FOR PROPOSAL DEFENSE 2

8/7/2019 FOR PROPOSAL DEFENSE 2

1/70

THESIS PROPOSAL TITLE

A STUDY ON THE PERCEIVEDLEVELS OF STRESS AND COPING

STRATEGIES OF STUDENTS OF

THE FEBIAS COLLEGE OF BIBLE

S.Y. 2009-2010:

IMPLICATIONS FOR GUIDANCE AND

COUNSELING PRACTICE

By Mrs. Remilinda B. Banzuelo


2/70

CHAPTER I- INTRODUCTION

College students face great deal of challenges

that may bring stress and distress.

Academic success is not a single entity. How one handles the pressures and stress

that go with school work should be

considered.

Gender is a variable to better understand and

assist guidance clients individually.


3/70


4/70

CHAPTER I- INTRODUCTION

* Shield (2001) found out that certain coping strategies lead to

better adjustment.

Hobfoll et al. 1994 reported that Active coping is related to

lowered levels of psychological distress.

* Active coping predicted academic success and personal-

emotional adjustment among a sample freshmen students

(Shields 2001 in Leong, Bonz, and Zachar 1997).


5/70


6/70

Relationship between:

elements of the person

+ elements of the environment

Psychological Stress


7/70

A. Cognitive Appraisal

B. Coping

2 Major Concepts of

Cognitive Psychological Stress


8/70

2 Major Concepts of

Cognitive Psychological StressA. Cognitive Appraisal

Information-processing and evaluative in

nature. Aims to find meaning and significance in

tough times.

determine why and to what extent a particular

transaction or series of transactions between the

person and environment is stressful

(Lazarus and Folkman 1984, 19)


9/70

2 Major Concepts of


2 components of Cognitive Appraisal:

Primary Appraisal-Assesses if there is a potentialstressor.

Secondary Appraisal- Deals with what can be

done to manage the appraised situation.


10/70

2 Major Concepts of


1.Primary Appraisal-Assessed situation can be

identified as:a) Irrelevant appraisal- nothing can be gained

or lost in the situation.

b) Benign appraisal- situation involves positiveresult on the persons well-being.

c) Stress appraisal- situation involves possible

harm, threat or challenge.


11/70

2 Major Concepts of



2 Components of Cognitive Appraisal:

1) Primary Appraisal-

2) Secondary Appraisal- Deals with what can be

done to manage the appraised situation.

- cognitive process that determines possible

coping options.


12/70


B. Coping- refers to the constantly

changing cognitive and behavioral

efforts to manage specific external and

internal demands that are appraised as

taxing or exceeding the resources of the

person.(Lazarus and Folkman 1984,141)

2 Major Concepts of



13/70

B. Coping

process-oriented than trait-like

Emphasizes action and excludes

Automized behavior and thought that

do not require effort. Efforts may include all forms whether

it works or not.

2 Major Concepts of



14/70

B. Coping

Major Forms of Coping Strategies:

1) Problem-focused Coping-a) directed at the environment

b) directed at self

2) Emotion-focused coping-Directed at the emotions that result as a

response to the problem and finding ways

to regulate or handle it.(Lazarus and Folkman 1984,150)

can either increase or lessen emotional distress. It can also

2 Major Concepts of



15/70

B. Coping

Major Forms of Coping Strategies:

2) Emotion-focused coping-Directed at the emotions that result as a

response to the problem and finding ways

to regulate or handle it.(Lazarus and Folkman 1984,150)

* It can either increase or lessen emotional distress. It can

also mean to change the meaning of how the person sees

the stressful situation.

2 Major Concepts of



16/70

Mans adaptation- refers to how he successfully

adjust and survive in life on a day-to-day and

long-term basis.

Areas where Adaptation outcome may be seen:

1) Social functioning- how one fulfills his role

2)M

orale-how person feels about himself andhis conditions in life.

3) Somatic Health- related to physical well-

being, absence and presence of diseases.

STRESS, COPING & ADAPTATION

EFFECTS


17/70

Environmental Demands

Social Functioning Morale Somatic Health

Individual

Problem-focused Coping Emotion-focused Coping

Cognitive Process

Primary Appraisal Secondary Appraisal Choice of Coping

Figure 1. Researchers Proposed Framework


18/70

TRANSACTIONAL MODEL OF STRESS

Environmental

Demands

Coping

Behavior

Cognitive ProcessesPrimary

appraisal

Appraisal

Choice of

Coping

behavior

Secondary

appraisal

Appraisal

SYMPTOMS

Distress Worry Social

Health Dysfunction Problems

Figure 2


19/70

B. STATEMENT OF THE PROBLEM

To identify and compare the perceived

levels of stress and coping strategies ofmale and female students of FEBIAS

College of Bible.


20/70

Specific Questions:

1. What is the perceived level of stress ofstudents in the FEBIAS College of Bible?

1.1 Males

1.2 Females

2. What are the coping strategies of students in

the FEBIAS College of Bible?

2.1 Males

2.2 Females


21/70

Specific Questions:

3. Is there a significant difference between the

perceived level of stress between male and

female students of the FEBIAS College of

Bible?

4. Is there a significant difference between the

coping strategies between male and female

students of the FEBIAS College of Bible?


22/70

Hypotheses

1. There is no significant difference between the

perceived levels of stress of male and female

students of the FEBIAS College of Bible.

2. There is no significant difference between the

coping strategies of male and female studentsof the FEBIAS College of Bible.


23/70

RELATED LITERATURE

Stress and academic reform

The idea of stress is confusing since it has no one

direct and clear cut definition.Definition of stress-17th century- It came from Latin

word stringere- to draw tight. It is used to refer

hardship or affliction. (Cooper 2003)

CHAPTER II


24/70

RELATED LITERATURE Studies on stress

1920 - William Osler ( chest pain & hectic pace of life)

193

9 - Walter B. Cannon (environmental forces &diseases) (resistances to forces result to stress)

1936 - Hans Selye Popularized and explained stress

syndrome produced by diverse noxious agents

* Recently stress denotes a set of changes that people undergo

in situation they appraise as threathening to their well-being.

CHAPTER II


25/70

RELATED LITERATUREThe Biopsychosocial Approach to Stress by

Bernard and Krupat (1994)

- An approach that is an all inclusive thatinvolves three components of stress from

which many models of stress were based.

1) the external component

2) the internal component

3) the interaction bet. external and internal

component

CHAPTER II


26/70

RELATED LITERATURE

Three components of Biopsychosocial Approach

to Stress

1) the external component model

The idea of Claude Bernard-emphasis is placed on theenvironmental stimulus that triggers one to become

stressful. (Oxford companion to the Body 2003) Stressor- Event, condition, situation or stimulus that

threaten the persons health and well-being, which is

commonly known.

CHAPTER II


27/70

RELATED LITERATURE

The Biopsychosocial Model ofStress by Bernard

and Krupat (1994)


Stoits (1995) 3 major stressors

a.Life Events

b.Chronic strains

c. Daily hassles

CHAPTER II


28/70

RELATED LITERATURE


to Stress


Other Types of stressors by Everly and

Lating (2002)

a.Psychosocial stressors

b.Biogenic stressors

CHAPTER II


29/70

RELATED LITERATURE


to Stress

2. The internal component model of Stress

The idea of fight or flight by Walter Cannon

(1939)

- Emphasis is given on how an organisms internalbiological and biochemical resources defend

itself against stressful attack.

CHAPTER II


30/70

RELATED LITERATURE


to Stress

2. The internal component model of Stress A stress is manifested by a syndrome which consists of all the

non-specifically induced changes in biologic system. (Hans

Selye)

The General Adaptation Syndrome (GAS) by Hans Selye

Stimulus events are capable of producing common response

pattern of systemic stress (GAS) with the following stages:

1) Alarm Stage 2) Resistance Stage 3) Exhaustion Stage

CHAPTER II


31/70

RELATED LITERATURE


to Stress

3. The Interaction of External and Internal Component of Stress

Proposed by Richard Lazarus (1966)

The combination of internal and external factor of stress, which

he calls relationship or transaction between the environment

and the person.

Subjective evaluation of the person is given importance.

Appraisal and Coping as the major ideas.

CHAPTER II


32/70

RELATED STUDIES (Foreign Studies)

In 2006, Lawrence et al.Problem: gender differences with regards to choice of coping

strategies of undergraduate students and their impact on self-esteem and academic attainment.

Instruments: York Self-esteem Inventory, Emotional Control

Questionnaire and Coping Styles Questionnaire

Result:

Males and females differ significantly in self-esteem, coping

and academic success.

None of the coping strategies were significant predictors of the

final grade.

CHAPTER II


33/70


In 2006, Lawrence et al. Result: Males and females differ significantly in self-esteem, coping

and academic success. None of the coping strategies were significant predictors of the

final grade.

Coping and SelfEsteem higher the self-esteem the higher the

tendency to perceive the situation as controllable.

The high

Coping and attainment-not related

CHAPTER II


34/70


In 2005, Wang and YehProblem: examined the stress perception, sources of entrance

exam stress and use of coping behavior.Instruments: The authors used the Stress Perceived Scale, Coping

Behavior Inventory and Chinese Health Questionnaire

Result: Results identified the top five sources of college stress

as: test-taking, learning tasks, students own aspirations,

parents aspirations and teachers aspirations. To cope, the

college students generally used problem-focused coping

strategies including optimistic action and seeking social

support.

CHAPTER II


35/70


In 2005, Wang and YehResult:

Students tend to cope using emotion-focused coping as theperceived level of stress and emotional disturbance increased.

Scores from the tests revealed that problem-focused coping

had a positive main effect on alleviating psychological health.

The interaction effect showed that problem-focused coping

behaviors were potentially more adaptive in relation to

psychological health at the lower and moderate stress levels

than at the extreme stress levels

CHAPTER II


36/70

RELATED STUDIES (Foreign Studies) Smith and Dust (2006)

Problem: a correlational study that examined the effect of coping

on the students appraisal and dispositional traits.

Instruments: The COPE inventory, Rosenbergs Self-esteem Scale,

Campbell Self-concept Clarity, Personal Problem-Solving

Inventory, Emotional Control Questionnaire and Hopkins

Checklist were used to assess the respondents dispositional

qualities. For stress appraisal, the Perceived Stress Scale wasutilized.

CHAPTER II


37/70

RELATED STUDIES (Foreign Studies) Smith and Dust (2006)

Results:

Cognitive coping whether preferred (trait) or situational (state)

were related.

Cognitive strategies as preferred coping was related to a set of

dispositional factors. Results showed that self-esteem and

problem-solving confidence had positively predicted the use of

cognitive coping style.

Subjects appraisal of the situation was seen as related to their

use of specific coping strategies.

CHAPTER II


38/70

RELATED STUDIES (Foreign Studies) 2001 by Shield

Problem : studied college students who persisted and did not

persist in completing their course, the relationship among

stress, active coping and academic performance was examined.

Instruments: telephone survey, questions include:

Conducted a telephone survey and evaluated the students

objective academic performance.

Respondents were asked what attempts they made to seekinformation and help for 21 different school-related needs over

the past academic year.

10-point scale, students were asked to rate how stressful they

found their experiences as college students.

CHAPTER II


39/70

RELATED STUDIES (Foreign Studies) 2001 by Shield

Results:

persistent students experienced significantly higher stress levels than those

who were non-persistent. They also scored high on coping.

Older students persisted longer than young students.

That stress was related to increased coping efforts

Higher levels of stress were related to lower GPAs among persisting

students.

No significant relationship was found between perceived stress and active

coping.

Men were twice as likely than women to persist in their college studies.

CHAPTER II


40/70

RELATED STUDIES (Foreign Studies)In 2005, Kariv and Heiman

Problem: conducted a study among 283 college students to explore the effect

of stress perception and coping behavior on their academics.

Instruments: Subjective questions about how they felt about their academic load.

Using a 4-point Likert scale, they were asked to rate the level of stress they

felt about their academic load.

Coping Inventory for Stressful Situations was used.

CHAPTER II


41/70

RELATED STUDIES (Foreign Studies)Results:

The higher the objective load of the students, the higher their scores on

perceived academic stress.

Academic stress perception significantly contributed towards predictingcoping behaviour.

Students tend to use task-oriented coping as they perceived task under

their control, eventually they used emotion-oriented coping as the

academic stress level increase.

Age and gender were significant variables

CHAPTER II


42/70

RELATED STUDIES (Local Studies) Sollano (2008)

Problem: to determine the stressors and coping styles of nursing students.

Findings:

Students stressors are varied

Male stressors more of interpersonal; females-more of intrapersonal

Student economic status influence kind of stressors

middle & high SES-more of intrapersonal stressors

low SES- academic stressors

Generally most students use coping such as Religion, positivereinterpretation, active coping and planning. Males tend to use

independent coping and less of coping using emotions; Female resort to

coping by associating with others and emotional coping.

CHAPTER II


43/70

RELATED STUDIES (Local Studies) 2006, Elenita Roxas

Problem: perceived stress and academic performance of senior college

students of the Pamantasan ng Lungsod ng Muntinlupa to determine the

stressors and coping styles of nursing students.

Findings:

Factors that generally affected the college students were: getting enough

sleep, finances, social activities and the influence of peers, teachers and

school administrators.

Perceived stress and general grade point average had no significant

relationship.

CHAPTER II


44/70

RELATED STUDIES (Local Studies) 2004, Salvacion

Problem: define out the stress profile of students of the College of Dentistry of

the University of the Philippines.

Instruments: Personal Stress Profile Questionnaire, Modified Dental

Environment

Findings:

Results showed that academic and clinical requirements were top stressors

among the U.P. College of Dentistry students.

examinations and grades

heavy academic load

difficulty in completing clinical requirements

fear of getting delayed

CHAPTER II


45/70

RELATED STUDIES (Local Studies) 2004, Salvacion

Problem: define the stress profile of students of the College of Dentistry of the

University of the Philippines.

Instruments: Personal Stress Profile Questionnaire, Modified Dental

Environment

Findings:

Crying, praying, watching movies, and listening to music were the top four

strategies to cope with the stress.

CHAPTER II


46/70

RELATED STUDIES (Local Studies) 2004 Damalerio et. al

Problem: investigate the levels of stress and the stressors experienced by both

male and female students of the De La Salle University College of Business

Economics.

Findings: ( involve academics and interpersonal problems)

Top five stressors were:

Having trouble with a classmate

Serious illness or injury of family a member

Failing a course or having a failing grade

Having trouble with a brother or sister

Losing a close friend

CHAPTER II


47/70

RELATED STUDIES (Local Studies) 2004 Damalerio et. al

Problem: investigate the levels of stress and the stressors experienced by both

male and female students of the De La Salle University College of Business

Economics.

Findings:

Involve academics and students social life.

Significant difference were found between levels of stress between males

and females.

To cope, students use verbal and motor manifestations this include:

praying, going to a quiet place, releasing tension through joking and

laughing, reevaluating goals, and obtaining the support of family and

friends.

CHAPTER II


48/70

RELATED STUDIES (Local Studies) Stephen Tayo (1999)

Problem: the correlation of stress and coping of four protestant theological

schools in Region IV in the Philippines.

Findings:

Stressors and levels of stress correlated

Males showed higher level of stress than females

Students tend to use Cognitive coping ( from the categories of cognitive,

behavioral and physical) was the top category used, followed by behavioral

then physical)

Main categories of students stressors were academic and social stressors.

Correlation between stress and coping were not evident.

CHAPTER II


49/70

t

Results will give insight on in college students differ in their levels of stress

compared with other college students.

Findings of this research will benefit other seminary institutions in helping

address the levels of stress encountered due to different environment,

academic programs and trainings that these institutions offer.

Findings will add to the research on College stress studies, since there are

limited number or recent studies done particularly in Philippine setting.

Findings will also validate the results of earlier studies on stress and coping

between males and females.

CONTRIBUTION TO RESEARCH


50/70

t

Research DesignDescriptive survey research design

The problem will try collect information from

the target population and describe their levelsof stress and coping strategies.

CHAPTER III


51/70

t

Research Setting : FEBIAS COLLEGE OF BIBLEFEBIAS is an acronym for Far Eastern Bible Institute and Seminary.

Founded in 1948 by American World War II soldiers for religious leadership

training purposes.

CHAPTER III


52/70

t

Location map

Research Setting : FEBIAS COLLEGE OF BIBLE


53/70

t

Courses Offered:

Basic Bible Course ( non-degree course)Bachelor of Arts in Theology (degree course)

Major in:

-Pastoral Studies (ABTh-PS)

-Missions (ABTh-M)

-Christian Education (ABTh-CE)-Church Music Education (ABTh-CME)

-Church Music Conducting (ABTh-CMC)

-Christian Ministries

Bachelor of Arts in Pre-Elementary

Missionary Aviation


54/70

t

Dorm Life Chapel Time

Discipline &

character

Development

Social Life


55/70

t RESEARCH SUBJECTS: FEBIAS COLLEGE OF

BIBLE COLLEGESTUDENTSENROLLED IN 2ND

SEMESTER S.Y.2009-10 TABLE 1

Classification Male Female Total

Basic BibleCourse

703

5 105

Freshmen 22 25 47

Sophomores 20 22 42

Juniors 19 15 34

Seniors 18 14 32

TOTAL 149 111 260


56/70

t RESEARCH INSTRUMENTS:

A)PerceivedLevels of Stress 10(PSSP10)The Perceived Stress Scale is a psychological

instrument that measures the degree to

which a recent life situation is appraised asstressful. It was developed and validated by

Cohen, Kamark and Mermeilstein (Cohen et al.

1983).


57/70


A)PerceivedLevels of Stress 10(PSSP10) Empirically validated (Monroe and Kelley,

1995).

AdministrationThe scale of PSS10 asks the respondents to rate their

thoughts and feelings about their life in the last

month. Respondents indicate their response by

encircling the value that corresponds to thefrequency of the occurrence of a particular thought

or feeling. PSS10 consist of 10 questions.


58/70


A)PerceivedLevels of Stress 10(PSSP10)Scoring: can be obtained by reversing response (e.g. 0=4,

1=3, 2=2, 3=1 & 4=0) to the even positively stated sentences

(items 4, 5, 7, 9, 10 and 13) and then summing across all scale

items (Cohen 1988). Scores range from 10-40.


59/70

tRESEARCH INSTRUMENTS:

A) Perceived Levels ofStress 10 (PSSP10) Interpretation

TABLE 2SCORES INTERPRETATION

36-40 Extremely high perception of

stress

26-35 High perception of stress

16-25 Average perception of stress

6-15 Low perception of stress

5 Extremely low perception of

stress


60/70


A) Perceived Levels ofStress 10 (PSSP10)Reliability Test (Cohen et.al.)

The internal consistency approach was first applied to three

groups of samples.

A test-retest correlation was also done.

Validity Test

Validity of the instrument was established from extensive

normative data on 2,387 respondents.

Other studies established validity by correlating perceived stressas measured by PSS and a variety of relevant outcomes such

as stress measures, self-reported health, and help seeking-

behavior (Cohen et. al. 1988)


61/70


B) Recent Stressful Event QuestionnaireThis is a subjective questionnaire patterned after the study

done by Carver with the COPE instrument (Carver et al. 1989)

The questionnaire asks the subject to describe a particular

situation that caused him stress in the past month. This is the

particular situation where the subject will refer in answering

the COPE questionnaire.


62/70

tRESEARCH INSTRUMENTS:B

) COPE(state-like form)(Carver, Scheier & Weintraub1989).

Description- This questionnaire consists of 52 items,

covering 13 dimensions.

Instructions:

Respondents indicate the extent which they did

whatever each the given statement says.

Response choices are:

- I did not do it at all

- I did this a little bit

- I did this a medium amount

- I did this a lot


63/70


B) COPE

(state-like form) (Carver,S

cheier & Weintraub1989).

Scales ( please refer to table 3 p. 57)

Scoring

The total score per category can be obtained by

adding the raw scores for each scale under it. For

Problem-focused and Emotion-focused categories,

possible scores range from 5 to 80. last category

(referred as others) the possible scores can ranges

from 3 to 12.

Interpretation


64/70


B) COPE (state-like form) (Carver, Scheier & Weintraub

1989). Interpretation

COPING

STRATEGIES

INTERPRETATION

LOW AVERAGE HIGH

Problem-focused

Coping

5-26 27-54 55-80

Emotion-Focused

Coping

5-26 27-54 55-80

Other Coping

Strategies

3-6 7-8 11-12


65/70


D) Demographic Questionnaire

(pls. refer to appendix D)


66/70


Content Validators:

1. Cornelia Sotto, Ph.D., Faculty member, EducationDepartment, Ateneo de Manila University.

2. Consolacion J.Concepcion, MA, Director of the Ateneo

Placement Office, Ateneo de Manila University.

3. Ma. Encarnacion L. Tan, MA, Testing and Research Director,Ateneo de Manila High School. .

4. Leila B. Vargas, MA, Test and Measurement College

Professor, FEBIAS College of Bible.

5. Margaret Oiga, English Professor, FEBIAS College of Bible.

6. Genesis del Barrio, MA, Counseling College Professor,

FEBIAS College of Bible.


67/70


Content Validators:

7. Feliciano Espino Jr., Dean ofStudent Affairs, FEBIAS Collegeof Bible.

8. Rene Santillan, Director ofStudent Ministries, Febias

College of Bible

9.Constantino Togonon, Statistic College Instructor, FEBIASCollege of Bible

10. Erlina de Gula , MA. College Registrar, FEBIAS College of

Bible


68/70


Pilot Testing

All instruments will be pre-tested to 30 students ofPhilippine Missionary Institute. The students here

and the context of this institution have the same

characteristics with the target population.


69/70

tData Gathering Procedure

Secure proper permission to the college president of

FEBIAS College of Bible.Dates of Assessment will be determined. Assessment

will be given in one shot.

On the day of the assessment instruments will be

distributed in the following order:

Demographic Questionnaire

PSS10

Recent Stressful Event Questionnaire COPE Questionnaire

Scores will be tallied according to gender


70/70

tData Gathering Procedure

Scores will be subjected to statistical treatment.

T-test for significant difference will be applied.

Statistical Treatment

For Mean and standard Deviation:

fx

X= ---------- =X2

N n

T-test for independent means

Date post:	08-Apr-2018
Category:	Documents
Upload:	remilinda-banzuelo
View:	232 times
Download:	3 times

FOR PROPOSAL DEFENSE 2

Documents