The Effects of Social Support on coping

with Stress to Junior High School Students

Eastern Bacoor National High School

List of Researchers

Dabocol, Victor C.

Dulinayan, Charina N.

Hernandez, Jakob

Lumpas, Jhuvelle V.

Macaraeg, Althea S.

Salgado, Jamie B.

Saquilon, Andrea S.

Tate, Katy M.

Tolentino, Euricoe B.

Vergara, Fatima P.
 Abstract

This study will contribute to our knowledge and understanding of the function of social

support in assisting individuals to manage stress. We conducted a survey to determine

the effect of social support from family, friends, and teachers on the stress-reduction

strategies applied by junior high school students. One hundred fifty-three study

participants participated in the study. Students who received social support were more

likely to use active coping strategies, such as problem-solving, and less likely to abstain

from substance use. In addition, social support has been demonstrated to be an

essential factor that assists individuals in coping with stress. Social support not only

helps humans remain less angry but it also has the potential to enhance their well-being

and decrease their risk of death. Therefore, it is essential to provide students with

sufficient social support so that they can effectively manage their tension.

This study emphasizes the importance of social support in shaping coping strategies

among junior high school pupils. The findings highlight the significance of promoting

supportive environments within schools and communities in order to improve students'

stress management skills. The implications of this study can contribute to the

development of targeted interventions and support programs aimed at enhancing the

coping skills and overall well-being of students during the crucial adolescent years. It is

recommended that additional research investigate the long-term effects of social

support on stress management and potential mediators and moderators of this

relationship.

ACKNOWLEDGEMENT

Throughout the entirety of this research project, We would like to express our deepest

thanks to Mrs. Marivic M. Bagaporo, our Research Teacher as well as our very personal

adviser, for her guidance, support, and knowledge. Her perceptive critique and uplifting

words played a significant role in determining the content of this project as well as its

overall excellence.

We would also want to take this opportunity to thank all of the participants for the time

and effort that they put into this research project, as well as for sharing their insights

and experiences with us. Their openness to participate in surveys, interviews, and

experimentation allowed for the collection of essential data that served as the basis for

this investigation.

We are also thankful to our classmates and friends who provided support in the form of

communication through feedback, helpful suggestions, and who volunteered their

assistance. Their observations and recommendations were of considerable help in

developing and improving the quality of this research.

We would like to express our gratitude to the members of the staff at our school,

Eastern Bacoor National High School, who assisted with administrative tasks, logistical

support, and technical assistance. Their dedication and professionalism were invaluable

in ensuring a smooth research process.

Lastly, We would like to convey our deepest gratitude to our close friends and family

members for their consistent support, encouragement, and understanding throughout

every step of this research project. Their unwavering belief in me and their patience

during the challenging times have been a constant source of motivation.

This investigation would not have been possible without the help and contributions

made by those named above and organizations. We are grateful to them for their

participation in this project as well as the assistance they provided in seeing it through

to completion.

DEDICATIONS
In recognition to our parents' unwavering support, encouragement, and sacrifices

throughout our academic journey, whose dedication and belief in our abilities have been

instrumental in our pursuit of knowledge.

The willingness of the junior high school students who engaged in this study to share

their experiences and thoughts on coping with stress is admirable. Thank you for taking

part in this research. Because of your commitment and transparency, we now have a

much better knowledge of how the presence of social support can help adolescents

successfully navigate the problems that come with adolescence. This study is conducted

in your honor with the sincere intention that its findings will contribute to the

development of youth-friendly environments that promote resiliency and well-being in

young people.

TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgement iii

Dedication iv

List of Tables v

Chapter 1 THE PROBLEM AND ITS BACKGROUND

 Introduction 1

Background of the Study 2

Statement of the Problem 3

Significance of the Study 6

Scope and delimitation 7

Definition of terms 9

Chapter 2 REVIEW OF RELATED LITERATURE

Related Literature 10

Chapter 3 METHODOLOGY

Research Design 13

Respondents of the study 14

Sampling Technique 14

Research Instruments 15

Data Collection 15

Ethical Considerations 16

Chapter 4 RESULTS AND DISCUSSION

Results and Discussion 16

Chapter 5 SUMMARY OF FINDINGS, CONCLUSION, AND,

RECOMMENDATION

Summary of Findings 28

Conclusion 29

Recommendation 30

BIBLIOGRAPHY 30

CHAPTER – I

INTRODUCTION

Social support is a crucial factor in helping individuals cope with stress. Stress is a

common experience among students, whether it be academic, personal, or social. Social

support can come in various forms, including emotional support, instrumental support,

informational support, and appraisal support.

Emotional support refers to the provision of empathy, love, trust, and caring to

individuals facing stressful situations. Instrumental support involves providing concrete

assistance or resources to individuals dealing with stress. Informational support entails

providing information or advice that can help.

individuals cope with stressful situations. Finally, appraisal support involves providing

feedback to individuals on how well they are coping with stress.

Research has shown that social support can be beneficial to students in coping with

stress. One study found that students who reported higher levels of social support had

lower levels of perceived stress and fewer stress-related health problems. Additionally,

students who received social support were more likely to use active coping strategies,

such as problem-solving, and were less likely to use avoidance strategies, such as

substance use.

The source of social support can come from various places, including family, friends,

peers, and teachers. Studies have shown that students who receive social support from

teachers tend to have lower levels of stress than those who do not receive such

support. Additionally, social support from peers has been found to be particularly

beneficial for students facing academic stress.

Social support plays an important role in helping students cope with stress. Emotional

support, instrumental support, informational support, and appraisal support can all be

beneficial. The source of social support can come from various places, including family,

friends, peers, and teachers. It is important to provide students with adequate social

support to help them effectively cope with the stress they experience.
Background of the Study

The stage of life known as adolescence is characterized by sudden shifts in physical

appearance, emotional state, and mental capacity. During this time period, junior high

school adolescents experience rising academic responsibilities, increasing pressures

from other people, more becoming aware of identity, and increased the expectation for

the future, all of which can lead to increased levels of stress. Their health and academic

achievement depend on their capacity for productively coping with the pressures and

demands placed on them. Social support, which can be described as the provision of

emotional, informational, or instrumental assistance from other people, has been

acknowledged as an essential resource for those who are going through stressful times.

Previous studies have shown that having social support is one of the most important

factors in reducing levels of stress and promoting healthy coping techniques among a

variety of population groups. However, just a few research have particularly investigated

the benefits of social support on how junior high school pupils cope with stress. For the

purpose of establishing age-specific interventions and support systems, it is essential to

have an understanding of the impact that social support has on coping methods

performed by individuals within this particular age group.

Statement of the Problem

Junior High School students face a lot of stress when it comes to academic, social, and

personal lives. Coping with stress can be indeed challenging and this may cause

negative consequences on their mental health and well-being. Social support has a big

impact and has also shown to be an important factor that helps individuals to cope with

stress. Although, the effects of social support in coping with stress for Junior High

School students remain unclear. Therefore, this study's goal is to investigate the effect

of social support on coping with stress for Junior High School students. Specifically, the

study will address the following research questions :

How does stress impact our relationship with people and academic performance?

Why is social support very essential in our daily lives and how can social support help us

to cope with stress?

What are the long-term effects of social support on stress-related disorders and overall

well-being?

By answering these research questions, this study's focus is to contribute to our

knowledge and understanding of the role of social support in coping with stress in

junior high school students, to provide insights for educators, counselors, and parents
when it comes to supporting the mental health and well-being of junior high school

students.

Formulation of Hypothesis

Students in junior high school who receive a greater amount of social support from their

classmates, friends, teachers, and family members will exhibit better coping

mechanisms and experience lower levels of stress than those who receive a lesser

amount of social support.

In times of need, others provide emotional, informational, and material support through

social support. It acts as a protective factor, reducing the negative effects of stress and

enhancing individuals' coping abilities. Students in junior high school, who frequently

encounter a variety of stressors including academic pressures, relationships with others,

and personal challenges, may benefit greatly from social support.

The hypothesis believes that students with access to a strong support network will

exhibit more effective coping mechanisms in response to stressors. The presence of

supportive friends, family members, teachers, and mentors can provide emotional

validation, guidance, and practical support, which all contribute to stress reduction and

the development of creative ways to cope.

Null Hypothesis:

Based on the questions posed by the researchers and the subsequent insightful claims

made in response to these issues, the following statements are made:

ho: Social support has no significant impact in coping with stress to Junior High School

Students.

ho: Stress-related disorders could only be helped by experts and not by Social Support.

Significance of the Study

The results of lots of research on social support as a component that reduces the

effects of stress are fairly startling. Here's additional information regarding the

connection among interpersonal interactions and the impacts that anxiety has on your

psychological and physical well-being. Social support not only helps humans remain less

stressed out, but it also has the potential to improve their well-being and lower their

mortality risk.

Social support can significantly reduce your stress levels and the negative effects that

stress has on your physical and mental health.

It could take some work to cultivate a group of encouraging friends, but the rewards for

your general state of health and wellness make the effort worthwhile. Therefore, it is

essential for both you and the people you love to build trustworthy connections in your

life. Additionally, you can learn some techniques for developing connections with others

as a stress reliever.

According to research, those who receive a lot of social support appear to be more able

to handle difficult circumstances. Additionally, they experience stress less intensely and

react to stressors in life less physiologically. Maybe with your pal in the car, the busted

transmission doesn't seem quite as catastrophic. Or perhaps bringing along a sibling or

lover makes an otherwise onerous task seem more like an adventure.

Scope and Delimitation

Scope:

In this study, the effects of social support on stress management among junior high

school students are examined. It attempts to ascertain how social support from family,

friends, and teachers can affect the stress-reduction strategies used by junior high

school students.
Delimitations:

Junior high school students will be the only participants in the study.

The study will concentrate on stressors connected to family problems, social

interactions, and academic pressures.

The study will solely look at how family, friends, and teachers may help people cope

with stress.

The study will not examine how personal characteristics, such as personality traits or

coping mechanisms, may moderate the link between social support and stress

management.

Due to the fact that data will only be gathered once, the study will not look at the

long-term impact of social support on stress coping.

We may learn to support one another determined by social support at this time, and we

can also realize how much each of us is valued here. Social support will allow us to

broaden our thoughts.

In addition this may be where we can find solutions to our issues, particularly if our

current tasks are stressing us out.

Among the things which can assist us when we are feeling down on ourselves is social

support, and it is here that we can complete the cooperation of our people. Let's all
educate how to prove fair and let's not assume that our tasks must be fulfilled alone by

ourselves. Always keep in mind that social support might be our best resource.

Additionally, social assistance is something that can be provided with it to reassure your

thoughts, colleagues, and acquaintances, so that we'll avoid giving up in the unwelcome

situations we experience when we are alone. However, let's always keep in mind that

psychological encouragement can help one become secure with oneself, and at all

times, let's understand that we shouldn't simply offer things to anyone. Allow us to keep

our relationship with one another healthy, and let's refuse to give up when there is

every challenge in our everyday lives nowadays. Together, we can learn how to take

responsibility for ourselves and one another so that we're able to be there for one

another for the remainder of the day.

Definition of Terms

Social Support:

Social support is the perception and actuality that one is cared for, has assistance

available from other people, and is part of a supportive social network. It includes

emotional support, informational support, and tangible support.

Coping:
Coping refers to the cognitive and behavioral efforts made to manage specific external

and/or internal demands that are perceived as taxing or exceeding one's resources.

Coping strategies can be either problem-focused or emotion-focused.

Stress:

Stress is a state of mental or emotional strain or tension resulting from adverse or

demanding circumstances. Stress can be caused by a variety of external and internal

factors, including environmental stressors, personal stressors, and physiological

stressors.

CHAPTER – II

REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies which the researchers found

relevant to the study undertaking.

Related Studies:

Local

The COVID-19 outbreak had a huge impact in our lives especially it was hard

connecting to people such as our friends, families that are far from us, and significant

others. The Academic year 2020-2021 in Cordillera where Lance Layugan, Ann Kiwang,

and Karryl Ngina studied the stress, anxiety, depression levels and their coping

mechanisms. A population-based online survey with open-ended questions was used to

examine how stress, anxiety, and depression affected teachers and students. The

results showed that during the first six months of the epidemic, both teachers and

pupils had more negative emotions, which subsided during the following six months..

Academic challenges, boredom, a lack of routine, and a lack of resources are the

biggest stressors for students. Agitation and panic episodes were among the symptoms

of anxiety. Students tried to cope by using technology, internet, and sleep.

Researchers predicted that perceived social support from family and acquaintances

would mitigate the effect of perceived stress on students' academic motivation.

Participating in this cross-sectional study, Filipino undergraduates completed a four-part,

self-administered questionnaire that included scores on perceived stress, academic

motivation, and perceived social support from family and acquaintances. The regression

and moderation analyses revealed that perceived stress negatively predicts academic

motivation, while perceived social support from family and acquaintances did not

mitigate the relationship between perceived stress and academic motivation. In spite of

this, the findings revealed that perceived social support from family and acquaintances

had a direct and substantial effect on academic motivation. The findings of this study

are consistent with prior research on small-scale academic motivation and social

support from family and peers.

Foreign
The first person that an individual interacts with as soon as they open their eyes in this

world as a socio-cultural being are their family, hence it can be argued that social

development starts with the family, according to Bayin and Ümit. Students might think

that it can be hard to cope up with stress but if they understand how social support

works, which is seen as a protection shield against problems, evaluate the negatives

experienced by individuals in a healthy way, and continue their social relationships with

this perspective where rapid emotional transformation and development take place.

The National Cancer Institute's Dictionary of Cancer's definition of social support is “A

network of family, friends, neighbors, and community members that is available in times

of need to give psychological, physical, and financial help.” A study made by

where he observed the undergraduate students from the University of Ghana who were

affected by social support from family, friends, and significant others. Surveys made by

Samuel Osei- Boadi tend to measure social support, sadness, anxiety, and stress were

given to a representative sample of students from all levels. Further investigation

revealed that there are appreciable sex differences in the degrees of stress, anxiety, and

depression. However, pupils' academic performance had a substantial impact on their

degree of sadness but not their levels of anxiety or stress.

Previous research has shown that student participation in the classroom is linked to

better graduation trajectory, that social support fosters student engagement, and that

school belonging may act as a mediating factor in these relationships. Therefore, the
relationship between social support and academic involvement was explored, with the

role of belonging as a mediator. According to the results of hierarchical multiple

regression analyses, parental support was directly correlated with academic success,

whereas peer and teacher support was mediated by academic activity at school. Results

show how important membership to a school is for encouraging academic interest in

relation to social support. According to research, positive interactions between peers,

parents, and teachers benefit students' educational experiences and encourage kids'

involvement. Therefore, it is not surprising that someone's growth is influenced by the

kind of support they receive from important persons in these many social

circumstances. This is especially crucial during adolescence, when social connections

shape young people's experiences in significant ways.

According to Jingyi Wang those people who receive low levels of social support are

more prone to have mental health disorders such as depression, anxiety and bipolar

disorder. On the other hand, Birtel used a meditation analysis on how social support

could enhance the sleep quality of a person who has a substance abuse disorder. This

suggests that perceived social support that is conducive to lowering self-stigma may

have therapeutic effects by improving sleep quality in people with substance use

disorders. It was found that self-stigma significantly moderated relationships between

perceived social support and sleep quality. This suggests that perceived social support

that is conducive to lowering self-stigma may have therapeutic effects by improving

sleep quality in people with substance use disorders.

 CHAPTER – III

METHODOLOGY

Research Design

The study aims to provide a deep understanding of the effects of social support in

coping with stress for junior high school students. By using a qualitative research

methodology, this study hopes to provide rich and detailed insights into the experiences

of stress and social support in this population. The results may have implications for the

development of interventions that target social support as a coping mechanism for

adolescents, and for the promotion of mental health and well-being in this age group.

Participants of the Study

In the survey that we conducted, the participants were junior high school students.

There were 67.1% female respondents, 24.3% male respondents and 8.6% students

who would rather not mention their gender. The following grade levels that participated

in our survey were grades 10 to 9 where Grade 10 students have 71.3% respondents,

Grade 9 students with 16.7% respondents, Grade 8 students with 8.7% respondents,

and Grade 7 students with 3.3% respondents. All in all, there were one hundred fifty

three participants of the study.

A. Method and Sampling

This study will use a quantitative research design, specifically a survey questionnaire. In

this study, the researcher used a descriptive research method to identify the effects of

social support on coping with stress to Junior high school students as well as the

demographic profile of the respondents. The informants involved in this study were

limited to Junior high school students only. The researchers gathered information

through collecting data with the use of a self-made questionnaire of an online survey.

B. Instrument

The proponent devised a self-made questionnaire to assess the effects of social support

on coping with stress. The questionnaire will include established scales such as the

Social Support Questionnaire and the Adolescent Coping Scale. The Social Support

Questionnaire measures the level of social support received by participants, while the

Adolescent Coping Scale measures the coping strategies used by participants when

dealing with stress.

C. Data Collection
For the aims of this study, a multiple choice survey was conducted. A multiple choice

survey are the questions that are answered in such a way that respondents are

presented with several answer options that the respondents could choose from. The

goal of the survey is to identify from whom the participants’ get more social support

and coping mechanisms. In terms of data collecting techniques the form that we use

could see the percentages and numbers of the participants. The Survey questionnaires

were designed in order for the researcher to achieve the study objectives.

Ethical Considerations:

The research will be conducted in accordance with ethical guidelines. Informed consent

will be obtained from the participants and their parents or legal guardians. The

participants will be informed that their participation is voluntary, and they have the right

to withdraw from the study at any time. The data collected will be kept confidential and

anonymous, and only the research team will have access to it.

CHAPTER – IV

RESULTS AND DISCUSSION

Table 1 : How does stress impact your academic performance?

It has no impact 0%

It has a slight impact 18.3%

It has a moderate impact 26.1%

It has a significant impact 32.7%

It has a very significant impact 20.3%

None of the 153 respondents in the survey believed that stress had no impact (0%) on

their academic performance, signifying a unanimous understanding that stress does

play a role in learning abilities. 18% of the participants considered stress to have a

slight impact on their academic performance, suggesting that while they acknowledge

its effects, they are able to cope with it without experiencing significant setbacks.

A considerable number of respondents (26.1%) believed that stress had a moderate

impact on their academic performance. This implies that they recognize that stress

affects their capacity to learn and perform well but does not necessarily consider it an

insurmountable challenge.

The most significant portion of the group, 32.7% of the participants, indicated that

stress had a significant impact on their academic performance. These respondents likely

struggle with managing stress, and it substantially affects their ability to learn and excel

academically.
Finally, 20.3% of the participants expressed that stress had a very significant impact on

their academic performance. This group may experience considerable difficulties in

coping with stress, leading to substantial negative consequences in their academic

endeavors.

Table 2 : Which reasons are the most difficult for you to cope with?

Reasons Percentage

Academic Pressure 81.7%

Social Pressure 59.5%

Family Pressure 59.5%

Financial Issues 43.1%

Others: Phone Issue (Laggy) 2%

Others: Childhood Trauma 0.7%

1. Academic Pressure (81.7%):

The majority of the respondents (81.7%) identified academic pressure as the most

challenging factor they had to cope with. Nowadays, there is a strong emphasis on

education to secure a promising future. As a consequence, students can perceive

academic performance as the key to success, which may lead to excessive stress and

anxieties about their grades and abilities. As this viewpoint is widespread, stakeholders,

including parents, teachers, and even the students themselves, need to understand the

importance of mental health and work together to create a healthy balance between

academic success and personal well-being.

2. Social Pressure (59.5%)

Another significant concern reported was social pressure, being a stressful factor for

59.5% of the respondents. Social pressure can be categorized into peer pressure,

societal expectations, and the impact of social media. In today's world, people

constantly compare themselves to portrayals of 'perfect lives' online, impacting their

self-esteem, confidence, and overall mental health. It is crucial for individuals to

acknowledge the harmful effects of social pressure and develop healthy coping

mechanisms and social support systems to reduce the impact.

3. Family Issues (59.5%)

The survey results revealed that family issues were found to be problematic for 59.5%

of respondents, ranking equal to social pressure. Family dynamics have a significant

impact on a person's mental and emotional well-being. Developing healthy

communication within families, seeking professional help when needed, and fostering a

supportive environment are essential measures that can help alleviate the difficulties

related to family issues.

Table 3 : On a scale from 1 to 5, with 1 being not at all effective and 5 being

extremely effective, how effective do you believe your coping mechanisms are?

1 0%

2 7.8%

3 31.4%
 4 36.6%

5 22.9%

None of the respondents chose the lowest option of 1, indicating that everyone who

filled out the survey has at least some belief in their ability to cope. However, the

largest group of respondents, at just over 31%, chose the middle option of 3,

suggesting that many people feel they are neither particularly effective nor entirely

ineffective at coping with challenging situations.

The next highest percentage of responses, at 36.6%, fell in the 4 category, indicating

that a significant portion of respondents feel they are quite effective at coping. This

may reflect a sense of resilience, self-awareness, or mastery in managing stress and

emotions.

Finally, 22.9% of respondents chose the highest option of 5, indicating that they feel

extremely effective in their coping mechanisms. These individuals may have developed

strong skills in self-care, stress management, mindfulness, or emotional regulation.

Table 4 : Which of the following coping mechanisms do you use to manage your

stress?
 Listening to Music 82.4%

Talking to Friends or Family 49%

Meditation or Deep Breathing 26.8%

Exercise 11.1%

Sleeping 1.3%

Journal 0.7%

Watching movies 0.7%

Eating 0.7%

Drawing 0.7%

Gaming 0.7%

Based on the survey results, 49% of participants selected talking to friends or family as

their preferred coping mechanism. This is by far the most popular choice among all the

options, indicating the importance of social support in managing stress.

Meditation or deep breathing came in second, with 82.4% of people choosing this

method. This result highlights the significance of utilizing relaxation techniques to

effectively handle stress.

Exercise was the third most preferred coping mechanism, chosen by 11.1% of

participants. This choice underscores the relevance of engaging in physical activity as a

way to reduce stress levels.

The remaining coping mechanisms on the list received significantly less support, with

each being selected by 0.7% of participants. This may indicate that the top three

options (talking to friends and family, meditation, and exercise) dominate people's

preferences, overshadowing other approaches to stress management.

Table 5 : On a scale from 1-5 with 1 being very little support and 5 being a lot of

support, how much support do you receive from your family?

1 7.8%

2 13.7%

3 42.5%

4 17%

5 19%

The highest percentage of respondents (42.5%) fall into the moderate support

category, meaning they receive a fair amount of support from their families. This

suggests that a substantial portion of people surveyed experience at least some level of

social support from their family.

7.8% reported very little support (1 on the scale) and 19% reported a high level of

support (5 on the scale). Comparing these values, it can be concluded that ahigher
percentage of respondents feel supported by their families to some extent, while a

small proportion experience very little support.

A combined total of 30.7% of respondents reported higher levels of support (categories

4 and 5), while 21.5% reported lower levels of support (categories 1 and 2). This

finding underscores the fact that experience with social support varies greatly among

individuals, and it is essential to note that fluctuating levels of support may be due to

varying family dynamics, individual needs, and socio-cultural contexts.

Table 6 : On a scale from 1-5, with 1 being very little support and 5 being a lot of

support, how much social support do you receive from your friends?

1 0%

2 10.5%

3 13.2%

4 39.5%

5 34.2%

The results of the survey indicate that over one third of respondents (39.5%) felt that

they receive a lot of support from their friends, with another 34.2% reporting a high

level of social support. A smaller proportion of people (13.2%) reported a moderate

level of social support, while just over one in ten respondents (10.5%) felt that they
received very little support. Interestingly, no one in the sample selected option 1,

suggesting that nobody feels completely unsupported by their friends.

Table 7 : On a scale from 1-5, with 1 being very little support and 5 being a lot of

support, how much social support do you receive from your teachers?

1 15%

2 22.9%

3 34%

4 17.6%

5 10.5%

The results show that a considerable number of students feel that they receive

moderate (34%) to good (17.6%) support from their teachers. However, it is worth

noting that nearly 38% of the respondents expressed a lack of adequate support, either

rating the support they received as very little or little. This indicates that there is room

for improvement for educators in fostering their relationships with students and

extending their support.

Additionally, only 10.5% of the participants chose the highest score, stating that they

received a lot of support from their teachers. The relatively low number of students
perceiving strong support suggests that there are various factors and limitations that

prevent teachers from forming strong support systems with their students.

Table 8 : Who could you really count on to listen to you when you needed someone to

talk to?

Friends 79.7%

Family 24.8%

Relatives 5.2%

Teachers 2.6%

Special Someone 2.6%

None 2.8%

Among the respondents the one you can really talk to was friends, with 79% of

participants selecting this option.

Table 9 : With whom can you show your true self?

Friends 74.5%

Family 39.2%

Cousins 24.2%

Aunts/Uncles 3.3%

Special someone 27.5%

Teachers 0.7%

Church mate 0.7%

Friends (74.5%) were the most common choice for people to be their true selves

around. This finding emphasizes the significance of friendships in providing a safe space

for people to express their genuine selves. The trust and loyalty developed through

these relationships foster a supportive circle in which individuals can freely be

themselves.

Family (39.2%) followed in the list, acting as a supportive foundation for people. The

family serves as a solid social support system where individuals feel valued and

comfortable revealing their inherent self. This ranking demonstrates how the immediate

family's unwavering support is often invaluable throughout life's journey.

Cousins (24.2%) and the Special Someone (27.5%) followed intertwined, meaning that

extended family members can offer an empathetic environment and potential romantic

interests can encourage individuals to be candid. It is a notable observation considering

how cousins can often be considered a fusion of family and friends and the significant

role romantic partners play in the lives of individuals.

Table 10 : How often do you feel stressed?

Never 0%
 Rarely 0%

Sometimes 33.8%

Often 31.8%

Always 29.8%

The majority of respondents, with 33.8% and 33.1%, identified themselves as

experiencing stress 'sometimes' and 'often,' respectively. These individuals may face

stress as a result of various factors like work, relationships, or life balance.

Consequently, it appears that a significant portion of the population grapples with

occasional to constant stress in their lives.

A considerable portion of the surveyed group, about 29.8%, reported that they always

feel stressed.

Table 11 : Do you feel that you have a support system to turn to when you are feeling

stressed?

Yes 51.6%

No 19%

Not sure 29.4%

We analyzed the results of a survey questioning if respondents feel they have a support

system in place to turn to in times of stress. The results are reported as follows: 153

participants, with 51.6% choosing "Yes," 19% choosing "No," and 29.4% selecting "Not

sure.

Table 12 : Do you find it easy to communicate with others?

Yes 53.6%

No 46.4%

According to the survey results, 46.4% of respondents found it easy to communicate

with others, while 53.6% experienced difficulty.

CHAPTER – V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of Findings

Based on the obtained and interpreted data from the informats, the researchers

determined how social support copes with daily stress in our lives, who and which

people in our lives mostly give us social support, and coping mechanisms that helped

the students in circumstances.

The study revealed that students who received sufficient social help from friends,

family, and teachers had lower stress levels and improved coping mechanisms. It was

discovered that social support improves students' emotional health, self-esteem, and

resilience, allowing them to navigate difficult situations more effectively.

Conclusion

Based on the results of the study, the following data, conclusions were drawn.

1. The respondents include 153 students where there are 67.1% female respondents,

24.3% male respondents and 8.6% students who would rather not mention their

gender. Out of all these students all of the respondents are from Junior High School.

2. The effectiveness of social support in assisting junior high school pupils to cope with

stress has been demonstrated. Numerous studies and research have consistently

demonstrated that a strong social support network can greatly lessen the negative

effects of stress on the well-being and academic performance of students. The presence

of supportive colleagues, teachers, and family members provides emotional,

informational, and instrumental support, fostering a sense of belonging and safety.

3. The research on the effects of social support on stress coping among junior high

school students emphasizes the significance of understanding and developing

supportive environments for their well-being. By expanding our knowledge in this area,

we can develop evidence-based strategies that strengthen social support networks and

provide students with effective stress-management skills. Promoting social support

among junior high school students can have a significant impact on their mental health,

academic performance, and overall resilience.

Recommendation

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

were formulated:

1. Establish precise outcome measures, such as stress levels, coping strategies,

psychological well-being, and academic performance, in order to accurately evaluate the

impact of social support.

2. Collect data at multiple time intervals to monitor changes in the availability of social

support, stress levels, and coping strategies.

3. Collect important background data via questionnaires or obtained data.

4. For future researchers, continue this study and extend it to further expand the

knowledge about Social support.

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