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THESISPROPOSALTITLE

ASTUDYONTHEPERCEIVEDLEVELSOFSTRESSANDCOPINGSTRATEGIESOFSTUDENTSOFTHEFEBIASCOLLEGEOFBIBLES.Y.2009-2010:IMPLICATIONSFORGUIDANCEANDCOUNSELINGPRACTICEByMrs.RemilindaB.Banzuelo

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CHAPTERI-INTRODUCTIONCollegestudentsfacegreatdealofchallengesthatmaybringstressanddistress.Academicsuccessisnotasingleentity.Howonehandlesthepressuresandstressthatgowithschoolworkshouldbeconsidered.Genderisavariabletobetterunderstandandassistguidanceclientsindividually.

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CHAPTERI-INTRODUCTION

Studiesrevealthatgenderinfluencesthechoiceofcopingstrategies(SmithandRenkKi2007;KarivandHeiman2005;Rao,MoudadandSubbakrishna2000;andHobfolletal.1994).

Femalestendtousedistress-reducingcopingstrategiessuchasemotion-focusedcopingandsecuringsocialsupportwhilemaleswerefoundtopreferbehavioralmethodsofcoping(Raoet.al2000).Malestendtouseavoidantcoping(KarivandHeiman2005)Studiesrevealthatfemalespreferpro-socialcopingwhilemalespreferaggressiveandanti-socialstrategiesincopingaccordingtoHobfolletal.1994.

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CHAPTERI-INTRODUCTION*Shield(2001)foundoutthatcertaincopingstrategiesleadtobetteradjustment.Hobfolletal.1994reportedthatActivecopingisrelatedtoloweredlevelsofpsychologicaldistress.*Activecopingpredictedacademicsuccessandpersonalemotionaladjustmentamongasamplefreshmenstudents(Shields2001inLeong,Bonz,andZachar1997).

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CHAPTERI-INTRODUCTIONA.THEORETICALFRAMEWORKCognitiveTheoryofPsychologicalStressProponents:RichardLazarusPsychologicalStress-Relationshipbetweenthepersonandtheenvironmentthatisappraisedbythepersonastaxingorexceedinghisorherresourcesandendangeringhisorherwell-being(Lazarus&Folkman,1984)

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Relationshipbetween:elementsoftheperson+elementsoftheenvironmentPsychologicalStress

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2MajorConceptsofCognitivePsychologicalStress

A.CognitiveAppraisalB.Coping

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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisalInformation-processingandevaluativeinnature.Aimstofindmeaningandsignificanceintoughtimes.determinewhyandtowhatextentaparticulartransactionorseriesoftransactionsbetweenthepersonandenvironmentisstressful(LazarusandFolkman1984,19)

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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal

2componentsofCognitiveAppraisal:PrimaryAppraisal-Assessesifthereisapotentialstressor.SecondaryAppraisal-Dealswithwhatcanbedonetomanagetheappraisedsituation.

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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal1.PrimaryAppraisal-Assessedsituationcanbeidentifiedas:a)Irrelevantappraisal-nothingcanbegainedorlostinthesituation.b)Benignappraisal-situationinvolvespositiveresultonthepersonswell-being.c)Stressappraisal-situationinvolvespossibleharm,threatorchallenge.

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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal

2ComponentsofCognitiveAppraisal:1)PrimaryAppraisal2)SecondaryAppraisal-Dealswithwhatcanbedonetomanagetheappraisedsituation.-cognitiveprocessthatdeterminespossiblecopingoptions.

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2MajorConceptsofCognitivePsychologicalStress

A.CognitiveAppraisalB.Coping-referstotheconstantlychangingcognitiveandbehavioraleffortstomanagespecificexternalandinternaldemandsthatareappraisedastaxingorexceedingtheresourcesoftheperson.(LazarusandFolkman1984,141)

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2MajorConceptsofCognitivePsychologicalStress

B.Copingprocess-orientedthantrait-likeEmphasizesactionandexcludesAutomizedbehaviorandthoughtthatdonotrequireeffort.Effortsmayincludeallformswhetheritworksornot.

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2MajorConceptsofCognitivePsychologicalStress

B.CopingMajorFormsofCopingStrategies:1)Problem-focusedCopinga)directedattheenvironmentb)directedatself

2)Emotion-focusedcopingDirectedattheemotionsthatresultasaresponsetotheproblemandfindingwaystoregulateorhandleit.(LazarusandFolkman1984,150)caneitherincreaseorlessenemotionaldistress.Itcanalso

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2MajorConceptsofCognitivePsychologicalStress

B.CopingMajorFormsofCopingStrategies:2)Emotion-focusedcopingDirectedattheemotionsthatresultasaresponsetotheproblemandfindingwaystoregulateorhandleit.(LazarusandFolkman1984,150)*Itcaneitherincreaseorlessenemotionaldistress.Itcanalsomeantochangethemeaningofhowthepersonseesthestressfulsituation.

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STRESS,COPING&ADAPTATIONEFFECTSMansadaptation-referstohowhesuccessfullyadjustandsurviveinlifeonaday-to-dayandlong-termbasis.AreaswhereAdaptationoutcomemaybeseen:1)Socialfunctioning-howonefulfillshisrole2)Morale-howpersonfeelsabouthimselfandhisconditionsinlife.3)SomaticHealth-relatedtophysicalwellbeing,absenceandpresenceofdiseases.

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EnvironmentalDemands

Individual

CognitiveProcessPrimaryAppraisalSecondaryAppraisalChoiceofCoping

Problem-focusedCoping

Emotion-focusedCoping

SocialFunctioningFigure1.ResearchersProposedFramework

Morale

SomaticHealth

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TRANSACTIONALMODELOFSTRESSEnvironmentalDemandsCopingBehavior

CognitiveProcessesPrimaryappraisalAppraisalSecondaryappraisalAppraisalChoiceofCopingbehavior

DistressHealth

SYMPTOMSWorryDysfunction

SocialProblems

Figure2

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B.STATEMENTOFTHEPROBLEM

ToidentifyandcomparetheperceivedlevelsofstressandcopingstrategiesofmaleandfemalestudentsofFEBIASCollegeofBible.

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SpecificQuestions:1.WhatistheperceivedlevelofstressofstudentsintheFEBIASCollegeofBible?1.1Males1.2Females2.WhatarethecopingstrategiesofstudentsintheFEBIASCollegeofBible?2.1Males2.2Females

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SpecificQuestions:3.IsthereasignificantdifferencebetweentheperceivedlevelofstressbetweenmaleandfemalestudentsoftheFEBIASCollegeofBible?4.IsthereasignificantdifferencebetweenthecopingstrategiesbetweenmaleandfemalestudentsoftheFEBIASCollegeofBible?

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Hypotheses1.ThereisnosignificantdifferencebetweentheperceivedlevelsofstressofmaleandfemalestudentsoftheFEBIASCollegeofBible.2.ThereisnosignificantdifferencebetweenthecopingstrategiesofmaleandfemalestudentsoftheFEBIASCollegeofBible.

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CHAPTERIIRELATEDLITERATUREStressandacademicreformTheideaofstressisconfusingsinceithasnoonedirectandclearcutdefinition.Definitionofstress-17thcentury-ItcamefromLatinwordstringere-todrawtight.Itisusedtoreferhardshiporaffliction.(Cooper2003)

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CHAPTERIIRELATEDLITERATUREStudiesonstress1920-WilliamOsler(chestpain&hecticpaceoflife)1939-WalterB.Cannon(environmentalforces&diseases)(resistancestoforcesresulttostress)1936-HansSelyePopularizedandexplainedstresssyndromeproducedbydiversenoxiousagents*Recentlystressdenotesasetofchangesthatpeopleundergoinsituationtheyappraiseasthreatheningtotheirwell-being.

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CHAPTERIIRELATEDLITERATURETheBiopsychosocialApproachtoStressbyBernardandKrupat(1994)-Anapproachthatisanallinclusivethatinvolvesthreecomponentsofstressfromwhichmanymodelsofstresswerebased.1)theexternalcomponent2)theinternalcomponent3)theinteractionbet.externalandinternalcomponent

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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress1)theexternalcomponentmodelTheideaofClaudeBernard-emphasisisplacedontheenvironmentalstimulusthattriggersonetobecomestressful.(OxfordcompaniontotheBody2003)Stressor-Event,condition,situationorstimulusthatthreatenthepersonshealthandwell-being,whichiscommonlyknown.

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CHAPTERIIRELATEDLITERATURETheBiopsychosocialModelofStressbyBernardandKrupat(1994)1)theexternalcomponentmodelStoits(1995)3majorstressorsa.LifeEventsb.Chronicstrainsc.Dailyhassles

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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress1)theexternalcomponentmodelOtherTypesofstressorsbyEverlyandLating(2002)a.Psychosocialstressorsb.Biogenicstressors

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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress2.TheinternalcomponentmodelofStressTheideaoffightorflightbyWalterCannon(1939)-Emphasisisgivenonhowanorganismsinternalbiologicalandbiochemicalresourcesdefenditselfagainststressfulattack.

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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress2.TheinternalcomponentmodelofStressAstressismanifestedbyasyndromewhichconsistsofallthenon-specificallyinducedchangesinbiologicsystem.(HansSelye)TheGeneralAdaptationSyndrome(GAS)byHansSelyeStimuluseventsarecapableofproducingcommonresponsepatternofsystemicstress(GAS)withthefollowingstages:1)AlarmStage2)ResistanceStage3)ExhaustionStage

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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress3.TheInteractionofExternalandInternalComponentofStressProposedbyRichardLazarus(1966)Thecombinationofinternalandexternalfactorofstress,whichhecallsrelationshiportransactionbetweentheenvironmentandtheperson.Subjectiveevaluationofthepersonisgivenimportance.AppraisalandCopingasthemajorideas.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2006,Lawrenceetal.Problem:genderdifferenceswithregardstochoiceofcopingstrategiesofundergraduatestudentsandtheirimpactonselfesteemandacademicattainment.Instruments:YorkSelf-esteemInventory,EmotionalControlQuestionnaireandCopingStylesQuestionnaireResult:Malesandfemalesdiffersignificantlyinself-esteem,copingandacademicsuccess.Noneofthecopingstrategiesweresignificantpredictorsofthefinalgrade.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2006,Lawrenceetal.Result:Malesandfemalesdiffersignificantlyinself-esteem,copingandacademicsuccess.Noneofthecopingstrategiesweresignificantpredictorsofthefinalgrade.CopingandSelfEsteemhighertheself-esteemthehigherthetendencytoperceivethesituationascontrollable.ThehighCopingandattainment-notrelated

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,WangandYehProblem:examinedthestressperception,sourcesofentranceexamstressanduseofcopingbehavior.Instruments:TheauthorsusedtheStressPerceivedScale,CopingBehaviorInventoryandChineseHealthQuestionnaireResult:Resultsidentifiedthetopfivesourcesofcollegestressas:test-taking,learningtasks,studentsownaspirations,parentsaspirationsandteachersaspirations.Tocope,thecollegestudentsgenerallyusedproblem-focusedcopingstrategiesincludingoptimisticactionandseekingsocialsupport.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,WangandYehResult:Studentstendtocopeusingemotion-focusedcopingastheperceivedlevelofstressandemotionaldisturbanceincreased.Scoresfromthetestsrevealedthatproblem-focusedcopinghadapositivemaineffectonalleviatingpsychologicalhealth.Theinteractioneffectshowedthatproblem-focusedcopingbehaviorswerepotentiallymoreadaptiveinrelationtopsychologicalhealthatthelowerandmoderatestresslevelsthanattheextremestresslevels

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)SmithandDust(2006)Problem:acorrelationalstudythatexaminedtheeffectofcopingonthestudentsappraisalanddispositionaltraits.Instruments:TheCOPEinventory,RosenbergsSelf-esteemScale,CampbellSelf-conceptClarity,PersonalProblem-SolvingInventory,EmotionalControlQuestionnaireandHopkinsChecklistwereusedtoassesstherespondentsdispositionalqualities.Forstressappraisal,thePerceivedStressScalewasutilized.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)SmithandDust(2006)Results:Cognitivecopingwhetherpreferred(trait)orsituational(state)wererelated.Cognitivestrategiesaspreferredcopingwasrelatedtoasetofdispositionalfactors.Resultsshowedthatself-esteemandproblem-solvingconfidencehadpositivelypredictedtheuseofcognitivecopingstyle.Subjectsappraisalofthesituationwasseenasrelatedtotheiruseofspecificcopingstrategies.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)2001byShieldProblem:studiedcollegestudentswhopersistedanddidnotpersistincompletingtheircourse,therelationshipamongstress,activecopingandacademicperformancewasexamined.Instruments:telephonesurvey,questionsinclude:Conductedatelephonesurveyandevaluatedthestudentsobjectiveacademicperformance.Respondentswereaskedwhatattemptstheymadetoseekinformationandhelpfor21differentschool-relatedneedsoverthepastacademicyear.10-pointscale,studentswereaskedtoratehowstressfultheyfoundtheirexperiencesascollegestudents.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)2001byShieldResults:persistentstudentsexperiencedsignificantlyhigherstresslevelsthanthosewhowerenon-persistent.Theyalsoscoredhighoncoping.Olderstudentspersistedlongerthanyoungstudents.ThatstresswasrelatedtoincreasedcopingeffortsHigherlevelsofstresswererelatedtolowerGPAsamongpersistingstudents.Nosignificantrelationshipwasfoundbetweenperceivedstressandactivecoping.Menweretwiceaslikelythanwomentopersistintheircollegestudies.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,KarivandHeimanProblem:conductedastudyamong283collegestudentstoexploretheeffectofstressperceptionandcopingbehaviorontheiracademics.Instruments:Subjectivequestionsabouthowtheyfeltabouttheiracademicload.Usinga4-pointLikertscale,theywereaskedtoratethelevelofstresstheyfeltabouttheiracademicload.CopingInventoryforStressfulSituationswasused.

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CHAPTERIIRELATEDSTUDIES(ForeignStudies)Results:Thehighertheobjectiveloadofthestudents,thehighertheirscoresonperceivedacademicstress.Academicstressperceptionsignificantlycontributedtowardspredictingcopingbehaviour.Studentstendtousetask-orientedcopingastheyperceivedtaskundertheircontrol,eventuallytheyusedemotion-orientedcopingastheacademicstresslevelincrease.Ageandgenderweresignificantvariables

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CHAPTERIIRELATEDSTUDIES(LocalStudies)Sollano(2008)Problem:todeterminethestressorsandcopingstylesofnursingstudents.Findings:StudentsstressorsarevariedMalestressorsmoreofinterpersonal;females-moreofintrapersonalStudenteconomicstatusinfluencekindofstressorsmiddle&highSES-moreofintrapersonalstressorslowSES-academicstressorsGenerallymoststudentsusecopingsuchasReligion,positivereinterpretation,activecopingandplanning.Malestendtouseindependentcopingandlessofcopingusingemotions;Femaleresorttocopingbyassociatingwithothersandemotionalcoping.

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CHAPTERIIRELATEDSTUDIES(LocalStudies)2006,ElenitaRoxasProblem:perceivedstressandacademicperformanceofseniorcollegestudentsofthePamantasanngLungsodngMuntinlupatodeterminethestressorsandcopingstylesofnursingstudents.Findings:Factorsthatgenerallyaffectedthecollegestudentswere:gettingenoughsleep,finances,socialactivitiesandtheinfluenceofpeers,teachersandschooladministrators.Perceivedstressandgeneralgradepointaveragehadnosignificantrelationship.

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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004,SalvacionProblem:defineoutthestressprofileofstudentsoftheCollegeofDentistryoftheUniversityofthePhilippines.Instruments:PersonalStressProfileQuestionnaire,ModifiedDentalEnvironmentFindings:ResultsshowedthatacademicandclinicalrequirementsweretopstressorsamongtheU.P.CollegeofDentistrystudents.examinationsandgradesheavyacademicloaddifficultyincompletingclinicalrequirementsfearofgettingdelayed

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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004,SalvacionProblem:definethestressprofileofstudentsoftheCollegeofDentistryoftheUniversityofthePhilippines.Instruments:PersonalStressProfileQuestionnaire,ModifiedDentalEnvironmentFindings:Crying,praying,watchingmovies,andlisteningtomusicwerethetopfourstrategiestocopewiththestress.

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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004Damalerioet.alProblem:investigatethelevelsofstressandthestressorsexperiencedbybothmaleandfemalestudentsoftheDeLaSalleUniversityCollegeofBusinessEconomics.Findings:(involveacademicsandinterpersonalproblems)Topfivestressorswere:HavingtroublewithaclassmateSeriousillnessorinjuryoffamilyamemberFailingacourseorhavingafailinggradeHavingtroublewithabrotherorsisterLosingaclosefriend

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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004Damalerioet.alProblem:investigatethelevelsofstressandthestressorsexperiencedbybothmaleandfemalestudentsoftheDeLaSalleUniversityCollegeofBusinessEconomics.Findings:Involveacademicsandstudentssociallife.Significantdifferencewerefoundbetweenlevelsofstressbetweenmalesandfemales.Tocope,studentsuseverbalandmotormanifestationsthisinclude:praying,goingtoaquietplace,releasingtensionthroughjokingandlaughing,reevaluatinggoals,andobtainingthesupportoffamilyandfriends.

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CHAPTERIIRELATEDSTUDIES(LocalStudies)StephenTayo(1999)Problem:thecorrelationofstressandcopingoffourprotestanttheologicalschoolsinRegionIVinthePhilippines.Findings:StressorsandlevelsofstresscorrelatedMalesshowedhigherlevelofstressthanfemalesStudentstendtouseCognitivecoping(fromthecategoriesofcognitive,behavioralandphysical)wasthetopcategoryused,followedbybehavioralthenphysical)Maincategoriesofstudentsstressorswereacademicandsocialstressors.Correlationbetweenstressandcopingwerenotevident.

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tCONTRIBUTIONTORESEARCHResultswillgiveinsightonincollegestudentsdifferintheirlevelsofstresscomparedwithothercollegestudents.Findingsofthisresearchwillbenefitotherseminaryinstitutionsinhelpingaddressthelevelsofstressencounteredduetodifferentenvironment,academicprogramsandtrainingsthattheseinstitutionsoffer.FindingswilladdtotheresearchonCollegestressstudies,sincetherearelimitednumberorrecentstudiesdoneparticularlyinPhilippinesetting.Findingswillalsovalidatetheresultsofearlierstudiesonstressandcopingbetweenmalesandfemales.

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tCHAPTERIIIResearchDesignDescriptivesurveyresearchdesignTheproblemwilltrycollectinformationfromthetargetpopulationanddescribetheirlevelsofstressandcopingstrategies.

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tCHAPTERIIIResearchSetting:FEBIASCOLLEGEOFBIBLEFEBIASisanacronymforFarEasternBibleInstituteandSeminary.

Foundedin1948byAmericanWorldWarIIsoldiersforreligiousleadershiptrainingpurposes.

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ResearchSetting:FEBIASCOLLEGEOFBIBLE

t

Locationmap

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t

CoursesOffered:BasicBibleCourse(non-degreecourse)BachelorofArtsinTheology(degreecourse)Majorin:-PastoralStudies(ABTh-PS)-Missions(ABTh-M)-ChristianEducation(ABTh-CE)-ChurchMusicEducation(ABTh-CME)-ChurchMusicConducting(ABTh-CMC)-ChristianMinistriesBachelorofArtsinPre-ElementaryMissionaryAviation

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t

DormLife

ChapelTime

Discipline&characterDevelopment

SocialLife

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tRESEARCHSUBJECTS:FEBIASCOLLEGEOFBIBLECOLLEGESTUDENTSENROLLEDIN2NDSEMESTERS.Y.2009-10TABLE1ClassificationBasicBibleCourseFreshmenSophomoresJuniorsSeniorsTOTALMale7022201918149Female3525221514111Total10547423432260

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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)ThePerceivedStressScaleisapsychologicalinstrumentthatmeasuresthedegreetowhicharecentlifesituationisappraisedasstressful.ItwasdevelopedandvalidatedbyCohen,KamarkandMermeilstein(Cohenetal.1983).

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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)Empiricallyvalidated(MonroeandKelley,1995).AdministrationThescaleofPSS10askstherespondentstoratetheirthoughtsandfeelingsabouttheirlifeinthelastmonth.Respondentsindicatetheirresponsebyencirclingthevaluethatcorrespondstothefrequencyoftheoccurrenceofaparticularthoughtorfeeling.PSS10consistof10questions.

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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)Scoring:canbeobtainedbyreversingresponse(e.g.0=4,1=3,2=2,3=1&4=0)totheevenpositivelystatedsentences(items4,5,7,9,10and13)andthensummingacrossallscaleitems(Cohen1988).Scoresrangefrom10-40.

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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)InterpretationTABLE2SCORESINTERPRETATION

36-4026-3516-256-155

ExtremelyhighperceptionofstressHighperceptionofstressAverageperceptionofstressLowperceptionofstressExtremelylowperceptionofstress

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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)ReliabilityTest(Cohenet.al.)Theinternalconsistencyapproachwasfirstappliedtothreegroupsofsamples.Atest-retestcorrelationwasalsodone.ValidityTestValidityoftheinstrumentwasestablishedfromextensivenormativedataon2,387respondents.OtherstudiesestablishedvaliditybycorrelatingperceivedstressasmeasuredbyPSSandavarietyofrelevantoutcomessuchasstressmeasures,self-reportedhealth,andhelpseekingbehavior(Cohenet.al.1988)

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tRESEARCHINSTRUMENTS:B)RecentStressfulEventQuestionnaireThisisasubjectivequestionnairepatternedafterthestudydonebyCarverwiththeCOPEinstrument(Carveretal.1989)Thequestionnaireasksthesubjecttodescribeaparticularsituationthatcausedhimstressinthepastmonth.ThisistheparticularsituationwherethesubjectwillreferinansweringtheCOPEquestionnaire.

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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).Description-Thisquestionnaireconsistsof52items,covering13dimensions.Instructions:Respondentsindicatetheextentwhichtheydidwhatevereachthegivenstatementsays.Responsechoicesare:-Ididnotdoitatall-Ididthisalittlebit-Idithisamediumamount-Ididthisalot

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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).Scales(pleaserefertotable3p.57)ScoringThetotalscorepercategorycanbeobtainedbyaddingtherawscoresforeachscaleunderit.ForProblem-focusedandEmotion-focusedcategories,possiblescoresrangefrom5to80.lastcategory(referredasothers)thepossiblescorescanrangesfrom3to12.Interpretation

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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).InterpretationCOPINGSTRATEGIESProblem-focusedCopingEmotion-FocusedCopingOtherCopingStrategies

INTERPRETATIONLOW5-26AVERAGE27-5455-80HIGH

5-26

27-54

55-80

3-6

7-8

11-12

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RESEARCHINSTRUMENTS:tD)DemographicQuestionnaire(pls.refertoappendixD)

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RESEARCHINSTRUMENTS:ContentValidators:

t

1.CorneliaSotto,Ph.D.,Facultymember,EducationDepartment,AteneodeManilaUniversity.2.ConsolacionJ.Concepcion,MA,DirectoroftheAteneoPlacementOffice,AteneodeManilaUniversity.3.Ma.EncarnacionL.Tan,MA,TestingandResearchDirector,AteneodeManilaHighSchool..4.LeilaB.Vargas,MA,TestandMeasurementCollegeProfessor,FEBIASCollegeofBible.5.MargaretOiga,EnglishProfessor,FEBIASCollegeofBible.6.GenesisdelBarrio,MA,CounselingCollegeProfessor,FEBIASCollegeofBible.

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RESEARCHINSTRUMENTS:ContentValidators:

t

7.FelicianoEspinoJr.,DeanofStudentAffairs,FEBIASCollegeofBible.8.ReneSantillan,DirectorofStudentMinistries,FebiasCollegeofBible9.ConstantinoTogonon,StatisticCollegeInstructor,FEBIASCollegeofBible10.ErlinadeGula,MA.CollegeRegistrar,FEBIASCollegeofBible

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RESEARCHINSTRUMENTS:tPilotTestingAllinstrumentswillbepre-testedto30studentsofPhilippineMissionaryInstitute.Thestudentshereandthecontextofthisinstitutionhavethesamecharacteristicswiththetargetpopulation.

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DataGatheringProceduretSecureproperpermissiontothecollegepresidentofFEBIASCollegeofBible.DatesofAssessmentwillbedetermined.Assessmentwillbegiveninoneshot.Onthedayoftheassessmentinstrumentswillbedistributedinthefollowingorder:DemographicQuestionnairePSS10RecentStressfulEventQuestionnaireCOPEQuestionnaireScoreswillbetalliedaccordingtogender

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DataGatheringProceduretScoreswillbesubjectedtostatisticaltreatment.T-testforsignificantdifferencewillbeapplied.StatisticalTreatmentForMeanandstandardDeviation:fxX=---------N

=

X2n

T-testforindependentmeans

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