Good morning panelists.
My name is Ellgane Ragas, and I am here to present the theoretical framework of our
research study titled "Assessing the Stress Levels and Coping Mechanisms of Senior High School Students in the
Post-pandemic Era."
Key Components of the Transactional Model
Let's delve into the key components of the Transactional Model and how they apply to my research:
Stressors: The Transactional Model acknowledges a wide range of stressors, including academic stress, social
stress, family stress, and health-related stress, which are prevalent among senior high school students in the post-
pandemic era.
Primary Appraisal: This phase involves students assessing the significance of stressors to their overall well-being,
influencing the level of stress experienced.
Secondary Appraisal: Students evaluate coping resources and strategies, guiding their selection of coping
mechanisms and impacting stress management outcomes.
Coping Strategies: The model distinguishes between problem-focused and emotion-focused coping strategies, which
are crucial in managing stress across different domains.
Application to Senior High School Students
Now, let's relate this theoretical framework to the stress levels experienced by senior high school students:
Academic Stress: Includes concerns about performance, workload, exams, and educational prospects.
Social Stress: Involves challenges related to peer relationships, fitting in, bullying, and peer pressure.
Family Stress: Arises from conflicts, parental expectations, financial difficulties, and changes in family dynamics.
Health-related Stress: Stemming from personal health issues, infectious diseases, lifestyle changes, and health
concerns.
As the foundation of my study, I have anchored it to Lazarus and Folkman's Transactional Model of Stress and Coping
(1984). This theoretical framework provides a comprehensive perspective on how individuals perceive, assess, and
cope with stressors, particularly relevant in the context of the post-pandemic period for senior high school students.
Contribution to the Study
By adopting the Transactional Model, our study aims to contribute by:
Providing insights into how senior high school students perceive and navigate stressors.
Examining the effectiveness of coping strategies in mitigating stress.
Understanding the impact of stress and coping on students' resilience and well-being.
In conclusion, the Transactional Model of Stress and Coping serves as a robust theoretical framework for
understanding and analyzing the stress levels and coping mechanisms of senior high school students in the post-
pandemic era.
The research instrument described in your text appears to be a comprehensive questionnaire designed to assess
various aspects related to the management and leadership practices of school leaders, stress levels among senior
high school students, and their coping mechanisms. Let's break down how your research instrument relates to the
process outlined in your description:
Adaptation and Modification: The instrument is adapted and modified from existing studies, indicating a rigorous
process of selecting relevant questions and measures from established sources. This ensures that the instrument is
grounded in prior research and theory.
Validation: Content validity is established through the input of expert validators, ensuring that the questions are
appropriate and relevant to the study's objectives. This step is crucial in confirming that the instrument accurately
measures what it intends to measure.
Reliability: The pilot test with 30 senior high school students aims to assess the reliability of the instrument through the
test-retest method. This helps determine if the instrument produces consistent results over time, indicating its stability
and dependability.
Questionnaire Structure: The questionnaire is structured into three parts:
Demographic Profile: This part collects basic information about the participants, such as age, sex, family income, and
ethnicity. This information is essential for understanding the participants' socio-economic background and cultural
diversity.
Stress Levels: Divided into academic, social, family, and health-related stress, this part uses established
questionnaires from reputable sources to measure different stressors commonly experienced by senior high school
students.
Coping Mechanisms: Similar to the stress levels section, this part assesses how students cope with various stressors
using adapted questionnaires from reputable organizations. It provides insights into the strategies students use to
manage stress in different domains of their lives.
Refinement: The researchers conduct thorough checks, revisions, and incorporate feedback from pilot test
participants to enhance the questionnaire's clarity, relevance, and appropriateness. This iterative process ensures that
the final version of the instrument is well-suited for the target population and effectively captures the intended
variables.
Table 11 Table 12 Table 13 Table 14
Problem Overview: Problem Overview: Problem: The problem Problem Overview:
The problem focuses on The problem focuses on investigates the coping The problem investigates
identifying the coping understanding the coping mechanisms of senior high the coping mechanisms of
mechanisms utilized by mechanisms of senior high school students in dealing senior high school students
senior high school students school students when with health-related stress. in dealing with stress post-
to manage social stress. dealing with family stress. pandemic.
Statistical Treatment: The
Statistical Treatment: Statistical Treatment: statistical treatment includes Statistical Treatment:
The statistical treatment The statistical treatment mean, standard deviation, Mean, standard deviation,
involves using mean and includes calculating the and verbal descriptions to and verbal descriptions are
standard deviation to mean and standard analyze and categorize the used to analyze and
analyze the coping deviation to quantify the coping mechanisms. describe the stress levels
mechanisms, providing a coping mechanisms' across different domains.
verbal description of the effectiveness, with verbal Findings: Indicator 1 had the
stress levels associated with descriptions indicating the highest mean score, Findings:
each indicator. level of stress. indicating a "Moderately Social stress had the
Stressful" level, while highest mean score,
Findings: Findings: Indicator 5 had the lowest indicating a moderately
Indicator 3 has the highest The findings reveal that mean score, also classified stressful level, while
mean score, indicating a senior high school students as "Moderately Stressful." academic stress had the
"Moderately Stressful" level, use various coping The overall weighted mean lowest mean score, also
while Indicator 13 has the mechanisms, resulting in a suggested a moderately showing a moderately
lowest mean score, also moderately stressful level stressful level of health- stressful level. The overall
categorized as "Moderately related to family stress. The related stress among weighted mean reflected a
Stressful." The overall mean scores and standard students. moderately stressful level
weighted mean suggests a deviations for different across all areas of stress.
