CHAPTER I

THE RATIONALE PROBLEM, AND BACKGROUND

This chapter presents the problem and its setting. It includes the statement of the

problem, rationale, significance of the study, scope and limitations, definition of terms, and

conceptual framework.

Rationale

In 2019, a new virus was discovered in Wuhan, China that would later on affect the

whole world months after its discovery. Such virus was identified to be the corona virus

disease otherwise known as COVID-19, and previously called the 2019 novel coronavirus

(Vergnaud, 2020). What started out as a cluster of cases of pneumonia became a global

health emergency that affected people either through the contraction of the virus or the

psychological effect brought by the existence of it, and the worldwide lockdown that it has

caused.

Several studies have shown that the COVID-19 pandemic has greatly affected the

psychological well-being of the general public. With this, comes the posing threat to the

youth specifically among students who already experience anxiety in higher education

institutions (Baloran, 2020). This pandemic has given light on the importance of coping

strategies and the studies about it. Although such studies have not yet been conducted in

local areas with respondents that are in their sophomore year of high school in terms of

their coping strategies.

Sophomore year may greatly affect the psychological well-being of the students

under that grade level because of the pressures of needing to have an exceptional standing

in order for them to qualify for certain awards, and in moving up to the next level which is
 2

senior high. According to Shahmohammadi (2011), even the parents are convinced that

these are crucial years wherein their children need to concentrate on their academics.

Academic stress has emphasized the importance of adaptive coping strategies in preventing

harmful consequences (Freire et al., 2020). Stress levels of the respondents may also

change over time or across situations due to the transitional nature of education and other

related factors, such as the COVID-19 pandemic which is a contributor to their stress

wherein (Lazarus, 1993) coping strategies change from one stage of a complex stressful

experience to another. These challenges, along with many other issues, are amplified by

the COVID-19 pandemic.

Statement of the Problem

The study aimed to determine the mental health and coping strategies of Grade 10

students of STEFTI on the psychological impact of COVID-19. Specifically, it sought to

answer the following questions:

1. What is the mental health status of Grade 10 students in terms of depression,

anxiety, and stress due the COVID-19 pandemic?

2. What are the different coping strategies adopted by the Grade 10 students during

the COVID-19 pandemic?

3. What is the common coping strategy of the Grade 10 students during the COVID-

19 pandemic?

4. Do the coping strategies adopted by the Grade 10 students have significant

relationship with their mental health status?

 3

Null Hypothesis

The study advances the null hypothesis that there is no significant relationship

between the coping strategies and mental health status of Grade 10 students.

Significance of the Study

The study is significant in establishing generalized conclusions about the coping

strategies that the respondents have adopted in their daily living amidst this COVID-19

pandemic. Furthermore, the results of this study will benefit the following:

Parents. The results of this study will help parents endorse the proper ways of

coping to their children. It will give them insight on how to help their child or children to

properly cope during this COVID-19 pandemic in a way that is beneficial for their

wellbeing.

Students. The results of this study will provide insight to the students in a way that

it will help them identify the different kinds of coping strategies. Once they are able to

learn the different coping strategies, it will give light as to which of these strategies are

actually beneficial for their well-being.

School. The results of this study will give schools a general insight on the wellbeing

of their students and how they can use this information in their approach to teaching the

students adaptive coping strategies. With this, it will help schools endorse the proper

coping strategies to their students since they play a vital role in the learning, growth and

development of their students.

Government/Local Unit. The result of this study will provide the government an

insight as to what they can do to inform and help the general public in coping with the

COVID-19 pandemic since it is their duty to provide citizens with the parameters of
 4

everyday life, safeguard them from external interference, and often ensure their well-being

and prosperity.

Researchers. The results from this study will help other researchers that are

interested in conducting a similar study. The findings of this study will also fill in the

research gaps of this topic which can be used by other researchers in supporting their own

findings as review of related literature and studies.

Scope and Limitations of the Study

The study is delimited to the grade 10 students enrolled in St. Therese Educational

Foundation Tacloban Inc. for the school year 2020 - 2021. It is also delimited to the

perception of the respondents with regards to depression, anxiety, and stress due to the

COVID-19 pandemic, the different coping strategies adopted by the respondents during

the pandemic such as self-distraction, active coping, denial, substance use, use of emotional

support, use of instrumental support, behavioral disengagement, venting, positive

reframing, planning, acceptance, self-blame, and if there is a significant difference between

the perception of Grade 10 students with regards to depression, anxiety, and stress due to

the COVID-19 pandemic and their coping strategies. Lastly, the scope of this study covered

181 respondents.

Definition of Terms

The following terms that were used in this study was defined in order for the readers

to have a better understanding of the study and its variables:

Adaptive Coping Strategies. It generally involves confronting problems directly;

healthy approaches towards problems. It is the students’ direct approach towards the
 5

socio-psychological impact of their problems which is a healthier advance (e.g.

acceptance, emotional support, planning, etc.).

Anxiety. It is an emotion characterized by feelings of tension, worried thoughts and

physical changes like increased blood pressure. It is what the student is feeling which

could either be a pre-existing condition that is amplified by the pandemic or was caused

by the lockdown due to the pandemic.

Coping Strategies. It refers to the specific efforts, both behavioral or

psychological, that people employ to master, tolerate, reduce or minimize the stressful

events. It is how students tackle their personal problems such as stress and such; how

students take care of themselves during the pandemic.

COVID-19. It is a disease caused by a new strand of coronavirus "CO" stands for

corona "VI" stands for virus and "D" stands for disease. It is the reason for the current

pandemic.

Depression. It is a mood disorder that causes a persistent feeling of sadness and

loss of interest. It is the mood disorder of the student which could either be a pre-existing

condition that is amplified by the pandemic or was caused by the lockdown due to the

pandemic.

Maladaptive Coping Strategies. It generally involves confronting problems

indirectly; unhealthy approaches towards problems and is harmful in the long run. It is the

students’ indirect approach towards the socio-psychological impact of their problems

which is harmful in the long run (e.g. self-blame, isolation, substance use, etc.).

Mental Health. It is a person’s condition with regard to their psychological and

emotional well-being. It is the psychological and emotional condition of the students during
 6

this pandemic. a state of well-being in which every individual realizes his or her own

potential, can cope with the normal stresses of life, can work productively and fruitfully,

and is able to make a contribution to her or his community.

Pandemic. It is a disease that is prevalent worldwide or widespread crossing

international boundaries.

Socio-psychological. It is a scientific study on how people's thoughts, feelings,

intentions are constructed. It is the effect of the students’ problems on their daily life,

thoughts, feelings, and intentions (e.g. depression, anxiety, stress, etc.) due to the ongoing

COVID-19 pandemic.

Stress. It is the degree to which you feel overwhelmed or unable to cope as a result

of pressures that are unmanageable. It is the degree of which the student feels overwhelmed

or unable to cope as a result of pressures that are unmanageable to them.

Well-being. It is the state of being comfortable, healthy, or happy. It is the current

state of the students during this pandemic.

Conceptual Framework

The response to stress or traumatic experiences may be different for each

individual. Some individuals may respond positively while other individuals may respond

negatively. Evidence suggests that the way they cope with the situation affects the life

quality of the general population, and negative coping may be associated with

psychological stress or anxiety and depression (Wang et al., 2020). In general, coping can

be classified in two ways as adaptive and maladaptive. If coping strategies are coherent

with stressors (e.g., aiming to reduce emotional stress), people show fewer psychological

symptoms after stressful events. Adaptive coping strategies (e.g., looking at things on the
 7

bright side) can help individuals reconstruct the meaning of life and associate the cognitive

schemes about the self and the world with stressful events for better psychological

adaptation. Maladaptive coping strategies (e.g., drinking as a result of avoidance behavior)

are associated with life dissatisfaction and more severe psychological symptoms after

stressful events (2020).

This study aims to evaluate the relationship between perceived depression, anxiety,

and stress levels of Grade 10 STEFTI students and their coping strategies. Figure 1 shows

the schema for the conceptualization of the study.

Depression

Anxiety Psychological Coping

Well- Being Strategies

Stress
Adaptive
Coping
Common

Maladaptive
Coping

Figure 1. Schema for the Conceptualization of the Study

 8

CHAPTER II

REVIEW OF THE LITERATURE AND STUDIES

This chapter of the paper presents the review of related literature and review of

related studies.

Related Literature

In January 2020 the World Health Organization (WHO) announced the spread of a

new coronavirus disease, COVID-19, to be a Public Health Emergency of International

Concern and after assessing the situation, WHO declared in March 2020 that COVID-19

can be characterized as a pandemic (World Health Organization, 2020). In the Philippines,

WHO has been working with the Department of Health (DOH) and other national

stakeholders and partners to increase the country’s capability to address the COVID-19

pandemic (Baloran, 2020). With this, in order to limit the spread of COVID-19, the mayor

of Tacloban City, Mayor Alfred Romualdez, signed Executive Order 2020-03-017

"Intensifying the Restrictions to Mitigate the Spread of COVID-19 in Tacloban City" on

March 18 which was set to be effective from March 21 to April 12, but this restrictive

community quarantine was extended to April 30. Due to the continuous wide spread of the

virus in the country, the quarantine was prolonged up to 2021.

This time of crisis is generating stress throughout the population of Tacloban,

emphasizing on the students who are undergoing new modes and methods of learning. The

limited knowledge of the COVID-19 and the overwhelming news has led to anxiety and

fear in the public. The general public has also experienced boredom, disappointment, and

irritability under the isolation measures (Lai, 2020). Following the aforementioned

information, classes were put on hold since community quarantine was implemented. With
 9

the ongoing pandemic and the increase of COVID-19 cases, the usual start of classes which

is held on June was moved to August 4, 2020 but was later on moved again by DepEd to

October 5, 2020 because they needed more time to adjust the educational system to distance

learning in a way that was inclusive for all (Magsambol, 2020).

Private schools had the option to start before the aforementioned date set by DepEd.

STEFTI, a school located in Tacloban City, Leyte announced that they will be starting S.Y.

2020-2021 for all grade levels on August 24, 2020 wherein they chose online learning. In

Junior High School, students in their last year of high school fall within the age range

associated with many stressors and transitional events that can greatly impact their socio-

psychological wellbeing and their respective coping strategies.

Coping strategies pertains to the specific attempts, both behavioral and

psychological, that people take on to master, tolerate, reduce, or minimize stressful events

(MacArthur, 1988). These coping strategies are classified into two based on their effect on

the average person’s health: adaptive coping strategies are efforts to do something directly

to tackle a problem whilst remaining rational and calm which is considered mature and

healthy, whereas maladaptive coping strategies involve incorporating more stress in the

person which would be considered unhealthy. Depending on the amount of stressors the

students already had aside from the ongoing restrictions of this pandemic, it is still likely

for all these factors combined to tremendously impact their social and psychological

wellbeing (Tee et al., 2020). Studies suggest that people often resort to maladaptive coping

strategies once they perceive the overall situation as a heavy psychological burden. The

fear of getting infected and affecting the people around them also leads them to resort to

isolation which is a kind of maladaptive coping strategy because they feel the need to
 10

distance themselves from their loved ones in order to not infect them with the virus. Other

individuals try to maintain their daily routine and to make the best of the situation by

adapting to the “new normal” life conditions – an adaptive coping strategy.

According to Nurunnabi (2020), coping strategies are heavily influenced by an

individual’s mental health condition. If a person’s mental wellbeing can be positively

influenced and supported, coping strategies for fighting against COVID-19 will be

comparatively flexible as the COVID-19 outbreak is treated as a psychological problem

(Nurunnabi et al., 2020). However, there is still little research about the relation of socio-

psychological effects on different levels and the coping strategies individuals resort to.

That is why research on the types of coping strategies students use should be immediately

put into attention.

The primary cause of stress is due to financial instability, where most families of

the students believe that people have a greater chance of dying because of hunger than

dying because of the virus (Paulin, 2020). In the Philippines, which is classified as a low

middle-income country (Briones et al., 2017), the majority of the respondent’s household

income becomes unstable and low, and this is due to changes in the working environment.

Many operations of the business have been disrupted that directly cause stress to the

students and cause depression to the family due to a lack of financial stability (De Walque

et al., 2020). Despite the negativity, most of the students find some comfort. There are

registered social workers in the country that aim to help those having problems with

isolation and loneliness due to the current situation. Students are coping with financial

stress by minimizing the expenses avoiding unnecessary expenses such as internet access

and other expenses which are not included in the basic needs. Most of them are adjusting
 11

their expectations to be worse; this is in order to prepare themselves for possible hardship

in the future. Communication with the use of social media is also another way to cope up

with stress in terms of relationship problems. Relationship issues have also affected stress

and depression. College students who are still in the age range of 18 to 21 years old

experience issues about lack of trust from their special someone due to no physical

interaction. Several conflicts in the families were also raised as one of the major problems

that could lead to a stressful situation and depression. Some students frankly admitted that

they are currently encountering depressing moments that could lead to a tragic situation.

While most of the family members are at home, it is expected that communication and

conflicts among family members arise, personal differences and stress of other members

of the family might also trigger depression of other members of the household. Expressing

is one way to cope up with the peak of emotion in order to avoid more tragic situations.

Some found comfort with reading biblical texts and articles to help them to minimize the

negativity. A healthier family relationship is one of the best ways for the students in order

to ease the worsening situation (De Guzman et al., 2020).

COVID-19 is a global concern affecting Higher Education Institutions (HEIs). This

pandemic led to a strong reaction among students who experienced anxiety. This cross-

sectional study aimed to examine students’ knowledge, attitudes, anxiety, and coping

strategies during the COVID-19 pandemic. Results showed that students possessed

sufficient knowledge and high-risk perceptions. Non-medical prevention measures were

perceived as highly effective. Students were satisfied with the government’s actions to

mitigate problems. However, an unwillingness with the online-blended learning approach

was observed. Students utilized various ways to cope up with mental health challenges. It
 12

is necessary to address students’ mental health during this COVID-19 pandemic among

HEIs.

The pandemic poses considerable threats to people’s health, lives, and economy in

many countries. In the United States, numerous changes (e.g., stay-at-home orders) have

been implemented to reduce the spread, leading to disruptions in daily life, social

interactions, employment, activity participation, and increased fear, anxiety, and negative

emotions (Berger et al., 2020). In a global health pandemic situation, it is especially

important to provide adequate care and resources to people with chronic conditions and

disabilities as the risks of COVID-19 can affect them disproportionately (Berger et al.,

2020). Their existing chronic conditions and disabilities may place them at a greater risk

for developing more severe complications from COVID-19 (World Health Organization,

2020), which can increase perceived stress, and ultimately exacerbate health and well-

being among individuals with chronic conditions and disabilities.

The psychological impacts of the COVID-19 pandemic on teenagers and

adolescents seem to be far greater than the impact on adults because they are more

vulnerable to the negative effects of stress (Zhang et al., 2020). Following the outbreak,

national school closures had been implemented, and students were required to stay at home.

Reduced social interaction, stay-at-home restrictions, difficulties in schoolwork,

substantial changes to daily routine, fear of becoming sick, and boredom can create

dramatic psychological effects on teenagers and adolescents. Developmental motivations

and hormonal changes make teenagers and adolescents highly attuned to peer groups,

making it challenging to isolate at home. For instance, during the Severe Acute Respiratory

Syndrome (SARS) epidemic, a cross-sectional study revealed that psychiatric morbidities

 13

in a general population were associated with younger age (Zhang et al., 2020). The

psychological impact of COVID-19 on teenagers is a serious concern during the outbreak

and thereafter.

The COVID-19 pandemic can be regarded as an acute, large-scale, and

uncontrollable stressor that will have a significant effect on individuals' mental health.

However, little is known about how teenagers cope with acute large-scale stressors such as

the COVID-19 pandemic. Accumulated evidence has indicated that different coping

strategies are associated with different adjustment outcomes after trauma (Zhang et al.,

2020). Generally, there are two types of coping strategies: active and passive coping.

Active coping involves actively doing something to reduce stress, such as problem-solving,

planning, and cognitive restructuring, whereas passive coping involves ignoring and

avoiding sources of stress, such as denial and substance use (Zhang et al., 2020). It is

expected teenagers with positive coping to be associated with better mental health

outcomes during the COVID-19 pandemic.

Another potential factor influencing teenagers' psychological outcome in the event

of the COVID-19 pandemic is resilience. The construct of resilience refers to an ability to

maintain positive mental health in the face of adversity or stress. A high level of resilience

provides protection from various mental health conditions. For instance, higher resilience

in adolescents aged 14–18 years was associated with a lower level of depression, stress,

and anxiety (Zhang et al., 2020). When dealing with stress induced by the COVID-19

pandemic, teenagers with a high level of resilience are expected to have a positive mental

health status.
 14

These types of epidemics lead the public to experience psychological problems

such as post-traumatic stress disorder, psychological distress, depression and anxiety.

Some studies have shown that post-traumatic stress disorder is closely related to depression

and other psychological problems (Liang et al., 2020).

According to a theoretical model developed by Ehlers and Clark (Ehlers & Clark,

2000), after experiencing a traumatic event, individuals may make a negative assessment

of the trauma and its sequelae. In this way, they may easily adopt maladaptive strategies to

maintain PTSD symptoms such as invasion, arousal symptoms and strong negative

emotions (Liang et al., 2020). Therefore, this study assumes that youth groups may have a

tendency to develop psychological problems after experiencing traumatic stress disorder.

There are so many different ways of adapting to a stressful situation. Coping is the

conscious and unconscious efforts we put in to solve problems and reduce stress (Selva,

2020). It is the mind’s built-in troubleshoot program that aims to restore its optimum

functioning state. In psychology, coping skills or coping strategies are a set of adaptive

tools that we proactively administer to avoid burnout. These tools can be our thoughts,

emotions, and actions and are dependent on our personality patterns. For example, a

sociable and friendly person is more likely to use solution-focused and communication-

based coping skills for getting rid of his troubles. On the contrary, a timid person has

chances of using defensive and self-oriented coping strategies for psychological

adjustments.

Lazarus and Folkman (1984), one of the pioneers of the coping theory, defined

coping as: constantly changing cognitive and behavioral efforts to manage specific external

and internal demands that are appraised as taxing or exceeding the resources of the
 15

person. Based on their definition, one can say that: 1) Coping involves spending mental

energy in a way that can reduce stress. 2) Whether conscious or subconscious, the ultimate

goal of all coping mechanisms is to solve a problem and return homeostasis. 3) Coping

strategies can be positive or negative, depending on whether they increase or reduce mental

wellbeing. 4) Coping is dependent on personality patterns and perceptual experiences. 5)

The strategies one chooses for adapting to a situation is highly individualized. Coping is

never the same for two people.

Coping theory is a vast area of study that is classified into two independent

parameters: focus-oriented theories (trait and state) and approach-oriented theories (micro-

analytic and macro-analytic). The focus-oriented state and trait theories of coping

recognize a person’s internal resources and mental capacities for evaluating how well he

can adapt to a situation. On the other hand, the approach-oriented micro and macro analytic

coping theories revolve around how concrete or abstract the coping mechanisms are

(Carver, 1989).

Moreover, macro-analytic trait-oriented coping theory are repression-sensitization.

This theory explains that coping happens along a bipolar dimension with repression at one

end and sensitization at the other. People who cope by repression tend to deny or ignore

the presence of a stressor to minimize its effect. On the flip side, sensitizers tend to react

with extreme thoughts, worrying, and obsessive impulses to cope with the sudden

encounter (Lazarus and Cohen, 1979).

On the monitoring and blunting theory it explains that one can reduce the impact of

a stressful stimulus by using his cognitive processes. Blunting mechanisms such as denial,
 16

restructuring, and distraction help overlook temporary stressors. Monitoring strategies,

including information processing and emotional management, are more helpful for dealing

with ongoing negative stress and anxieties.

On the other hand, model of coping modes (MCM) theory is an extension of the

monitoring-blunting model and has some connections to the repression-sensitization

theory. It expands on the concept of cognitive avoidance and suggests that we are naturally

inclined to avoid a stressful situation and perceive it as ambiguous.

Another approach that gained popularity in this area of macro-analytic state

oriented method of coping is the theory of Richard Lazarus and Susan Folkman. Lazarus

and Folkman’s model stated that successful coping mechanisms depend on the emotional

functions related to the problem. Lazarus classified eight such functions that most of us use

for active coping. These include self-control – where we try to control our emotions in

response to stress. Confrontation – where we face the pressure and retaliate to change the

situation and bring it back to our favor. Social support – where we talk to others and look

for social connections to help us survive a difficult time. Emotional distancing – where we

stay indifferent to what is going on around and prevent the distress from controlling our

actions. Escape and avoidance – where we deny the existence of stress as a coping response.

Radical acceptance – where one resorts to unconditional self-acceptance for adapting to

adversity. Positive reappraisal – where we seek to find the answer in the struggle and grow

from it. Strategic problem-solving – where we implement specific solution-focused

strategies to get through the tough time and redirect our actions accordingly.

Psychologists agree that coping mechanisms vary from person to person and from

time to time. No two people would use the same strategies to get over a situation. Even the
 17

same individual can use two completely different coping strategies to adapt to similar

stressors at different points in life. The eight functions by Lazarus form the base of active

emotional coping and lie at the core of our behavior while experiencing stress.

Mental health studies on coping have indicated that there is a robust neurobiological

connection between stress and adjustment. A host of experiments and literary reviews have

proven that the stress management techniques we use help in restoring functions at the

molecular levels in the body (Scheier and Carver,1985). Based on these findings, there are

three groups or sub-divisions of coping mechanisms: the physiological coping – including

yoga, art, naturopathy, breathing exercises, and muscle relaxation. Secondly, the cognitive

coping – including mindfulness, thought restructuring, and meditation. Lastly,

Environmental coping – including nature walks, bonding with pets, etc.

Lazarus and Folkman coined the concept of cognitive appraisal and reappraisal.

According to their theory, stress coping implies an intricate process of thinking and

assigning meaning to it. They explained the coping mechanism by the stress cycle where

an individual’s perception of the stressful situation decides how he would cope with it

(Anshel, 1996; Anshel and Weinberg, 1999; Roth and Cohen, 1986).

A fascinating experiment on a group of University soccer players supported the

appraisal reappraisal constructs of Lazarus’s theory. In the study, players faced some

challenges that could potentially threaten their chances of winning. They were exposed to

stressors such as rainy weather conditions, extreme heat or cold, and more powerful

opponents.

Follow-up studies and assessments showed that it was only when the players felt

their resources to be falling weak, that they succumbed to denial and withdrawal coping
 18

strategies. For example, a girl in the team reported that she thought her opponent was

physically more powerful than her, and eventually decided to withdraw from the game.

The study suggested that the perception of personal failure or lack of resources is

responsible for emotion-focused or problem-focused coping (Walinga et al., 2008). A study

on melanoma patients indicated the correlation of positive coping with improved cellular

functions and immunity. Results showed that critically ill patients who receive supportive

counseling or attend regular health awareness programs are more successful in dealing with

their illnesses (Fawzy, Kemeny, and Morton, 1990).

Adaptive coping is a vital requisite for overcoming disorders like anorexia, bulimia,

or binge eating. It takes a massive amount of mental strength and effort to control the urge

of overeating, or having a bite at odd times of the day, or to stop eating to look good.

Maladaptive coping to life stressors may lead to eating disorders and in turn, increase the

chances of self-harm by obsessive eating habits. Studies show that individuals who have

successfully recovered from eating disorders rely on positive coping strategies. They resort

to cognitive restructuring and emotional regulation, which minimize stress and ensure

better prognosis. Coping interventions, or coping mechanisms, are strategies and rules that

we follow in dealing with stress and burnout. Coping responses can be positive or negative,

emotion focused or solution-focused, adaptive or maladaptive. The type of coping

interventions we choose impact our overall lifestyle. They aim at reducing stress and

helping the mind and body return to its original state of functioning.

Some of the effective positive coping strategies that we can use are support system,

relaxation and physical wellness. Lazarus and Folkman (1980) indicated that having

someone to take your back during tough times can help in overcoming stress with more
 19

ease. Supportive coping works wonders for people with depression, substance abuse, grief,

and isolation. (see our article on grief therapy interventions) o Simple techniques like

having a group discussion, calling a friend, opening up to a therapist, or sharing daily

problems with parents or spouse, can help in adapting to life stressors and manage them

without getting weighed down.

Relaxation, although it may seem difficult to relax with a storm going inside, daily

relaxation practices are a great way to train the mind to stay calm in the face of difficulties.

We can start by breathing relaxation, meditation, progressive muscle relaxation, or music

therapy for inducing a state of calmness inside. o Conditioning the mind and body to stay

calm everyday help in bringing back the state of relaxation when we are anxious or are

experiencing trouble.

On physical wellness, health is a crucial part of coping. Positive coping mechanisms

include yoga, cycling, brisk walking, and other forms of daily physical exercises. It helps

in releasing endorphins and regulates the circulatory system of the body.

On the maladaptive coping responses, as opposed to positive coping, negative

coping is harmful to our wellbeing (Young, 2012). Some examples of maladaptive coping

responses are escape and avoidance of Freud which are identified escape, denial, and

restraint as neurotic defenses that absorb mental energy. Trying to ignore the presence of a

problem may help temporarily, but it is a good idea to accept their existence and plan

accordingly.

Another maladaptive coping responses is an unhealthy comfort zone. Have you ever

seen someone eating buckets of ice cream because they are ‘sad?’ Resorting to comforting

habits like eating, watching television, or surfing the internet for hours at a stretch are
 20

typical examples of unhealthy coping. The comfort that one seeks in such activities is a

perceptual error and leads to nothing more than distress.

Likewise, emotional numbing of Numbers which is an extreme form of emotional

distancing where we separate ourselves from interpersonal relationships and

communication fearing to get hurt again. It reinforces risky behaviors such as substance

abuse and causes social isolation.

Related Studies

According to the study of Liu et al. (2020), it was revealed that despite being online

on a social media platform, most of them are stressed about problems caused by community

quarantine. Some students have informed the researchers that stressful situations were

experienced due to being idle in terms of educational work and socialization. It was aired

that the practice of attending classes was realized as an essential activity from them. One

of the worst cases was a situation of one student where he was stranded in the institutions

Town which is far away from his home. He stated that being alone and away from family

is a big challenge since isolation and loneliness exist as other people from other countries

like China and Italy experience. Moreover, Pancani et al., (2020) stated that despite their

willingness to provide support to the stranded student, situations did not allow due to

complete lockdown due to the presence of a confirmed COVID-19 case in the barangay.

Likewise, studies have revealed that greater levels of perceived stress are associated

with poorer health status, quality of life, and higher levels of depression, anxiety, distress,

and functional limitations in individuals with disabilities (Fitzpatrick et al., 2018).

Additionally, researchers suggested that coping styles are associated with

subjective wellbeing, quality of life, self-esteem, and acceptance (Smedema, 2014). In

 21

addition to managing their existing health conditions, coping with the stress associated with

the COVID-19 outbreak may be more challenging for people with chronic conditions and

disabilities. This suggests that understanding the perceived impact of pandemic can inform

the development of more adequate care and support, interventions, psychoeducation, and

services for people with chronic conditions and disabilities.

 22

CHAPTER III

METHODOLOGY

This chapter includes the research design, research locale, sampling design,

research instrument, statistical treatment, and data gathering procedure.

Research Design

The study utilized a descriptive-correlational quantitative survey method of

research. A descriptive-correlational quantitative survey method of research describes the

variables and the relationships that occur naturally between and among them. Using a

survey as a means of gathering data, the researchers sought to know the mental health and

coping strategies of the Grade 10 students of STEFTI. The advantage of quantitative

research is that it makes it easier to replicate and draw generalizable conclusions.

Research Locale

The respondents chosen were the Grade 10 students of STEFTI S.Y. 2020- 2021.

They were chosen for the study because they are the ones that the researchers have found

fit for their study in terms of providing the necessary information that they required in order

to gather correct and reliable data. The place where the study was conducted on the students

was in St. Therese Educational Foundation Tacloban Inc.(STEFTI), Barangay Abucay,

Tacloban City, Leyte. Figure 2 shows the map of the locale of the study.
 23

Figure 2. Map of St. Therese Educational Foundation of Tacloban, Inc.

 24

Research Respondents

This study had a sample size of 272 respondents which is the entire population of

the Grade 10 students of STEFTI but only 181 students responded due to internet

connectivity, communication problems, and other limitations that the pandemic has

brought about.

Sampling Design

The researchers selected the Grade 10 students of STEFTI based on their

willingness to participate in the study. The sampling technique that was used is

Convenience Sampling. The researchers chose to use Convenience Sampling as their

sampling technique because of the limitations brought by the COVID-19 pandemic.

Research Instrument

The present study used a survey questionnaire with standardized questions

consisting of two parts; one to measure severity of mental disorder symptoms and the other

is to determine the coping strategies of the students on the psychological impacts of

COVID-19 pandemic. The first part of the questionnaire was adopted from Lovibond and

Lovibond (1995) - the Depression Anxiety Stress Scale (DASS-21) that examines three

separate, but interrelated areas: depression, anxiety, and stress. Each of the three subscales

includes seven items. In the area of depression, the scale measures levels of dysphoria,

hopelessness, devaluation of life, self-deprecation, lack of interest/involvement,

anhedonia, and inertia. For anxiety, it measures autonomic arousal, skeletal muscle effects,

situational anxiety, and subjective experience of anxious affect. Lastly, the stress-related
 25

items evaluate difficulty relaxing, nervous arousal, being easily upset/agitated, being

irritable/over-reactive, and impatience.

The second part of the questionnaire utilized the Brief COPE Inventory by Carver

(1997). COPE stands for Coping Orientations for Problems Experienced and consists of

only 28 statements, across two scales, and is more focused on understanding the frequency

with which students use different coping strategies in response to the impacts of the

pandemic. There are 14 two-item subscales, and each is analyzed separately: (1) self-

distraction, (2) active coping, (3) denial, (4) substance use, (5) use of emotional support,

(6) use of instrumental support, (7) behavioral disengagement, (8) venting, (9) positive

reframing, (10) planning, (11) humor, (12) acceptance, (13) religion, and (14) self-blame.

Validation and Dry Run of the Instrument

The questionnaire was validated by Anna Lynne P. Lopera who is an expert in the

psychological field. It was validated to ensure that the modifications to the questions to suit

with the current situation will provide answers to the study’s research questions. A dry run

was conducted on the Grade 9 STEFTI students to ensure that the questionnaire is effective

and efficient.

Statistical Treatment

The students’ responses on the online survey were inputted in Microsoft Excel and

the total score of each student in the DAS-21 survey was computed and then multiplied by

2 to get the overall score. For the responses in the Brief COPE Inventory, Microsoft Excel

was likewise used to compute for the average scores of the students for each item in the

subscales in order to obtain the overall mean score for that specific subscale. Regression
 26

analysis was further used to determine the relationship between the coping strategy scores

of the students and their depression, anxiety, and stress scores. Interpretation was set at

0.05 significance level.

Methods of Scoring

Part 1 (DASS-21) and part 2 (Brief COPE Inventory) of the questionnaire

comprised of 4-point Likert scales; part 1 has 0 as the lowest point and 3 as the highest,

while part 2 has 1 as the lowest point and 4 as the highest. Students’ individual scores

multiplied by 2 was taken as the total scores for each category in the DASS-21 and the total

scores were categorized based on the following levels:

Total Scores
Severity
Depression Anxiety Stress
Normal 0–9 0–7 0 – 14
Mild 10 – 13 8–9 15 – 18
Moderate 14 – 20 10 – 14 19 – 25
Severe 21 - 27 15 – 19 26 – 33
Extremely Severe 28+ 20+ 34+

For the coping strategies, the mean score for each specific subscale was analyzed

using the following category:

Mean Score Range Qualitative Description

3.25 – 4.00 Almost always
2.5 – 3.24 Often
1.75 – 2.49 Sometimes
1.0 – 1.74 Never

Finally, for the interpretation of the Pearson’s correlation coefficient (r) computed

from regression analysis to determine relationship between coping scores and DAS scores,

the following was followed:

Absolute value of r Strength of relationship

r < 0.25 No relationship
0.25 < r < 0.5 Weak relationship
 27

0.5 < r < 0.75 Moderate relationship

r > 0.75 Strong relationship

Pearson’s correlational coefficient is a statistical used to measure the relationship

or association between two continuous variables that is based on the method of covariance.

It allows the researchers to gain information with regards to the magnitude of the

associations, or correlation, and the direction of the relationship.

Data Gathering Procedure

The researchers first sent a communication letter to the office of the School

Director, Mrs. Sonia C. Palami, seeking approval to conduct the study using the Grade 10

students of the school. Upon approval, the researchers requested a list of the Grade 10

students and the exact number of their population from the Records Department. Then,

informed consent from the respondents were asked if they are willing to participate in the

study. Once consent was given, the researchers immediately sent the survey questionnaire

online using Google Forms to the respondents through class group chats and private

message via Facebook Messenger. Responses from the online survey were directly

recorded by Google Forms where extraction of data was conveniently done.

 28

CHAPTER IV

RESULTS AND DISCUSSION

This section presents the results of the online survey as well as the discussions and

interpretations that help answer the problems posed in this study.

Mental Health Status STEFTI Grade 10 Students

The scores of the 181 students for all the statements under each category in the

DASS-21 instrument were summed up and then multiplied by 2 to get the total scores.

From these scores, the students’ mental health status can be ascertained. Table 1 shows

the scores of the DAS survey on Grade 10 students of STEFTI with the corresponding

frequencies and percentages for each level.

Table 1

DEPRESSION, ANXIETY, AND STRESS LEVELS OF GRADE 10 STUDENTS

Mental Health Level (Total Scores) Frequency (n=181) Percentage (%)

Normal (0 – 9) 32 17.68
Mild (10 – 13) 20 11.05
Depression Moderate (14 – 20) 58 32.04
Severe (21 – 27) 33 18.23
Extremely severe (28+) 38 21.00
Normal (0 – 7) 19 10.50
Mild (8 – 9) 3 1.65
Anxiety Moderate (10 – 14) 47 25.97
Severe (15 – 19) 33 18.23
Extremely severe (20+) 79 43.65
Normal (0 – 14) 55 30.39
Mild (15 – 18) 40 22.10
Stress Moderate (19 – 25) 51 28.18
Severe (26 – 33) 32 17.68
Extremely severe (34+) 3 1.65
 29

It can be gleaned from the table that in terms of depression levels, 58 or 32.04% of

the 181 students got scores of 14 – 20 which is described as moderate. Next, 38 or 21% got

scores of 28 and up interpreted as extremely severe; then 33 or 18.23% got scores of 21 –

27 described as severe; and is closely followed by 32 or 17.68% whose scores are 0 – 9,

interpreted as normal. The least is 20 or 11.05% with scores of 10 – 13 and described as

mild. Among the statements that measure depression level of students - “I find it difficult

to work up the initiative to do things”, “I feel that I have nothing to look forward to”, and

“I am feeling down-hearted and blue”, are the top three statements that students perceived

as their reason for depression.

Furthermore, Table 1 presents the anxiety scores of the students wherein 79 or

43.65% got scores of 20 and above, described as extremely severe. This is followed by 47

or 25.97% with scores of 10 – 14 interpreted as moderate; then 33 or 18.23% having scores

of 15 – 19 interpreted as severe; 19 or 10.50% with scores of 0 – 7 described as normal;

and the least is 3 or 1.65% with scores of 8 – 9 interpreted as mild. “I am worried about

situations in which I might panic and make a fool of myself”, “I am aware of the dryness

of my mouth”, and “I feel scared without any good reason” are the top 3 statements that

students perceived as the cause of their extremely severe anxiety levels.

Regarding stress levels, Table 1 likewise depicts that 55 or 30.39% have normal

stress levels having scores of 0 – 14; followed by 51 or 28.18% having moderate scores;

then 40 or 22.10% having scores interpreted as mild; 32or 17.67% interpreted as severe;

and the least is 3 or 1.65% having extremely severe stress levels. The stress that students

experienced are related mostly to the following: “I tend to overreact to situations”, “I feel

that I am using a lot of nervous energy”, and “I find myself getting agitated”.
 30

To have a clearer picture of the DAS levels of the students, a sunburst graph in

Figure 3 is further shown.

Figure 3. Students’ DAS Levels

Obviously the graph indicates that during the COVID-19 pandemic, the Grade 10

students of STEFTI expressed moderate to extremely severe depression symptoms; have

moderate to extremely severe anxiety levels; and showed normal to moderate stress levels.

These findings are parallel to that of other researchers regarding mental health of students

during the COVID-19 pandemic. In a similar online survey by Zhou et al. (2020) on 8,079

junior and senior high school students in China, completed assessments about depressive
 31

and anxiety symptoms during the COVID-19 epidemic period showed that the prevalence

of depressive symptoms was 43.7%, anxiety symptoms 37.4%, and both depressive and

anxiety 31.3%. Likewise, findings of Tee et al. (2020) related to the psychological impact

of COVID-19 pandemic in the Philippines reported that 16.9% out 1,879 respondents

showed moderate-to-severe depressive symptoms, 28.8% had moderate-to-severe anxiety

levels, and 13.4% had moderate-to-severe stress levels.

Truly, depression is not a new thing in the lives of students even before the

pandemic. It is recognized by the Philippines’ Department of Health (DOH) as a serious

health condition, and the weight of haplessness, hopelessness and helplessness—the three

dreaded ‘H’ as the symptoms of depression. In fact, Philippines has one of the highest

cases of depression in Southeast Asia, affecting more than three million Filipinos (The

Philippine Star, 2019). Many of them lack a sense of purpose in life and experience

disconnectedness and deteriorating relationships brought about by social media and

technology. At home, relationships or guidance may not be better either, when parents

would lack quality time with their children due to their busy schedule or if when one or

both of them work abroad. School life is also a source of high level stress (The Philippine

Star, 2019).

While anxiety is generally considered a high-energy state and depression a low-

energy state, anxiety and depression are more closely related. A person with depression

often experiences a lot of anxiety as the findings of this study show. According to Sally

R. Connolly, LCSW and therapist, “When you get anxious, you tend to have this pervasive

thinking about some worry or some problem. You feel bad about it. Then you feel like

you’ve failed. You move to depression.” These two disorders – anxiety and depression –
 32

have a complicated relationship. The chance of acquiring depression is much higher when

an anxiety disorder already exists. Nearly half of those with major depression also suffer

from severe and persistent anxiety; people who are depressed often feel anxious and

worried. One can easily trigger the other, with anxiety often preceding depression. A

biological predisposition for both of these conditions if often at the root of an individual’s

battle. This seems to be true with anxiety disorders even more than with depression.

Connolly explains, “Some people are just worriers and pass it down.”

The findings of this study imply that the pandemic appears to be driving dramatic

increases in depression and anxiety among students. The extremely severe anxiety level

(43.65%) experienced by almost half of the Grade 10 students, is just a normal response to

a dangerous virus; as one researcher put it, “If you don’t feel anxious, you aren’t paying

attention.” High school students are experiencing “collective trauma” during the

coronavirus outbreak and due to school closures, as they felt disconnected from educators

and classmates (Zalaznick, 2020).

Coping Strategies of Grade 10 Students

during the COVID-19 Pandemic

The study further solicited the coping strategies adopted by Grade 10 students

amidst the pandemic using the brief COPE Inventory developed by Carver (1997). In this

study, the 14 two-item subscales were divided into two groups: Approach and Avoidant.

The average scores for each item in the subscales were computed to obtain the overall mean

score for that specific subscale. In this way, the most common coping strategies practiced

by the students will be determined. Table 2 hereby presents the results of the analysis.
 33

Table 2

COPING STRATEGIES OF GRADE 10 STUDENTS

DURING COVID-19 PANDEMIC

Coping Strategies Mean Score Interpretation Rank

Active coping 2.86 Often 3
Positive reframing 2.62 Often 5
Planning 2.68 Often 4
Approach
Acceptance 3.35 Almost always 1
Emotional support 2.57 Often 6
Instrumental support 2.20 Sometimes 9
Religion 2.44 Sometimes 8
Neither
Humor 1.73 Never 12
Denial 1.41 Never 13
Substance use 1.28 Never 14
Venting 2.16 Sometimes 10
Avoidant
Behavioral disengagements 1.98 Sometimes 11
Self-distraction 3.34 Almost always 2
Self-blame 2.54 Often 7

Acceptance is almost always practiced coping strategy (mean score = 3.35) by the

students as it ranked 1 among the 14 strategies. Most of the time the students have been

accepting the reality of the fact that the pandemic is still happening and that they have been

learning to live with this pandemic. Acceptance of the situation is closely followed by self-

distraction strategy (mean score = 3.34) at rank 2 and is also an almost always practiced

strategy. Though they have accepted and have learned to live with this pandemic, they

keep themselves busy through work or other activities to take their minds off things related

to pandemic. So, in order to think about it less, they resort to activities like watching

movies, K-Drama, TV or Netflix series, reading, daydreaming, sleeping, or online

shopping. On the other hand, students likewise approached the situation differently

through active coping with a mean score = 2.86 (rank 3); here students often concentrate

on efforts and energy on improving and trying to make themselves better while in this
 34

pandemic. Active coping strategy is reinforced by planning at rank 4 (mean score = 2.68),

wherein students often try to come up with strategies and plans on what they can do during

quarantine. They think hard about what steps to take during this pandemic. Parallel to this

strategy is positive reframing at rank 5 (mean score = 2.62). Oftentimes, students have

been trying to see this pandemic in a different light, to make it seem more positive and by

looking for something good with what is happening. Through this positive thinking,

students often seek emotional support (mean score = 2.57, rank 6), comfort and

understanding from friends and family. However, students likewise often sort to self-blame

(mean score = 2.54, rank 7) wherein they have been picking on their insecurities, criticizing

and blaming themselves for things that happened in their lives during the quarantine.

Table 2 further reveals that religion rank 8 (mean score = 2.44) wherein students

sometimes find comfort in spiritual beliefs, praying or meditating during their spare time.

Likewise, students sometimes only seek instrumental support (mean score = 2.20, rank 9)

through advice or help from other people about what they can do for themselves during

this pandemic. Sometimes though, students resort also to venting (mean score = 2.16, rank

10), as they rant about unpleasant feelings to their family and friends or express negative

feelings on Twitter as a way of escape and release. They engaged also in behavioral

disengagements (mean score = 1.98, rank 11); sometimes they have given up attempts to

cope and deal with this pandemic. Finally shown in Table 2 that students never resort to

strategies such as humor (mean score = 1.73, rank 12), denial (mean score = 1.41, rank 13),

and substance use (mean score = 1.28, rank 14).

To further present the coping strategies in a more vivid picture, the bar graph in

Figure 4 follows.
 35

Students' Coping Strategies

Self-blame 2.54
Self-distraction 3.34
Behavioral disengagements 1.98
Venting 2.16
Substance use 1.28
Denial 1.41
Humor 1.73
Religion 2.44
Instrumental support 2.2
Emotional support 2.57
Acceptance 3.35
Planning 2.68
Positive reframing 2.62
Active coping 2.86
0 0.5 1 1.5 2 2.5 3 3.5 4

Figure 4. Students’ Coping Strategies

As depicted in Figure 4, the STEFTI Grade 10 students have reported various

coping strategies to deal with the psychological impact of the pandemic. The coping

mechanisms vary from student to student as individuals respond differently to the same

type of stressor, depending on several different factors including character traits, specific

environment, support networks, and individual life experiences.

In addition, students practiced positive or approach coping strategies such as

acceptance (almost always); and active coping, positive reframing, planning, and

emotional support (oftentimes). On the other hand, there are also negative or avoidant

strategies that students engaged in such as self-distraction (almost always and venting

(often).
 36

Common Coping Strategies of Grade 10 Students

during the COVID-19 Pandemic

From Table 2 and Figure 4 data, one can easily spot that the most common coping

strategies adopted by the STEFTI Grade 10 students during the pandemic are acceptance

and self-distraction. These two strategies are on the opposite sides, as acceptance is a form

of an approach strategy while self-distraction is a form of avoidance. In either way,

students have been adjusting themselves to the situation they are into now like most of the

students worldwide are also doing.

According to Anderssen (2021), in the Globe’s conversations with Canadian

teenagers across the country on how they are coping with the COVID-19 pandemic, there

were some common themes: the challenge of adjusting to disappointment, missing their

friends, worrying about family members getting sick, feeling untethered and uncertain.

They are by no means a scientific sample – many were high-achieving students and school

leaders – but their answers, coming from different parts of the country, were remarkably

consistent and aligned with the resilience research. Trapped at home, they sought purpose

through new hobbies. They leaned heavily on social support from friends and family. They

spoke about learning to make the best of a bad situation, over and over again, with each

new twist in pandemic restrictions.

Correlation between the Mental Health Status of

Grade 10 Students and their Coping Strategies

To make the data collected from this study more meaningful, correlation between

the depression, anxiety, and stress levels of students and their coping strategies were

determined. The results of the statistical analysis using regression are shown in Table 3.
 37

Table 3

RELATIONSHIPS BETWEEN THE GRADE 10 STUDENTS’ LEVEL

OF DEPRESSION, ANXIETY, AND STRESS
WITH THEIR COPING STRATEGIES

Depression Level Anxiety Level Stress Level

COPE Subscales
r value p value r value p value r value p value
Active coping .29b *0.00 .16c *0.03 .08c 0.27
b c c
Emotional support .34 *0.00 .14 *0.04 .24 *0.00
Instrumental support .05c 0.48 .12c 0.09 .10c 0.17
c c c
Positive reframing .00 0.98 .09 0.20 .09 0.21
c c c
Planning .02 0.80 .13 0.07 .24 *0.00
Acceptance .05c 0.47 .12c 0.11 .01c 0.84
c c c
Self-distraction .05 0.45 .04 0.55 .02 0.74
Denial .03c 0.72 .04c 0.57 .17c *0.02
Substance use .04c 0.55 .00c 0.95 .03c 0.67
b c
Behavioral disengagement .37 *0.00 .23 *0.00 .28b *0.00
Venting .27b *0.00 .45b *0.00 .34b *0.00
a b a
Self-blame .67 *0.00 .49 *0.00 .54 *0.00
Religion .22c *0.00 .08c 0.28 .00c 0.94
c c c
Humor .01 0.84 .01 0.83 .06 0.41
a = Moderate correlation b = weak correlation c = No correlation

*Significant at 0.05 level

It can be gleaned from the table that depression has a moderate significant positive

correlation to self-blame (r=.67, p<0.05), weak significant positive relationship with

venting (r=.27, p<0.05), behavioral disengagement (r=.37, p<0.05), active coping (r=.29,

p<0.05), and emotional support (r=.34, p<0.05). This means that students are engaged in

these coping strategies to cope with depression, however; self-blame, venting, and

behavioral disengagements are maladaptive strategies that may have led to an increase in

depression levels. On the other hand, the use of active coping and emotional support as

coping mechanisms may decrease depression levels of students. “Active coping” is defined

as a problem-focused coping. It is called actively attempting to eliminate the stressor or the

improving the effects caused by the stressor. “Active coping” involves the processes of

initiating the action directly, increasing effort, and trying to manage the coping attempt
 38

gradually. Whereas, seeking emotional support as an emotion-focused coping might as

well help lower depression levels through emotional dependence on students’ significant

social circle when they have to deal with stressors during the pandemic. Furthermore,

Table 3 shows religion (r=.22, p<0.05), positive reframing, planning, instrumental support,

acceptance, denial, self-distraction, substance use and humor had no correlation to combat

depression felt by the Grade 10 students.

It can be seen further in Table 3 that only venting (r=.45, p<0.05) and self-blame

(r=.49, p<0.05) are found to have positive significant correlation with anxiety. Venting of

emotions is when a person reveals his/her emotions by focusing on stress or frustration

experienced. This coping strategy can sometimes be functional, and sometimes focusing

on these emotions for a long time can make it difficult to adapt. Focusing on stress can

distract one from active coping. Hence, this coping strategy might increase anxiety levels.

Self-blame is a cognitive process in which an individual attributes the occurrence of a

stressful event to oneself. The direction of blame often has implications for individuals’

emotions and behaviors during and following stressful situations. Self-blame is one of the

most toxic forms of emotional abuse. It amplifies ones perceived inadequacies, whether

real or imagined, and paralyzes oneself before he/she can even begin to move forward.

Hence, self-blame and venting tended to have a negative effect on a person’s mental health

increasing anxiety levels. The rest of the 12 coping strategies had no relationship on coping

with the anxiety levels of the students.

Finally, Table 3 presents that self-blame (r=.54, p<0.05), venting (r=.34, p<0.05)

and behavioral disengagement (r=.28, p<0.05) are significantly and positively correlated

with stress. The more the students engaged to these maladaptive coping strategies, the more
 39

their stress levels will elevate. These students who resort to these coping, rather choose to

respond to stressors more autonomously, either because of a lack of interpersonal skills to

ask for help or because they feel they do not have this social support or because they feel

the advantages of seeking help are outweighed by the disadvantages.

The findings of the current study may yield similar results to different studies in the

literature suggesting that those who do not have emotional problems such as anxiety and

depression use coping attitudes better than those with emotional problems.

Hence, the null hypothesis stated in this study that there is no significant

relationship between the coping strategies and mental health status of Grade 10 students is

rejected in terms of the following: depression with active coping, behavioral

disengagement, venting and self-blame; anxiety with venting and self-blame; and stress

with behavioral disengagement, venting and self-blame; while the null hypothesis is

accepted in all other variables.

 40

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusions derived, and the

recommendations based on the results of the study.

Summary of Findings

After careful and thorough analysis and interpretation of the data collected from the

survey, the following are the important findings:

1. The Grade 10 students of STEFTI have moderate to extremely severe depression

and anxiety levels (71.27% and 87.85%; respectively) and normal to moderate stress levels

(50.28%).

2. Students practiced adaptive or approach coping as well maladaptive or avoidant

coping strategies. Approach strategies such as acceptance is almost always practiced (mean

= 3.35) and active coping (mean = 2.86), positive reframing (mean = 2.62), planning (mean

= 2.68), and emotional support (mean = 2.57) are oftentimes practiced. On the other hand,

the avoidant strategies that students engaged are self-distraction which is almost always

practiced (mean = 3.34) and oftentimes self-blame (mean = 2.54).

3. The most common coping strategies adopted by the students are acceptance and

self-distraction which belong to the adaptive and maladaptive types; respectively.

4. There is positive significant correlations between depression and active coping,

behavioral disengagement, venting and self-blame; anxiety with venting and self-blame;

and stress with behavioral disengagement, venting and self-blame.

 41

Conclusions

Based on the findings of the study, the following conclusions are hereby derived:

1. The mental health of the Grade 10 students of STEFTI in terms of depression

and anxiety levels are alarming, the more students are anxious of themselves and of

everything that is happening around them, the more depressed they will become.

2. Students have shown to practice more adaptive coping strategies to combat with

their depression, anxiety and stress; however; self-distraction and self-blame can only

aggravate their mental health status.

3. The significant positive relationships of venting, self-blame and behavioral

disengagements to combat depression, anxiety, and stress experienced by the students

during this pandemic actually do not help them at all.

Recommendations

Based on the findings and conclusions of the study, the following recommendations

are hereby offered:

1. Since the levels of depression and anxiety of the students are moderate to

extremely severe, the school as well as parents may offer mental health seminars or

programs to help students lessen their depression and anxiety.

2. The school administrators may suggest to students and parents adaptive coping

strategies that may help them combat the mental health problems encountered during this

pandemic.

3. Other factors may be included in further study that could pinpoint factors

affecting the extremely severe anxiety and depression levels of students such as

demographic profile of students and their parents.

 42

4. This DAS study may include all other year and grade levels of the STEFTI

community in order to have an overall view of the mental health of all students or perhaps

including the employees and faculty of STEFTI.

 43

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Nagy, G. A., Hish, A., Fang, C., Nicchitta, C., Dzirasa, K., & Rosenthal, M. Z. (2020, June
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Nurunnabi, M., Hossain, S., Chinna, K., Sundarasen, S., Khoshaim, H., & Kamaludin, K. et al.
(2020). Coping strategies of students for anxiety during the COVID-19 pandemic in China:
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Paulin, R.. (2020). Philippines: Indigenous Peoples will die of hunger not with COVID-19, govt
urged for urgent action to deliver socio-economic relief – Asia Indigenous Peoples Pact.
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die-hunger-covid-19-govt-urged-urgent-action-deliver-socio-economic-relief/

Rappler (2020, March 19). Tacloban City under community quarantine starting March 21.
https://r3.rappler.com/nation/255093-tacloban-city-community-quarantinecoronavirus

Selva, J. B. (2020, September 1). How to Identify and Reduce Stress in Your Life (+Checklist).
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Study looks at importance of coping skills during hospital stays. (n.d.). ScienceDaily.
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 45

ing%20patterns%20are%20important%20because,the%20demand%20of%20a%20stress
or.%22
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(2020). Psychological impact of COVID-19 pandemic in the Philippines. Journal of
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(2021). Retrieved 16 March 2021, from
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https://explorable.com/theories-of-coping

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Zalaznick, Matt (2020). What a new survey says about students’ mental health.
https://districtadministration.com/high-school-students-mental-health-depression-online-
learning-coronavirus-covid/

B. Journals / Journal Articles

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based approach. Journal of Personality and Social Psychology, 56, 267–83.
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e00351.
 46

Erick T. Baloran (2020) Knowledge, Attitudes, Anxiety, and Coping Strategies of Students during
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Fegert, J., Vitiello, B., Plener, P., & Clemens, V. (2020). Challenges and burden of the Coronavirus
2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to
highlight clinical and research needs in the acute phase and the long return to normality.
Child and Adolescent Psychiatry and Mental Health, 14(1). DOI: 10.1186/s13034-020-
00329-3

Grubic, N., Badovinac, S., & Johri, A. M. (2020). Student mental health in the midst of the
COVID-19 pandemic: A call for further research and immediate solutions. International
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(2020, August 6). The New England Journal of Medicine.
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Roy, D., Tripathy, S., Kar, S., Sharma, N., Verma, S., & Kaushal, V. (2020). Study of knowledge,
attitude, anxiety & perceived mental healthcare need in Indian population. During COVID-
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Shahmohammadi, N. (2011). Students coping with Stress at High School Level Particularly at 11th
and 12th Grade. Procedia – Social and Behavioral Sciences.
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Rehabilitation Psychology, 59(4), 407–414. https://doi.org/10.1037/rep0000013

Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine Teachers’ Practices to Deal with
Anxiety amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579.
https://doi.org/10.1080/15325024.2020.1759225
 47

Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J. G., Reyes, P. W. C., Kuruchittham, V., & Ho,
R. C. (2020, December 1). Psychological impact of COVID-19 pandemic in the Philippines
PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7444468/

Tee, Michael L., Cherica A Tee , Joseph P Anlacan , Katrina Joy G Aligam , Patrick Wincy C
Reyes4, Vipat Kuruchittham , Roger C Ho (2020). Psychological impact of COVID-19
pandemic in the Philippines. J Affect Disord. 1;277:379-391. Doi:
10.1016/j.jad.2020.08.043. Epub 2020 Aug 24.

Wang H, Xia Q, Xiong Z, Li Z, Xiang W, Yuan Y, et al. The psychological distress and coping
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general mainland Chinese population: A web-based survey. PloS One 2020;15:e0233410

Ye Z, Yang X, Zeng C, Wang Y, Shen Z, Li X, et al. Resilience, social support, and coping as
mediators between COVID-19-related stressful experiences and acute stress disorder
among college students in China. Appl Psychol Health Well Being 2020;12:1074– 94

Younas, A. (2016, April 1). Levels of Stress and Coping Strategies Used by Nursing Students in
Asian Countries: An Integrated Literature Review. (PDF) Levels of Stress and Coping
Strategies Used by Nursing Students in Asian Countries: An Integrated Literature Review.
Retrieved November` 23, 2020, from
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e_Review

Zhang, C. M. D., Ye, M. P. D., Fu, Y. M. D., Yang, M. M. D., Luo, F. M. D., Yuan, J. M. D., &
Tao, Q. P. D. (2020, December 1). The Psychological Impact of the COVID-19 Pandemic
on Teenagers in China. Science Direct.
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C. Books

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in the Philippines. In Brain Trust, Inc. https://docs.wfp.org/api/documents/WFP-
0000015508/download/

Coping Strategies – an overview | ScienceDirect Topics. (2021). Retrieved 16 March 2021, from
https://www.sciencedirect.com/topics/medicine-and-dentistry/coping-strategies

Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic:
Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440.
https://doi.org/10.1016/j.childyouth.2020.105440

Ehlers, A., & Clark, D. M. (2000). A cognitive model of posttraumatic stress disorder. Behaviour
Research and Therapy, 38(4), 319–345. https://doi.org/10.1016/s0005-7967(99)00123-0
 48

Lazarus, R. S. (1993). From Psychological Stress to the Emotions: A History of

Changing Outlooks (1-22 ed., Vol. 44). Annual Review of Psychology.
https://doi.org/10.1146/annurev.ps.44.020193.000245

MacArthur, J. D., & MacArthur, K. (n.d.). MacArthur SES & Health Network | Research.
MacArthur | Research Network on SES & Health. Retrieved November 25, 2020, from
https://macses.ucsf.edu/research/psychosocial/coping.php

D. Articles

De Guzman, M. J., & Pastor, C. K. (2020, March 21). Business Administration Students’ Skills
and Capability on Synchronous and Asynchronous Alternative Delivery of Learning.
Asian Journal of Multidisciplinary Studies, 3(1).
https://asianjournal.org/online/index.php/ajms/article/view/208

Freire, C., del Mar Ferradas, M., Regueiro, B., Rodriguez, S., Valle, A., & Nuñez, J. C. (2020,
May 19). Coping Strategies and Self-Efficacy in University Students: APerson-Centered
Approach. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.00841

Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2020). Emotional responses and coping strategies
in nurses and nursing students during Covid-19 outbreak: A comparative study. PLOS
ONE, 15(8), e0237303. https://doi.org/10.1371/journal.pone.0237303
https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0237303

World Health Organization. (2020, March 18). Mental health and psychosocial considerations
during the COVID-19 outbreak. WHO. https://www.who.int/docs/default-
source/coronaviruse/mental-healthconsiderations.pdf

E. Policy Notes

De Walque, D., Friedman, J., Gatti, R., & Mattoo, A. (2020). How Two Tests Can Help Contain
COVID-19 and Revive the Economy. In How Two Tests Can Help Contain COVID-19
and Revive the Economy. https://doi.org/10.1596/33583

F. Studies

Pancani, L., Marinucci, M., Aureli, N., & Riva, P. (2020, April 5). Forced social isolation and
mental health: A study on 1006 Italians under COVID-19 lockdown.
https://doi.org/10.31234/osf.io/uacfj

G. Study Records

Lai, A. Y. (2020, April 28). The Psychological Impact of the COVID-19 on Students.
ClinicalTrials.gov. https://clinicaltrials.gov/ct2/show/NCT04365361
 49

Loades, M. E., Chatburn, E., Higson-Sweeney, N., Reynolds, S., Shafran, R., Brigden, A., Linney,
C., McManus, M. N., Borwick, C., & Crawley, E. (2020). Rapid Systematic Review: The
Impact of Social Isolation and Loneliness on the Mental Health of Children and
Adolescents in the Context of COVID-19. Journal of the American Academy of Child and
Adolescent Psychiatry, 59(11), 1218–1239.e3. https://doi.org/10.1016/j.jaac.2020.05.009

Zhou, SJ., Zhang, LG., Wang, LL. Et al. Prevalence and socio-demographic correlates of
psychological health problems in Chinese adolescents during the outbreak of COVID-
19. Eur Child Adolesc Psychiatry 29, 749–758 (2020). https://doi.org/10.1007/s00787-
020-01541-4

H. Newspapers

Punay, Edu (2019). 3.3 million Pinoys suffer from depression. The Philippine Star. August 29,
2019. https://www.philstar.com/headlines/2019/08/29/1947360/33-million-pinoys-suffer-
depression
 50

APPENDICES
 51

APPENDIX B

SURVEY QUESTIONNAIRE

Mental Health and Coping Strategies of Grade 10 STEFTI

Students on the Psychological Impact of COVID-19

Name of Respondent: _____________________ Section: ____________

Part I. Psychological Well-Being of the Respondents

(adopted from Lovibond, S.H. & Lovibond, P.F. (1995). Manual for the Depression
Anxiety Stress Scales. (2nd. Ed.) Sydney: Psychology Foundation.)

Directions: Please read each statement and select a number 0,1,2, or 3 which indicates
how much the statement has applied to you during pandemic. There are no right or wrong
answers.
The rating scale is as follows:
0 - Did not apply to me at all - NEVER
1 Applied to me to some degree- SOMETIMES
2 Applied to me to a considerable degree- OFTEN
3 Applied to me very much, or most of the time - ALMOST ALWAYS

1.I find it hard to wind down.

0 - Never 1- Sometimes 2- Often 3 -Almost Always

2.I am aware of the dryness of my mouth.

0 - Never 1- Sometimes 2- Often 3 -Almost Always

3.I can’t seem to experience any positive feeling at all.

0 - Never 1- Sometimes 2- Often 3 -Almost Always

4.I am experiencing difficulty in breathing (e.g., excessive rapid breathing, breathlessness

in the absence of physical exertion).
0 - Never 1- Sometimes 2- Often 3 -Almost Always

5.I find it difficult to work up the initiative to do things.

0 - Never 1- Sometimes 2- Often 3 -Almost Always

6. I tend to overreact to situations.

0 - Never 1- Sometimes 2- Often 3 -Almost Always

7.I am experiencing trembling (e.g., in the hands).

0 - Never 1- Sometimes 2- Often 3 -Almost Always
 52

8. I feel that I am using a lot of nervous energy. 3 -Almost Always

0 - Never 1- Sometimes 2- Often

9. I feel that I have nothing to look forward to.

0- Never 1-Sometimes 2-Often 3-Almost Always
10. I find myself getting agitated.
0- Never 1-Sometimes 2-Often 3-Almost Always
11. I find it difficult to relax.
0- Never 1-Sometimes 2-Often 3-Almost Always
12. I am feeling down-hearted and blue.
0- Never 1-Sometimes 2-Often 3-Almost Always
13. I am worried about situations in which I might panic and make a fool of myself.
0- Never 1-Sometimes 2-Often 3-Almost Always
14. I am intolerant of anything that keeps me from getting on with what I am doing.
0- Never 1-Sometimes 2-Often 3-Almost Always
15. I feel that I am close to panicking.
0- Never 1-Sometimes 2-Often 3-Almost Always
16. I am unable to become enthusiastic about anything.
0- Never 1-Sometimes 2-Often 3-Almost Always
17. I fell that I am not worth much as a person.
0- Never 1-Sometimes 2-Often 3-Almost Always
18. I feel that I am rather touchy.
0- Never 1-Sometimes 2-Often 3-Almost Always
19. I am aware of the beating rate of my heart in the absence of physical exertion (e.g.,
sense of heart increase, heart missing a beat).
0- Never 1-Sometimes 2-Often 3-Almost Always
20. I feel scared without any good reason.
0- Never 1-Sometimes 2-Often 3-Almost Always

21. I feel that life is meaningless.

0- Never 1-Sometimes 2-Often 3-Almost Always

Part II. Coping Strategies Adopted During the COVID-19 Pandemic

Directions: These items deal with how you are coping with the struggles that the COVID-
19 pandemic has brought. Please read each statement carefully and select a number which
indicates how much the statement has applied to you during the pandemic. There are no
right or wrong answers.

1. I've been keeping myself busy through work or other activities to take my mind off things
during the pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

2. I've been concentrating my efforts and energy on improving myself during the pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

3. I keep telling myself that “this pandemic isn't real".

 53

1-Never 2-Sometimes 3-Often 4-Almost Always

4. I've been using alcohol to make myself feel better in this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

5. I've been getting emotional support from friends and family during this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

6. I've given up trying to deal with this pandemic.

1-Never 2-Sometimes 3-Often 4-Almost Always

7. I've been trying to make my situation better while I’m in this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

8. I've been refusing to believe that this pandemic is happening.

1-Never 2-Sometimes 3-Often 4-Almost Always

9. I've been ranting about my unpleasant feelings to my family and friends or on twitter as
a way of escape and release.
1-Never 2-Sometimes 3-Often 4-Almost Always

10. I’ve been getting help and advice from other people while I’m in this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

11. I've been using alcohol or other drugs to help me get through this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

12. I've been trying to see this pandemic in a different light, to make it seem more
positive.
1-Never 2-Sometimes 3-Often 4-Almost Always

13. I’ve been picking on my insecurities and criticizing myself throughout quarantine.
1-Never 2-Sometimes 3-Often 4-Almost Always

14. I've been trying to come up with strategies and plans on what I can do during this
quarantine.
1-Never 2-Sometimes 3-Often 4-Almost Always

15. I've been getting comfort and understanding from friends and family.
1-Never 2-Sometimes 3-Often 4-Almost Always

16. I've given up my attempts to cope with this pandemic.

1-Never 2-Sometimes 3-Often 4-Almost Always

17. I've been looking for something good with what is happening during this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always
 54

18. I've been making jokes about the pandemic and sharing memes.
1-Never 2-Sometimes 3-Often 4-Almost Always

19. I've been doing something to think about it less, such as watching movies K-Drama,
TV or Netflix series, reading, daydreaming, sleeping, or online shopping.
1-Never 2-Sometimes 3-Often 4-Almost Always

20. I've been accepting the reality of the fact that the pandemic is still happening.
1-Never 2-Sometimes 3-Often 4-Almost Always

21. I've been expressing my negative feelings.

1-Never 2-Sometimes 3-Often 4-Almost Always

22. I've been trying to find comfort in my religion or spiritual beliefs.

1-Never 2-Sometimes 3-Often 4-Almost Always

23. I’ve been trying to get advice or help from other people about what I can do for myself
during this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

24. I've been learning to live with this pandemic.

1-Never 2-Sometimes 3-Often 4-Almost Always

25. I've been thinking hard about what steps to take during this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

26. I’ve been blaming myself for the things that happened in my life during this pandemic.
1-Never 2-Sometimes 3-Often 4-Almost Always

27. I've been praying or meditating in my spare time.

1-Never 2-Sometimes 3-Often 4-Almost Always

28. I've been making fun of the situation.

1-Never 2-Sometimes 3-Often 4-Almost Always

Brief Cope Scoring Procedure

The responses are coded in the following manner across all statements:
1= I haven’t been doing this at all
2= I’ve been doing this a little bit
3= I’ve been doing this a medium amount
4= I’ve been doing this a lot
Self-Distraction Cope1 + Cope19
Active Coping Cope2 + Cope7
 55

Denial Cope3 + Cope8

Substance Use Cope4 + Cope11
Use of Emotional Support Cope5 + Cope15
Use of Instrumental Support Cope10 +Cope23
Behavioral Disengagement Cope6 + Cope16
Venting Cope9 + Cope21
Positive Reframing Cope12+ Cope17
Planning Cope14+ Cope25
Humor Cope18+ Cope28
Acceptance Cope20 +Cope24
Religion Cope22+ Cope27
Self-Blame Cope13 +Cope26

Validated by:

ANNA LYNNE C. PALAMI

Field Expert
 56

APPENDIX C

GROUP 5- GENTLENESS GANTT CHART

ACTIVITY Nov DEC JAN FEB MAR APR

2 3 4 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
CHAPTER I
Making the Background of the Study
Formulation of Specific and General Problem
Formulation of Chapter 1 for Title Defense
Group Discussion on Chapter 1 for Title Defense
Title Defense
Chapter 1 Revisions
Making of our schedule
Finalizing Chapter 1
CHAPTER II
Making of Individual RRL
Defense/Recitation of Individual RRL
Compiling and Summarizing of RRL and RRS
Finalizing of Chapter 2
CHAPTER III
Formulation of Questionnaire
Validation of Questionnaire
Finalization of Questionnaire
Formulation of Communication Letter
Distribution of Communication Letter
Dry run of final Questionnaire
Formulation of Chapter 3
Finalization of Chapter 3
Defense of Chapters 1-3
CHAPTER IV
Permit to Conduct Research
Parents’ Consent
Gathering Data
Organization and Tallying of Data
Analysis of Data
Summarization of Data
Formulation of Chapter 4
Finalization of Chapter 4
CHAPTER V
Formulation of Summary
Formulation of Conclusion
Formulation of Recommendations
Finalization of Chapter 5
Finalization of References
Formulation of Appendices
Final Defense of Research Paper
Formulation of Abstract
Signing of Approval Sheets
Finalization of Research Paper
Printing of Final Research Paper
Bookbinding of Final Research Paper
Submission of Final Research Paper
57