DIFFERENT STRESSORS AMONG GRADE 12 STUDENTS AT

NOTRE DAME OF TRECE MARTIRES

 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Stress is a response in your body at any certain moment that is either pleasant or
unpleasant that has impact on one’s system which may be generic or may come from
any demand (Selye, 1936). It may be under different forms which is either physical or
mental response to a stressful event (Richlin–Klonsky &Hoe 2013).

People of all ages suffer from stress overload. Based from the MetroWest
Adolescent Health Survey Results conducted in 2013 in Boston Massachusetts, stress
levels are significantly higher among older students than younger students (Parks,
2015). Students in secondary and tertiary level are subjected into different types of
stress. Some of which are because of their demands in academics which results to
decrease in motivation and increase in the dropout rates (Hetrick, Parker 2019). Stress
among students may be associated with gender, strand, and economic status of the
student as well as skills and attitude (Desamparado, Mendoza, Minguito, Moneva
2019). Based on the study conducted at Seinajkwol University, there are more factors to
consider when it comes to stress of students which are Personal, Environmental and
Relationship factors (Essel, Owosu 2017).

We all know from our experience with teenagers that sometimes they can seem
more reactive than other age groups. In fact, adolescence stage is considered as the
period of “storm and stress” and is filled with developmental upsets (Vardeleon &
Merejilla, 2019). According to Romeo (2013), adolescence is marked by shifts in the
reactivity of what is called the hypothalamic-pituitary-adrenal (HPA) axis. This is the part
of the brain that controls the way people react to stress. During adolescence, function of
this part of the brain becomes unpredictable, hence teenagers’ general increased
reactivity to stress. The most common stressors of teenagers are related to school and
interpersonal relationships. This can include academic struggles, bullying, difficulties
with parents, peers, teachers and siblings (Zimmer-Gembeck & Skinner, 2008).

At this stage when teenagers are experiencing many life stressors, their reaction
to stress increases. With this, having a strong support system coming from school,
community, peers, and family is really needed during this time. Therefore, helping the
students manage different stressors will help them to function well in all aspects of life
resulting to good academic performance, healthy relationship with others and formation
of positive view about self.

Based on the activity given to the students by the office of Notre Dame of Trece
Martires, it was found out that stress is one of the problems cited by the students. Since
specific stressors were not identified, the researchers will use the initial data to
determine the different stressors which affect the students specifically in Senior High.
This study uses a quantitative approach since the data gathered came from focus group
discussions and interviews from the student’s exit assessments.

This study can be used by Notre Dame of Trece Martires as a basis of activities
for students who are having hard time coping up with stress. The results of this study
will support the initial activity started by the Guidance Office and the Principal’s Office
pertaining to the development of students’ well-being. This may also be used as basis
for programs that the school is planning for the upcoming school year.

In addition, this will serve as a guide to other schools and institutions in

implementing activities and programs that would address the current problems of the
students that continuously hinder them from performing well at school and limit them
from unleashing their true potentials.

Conceptual Framework

The present study is anchored on Grant, K.E. et al., (2006) and Byrne, D.G., et
al., (2007) concepts on adolescent stress and stressors. Grant, et al. believed that
stressful experiences constitute a potential threat to the well-being and healthy
development of children and adolescents. They define stressors as environmental
events or chronic conditions that threaten the physical and/or psychological health or
well-being of individuals of a particular age in a particular society. These may include
minor events, major life events or chronic conditions. Stressful life experiences may also
predict psychological problems in children and adolescences over time. In the
conceptual model they proposed about the stressors and child and adolescent
psychopathology, they concluded that stress response varies from one person to
another and the impact of stress to psychopathology depends on what they call
moderators and mediators. These include the person’s characteristics (age, gender,
race/ethnicity, cognitions, coping, and competence), environmental context (social
support, family environment, peer environment, activities/ positive events), and
biological, social and psychological processes.

Byrne, et al. considered adolescence stage as a crucial phase of human life

characterized by enhanced exposure and vulnerability to various stressful stimuli. To
understand more about their stressful experiences, they designed a tool called
Adolescent Stress Questionnaire (ASQ) that evaluates possible sources of stressors
affecting the adolescent equilibrium. The stressors identified focuses on different
domains such as home/family life, school performance and conditions, social relations,
peer pressure, future uncertainty, financial pressure, and emerging adult responsibility.

In this study, we have identified stressors that affect teenagers the most such as
life events pertaining to school, family, peers, and finance.

For better understanding of the study, the conceptual framework of the present
study is illustrated in Figure 1.

STRESSORS

ACADEMIC FAMILY PEERS FINANCIAL

Grade 12 students

Figure 1: Conceptual framework of the most common stressors of Grade 12 students.

 Figure 1 demonstrates the framework of most common stressors of adolscents
based on Grant, K.E. et al., (2006) and Byrne, D.G., et al.,’s (2007) concept mutual with
the studies of: Bhargava and Trivedi (2018) on causes of stress and stress
management among youth; Dy, Espiritu-Santo, and Sanchez (2019) on stressors and
stress response of Filipino college students; Essel and Owusu (2017) on causes of
students’ stress, its effects on their academic success, and stress management by
students; and Parks (2015) on teens and stress.

Statement of the Problem

This study would like to see the different stressors among Grade 12 students at Notre
Dame of Trece Martires. Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. sex;
1.2. age;
1.3. civil status?
2. What are the respondents’ specific stressors in the following domains:
2.1. academic
2.2. family
2.3. relationships
2.4. financial?
3. Based from the findings of this study, what recommendations can the
researchers obtain for the development of a guidance program?

Scope and Delimitation of the Study

This study will focus on determining the different stressors that affect the Grade
12 students of Notre Dame of Trece Martires. The investigators limit this research on
identifying the stressors of Grade 12 students allowed by the institution.
Significance of the Study

The study will benefit the following:

Students. The results of this study would help them realize the different
stressors that affect them and would help them to function as effective students.

Parents. The results of this study would help them realize the common stressors
that affect their children. The useful and relevant information acquired from the study
would also encourage them to give proper guidance and motivation to their children in
times of challenging situations.

Teachers. The results of this study would provide insights on different stressors
that may affect their students. It could also serve as basis for effective approaches and
strategies that will help students who may be at risk of stress.

Guidance Counselors. The results of this study would provide insights on the
different stressors among students that could motivate and challenge Guidance
Counselors in designing and implementing effective programs and activities for the
students.

Future Researchers. Researchers may find the findings useful to support their
arguments and to improve their knowledge about the topic. The findings may serve as
guide for future researches who will also deal with students’ stressors. This could also
motivate and challenge other researchers to expand the limitation of this study.

Definition of Terms

For clarity and better understanding of the study, the following terminologies
were hereby defined:

Stress. Stress is a response in the body at any certain moment that comes from
any event which makes a person feels frustrated, angry, or nervous. It is a body’s
response to a challenge or demand which can be positive but when lasts for a long time
may harm a person’s health.

Stressors. This refers to something that causes stress. Anything that challenges
an individual’s adaptability or stimulates an individual’s body or mentality. It can be an
event or environment that a person considers challenging or threatening his safety. In
this study, stressors may come from school, family, peers, and financial.

Family. Basic unit of society traditionally consisting of parents and their children.

Finance. Circulation of resources specifically money. Obtaining funds or capital

to support one’s living.

Peers. One belonging to the same societal group especially based on gender,
age, or status.

School. An institution for teaching and holistic learning.

Stress Defined
Stress was first introduced by Hans Selye, a Hungarian endocrinologist in 1936
when he observed common signs and symptoms among patients with variety of
diseases. These include lack of motivation, loss of appetite, decrease muscle strength,
weight loss, and looking tired. Due to lack of better term, he referred this mysterious
ailment as “the syndrome of just being sick”, then later refined the term stress as the
“rate of wear and tear on the body” (Parks, P., 2015). Stress arises in response to a
challenging situation in one’s life, and it can be difficult to handle especially to those
who do not know how to handle it effectively (Vo, D., 2015). When someone is
overloaded with stress, both external and internal factors are involved. External refers to
factors in the person’s physical environment such as sports, school, hobbies and other
activities, job, home life and relationships with others. These are the factors that include
all situations, challenges, difficulties, and expectations a person is confronted with on a
daily basis. Internal factors on the other hand, include overall health and fitness,
nutritional status, emotional well-being, and amount of rest a person gets (Parks, P.,
2015). The way we respond to these internal and external factors of stress is brought by
the fight or flight response of humans. This is the built-in mechanism of human for
handling situations they perceive as challenge or threat (Vo, D., 2015). This response
causes people to instinctively decide whether to run away (flight) or stay and deal (fight)
with the threat (Parks, P., 2015). Robert M. Sepolsky, a Neurobiologist stated that
humans should not strive for a stress-free life, the idea is to have the right amount of
stress. In relation to Sepolsky’s statement, Selye used the term “eustress” to signify
beneficial and energy-producing stress, while the unpleasant, illness-producing stress
as “distress”. When stress becomes chronic and somehow constant, overbearing
presence in someone’s life, this can lead to numerous health problems. The right
amount of stress is beneficial, because it allows humans in all ages to survive and
thrive. However, too much stress can be detrimental to anyone’s well-being (Parks, P.,
2015). The body’s stress response is important and necessary. When too much stress
builds up, you may encounter many physical and emotional health problems. If you
don’t deal with stress, the health problems can stay with you and worsen over the
course of your life (Jensen, F., Nutt, A., 2015).
Stress Among Teens
Stress is an essential part of being human, and no one is excluded from
experiencing it (Desetta, A., 2012). We often picture teenagers as fun, risk-taker, and
impulsive individuals who loves to explore and be around with friends. However, this is
also a time when they experience mood swings and behavioral irregularities where
emotional highs and lows are prevalent that is why, just like adults, they are prone to
stress (Jensen, F., Nutt, A., 2015). In fact, numerous studies have revealed that teens
are just as stressed out as adults and in some cases, even more so. Claire McCarthy, a
pediatrician in Boston states that adults are the ones who are supposed to be stressed,
not kids. Childhood is supposed to be stress - free part of life, at least not for teens. In
her study conducted about teen stress, it was found out that teens’ experiences with
stress are similar to those of adults. In fact, during the school year the average stress
level of teens is higher than levels reported by adults. Mike Hais, an American market
researcher also suggests in a 2013 USA today article that teens may be more willing to
admit to being stressed than older people are. According to the John Hopkins
Bloomberg School of Public Health, these variations to stress responses between teens
and adults and the rapid physical response to stress among teens have something to do
with the teens brain structure. The teens’ prefrontal cortex, which assess danger and
triggers the stress response, is not fully developed in adolescent (Parks, P., 2015).
Therefore, teenagers’ response to the world is driven by emotion, not reason, because
the amygdala of the brain is highly used at this stage. They describe their lives as a
“drama” that can be either “too awful” or “too wonderful” depending on the
circumstances (Morgan, N., 2013). The difference between adults and adolescents is
that there is less activity in the frontal lobes of adolescents, making harder for them to
handle their emotions, especially in crisis situation (Jensen, F., Nutt, A., 2015).
Level of stress varies from person to person especially for teens. Certain groups
of teens are more vulnerable to stress overload than other age group. This is true of
teens with learning disabilities, emotional problems, or anxiety disorder. The University
of Mary Land Medical Center explains that people who are less emotionally stable or
who have high anxiety levels tend to experience specific events more stressfully than
others. Based from the MetroWest Adolescent Health Survey Results conducted by
schools’ officials in the Boston, Massachusetts, suburb of Wellesley in October 2013,
result shows that the stress levels are significantly higher among older students than
younger students. In that study, it was found out that among the respondents from
grade 6 to grade 12 students, survey results show that the highest percentages of
students reporting Life to be stressful are grade 11 with 44% and grade 12 with 45%
(Parks, P., 2015).
Stress among teens is also evident among the students of Notre Dame of Trece
Martires. Every school year, the Guidance Office initiates an activity for high school
students wherein interviews and surveys are conducted in order to determine their
common problems and issues. Using the data gathered, it was found out that stress is
common among them and is considered as one of their concerns. However, the data of
the office is only limited to stress as a concern and specific stressors they experience
were not identified.
Teens can usually tell when they are under too much stress because their bodies
let them know. When young people get overloaded with stress, they become vulnerable
to numerous health problems. According to Charles J. Wibbelsman, a Pediatrician in
San Franciso, USA, the most common ailments associated with stress is headache.
The most common adolescent headaches are tension headaches, specifically related to
stresses in their lives involving school, exams, sports, and extracurricular activities.
Stress is a normal part of daily life, but teens who suffer from high levels of stress over a
long period of time can develop health problems (Parks, P., 2015). No teenagers are
exactly the same, the causes of their stress are different as well. As research
progresses and awareness that teen stress is a real problem continues to grow.
Therefore, teens must be knowledgeable in better stress management strategies to help
them cope with stress before it becomes overwhelming (Morgan, N., 2013).
Different Stressors of Teens
As serious and troubling as stress can be for teens, it might be surprising to say
that it is actually just a thought or feeling. According to Norman Anderson, President of
American Psychological Association, teenage stress must be taken seriously. Those
adolescents who report high levels of stress are also reposting high levels of anxiety,
high levels of irritability and anger (Parks, P., 2015).
The discomfort that is associated with stress is caused by someone’s reaction to
whatever caused the thought or feeling, which is known as stressors. Feng (1992) and
Volpe (2000) defined stressor as anything that challenges an individual’s adaptability or
stimulates an individual’s body or mentality. Stress can be caused by a lot of factors
such as psychological, environmental, biological, and social.
According to Grant, K.E., et al. (2003), stressors are environmental events or
chronic conditions that threaten the physical and/or psychological health or well-being of
individuals of a particular age in a particular society. Stressors may include minor
events, major life events or chronic conditions experienced by an individual. They also
stated that stressful life experiences constitute a potential threat to the well-being and
healthy development of children and adolescents.
In 2007, Byrne, Davenport & Mazanov identified different domains that affects
adolescents’ well-being that leads them in designing a tool called Adolescent Stress
Questionnaire (ASQ). The ASQ is a broadly based instrument which allows adolescents
to report their own exposure to a wide span of stressors and to report the extent to
which any stressor experience has constituted a psychological challenge for them as
individuals (Anniko, M., 2018). The 10 dimensions identified focuses on Home/Family
life, School performance, School attendance, Romantic relationships, Peer pressure,
Teacher interaction, Future uncertainty, School/leisure conflict, Financial pressure,
Emerging adult responsibility (Byrne et al., 2007)

School as stressor
Academic, specifically increased class workloads such as exams, activities,
deadlines, and such were reported as the most frequent stressors of students.
Underlying this is their fear of failing and pressure to succeed (Dy, M., Espiritu-Santo,
K., Ferido, M., Sanchez, R., 2019). The stress over academic performance can cause
negative side effects, such as, uneasiness, sleep deprivation, and state of mind. Youth
have poor time management skills and usually cram prior tests. The dread of tests,
excessive number of assignments, and remaining tasks at hand create stress among
students (Bhargava, D., Trivedi, H., 2018).
 It was revealed in the APA’s 2014 Stress in America study that school-related
stress is extremely common among teens (Parks, P., 2015). In relation to this, in a
survey conducted by Palo Alto Medical Foundation in October 2013 wherein 124
adolescents were surveyed to identify what stresses teens the most. The result shows
that homework and school as the biggest sources of stress in their lives with 55%
followed by parents/family with 15%, social life with 9%, time management with 8%,
sports with 4%, and others with 9%.

Family as stressor

Parental pressure on academic performance also becomes a stressor to some

students. They experience this mostly during their adjustment period from Junior to
Senior High School or Senior High towards College. Another stressor is expectations
from the family and responsibilities at home that a student must accomplish (Dy, M. et
al., 2019). Some students who have family problems or belong to broken families think
of ways on how to deal with it or even solve it. Moreover, students who experience
abuse at home tends to be more stressed (Essel, G., Owusu, P., 2017).

Peer as stressor

Connections are another stressor to students. Everybody needs to have

companions, regardless of whether they are close friends or just acquaintances. It thus,
becomes a stressor in the event that an individual find that initiating friendships is
somewhat harder than he had expected (Bhargava, D. et al., 2018). Socialization like
interactions with new people, and peers also induce stress to those who are still
developing social skills (Dy, M. et al., 2019).

Finance as stressor

Most youth worries about cash. They want to keep up the way of life and satisfy their
interests like gadgets, vehicles, and so on. It creates stress when they fail to fulfill their
wants and needs (Bhargava, D. et al., 2018). Living conditions of individuals place a
significant role in the feeling and thinking of students. When students live in a condition
where it is hard to afford some basic conveniences of life, they really live discontentedly
and this can affect all aspects of their life (Essel, G. et al., 2017).

Furthermore, it was cited by the Mental Health Advocacy Group Minding Your
Mind that sources of stress among adolescents today include the volatile economy, the
increased cost of higher education, and the increased cost of living (Parks, P., 2015).

Synthesis
There are some points which can be noted given the reviewed literatures. First,
stress has been a widely used term since Selye’s definition up to the present. From his
theory, many other concepts were formed, and studies done. However, in this study, we
stick to his definition of stress being rate of wear and tear on the body as a response to
difficult situations. It is also stated that stress is not all negative but can also positively
benefit a person given the right amount of stress and skills to properly manage it.
Second, teens having more active amygdala, are more prone to stress. From
McCarthy’s study, it was shown that teens’ stress is similar to those of adults, and even
higher during the school year. However, Hais suggests that teens’ higher results than
adults might be due to teens being more open thus, the ability to easily admit being
stressed. Moreover, there were various studies conducted which suggests that the level
of stress varies from person to person.
Lastly, stressors indicated in this research are the topmost common stressors
seen from different studies. It must be noted that this research does not suggest that
there are only four stressors experienced by Grade 12 students. Increased school
workload and pressure to succeed academically mostly influence stress among
students. Another stressor is expectations and responsibilities from the family,
especially those who have family problems. Peers also become a stressor if a student
has a hard time socializing. Finances also influence stress to teens when they are not
able to live their ideal lifestyle.
 Chapter 2
METHODOLOGY

Research Design

This study utilized the descriptive method of research. Descriptive research

design focuses on how reality is. It is composed of inventories. Descriptive research
attributes to not aiming at forming hypotheses nor developing a theory (Lans, et. al.,
2002).

According to Atmowardoyo (2018), descriptive research is used to describe as

accurately as possible the existing event. The collection of data in this type of research
includes administering of questionnaire, and its data analysis involves quantification.
These make the researcher use the descriptive method for their study.

With this, the researchers will identify the different stressors of the respondents
and identify the common stressor that affect them the most using the descriptive
method of research.

Population and Sampling

The participants of this study are composed of 154 Grade 12 students from Notre
Dame Trece Martires. The sample size was determined because it was the number of
respondents allowed and available in the institution. The researchers utilized
convenience sampling since the institution mandated that the selected sections of
STEM are the predetermined respondents.

Respondents of the Study

The participants of this study are composed of Grade 12 STEM students from
Notre Dame of Trece Martires. The first section consists of 35 male students and 15
female students. The second section consists of 40 male students and 12 female
students and the last section has 37 male students and 15 female students. All of which
are enrolled in Notre Dame of Trece Martires in this Academic year of 2019-2020.
Research Instrument

The researchers constructed a self-made questionnaire that will help identify

which among the given stressors affect the respondents. It is also the most economical
to use because of its time preparation and mechanics given that it will be administered
to a great number of students. In this study, the questionnaire is divided into four (4)
areas that might trigger stress to the participants: school, family, peers, and financial.

Validation of the Instrument

The questionnaire was forwarded to the adviser/subject professor for comments

and suggestions. Revisions were made after and were conferred with the research
professor to validate its contents.

Data-Gathering Procedure

To obtain the needed data to perform and execute the study these were the
steps undertaken by the researchers.

The researchers sought permission from the school head of Notre Dame of
Trece Martires to allow them to distribute questionnaires and gather pertinent data for
the study from the selected Grade 12 students. After the approval was given by the
institution, the researchers identified the number of students that were provided by the
school to participate in the research. Then, the researchers administered the
questionnaires to the respondents. Since the school only allowed the administration of
the test for a single day, the researchers made sure to administer the questionnaire to
all 154 respondents provided by the school. Also, on that day, the researchers retrieved
all the questionnaires from the participants. The researchers then tabulated, organized,
tallied, computed, and interpreted the data.

Data Analysis

The researchers indicate the statistical methods used in computing and

analyzing the data obtained. Included here are the meaning of each statistical method,
and its proponents. The formula of the treatment will not be indicated hence the
significance of the tool in processing the data will be highlighted.

Statistical Treatment and Analysis of Data

The primary method of this research is descriptive wherein the defined concepts
of stressors are given and are identified to which of them affects the students. In this
method no prediction and control of the variables will be done.

Several statistical tools will be used to analyze the given data and interpret the
data obtained.

Frequency count - This simple statistical tool was used in tallying the items related to
the different stressors given which are school, family, peer, and finance.

Percentage -This was done to compare the values of the items related to the different
stressors of each respondent.

Ranking – This was utilized to determine the highest and lowest frequency and
percentage items in each stressor to identify which affects the respondents among the
items.

Likert’s Scale – To determine the stressor which mostly affect the respondents, the
researchers used the following five point Likert scale and its interpretation.

5 = strongly agree

4 = agree

3 = neutral

2 = disagree

1 = strongly disagree
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 COLLEGE OF EDUCATION – GRADUATE STUDIES

Grade 12 Stress Questionnaire

Name (Optional) ________________________________ Date ________________

Sex _____ Civil Status ____________ Age _____

This survey will be used to help you identify your stressors and for the school to address your
most pressing concern/s. Please answer honestly as your responses will be kept confidential.
Please rate how you feel to what is stated in each number.

5- Strongly agree 4- Agree 3- Neutral 2- Disagree 1- Strongly Disagree

SCHOOL 1 2 3 4 5
1 I feel stressed when I am working on my school requirements
and tasks (assignments, projects, performance tasks, etc.).
2 I feel stressed when traveling from house to school (and/or vice
 versa).
3 I feel stressed when I must follow school protocols and
procedures.
4 I feel stressed when I can’t reach my teachers’ expectation in
terms of academic performance.
5 I feel stressed when consulting with my teacher/s.
6 I feel stressed when I don’t understand the lessons.
FAMILY
7 I feel stressed when there are arguments at home.

8 I feel stressed when I can’t meet the expectations of my parents.

9 I feel stressed when I must do my responsibilities at home.
10 I feel stressed when my family don’t support my goals.
11 I feel stressed when I can’t solve the problems at home.
12 I feel stressed when my family don’t understand my need to
adjust in new environments.
PEERS
13 I feel stressed when I initiate friendship with others.

14 I feel stressed when I try to join big group of friends.

15 I feel stressed when I must keep up with my friends’
expectations.
16 I feel stressed when I cannot join my friends’ leisure activities
after school.
17 I feel stressed when I socialize with agemates of opposite
gender.
18 I feel stressed when someone with superior personality talks to
me.
FINANCIAL
19 I feel stressed when I cannot buy the things I want and/or need.
20 I feel stressed when my allowance is insufficient.
21 I feel stressed when there are additional expenses at school
(projects, tuition fees, other fees) I need to buy or pay.
22 I feel stressed when thinking of my family’s financial condition.
23 I feel stressed when I don’t have budget for leisure activities.
24 I feel stressed when I must provide for myself.