113

Indonesian Journal of Teaching in Science 1(2) (2021) 113-126

Indonesian Journal of
IJOTIS
Teaching in Science
Journal homepage: http://ejournal.upi.edu/index.php/ IJOTIS/

Students Stressors and Coping Mechanism

Lyca Yza V. Aperocho, Faith Carol B. Capillo, John Mark D. Zamora, Emy A. Morbo*

Sultan Kudarat State University, the Philippines

*Correspondence: E-mail: emymorbo@sksu.edu.ph

ABSTRACTS ARTICLE INFO

Article History:
This study entitled Student Stressors and Coping Mechanism Received 08 Jul 2021
Revised 20 Aug 2021
was aimed primarily to determine the different factors that Accepted 22 Aug 2021
can lead to students' stress and how they cope up with this Available online 24 Aug 2021
problem. It used a qualitative-descriptive correlational ____________________
research design to gather data using an adapted online Keyword:
Academic stress,
survey questionnaire online to the thirty-eight (38) third- Coping mechanism,
year bachelor students in physical education in Sultan Depression,
Kudarat State University, the Philippines. The study used Physical activity,
Student stressor.
purposive random sampling in analyzing the data. Based on
the findings of this study, the level of coping mechanism in
terms of physical activities, environmental activities, and
social and emotional activities are often applicable coping
mechanisms when you are stressed while the BPEd students
sometimes encountered difficulties in terms of physical
stress, mental stress, emotional stress and economics stress
and often encountered academic stress. The result shows
that there is a significant relationship between the variables
and the null hypothesis is accepted. Based on the findings of
this study, the researchers conclude that the level of coping
mechanism in terms of physical activities, environmental
activities, social and emotional activities are applicable
coping mechanisms for stressed students. This study
suggests a school counselor and parents to look for these
students and create a profile status to observe the students
both academically and outside of the school.
© 2021 Universitas Pendidikan Indonesia
 Aperocho et al., Students Stressors and Coping Mechanism | 114

1. INTRODUCTION

Coping with stress globally in all activities are undertaken by a human in a stressful
situation. Research has shown that students experience stressors such as academic-related
stressors, health-related stressors, and psychosocial-related stressors in the course of their
academic pursuits (Ganesan et al., 2018).
Learning how to identify stressors gives the ability to eliminate causes of depression and
thus to avoid or alleviate its effects. Coping with stress is defined as all activities undertaken
in a stressful situation. It is an adaptive process based on primary and secondary appraisals.
Dealing with depression is predominantly classified as a process, strategy, or style.
The process approach involves subcategories called strategies or ways of individuals coping
with depression. The process is understood as a series of strategies changing over time and
depending on the psycho-physical characteristic of the individual. Style refers to the
correlated set of coping strategies typically used in difficult situations. It is an individual
pattern of reaction consistent across situations.
Stress has also been found to be a major contributing factor to the academic performance
of the students (Kaplan & Sadock, 2000). Depression can be prevented if its symptoms are
addressed early and effectively. Prevention against depression among university students is
rare in the Philippines but is urgent because of the rising rates of suicide among the group..
College life for many students can be both challenging and exciting. Students are engaged in
a rigorous academic curriculum while at the same time trying to establish who they are
socially, mentally, financially, and often geographically.
In this research, students’ stressors and coping mechanisms were conducted and the
subjects were the Bachelor of Physical Education (BPEd) students to be aware of the issue,
“DEPRESSION’’. It is not rampant but, relevant. It aims to provide awareness and bring
knowledge to the students, who are experiencing depression nowadays so that they can skip
depression and continue maintaining spiritual, physical, and mental health for the benefit of
everybody.

2. METHODS

The method in this study used a descriptive correlational research design and survey
questionnaires were utilized to gather the needed data. All data were obtained using an
online process.
We selected thirty-eight (38) third-year bachelor students in physical education in Sultan
Kudarat State University, the Philippines.
In short, we applied several questions, in which the detailed questions are presented in
Tables 1-6. The questions can be classified as:
(i) Physical stress, including questions (Table 1):
• I feel headaches when in school
• I have a stomachache and feel discomfort
• I feel stiffness in my shoulder or my back during physical activities
• I feel dizzy and blurred vision
• I experienced rapid heartbeat
• I experienced coldness and shaky

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(ii) Emotional stress, including questions (Table 2):

• I am feeling tired or unrested
• I feel tense and nervous
• I feel sleepy
• I feel jittery
• I feel anxious
• I feel easily angry and irritable
(iii) Mental stress, including questions(Table 3):
• I become less communicate and silent
• I feel frustrated
• I tend to eat more
• I find myself eating less
• I feel not socializing with my classmate
• I feel worthless
(iv) Academic stress, including questions (Table 4):
• Homework
• unsatisfactory academic performance
• preparation for test
• lack of interest in a particular subject
• teacher punishment
• low mark grades
(v) Economic stress, including questions (Table 5):
• I cannot get the money that I need to pay for school
• I do not have the money to pay basic expenses
• I feel pressured because it is expensive to go to school
• My parents give money but not enough for my school expenses
• I have trouble budgeting my money
• I am working to have money to go to school
(vi) Student Stressors, including questions (Table 6):
• Physical Stress
• Emotional Stress
• Mental Stress
• Academics Stress
• Economics Stress
• Overall weighted mean
Regarding coping mechanisms, we applied several questions:
(i) Physical Activities, including questions (Table 7):
• I just laugh away if I feel tired and stressed.
• I relax by watching TV or listening to music.
• I dance and sing with friends if I a stressed.
• I do physical exercise when I am stressed
• I eat too much if I am stressed.
• I study my lesson when I am stressed.

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(ii) Environmental Activities, including questions (Table 8):

• Tree planting
• Visiting tourist spot
• Gardening
• Reduce, reuse, and recycle.
• I just keep quiet and stay away from friends if I am stressed.
• I seek advice from my parents/teacher/friends if I am stressed
(iii) Emotional and Social Activities, including questions (Table 9):
• Joining religious activities
• Retreat
• Counseling
• Reading
• I cry when I am stressed
• level of reward

3. RESULTS AND DISCUSSION

As reflected from Table 1, the extent of stress experienced by BPEd students in terms of
physical aspect, most of the students sometimes feel headache, stomachache and discomfort,
stiffness, feeling dizzy and blurred vision, and rapid heartbeat and coldness. As a whole, the
BPEd students gained a weighted mean of 2.07 and interpreted it as sometimes with a verbal
description of slightly disagreeing.
Research evidence suggests that students experience some kind of stress in one way or the
other, therefore stress is part of students’ existence and can have an effect on how students
cope with the demands of university life (Ramos, 2011; Rourke et al., 2010). Other studies
have consequently attributed many emotional and physical symptoms among tertiary
students such as fatigue, headaches, depression to stress (Abdullah & Dan, 2011).

Table 1. The extent of the stress experienced by BPED terms of physical stress.
Physical stress Weighted Mean Description Interpretation
1. I feel headaches when 1.86 Slightly Disagree Sometimes
in school
2. I have a stomachache 1.68 Slightly Disagree Sometimes
and feel discomfort
3. I feel stiffness in my 2.28 Slightly Disagree Sometimes
shoulder or my back
during physical activities
4. I feel dizzy and blurred 2.02 Slightly Disagree Sometimes
vision
5. I experienced rapid 2.39 Slightly Disagree Sometimes
heartbeat
6. I experienced coldness 2.15 Slightly Disagree Sometimes
and shaky
Grand Weighted Mean 2.07 Slightly Disagree Sometimes

Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

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Based on Table 2, it shows that the results of the extent of the stress experienced by BPEd
students in terms of the emotional aspect. The students sometimes feel tired or unrested,
tense and nervous, jittery, anxious, angry, and irritable, while they often feel being sleepy.
The lowest mean variable indicates that most of the BPEd students sometimes feel jittery
with a 2.05 mean computation while the highest computation of mean which is 2.63 indicates
that the BPEd students often feel sleepy when they are emotionally stressed.
The results conclude that all third-year BPEd students sometimes feel any emotional
effects with the grand weighted mean score of 2.32 with the verbal description of slightly
disagree and interpreted as sometimes. The result above can be supported by Bylsma et al.
(2011) who argued that individuals with depression are also more emotionally stress-reactive;
that is, their mood is more closely tied to the perceived stressfulness of daily events.

Table 2. The extent of the stress experienced by BPED students in terms of emotional stress.
Emotional stress Weighted Mean Description Interpretation
1. I am feeling tired or 2.60 Slightly Agree Often
unrested
2. I feel tense and 2.42 Slightly Disagree Sometimes
nervous
3. I feel sleepy 2.63 Slightly Agree Often
4. I feel jittery 2.05 Slightly Disagree Sometimes
5. I feel anxious 2.18 Slightly Disagree Sometimes
6. I feel easily angry 2.07 Slightly Disagree Sometimes
and irritable
Grand Weighted Mean 2.32 Slightly Disagree Sometimes

Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

Based on Table 3, it shows that the extent of the stress experienced by BPEd students in
terms of the mental aspect, the students sometimes feel become less communicative and
silent, frustrated, and eating less. They never feel unsociable with their classmates and feel
worthless.
In addition to the above phenomena, the lowest mean variable indicates that BPEd
students never feel worthless with an average mean score of 1.86 while the highest mean
score is 3 which indicates that most of the BPEd students often tend to eat more when they
are mentally stressed. These results conclude that all of the BPEd students sometimes
experienced any mental stress with the grand weighted mean score of 2.16 with a verbal
description of slightly disagree and interpreted as sometimes.
The issue of mental health among college students is of increasing concern (Karatekin,
2018). The college years are a peak period for the onset of mental disorder in which young
people experience a unique stage of psychosocial development and transition from late
adolescence to emerging adulthood (Wu et al., 2016; Cuijpers et al., 2019).

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Table 3. The extent of the stress experienced by BPED students in terms of mental stress.
Mental stress Weighted Mean Description Interpretation
1. I become less 2.21 Slightly Disagree Sometimes
communicate and
silent
2. I feel frustrated 2.02 Slightly Disagree Sometimes
3. I tend to eat more 3 Slightly Agree Often
4. I find myself eating 2 Slightly Disagree Sometimes
less
5. I feel not socializing 1.89 Slightly Disagree Never
with my classmate
6. I feel worthless 1.86 Slightly Disagree Never
Grand Weighted Mean 2.16 Slightly Disagree Sometimes
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

Based on the results of Table 4, the extent of stress experienced by BPEd students in terms
of academic stress, the students sometimes feel lack of interest in particular subject, and
teacher punishment.
On the other hand, the BPEd students often feel stress in their homework, unsatisfactory
academic performance, preparation to test, and low mark grades. In addition to this, the
lowest mean variable indicates most of the BPEd students sometimes feel the teacher
punishment with 2.31 mean computation while the highest computation of mean which is
2.71 indicates that the BPEd students often experienced an unsatisfactory academic
performance that lead them into stress.
The result conclude that all BPEd students experienced academic stress with the grand
weighted mean score of 2.51 with a verbal description of slightly agree and interpreted as
often.
The only task students were expected to undertake was to study and studying was never
perceived as stressful. What proved to be stressful was the expectations parents had for their
children, which in turn grew into larger burdens that these children could not carry anymore.
According to the statistics published by National Crime Records Bureau, there is one
student every hour that commits suicide. The bureau registered 1.8% of students who
committed suicide due to failed examinations and an 80% rise in suicide rates during a one-
year time frame.

Table 4. The extent of the stress experienced by BPED students in terms of academic stress.
Academic stress Weighted Mean Description Interpretation
1. Homework 2.57 Slightly Agree Often
2. unsatisfactory academic 2.71 Slightly Agree Often
performance
3. preparation for test 2.63 Slightly Agree Often
4. lack of interest in a 2.31 Slightly Disagree Sometimes
particular subject
5. teacher punishment 2.21 Slightly Disagree Sometimes
6. low mark grades 2.65 Slightly Agree Often
Grand Weighted Mean 2.51 Slightly Agree Often
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

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Based on Table 5, it shows that the study shows that the extent of the stress experienced
by BPEd students in terms of economic sometimes feel they cannot get the money that
needed to pay for school, do not have money to pay basic expenses, their parents give them
money but not enough for schools expenses while they never experienced feeling pressured
because it is expensive to go to school and working to go to school.
The respondents often experienced having trouble budgeting their money. Based on the
table, the lowest mean score of 1.97 indicates that most of the BPEd students never
experienced working to have money to go to school.
On the other hand, the highest mean score of 2.65 indicates that most of the BPEd students
often experienced trouble in budgeting money. The results conclude that all BPEd students
sometimes feel any economic effect with the weighted mean of 2.18 with a verbal description
of slightly disagree and interpreted as sometimes.
Research regarding sources of stress confirms the influential role that personal financial
problems play in the lives of college students. Financial difficulties are often cited among
college students as sources of stress (Northern et al., 2010; Ross et al., 1999).
In fact, a recent report from Inceptia, a non-profit financial education advocate, found that
four of the top five stressors among college students involved problems related to personal
finances (Trombitas, 2012). Although the incidence of financial stress has been well-
documented, much less is known about the factors related to financial stress among college
students.

Table 5. The extent of the stress experienced by BPED students in terms of economic stress.
Economic stress Weighted Mean Description Interpretation
1. I cannot get the 2.10 Slightly Disagree Sometimes
money that I need to
pay for school
2. I do not have the 2.31 Slightly Disagree Sometimes
money to pay basic
expenses
3. I feel pressured 1.92 Slightly Disagree Never
because it is
expensive to go to
school
4. My parents give 2.13 Slightly Disagree Sometimes
money but not
enough for my
school expenses
5. I have trouble 2.65 Slightly Agree Often
budgeting my money
6. I am working to have 1.97 Slightly Disagree Never
money to go to
school
Grand Weighted Mean 2.18 Slightly Disagree Sometimes
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

As reflected in Table 6, the extent of stress experienced by the BPEd students in terms of
physical stress, emotional stress, mental stress, academic stress, and economic stress, most
of them sometimes feel any of these stresses with an overall weighted mean of 2.24 and a
verbal description of slightly disagree.
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Table 6. The extent of stress experienced by the BPEd students in terms of physical stress,
emotional stress, mental stress, academic stress, and economic stress.
Student Stressors Grand Mean Description Interpretation
Physical Stress 2.07 Slightly Disagree Sometimes
Emotional Stress 2.32 Slightly Disagree Sometimes
Mental Stress 2.16 Slightly Disagree Sometimes
Academics Stress 2.51 Slightly Agree Often
Economics Stress 2.18 Slightly Disagree Sometimes
Overall weighted mean 2.24 Slightly Disagree Sometimes

Table 7 shows the coping mechanism of BPEd students in terms of physical activities.
Several examples were found:
(i) they always just laugh away if they feel tired and stress with 3.92 of mean computation
(ii) they feel relaxed by watching TV or listening to music with 3.63 of mean computation
(iii) they often dance and sing with friends if they are stressed,
(iv) they do physical exercise when they are stressed and
(v) they eat too much if they are stressed
(vi) they sometimes experienced studying their lesson when they are stressed with 1.94
of mean computation.
Furthermore, Table 7 shows the coping mechanism of BPEd students in terms of physical
activities, the lowest mean variable indicates that the BPEd students sometimes study their
lesson when they have stressed with 1.94 of mean computation, while the highest
computation of mean which is they always just laugh away if they are stressed with the degree
of mean computation of 3.92.
These results conclude that all the BPEd students often do any physical coping mechanism
when they are stressed with a grand weighted mean score of 2.96 with a verbal description
of slightly agree and interpreted as often.
Physical activity has also been highlighted in the literature as an important modifiable
lifestyle behavior for brain function and development (Sharma, 2006; Chekroud et al., 2018).
Specific to mental health, there is evidence reporting a positive association between
physical activity (particularly at higher intensities) and alleviation of symptoms related to
anxiety and depression (Sharma, 2006; Chekroud et al., 2018; Schuch et al., 2016).
The use of a physical activity to treat and/or prevent mental health disorders has met with
increasing clinical and scientific interest, due to lower side-effect burden, increased
accessibility, and health-promoting abilities, as well as potential reduction of polypharmacy.
Table 8 shows that the coping mechanism of BPEd students in terms of environmental
activities, they often did tree planting, visiting tourist spots, gardening, reducing, reusing, and
recycling, keeping quiet and staying away from friends if they were stressed, and seeking
advice from parents, teacher, and friends when they were stressed.
Furthermore, Table 8 shows the coping mechanism of BPEd students in terms of
environmental activities. This result concludes that coping mechanism in terms of
environmental activities is applicable with 2.87 of mean computation with the verbal
description of slightly agree and interpreted as often.
This has led in recent years to the adaptation of an approach based on the flexibility of
coping, under the supposition that a single individual can combine different strategies, using
one or the other depending on the specific situation they are facing.

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Table 7. The coping mechanism of BPED students in terms of physical activities.

Physical Activities Weighted Mean Description Interpretation
1. I just laugh away if I 3.92 Agree Always
feel tired and
stressed.
2. I relax by watching TV 3.63 Agree Always
or listening to
music.
3. I dance and sing with 3.18 Slightly Often
friends if I a Agree
stressed.
4. I do physical exercise 2.86 Slightly Often
when I am stressed Agree
5. I eat too much if I am 2.71 Slightly Often
stressed. Agree
6. I study my lesson when 1.94 Disagree Sometimes
I am stressed.
Grand Weighted Mean 3.04 Slightly Often
Agree

Table 8. The coping mechanism of BPED students in terms of environmental activities.

Environmental Activities Weighted Mean Description Interpretation
Tree planting 2.68 Slightly Often
Agree
Visiting tourist spot 3.07 Slightly Often
Agree
Gardening 3 Slightly Often
Agree
Reduce, reuse, and recycle. 2.84 Slightly Often
Agree
I just keep quiet and stay away 2.68 Slightly Often
from friends if I am stressed. Agree
I seek advice from my 2.97 Slightly Often
parents/teacher/friends if I Agree
am stressed
Grand Weighted Mean 2.87 Slightly Often
Agree
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

Table 9 shows the coping mechanism of BPEd students in terms of emotional and social
activities, they were often joining religious activities, retreats, counseling, reading, and cry
when they are stressed while the level of reward is sometimes not an effective coping
mechanism.
Furthermore, Table 9 shows the coping mechanism of BPEd students in terms of emotional
and social activities, the lowest mean variable which is the level of reward with 2.18 of mean
computation while the highest computation of mean which is joining religious activities with
the mean computation of 3.28.
These results conclude that the coping mechanism in terms of emotional and social
activities is applicable with 2.87 of mean computation with the verbal description of slightly
agree and interpreted as often.
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Zimmer-Gembeck & Skinner's (2016) approach is called active strategies and evasive (or
disengagement) strategies. Approach strategies involve cognitive and behavioral mechanisms
aimed at making an active response to the stressor, directly changing the problem (primary
control) or the negative emotions associated with it (secondary control).
This category in the Zimmer-Gembeck & Skinner's (2016) approach includes strategies
such as planning, taking a specific action, seeking support (instrumental and emotional), a
positive reappraisal of the situation, or acceptance. Evasive strategies are those which involve
cognitive and behavioral mechanisms used to evade stressful situations, such as distraction,
denial, and wishful thinking.

Table 9. The coping mechanism of BPEd students in terms of emotional and social activities.
Emotional and Social Weighted Mean Description Interpretation
Activities
Joining religious 3.28 Slightly Often
activities Agree
Retreat 2.84 Slightly Often
Agree
Counseling 2.94 Slightly Often
Agree
Reading 3.18 Slightly Often
Agree
I cry when I am 2.78 Slightly Often
stressed Agree
level of reward 2.18 Slightly Sometimes
Disagree
Grand Weighted Mean 2.87 Slightly Often
Agree
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

Table 10 above shows that the coping mechanism of BPEd students in terms of physical
activities, environmental activities, and emotional and social activities. The results conclude
that the students often do any of this coping mechanism when they are stressed with an
overall weighted mean of 2.92 and a verbal description of slightly agree.

Table 10. Coping Mechanism of BPEd students in terms of physical activities, environmental
activities, and social and emotional activities.
Coping Mechanism Grand Mean Description Interpretation

Physical Activities 3.04 Slightly Agree Often

Environmental 2.87 Slightly Agree Often
Activities
Emotional and Social 2.87 Slightly Agree Often
Activities
Overall Weighted 2.92 Slightly Agree Often
mean
Note: N=38. 1.00-1.50-Never; 1.51-2.50-Sometimes; 2.51-3.50-Often; 3.51-4.50-Always.

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Table 11 shows the analysis between the student stressors and the level of the coping
mechanism of BPEd students in terms of physical activities. The result shows a positive
relationship since p-values between identified variables is larger than the level of significance
at 0.05. Physical stress versus Physical activities coping mechanism (p-value = 0.1992), Mental
stress versus Physical activities coping mechanism (p-value = 0.5007), Emotional stress versus
Physical activities coping mechanism (p-value = 0.6872), Academic stress versus Physical
activities coping mechanism (p-value = 0.6577), Economic stress versus Physical activities
coping mechanism (p-value = 0.6577). Therefore, the null hypothesis is accepted.

Table 11. Pearson correlation analysis of the students’ stressors in terms of physical, mental,
emotional, academic, and economic; and level of the coping mechanism of BPEd students in
terms of physical activities.
Physical Mental Emotional Academic Economics
aspect aspect aspect Stress stress
Physical R -0.6093 0.3468 0.7775 0.2324 0.05612
activities P-value 0.1992 0.5007 0.6872 0.6577 0.6577
N 6 6 6 6 6
*Level of Significance, ɑ 0.05

Table 12 shows the analysis between the student stressors and the level of the coping
mechanism of BPEd students in terms of environmental activities. The result shows a positive
relationship since p-values between identified variables is larger than the level of significance
at 0.05. In short, the values are
(i) Physical stress versus Environmental activities coping mechanism (p-value=0.5772),
(ii) Mental stress versus Environmental activities coping mechanism (p-value = 0.06102),
(iii) Emotional stress versus Environmental activities coping mechanism (p-value = 0.8904),
(iv) Academic stress versus Environmental activities coping mechanism (p-value=0.1172),
(v) Economic stress versus Environmental activities coping mechanism (p-value= 0.3785).
Based on the above data, therefore, the null hypothesis is accepted.

Table 12. Pearson correlation analysis of the students’ stressors in terms of physical, mental,
emotional, academic, and economic; and level of the coping mechanism of BPEd students in
terms of environmental activities.
Physical Mental Emotional Academic Economics
aspect aspect aspect Stress stress
Environmental R 0.29 0.0266 0.0732 0.7056 0.4434
activities P-value 0.5772 0.06102 0.8904 0.1172 0.3785
N 6
6 6 6 6
*Level of Significance, ɑ 0.05

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Table 13 shows the analysis between the student stressors and the level of the coping
mechanism of BPEd students in terms of Social and Emotional activities. The result shows a
positive relationship since p-values between identified variables is larger than the level of
significance at 0.05. In short, the values are:
(i) Physical stress versus Social and Emotional activities coping mechanism (p-value =
0.2268),
(ii) Mental stress versus Social and Emotional activities coping mechanism (p-value =
0.5698),
(iii) Emotional stress versus Social and Emotional activities coping mechanism (p-value =
0.5158),
(iv) Academic stress versus Social and Emotional activities coping mechanism (p-value =
0.4133),
(v) Economic stress versus Social and Emotional activities coping mechanism (p-value =
0.1023).
Based on the above data, therefore, the null hypothesis is accepted.

Table 13. Pearson correlation analysis of the students’ stressors in terms of physical, mental,
emotional, academic, and economic; and level of the coping mechanism of BPEd students in
terms of social and emotional activities.
Physical Mental Emotional Academic Economic
aspect aspect aspect aspect aspect
Social and R -0.5807 0.2954 0.3354 0.4149 0.7261
Emotional p-value 0.2268 0.5698 0.5158 0.4133 0.1023
N 6 6 6 6 6
*Level of Significance, ɑ0.05

4. CONCLUSION

Based on the findings of this study, the researchers conclude that the level of coping
mechanism in terms of physical activities, environmental activities, social and emotional
activities are applicable coping mechanisms for stressed students. Furthermore, the third-
year BPEd students do not affect in terms of physical, mental, emotional, and economic
aspects except for academic stress that they are experiencing academic problems. In this
study, we suggest a school counselor and parents to look for these students and create a
profile status to observe the students both academically and outside of the school.

5. ACKNOWLEDGMENTS

We would like to express their sincere gratitude to Dr. Nancy D. Espacio, Rizalyn B. Cudera,
MSc., Prof. Vivincio L. Calixtro Jr., Prof. Jayson A. Falle, and to their families for their never-
ending support and who helped them to enrich their experiences in pursuing a lifetime
achievement.

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6. AUTHORS’ NOTE

The authors declare that there is no conflict of interest regarding the publication of this
article. The authors confirmed that the paper was free of plagiarism.
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