UNDERSTANDING STUDENTS’

STRESS RESOURCES AND

COPING MECHANISMS
Title
A COMPREHENSIVE EXPLORATION
ToC
GROU 11- HOP
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AGENDA Table of Contents
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Intro

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C&R

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AGENDA Table of Contents
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Intro
ABSTRACT
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INTRODUCTION
METHODOLOGY
RESULTS
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Dsc DISCUSSION
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CONCLUSIONS & RECOMMENDATIONS
REFERENCES
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ABSTRACT
Intro

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C&R

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ABSTRACT
Intro With stress being a common contributing factor to impacting students’ mental health and academic
performance, the researchers of Angeles City High School have conducted a study in analyzing how Grade 11
students experience and manage stress. To recognize this connection, the researchers utilized questionnaires that
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are given to 25 students in order to assess certain aspects, such as how frequent students experience stress, the
sources of their stress and their way to handle stress. According to the obtained results, the majority of students
Rslt experience stress often. Additionally, most of the students said that their stress comes from family and mainly
academic work such as projects, assignments and the like. Furthermore, students have shared their various ways
of handling stress, with their most suggested ways being sleeping and doing hobbies. The findings of this study
Dsc
indicate that most students experience stress more often than not. For most of the reasons being workload from
school, academic pressure and expectations. Moreover, students have been shown to have various ways of
C&R managing stress by doing activities such as sleeping, hobbies, gaming, reading, listening to music, enjoying
meals and watching. Despite these activities being a great way to manage stress, students should also consider
doing planned activities such as physical activities and meal plan in order to be physically fit as well.
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Intro
INTRODUCTION
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C&R

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Abst

Intro
INTRODUCTION
Mthd In the dynamic landscape of contemporary education, students often encounter a myriad of
stressors that can significantly impact their well-being and academic performance. The intricate
Rslt interplay between academic, social, and personal factors creates a complex web of challenges
for students to navigate. This research aims to delve into the various stress resources prevalent
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among students and explore the coping mechanisms they employ to manage these stressors
effectively.
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As educational environments become increasingly demanding, understanding the sources of
stress is crucial for developing targeted interventions and support systems. This study seeks to
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identify the primary stressors faced by students, examining academic pressures, social
dynamics, extracurricular commitments, and personal challenges. By gaining insight into these
stress resources, educators and mental health professionals can better tailor strategies to alleviate
students' burdens.
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Intro
INTRODUCTION
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Furthermore, the research will investigate the coping mechanisms that students adopt in
Rslt response to stress. Whether it be through academic strategies, social support networks,
mindfulness practices, or other means, exploring how students navigate and cope with stress
Dsc provides valuable information for designing proactive and holistic approaches to student well-
being.
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In the pages that follow, we will explore the multifaceted nature of students' stress, shedding
light on the diverse factors that contribute to their experiences. By comprehensively
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understanding the stress resources students encounter and the coping mechanisms they employ,
this research seeks to contribute to the development of effective and targeted interventions that
foster a healthier and more supportive learning environment.
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METHODOLOGY
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METHODOLOGY
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The researchers have utilized questionnaires
in order to collect the data needed. The given
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sample size is set to a maximum of 25
respondents. The respondents were the Grade 11
End students of Angeles City Science High School.
The researchers made use of the responses
coming from the questionnaires, and were
analyzed for interpretation.
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METHODOLOGY
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1. The researchers gathered the required 25
Dsc respondents for the study using the random
sampling method.
2. The researchers then provided a Handouts
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Questionnaire to the respondents for them to
answer.
End 3. After recollecting the answered questionnaires,
the researchers then proceeded and analyzed the
data. They made use of the responses from the
questionnaires, documents, and other important
notes were gathered, and the researchers
provided a comparison to other existing studies.
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RESULTS
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RESULTS
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25 Grade 11 students from Angeles City High School were

C&R approached and have agreed to partake in this study. Among the
students:
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RESULTS
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2
25 Grade 11 students from Angeles City High School were
C&R approached and have agreed to partake in this study. Among the
students:
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2 (8%) rarely experience stress.
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RESULTS
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25 Grade 11 students from Angeles City High School were
C&R approached and have agreed to partake in this study. Among the
students: 6
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2 (8%) rarely experience stress.
6 (24%) sometimes experience it.
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RESULTS
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25 Grade 11 students from Angeles City High School were 6
C&R approached and have agreed to partake in this study. Among the
students:
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2 (8%) rarely experience stress. 12
6 (24%) sometimes experience it.
Majority of the students (12, 48%) often experience stress, and...
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RESULTS
Dsc 2
25 Grade 11 students from Angeles City High School were 6
C&R approached and have agreed to partake in this study. Among the
students:
End
2 (8%) rarely experience stress. 12
6 (24%) sometimes experience it.
Majority of the students (12, 48%) often experience stress, and...

5 (20%) always experience it.

5
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Rslt
RESULTS
Dsc 2
25 Grade 11 students from Angeles City High School were 6
C&R approached and have agreed to partake in this study. Among the
students:
End
2 (8%) rarely experience stress. 12
6 (24%) sometimes experience it.
Majority of the students (12, 48%) often experience stress, and...

5 (20%) always experience it.

No student never experienced stress in their life.

5
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RESULTS
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RESULTS
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This figure shows the sources of stress among
students.
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RESULTS
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This figure shows the sources of stress among
students.
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22 students (88%) said that it comes from school–
outputs, projects, and the like. 22
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RESULTS
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This figure shows the sources of stress among
students.
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22 students (88%) said that it comes from school–
outputs, projects, and the like. 22
End

10 students (40%) also mentioned that it comes from

their family, whether it be because of pressure coming
from them, or from household problems.

10
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RESULTS
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This figure shows the sources of stress among
students.
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22 students (88%) said that it comes from school–
outputs, projects, and the like. 22
End

10 students (40%) also mentioned that it comes from

their family, whether it be because of pressure coming
from them, or from household problems.

7 students (28%) said that it comes from the

environment (i.e. noise), as well as from problems
related to money.
10
7 7
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Rslt
RESULTS
Dsc
This figure shows the sources of stress among
students.
C&R
22 students (88%) said that it comes from school–
outputs, projects, and the like. 22
End

10 students (40%) also mentioned that it comes from

their family, whether it be because of pressure coming
from them, or from household problems.

7 students (28%) said that it comes from the

environment (i.e. noise), as well as from problems
related to money.
10
Lastly, 4 students (16%) also mentioned that their 7 7
stress comes from the internet (social media, online
games), and from their personal issues.
4 4
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RESULTS
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RESULTS
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RESULTS
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This figure shows the sources of stress

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among students. Students have shared 5
End various ways on handling stress. Their
most suggested ways include the 4
following: Sleeping (5), doing your
hobbies (5), playing games (4), reading (4), 3
listening to music (4), eating (3), and
watching (3).
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DISCUSSION
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These results and findings suggest that a vast majority of

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students often experience stress, mainly coming from
academics and from family, which is similar to Kouzma et
al.’s study which also mentioned that stress among students
mostly come from school-related problems– examinations, a
hectic workload, studying, as well as pressure imposed by
others, and even by themselves. (2004)
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CONCLUSION&RECOMMENDATIONS
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Stress hits students hard, and this study revealed the reasons behind it. It seems the heavy
workload, academic pressure, and expectations, whether from others or self-imposed, play a big
role. But, the results have shown that students have different coping strategies to deal with it.
They find solace in activities like sleeping, pursuing hobbies, gaming, reading, listening to
music, enjoying meals, and watching.

With regards to the stated factors, the researchers apprehend the need to ascertain plans in
managing stress for the Grade 11 students of Angeles City Science High School. Sorenson
(2007) states that, recent studies point out how the inability to adapt to stress may direct to the
beginning of depression, heart disease, stroke, cancer, immune disorders, diabetes, and sexual
dysfunction. Thus the need to present plans on coping with stress is required, to uphold a much
healthier lifestyle.
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CONCLUSION&RECOMMENDATIONS
End According to Kathrin Wunsch, Nadine Kasten, and Reinhard Fuchs (2017), physical activities
and exercises can help prevent the negative effects of stress on one's health and that it contributes
to a lot of positive factors in maintaining one's healthy lifestyle. This includes moderate to
vigorous physical activities such as brisk walking, yoga, cycling, etc.

There are a lot of things to consider once you make these additions in your daily lives. One
must learn how to properly transition themselves from being an inactive individual to being
frequently engaged in physical activities. Although, you may want to be active in physical fitness
in order to relieve your stress, one must not overestimate and underestimate themselves just for
the sake of it. Being unplanned may lead to risks that would include dehydration, hypothermia,
hyperthermia, and overexertion. Therefore, you must have a fitness and a meal plan that would
identify all the risk factors and positive effects of what you are planning to do.
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THANK YOU! GROUP 3 (HOPE) 11-ANDRADE

REFERENCES
Kouzma, N. M., & Kennedy, G. A. (2004). Self-reported sources of stress in senior high school students. Psychological reports,
94(1), 314-316.
Sorenson, R. D. (2007). Stress management in education: Warning signs and coping mechanisms. Management in Education, 21(3),
10-13.
Wunsch, K., Kasten, N., & Fuchs, R. (2017). The effect of physical activity on sleep quality, well-being, and affect in academic
stress periods. Nature and science of sleep, 117-126.