Running Head: POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 1

A Correlational Study between Positive Emotion and Coping Strategies for Academic Stress

among College of Arts and Social Sciences (CASS) Students

Dumale, Kyra Sophia B.

Espiritu, Juliet Acel S.

Urmatan, Eva B.

Urmatan Kristha Ira Mary M.

Vergara, Ann Nicolle H.

BS Psych 3-3

Central Luzon State University

POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 2

A Correlational Study between Positive Emotion and Coping Strategies for Academic Stress

among College of Arts and Social Sciences (CASS) Students

University school has become increasingly demanding as time had passed, and that is

why college students' overall well-being haves become increasingly important and demanding.

Likewise, undergraduate’s students continue to face academic pressure and achievement, as well

as even some job, career, and life issues following graduation. Students face several challenges

in their daily lives, and these challenges, which lead to stress, reflect the conception of a lively

campus life (Pariat et al., 2014). There has been an increasing amount of studies examining the

bearing of stress on university students' well-being (Robotham & Claire, 2006).

Grambling and Auerbach (1998), consider stress to be an unfavorable state of mental and

physiological arousal that people experience when they are confronted with circumstances that

they consider to be harmful or risky to their quality of life. Everyone, regardless of age, culture,

or geographic region, is subjected to stress on a regular basis. It's vital to remember that stress

has both positive and negative consequences for people. Stress resource strength and effect differ

from person to person and specific issue. Its purpose is to alert and prepare people to defend

themselves. However, even though the consequences of stress on an individual may not always

be negative, daily annoyances and major life events can severely impair a person's ability to

operate at their best (Kaufman, 2007).

Academic Stress

Educational stress, often known as academic stress, is described as the uneasiness and

anxiety brought on by various difficulties encountered during the academic learning process.

(Sun et. al., 2011). Many young adults attending in college have been observed to be stressed
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 3

(Pierceall & Keim, 2007). Although stress is commonly considered as an inevitable aspect of

student life, few steps are made to prevent it. Still, it is critical to recognize the negative impacts

of stress on mental health and personal well-being. Depression, anxiety, stress, and sleeping

difficulties are all manifestations of students' psychological distress (Petrov et. al., 2014).

The transition from high school to college puts college students to the test in terms of

their ability to live independently, live within their means, and achieve educational standards and

integrity, then adapting to a new community interaction. College students lay the groundwork for

their prospective life goals throughout this transitional period (Salmela-Aro et. al., 2007). In

academic life, students will experience sociological, emotional, physical, and familial issues that

can hinder learning and assessment. When it comes to academic accomplishment, stress

throughout this life shift may be very important.

Academic stress, according to Verma and Gupta (1990), is a disappointment about

academic failure as well as a mental suffering characterized by fear of failure. It is also caused by

high expectations, heavy workload, social isolation, unrealistic objectives, limited chances, and

intense competition (Nakalema, & Ssenyonga, 2014). When it comes to earning a degree and

furthering one's education, there is frequently a lot of pressure. There's the pressure of

completing all of the assignments, balancing time, and fitting in extracurricular activities. School

students, who are often living separately from home for the first time, are particularly vulnerable

to academic stress (Prabu, 2015). Academic stress is a reaction to a large number of expectations

and responsibilities that students must do.

POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 4

Sources of stress, according to Bernstein et al. (2008), include "any scenario or

occurrence that seriously threatens people's proper functioning and forces them to make

changes." These stimuli are referred to as "Stressors, it is an external or internal pressures that

disrupt balancing, compromising bodily and psychological well-being and necessitating action to

restore balance (Lazarus & Cohen, 1977).

According to Jain and Sinhai (2018), the lack of adequate support is the biggest source of

stress for students. Students have described sense of rejection and the professor's reaction to

learning objectives, as well as a lack of adequate feedback on testing, as usual stressors

(Gibbons, 2008, 2010). In a learning environment, where one's worth is mostly assessed by their

capacity to succeed, self-perceptions of inadequacy can induce feelings of shame and

humiliation, according to self-worth theory (Covington & Beery, 1976). There is a conventional

evaluation method in place that does not provide students adequate room to experiment and push

the boundaries in order to excel.

Furthermore, financial problems, difficulties in managing one's perceived free time, and

worries about job orientation are all personal stressors (Leicestor University, 2002). It is critical

to do what you like or to love what you do. Discomforts, pressures, and inconveniences that may

not be severe stressors in and of themselves, but have large implications, are referred to as daily

hassles. This can be connected to people's professions, daily living situations, and social

connections (Bernstein et al., 2008).

Higher levels of stress can have a negative impact on university students' health and

academic performance (Yumba, 2008). According to Randall et al. (2000), excessive stressful

situations not only harmed students' productivity, but also put most of them on the risk for health
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 5

issues. This is likely to have an impact on social connections both inside and outside the society,

as well as on individual people's commitment to attaining their goals (Fairbrother & Warn,

2003). Students face several challenges in their daily lives, and these challenges, which lead to

stress, reveal the concept of a thriving campus life (Pariat et al., 2014). Yet, students must be

stressed in order to be motivated to learn.

Approaches to mitigate the harmful effects of stress on students' learning and

performance are required. It is crucial to keep college stress under control because college is

intended to be cherished, not endured. The key to lowering student suffering is to provide them a

sense of control over their education, as well as information on what to expect and feedback on

how they may improve their performance. Students' basic needs must be satisfied through

providing a safe atmosphere, structure, consistency, and positive relationships, as well as

assistance in managing stressful situations (Tennant, 2005).

The Broaden-and-Build Theory of Positive Emotions

This figure is based on Fredrickson's (1998, 2001) broaden-and-build theory, which

offers a new viewpoint on positive emotions. The broaden-and-build theory of positive emotions

is a valuable paradigm for understanding how and why the good emotions may be effective in

the stress process (Fredrickson, 1998, 2001). Positive and negative emotions, according to the

broaden-and-build theory, have unique and comparable functional purposes as well as behavioral

and physiological impacts. This notion is supported by research that shows the social and

emotional advantages of positive emotions (Isen, 1999). Negative emotions, according to this

theory, limit one's instantaneous way of thinking range by conditioning another to act a certain

way (e.g., attack when angry, escape when afraid). Positive emotions, on the other hand, increase
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 6

one's consideration range by increasing the availability of attitudes and behavior that arise to

mind (e.g., joy, contentment, curiosity).

Broaden-and-build is a multipart model, providing a broad explanation for the positive

emotions' apparent consequences. The theory is divided into two sections: "broaden" and "build."

Subjective positive emotions, transient cognitive/attention/motivational states, and long-term life

consequences are the three layers of phenomena that the theory attempts to connect (Cohln,

2009). As a result of these expanded perspectives, an individual's physical, intellectual, and

social resources grow (Fredrickson, 1998, 2001). This viewpoint on positive emotions may

explain why people who have positive feelings when under stress are seek to benefit from their

expanded perspectives and effectively implement their unpleasant emotional responses.

Furthermore, the broaden-and-build theory proposes that happy emotions diversify,

facilitating the experiencing of a wider range of happy emotions in a spiral-like pattern

(Fredrickson, 2001). According to this study, emotional experiences and dispositions prepare the

way for future good emotion experiences in the brain (Garland et al., 2010). For example, the

ability to experience surprise and wonder is more likely when someone is composed rather than

stressed or experiencing unpleasant emotion (Smith & Joyce, 2004). A positive emotion seems to

have had a remarkable ability to biologically away persistent negative emotions, according to the

broaden-and-build theory (Fredrickson et. al., 2000). As a result of these expanded perspectives,

an individual's physical, cognitive, and opportunities grow (Fredrickson, 2001).

Bestowing to Fredrickson (1998), positive emotions result in optimal performance not

just in the moment, but also in the long run. They distinguish positive emotions into four types,

namely joy (happiness), interest (interest), contentment (satisfaction), and love (love). Positive
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 7

emotions encompass not only pleasant emotions but also cognition (that is, interpretations of

specific life events or circumstances) and certain activities or behaviors (sports, exhibiting

beauty, expressing gratitude, and so on) which promote health and well-being. It represents a

person's relationship with his surroundings, as well as his ability to experience and find meaning

in life (Ching & Chan, 2020).

In the best-case scenario, this can lead to prospering, which is described as a condition of

total emotional, psychological, and societal well-being (Keyes, 2002). These feelings are linked

to requirements, objectives, and advantages. According to Andries (2011), these aid in keeping

the acquired knowledge agreeable; after all, positive emotions are comfortable experiences

associated with physical representations with a significant positive impact. By maintaining

positive feeling, broadening the varieties of emotions encountered, and promotes good sources;

the broaden-and-build hypothesis establishes the foundation for the importance of positive

emotions in everyday situations.

The “build hypothesis” has been confirmed by numerous researches, which show that

happy moods promote increased enthusiasm, resiliency, social protection, and connectedness

(Fredrickson et al., 2008; Kok & Fredrickson, 2010; Schiffrin, & Falkenstern, 2012). Individual

occurrences of pleasant emotion, on the other hand, have a proclivity to contribute in the

formation of property funds that encourage thriving and boost possibly the best (Fredrickson &

Kurtz, 2011). Ultimately, the broaden-and-build idea says that experiencing happy emotions on a

regular basis aids in the development of positive resources (Fredrickson, 2001). The theory

provides a compelling look at the evolutionary adaptive value of positive emotions. (Fredrickson,

2001).
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 8

Positive Emotions

The goal of positive psychology is to learn about and promote the elements that enable

people, communities, and societies to thrive (Seligman & Csikszentmihalyi, 2000). On the

surface, the solution is straightforward: positive emotions are indicators of flourishing, or

optimal quality of life. Emotions are best understood as multicomponent reaction tendencies that

evolve over relatively short time intervals, according to this perspective. Generally, an emotion

originates with a person's interpretation of the personal significance of foregoing experiences

(Fredrickson, 2001).

The adaptive benefit of positive emotions is less evident, as positive emotions often do

not stimulate particular behavioral inclinations but, at most, orientations toward choices and

actions (Fredrickson & Levenson, 1998). Positive emotions have the effect of facilitating social

connections and making notable contributions to others (Waugh & Fredrickson, 2006).

Moreover, it also makes people increasingly productive and proficient at major issue tasks, along

with more open to new knowledge (Isen, 2001). That is, we presume that positive emotions start

a chain reaction that leads to increased emotional well-being.

According to Villavicencio and Bernardo (2013), high levels of self-reported positive

emotions should strengthen learners' sense of control over their learning environment,

amplifying the benefits of self-regulation. More significantly, the findings reveal that, at least in

the case of self-regulation, positive emotions might actually improve the beneficial association

between these motivational and cognitive resources and learning accomplishment (Villavicencio

and Bernardo, 2013).

POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 9

Positive Emotions and Academic Stress

According to Fredrickson’s broaden-and-build theory (2004), positive emotion broadens

individual consciousness, inspires inquisitive ideas and activities, and builds personal resources

which including health and wellbeing, connectedness, and positive attitudes and behaviors. All

of these resources, when accumulated over period, improve a person's capacity to deal with

difficult conditions and hardship. While the expanding aspect of positive emotions is fleeting, the

developing aspect builds over time and, more crucially, builds long-term assets that can be drawn

upon in the future (Fredrickson, 2001).

Positive emotion is defined as those who experience and exhibit positive feelings. They

are more able to compete at their best and produce better results (Fredrickson, 2013). Positive

emotions, for example, influence self-efficacy and education, anticipating educational

attainment, according to Oriol-Granado et al. (2017). It also people more productive and

effective at problem-solving skills, as well as more openness to change knowledge. Low self-

reported levels of positive emotions, on the other hand, may reflect negative task and/or outcome

value evaluations, thus undermining the self-expected regulation's positive impacts on learning

and accomplishment. (Villavicencio and Bernardo, 2013). It is to help adding helpful ways in

lessening stressful events in life.

Additionally, positive emotions mostly useful in the midst of stressful experiences by

way of reducing negative emotional reactivity and bouncing back from stressful happenings in

life. Further study states that adaptation in stress is one of the most important roles playing in

succession of positive emotions. Study shows that the characteristics of positive emotions

broaden positive temperament on happiness for the worry method (Pressman & Cohen, 2005).
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 10

Sheeber et. al. (2009) pointed out that positive emotions are important for psychological

well-being. Positive emotions such as joy, gratitude, serenity, curiosity, hope, pride, amusement,

inspiration, amazement, and love play an important part in treatment and can act as a kind of

stress and depression prevention. Positive emotions and their influence, as argued by

Lyubomirsky et. al., (2005), it also made people think, feel, and engage in activities that allowed

them to build goals.

Coping Strategies

Coping is defined as a person's role in addressing and respond to challenging situations,

and that is the quality that enables people to react to the behavior, attitudes, and emotions that

these circumstances generate (Hirsch et al, 2015). Coping can be defined as a crucial step in the

stress management process. Coping has been seen as a stabilizing mechanism that can aid in

psychosocial adaption and impact an individual's stress experience during stressful occurrences.

Individuals take actions or coping mechanisms to defend themselves against feelings of

hopelessness and worry (Aimi, 2017).

Coping was being found to be a substantial predictor of academic performance among

college students (Gustems-Carnicer & Calderon, 2013). Also, it is acknowledged as a critical

variable in the strategy of eliminating, lowering, or enduring stress (Barrows, Dunn, & Lloyd,

2013). Furthermore, Coping responses (e.g., positive reframing, taking action, seeking help) have

been found to be beneficial for college students' growth (Cavazos et. al., 2010). Individuals

utilize a variety of ways to cope with stress under tough circumstances (Ahn, 2014). The goal of

effective coping is to mitigate the potentially damaging impacts of unpleasant emotional states.

Furthermore, even when confronted with the same type of stress, people utilize different coping
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 11

techniques, which could be attributable to individual preference and instead of dissimilarities

responses (Son, Lee, & Kim, 2015).

The study identified three types of coping strategies: positive reappraisal, problem-

focused coping, and the creation of positive events (Folkman, 1997).

Positive reappraisal is a cognitive situation in which individuals concentrate on the

positive aspects of what is occurring or has occurred. Discovering chances for personal goals,

identifying real personal growth, and realizing how one’s personal actions might help others are

all examples of positive reappraisal. The interpretation of a circumstance is modified in a way

that permits the individual to develop pleasant emotion and psychological well-being through

into the practice of positive reappraisal. (Folkman & Judith, 2000)

On the other hand, problem-focused coping entails thoughts and instrumental activities

aimed at reducing or eliminating the source of suffering. It is more commonly used in situations

where the individual has individual control over the outcome and less frequently in

circumstances where the individual has no influence over the result. If there's no personal

control, problem-focused coping is commonly deemed dysfunctional (Lazarus & Folkman,

1984), but this following equation may be unduly generalized; a circumstance that seems to be

unpredictable on the surface may nevertheless have manageable parts. In college students,

problem-focused engagement was connected to a lower negative mood and a higher positive

mood as well as a better quality of life (Shermeyer et al., 2018). Several studies have found that

using problem-focused coping can reduce the amount of psychological or behavioral issues

(Gustems and Calderon 2013),

POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 12

Lastly, the creation of Positive Events. This coping method entails establishing a positive

psychological time-out by infusing routine experiences with positive meaning (Folkman,

Moskowitz, Ozer, & Park, 1997), such as when an individual ponders a fleeting compliment or

stands to appreciate a beautiful sunset. Time-outs like these provide a welcome break from the

constant tension. Humor, which has long been acknowledged for its tension-relieving

characteristics (e.g., Menninger, 1963), has the extra benefit of eliciting positive emotion even in

the darkest of moments, which may, in turn, aid in the formation of social links, which can be

useful in stressful situations.

In the study of Freire et al. (2018), confirmed that students' use of highly functioning

coping techniques such as positive reevaluation, requesting help, and planning increased as their

Eudaimonic Well-Being improved. Self-Efficacy, on the other hand, is an important personal

resource for effective academic stress reduction. Learners' coping skills included time

management skills, communication of problems, planned issue solving, spending time with

friends, peer assistance, relaxation, and getting enough sleep. 

Coping Strategies and Academic Stress

University students' stress and coping mechanisms have been extensively researched

( Väisänen et al. 2018). Excessive stress can have poor academic and emotional consequences,

and it may be an underlying problem of the adoption of a variety of undesirable behaviors (Pitzer

and Skinner 2016). It is necessary for students to have a variety of coping techniques in order

to deal with stressful situations. According to a study conducted by Saile et al. (2017) among

Misamis University Maritime students, there are numerous stressors that students face when

studying, and they manage by engaging in work and conversing with friends, family, and
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 13

relatives as coping techniques. Stressors that come from a variety of sources have an impact on a

student's capacity to succeed if they are not handled properly.

Holistic health awareness strategies to cope with academic stress can assist students in

getting the most out of their education and developing into productive and healthy individuals'.

They say that effective coping entails being aware of stressful occurrences and events, and that

detecting stressors entails becoming mindful of how the body adapts to stress (Kaur, 2019).

Though some degrees of stress encourage students to perform at their best, when stress is not

managed effectively owing to a lack of resources to deal with it, it can have disastrous effects for

both the student and the institution (Reddy et. al., 2018).

A greater positive coping style is linked to higher psychological resilience which would

promote mental health and psychological well-being (Wu et. al., 2020). Furthermore, even when

confronted with the same type of stress, people utilize different coping techniques, which could

be attributable to personal tastes instead of variations in individual responses (Son et. al., 2015).

Those who deal with stress more efficiently have fewer illnesses, live longer, and have a higher

quality of life (Cheng, Lau, & Chan, 2014).

Coping and positive emotion research is still in its infancy, and each new discovery raises

new issues. Researchers, for particular, have just begun to comprehend the adaptive benefits of

positive emotions under stressful situations. Researchers may need to widen their coping

framework to thoroughly investigate these successful coping methods if the coping techniques

that reduce negative emotion differ from those that promote happy mood. These findings pave

the way for systematic, comprehensive study that could shed light on the interesting,
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 14

fundamental subject of why some people not only survive, but even thrive, in the face of

mentally and physically adversity.

There has been a growing interest in positive emotions and coping strategies as there

aspects that cause students to be in difficult situations, however, positive emotions and coping

strategies for academic stress have received less attention than they deserve. The study will

examine findings regarding the occurrence of positive emotions and coping strategies in stressful

situations, as well as the functional role that these emotions and coping strategies plays for

academic stress.

Objectives:

 In order to learn on what extent are students at the College of Arts and Social Sciences'

coping mechanisms more positive reappraisal, problem-focused, and the creation of

Positive Events.

 To comprehend positive emotions' adaptive role in challenging situation.

As a result, the goal of this research is to perform a systematic evaluation of the literature

on the effects of positive emotion in the conduct of stress and the application of coping

techniques that include positive emotion to reduce academic stress.

Significance of the Study:

The study, as per the researchers, will be valuable to students, teachers, parents, and

future researchers. This study's findings and feedback will provide insight and ideas into the

following:
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 15

For the students, the results of this study will benefit students in understanding how positive

emotions and coping strategies contributes for academic stress.

For the teachers, the findings will provide teachers ideas on how to respond in the event that the

same situation arises again.

For the parents, the findings of this research will provide parents ideas on how they might help

their children perform better.

For Other Researchers, If and when other researchers conduct similar study, the findings may

serve as the basis and ideas.

POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 16

CONCEPTUAL FRAMEWORK

Demographic Profile of the Students

▪ Age
▪ Course
▪ Gender

Positive Emotion
▪ Joy
▪ Contentment Academic Stress of the Student
▪ Pride
▪ Love

Coping Strategies
▪ Positive reappraisal
▪ Problem-focused coping
▪ Creation of positive events
Independent Variables Dependent Variables
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 17

CURRENT STUDY

Previous research had shown that positive emotions have been connected to coping

strategies for academic stress. According to Papousek et al., (2010), students that have a higher

level of positive emotions throughout the school day may have better coping capabilities.

Students dealing with academic stress have a lot of positive emotions and coping strategies. As a

result, the goal of this research was to see if coping systems that create emotions vary from those

that regulate distress. Therefore, the main purpose of this study is to know if CASS students’

coping strategies for academic stress influenced by positive emotions. Furthermore, to

investigate what factors may lead students to feel academic stress, as well as what coping

strategies they utilize. Continuous awareness of this topic may help to prevent stress-related

sickness and the risk of improper coping. Hence, this research investigates the correlation of

positive emotions and coping strategies for academic stress among CASS students.
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 18

Method

Research Design

In this study, correlational design was used to determine whether there is a significant
relationship between Positive Emotions and Coping Strategies and Academic Stress. To collect
the needed data, two questionnaires were used to generate the evidences on the determinants of
positive emotions and coping strategies on academic stress.

Participants

The 30% random students ages from 19 and above from College of Arts and Social

Sciences at Central Luzon State University will be selected to participate in this study to

represent the average sample of populations. The data gathering will answer the 2 survey

questionnaires and the process will continue if the total number of participants was reached.

Sampling Procedure

Random sampling was used in this study. The research was done with the informed

consent of all participants as a requirement. Data collection was carried out at the beginning of

the academic year in order to avoid periods of high academic demands such as requirements and

exams that could affect and bring emotional impact in students and may influence their responses

to the questionnaires. Participants were informed of the study's objectives and requested to

participate before it began; they were assured of anonymity and the confidentiality of their

responses. Likewise, the researchers explained that students who did not wish to participate in

the study could withdraw their consent without any repercussions or negative consequences. The
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 19

survey questionnaire was answered through online in a google form during normal class hours in

a single session without time limit.

Instrumentation

The use of survey instruments to describe the characteristics of a population has been

found to be quite useful.

Dispositional Positive Emotion Scale – The DPES questionnaire consist of 38-item, including

the 7 (seven) sub-scales: joy (6 items) contentment (5 items), pride (5 items), love (6 items),

compassion (5 items), amusement (5 items), and awe (6 items). It is a 7-point scale answerable

by 1 (strongly disagree) to 7 (strongly agree) by the possible participants. The subscales

Cronbach alpha of joy is .82, contentment is .92, pride is .80, love is .80, compassion is .80,

amusement is .75, and lastly, awe is .78. From this Cronbach alpha of each subscale were

acceptable same with the reliability and validity level. Relationships of the DPES connected says

however different concept (Shiota et al., 2006).

The Coping Scale of Academic Stress Questionnaire – The Academic Stress Questionnaire to

measure coping strategies (Cabanach et al., 2010) is 23 items with three (3) method strategies for

coping: positive reappraisal, support seeking, and planning. In addition, positive reappraisal is a

secondary control approach where the students strive to recast the stressful experience,

emphasizing the positive like “Facing problem in a bad situation makes me forgot disagreeable

phases and the positive importance” with the psychometric properties of reliability of α = 0.860.

However, support seeking is a varied coping approach, where students can do that seeking

knowledge and advice from others in which settle the matters in own like “Facing problem in

bad situation, asking advice from my love ones” or they can aim to comfort and emotional help
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 20

like “Facing problem in a bad situation, showing to others about how I feel and saying what I

want to others to know my opinion” with the psychometric properties of reliability of α =0.902.

While the planning is the main control approach, considered by study and the scheme of a

strategy act seek to deciding to solve a situational matter like “Facing problem in a bad situation,

making plan to handle a situation and I keep my eye on it” with the psychometric properties of

reliability of α = 0.81. This is answerable by 5-point Likert scale 1 (never) to 5 (always).

Ethical Considerations

The study's goal and nature were explained to all participants. The participants’

participation was purely voluntary. The students were also informed about their rights to

withdraw before, during, and after the actual data gathering without any consequences. The

anonymity and the confidentiality of the information gathered were assured.s

Data Gathering Procedures

In collecting the data, a letter of request to conduct the study was prepared and all the

permission that needed to acquired. The Researchers conduct the study to the 30% random

students of College of Arts and Social Sciences of Central Luzon State University through online

using Google form with the two standardized survey questionnaires. Before conducting the

study, researchers explain to the participants the importance of their responses, request the

respondents to answer with all honesty and researchers clarify some items for the respondents to

answer with full knowledge of their responsibility as the subject of the study.

Data Analysis
POSITIVE EMOTION, COPING STRATEGIES AND ACADEMIC STRESS 21

To analyze the data gathered, SPSS were used. First, the correlation between the positive

emotion and coping strategies in academic stress was tested using the linear regression.

However, the association between coping strategies and academic stress was analyzed using the

Pearson Moment Correlation. This is to study the relationship between the variables.

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