Professional Documents
Culture Documents
In Partial Fulfilment
of the Requirement for the Degree
Bachelor of Tourism Science and Business Management
by:
Kaycee Ruby K. Genterola
Christopher Job Aranda
February 2016
the students' expectations, goals, and values are integrated with that of the
university (Goodman, 1993) .
The future of any nation lies heavily on the young people since they
are the tomorrow's leaders; therefore, it is important to identify the different
stressors and the coping mechanisms of these students. This will help the
university administrators to come up with the best
strategies to enable the students to cope up with these stressors while
pursuing their academic careers. The negative effect of stress on students is
likely to pose challenge to the individual students, their colleagues, and the
institution as a whole.
With this concern, the researcher is interested to identify the different
stressors and coping mechanisms of fellow tourism students.
Figure 1. shows the conceptual framework of the study.
Dependent Variable
Independent
Variable
Personal Details
Gender
Stressors
Year Level
Stress Coping Mechanisms
Figure 2. Stressors and Stress Coping Mechanisms of Tourism Students
No. Of
Siblings
as influence
by their personal factors.
Annual
Family
Definition of Terms
For a reason of clarity and precision, the following terms used in this
study were given their conceptual and operational meanings:
Coping Mechanisms- Coping has been defined in psychological terms
by Susan Folkman and Richard Lazarus (1990) as 'constantly changing
cognitive and behavioral efforts to manage specific external and/or internal
demands that are appraised as taxing. Coping is thus expending conscious
effort to solve personal and interpersonal problems, and seeking to master,
minimize or tolerate stress or conflict.
In this study coping mechanisms are cognitive and behavioral efforts
done by BS Tourism students to manage stress in their lives as students. The
coping mechanisms used are either of the following
(http://changingminds.org, September, 2011):adaptive, attack, avoidance
behavioural, conversion and defence.
Stress (psychology)- is an unpleasant state of emotional and
physiological arousal that people experience in situations that they perceive
CHAPTER 2
This chapter deals with the review of literature related to the present
study. This is divided into six parts: (1) Conceptual Literature, (2) Definition of
Stress, (3) Sources of Stress, (4) Coping Mechanisms of Stress, and (5)
Summary.
Conceptual Literature
Stress (psychology), is an unpleasant state of emotional and
physiological arousal that people experience in situations that they perceive
as dangerous or threatening to their well-being. The word stress means
different things to different people. Some people define stress as events or
situations that cause them to feel tension, pressure, or negative emotions
such as anxiety and anger. Others view stress as the response to these
situations. This response includes physiological changessuch as increased
heart rate and muscle tensionas well as emotional and behavioral changes.
Coping with stress means using thoughts and actions to deal with
stressful situations and lower our stress levels. Many people have a
characteristic way of coping with stress based on their personality. People
who cope well with stress tend to believe
they can personally influence what happens to them. They usually make
more positive statements about themselves, resist frustration, remain
optimistic, and persevere even under extremely adverse circumstances. Most
importantly, they choose the appropriate strategies to cope with the stressors
they confront. Conversely, people who cope poorly with stress tend to have
somewhat opposite personality characteristics, such as lower self-esteem and
a pessimistic outlook on life.
Stress
Selye reasoned that the first stage, Alarm Reaction, involved the
classic fight-flight response described above. As a result, the bodys
physiological system dropped below optimal functioning. As the body
attempted to compensate for the physiological reactions observed in the
Sources of Stress
Interpersonal
Stress is often the by-product of conflicts amongst peers, family or
colleagues. Such types of conflicts are referred to as interpersonal conflicts.
These types of conflicts take away the cohesiveness that would be otherwise
seen in a group situation and thus, cause stress amongst the members of the
group.
For example, person A may feel a sense of conflict with person B, but
person B may not even be aware of it. In another situation, both A and B may
feel the conflict.
Thus, stress may be felt depending upon how active a person is in the state
of conflict. Usually, the person who holds grudges feels a lot of stress and so
does the person against whom the grudges are held.
The extent of this feeling of stress also depends upon how involved a
person really is. However, if a conflict is one-way, it might result in a state of
stress for the person against whom a conflict is felt.
Misra and Mckean found that although women are able to manage
their time more effectively than men, they express high stress and anxiety in
academic environment than males. Taylor and OwusuBanahene further gave
some plausible reasons to explain these differences as: women are more
concerned about their living and sleeping environment; they are often
Intrapersonal
Stress among part-time (working) students has, in recent times, caught
the attention of educational researchers. Studies have found that college
students holding jobs experience more stress than those without a job. The
purpose of this study was, therefore, to identify the sources and levels of
stress among part-time students among part-time business students in a
Ghanaian university. A total of 300 part-time business students were selected
for this study. The Student Stress Survey Scale and the Overload Assessment
Test were adopted and adapted as the main instrument for the study. It was
201003).
Academic Stress
Academic stress among students have long been researched on, and
researchers have identified stressors as too many assignments, competition
with other students, failures, lack of pocket money (Fairbrother and Warn,
2003), poor relationships with other students or lecturers, family or problems
at home. Institutional (university) level stressors are overcrowded lecture
halls, (Ongori, 2007; Awino and Ag olla, 2008), semester system, and
inadequate resources to perform academic work.
Erkutlu and Chafra (2006) for instance opines that, when these events
take place, an individual becomes disorganised, disoriented and therefore
less able to cope up, thus resulting in stress related health problems. The
pressure to perform well in the examination or test and time allocated makes
academic environment very stressful (Erkutlu and Chafra, 2006;
Polychronopoulou and Divaris, 2005; Misra and Mc Kean, 2000). This is likely
to affect the social relations both within the University and outside
(Fairbrother and Warn, 2004) since there is conflict with the social aspect of
ones life. This not the only affect the social relations within or outside the
University, but this goes to affect the individual person's life in terms of
commitment to achieving
the goals.
Environmental Stress
The outcome associated with stress such as suicide, violence, and drug
abuse among others have been witnessed in the institution often, and are
worth paying attention to. Stress poses a great threat to quality of life for
students (Danna and Griffin, 1999; Dyck, 2001). Students interact amongst
themselves as well as with their lecturers, therefore unduly stressed and
unhappy students will reflect this in the process of the engagement that may
result in conflict (Ongori, 2007; Awino and Ag olla, 2008) .
These are some of the more positive mechanisms or methods that can
be used positively. In practice, a number of other coping methods work well
enough without doing any harm.
In some ways, most forms of coping include denial as the person avoids the
real issue.
Introjection: Bringing things from the outer world into the inner world.
Anxiety and tension. Freud noted that a major drive for most people
is the reduction in tension, and that a major cause of tension was anxiety. He
identified three different types of anxiety.
The most common way of reducing tension from Reality Anxiety is taking
oneself away from the situation, running away from the dog or simply
refusing to go up the ladder.
Moral Anxiety. This form of anxiety comes from the Superego in the
form of a fear of violating values and moral codes, and appears as feelings of
guilt or shame.
When anxiety occurs, the mind first responds by an increase in
problem-solving thinking, seeking rational ways of escaping the situation. If
this is not fruitful (and maybe anyway), a range of defense mechanisms
may be triggered. These are tactics which the Ego develops to help deal
with the Id and the Super Ego.All Defense Mechanisms share two common
properties :
Summary
Students experience stress due to the physical, mental, social and
emotional demands placed on them on a daily basis. While we all are under a
constant state of stress, students can face particularly difficult daily episodes
of stress in relation to the unique environment of the school setting. Students
who have a basic knowledge of stress and effective stress coping
mechanisms will ultimately be better suited to handle the demands of the
academic environment.
CHAPTER 3
Chapter 3 consists of three (3) parts: (1) Purpose of the Study and Research
Design, (2) Method, and (3) Data Analysis Procedure.
The study will utilize the survey and correlation techniques of the
descriptive research method. This design does not only focus on the
description of the phenomenon but also seeks to find out the relationship
between and among the variables (Sevilla et al, 1992). According to Ardales
(2008), descriptive research is designed to study what is, and finds out what
prevail in the present conditions or relationships, held opinions and beliefs,
processes and effects, and developing trends. It also seeks to determine
relationships between variables, explores causes of phenomena, tests
hypotheses and develops generalizations. On the other hand correlation
research according to David (2002), attempts to explain the possible factors
related to a problem which have been observed in a descriptive study. It
investigates relationships between factors or variables assumed to explain or
contribute to the existence of a problem or a certain condition. The
researcher believes that this design will be appropriate for the proposed
study because it will seek to determine relationships among variables.
Method
The Participants
The participants of this study are the tourism students of West Visayas
State University, College of Business and Management, Iloilo. The Slovins
formula is used to determine the sample size. The researcher will used the
confidence level of 95 percent (giving a margin error of 0.05). The population
size is 180 and the margin error is 0.05 which is translated into formula.
After determining the sample size, the systematic stratified random
sampling technique will be utilized to determine the actual research
participants. A list of census of students will be obtained from the
organization Tourism Student Society of West Visayas State University,
College of Business and Management. From the sampling frame, a starting
point is chosen at random and thereafter at regular intervals.
The participants of the study will be the tourism students of West
Visayas State University, College of Business and Management.
The participants of the study are classified according to year level 1 st to 4th
year, gender, socioeconomic status. The categories of variables are as
follows:
As to year level, participants are grouped as 1 st year, 2nd year, 3rd year and 4th
year. As to gender, male or female. As to socioeconomic status, whether with
low income ( below P16841), moderate income (P16841-P26841) and high
income (P26842) and above (National Statistical Coordination Board, 2009).
Table 1 shows the data.
Table 1
Distribution of Participant
Category
A. Entire Group
___
100
B. Year Level
1st year
2nd year
3rd year
4th year
C. Sex
Male
Female
D. Socioeconomic Status
Score
Super Stress
12
Stress
34
Unstressed
45
Score
Completely True
Mostly True
Partly True
Rarely True
Not True
Abousiere, 1994
Agolla, 2009
Agolla and Awino, 2008
Brantley and Thomson, 1995
Divinagracia, Ma. Donna B. et. al. (2002). Stress and Stress Coping
Mechanisms Bachelor of Secondary Education. Unpublished Thesis, University
of Negros Occidental Recoletos Bacolod City.
Sevilla, et al, 1992
Topper, 2007
Tweed, et al, 2004
Ussery, 2007
Almost
Infre
Some Fre
Never
Almost
Always
1. I can recognize anxiety and keep
it from interfering with my daily
5
activities.
2. I relax my mind and body without
5
using drugs.
5. I enjoy my life.
5
Please express freely how you cope stress by truthfully answering the items.
Encircle the number that most accurately reflects your feelings. Use this key
5
Completely True
Mostly True
Partly True
Rarely True
Not True
A.
1. I did something, which I did not
5
think would work, but at least I
was doing something.
2. I try to get the person
5
who caused the problem.
4. I let my feeling out somehow.
2
1
3
2
4
3
5
4
5
what I wanted.
6. I took a big chance and did
happened.
3. I looked for the silver lining, so to speak;
5
things.
4. I tried to forget the whole thing.
5
5. I did not let it get me; refused
5
C.
1. I tried to keep my feeling to
5
2. I kept others from knowing how
5
3. I tried to keep my feelings
5
myself.
1
to much.
4. I went over in my mind what
5
do.
I would say or
E.
1. I hoped a miracle would happen.
5
2. I avoided being with people in general.
5
3. I had fantasies or wishes
about how things might turn out.
5
4. I wish that situation would go
away or somehow be over it.
5
5. I refused to believe that it
5
had happened.
5
F.
1. I was inspired to do something
5
creative.
3. Rediscovered what is
5
1
important in life.
4. I changed something
5
6. I prayed.
about myself.