RISERTS

Mental Health Status and Coping
Mechanisms of Students of
Cagayan State University- Andrews
Campus during the Coronavirus
Disease (COVID-19) Pandemic
BSMLS-3B GROUP 4
Adduru, Samantha Camille C
Aman, Shanelle Dianne C.-
Bagunu, Nanett T.
Cabrera, Rachelle D.
Laya, Jan Curtlue R.
ABSTRACT
TITLE: MENTAL HEALTH STATUS AND COPING MECHANISMS OF

STUDENTS OF CAGAYAN STATE UNIVERSITY – ANDREWS CAMPUS
DURING THE CORONAVIRUS DISEASE (COVID-19) PANDEMIC
RESEARCHERS: ADDURU, SAMANTHA CAMILLE C.

AMAN, SHANELLE DIANNE C.
BAGUNU, NANETT T.
CABRERA, RACHELLE D.
LAYA, JAN CURTLUE R.
3
ABSTRACT
DEGREE: BACHELOR OF SCIENCE IN MEDICAL LABORATORY SCIENCE
INSTITUTION: DEPARTMENT OF MEDICAL LABORATORY SCIENCE, COLLEGE OF

ALLIED HEALTH SCIENCES, CAGAYAN STATE UNIVERSITY-
ANDREWS CAMPUS, TUGUEGARAO CITY CAGAYAN
ADVISER: ETHEL MARIE M. MANGADA, RMT, MPH
4
ABSTRACT
▰ This study is conducted to determine the mental health status and coping
mechanism of students of Cagayan State University- Andrews Campus during the
Coronavirus Disease (COVID-19) pandemic. A descriptive correlational research
design is used in the study. The participants are selected through stratified random
sampling method. The researchers used a self-made structured questionnaire
checklist to gather the needed data for the student's profile together with an
adapted established questionnaire to measure the mental health status (DASS-21)
and determine the stressors (SSS) and coping mechanism (Brief-COPE) used by
the students which primarily answers the main objective of the study.
Furthermore, this study also sought to determine the significant relationship
between the profile variable and the mental health, stressors and coping
mechanism.
5
ABSTRACT
▰ The study reveals that majority of the respondents falls under normal scale of
depression, anxiety and stress, however, some experiences moderate and mild
depression, moderate anxiety and mild stress. Furthermore, few of the
respondents experienced severe depression, extremely severe anxiety, and
moderate stress. In relation to stressors, the results show that academic related
stressors which has the highest mean causes moderate stress to the respondents.
The findings also reveal that respondents mostly engaged in problem-focused
coping specifically having a practical approach to solving the problem and
followed by emotion-focused coping like acceptance and praying or meditating as
a way to cope with stressful situations.
6
ABSTRACT
▰ The mental health status in relative to depression, anxiety and stress have found
to have a significant relationship between the gadgets available for online
learning and those who attended a psychiatric/ psychological consultation with a
health professional. There is also a significant relationship between depression
and classification of the students; anxiety and those who has any family member
received any form of mental health services has a significant relationship; stress
and social support. Majority of the respondents falls under normal scale of
mental health, however, there is still a visible effect of the pandemic. Gadgets for
online learning are one of the contributors that is needed to be addressed.
Academic stressors which includes specifically the large amount of content to be
studied and tightly packed schedules should not be disregarded. This result is
deeply relevant to assess the students’ and addressed their needs specially in this
new normal. 7
THE PROBLEM AND ITS
BACKGROUND
1
GENERAL OBJECTIVES
Generally, this study aims to determine the mental health status and coping
mechanisms of students of Cagayan State University- Andrews Campus during the
Coronavirus Disease (COVID-19) pandemic
2
SPECIFIC OBJECTIVES
Specifically, this study seeks to answer the following questions:
1. What is the profile of the respondents in terms of the following:
1.1 Demographic Profile
1.1.1 Gender
1.1.2 Civil Status
1.1.3 Religious Affiliation
1.1.4 Year Level
1.1.5 College Enrolled at
1.1.6 Classification of Student
1.1.7 Gadgets available for Online Learning
3
1.1.8 Status of Internet Connectivity
SPECIFIC OBJECTIVES
1.1.9 Level of Digital Literacy
1.2 Socioeconomic Profile
1.2.1 Gross Monthly Family Income
1.2.2 Employment Status of Parents/Guardians
1.2.3 Type of Occupation of Parents/ Guardians
1.2.3.1 Occupation of Mother
1.2.3.2 Occupation of Father
1.2.3 Other Sources of Family Income
1.3 Health Profile
1.3.1 Access to Social Support (Family, School, Peers, Professional Health)
1.3.2 History of Mental Health Disorders 4
SPECIFIC OBJECTIVES
1.3.2.1 Previous Psychiatric/Psychological Disorder
1.3.2.2 Family History of Psychiatric/Psychological Disorder

1.3.3 Presence of Comorbid Medical Condition
2. What is the perceived mental health status of the respondents?
3. What are the stressors identified by the respondents that affected their mental health status?
4. What are the coping mechanisms that are often used by the respondents?
5. Is there a significant relationship between the mental health status of the respondents when compared to the profile
variables?
6. Is there a significant relationship between the identified stressors when compared to the profile variables?
7. Is there a significant relationship between coping mechanisms of the respondents
5
when compared to the profile variables?
SCOPE AND LIMITATIONS OF THE
STUDY
Principal purpose:
To determine the mental health status and coping mechanisms of students of Cagayan State
University-Andrews Campus during the Coronavirus Disease (COVID-19) Pandemic
The aspect of Mental Health Status of the respondents is bounded on self-perception,
specifically based on their recent experiences and accumulative effects of observed
stressors. Hence, Mental Health Status of the respondents are not indicative of a true illness
and require professional help for proper diagnosis.
13
SCOPE AND LIMITATIONS OF THE
STUDY
Inclusion Criteria
Students from Cagayan State University-Andrews Campus who are enrolled in different
colleges such as the College of Allied Health Sciences, College of Business,
Entrepreneurship, and Accountancy, College of Hospital Management, and College of
Teacher Education residing from Tuguegarao City from March 17, 2019, to September 31,
2021.
Exclusion Criteria
Students who were not residing in Tuguegarao City during the implementation of Enhanced
Community Quarantine (ECQ) and Modified Enhanced Community Quarantine (MECQ)
starting on October 1, 2021.
14
RESEARCH DESIGN
The study employed a descriptive correlational research design to obtain an accurate
data from the respondents pertaining to different categories, namely, demographic
profile, socio-economic profile, health profile, mental health status, identified
stressors, and coping mechanisms. Survey questionnaires will be used to gather the
.
information.
Determination of Sample Size

The sample size was calculated to represent the entire group or population in the study using
the Krejcie and Morgan formula
15
SAMPLING DESIGN AND TECHNIQUE
Stratified random sampling was used in the study for fairly equal representation of the
variables. The stratification is based on the different college departments and year levels of
students in Cagayan State University – Andrews Campus.
The Subjects
Three hundred sixty-five (365) students participated in the study wherein 97 were from the
College of Allied Health Sciences, 100 were from the College of Business,
Entrepreneurship and Accountancy, 68 were from the College of Hospitality Management,
and 100 were from the College of Teacher Education
16
RESEARCH INSTRUMENT
a. Survey Questionnaire
A pre-tested and structured questionnaire was developed by the researchers to elicit
responses from the participants of the study. The questionnaire consisted of specific set
of questions to obtain information regarding their demographic, socio-economic, and
health profiles.
b. Depression, Anxiety, and Stress Scales (DASS-21)
The researchers used an adapted questionnaire to assess the respondent's general mental
health status.
17
RESEARCH INSTRUMENT
c. Brief-COPE
The researchers used an adapted questionnaire to identify the different coping styles
utilized by the respondents.
d. Secondary School Stressor Questionnaire (3SQ)
The researchers used an adapted questionnaire for the respondents’ identified stressors
that affect their mental health status.
18
DATA GATHERING PROCEDURE
Submission of request letter to the different Department Deans in the

university.
Provision of consent and assent forms.
Submission of request letter to the different Student Council Offices in the

university.
Distribution of Google form Links through Student Council Office

Retrieval of responses from the participants 19
DATA PROCESSING METHOD
The researchers inputted their data using tables. After such, The researchers tallied
the number of responses from the questionnaire survey containing the information
about the demographic, socio-economic, health-related profiles, mental health
status, coping mechanisms, and identified stressors of the participants.
20
STATISTICAL TREATMENT
Frequency Count and Percentage Distribution

The researchers employed frequency count and percentage distribution to
determine the number and percentage of responses in each profile category.
Thematic Analysis
The researchers employed the central theme of the participant's identified
stressors, coping mechanisms, and mental health status as an interpretation or
summary of the collected data.
21
STATISTICAL TREATMENT
Descriptive Statistics
Descriptive statistics was used for the different profile categories.
Chi-square, Spearman Rho, and Pearson R Test
The Chi-square, Spearman Rho, and Pearson R Test was employed using the
Microsoft Excel program to determine the relationship between the mental
health status, stressors, and coping mechanisms to the profile of the
respondents.
22
RESULTS AND
DISCUSSIONS
DEMOGRAPHIC PROFILE
Table 1.1. Frequency count, percentage distribution, cumulative frequency count and
cumulative percentage distribution of the respondents according to their demographic profile
variables.
Demographic Cumulative Cumulative
Frequency Percentage
Profile Variables frequency percentage
Gender
Female 272 74.5 272 74.5
Male 93 25.5 365 100.0
Total 365 100.0
Civil Status
Single 364 99.7 364 99.7
Married 1 .3 365 100.0
Total 365 100
Religious Affiliation
Roman
269 73.7 269 73.7
Catholic
Non-Roman
96 26.3 365 100.0
Catholic
Total 365 100.0
24
DEMOGRAPHIC PROFILE
variables.
College Enrolled at
CBEA 100 27.4 100 27.4
CTE 100 27.4 200 54.8
CAHS 97 26.6 297 81.4
CHM 68 18.6 365 100.0
Total 365 100.0
Year Level
First Year 109 29.9 109 29.9
Second
100 27.4 209 57.3
Year
Third Year 81 22.2 290 79.5
Fourth Year 75 20.5 365 100.0
Total 365 100.0
25
DEMOGRAPHIC PROFILE
variables.
Classification of
Student
Regular 355 97.3 355 97.3
Irregular 10 2.7 365 100.0
Total 365 100.0
Gadgets available
for Online Learning
Smartphone 352 60.4 352 60.4
Laptop
195 33.4 547 93.8
Computer
Tablet 24 4.1 569 97.9
Desktop
12 2.1 581 100
Computer
Total 581 100.0
26
DEMOGRAPHIC PROFILE
variables.
Status of Internet
Connectivity
Mobile Data 254 52.0 254 52.0
Wi-Fi
225 46.1 479 98.1
Connection
Cabled/
Wired 9 1.8 488 100.0
Connection
Total 488 100.0
Level of Digital
Literacy
Basic 114 31.2 114 31.2
Intermediate 194 53.2 308 84.4
Proficient 57 15.6 365 100.0
Total 365 100.0
27
DEMOGRAPHIC PROFILE
cumulative percentage distribution of the respondents according to their socioeconomic profile
variables.
Socio Economic Cumulative Cumulative
Frequency Percentage
Profile Variables frequency percentage
Gross Monthly Family
Income
5k below 94 25.8 94 25.8
5-10k 93 25.5 187 51.3
11-15k 40 11.0 227 62.3
16-20k 35 9.6 262 71.9
21-30k 41 11.2 303 83.1
31-40k 20 5.5 323 88.6
41-50k 13 3.6 336 92.2
51-90k 16 4.4 352 96.6
90k above 13 3.6 365 100.0
Total 365 100
28
DEMOGRAPHIC PROFILE
variables.
Employment Status
Regular/
127 34.8 127 34.8
Permanent
Contract of
47 12.9 174 47.7
Service
Casual 12 3.3 186 51.0
Job Order 6 1.6 192 52.6
Self-
100 27.4 292 80.0
Employed
Unemployed 73 20.0 365 100.0
Total 365 100.0
29
DEMOGRAPHIC PROFILE
variables.
Occupation of Mother
Managers 20 5.5 20 5.5
Professionals 34 9.3 54 14.8
Technicians and Associate
Clerical Support Workers

4 1.1 91 24.9
Service and Sales Workers

99 27.1 190 52.0
Skilled agricultural, Forestry and
Fishery Workers
12 3.3 202 55.3
Craft and Related Trade Workers

1 .3 203 55.6
Plant and Machine Operators and

Assemblers 3 .8 206 56.4
Elementary Occupations
135 37.0 341 93.4
N/A 24 6.6 365
30
100.0
Total 365 100.0
DEMOGRAPHIC PROFILE
variables.
Occupation of Father
Managers 21 5.7 21 5.7
Technicians and Associate
Elementary Occupations
3 .8 72 19.7
Service and Sales Workers
71 19.5 143 39.2
Skilled agricultural, Forestry
and Fishery Workers
122 33.4 265 72.6
Craft and Related Trade

Workers 32 8.8 297 81.4
Plant and Machine Operators

and Assemblers
10 2.7 307 84.1
Armed Forces Occupation

1 .3 308 84.4
N/A 57 15.6 365 31
100.0
Total 365 100.0
DEMOGRAPHIC PROFILE
variables. Other Sources of Family
Income
Livestock 7 1.9 7 1.9
Farming 25 6.8 31 8.7
Small Business
40 11.0 71 19.7
Vendor 7 1.9 78 21.6
Driver 4 1.1 82 22.7
Laborer 3 .8 85 23.5
Entertainment &
Leisure Business 5 1.4 90 24.9
Sideline Jobs 9 2.5 99 27.4

Investment Income
1 .3 100 27.7
Pharmacy 2 .5 102 28.2
Lot Survey 1 .3 101 28.5
N/A 261 71.5 365 100.0 32
Total 365 100.0
DEMOGRAPHIC PROFILE
cumulative percentage distribution of the respondents according to their health profile
variables.
Cumulative Cumulative
Health Profile Variables Frequency Percentage
frequency percentage
Access to Social
Support
Family 364 62.4 364 62.4
Friends 164 28.1 528 90.5
School 44 7.5 572 98
Health
4 .7 576 98.7
Professional
Myself 1 .2 577 98.9
Scholarship 4 .7 581 99.6
Significant Other 1 .2 582 99.8
Church 1 .2 583 100.0
Total 583 100.0
33
DEMOGRAPHIC PROFILE
variables.Psychological/Psychiatric Consultation
No 358 98.1 358 98.1
Yes 7 1.9 365 100.0
Total 365 100.0
Psychiatric/Psychological Disorder
Present
Obsessive compulsive Disorder
1 .3 1 .3
Anxiety Disorder, Panic Attack

1 .3 2 .6
Depression, Bipolar Disorder,
Social Anxiety Disorder
1 .3 3 .9
Attention deficit hyperactivity

disorder, Depression
1 .3 4 1.2
Bipolar Disorder 1 .3 5 1.5

Anxiety Disorder 1 .3 6 1.8
Anxiety, Depression
1 .3 7 2.1
None 358 98.1 365 100 34
Total 365 100
DEMOGRAPHIC PROFILE
variables.
Family History of
Psychological/Psychiat
ric Disorder
No 362 99.2 362 99.2
Yes 3 .8 365 100.0
Total 365 100.0
Psychatric/
Psychological Disorder
present in Family
Member
Depression 2 .5 2 .5
Post-traumatic
1 .3 3 .8
disorder
None 362 99.2 365 100.0
Total 365 100.0
35
DEMOGRAPHIC PROFILE
variables.
Presence of Comorbid
Medical Condition
No 339 92.9 339 92.9
Yes 26 7.1 365 100.0
Total 365 100.0
36
DEMOGRAPHIC PROFILE
variables. Comorbid Medical Condition Present
Acute Gastritis 1 .3 1 .3
Anemia 2 .5 3 .8
Anemia, UTI, Ulcer
1 .3 4 1.1
Anorexia 1 .3 5 1.4
Asthma 7 1.9 12 3.3
Cardiomegaly 1 .3 13 3.6
Epilepsy 1 .3 14 3.9
Hypertension 1 .3 15 4.2
Hyperthyroidism 1 .3 16 4.5
Mild Heart (mitral, tricuspid)
regurgitation 1 .3 17 4.8
Myopia 1 .3 18 5.1
OCD 1 .3 19 5.4
Paroxysmal Atrial Fibrillation
1 .3 20 5.7
Polycystic Ovarian Syndrome
3 .8 23 6.5
Rheumatic Heart Disease

1 .3 24 6.8
Scoliosis 1 .3 25 7.1
Skin Disease 1 .3 26 7.4
None 339 92.9 365 100.0 37
Total 365 100.0
MENTAL HEALTH STATUS
Table 2. Frequency count, percentage distribution, cumulative frequency count and cumulative
percentage distribution of the respondents according to their mental health status relative to
depression, anxiety, and stress scale.
Mental Health Frequency Percentage Cumulative Cumulative

Status frequency percentage
Level of
Depression
Normal 238 65.2 238 65.2
Mild 67 18.4 305 83.6
Moderate 55 15.1 360 98.6
Severe 5 1.4 365 100.0
Total 365 100.0
38
Anxiety Level
Normal 170 46.6 170 46.6
Mild 95 26.0 265 72.6
Moderate 46 12.6 311 85.2
Severe 41 11.2 352 96.4
Extremely
13 3.6 365 100.0
Severe
Total 365 100.0
39
Stress Level
Normal 320 87.7 320 87.7
Mild 37 10.1 357 97.8
Moderate 8 2.2 365 100.0
Total 365 100.0
40
STRESSORS OF THE RESPONDENTS
Table 3.1. Mean and descriptive scales of academic-related stressors identified by the
respondents Academic-Related Stressors Mean Descriptive Scales
(ARS)
1. Examination. 3.33 Moderate stress
2.Getting behind revision
3.18 Moderate stress
schedule.
3. Too many contents to
learn.
4. Difficulties in
understanding the content 3.09 Moderate stress
that have been learnt.
5. Getting poor marks. 3.51 High stress
6. Tests are too frequent. 3.32 Moderate stress
7. Lack of time to do
revisions.
9. Competitive learning
environment.
16. Unfair assessment
grading system.
17. Learning schedule are
too packed.
Mean 3.26 Moderate stress 41
Table 3.2. Mean and descriptive scales interpersonal-related stressors identified by the
respondents Interpersonal-Related
Mean Descriptive Scales
Stressors (IntraRS)
8. High self-expectation. 3.36 Moderate stress
14. High expectation 3.48 High stress
imposed by others.
15. Feeling of 3.41 High stress
incompetence.
23. Talking personal 2.50 Mild stress
problems with peers.
24. Afraid of the possibility 3.24 Moderate stress
not getting place in any
university.
38. Studying for the sake 2.84 Moderate stress
of family.
39. Negative thinking 3.49 High stress
toward own self.
Mean 3.19 Moderate stress
42
Table 3.3. Mean and descriptive scales of learning teaching-related stressors identified by the
respondents
Learning teaching related Mean Descriptive Scale
stressor (LTRS)
10. Unable to answer 3.20 Moderate stress
questions from teachers.
26. Lack of motivation to 3.20 Moderate stress
learn.
33. Lack of guidance and 2.75 Moderate stress
supervision from teachers.
34. Lack of feedback from 2.76 Moderate stress
teacher.
35. Uncertainty of what are 3.10 Moderate stress
expected from me.
36. Lack of recognition to 2.84 Moderate stress
work done.
43
Table 3.4. Mean and descriptive scales of teacher-related stressors identified by the respondents
Teacher related stressor Mean Descriptive Scale

(TRS)
12. Participant in group 2.62 Moderate stress
discussion.
19. Teachers lack of 3.01 Moderate stress
teaching skills.
20. Insufficient reading 3.02 Moderate stress
material.
44
Table 3.5. Mean and descriptive scales of group-social-related stressors identified by the
respondents
Group-social related Mean Descriptive Scale
stressor (GSRS)
13. Participant in class 2.75 Moderate stress
presentation.
18. Lack of free time with 3.05 Moderate stress
family and friends.
21. Answering friend’s 2.15 Mild stress
question.
32. Family desire to 2.23 Mild stress
continue to school.
40. Came late to 2.62 Moderate stress
synchronous classes.
45
Table 3.6. Mean and descriptive scales of interpersonal-related stressors identified by the
respondents
Interpersonal related stressor Mean Descriptive Scale
(InterRS)
11. Too many assignments 3.30 Moderate stress
given by the teachers
22. Inappropriate 3.09 Moderate stress
assignment given by teachers
25. Conflict with peers 2.79 Moderate stress
27. Verbal or physical abuse 2.68 Moderate stress
by peers
28. Verbal or physical abuse 2.90 Moderate stress
by teachers
29. Conflict with family 3.27 Moderate stress
30. Conflict with teachers 2.95 Moderate stress
31. Unwillingness to attend 2.55 Mild stress
to synchronous classes
37. Interruption by others 3.02 Moderate stress
during learning
46
COPING MECHANISMS OF THE
RESPONDENTS
Table 4.1. Mean and descriptive scales of coping mechanisms often used by the respondents
relative to avoidant coping
COPING MECHANISM Mean Descriptive Scale
1. I've been turning to work or other 2.86 A medium amount
activities to take my mind off things.
3. I've been saying to myself "this isn't 2.07 A little bit
real".
4. I've been using alcohol or other 1.44 I haven't been doing this at all
drugs to make myself feel better.
6. I've been giving up trying to deal with 1.97 A little bit
it.
8. I've been refusing to believe that it 1.98 A little bit
has happened.
11. I've been using alcohol or other 2.25 A little bit
drugs to help me get through it.
16. I've been giving up the attempt to 1.94 A little bit
cope.
19. I've been doing something to think 3.22 A medium amount
about it less, such as going to movies,
watching TV, reading, daydreaming,
sleeping, or shopping.
Mean 2.22 A little bit
47
RESPONDENTS
relative to problem-focused coping
2. I've been concentrating my efforts 2.95 A medium amount
on doing something about the
situation I'm in.
7. I've been taking action to try to 3.07 A medium amount
make the situation better.
10. I’ve been getting help and advice 2.73 A medium amount
from other people.
12. I've been trying to see it in a 2.85 A medium amount
different light, to make it seem more
positive.
14. I've been trying to come up with 3.09 A medium amount
a strategy about what to do.
17. I've been looking for something 3.02 A medium amount
good in what is happening.
23. I’ve been trying to get advice or 2.58 A medium amount
help from other people about what to
do.
25. I've been thinking hard about 2.78 A medium amount
what steps to take.
Mean 2.88 A medium amount 48
RESPONDENTS
relative to emotion-focused coping
5. I've been getting emotional support 2.59 A medium amount
from others.
9. I've been saying things to let my 2.59 A medium amount
unpleasant feelings escape.
13. I’ve been criticizing myself. 2.77 A medium amount
15. I've been getting comfort and 2.73 A medium amount
understanding from someone.
18. I've been making jokes about it. 2.59 A medium amount
20. I've been accepting the reality of the 3.05 A medium amount
fact that it has happened.
21. I've been expressing my negative 2.50 A little bit
feelings.
22. I've been trying to find comfort in my 2.82 A medium amount
religi on or spiritual beliefs.
24. I've been learning to live with it. 2.93 A medium amount
26. I’ve been blaming myself for things 2.60 A medium amount
that happened.
27. I've been praying or meditating. 3.11 A medium amount
28. I've been making fun of the situation. 2.15 A little bit
Mean 2.70 A medium amount
49
Mental Health Status and Profile Variables
Table 5.1. Relationship between the Profile Variables and the Mental Health Status Relative
to Depression Profile Variables Chi Value
Demographic profile
p-value Decision
Sex 4.088 .252 Not significant

Civil Status .535 .911 Not significant
Religious Affiliation .202 .977 Not significant
Year Level 5.475 .791 Not significant
College Enrolled At 12.138 .206 Not significant
Classification of Students 7.867 .049 Significant
Gadgets available for online learning 110.958 .000 Significant
Type of Internet Access 7.418 .284 Not significant
Level of Digital Literacy 2.914 .820 Not significant

Socio Economic
Family Gross Monthly Income 29.718 .194 Not significant
Employment Status of Parents/Guardians 10.219 .806 Not significant
Occupation of Mother 16.419 .746 Not significant
Occupation of Father 16.030 .768 Not significant
Other Sources of Family Income 26.162 .795 Not significant
Health
Social Support 49.290 .125 Not significant
Attended a psychiatric/ psychological consultation 15.470 .001 Significant
with a Health professional
Has any family member received any form of 1.614 .656 Not significant
mental health services
Do you have an existing medical condition? 1.690 .639 Not significant
50
Table 5.2. Relationship between the Profile Variables and the Mental Health Status Relative to Anxiety
Profile Variables Chi Value p-value Decision
Demographic profile
Civil Status 1.150 .886 Not significant
Religious Affiliation 1.804 .772 Not significant
Classification of Students 2.204 .698 Not significant

Socio Economic
Health
Attended a psychiatric/ psychological 23.129 .00012 Significant
consultation with a Health professional
Has any family member received any form of 10.695 .030 Significant
51
Table 5.3. Relationship between the Profile Variables and the Mental Health Status Relative to Stress
Demographic profile
Sex .392 .822 Not significant
Civil Status .141 .932 Not significant

Socio Economic
Health
Social Support 59.780 .00018 Significant
Attended a psychiatric/ psychological consultation 26.687 .000 Significant
with a Health professional
Do you have an existing medical condition? 1.604 .448 Not significant 52
Identified Stressors and Profile Variables
Table 6.1. Relationship between respondent’s Profile Variable and Academic Related Stressors
Demographic profile
Civil status 2.442 .655 Not significant
Year Level 26.136 .010 Significant
College Enrolled at 59.553 .001 Significant
Classification of student 2.140 .710 Not significant
Gadgets available for online Class 28.892 .794 Not significant
Type of internet access 17.623 .024 Significant

Socio Economic
Employment Status of Parents/Guardians .862 .930 Not significant
Occupation of Father 50.930 .018 Significant
Health
Attended a psychiatric/ psychological 5.672 .225 Not significant
53
Table 6.2. Relationship between respondent’s Profile Variable and Intrapersonal Related
Stressors Profile Variables Chi Value
Demographic profile
p-value Decision

College Enrolled At 35.781 .001 Significant
Gadgets available for online learning 45.766 .128 Not significant

Socio Economic
Health
54
Table 6.3. Relationship between the Profile Variables and Learning Teaching Related Stressors
Demographic profile

Socio Economic
Employment Status of Parents/Guardians 40.305 .005 Significant
Health
Do you have an existing medical condition? .720 .949 Not significant 55
Table 6.4. Relationship between the Profile Variables and Teacher Related Stressors
Demographic profile

Socio Economic
Health
Table 6.5. Relationship between the Profile Variables and Interpersonal Related Stressors
Demographic profile

Socio Economic
Health
57
Table 6.6. Relationship between the Profile Variables and Group Social Related Stressors
Demographic profile
Type of Internet Access 15.526 .050 Significant

Socio Economic
Health
Coping Mechanisms and Profile Variables
Table 7.1. Relationship between respondent’s Profile Variables and Coping Mechanisms relative to
Avoidant Coping Profile Variables Chi Value p-value Decision
Demographic profile
College Enrolled at 6.947 .643 Not significant
Type of internet access 201.867 .001 Significant
Socio Economic
Family Gross Monthly Income 40.904 .042 Significant
Health
Social support 28.752 .799 Not significant
History of mental health disorder 45.034 .002 Significant
Family History of Psychiatric/ Psychological 7.030 .318 Not significant
Disorder
Presence of Comorbid Medical Condition 70.058 .039 Significant
59
Problem-Focused Coping Profile Variables Chi Value p-value Decision
Demographic profile
Year Level 17.204 .046 Significant
Type of internet access 10.999 .088 Not significant
Socio Economic
Health
History of mental health disorder 36.446 .019 Not significant
Family History of Psychiatric/ 2.233 .897 Not significant
Psychological Disorder
Presence of Comorbid Medical Condition 44.098 .742 Not Significant
60
Emotion-focused Coping Profile Variables Chi Value p-value Decision
Demographic profile
Religious Affiliation .542 .160 Not significant
Type of internet access 3.155 .789 Not significant
Socio Economic
Occupation of Mother 39.394 .025 Significant
Health
History of mental health disorder 15.532 .795 Not significant
Family History of Psychiatric/ Psychological 5.6777 .460 Not significant
Disorder
Presence of Comorbid Medical Condition 31.078 .988 Not significant 61
CONCLUSIONS
This study is composed of 365 students in which the majority are female and are
single. In relation to religion, most of them are Roman Catholic. Primarily they are first year
regular students who belong to College of Teacher Education and College of Business,
Entrepreneurship and Accountancy. As to gadgets available for online learning, smartphones are
commonly used by the respondents with access to mobile data and they are classified as
intermediate users in their level of digital literacy. In terms of employment status, regular/
permanent has the highest percentage. Prevalently, the occupation of the mother of the
respondents are classified under elementary occupations while their father’s occupation falls
under skilled agricultural, forestry, and fishery workers with a gross family income between 5,000
pesos and below. Moreover, most of the respondents have no other sources of family income. In
relation to the health status of the respondents, the accessible social support comes from their
family. It can also be seen that the majority of them does not have any psychiatric/psychological
disorder same as to any of their family members nor have a comorbid medical condition present.
Furthermore, most of them did not attend any psychiatric/psychological consultation.
62
CONCLUSIONS
The mental health status of the respondents is divided into three categories which are
depression, anxiety and stress. The mental health status of the respondents in relation to
depression, anxiety and stress have been found to be on the normal scale. However, some of the
respondents experience moderate to mild depression, mild anxiety and stress. Furthermore, few of
the respondents experienced severe depression, moderate to extremely severe anxiety, and
moderate stress. Among the stressors, academic stressors have been identified to be a major factor
that causes stress during the new normal, specifically in terms of large amounts of content to be
studied and tightly packed schedules. Interpersonal-related stressors follow academic stressor, the
respondents identified that negative thinking towards themselves and high expectations imposed
by others cause stress to them. Learning teaching related stressors primarily their inability to
answer questions from the teachers as well as the lack of motivation to learn is also reported to
affect the respondents.
63
CONCLUSIONS
Under interpersonal related stressor specifically the too many loads of assignments given by their
teachers causes stress to the respondents. The insufficient learning material under the teacher-
related stressors is also identified by the respondents to cause stress to them during the pandemic.
Lastly, Group social related stressors specifically the lack of free time of the respondents with
their family and friends is also a contributor of stress to the respondents.
Most of the respondents of the study have found out to engage in problem-focused
coping, specifically having a practical approach to solving the problem and emotion-focused
coping like acceptance and praying or meditating as a way to cope with stressful situations. The
findings also reveal that there were few who used avoidant coping like engaging in distractions
such as going to the movies, watching television, reading, daydreaming, sleeping and shopping.
64
CONCLUSIONS
As the findings of the study have revealed, it concludes that classification of students,
gadgets available for online learning, social support, current mental health disorder, and family
history of mental health disorder are associated with the mental health status of the students. In
terms of stressors, the year level, college enrolled at, type of internet access and occupation of
father have a significant relationship. While the type of internet access, family gross monthly
income, occupation of mother and father, history of mental health disorder and presence of
comorbid medical condition are associated with their own coping mechanisms.
65
RECOMMENDATIONS
In the view of the above conclusions, the following recommendations were formulated for the
improvement of this study:
▰ Students should have access and be engaged in the programs or activities related to mental
health and well-being, including online webinars or forums in their school and community.
▰ Parents and other family members should work hand-in-hand in overcoming school-related
challenges of their children during this present pandemic to avoid factors leading to
stressors of the students. In addition, they should encourage their children to promote the
idea of getting checked by professionals.
66
RECOMMENDATIONS
▰ Teachers should encourage the students to access programs and activities related to mental
health and stress management provided by the school to support students in their educational
endeavors during this present pandemic. In addition, teachers should observe their students in
terms of their academic difficulties and work hand in hand with the school counsellor for the
reports and observations.
▰ The science enthusiasts may also conduct further studies to confirm the accuracy of the
findings. Also, this study may be undertaken by introducing new variables that may interact
with the variables in this study.
▰ The non-profit organizations can provide general information on mental health as well as
treatment, and available services for mental health issues. They can also help organize a
community event, find speakers who have expertise about mental health.
67
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Mental Health Status and Coping

TITLE: MENTAL HEALTH STATUS AND COPING MECHANISMS OF

RESEARCHERS: ADDURU, SAMANTHA CAMILLE C.

DEGREE: BACHELOR OF SCIENCE IN MEDICAL LABORATORY SCIENCE

INSTITUTION: DEPARTMENT OF MEDICAL LABORATORY SCIENCE, COLLEGE OF

ADVISER: ETHEL MARIE M. MANGADA, RMT, MPH

1.3.2.1 Previous Psychiatric/Psychological Disorder

1.3.2.2 Family History of Psychiatric/Psychological Disorder

Determination of Sample Size

Submission of request letter to the different Department Deans in the

Submission of request letter to the different Student Council Offices in the

Distribution of Google form Links through Student Council Office

Frequency Count and Percentage Distribution

Clerical Support Workers

Service and Sales Workers

Craft and Related Trade Workers

Plant and Machine Operators and

Craft and Related Trade

Plant and Machine Operators

Armed Forces Occupation

Sideline Jobs 9 2.5 99 27.4

Anxiety Disorder, Panic Attack

Attention deficit hyperactivity

Bipolar Disorder 1 .3 5 1.5

Rheumatic Heart Disease

Mental Health Frequency Percentage Cumulative Cumulative

Teacher related stressor Mean Descriptive Scale

Sex 4.088 .252 Not significant

Level of Digital Literacy 2.914 .820 Not significant

Type of Internet Access 15.411 .051 Not significant

Level of Digital Literacy 11.780 .019 Not significant

Level of Digital Literacy 12.098 .147 Not significant

Sex .726 .948 Not significant

Type of Internet Access 8.415 .394 Not significant

Level of Digital Literacy 11.652 .167 Not significant

Level of Digital Literacy 13.885 .085 Not significant

Level of Digital Literacy 9.721 .285 Not significant

Level of Digital Literacy 7.872 .446 Not significant

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