TIME MANAGEMENT BEHAVIOUR AND ACADEMIC STRESS EXPERIENCED

AMONG ABM SENIOR HIGH STUDENTS AT SAINT PAUL SCHOOL OF

PROFESSIONAL STUDIES: A COMPARATIVE STUDY

_____________________________________________________

A Research Proposal

Presented to the

Mrs. Maria Charito L. Suyom

Saint Paul School of Professional Studies

Tacloban City, Philippines

______________________________________________________

By

BALTAZAR, CARL FRANZ L.

ESPINO, AYANNA ANGELA G.

RANCES, WARLENE ANN

October 2018
 CHAPTER I

INTRODUCTION

Background of the Study

It takes a lot to be a student. Exams, projects, written outputs and various

performance tasks in different subjects – all these are just some of the numerous duties

students yet to face. Meeting deadlines, reading assigned books and chapters, keeping

up with your peers and at the same time staying active on joining school activities and

extracurricular are additional challenges in the student life. Every year, students take

more rigorous and challenging classes. As students step up to the next year level, the

workload goes to a whole new difficult level compared from to lower years. School

workload requirements is something that inevitably accompanies a student’s high

school experience. New projects and assignments consume the students’ time and

energy. This increase of work can be found throughout all grades. These could cause

academic stress to the students. According to [ CITATION Ano18 \l 1033 ] academic stress

involves mental distress regarding anticipated academic challenges or failure or even

the fear of the possibility of academic failure. Given with all these, how can one

maintain the equilibrium between academic requirements and time?

In the modern world of students, time is somewhat underrated. The age of media

has greatly consumed the time of the students that affects the student’s academic

performance. Today’s youth are confronted with a rapidly changing environment that

is strongly influenced by media. This is one factor that contributes on student

procrastination. Students tend to spend more time on media doing non-school-related

activities. According to [ CITATION Dan14 \l 13321 ] the StudyMode’s research, there was a

total of 1,300 high school and college students were studied regarding their study

habits. The findings show that procrastination is widespread, with 87 percent saying

they procrastinate, and that it's affecting their performance—45 percent report

procrastination negatively impacts their grades on at least a fairly regular basis. This

shows how students choose to work their requirements in a rush to meet their

deadlines. Poor time management behaviors, such as allocating time properly or last

minute cramming for exams, have been frequently discussed as a source of stress and

poor academic performance (Gall, 1998; Longman &Atkinson, 1988; Walter & Siebert

1981) This calls for improvement on the student’s time management.

Time is a limited resource. In a day, there are only 24 hours of time and no

matter how much we slice it – it will never change. With the wise use of time and

proper time management, anyone can accomplish more with less effort. Students

should practice and improve their time managements to increase efficiency and to

avoid cramming. According to (Lakein, 1973) description of time management,

individuals first determine their needs and wants and then rank them in terms of

importance. Specific activities include setting goals and to achieve the needs or wants

and prioritizing the tasks necessary to accomplish them. The advantage of time

management is being in control of time. It improves your ability to focus and with

increased focus comes enhanced efficiency, because there is no loss of momentum.

Working through tasks will be more at ease and improves your decision-making ability.
Through effective time management, you can eliminate the pressure that comes from

feeling like you don’t have enough time – feeling calmer. There will no longer be

rushing through the process and impulsive decisions. There is still time to examine

options and thoroughly assessing those options to diminish chances of making a bad

decision. Importantly it would greatly resolve the increase of stress among the students.

Having the time within your control, it’s easy to end up feeling rushed and

overwhelmed. Students will no longer be subject to that level of stress. Besides it being

better for your health, you have a clearer picture of the demands on your time. It

enables you to better understand and estimate how long a task will take to accomplish

it and can confidently meet the deadlines. Moreover, practicing good time management

skills could help you find free time by accumulating extra time throughout your day

that you can use later to relax, unwind, and prepare for a good night’s sleep that is

necessary for students. Unfortunately, students have too much of the “free time”, they

prioritize more on the free time to procrastinate rather than working on their academic

requirements which leads them to feeling stress.

The researchers believe that academic stress experienced by a student is a

reflection on how he/she manages their time. Thus proposal seeks to identify the time

management behaviour and the academic stress experienced by the Senior High School

(SHS) Accountancy Business and Management (ABM) students of Saint Paul School of

Professional Studies. The researchers will be comparing the time management

behaviours and the academic stress experiences of the Grade 11 from the Grade 12

accordingly.
 To guide the conduct of this study, the researcher shall base the time

management behaviour scale to the research of [CITATION Mac \l 13321 ]. The latter

investigator found out the three main time management behaviours factors. The factors

were: the setting of goals and priorities, the mechanics of time management and being

in control of time.

Propose to this study is to identify the different time management behaviors and

the academic stress experienced of the Grade eleven (11) and Grade twelve (12)

students of the Senior High School Department of Saint Paul School of Professional

Studies (SPSPS).

Statement of the Problem

The aim of this causal-comparative study is to answer, what are the stress levels

of the Grade 11 and Grade 12 ABM students. Based on the foregoing major research

problem, furthermore this study aims to answer the following:

1. What is the demographic profile of the s ABM Senior High student in SPSPS of

the A.Y 2018-2019 in terms of:

i. grade or year level;

ii. gender;

iii. first semester general weighted average

2. What is the time management behaviour of the ABM Senior High student in

SPSPS of the A.Y 2018-2019 in terms of:

i. average total no. of hours allocated for academic requirements

 ii. setting goals and priorities

iii. mechanics – planning, scheduling

iv. perceived control of time

3. What is the time management behavior of the ABM Senior High student in

SPSPS of the A.Y 2018-2019 in terms of:

i. Increased class workload

ii. Focus

iii. Low grades

iv. Frustrations due to misunderstandings

v. Excessive demands and expectations

4. What could be the significant difference of the ABM Senior High student in

SPSPS of the A.Y 2018-2019 between their time management and academic

stress?

5. How different is the time management of male and female of both Grade 11 and

Grade 12 of the ABM Senior High student in SPSPS?

The objective of this study is to determine the time management behavior and

the academic stress experienced and compare these variables based on their year level.

Null Hypothesis

Ho1. There is no significant relationship between gender and beauty.

Ho2. There is no significant difference between males and females.

Significance of the Study

 The study benefits the following:

THE STUDENTS, as this study is intended for them, this will help them reflect on their

selves regarding their time management behaviour. This study will relay enlightenment

about how much of a help time management is to them. They can gain knowledge and

information which in turn could improve their performances as students to equip them

in being a globally competitive individual.

THE PARENTS, who play a significant role in the student’s life, can help on

maintaining the student through discipline and as inspirations.

THE SCHOOL, especially the Office of Guidance and Office of Student Affairs who

will have of great benefit to this study. The analysis of the stress levels of the students to

understand the factors that causes it and develop what are needed to improve such

ways to help the students in coping up with stress and if possibly implementing

practices to lessen the stress of its students. It is important that executive management

accord significant attention to future studies of this nature as to identify those variables

having a major impact on the students in an attempt to retain high-quality performance,

in particular studying/academic skills, mental health, physical health, effective learning

conditions, open interpersonal relations, also including the intrinsic factors such as

recognition, sense of achievement and growth.

In conclusion, the researchers consider this proposal of high relevance in catering

this growing teen epidemic in the modern society.

Scope and Delimitations of the Study

The study will be limited only to the students of Saint Paul School of Professional

Studies (SPSPS) students’ time management behaviors and academic stress

experienced. All students in the Senior High School – Accountancy Business and

Management (ABM) strand both grades 11 and 12 will be the target respondents of this

study.

In limiting the scope of this study, the proponents only consider the following.

The respondent’s demographic profile is only determined by grade level, gender and

their first semester general weighted average of the A.Y 2018-2019.

Based on the foregoing conditions, findings of the study will be comparative of

the SHS students of Grade 11 and Grade 12 in SPSPS involved during the covered

period of Academic Year 2018-2019. The results and conclusions drawn will, ergo, be

true for this group of subjects and for that period of time.

However, the results will be used as basis for similar studies that may be

conducted at other times and in other schools. Pattern of similarities may be observed

and made use of in any future plan regarding the time management behaviour and

academic stress experience by the students inside or outside the country.

Chapter II

REVIEW OF RELATED LITERATURE

 This chapter attempts to presents various antecedents – presenting a brief

resume of research findings, relevant investigations and studies conducted. Likewise,

educating the readers about the framework of this study. It also contains clear

definitions of terms as of its meaning in this study in effort to help further widen the

scope of the reader’s understanding about this research. Therefore, literature from

various sources was extensively reviewed in the light of the present investigation.

The researchers agree in the study of [CITATION MaC \l 1033 ] where she stated that

senior high school students are faced with the great challenge of determining what

comes next for them after graduating in high school. College education is a

predetermined destination most of them want to take in their aspiration to have a better

life in the future. In relation to that, as the country shifted from the old high school

curriculum to K to 12, the changes have confused both parents and incoming high

school students. Thus, everyone has to keep up with them and hope for better results.

The K12 program in the Philippines aims to shape the youth for college and prepare

them for the job-market. By chance, the senior high school curriculum prepares you for

college. In fact, the subjects you’ve taken are prerequisites that equip you with skills to

further your education. [ CITATION Wha18 \l 1033 ] . As we expect senior high school

graduates to move up, the Department of Education claims, with full confidence, to

produce a college ready batch, given with their subject load that are made to equip

them for it. According to the source, the expected senior high school graduated are

ready to pursue their colleges. In addition, the academic track that prepares them for

college injects vital knowledge, skills, and subjects to tailor their course. Hence, senior
high school graduates develop an academically prepared mind and a routine that

makes them college-ready. A study of [ CITATION Kev87 \l 1033 ] affirms that many college

students may find the academic experience very stressful. Subsequently, there are only

2 years of senior high school, thus it is important to foster these students to prepare

them for their college life. One potential coping strategy frequently offered by

university counselling services is time management. Accordingly, (Broadbent & Poon,

2015; Claessens, van Eerde, Rutte, & Roe, 2007; Kim & Seo, 2015) affirms that time

management has been well documented and empirically tested in educational literature

as one of the key predictors of academic performance (Broadbent & Poon, 2015;

Claessens, van Eerde, Rutte, & Roe, 2007; Kim & Seo, 2015). The practice of time

management can not only lessen the academic stress of the student but can also

determine your academic performance.

A. Time management behaviours

Time management in the educational setting describes learner effort to

make use of their time effectively to achieve certain educational goals within a

given time period (Britton & Tesser, 1991;Macan, Shahani, Dipboye, & Phillips,

1990). Additionally, according to (Winne & Hadwin, 1998), time management

can be view as part of the self-regulated learning framework in which it reflects

the planning and goal-setting process. Similarly, in a study of (Macan, et al.,

1990) it testifies that time management has been referred to as techniques for

managing time a technique for effective time use, planning and allocating time;

the degree to which individuals perceive their use of time to be structured and
purposive (Strongman& Burt, 2000); a technique to increase the time available to

pursue activities (King et al., 1986); self-regulation strategies aimed at discussing

plans, and their efficiency (Eilam & Aharon, 2003). IzandÖzen (2010) argued that

time management refers to the process of stacking greater amounts of work and

activity into a certain length of time. Moreover, research has reported evidence

for the multi-dimensional nature of the time management construct (Britton &

Tesser, 1991).

Time-management may be defined as the ability to prioritize, schedule

and execute personal responsibilities .The concept of time management is

generally defined in terms of clusters of behaviour that are deemed to facilitate

productivity and alleviate stress (Lay and Schouwenberg, 1993). Macan (1994)

proposed a process model of time management which emphasizes the

importance of setting goals & priorities, the mechanisms of task execution (e.g

scheduling; making lists) and preference for organization. Thus time-

management may be defined as behaviours that aim at achieving an effective use

of time while performing certain goal directed activities. These behaviours

comprise:

 Time Assessment behaviours which aim at awareness of here and now

or past present and future (Kaufman et. al. 1991) and self-awareness of one’s

time use (attitudes, cognitions e.g. Wratcher and Jones, 1988); which help to

accept tasks and responsibilities that fit within the limit of one’s capabilities.
  Planning behaviours, such as setting goals, planning tasks, prioritizing,

making to do lists, grouping tasks (e.g. Britton and Tesser, 1991; Macan 1994,

1996) which aim at an effective use of time.

 Monitoring behaviours, which aim at observing one’s use of time while

performing activities, generating a feedback loop that allows a limit to the

influence of interruptions by others (e.g. Fox and Dwyer, 1996; Zijlstra et. al.

1999). Time-management implies taking an active role in choosing how time is

used as opposed to just letting things happen or allowing others to plan. It also

implies that there is a degree of decision making involved which can include

setting goals and priorities, manipulating resources, monitoring progress and

taking responsibility for the outcome. It is a set of skills, tools and system that

work together to help one to get more value out of one’s time with the aim of

improving the qualities of one’s time. Time-management refers to the

development of processes and tools that increase efficiency and productivity. It

includes tools or techniques for planning and scheduling time with the aim to

increase the effectiveness and efficiency of personal and academic time.

Efficiency in time planning refers to issues of planning and structuring time by

creating an appropriate balance of work and leisure time. To use time effectively,

one needs to take a proactive flexible and strategic approach to planning and

managing one’s workload, with the goal of getting the work done with

minimum pain and maximum effectiveness. Students must discover and create
the structure according to their needs and the demands of their courses in order

to work effectively.

Time management is a skill that every student should not only know, but

also apply. A lot of university students complain about running out of time when

asked to do a certain task, they get frustrated because they are not able to make it

before the deadline. Time management is extremely important, especially when

it comes to university students because it will boost their grades and enhance

their productivity (Laurie & Hellsten, 2002). However, most of the time students

face problems like task aversion and uncertainty, so they start to procrastinate

because they lack organizational skills. As a result, students will not be able to

organize duties according to their priorities, so they get distracted easily, ending

up procrastinating. As we can see, time management is quite essential to any

university student, and it is one of the keys to higher academic achievements

(Kelly, 2004). In the relevant literature there are great number of academic

studies focusing on the relation between time management and academic

achievements. The related literature showed that the time management attitude

and skill levels of university students and the effects of these skills on their

academic achievement. The research revealed that a majority student possesses

moderate level time management skills and only a significantly small portion has

high level time management skills (Yilmaz, Yoncalik & Bektaş, 2006).

The literature revealed that the students’ time management skills affect

their academic achievement at a significant level and the skills are one of the
predictors of academic performance. The relevant literature suggested that

students should start to acquire time management senses on their own in their

primary school years by reading materials on the issue or via the framework of

psychological counselling and guidance studies applied in schools and adopt

effective time management attitudes and techniques to determine how and

where they spend their time (Lisa & Robert, 2008). The various group of students

who exploited time-saving proficiencies notably had rich academic achievement.

They accomplished those students who do not use time saving techniques in

their educational surrounding having significantly lower academic as compared

to results students who employ time- management tactics have considerably

higher achievement (Mercanlioglu, 2010). To calculate the cumulative time spent

working during a week, these objects were also added. Time management

practices have been proven to be some of the top indicators toward achieving a

high level of academic success and performance. They not only influences on the

achievement but using time management techniques also serve only one reason

meaning that there are multipurpose fulfilled by time management (Fazal, 2012).

Taking part in proceedings and being engaged in other outside class

activities, not inevitably a job, but being energetic in institution also has a strong

correlation to reaching high academic achievements. Various studies showed

that time management practices serve for many purposes not only for

challenging performance of the students. Time management practices show the

way not only to a high level of academic performance, but to good physical
 condition and lower levels of stress. The foremost purpose of the present study

was educational competency, using time managing techniques, test pressure, and

test proficiency (Faisal, Miqdadi, Abdulla & Mohammad, 2014). Academic

competence scores were established to some extent improved in the current

sample indicating that students found course material/content encouraging and

enjoying their classes.

In this study, time management will be conceptualized in terms of time

management behaviours such as setting goals priorities, making lists & planning,

and perceived control of time. These components of time management

behaviours were taken from [ CITATION Mac90 \l 1033 ].

B. Academic Stress

The definition of academic stress by [CITATION Pra15 \l 1033 ] is the anxiety

and stress that comes from schooling and education. There is often a lot of

pressure that comes along with pursuing a degree and one's education. There is

studying, homework, tests, labs, reading, and quizzes. There is the stress of

doing all of the work, balancing the time and finding time for extra-curricular

activities. Academic stress is especially hard on school students who are often

living away from home for the first time. Academic stress pervades the life of

students, and tends to impact adversely their mental and physical health, and

their ability to perform schoolwork effectively (Clark &Rieker, 1986; Felsten&

Wilcox, 1992).
 According to [CITATION Gup87 \l 13321 ] academic stress is a mental stress

with respect to some anticipated stress associated with academic failure or even

an awareness of possibility of such failure. Adolescents feel pressured due to

unhealthy comparisons being made by parents and teachers. Stress is also

created by parental pressure to perform and to stand out among other children.

Transactional Model of Stress (Lazarus and Folkman, 1984) implicates stress is an

individual perceptual phenomenon rooted in psychological process. The event or

situation is not stressful in itself, it becomes a source of distress when a person

appraises it as to be a threat for him and tend to exceed his capacity to deal with

it.

In the study of (Rajasekar,2013) the study examined the impact of

academic stress among the management students. Stress is considered to be a

part of students’ life and can impact the students coping strategies in accordance

with the demands of academic life. This is so because academic work is always

accomplished with stressful activities (Agolla & Ongori, 2009). Students

reported their experience of high academic stress at predictable times in each

semester which results from preparing and taking exams, class ranking

competition, and mastering huge amount of syllabus in a comparatively

very small amount of time (Rawson, Bloomer, & Kendall, 1999).

Students report experiencing academic stress at predictable times each

semester with the greatest sources of academic stress resulting from taking and

studying for exams, grade competition, and the large amount of content to
master in a small amount of time (Abouserie, 1994). When stress is perceived

negatively or becomes excessive, students experience physical and psychological

impairment. Methods to reduce stress by students often include effective time

management, social support, positive reappraisal, and engagement in leisure

pursuits (Murphy & Archer, 1996). The pressure to perform well in the

examination or test and time allocated makes academic environment very

stressful (Erkutlu & Chafra, 2006). This is likely to affect the social relations both

within the institution and outside which affects the individual person’s life in

terms of commitment to achieving the goals (Fairbrother & Warn, 2003). Not

only the matter of time management bothers university students, but also the

stress created during the academic years (Dusselier et al., 2005). University

students might experience high stress due to academic commitments, financial

pressures and lack of time management skills. When stress is perceived

negatively or becomes excessive, it can affect both health and academic

performance (Campbell & Svenson, 1992).

In the literature, a negative relationship was found between time

management and perceived stress. For example, Macan et al. (1990) find that

lower stress levels were most strongly correlated to the factor perceived control

of time. This suggests that regardless if one undertakes time management

activities and behaviors, such as writing lists and setting goals, if they do not

perceive to be in control of their time they will still feel stressed. Misra and

McKean (2000) found a negative correlation between time management

behaviors and perceived stress. The concluded that stress levels decreased

among students who managed their time well. Thus, stressors affecting students

can be categorized as academic, financial, time or health related, and self-

imposed (Goodman, 1993). Academic stressors include the student’s perception

of the extensive knowledge base required and the perception of an inadequate

time to develop it (Carveth et al, 1996). Students report experiencing academic

stress at predictable times each semester with the greatest sources of academic

stress resulting from taking and studying for exams, grade competition, and the

large amount of content to master in a small amount of time (Abouserie, 1994).

Scholarly literatures have shown that time management is among the

contributing factors which impinge upon students’ academic performance and

achievement. Balduf, (2009) recognized that poor time management can

contribute to academic underachievement, and effective time management can

contribute to higher levels of college achievement (Britton & Tesser, 1991).

Britton and Tesser (1991) found that 67% of undergraduate students identified

time management as their most pressing problem. Moreover, they found that

self-reported time management predicted academic achievement and, in

particular, it was short-term planning that predicted grade point average. Misra

& McKean (2000) in a study showed that there is a relation between time

management, stress reduction and increased academic success. More specifically,

time management has been shown to be related to college grades (Britton &

Tesser, 1991) and academic performance (Burt & Kemp, 1994). Izawa (2002)
reported that in learning the text materials, the skill of time management is

essential. Moreover, studies show that the time organization and time

management behaviors are significantly related to academic performance

(Frazier, Youngstrom & Glutting 2007). If the ability to effectively manage one’s

time was indeed positively related to academic performance, then presumably,

interventions that improve time management would be of value to students

(Burrus, et al.,. 2013)

Rajasekar (2013). Impact of academic stress among the management

students of AMET university – An analysis. The study examined the impact of

academic stress among the management students. Stress management

encompasses techniques to equip a person with effective coping mechanisms for

dealing with psychological stress. Students have different expectations, goals and

values that they want to fulfill, which is only possible if they are integrated with

that of the institution. The objective of the study is to find out the present level of

stress, sources of stress and stress management techniques that would be useful

for management students. The study takes into account various criteria like

physical, psychological, individual, demographical and environmental factors of

stress among the management students. The sample comprises of 100 students of

AMET Business School, AMET University in Chennai. Data was collected

through structured questionnaire by using convenient sampling method. In this

study, an excerpt of the sources of academic stress was adapted from the study

of [CITATION Gup87 \l 13321 ] which includes meeting family demands, getting good
grades, and meeting the expectation of parents, teachers and friends. The

academic stress sources was conceptualized as follows.

Increased Class Workload

An increase in class workload stresses up students in the sense that when

students have to do more than they can handle, they turn to get frustrated and

are unable to focus and think straight. Students will overschedule their plans to

meet up with the class workload in other to get good grades but eventually

because these tasks are too much for them, they end up messing everything up.

Especially in situations where there are a lot of assignments to do after

having a very long day at work makes students more confused. Also Too much

workload can also make student to be stressed in the sense that, when a student

is undergoing so many courses in school and each of these courses are also

demanding it make the student not have enough time to handle all these courses

to his or her perfection 24 and ones that happen the student turns to think so

much and as a result will be stressed up and this will have a great effect on the

academic performance of the student. [ CITATION Ess17 \l 1033 ]

Lack of Concentration
 Difficulty concentrating is a normal and periodic occurrence for most

people. Tiredness and emotional stress can cause concentration problems in most

people. Concentration problems, when present to an excessive degree, are also

characteristic of certain physical and psychological conditions. [CITATION Mel \l

1033 ].Stress and anxiety can also be the culprits. Unfortunately, most individuals

that suffer from a lack of concentration because of severe depression or stress.

Meeting Family Expectations

Findings from a study by (Khariana, G.M 2014) reported that academic

stressors originate from family expectation, teachers’ expectations, competition

with other students and excessive course work or workload. The study shows

that, of all the academic stressors, family expectations (52.7%) and teacher

expectations (32.4%) contributed the most (i.e. 52.7% and 32.4% respectively) in

inflicting high stress level among the participants. Therefore, this finding shows

that family expectations and teacher expectations are factors which were largely

responsible for causing academic stress among the respondents.

Getting Good Grades

It is the desire of every student to excel in their field studies as such high

grades mean a lot to students. In situations where students believe they expect a

higher grade but at the end get a lower grade than they expected it weighs them

down and kills the motivation they have. Once this happens students start to

think a lot about what they didn't do, where they went and most times are not
 able to find answers to those questions. At the long run, they become stressed up

with that and are not able to do everything right again.

C. Demographic Profiles

The demographic profiles greatly affect how student consumers are

inclined or disinclined toward online shopping. Consumers have different

personalities, which may influence their perception and how they perceive their

online shopping behaviors. (Wolfinbarger and Gilly, 2001) According to previous

studies, consumers’ characteristics and goals have been found to influence their

behaviors such as purchasing, revisiting intentions, and attitudes toward a website

(Shwu-Ing, 2003).

Demographics are characteristics of a population. Characteristics such as

race, ethnicity, gender, age, education, profession, occupation, income level, and

marital status, are all typical examples of demographics that are used in surveys.

When designing a survey, the research needs to assess who to survey and how to

breakdown overall survey response data into meaningful groups of respondents.

Both assessments are based on demographic considerations. [ CITATION DeF12 \l 13321 ]

Grade Level

The Grade 11 and Grade 12 Senior high school students of Saint Paul School of

Professional Studies has produced a lot of stress due to the new format of the

curriculum of the Department of Education. Hence, stress levels of Senior high

school students are more vulnerable. Hussain et al., (2008) observed that magnitude
of academic stress was significantly higher among the public schools students

whereas government school students were significantly better in terms of their level

of adjustment. However, inverse but significant relationships between academic

stress and adjustment were found for both the group of students and for each type

of school, whereas Singh and Upadhyay (2008) observed that first year students

experienced higher degree of academic stress in comparison of third year students

and at the same time female students perceived more academic stress in comparison

of their male counterpart.

Gender

Research has found that stress levels among female college students is elevated

compared to males (Melinda, S. Rober,S. , 2008) . Possible explanations for female

students experiencing higher stress levels could include women taking on the role of

being the caretaker of the family while also working and being a successful student (

Stevenson, A. , 2006). According to (Harper, S , 2006) “Women usually report a

higher level of self-imposed stress and report more physiological reactions to

stressors than males, while males report lower stress levels because they are taught

to be masculine and not show emotional weakness”. In some, college students face

higher stress levels given the various activities and obligations required of them.

Female college students are even more susceptible to higher stress levels than males.

This can often impact student’s health as well as their academic performance

(Magill, R. and Edwards, M. , 2017)

First Semester General Weighted

 During the First Semester of the academic year 2018-2019, Students of Saint Paul

School Of Professional Studies has encountered stress due to many paper works and

the results of their first semester grade. College students have many obstacles to

overcome in order to achieve their optimal academic performance. It takes a lot

more than just studying to achieve a successful college career. Different stressors

such as time management and social activities can all pose their own threat to a

student’s academic performance. The way that academic performance is measured is

through the ordinal scale of grade point average (GPA). A student’s GPA

determines many things such as class rank and entrance to graduate school. Much

research has been done looking at the correlation of many stress factors that college

students’ experience and the effects of stress on their GPA. Hatcher and Prus (1991)

referred to these stress factors as academic situational constraints. Their study took

into account a variety of factors that can diminish a student’s academic performance.

An undergraduate study done by Neumann et al (1990) concludes that college

students may in fact experience the burnout phenomenon due to learning conditions

that demand excessively high levels of effort and do not provide supportive

mechanisms that would facilitate effective coping.

Theoretical Framework

In this study, the researchers only consider students in the Senior High School

from Accountancy Business and Management (ABM).

Independent Dependent
variables Variables

Time
Management
 Senior High School ABM
students
Grade 11 and Grade 12 Students

Figure 1

Factors influencing students time management and academic stress have been

researched and documented. Carol Dweck and others have Identified two implicit

theories of intelligence. The theories reveal why some students are motivated to work

harder, and why others fall into patterns of helplessness and are self-defeating. Dweck’s

conclusions explore the implications for the concept of self-esteem, suggesting a

rethinking of its role in motivation, and the conditions that foster it. She demonstrated

empirically that students who hold an entity theory of intelligence are less likely to

attempt challenging tasks and are at risk for academic underachievement.

Students carry two types of views on ability/intelligence:

1. Entity View – This view (those who are called “Entity theorists”) treats

intelligence as fixed and stable. These students have a high desire to prove

themselves to others; to be seen as smart and avoid looking unintelligent.

2. Incremental View – This view treats intelligence as malleable, fluid, and

changeable. These students see satisfaction coming from the process of

learning and often see opportunities to get better. They do not focus on
 what the outcome will say about them, but what they can attain from

taking part in the venture.

Dweck found that students with a long history of success may be the most vulnerable

for developing learned helplessness because they may buy into the entity view of

intelligence more readily than those with less frequent success .

References

1. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development.

Psychology Press.
2. Dweck, C. (2006). Mindset: The new psychology of success. Random House.