang dapat ima… dapat mag masking unsa akong pillion

(409) naa lang gihapon ko sa ay naga paramdam gihapon kay mama at papa.

(even if who I will choose I still get in touch with my mother and father)

(410) Investigator: when you are under stress whose help you you need the most?

(411) Participant: parents

(412) Investigator: why?

(413) Participant: kanang kabalo man gud sila unsa ingnon sa ako.a

(414) basta ma stress ko.

(because they know what to say to me when I am stress.)

(415) Investigator: how do you cope up with stress?

(416) Participant: music.

(417) Investigator: what else?

(418) Participant: game, playing games.

(419) Investigator: as a student in what way will you make your

(420) life more ay less stressful?

(421) Participant: ng ma..ng maipang mag himo (cough) ipang himo

(422) lang nako tung mga bagay na maka pa happy sa ako.a

(I will do the things that makes me happy.)

(423) Investigator: okay thank you

Participant I

(424) Investigator: Good afternoon ma’am thank you for participating in our research.

(425) My first question is how does stress affect you negatively?

(Good afternoon ma’am thank you for participating in our research. My first

question is how does stress affect you negatively?)

(426) Participant: stress affects me negatively hmm… that I can’t concentrate to my

(427) studies, to my academic activities, to my family bonding and friends.

 (stress affects me negatively in a way that I can’t concentrate on my studies, family

bonding, and friends)

(428) Investigator: what specific stressors affect you the most?

(what specific stressors affect you the most?)

(429) Participant: family, family problem especially to my mom. Who always

(430) discourage me and friends because they all they they , they stress me by pushing

(431) my limits that I can’t do it and my classmates because behind my back ay.. when

(432) we are face to face they are good to me. When I turn my back they backstab me.

(family problem, especially my mom who always discourage me and my friends.

Also, my classmates who backstab me when I turn my back.)

(433) Investigator: ahhh what is the most stressful experience

(434) you have ever had? Pick only one.

(what is the most stressful experience you have ever had? Pick only one.)

(435) Participant: hmmmm my mother because during grade during grade ten ah to

(436) our first quarter exam I got only two mistakes in our exam seventy-seven ay

(437) seventy-eight over eighty and I’m happily and the result I show it to my mom and

(438) my father, my father is so glad while my mother is so disappointed because why

(439) ba’t hindi ko na perfect daw yun na two mistakes nalang man daw yun.

(my mother because during grade ten ah to our first quarter exam I got only two

mistakes in our exam seventy-seven ay seventy-eight over eighty and I’m happily
 and the result I show it to my mom and my father, my father is so glad while my

mother is so disappointed because why I don’t get a perfect score).

(440) Investigator: ahmmm sa tingin mo bakit ganon yung mama mo?

(why do you think that is your mother pushing your limit?)

(441) Participant: ahm because I’m an only child and she expect me ahm he ah her

(442) expectations too too high that I tried to reach it but I’m not like her na magaling sa

(443) math and na hindi na kailangan mag study makinig na lang sa teacher at makuha

(444) na niya agad and lesson.

(because I’m an only child and her expectations are too high. I tried to reach it but

I’m not like her that is good in math and do not need to study, just to listen to the

teacher and get it all ready.)

(445) Investigator: okay my next question is did you learn anything

(446) from that experience?

(did you learn anything from that experienced?)

(447) Participant: yes

(yes)

(448) Investigator: in what way?

(in what way?)

(449) Participant: by learning by learning that ah… yah mama ko siya mother ko siya

(450) but it doesn’t mean na kung ano yung gusto niya para sa akin na yung mga I (451)
mean yung gusto niyang i reach ko yung mga utos niya sa akin kahit na hindi ko (452)

kaya sundin ko kung ano po yung kaya ko yun lang ang gawin ko kasi hindi lang (453)

naman siya sumusuporta sa akin. There is my father, my lola and lolo, my cousin, (454)

and aunties that who supports me to my decisions.

(I learned that even if my mother want me to reach things that I can’t, I know that

there are people who supports me)

(455) Investigator: ahmmm… when you are under stress who help you the most?

(when you are stress who help you the most?)

(456) Participant: hmmm my best friend Criza child hood best friend and my boyfriend.

(my childhood best friend Criza and my boyfriend)

(457) Investigator: in what way did did they help you?

(in what way did they help you?)

(458) Participant: my childhood best friend ah for example stress ako mag share ako

(459) sa kanya bigla bila bigla bigla lang siya dumadating sa bahay . tapos ayun

(460) pinapasaya niya ako na hindi ko alam na may ganon pala siyang talent and the

(461) other one is my boyfriend yang ano hindi niya paman siya di pa niya ako ganon ka

(462) kilala kasi let’s just say na hindi ako ganon ka open but gina try niya ang best niya

(463) like magsayaw siya sa harapan ko or dalhin niya mga barkada

(464) niya para aliw aliwin ako.

 (my childhood best friend help me in a way that she makes me happy while my

boyfriend dance in front of me or bring his friends to make me happy)

(465) Investigator: how do you cope up with stress?

( how do you cope up stress?)

(466) Participant: hmmm by, yung mga negative things ginagamit

(467) ko siya as motivation.

(I uses negative things as my motivation)

(468) Investigator: as a student in what way will you make your life less stressful?

(as a student how will you make your life less stressful? )

(469) Participant: hmmm by in terms of family to my mother ahm pasok sa kabilang

(470) tenga labas sa kabilang tenga and kung ano yung gina sabi ng mga classmates

(471) ko about sa akin hindi ko nalang pinapansin kasi alam kong someday

(472) malalamangan ko padin sila.

(by not listening to what my mother said)

(473) Investigator: okay thank you for participating.

(thank you for participating)

Participant J

(474) Investigator: So good afternoon. First of all, thank you for participating in our
(475) interview. So we will cut to the chase haha (laugh) .

(476) How does stress affects you negatively?

(Good afternoon. Thank you for participating in our interview. So how does stress

affects you negatively?)

(477) Participant: How does stress affects me negatively? Sa uhm… sa life ko.. sa

(478) studies.. like minsan sa family.. ma affect sya sa life ko kasi.. kung baga magka

(479) anxiety ako… madami akong negative…

(Stress affects me negatively through my studies and also to my family. It can

really affect my life because stress can really give me anxiety.)

(480) Investigator: Okay so what specific stressors affects you the most?

(481) Participant: Thesis *laughs* thesis jud. Pati mga math related research.

(Our thesis gives me stress and also our math related research)

(482) Investigator: Oh. Okay so uh eto pa. What is the most stressful

(483) experience you have ever had?

(Okay. So what is the most stressful experience you have ever had?)

(484) Participant: Ayun sa studies and minsan din sa family.

(485) Ano kanang family problems ana.

(My studies and my family problem.)

(486) Investigator: Pagdating sa family problem bakit? Ano yang..

(487) dahil ba sa trabaho ng parents mo?

(Why family problem? Is it because of the job of your parents?)

(488) Participant: Yes ano yang.. iba gud ang mas gina priority nila.

(Yes. They prioritize other things.)

(489) Investigator: Did you learn anything from that experience? In what way?

(490) Participant: Yang ano lang.. yang hindi lang gud… yang wag mag pa over sa

(491) stress. *background noise*

(Just don’t be overly affected with stress.)

(492) Investigator: Okay. When you’re stress, whose help do you need the most?

(493) Participant: Yun.. prayers.

(Prayers.)

(494) Investigator: So.. sa tingin mo in what way ka matulungan ng Panginoon?

(In what way God helps you?)

(495) Participant: Sa mga blessings..

(Through blessings)

(496) Investigator: Bakit sa mga blessings? Give me examples.

(Why blessings? Give me examples.)

(497) Participants: Ano yang.. sa ano… mas maglakas yung

(498) knowledge ko mga ganon.

 (He gives a broad knowledge.)

(499) Investigator: Hmmm aiming for honor? Hahaha *laughs* ahuh okay so eto how

(500) do you cope up with stress?

(So you’re aiming for honors. So how do you cope up with stress?)

(501) Participant: Yang ano.. maghanap ako ng stress reliever.

(Through my stress reliever.)

(502) Investigator: Ano.. ano na mga stress reliever?

(What type of stress relievers?)

(503) Participant: Ano.. like iwasan ko ang malapit sa stress. Like avoidance.

(Just avoid being stress.)

(504) Investigator: Uh.. so may iba paba?

(Is there any other?)

(505) Participant: Ano.. sa friends ko.

(My friends)

(506) Investigator: So kani last question. As a student, in what way will you make your

(507) life less stressful?

(So last question. As a student in what way will you make your life less

stressful?)
(508) Participant: *background noise* *murmuring* sa time ayun. Kay minsan ga sobra

(509) nalang tungod sa academic.

(I learned that time management is really important when it comes to

academics.)

(510) Investigator: Parang ano.. parag kapag.. Parang ga hinder nalang sya sa mga

(511) gusto mong gawing activities?

(Like it hinders you to do the activities you wanted to do?)

(512) Participant: Oo parang ganon. *background noise*

(Yes. Like that)

(513) Investigator: Okay. .Thank you for participating.

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