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ACADEMIC STRESS AMONG BUSINESS MANAGEMENT

STUDENTS OF CAVITE STATE UNIVERSITY
CAVITE CITY CAMPUS A.Y 2017-2018

Mary Ann L. Baez

An undergraduate thesis outline presented to the faculty of the Department of

Management, Cavite State University-Cavite City Campus, Cavite City in partial
fulfillment of the requirements for the degree of Bachelor of Science in Business
Management major in Marketing Management with Contribution No. _____________.
To be prepared under the supervision of Ms.AnnabeeG. Pedregosa.

INTRODUCTION

According to Frey and Davidson (2011), stress is an organism's total response to

environmental demands or pressures. It is the bodys natural response to a threatening

situation, and stress causes the release of hormones such as adrenaline, that prepare the

body for its instinctual response to a threat: flight, fight or freeze. The adrenaline causes

processes in your body to change, for example, your breathing and heart rate quicken,

your senses sharpen, muscles tighten and your blood pressure is raised. These changes

allow your reaction time to increase, which could mean the difference between life and

death.
Stress doesnt come from now where. Everything in life has cause and effect.

Thats the nature of life. Stress may be found in home, in society or in school. School is

one of the main sources of stress among students. College students experience high stress

due to various stressors. When stress is perceived excessively, it can affect many areas,

including physical and emotional health and academic performance.

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One of the consequences of stress on students is academic performance. If a

student does not have adequate control of stress, this can cause the student's performance

to not be the best.

John Adams, the second president of the United States once said, There are two

educations. One should teach us how to make a living and the other how to live. The

main goal of attending college is, of course, to earn a degree. Consequently, doing well in

your classes should most often be your highest priority. College, after all, can be one of

the best times of your life. And while academic stress will undoubtedly be part of your

college experience, you can learn how to make it a manageable aspect instead of

something that completely overwhelms you. Finding the sources of your stress,

confronting them, and coming up with approaches to prevent them from resurfacing

whenever possible are skills that can help you focus on the more enjoyable parts of being

in school. Ideally, with your academic stress under control, youll be able to stay on track

to graduate, grow and learn as much as possible along the way, and toss your cap with

pride instead of reliefon graduation day.(Kely Lynn Lucier, 2007)

The researcher of this study will aim to know the causes and effects of academic

stress among business management students and how they cope with it on daily basis, as

they are struggling to reduce and control the negative effects on their health and their

academic performance. In my opinion, it is very important for students to learn how to

handle and manage those academic stress.

Statement of the problem

The study will determine the academic stress among business management

students of Cavite State University Cavite City Campus.

Specifically, it will seek to answer the following questions:

1. What is the socio economic profile of Business Management students of Cavite

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State University Cavite City Campus in terms of:

a. age;

b. sex; and,

c. civil status?

2. What is the academic profile of business management students in terms of:

a. year level; and

b. grade point average?

3. What are the causes of academic stress among business management students?

4. What are the effects of academic stress among business management students in

terms of:

a. physical;

b. mental/emotional health; and

c. academic performance?

Objectives of the Study

Generally, the study aims to determine the Academic Stress Among Business

Management Students of Cavite State University Cavite City Campus.

Specifically, it will try to:

1. determine the socio economic Profile of Business Management Students in

terms of:

a. age;

b. sex; and

c. civil status.

2. determine the academic profile of business management students in terms of:

c. year level; and

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d. grade point average.

3. determine the causes of academic stressamong business managementstudents.

5. determine the effects of academic stress among by business management

studentsin terms of:

a. physical;

b. mental/emotional health; and

c. academic performance.

Significance of the study

While many students experienced school-related stress, it is the ability to cope

with those academic stress that matters.Academic stress is one of the serious issues that

affect the lives of many students. There are many factors of academic stress at school

thatthe students may experience. The purpose of this study is to determine the causes and

effects of the academic stress amongBusiness Management students.

This study is significant to the following:
This study will provide the students information in order to manage

academicstress from the beginning and what they will do to manage it. Despite of all

pressures they experienced, they will have the ability to make good decisions which is

important in being a student or as a person.

This study will increase the awareness of the parents or guardians of the students

to be aware of what their childs going through and for them to understand their child

more. So they can provide them the suitable mental health care and the efficient methods

to cope up with academic stress. Because every student needs assistance from their

parents more than financial support.

This study will also help the instructors to determineif their students were

experiencing academic stress due to activities, projects, exams or home works that they

have given. And with this, the instructors could provide better ways and strategies on
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teaching their students. And it would also help them to know how to deal with students

who were experiencing academic stress.

Students could prepare themselves physically and mentally on the incoming pour

of activities on academic and non academic activities. This study could help students to

manage and handle their stress properly.

And lastly, this study could give the future researchers some information related

to their study.
The agenda of this study will be related to health and wellness. Academic stress

can lead to long-term health issues, affecting both physical and mental health and can

also negatively impact school performance, extracurricular activities, and relationships

with family and friends. While its not possible to completely remove all of the stress

from our lives, there are strategies that students can use to help manage their stress to

prevent unhealthy lifestyle and improve academic performance.

Time and Place of the Study
This study entitled Academic Stress Among Business Management students of

Cavite State University - Cavite City Campus will be conducted in Cavite State

University-Cavite City Campus (Pulo II Dalahican, Cavite City) from April 2017 to
February 2018.
Scope and Limitation of the Study
This study covers the academic stress among Business Management Students. The

participants of this study will be the first year to fourth year Business Management

Students of Cavite State University Cavite City Campus.

The measurement of the academic stress and its effects is through self-assessment

of the participants.
This research will limit to the information that will provided by the participants.
Definition of Terms
The following are the definition of terms based on observable characteristics and

how these is use in the study. The following terms are theoretically defined:
Academic stress is the pressure that comes from schooling and education. There

is often a lot of pressure that comes along with pursuing a degree and one's education. It
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involves mental distress regarding anticipated academic challenges or failure or even

unawareness of the possibility of academic failure. (Lal, 2014)

Stress is the way our bodies and minds react to something which upsets our

normal balance in life (Dr.Kenworthy, 2013).

Academic stressors are the factors affecting the academic performance of a

student. Academic stressors include the student's perception of the extensive knowledge

base required and the perception of an inadequate time to develop it (Carveth, Gesse, &

Moss, 1996).

Academic achievement represents performance outcomes that indicate the extent

to which a person has accomplished specific goals that were the focus of activities in

instructional environments, specifically in school, college, and university (Oxford

Bibliographies, 2014).

Mental health includes our emotional, psychological, and social well-being. It

affects how we think, feel and act as we cope with life. It also helps determine how we

handle stress, relate to others, and make choices.(National Library of Medicine, 2015)
Emotional health is a state of positive psychological functioning. It can be

thought of as an extension of mental health; it's the "optimal functioning" end of the

thoughts, feelings, and behaviours that make up both our inner and outer worlds.(Harry

Croft, MD, 2016)

Physical healthis critical for overall well-being and is the most visible of the

various dimensions of health, which also include social, intellectual, emotional, spiritual

and environmental health. Some of the most obvious and serious signs that we are

unhealthy appear physically. Addressing this dimension is crucial for anyone attempting

to sustain overall health and wellness. (Bram, 2010)

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Business Management Students refer to students enrolled in a Bachelor of

Business Management degree to learn skills necessary to perform leadership roles in the
business and corporate world.

Conceptual Framework

This figure illustrates the conceptual framework of the study Academic Stress

among Business Management students of Cavite State University Cavite City Campus.

This figure shows the socio-economic profile and the academic profile of the Business

Management students. The study also sought to identify the different factors of academic

stress among business management students of Cavite State University- Cavite City

Campus.

Socio Economic Profile

Age
Sex
Civil status

Academic Profile
Year level
Grade Point Average

Academic Stressors

Level of Effects Of Academic Stress

Physical health
Mental/Emotional health
Academic performance
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Figure 1. The diagram presentation of the students individual perception on the causes of
academic stress experienced by business management students of Cavite State
University - Cavite City Campus.

REVIEW OF RELATED LITERATURE

This chapter presents related literature or writings of recognized experts. The

researcher find the following studies and literature relevant to this study.

Stress

According to Lazarus &Folkman (1984), stress is a mental or physical

phenomenon formed through ones cognitive appraisal of the stimulation and is a result

of ones interaction with the environment. The existence of stress depends on the

existence of the stressor. Feng (1992) and Volpe (2000) defined stressor as anything that

challenges an individuals adaptability or stimulates an individuals body or mentality.

Stress can be caused by environmental factors, psychological factors, biological factors,

and social factors. It can be negative or positive to an individual, depending on the

strength and persistence of the stress, the individuals personality, cognitive appraisal of

the stress, and social support. According to Changs Dictionary of Psychology Terms,

stress is a state of physical or mental tension that causes emotional distress or even

feeling of pains to an individual (Laiet al., 1996). Chiang (1995) 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, lack of interest in

a particular subject, and teachers punishment. Generally, parents are very concerned

about their childrens academic achievement and moral behaviors. Parents expect their
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children not only to respect teachers and follow moral norms but also become elite in the

future (Liu and Chen, 1997). The educationist Dewey once said education is a pursuit of

a perfect life. However, school teachers and parents in Taiwan usually use academic

achievement as the sole criterion for evaluating a students performance at school. This

criterion causes double stress on adolescents. Stress from high expectations of teachers,

parents, and self is usually an agony for students

studying in schools (Cheng, 1999).

Academic Stress

Academic stress is often a part of college life for many students due to the

constant pressure to meet course and program requirements. In the present study,

academic stress is defined as a condition or feeling experienced when a student perceives

that demands caused by academic factors, such as coursework, career implications, and

assessment, exceed the personal and social resources available to the individual student.

A student experiences academic stress because the academic related demands are greater

than the adaptive resources available; or because of the discrepancy between students

perception of the extensive knowledge base required and the students perception of the

adequacy of the time allowed to develop it (Carveth et al. 1996). Academic stress can

have multiple consequences for students and affect their life in various ways. Such 2

consequences include affecting their performance in school (Blumberg & Flaherty 1985;

McKenzie & Schweitzer 2001); physical and mental health conditions (Macgeorge et al.

2005; Dusselier et al. 2006). Several studies on the effects of academic stress on the

mental health of individual students conclude that academic stress is a risk factor and, if

not managed effectively, can build to such an extent as to impact the academic
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performance of students and adversely affect the quality of their life (Cahir & Morris

1991; Dusselier et al. 2006) survey 462 students while attempting to identify the

significant predictors of students stress and the results suggest that academic issues are a

leading cause of student stress.

Academic Stressors

Academic stressors refer to any academic demands (e.g., environmental, social, or

internal demands) that cause a student to adjust his or her behavior (Thoits, 1995).

Academic stressors are natural events in a students life that affect students academic

performance and mental health. Normally, examinations, excessive homework, time

issues, and peer competition are accepted as universal academic stressors that can be

generalized to all cultures (Leong, Cheng & Geist, 1993). Time management is another

important universally accepted academic stressor that has been researched in both

Western countries and China (e.g., Nonis, Hudson, Logan, & Ford, 1998). There are some

other academic stressors that are culturally specific. For instance, in Chinese culture, the

majority of academic stressors may come from excessive expectations and demands from

members of a group, such as family members (e.g., Ang&Huan, 2006). Most Chinese

parents believe that education is the best route for upward mobility, and childrens school

success is a prime goal of parenting (Lee, 1997). Since filial piety has been highly valued

in Chinese culture (Ho, 1998), children strive to be high achievers at school to

demonstrate their filial piety. Children at a young age are socialized to be sensitive to the

judgment of significant others, especially parents or teachers. Not meeting the

expectations of significant others could potentially result in loss of face, loss of

confidence and support from ones family, school, and even the community (Yeh&
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Huang, 1996). Consequently, high expectations and demands from parents, teachers,

school and society, and children themselves become the major academic stressors in

Chinese culture (Burnett &Fanshawe, 1997). For example, (Zhen 2001) examined a

sample of Chinese middle school students and found that the majority of academic

stressors for Chinese middle school students included teachers expectations, parents

expectations, and peer competition. Some researchers have explored academic stressors

in relationship to contextual factors, such as gender or school status (key or ordinary

school). For example, (Chen (2008) found significant differences in parental expectations

between female students and male students, with higher expectations for male students.

One possible explanation is the traditional Chinese cultural values that: Treat Woman as

Inferior to Men. Many Chinese parents believe that higher education is the only way for

the boys to be successful, whereas the best way for the girls to live happily may not be a

good education, but a good marriage (Yang, 2005). Additionally, Wang (2003) and have

explored academic stressors of students in key schools and ordinary schools. They

found out that the reported parent expectations and student self expectations in key

schools were much higher than those in ordinary schools. Chen (2008) reported similar

findings. One possible explanation was that the students in key schools are more

academically advanced and highly motivated than those in ordinary schools. Those in key

schools have higher self-expectations to compete with peers, to be high achievers, and to

satisfy their parents and themselves academically.

Identifying and Recognizing Stress

Students need to recognize the signs that cause them to stressed out, maxed out, or

over scheduled. Students may not always consider how too much stress may impact their
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life. There are two main types of stress that impact the body and the student responds

differently depending on which type of stress is occurring. The first form of stress is

acute stress. The Mayo Clinic identifies this type of stress as the "fight-or-flight

response," which is the body's instant reaction to a threat, challenge, or scare. Acute stress

can be caused by reacting to an event such as having a new job interview, being involved

in a fender bender, or skiing down a steep run. The second type of stress that may impact

health is called chronic stress. This form of stress occurs over a period of time and

becomes persistent. Chronic stress can cause health problems which include headaches or

insomnia. Parents who have a difficult time getting their teen out of bed in the morning,

notices their teen is treating frequent headaches or has a child with inability to sleep at

night may wish to look at the possibility of stress and the impact it may be having on

their child's life. By helping students identify which type of stress they are experiencing

and providing them with effective stress management techniques, it may prevent future

health problems (Mayo Clinic website, 2010). Another factor that students should be

aware about their familys financial issues. With the failing economy, parents are losing

their jobs, receiving pay cuts, or losing benefits. Students can sense the tension, and a

certain level of trust may be lost when 16 they are left in the dark regarding particular

financial topics. Open communication and showing a plan of action may reduce one of

the stressors that adolescents are already experiencing in their everyday lives.

Sources of Stress (stressors) and Levels of Stress Among University Students

Many researchers have reported that university students are faced with an

increasing number of stressors that affect their daily life (Brown and Ralph, 1999;

Simons et al., 2002). In particular, students in recent times are experiencing more
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stressful situations, as they confront huge challenges, such as absorbing enormous

amounts of knowledge within a limited amount of time (Simons et al., 2002). Stressors

affecting students can be categorized as academic, financial, time management or self

imposed. Cherian (1998) found that the main source of students' stress was related to the

following categories (in descending order of frequency) (i) studies, university and

lectures; (ii) work, career and future; (iii) sensitivity, and confidence; (iv) family; (v)

economic problems and lack of facilities; (vi) mild neurosis; (vii) sex and marriage; (viii)

self-schedule and independence; (ix) social problems; (x) health and physical matters;

(xi) self and self image. Pereira (1997) categorised sources of stress within four main

areas: Personal problems (homesickness, loneliness, suicide, shyness, family problems;

academic problems (lack of motivation, examination stress, withdrawal and drop out,

academic work, facilities, lectures, other students, ethnic problems); financial and

housekeeping problems (financial problems, accommodation); and security problems

(rape and sexual assault, violence at student social events, bullying, drugs and alcohol).

Wills and Shiffman (1985, cited in Mates and Allison, 1991) have classified three types

of stressor according to the effects of their duration. The first is called major life events,

which are acute but of relatively short duration, for example, an illness, a move to another

school, or the death of loved one. The second type is the everyday problems of life, such

as hassles in dealing with crowds on a bus, waiting on line, or having an argument with a

store clerk. 28 A third type is enduring life strain - the chronic, long-term pressures

associated with the performance of roles, such as being a student or teenage son or

daughter. Out of 52 problems experienced by Kuwaiti students, this study identified five

main problems: anxiety, defects in the curriculum, not feeling loved, lack of family
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adjustment, and fear of not finding a proper job or inability to establish a family in the

future. Another study which looked at both problems and counselling needs of university

students in Kuwait showed that the need for counselling and social support was ranked

first, while values and conflicts ranked second, study skills was third, and health concerns

ranked last (Al-Shareef and Muhammed, 1986). In a study of emotional problems among

a sample of students in Bahrain universities (Abada and Al-Omran, 1992), factor analysis

revealed that 35 problems out of 100 included in the scale were attributed to 8 factors:

weak resolution, inability to take a decision, anxiety, inability to concentrate, emotional

instability, loss of confidence, over-sensitivity, fear of failure and fear of making

mistakes, in descending order according to their importance and frequency. With regard

to the academic community in Bahrain, a few studies have highlighted university

students' problems (e. g., Abada and Al-Omran, 1992; Al-Megdad and al-Motawah,

2004), while focusing

only on students' adjustments to the new learning social environment.

Stress-Corporate Executives and School Superintendents

According to Marino (1997) the mark of a great CEO is how they cope with and

manage stress. He offered signs and signals of stress including restlessness, irritability,

prolonged fatigue, difficulty concentrating, lack of interest in recreation, anxiety,

excessive work hours, taking excessive work home, increased smoking and or drinking,

and loss of perspective. Lyles (2005) agreed and offered the following advice: stay

healthy, eat nutritiously, exercise, find work you enjoy, lead instead of manage, prioritize,

listen and learn, communicate clearly, be flexible and manage change (p. 18). Marino

(1997) and Lyles (2005) concurred not all stress is bad; it can force positive change, and
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is the basic ingredient of competition. The key is to recognize the right balance of stress

and stress management skills needed to perform optimally. Common myths regarding

school superintendent stress are that all stress is harmful, that stress should be avoided,

that the higher up in the organization, the greater stress, that stress is a male dominated

phenomenon, that superintendents experience excessive stress, and that there is only one

right way to cope with stress (Gates &Gmelch, 1998). The realities, according to Gates

and Gmelch (1998) and Lyles (2005) are that some stress is positive and necessary. Stress

is a way of life and is an important step in rising to the challenges of a leadership

position. On the other hand, occupational stress can lead to loss of job satisfaction and

ultimately looking for other work (Brock & Grady, 2002). However, as a result of

occupational stress, a number of superintendents are choosing to leave the

superintendency for lesser positions within the school system while some are choosing to

leave the position entirely (Brock & Grady, 2002; Glass et al, 33 2000). In many cases

these are the most talented and passionate superintendents in the business of education.

The reasons for the exodus include deterioration of physical health, excessive politics,

over tasking, and the separation of children from education (Brock & Grady, 2002; Lyles,

2005). More often than not the departure is a consequence of shattered vision (Brock &

Grady, 2002; Gmelch, 1996). Ultimately the outcome causes a declining pool of qualified

applicants for superintendent positions across the country (Nussbaum, 2007; Public

Agenda 2001).

Components of Academic Stress In Management Studies

According to PurnaPrabhakarNandamuri and Gowthami (2012), stress in

academic institutions can have both positive and negative consequences if not well
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managed. Academic institutions have different work settings compared to non-academic

and therefore one would expect the difference in symptoms, causes, and consequences of

stress in the two set up. Stress seems to be very common in college students` life. They

have to survive academically and to prepare themselves for further career. Not

surprisingly, much of the academic stress at graduate level is related to what students

learn and how they learn it. There's a lot of pressure for the present generation

management students to learn more and more than the past generations. Just as it can be

stressful to handle a heavy and challenging workload, some students can experience

stress from regular academic work that isn't difficult enough. For the purpose of the

present study, the components of academic activity are identified as curriculum and

instruction; team work; assessment and placement. The present study attempts to find out

which of these aspects are creating stress among management students. However,

overstress causes problems that can have serious effects on people. Being a student can

be the most interesting time of ones life. New friends, new places, new challenges can

make a student life stressful. Stress management encompasses techniques to equip a

person with effective coping mechanisms for dealing with physiological stress. Students

have different expectations, goals, and values that they want to fulfill, which is possible

only if the students expectations, goals, and values are integrated with that of the

institution (Goodman, 1993). Stress management Techniques include self-management,

conflict resolution, positive attitude, self-talk, breathing, meditation, exercise, diet and

rest. Effective stress management also involves learning to set limits for the issues that

create stress.

Stress and Student Performance/Achievement

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Performance within the school system is measured by academic performance,

which is a function of students study habit (Abid, 2006) defines academic achievement

as knowledge attained or skills developed in the school subjects, usually designed by test

scores or by marks assigned by teachers, or by both. Academic performance is therefore

an outcome of education. Student academic performance in the tertiary environment is

measured using the grade point average in a semester or cumulated grade point average at

the end of a year or program (Nakalema and Ssenyonga, 2013). It is the single indicator

that embodied all stress measurement categories and of the quality of time a student

spends at school. The demand placed by society on students to do well across different

levels of education (Ang and Huan, 2006) continues to support the position held in

academia and corporate world that school grades remain the best predictors of tertiary

education performance and subsequently, an indicator of excellent job performance

(Kuncelet al., 2005; Smits et al., 2002). Studies over the years have demonstrated that

student poor performance and stress are positively related (Sohail, 2013; Taylor and

Owusi-Banahana, 2010; Wombie, 2005; Hatcher and Prus, 1991). For example, an earlier

work by Astin (1973) confirmed by later studies conducted by Blimling (1989) reveals

that a students living environment impacted on his or her academic performance thus

GPA. Further studies reveal that student workers struggle to maintain a good academic

performance (Robot ham, 2008; Plant et al., 2005). Despite the negative results, other

findings show contrary conclusions (Siraj, 2014; Rafidahet al., 2009; Sanders and

Lushington, 2002). He also examine the impact of stress factors on academic

performance of Pre-Diploma Science students at the University of Technology MARA

(UiTM), Malaysia. None of the stress factors significantly affected the academic
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performance of students. A study by Siraj (2014) aimed to explore the association

between stress levels and the academic performances shows that respondents with a high

and severe stress level were observed to have higher cumulative grade point average

(CGPA). The medical students were found to be highly resourceful to manage their stress

well and thus denying the negative effect of stress towards their academic performance.

Based on the above evidence we hypothesized that: H5: there is a significant difference

between stress level and academic

performance of students.

Inter-Relationship between Academic Stress and the Other Stressors

It was found that academic stress had a high degree of correlation with social

stress and financial stress. Thus, it can be explained that if students had high academic

stress, they were not able to socialize or if students were having problems socializing,

their academic performance would be affected. It can also be interpreted that if students

had financial stress their performance was expected to decline. There is no significant co-

relation (.071) between academic stress and behavior of the selected subjects, therefore it

can be inferred that there is no relation between how the students expressed as behaviours

when academically stressed. Raychaudhuri et al., (2010) also found out that family

income, class attendance , parents education, student - teacher ratio, availability of

skilled teachers in school, gender and the time taken to travel to the school

campus also has an impact on the academic achievements of the student.

Stress and Health Issues

Students stress levels can impact their health. We examined seven articles on the

relation between stress and health issues. DeLongis, Coyne, Dakof, Folkman and Lazarus
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(1982) studied the relationship of daily hassles and major life events to energy level and

the frequency and intensity of somatic symptoms (i.e., health issues). They discovered

only a weak relationship between major life events and somatic symptoms, and

significance was found only with events that occurred 1-3 7 years before testing. This

suggests a time lag in the effect of negative life events on a persons health and also

provides evidence that this effect on health dissipates over time. Hassles, however, were

significantly positively correlated with energy level, and both frequencies and intensities

of hassles were correlated with illness. This supported the researchers hypothesis that

daily hassles are more positively correlated with stress than major life events. Benham

(2006) hypothesized a link between physical and somatic symptoms and sensitivity to

environmental processing. In this study, environmental processing was measured by The

Highly Sensitive Person Scale, which presented participants with questions about a

variety of different types of sensitivity ranging from appreciation of art and music to the

tendency to be overwhelmed by pain or strong sensory input. Females scored

significantly higher on sensitivity to environmental stimuli than did males, and a similar,

non-significant trend was observed for health and illness. The results of the study

suggested that sensitivity to environmental stimuli is a better indicator of physical pain

than perceived life stress. Manning and Fusilier (1999) studied buffers as a means of

lessening negative health symptoms potentially caused by stress. A buffer is defined as a

personal characteristic that prevents adverse consequences. Buffers in this study included

hardiness, exercise, and social support. They wanted to determine which of these buffers,

if any, were correlated with the extent to which individuals seek healthcare. They

discovered that higher levels of hardiness were correlated with lower levels of illness.
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Additionally, those with higher levels of social support sought medical attention more

often, presumably because they were encouraged to do so by their social support circles.

8 Holahan and Moos (1985) measured factors that buffer the negative effects of stress on

physical health. They hypothesized that individuals who experienced less adverse effects

of stress would be more self-confident and easy-going, more likely to engage in healthy

coping behaviors, and more likely to have high levels of family support. More emphasis

was placed on the relationship between personal distress and negative events than

between personal distress and life changes in general. The middle 25% of participants

results were removed in order to create two clearly defined groups: distressed and stress

resistant. The distressed group experienced high stress and high distress in their lives. The

stress resistant group also experienced high stress but reported low levels of distress. As

hypothesized, personality, methods of coping, and family support all correlated

significantly with levels of both physical and emotional well-being. In general, men

classified as stress-resistant reported more easy-going personalities, while women in the

stress-resistant category reported more family support. Dua (1994) performed a study to

determine the levels of job-related stress experienced by staff at a university and the

extent this stress played a role in physical and emotional health. Stressors were defined as

objective events, stress as the subjective experience of those events, and strain as the

maladaptive response to those events. Some examples of strain are poor emotional health

which manifests in symptoms such as depression and anxiety, poor physical health which

manifests in heart disease, insomnia, headaches, and infection, and organizational

symptoms which often manifest as poor work quality. A 21-item job stressors table

constructed by Dua was given to these participants to measure their stress in the
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workplace, and emotional health was measured by Nowaks Psychological Distress Scale,

the Manifest Anxiety Scale, and the Thought 9 Related Distress Subscale of the Thoughts

and Real-Life Experiences Scale. Physical health was measured by a self-report and a

tally of the participants total absences from work due to a medical problem within the

past three months. Results showed that younger staff experienced more stressors than

older staff, possibly due to lack of experience in the workplace. All staff experiencing

work-related stress, regardless of their ages, were more likely to experience increased job

dissatisfaction, worse physical health, and more absences from work due to health issues.

Aanes, Mittelmark, and Hetland (2010) explored the relationship between loneliness and

physical health symptoms. They argued that loneliness occurs when mutually caring

relationships and frequent positive interactions within those relationships have not been

perceived as attained by the lonely individual. Symptom perception theory states that

environmental and psychological factors interact with bodily cues to create perceived

physical or somatic symptoms. A somatic symptom is defined as an adversely perceived

internal state that has no underlying physical or psychological pathology behind it and is

not a sign of illness. The hypothesis in this study was that loneliness mediates a link

between interpersonal stress and somatic symptoms. Results from men and women in

Western Norway demonstrated that 75% of the effect in depressive symptoms was

mediated by loneliness. Loneliness was also responsible for mediating just over 40% of

the effect in somatic symptoms. DeLongis, Folkman, and Lazarus (1988) indicated that

unsupportive social relationships and low self-esteem were two of the greatest stresses

that predicted somatic problems on stressful days. Also, a more stressful day predicted
 22

poorer physical health on the day in which the stress occurred, but actually predicted a

better mental state on the following day. The better mental state was attributed to the

relief that comes after stress subsides.

Causes of Academic Stress on Students

Academic pressure is a significant source of stress for much school students

(Hashim, 2003; Olpin, 1997;Tyrrell, 1992). Identified sources of academic-related stress

have included fear of falling behind with coursework, finding the motivation to study,

time pressures, financial worries, and concern about academic ability (Tyrrell, 1992).

Additionally, students report stress over struggling to meet academic standards, time

management worries, and concerns over grades (Olpin, 1997). Additionally, these sources

may exist easily throughout the span of college students academic careers and may result

in school students experiencing a great deal of stress during their school career. If

prevention efforts are to be developed to assist students in dealing with and avoiding

academic-related stress, a greater understanding of the relationship among school

students use of coping strategies, social support, experiences of being parented, and

academic-related stress needs to be gained. Causes of stress on students include both

positive and negative stress, but we will focus here on the negative causes of stress on

students.

Academics: Alphabetically first among the causes of stress on students is

academic pressure. Simply tackling more difficult assignments can demand stress

management techniques. It might be wise for teachers to introduce students to this stress

with an assignment such as a Causes of Stress on Students Essay. Requiring students to

 23

interview older students and educators, as well as research the Internet on the subject,

could help them prepare for the stresses of academic challenges.

Dating: Student life throughout high school and college is filled with thinking

about dating, dating, trying to date, failing to date, and being dumped. The mating game

is filled with estruses, but it also involves distress, and is among the greatest causes of

stress on students.

Environment: The school environment itself can be a cause of stress on students.

Students moving into secondary education find it challenging to constantly move around

to classes. Those matriculating to tertiary education are challenged with leaving home

and establishing a new life in new setting. Both can cause stress on students.

Extra Co-curricular: Colleges pressure high school students to engage in

extracurricular activities such as choirs, clubs, sports, band, or volunteer work. The

presence of these on a student application can go far toward acceptance. Hence in

college, extracurricular activities still cause stress on students, once their presence on a

job application is also an asset.

Peers: Like dating, peer relationships can provide estruses or distress. As peers

apply pressure in regard to dress, behavior, choice of friends or sic, and many other areas

of life, that pressure can become a huge presence of stress on students.

Parental Pressure: Finally, students at either level experience stress from

parental pressures. Parents want their children to succeed in school. They want to see

good grades, but they also want to see success in lifes other areas. In their attempts to

guide their children, parents can become one of the major causes of stress on students. It

is wise for parents and others who work with students to take time to recognize the
 24

stresses students face. If they then provide stress management techniques, they will do

much to relieve and encourage their students.

Effects of stress

Physical

The physical effects outlined below may result from or be exacerbated by stress:

sleep disturbances

back, shoulder or neck pain

tension or migraine headaches

upset or acid stomach, cramps, heartburn, gas, irritable bowel syndrome

constipation, diarrhea

weight gain or loss, eating disorders

hair loss

muscle tension

fatigue

high blood pressure

irregular heartbeat, palpitations

asthma or shortness of breath

chest pain

sweaty palms or hands

cold hands or feet

 25

skin problems (hives, eczema, psoriasis, tics, itching)

periodontal disease, jaw pain

reproductive problems

immune system suppression: more colds, flu, infections

growth inhibition

Emotional

Like physical signs, emotional effects such as anxiety or depression can mask

conditions other than stress. It is important to talk to a counselor or Physician to find out

whether they are stress-related or not. In either case, the following emotional symptoms

can affect your performance at work or school, your physical health, and your

relationships with others:

nervousness, anxiety

depression, moodiness

"butterflies"

irritability, frustration

memory problems

lack of concentration

trouble thinking clearly

feeling out of control

substance abuse

phobias

overreactions

Relational
 26

The antisocial behavior displayed in stressful situations can cause the rapid

deterioration of relationships with family, friends, and co-workers. A person under stress

may display signs such as:

increased arguments

isolation from social activities

conflict with co-workers or employer

frequent job changes

road rage

domestic or workplace violence

overreactions

Types of personality and the degree of being affected by stress

A study made by Friedman & Rosenman (1974) identified two personality

patterns that they called Type A and Type B personalities. Type (A) personalities are

prone to be affected by stress because of the pressure they put on themselves, these

personalities are constantly trying to multitask, are aggressive and anxious. Whereas type

B personalities are more relaxed and calm. Because of the hard work type A personalities

put in to their jobs they are more likely to be promoted and have power over their job, but

they are also the ones who are likely to be reported as having too much stress or suffer

from health problems. And because of irritation and lack of patience the suffered people

with such personalities rarely get to the top of organizational hierarchy. Whereas in

comparing type A personalities with type B personalities, type B personalities are much

better and have the ability to become top executive. As a result, an individuals thoughts

depend on how he/she perceives a situation as stressful or not. Mostly it depends on a

 27

persons personality and the degree of stress experienced is also regulated by peoples

individual characters. (Bloisi et al., 2007, p. 314) According to Lazarus &Folkman (1984)

the degree of stress experienced depends on factors such as recognition of demand that

means that people must know that demand exists. When people try to fulfill their

demand, in-case they dont respond suitably, it could harm them. Second, the threatening

situation must have value to the person and finally the outcome of the demand must be

uncertain. (Bloisi et al, 2007, p 310)

Coping with stress

Stress and coping literature identify an extensive range of coping strategies that

young people adopt (de Anda et al., 2000; Moskowitz, Stein & Lightfoot, 2013; Skinner

&ZimmerGembeck, 2006; Williams &McGillicuddy-De Lisi, 1999). Some examples of

emotion focused coping include relaxation, distraction, escape, helplessness and

withdrawal (Caltabiano et al., 2008; de Anda et al., 2000; Skinner & Zimmer-Gembeck,

2006). Examples of problem-focused coping include problem-solving and support-

seeking (Skinner & Zimmer-Gembeck, 2006). An individuals ability to handle stress is

determined by the relationship between personal attributes such as cognitive, emotional

and behavioural development (Delahaij et al., 2011; Skinner & Zimmer-Gembeck, 2006).

The highly influential work of Lazarus (1966) as cited by Folkman, Tedlie and

Moskowitz (2004), emphasised the role of cognitive interpretation in both stress

perception and coping. Folkman et al. (2004) suggests that how an individual appraises a

situation determines the level of stress experienced. Williams and McGillicuddy-De

Lisis (1999) study on stress also focuses on the role of cognitive development in

appraisal and coping. Results indicated that due to having a wider coping repertoire, older
 28

adolescents utilised more adaptive strategies than those younger (Williams

&McGillicuddy-De Lisi, 1999). Visconti et al (2013) hypothesised that children with low

self-esteem would lack the confidence to deal with life stressors independently, thus were

likely to engage in emotion-focused coping. Unfortunately this hypothesis was

unsupported. Dumont and Provosts (1999) study of adolescent coping however supports

the relationship between low self-esteem and unhealthy coping strategies. The results

demonstrate a negative correlation between avoidant coping and self-esteem levels,

indicating that those lacking positive coping methods also lack healthy self-esteem

(Dumont & Provost, 1999). It is unknown however, whether this correlation is

bidirectional. Despite these limitations, results suggest that those that think highly of

themselves will be more capable and confident to handle problems in a positive manner

(Dumont & Provost, 1999). During the stressful transition of adolescence, young people

are at risk of engaging in dangerous behaviour such as alcohol and drug use, as an

attempt to deal with increased stress levels (Rose & Bond, 2008). Caltabiano et al. (2008)

support this notion and indicate that older adolescents are more likely to engage in these

types of maladaptive emotion-focused coping. Rose and Bond (2008) also suggest that

adolescents lacking healthy coping skills and exposed to stressful environments are at a

higher risk of substance abuse. This study however emphasises that cognitive appraisal

and perception of the stressful situation is what determines the level of risk (Rose &

Bond, 2008). Conversely, Fromme and Rivet (1994) contend that an adolescents coping

repertoire is what determines the likelihood of using destructive behaviour to cope. This

study argues that young people that lack any form of coping strategies, regardless of

maladaptive or adaptive nature, have a greater likelihood of using substance abuse to

 29

cope with stress (Fromme& Rivet, 1994). This research emphasizes the importance of

promoting healthy coping skills in young people. deAnda et al.s (2000) research on

adolescents disagrees with Fromme and Rivet (1994), and Rose and Bond (2008). This

study found that very few respondents of the adolescent sample reported using drugs and

alcohol as a coping strategy. The results however failed to identify a coping method with

a frequency higher than moderate. Despite this limitation, adolescents reported using

adaptive coping methods most often, with reading a book, watching television or

listening to music scoring the highest on frequency and effectiveness (de Anda et al.,

2000). These findings indicate that not all young people turn to dangerous behaviour to

cope with life stressors.

Mental Health Problems for College Students Are Increasing

In a Spring 2014 National College Health Assessment, 33 percent of students

surveyed reported feeling so depressed within the previous 12 months that it was difficult

to function.

Almost 55 percent reported feeling overwhelming anxiety, while 87 percent reported

feeling overwhelmed by their responsibilities.

Almost 9 percent seriously considered suicide over the past year. In addition, a 2015

survey from the Center for Collegiate Mental Health at Penn State University revealed

that 20 percent of college students seeking mental health treatment were taking up half of

the appointments at campus counseling centers.

Gregg Henriques, Ph.D., professor of graduate psychology at James Madison University

in Virginia, says these numbers are clear indicators that college students are experiencing

what he calls a mental health crisis.

 30

According to Henriques, mental health survey results from the mid-1980s indicate that 10

to 15 percent of young adults could have been characterized as having significant mental

health problems. Today, he said the number is anywhere from 33 to 40 percent.

The issue is absolutely clear, Henriques said. College students are endorsing on these

surveys many more symptoms associated with depression, anxiety, and stress. The data is

very clear. Theres a lot more mental stress than there was 23 years ago.

Counseling center directors seem to agree. In a 2013 survey by the American College

Counseling Association, 95 percent of those directors said they had noticed a greater

number of students with severe psychological problems than in previous years.

While depression and anxiety are the most commonly reported mental illnesses, eating

disorders, substance abuse, and self-injury are close behind.

Different Strategies of Stress Management

Time
Management

Exercise Yoga
Stress
Management

Music Sleep

Meditation
 31

A number of approaches are currently being used to treat and control stress responses.

Major methods include Stress Management, Relaxation techniques, Biofeedback, Drugs

and Yoga that all can have therapeutic psychological effects. Stress management is a large

family of techniques ranging from methods to reduce the occurrence of stress to

techniques which can be used by people who feel overwhelmed by stress. Stress

management refers to a wide spectrum of techniques and psychotherapies aimed at

controlling a person's level of stress for the purpose of everyday living. It is the ability to

reduce stress around or cope in a competent manner with stressors (Geridano, 1997).

Yoga, humour and reading are simple effective methods to help reduce academic stress

among adolescents. (Rizzolo, 2009)

Academic Stress and Suicidal Ideation

The association between school or academic stressors and suicide ideation among

adolescents has been well documented in several research studies. In school, adolescents

often see themselves as being evaluated in terms of their academic performance, and the

pressure to excel is an important measure of their success in school. It is therefore not

surprising that adolescents who attempted suicide often had problems in school. (Toero et

al.) argued that there is a strong link between the pressure to excel in school and suicidal

behaviors among children and adolescents. In their study, (Toero et al.) showed that the

number of suicide cases in a year usually peaked during examination periods where

children and adolescents experienced a high level of stress in school.Some researchers

have argued that in East Asian countries especially, thisacademic stress-suicidal ideation

link among adolescents could possibly be even stronger given the familial and cultural
 32

demands for academic excellence. Specically, in an Asian context, academic stress

arising from adolescents self-expectations and expectations of others (e.g., parents and

teachers) are particularly salient. Academic achievement is highly valued by Asians

because it is perceived as one of the few avenues for upward mobility and expanded

options, thus the signicance that individuals and families attribute to academic success

is intensied. Not meeting ones own expectations and the expectations of signicant

others is a serious matter which could potentially result in loss of face which in turn leads

to loss of condence and support from ones family. Therefore, children are socialized

from young to be hypersensitive to the judgment of others, especially signicantothers

such as parents or teachers. Toero et al. examined factors contributing to suicidal

behaviors in 9,886 high school Korean adolescents and found that students who reported

feeling a high level of stress regarding academic performance and higher education were

more likely to have serious thoughts about suicide than those students who did not

experience academic stress. Likewise, in Singapore, academic difculties were also

found to be one of the predictors of suicidal behaviors among a population of young

suicide attempters besides other factors. School problems accounted for 11% of

adolescents who attempted suicide in Singapore. In addition to students putting immense

pressure on themselves to excel in school, they were also cognizant of the need to fulll

familial obligations and live up to the expectations of parents and teachers. Taken

together, empirical evidence points toward academic stress and in particular, academic

expectations, as a factor contributing to suicidal ideation in adolescents especially in East

Asia
 33

How Does Time Management Help Reduce Stress, And What Are Some Tips To

Manage Time Better?

Most of us experience stress when we feel as though we have a perceived lack of

control over the events in our lives. And time management -- being careful about how we

use our time, how we portion our time -- can enhance our sense of control. As far as tips

are concerned, any time management process has to begin with a realistic appraisal of

how it is that we're using our time.

Typically it's a reasonable thing to monitor how we use time for a few days or a

week to try to get a sense about whether or not we really have a problem with time

management, or whether we're really spending too much time on too many tasks that

aren't really terribly relevant to our job or our school performance.

Once we engage in that process, then we want to try to set priorities, make lists of things

that are essential in the performance of our tasks, and try to differentiate them from those

things that really probably don't need to be done. Many people complain about the

interruptions and interference of e-mail in their day now, and so one of the suggestions

that we've made is that they set aside two or three particular times of the day for reading

e-mail, but not respond to it immediately as it comes in because it tends to be disruptive.

And finally one of the most important things you can schedule in your day is 10 minutes

to do nothing but to be planful about the rest of your day or the coming day. The other

thing that setting aside that time does is that it reinforces the idea to us that the

relationship between performance on the one hand and feeling busy on the other is not

necessarily as tight a relationship as we might think.

 34

Preventive Measures

Some of the preventive measures especially for college students are:

1. Counselingcenters should take-up the issue of identifying the students with

Psychological problems at early stage. For this conducting seminars & workshop to

teachers in medical schools how to identify students Psychological problems, and on

identifying what can be done.

2. Setting up student counselingcenters in all colleges with the help of mental health

professionals and counseling can be given as an early intervention.

3. Create awareness among college students seeking the help of mentors or student

counselingcenter as and when they notice any problem related to academic or emotional.

4. A study should be carried out to determine the presence of psychological problems at

the respective colleges

5. Student mentors should be in close contact with student counselingcenter and they can

refer the students at an early stage and should get feedback from counselingcenter.

6. A student health committee should be formed with a mental health professional

(Psychiatrist/Clinical psychologist) and he or she should conduct workshop for teachers

regularly updating the activities of the committee.

7. There should be regular workshop for students on stress management, time

management, and assertive training and communication skills.

Students 10 Ways To Beat Stress

Young people should have everything to be happy about, but as the generation

with the least responsibility we actually experience the most stress. A 2013 survey by the

Nightline Association found that 65% of students feel stressed. Students juggle part time
 35

jobs with university, worry about assignments and stress about the future and how to

make the next step. Trying to manage all these things at once can leave you feeling

overwhelmed.

As a student, every spare minute seems to be filled with worrying you feel like

you have to achieve something and make plans for your future. Instead of relaxing in the

holidays, you're planning an internship to add to your CV, or working to earn some well-

needed extra cash.

If you're not careful, working too hard and worrying too much can lead to

"burnout" when everything seems bleak and you have nothing left to give. It might not

seem like it when you're feeling down, but living a more stress free life is possible. There

are some really easy ways to beat stress effectively. Here are some that I have

encountered as a student:

1. A varied and healthy diet

Eating fresh ingredients and lots of fruit is really important. Juices filled with

vitamin C, such as orange or grapefruit juice, are said to be good for your immune system

so can help with stress.

When you're busy and tired it can be tempting just to grab another pizza or ready

meal, but cooking from scratch can be therapeutic as well as being healthier.

2. Exercise

Doing sport at least once a week is the best way to reduce stress. It helps your

body produce endorphins, which make you feel good. Even daily walks of 30 minutes

can help reduce stress levels but it's even better to work out intensively. Even if you don't

feel like it at the time you will feel the benefits afterwards.
 36

Joining a sports club could also help with stress as the regular contact with other people

should help improve your mood.

And why not try yoga? It's a great way to ease your mind and relax your muscles.

3. Meditation

It might sound simple, but sitting quietly for 10 minutes a day can really help with

stress levels. If you've never tried meditation before, it's worth a go.Good breathing

techniques can put you in a more relaxed state as they send oxygen surging through your

bloodstream, helping to calm you down and beat the stress.

4. Take breaks regularly

Short breaks between working can help you switch off. But longer breaks are

important too.How about taking the weekend off to relax? Make time for fun and for

yourself even if this means that you have to schedule time away from your work. You'll

hopefully come back to your work feeling fresh.

5. Get a pet

It is said that spending time with animals is good for your health. If you pat a dog

for a couple of minutes, your body releases hormones that make you feel happy and can

decrease the amount of stress in your system. Most unit halls won't let you keep an

animal though, so spending some time with friends or family who have pets is a good

option: you get the love without the commitment.

6. Sleep (and sign off Facebook)

Sleep is always the best medicine and some people find that small 20-minute naps

can help increase productivity.

 37

As students we tend to spend too much time on social media sites and answering

emails, texts and phone calls. Sociability is fun but too much of it, and too much

computer time, can lead to more stress. Failing to switch off from work because of your

electronic gadgets will only make you even more stressed.

7. Quit smoking

Some people say they smoke to relax, but researchers on the European Board for

Research on Nicotine and Tobacco suggest that nicotine suppresses the hormone

serotonin, which fights stress. Another good reason to quit.

8. Try to see the positive side

If you missed a deadline, try to appreciate what you learned from this mistake:

now you know how to plan ahead. Things might seem bad, but if you try, there is usually

something positive to be learned.

9. Listen to music

Listening to music can help calm you down and put you in a better frame of mind.

If you're feeling stressed, putting on some calming music while you work could really

help.

10. Laugh

They say that laughter is the best medicine, and it's really true. Laughing out

loud increases oxygen and blood flow which automatically reduces stress.

Not taking life too seriously can help everyone live a better and easier life. Make time for

yourself, log out of Twitter and take breaks. It's about time that we students accept that

we can achieve just as much in life without all the stress.

 38

METHODOLOGY

This chapter deals about how the researcher conducted her study regarding the

academic stress among business managementstudents.

This section will be covered the sampling procedure, research instrument,

collection of data, participants of the study, method of analysis and statistical treatment.

Research Design

A descriptive study will be used to analyze the academic stress among business

management students of Cavite State UniversityCavite City Campus.

The research design will be used the primary data and information that were

collected from the participants.

Hypothesis

Academic stress has no effect to Business Management students of Cavite State

UniversityCavite City Campus.

Sources of Data

The primary data of the study was derived through the use of a questionnaire

based from the previous study entitled Academic Stress Among Senior College Students

of Cavite State University-Cavite City Campus: Comparison of Student Experiences and

Faculty Perceptions Studied by Rina Mae C. Meloand Maria Ciella S. Buena (2013). It

was revised in accordance with the needs and objectives of the study with the thesis

adviser. In order to check the validity of the questionnaire, a pre-test was conducted to
 39

ensure the soundness of the research tool. It was used on a different set of participants

prior to the actual survey.

The secondary data will be obtained from the review of related book, articles,

literature and the internet.

Participants of the Study

The researchers participants that were part of the research study are those first

year to fourth year business management students of Cavite State University-Cavite City

Campus for academic year 2017-2018.

Sampling Technique

The researcher decided to use Stratified Random Sampling technique in which the

researcher will group the participants first and will pick participants in the group.
Slovin's formula will be used to calculate the sample size (n) given the population

size (N) and a margin of error (e). It is computed as:

n=N /(1+ Ne2 )
Data Gathering Procedure

The survey questionnaire was created using suitable questions modified from related

research formed by the researcher based form the previous study entitled Academic

Stress Among Senior College Students of Cavite State University-Cavite City Campus:

Comparison of Student Experiences and Faculty Perceptions Studied by Rina Mae C.

Meloand Maria Ciella S. Buena(2013). The researcher presented a request letter to the

registrar to get the schedules of classes of all year level as well as the population of the

enrolled business management students and also the researcher handed a request letter to

the Cavite State UniversityCavite City Campus administration for the approval to

conduct the survey and gather information needed for the study. The researcher collected

data through the use of questionnaires which were distributed to the participants. The
 40

distribution of the questionnaire was done on a room-to-room basis, with the consent of

instruction in-charge at the time of the survey. Upon entering the classroom, the

researcher clearly explained the study being conducted and asked for qualified students to

participate. Participants were given time to respond and then the researcher collected the

questionnaires until they done answering.

The questionnaire will be modified by the researcher according to the information

needed in this study. For the beginning of the data collections, a pre-test of the

questionnaire will be from the information technology students of Cavite State

University-Cavite City Campus. The pre-test will use to determine the validity of the tool

in which ten information technology students will answer the survey questionnaire.

The questionnaire will validate by the researchers adviser, technical critic,

statistician, and members of the panel.

The data and information gathered through the formal survey and follow-up

interview were consolidated, tallied and collated as basis for analysis. The assistance and

guidance of the campus accredited statistician was sought for the statistical treatment of

data.

Statistical Treatment of Data

Statistical computations will be conducted to test the hypotheses. The socio-

economic profile and academic profile of the participants according to age, sex, year

level, civil status and GPA will be determined through frequencies and percentage.

Percentage
Formula:
f
= x 100
n
Where:
 41

% = percentage
f = frequency
n = total number of participants
Weighted Mean
It will be used to compute the average of the rating scale under the

academic stress.
Formula:
n

xi
i=1
x =
n

Where:
x = Mean
n = the number of observation
n

xi = sum of all observation

i=1
4-Point Likert Scale
It will be used to assume the strength or intensity of the statement in the

Academic Stress Inventory section.

VERBAL
NUMERICAL VALUE MEAN
INTERPRETATION

3.26-4.00 Highly Stressful

4
3 2.51-3.25 Stressful
2 1.76-2.50 Most of the time stressful
1 1.00-1.75 Not at all stressful
Table1. Verbal Interpretation of Academic Stressor

NUMERICAL VALUE MEAN VERBAL

INTERPRETATION
 42

3.26-4.00 Always
4
3 2.51-3.25 Sometimes
2 1.76-2.50 Rarely
1 1.00-1.75 Never
Table2. Verbal Interpretation of Effects of Academic Stress
 43

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