GROUP MEMBERS:

Banaag, Mitchelle E.
Constantino, Rose Anne C.
Dadios, Krizza A.
Develles Jr., Gilberto D.

SECTION: 3PSY-3

PROPOSED TITLE:
A Correlational Study of Peer-pressure and Self-Esteem of Unemployed College Graduate RATING
from Pamantasan ng Cabuyao Amidst Covid-19 Pandemic
RATIONALE:
“In the 21st century, employability skill is the most required skill besides technical
knowledge in an attempt to compete for employment and sustain job at the industrial
global market” (Ismail & Mohammed, 2015). “Employability of graduates therefore has
become an issue that is not easy to be ignored in the global economy” ( Misra & Khurana,
2017). Studies like this have become the main instruments to determine the areas of
strength and weakness of an institution’s graduates (Albina, A. C. et al. 2020). According
to Dursun & Aytac, 2009 Stressful life styles of young people begin before taking the
university exam and continue throughout the university life. Besides, youth
unemployment is very high both in the World and Turkey. In some occasions, this is
because of the increase in young people's stress. People want to work to provide their
basic needs. Having a job not only provides the basic needs of people, but also helps
people to gain self-esteem (Linn, Sandifer & Stein, 1985). The concern that university
students may have in terms of finding employment after graduation is important (Sasmaz
Atacocugu & Zelyurt, 2017; Tasgin, Bozgeyikli & Bogazliyan, 2017). Hanapi and Nordin
(2013) states that, the lack of excellence is one of the factors that leads to the
unemployment problem among the Malaysian graduates. A notable number of Malaysian
employers have a negative perception towards the graduates and have stated that the
graduates lack the suitable skills and qualifications which require by the industry.

In contemporary society, peer group influences have become increasingly pronounced and
studies have shown that adolescents were more likely to increase behaviour that receives
peer group approval (Clark & Loheac, 2007). Changes in the family roles and structures
have greatly reduced the quality of time families spend together thus making peer groups
a viable alternative for the youth interaction (Clark & Loheac, 2007). Study by Schneider
(2010) found out that peer groups affect adolescent decisions on many issues including
career decision making (Ogutu 2017). Their choice of the first job may be strongly
influenced by their education, achievement level, geographical preference, salary, mate's
occupation and peer pressure. They are likely to take several jobs before settling down.
The dissatisfied employees are often not actively seeking other employment but are likely
to be receptive to new openings or job offers (Tomey 2005).
As studied by Ogutu et al. (2017) This research examined the influence of peer pressure
on students’ career decision making. The results suggested that peer pressure directly
influences student’s career decision making such that as peer pressure increases, career
decision making among students also increases significantly in the same direction. With
MLR, the overall relative risk ratio of the regression model was statistically significant
p<0.05). This implied that there is a statistically significant influence of peer pressure on
career decision making among students. From the research, it was concluded that peer
pressure influenced career decision making among secondary school students in Busia
County. It was recommended that career guidance in schools be enhanced to create
awareness on career decision making without over emphasizing on peer pressure.
Based on the study of Sadika (2017), Career adaptability has become essential for
individuals who need to navigate constant change (Maree, 2012). Individuals who are
highly adaptable in their careers have the ability to adjust themselves in order to meet the
pressures of their working world (Autin, Douglass, Duffy, England & Allan, 2017). One
of these pressures is the need to adapt to changes in careers, technology, and within and
between occupations and various life roles at an unprecedented rate compared with
previous generations (Del Corso, 2013). Theoretically, this is possible among young
adults who utilise their strengths (Savickas & Porfeli, 2012). Those individuals who utilise
their strengths are found to report higher levels of self-esteem (Minhas, 2010; Proctor,
Maltby & Linley, 2009). Research (e.g. Cai et al., 2015; Öncel, 2014; Tolentino, Garcia,
Restubog, Bordia & Tang, 2013) has further shown that self-esteem serves as a substantial
predictor of an individual's career adaptability. Those individuals with a well-developed
self-esteem demonstrate their graduate employability capacities (strengths) confidently
(Potgieter, 2012). According to Rosenberg (1965a), self-esteem is one's positive or
negative attitude toward oneself and one's evaluation of one's own thoughts and feelings
overall in relation to oneself. Self-esteem implies an awareness of one’s value system and
one’s emotional evaluation of one’s self-worth (Schunk, 1985). The validity and reliability
of the Rosenberg Self-Esteem Scale for use with individuals with ID were verified. Thus,
this scale can be regarded as a useful tool for evaluating the level of self-esteem of
individuals with ID (Park, et.al, 2019). As stated by Sadika (2017), it is believed that
individuals with low levels of self-esteem are more likely to display poor psychological
adjustment when faced with stressful situations (Heimpel, Wood, Marshall & Brown,
2012; Zeigler-Hill & Wallace, 2012). A general way to increase people's self-esteem is to
teach them problem-solving skills that they can apply to a range of difficulties and
challenges, thereby enabling them to better adjust to complexities in their environment
(Mruk, 2013). Problem-solving skills have been identified as a key attribute that will
improve one's employability (Coetzee, 2012; Griesel & Parker, 2009).
Graduate unemployment remains a social cancer in many developing countries. It results
in a waste of resources spent on studies and reduces the quality of life & self-esteem of the
graduates (Vincent et.al, 2019). However, they often encounter unforeseen hardships in
acculturation and employment pursuits which negatively impact self-esteem: a predictor
of career success and life satisfaction. Since existing supports for professional immigrants
have proven unsatisfactory, the current study aimed to identify and understand impacts of
adjustment barriers on self-esteem to inform development of resources including career
counselling protocols. During retraining and post-retraining employment, self-esteem
increased but was threatened by remaining adjustment barriers. Eleven key impactors on
self-esteem were revealed (Bansal, 2020).
This purpose of the researchers for conducting this study is to know if there is a
significant relationship of between peer pressure and self-esteem. Also to know how the
unemployed college graduates from Pamantasan ng Cabuyao response to the peer pressure
they experience because of being unemployed. This study also aims to know if the peer
pressure affects the self-esteem of an unemployed college graduates.

OBJECTIVES:
 To know how Unemployed College Graduates response in a peer pressure
  To know the factors affecting self-esteem
 To find out how College Graduates handle peer pressure
 To determine if there a significant relationship between peer pressure and self-
esteem

PROPOSED RESEARCH METHOD:

Quantitative research method will be use in this study. The instrument that the researcher
will use is survey questionnaire

VARIABLE 1:
 Unemployed College Graduates

DESCRIPTION:
Unemployed college graduates will serve as the independent variable. This will be the
subject of the researcher study.

VARIABLE 2:
 Peer pressure

DESCRIPTION:
The dependent variable of the study. Peers are people who are part of the same social
group, so the term "peer pressure" means the influence that peers can have on each other.

VARIABLE 3:
 Self-esteem

DESCRIPTION:
The other dependent variable of the study. Self-esteem is used to describe a person’s
overall subjective sense of personal worth or value in other words, how much you
appreciate and like yourself. The Rosenberg Self-Esteem Scale, it is a tool for assessing
global self-esteem.
PROPOSED TITLE:
Impact of Street Harassment on Sense of Self of the Gay Students in Pamantasan ng
Cabuyao RATING

RATIONALE:
According to the study of Unsafe and Harassed in Public Spaces: A NATIONAL
STREET HARASSMENT REPORT Street harassment can take place on the streets, in
stores, on public transportation, in parks, and at beaches. Among all respondents, 91%
believed there are ways to stop street harassment. It differs from issues like sexual
harassment in school and the workplace or dating or domestic violence because it happens
between strangers in a public place, which at present means there is less legal recourse. In
many ways, persons of color, lower-income people, and persons who identify as lesbian,
gay, bisexual, or transgender were disproportionately affected by street harassment
overall, as detailed in the main body of the report. Sixty-five percent of women reported
experiencing at least one type of street harassment in their lifetimes. For men, 25%
experienced street harassment, too, including 18% who experienced verbal harassment
and 16% who experienced physically aggressive forms. (Virginia, R. 2014). As stated by
McNeil (2014), Street harassment is unwanted and threatening, and it makes people feel
afraid, uncomfortable, and embarrassed. Up until now, research has mostly focused on
harassment of women. When in fact gay and other part of LGBTQ community was being
harassed too. Since street harassment has been popularized as a predominantly gender-
specific type of harassment, it's likely that some men don't think of it as a form of
harassment that might affect them. Street harassment may be considered an “unspeakable”
harm on account of the routine silencing and trivialization of victims’ experiences.
Disclosing street harassment is vital in making its harms visible and in working to
transform social and cultural attitude (Fileborn 2018). As stated by Ferrer et al. (2021),
Gays are prone to street harassment and other violence that affects on their sense of self.
Because of labeled feminine to males these individuals are high risk of violence whereas
discrimination, isolation and avoidance are extraordinary experiences of students inside
the campus (Evans et al. 2017).

In the Philippines LGBTQ community has lack of support from the law to protect them
from harassment and discrimination. According to (Tang and Poudel 2018) lack of legal
protection from the law, mental health issues, and discrimination in every aspect are
significant challenges to gay students in the Philippines. Philippines Gays are encountered
physical, verbal, sexual and harassment in schools, most of them are not aware of the
existing anti-policies. They lack orientation for these gay individuals about coping with it
and where to seek help (Human Rights Watch 2017).

Street Harassment had a negative effect to gays sense of self, it affects their well-being
and identity to be who they are. They are experiencing the effects of homophobia, stigma,
and discrimination they also want to protect their physical at mental health and to be free
in any harassment that people do to them (Sexual Harassment of Women 2018). Gender
harassment refers to crude sexual verbal and nonverbal behaviors conveying insulting,
hostile, and degrading attitudes about one’s gender, gender identity, or sexual orientation.
Obscene sexual gestures, flashing, displaying sexual images or objects at work, and e-
mailing or texting sexual images to a peer or coworker are all forms of gender harassment.
Sexist or heterosexist language, jokes, or comments also fall under this heading.
Unwanted sexual attention includes making suggestive or positive and negative comments
about a person’s body, leering and catcalling, spreading sexual rumors about a person, and
electronically sharing sexualized images of a person. Unwanted sexual touching, such as
grabbing, pinching, groping, intentionally brushing up against another in a sexual way, is
also considered unwanted sexual attention. This is also true of blocking another’s path or
following a person in a sexual way; unsolicited, unwelcome, and unreciprocated sexual
advances such as repeated requests for a kiss, a date, or sex; and attempted or completed
rape (Burn 2018).
First, women in my sample experienced street harassment when they did not conform to
heterosexual and/or feminine norms, as well as when they did conform to those
norms. LGBTQ+ teens are often target of bullying, harassment, and aggression. LGBT
women experienced significantly higher levels of sexual harassment and sexual assault in
a range of areas, including unwelcome sexual messages, sexual advances and sexual
assault. Bullying can range from verbal abuse, such as name-calling, to life-threatening
physical assault. Second, street harassment for women of color was often shaped by
racism (Logan 2013). There are two major findings connected to street harassment that are
particularly relevant for this study. These variations are discussed below.15 There were
also other areas where men and women reported similar levels of sexual harassment
(Trades Union Congress 2019).
The purpose of the researchers for conducting this study is to know and explore the effects
and factors that affecting the sense of self of the gay students. Also to help them to voice
out their true feelings regarding the harassment they experienced.
OBJECTIVES:
 To know what are the effects of street harassment to their sense of self
 To determine what are the challenges that they experienced while dealing with the
street harassment
 The aim of this study is to help Gay students to voice out their true feelings about
the street harassment.

PROPOSED RESEARCH METHOD:

Qualitative research method will be use in this study. The instrument that the researcher
will use is the semi-structured interview.

PROPOSED RESEARCH QUESTION 1:

 How the gay students deal with the street harassment they experienced?

DESCRIPTION:
To know how the gay students’ response to the harassment

PROPOSED RESEARCH QUESTION 2:

 What are the factors affecting the Sense of Self of Gay Students?

DESCRIPTION:
To find out what kind of factors affecting the sense of self of gay students and how these
factors affect them
PROPOSED TITLE:
Online Class in this Time of Pandemic: Dealing with Emotional Distress with a New
Blended Learning of Grade 11 Students in Liceo de Cabuyao

RATIONALE:
Eversince Covid-19 was declared as a global pandemic, public health including mental
health has become a threat (Cooper, et.al, 2020). Everyone were force to stay at home.
Due to the longtime of being at home, physical access to universities has been restricted
(IAU, 2020). Online-classes are to be found demandable as an alternative to institutional
closure during this unprecedented time. Nevertheless, as a result of an inadequate learning
approach, both students and instructors face numerous challenges and difficulties
including psychological problems. (Alam, 2020, Bao, 2020). Though online teaching is
one of the promising alternatives to the physical classroom, students show a negative
perception of online learning behavior (Rohman, et.al, 2020), which might be a significant
consequence that is responsible for psychological distress. The previous study showed that
students are anxious because of lack of enjoyment at classroom (Dewaele, et.al, 2019).
According to the empirical study of Hasan and Bao (2020) college students are suffering
from psychological distress due to ineffective e-Learning systems and fear of academic
year loss. This study also offers promising alternative insights relevant to the development
of students’ mental health. College students with pervasive access to technology,
experiencing high distress, and often nontreatment seekers, could be an important area for
online treatment dissemination. Finding ways to reach out to college students by offering
psychological interventions through technology, devices, and applications they often use,
might increase their engagement in treatment (Lungu and Sun, 2016). However, nurses
face far more psychological stress than nursing students due to their working environment.
Concerns about being infected during close contact with patients, unfamiliarity with new
specialized working environments and procedures, physical discomfort caused by special
protection, witnessing patient suffering and death, and long-term separation from family
members—all these factors cause extreme psychological stress to medical staff. (Huang,
et.al, 2020). As studied by Galender et.al (2020) nurses experienced a variety of
psychological distress during care of patients with COVID-19. Through proper planning
by authorities, it is possible to manage the risk factors of mental health distress in nurses
and improve their mental health status.

The behavioral health toll of the coronavirus disease (COVID-19) pandemic requires
urgent attention given reports of substantial psychological distress and behavioral health
service need (Torales, O’Higgins, Castaldelli-Maia, & Ventriglio, 2020). Prior
experiences with infectious disease outbreaks, such as HIV, demonstrate the value of
incorporating behavioral health into an overarching pandemic disease management
framework (Eaton & Kalichman, 2020). Herein, a strategy is proposed for organizing a
behavioral health pandemic response that is integrated with efforts of public health and
medical systems to manage pandemic infectious disease events (Kaslow, et.al, 2020).
According to the study of Rahman et.al (2020) the respondents mentioned a varied range
of experiences/activities to cope up with the stress from COVID-19. The most emerging
themes included engaging in daily exercise, yoga and meditation; watching movies;
listening to music and reading books; spending time with kids and partners or focusing on
family members; gardening; making phone calls to friends and loved ones; engaging in
hobbies one was used to; cleaning home and hand washing; ensuring safe distancing;
more prayers and connecting to God; working from home; cooking and eating more;
drinking and smoking; not thinking too much about the situation; not watching
news/statistics about COVID-19; visiting GPs or psychologist to allay fears and distress
and finally, doing nothing special. Coping strategies associated with reduced distress
included keeping a daily routine, physical activity, and positive reappraisal/reframing
(Betchtiger, et.al, 2020). The shift towards online education during the pandemic of
COVID19 has led many studies to focus on perceived learning outcomes and student
satisfaction in this new learning environment (Barber, 2020). Lack of physical space
conducive for studying and mental health difficulties were also common (Baticulon, et.al,
2021). As stated by Besser et.al (2020) the associations among adaptability to the
pandemic, personality, and levels of learning experiences (affective, cognitive, and
behavioral) among higher education students required to adapt to an abrupt transition to
synchronous online learning due to the global COVID-19 pandemic.

Emotional distress is a state of mental anguish that can take a wide variety of forms. It
may result from a mental health issue or particular circumstances, such as relationship
difficulties or financial strain. The purpose of the researchers of conducting this study is to
know and explore the influence of emotional distress of the students cause by online
learning. Also the ways and strategies used by the chosen Grade 11 students from Liceo
De Cabuyao on handling or dealing with the emotional distress they are feeling.
OBJECTIVES:

 To know the factors affecting students in handling emotional distress in the new
blended learning: Online class.
 To determine the cause of emotional distress of the chosen Grade 11 student from
Liceo de Cabuyao.
 To find out how the students deal with emotional distress.

PROPOSED RESEARCH METHOD:

Qualitative research method will be implemented on this study. As an instrument, the

researchers tend to use a semi-structured interview to the chosen Grade 11 students of
Liceo de Cabuyao.

PROPOSED RESEARCH QUESTION 1:

What are the causes of emotional distress of the chosen Grade 11 students from Liceo de
Cabuyao?

DESCRIPTION:

To figure out the primary source of emotional distress of the respondents.

PROPOSED RESEARCH QUESTION 2:

What are the ways of the students in dealing with emotional distress with online classes on
this time of pandemic?

DESCRIPTION:

To discover the techniques, use by the students on handling their emotional distress.
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