Chapter I

THE PROBLEM AND ITS SETTING

Background of the Study

The impacts of stress can affect students in different ways. For some

students, the impacts of stress can make them become distant from family and

friends. It can affect some by impacting their grades, and when students’ grades

drop, it can later lead to students dropping out of college. College does not have

to be a stressful time for students. Students who find appropriate ways to deal

with the obstacles of becoming a college student can have a more successful

transition into that stage of life. The purpose of this literature review is to specify

the causes and impacts of stress upon college students while also identifying the

coping strategies used to effectively reduce or eliminate the stress they endure,

so as to better understand how to best support individuals as they transition into

college[ CITATION Rom02 \l 1033 ].

Stress for college students can come in a multitude of formats. It can also

be coped with in a variety of ways. Moving to a new location, meeting new

people, or being out of one’s social norm can cause stress. Financial issues,

including whether college students have the money needed to purchase food,

pay rent, or pay for college, are common stressors among college students.

Relationships, social interactions, new roommates, and making new friends are

also factors that can cause stress. Similarly, students report psychological

problems stemming from stressors, such as dislike with course content, lake of
motivation, inability to learn a foreign language, tension that is uncontrollable,

love affairs that become frustrating or disappointing, or close family member that

become severely ill [ CITATION Bla61 \l 1033 ].

The researchers have not come across a study on psychological distress

encountered by criminology students and their social behavior in Ramon

Magsaysay Memorial Colleges Marbel Incorporated. It is in this context that the

researchers are interested in determining whether the psychological distress of

criminology students that influence their social behavior. Criminology students

experience higher stress at predictable times each semester because of

academic commitments, financial pressures. Students can be affected by the

effects of depression and leads to students engaging in unhealthy habits like

drinking, drugs, just to name a few unhealthy habits. This can affect health, once

stress has become perceived negatively or has become excessive. Hence, it is

important that criminology students of Ramon Magsaysay Memorial Colleges

Marbel Inc. develop effective strategies in order to deal stressful situations.

Statement of the Problem

Generally, this study aimed to assess’ psychological stresses encountered

by criminology students during lockdown and the level of their learning interest.

Specifically, it answered the following questions:

1.What is the demographic profile of the respondents in terms of:

1.1 age;

1.2 sex; and

1.3 year level?

2.What are the psychological distress encountered by criminology students

during lockdown in terms of:

2.1 Mental stress?

2.2 Emotional stress? and

2.3 Physical stress?

3. What is the level of their social behavior?

4. Is there significant relationship between the psychological distress

encountered by the criminology students and their social behavior?

Hypothesis

There is no significant relationship between the psychological distress

encountered by the criminology students and their social behavior?

Theoretical framework

This study aimed to assess the college students to provide ample

resources and opportunities for learners to address stress positively. Continue

reading to learn more about different types of stress, possible solutions, and

answers to frequently asked questions (Broderick, 2020).

Conceptual Framework of the Study

This study determined the influence of psychological distress encountered

by the criminology students and their social behavior.

The conceptual framework shows the significant relationship of the

dependent and independent variable which the influence of psychological

distress encountered by criminology students and their social behavior.

In this study, the psychological stresses encountered by criminology

students as independent variable affects the learning interest which is the

dependent variable.

Independent Variable Dependent Variable

Psychological distress
encountered by criminology
students
Independent variable
 Mental stress Social behavior

 Emotional stress

 Physical stress

Figure 1. The Conceptual Framework of the Study

Scope and Delimitation

This study was determine the Psychological distress encountered by

criminology student and their social behavior in Ramon Magsaysay Memorial

Colleges-Marbel Inc, (RMMC–MI) This study started on October 2020 end on

June 2021. This study delimited to Criminology students who will be the

respondents of the study.

Significance of the Study

The purpose of the study is to give a deeper sense of understanding

pertinent to the subject of the research.

The results of the study will be significant to the following:

School Administrators. This study will help them to know to prevent the

psychological distress encountered by Criminology student and their social

behavior, schools actively encourage staff members to engage with their

students and learn about students’ outside interests so staff can connect with

them on a more personal level. They are also the one who conduct a seminar on

the Teachers about the psychological stresses that they encountered in their

student.

Teachers. This study will help them know to avoid the psychological

distress for their student. It is my belief that more research is needed to establish

practical application strategies that teachers can use to effectively create a

strong and successful relationship with their students. This study also served as

a guide for the teacher to prevent in order for students to learn, practice, and
maintain expected social behavior, educators must teach social skills within the

context of the various school settings that students encounter each day.

Students. The study may serve as a basis for student to be aware the

psychological stresses and their learning interest and to give some knowledge

and idea about the prevention in that issues and to serve this guide and their

daily living. It can manage stress in many healthy ways, including pursuing a new

hobby, finding a support system, and working on time management skills. It is

very important to be aware the psychological stress that you’ve encountered in

different situation.

Parents. This study will help them know the purpose of psychological

distress encountered by criminology student so that they could apply it in their

selves and their students and parents also is required to getting involved to the

student learning. Parents are aware of, understand, and support the basic

objective of the school and believe they have an important role to play in their

children’ education. Give encouragement and show appreciation of your child’s

achievements, whether great or small, as this can help boost their confidence.

Researchers. This study can help the researchers determine the impact

and effect of psychological distress encountered by the criminology students and

their social behavior. Through this study, the outcomes that may benefit the

researcher can give positive perception and learning significance of education. It

is important to know that a research career involves many activities besides

research. 
 Future Researchers. The outcomes of the study may be utilized as

reference to continue the information towards psychological distress encountered

by the criminology students and their social behavior. This will benefit them to

have a guide and source when they will become researchers. And it will serve as

guide and reference to their research.

Definition of Terms

The term used had defined from the operational point of view of the

researcher to help readers comprehend the study efficiently.

Psychological. Refers to the mental and emotional state of a person.

Distress. Refers to degree which you feel overwhelmed or unable to cope as a

result of pressure that are unmanageable.

Criminology Students. Refers to the officially enrolled in Ramon Magsaysay

Memorial Colleges Marbel- Inc, (RMMC-MI) year 2020-2021.

Mental Stress. Refers to the often accompanied by physiological responses.

Emotional Stress. Refers to Involves the experience of negative affect, such as

anxiety, in the context of a physiological stress response that includes cardio-

vascular and hormonal changes.

Physical Stress. Pulling a muscle slipping, fracturing your wrist bowling,

fractures, and ligament sprains to dislocations.

Social Behavior. Behavior of students who are seriously emotionally disturbed

sets them apart from their normative classroom peers.

 Chapter II

REVIEW RELATED LITERATURE AND STUDIES

This chapter discusses the related literatures which are useful and necessary as

a background of this study. This study provides significant data and additional

needed information gathered from books, journals, document from websites, It

contains different information about psychological stresses around the world.

Local Literature

Common effects of stress. These are insomnia, headaches, backaches,

constipation, diarrhea, high blood pressure, heart disease, depression and

alcohol, tobacco or drug use. He suggested doing the following: 1) After seeing

the doctor, share your treatment plan with people close to you. Talk with friends

and relatives and explain what you are going through; 2) If your doctor prescribes

medication take it exactly the way it is prescribed. Do not stop taking your

medication until you doctor tells you to stop doing so; 3) Keep all follow-up

appointments with your doctor; 4) Remember that it may take some time to start

feeling better; 5) If you experience side effects from any medication, tell your

doctor; and 6) Seek professional counseling. If your methods of coping with

stress are not contributing to your greater emotional and physical health [ CITATION

Duq07 \l 1033 ].

According to Blona (2005) claims that students experience stress since

some are trying to cope up with the demands of adapting to a new living

environment, new peers, academic pressure, and sexual concerns. Being in

college can also put financial stress on the students and their families. These

situations can leave them with trembling hands, tense muscles, migraine,

headache, and multiple other symptoms of stress. These can contribute to a host

of chronic diseases ranging from hypertension to peptic ulcers that can

predispose them to premature disability and even death. Stressors are demands

made by the internal or external environment that upset the balance of a person,

thus affecting the physical and psychological well-being of the person and thus

would require appropriate action if one is to restore that balance. At one point

stress was considered to be a transactional phenomenon dependent on the

meaning of the stimulus to the perceiver. Thus, stress is not an ordinary thing

that may be set aside and ignored. Giving utmost attention to it from the very

start of the symptoms is necessary and taking proper action is a must to avoid its

worst effects.

The stress profile of students in the College of Dentistry of the University

of the Philippines, Manila. The study involved 149 dentistry student-respondents.

Academic stressors like examinations and grades, fully loaded days, difficulty in

completing clinical requirements, and fear of getting delayed topped the identified

stressors. Academic factors were stressful in the first 3 year levels. Academic
stress peaked during the sophomore year. No significant differences in rankings

were observed between genders. There was undeniable similarity in the general

stress profile of the different year levels. Common methods of coping with stress

were employed by students which include crying, praying, talking, watching

movies, and listening to music. Stress makes or breaks a person. It is like a two-

edged sword which can either motivate and stimulate a student to peak

performance or reduce the student to ineffectiveness [ CITATION Sal04 \l 1033 ].

Foreign Literature

If a student moves to on-campus housing, the rules of living in the

dormitory can initially create stress, as following the housing rules can be

drastically different than their perception of college dorm life. Students often

expect nothing more than constant party activity happening around them, only to

find that their living quarters are structured and have detailed guidelines. Finding

that their on-campus housing experience differs from their perception, on-

campus living can cause an initial shock for the student to overcome and this can

induce stress. Current first year college students are experiencing a historical

period that that was not experienced by other generations whom have attended

college, but when the expectations are not met stress can set in with the reality of

what college life actually is like [ CITATION Coc13 \l 1033 ].

According to Pekrun et al. (2002), students experience a great variety of

self-referenced, task-related, and social emotions in academic settings. The

effect of academic learning and academic achievement is pivotal in every aspect

of life, starting from social relations, academic careers, and ability to allocate
recourses due to the fact that all the above-mentioned aspects depend on

individual achievement. Furthermore, the influence of emotions on students’

cognitive processes and performance has been suggested to be associated with

students’ psychological and physical health as well.

Examine the association between financial stress and academic achievement.

Financial stress can immediately develop for students upon enrollment. Students

can suddenly find themselves in an economic crisis from adapting to living on

their own. With outside stresses and social expectations, students may feel that

academic successes have less importance than perceived financial stability

among their peers [ CITATION Bri161 \l 1033 ].

Students often find themselves doing things that are out of character for

them, while they are in college. College friendships may differ from earlier

friendships in a student’s life as the college setting is different than the more

structured, rules-based settings that student’s made friends with before entering

college. With less influence from parents, teachers, and other authority figures,

students may find themselves in groups that engage in behaviors that differ from

their morals prior to entering college. Parental involvement with their children in

college decreases, so the student might be more likely to allow other college

students pressure them into engaging in activities that an individual would not

have participated in when living at home, such getting involved in alcohol, drugs

or sex [ CITATION Wea16 \l 1033 ].

 Theory of psychosocial development is made up of eight stages in which

an individual is confronted with various challenges. Because most individuals

entering college are young adults, many of them are in the fifth and sixth stages

of psychosocial development. The fifth stage is labeled identity vs. role confusion

and the sixth stage of psychosocial development is labeled intimacy vs. isolation.

This means that college students are trying to figure out their identity as well as

learning to interact and connect with others [ CITATION Eri66 \l 1033 ].

As individuals go from grade school, middle school, high school and then

to college, the level of difficulty increases as well as the level of pressure to

perform well. For those with anxiety, this may cause the anxiety to increase as

well. This ripple effect is concerning because anxiety can go undetected and/or

untreated and continue to affect social, occupational, academic, or other

important areas of functioning. The excessive worry hinders the ability to do

things efficiently and in a timely manner. The time and energy that is spent

worrying would leave less time to 11 study or do homework and negatively affect

an individual in many other areas. Some longitudinal studies have demonstrated

that untreated anxiety in adolescents and young adults may lead to several

behavioral, physical, and mental [ CITATION Mah15 \l 1033 ].

Anxiety can affect all these tasks, but concentrating on work was found to

be the most frequently reported academic difficulty of those with anxiety. These

findings are applicable to the college student population because when anxiety

develops in youth and goes untreated, this can lead to maladaptive coping skills

throughout development (American Psychiatric Association, 2013). For example,

if an individual develops anxiety in elementary, middle, or high school and it is

not treated, they may abuse alcohol or drugs to cope, which can have negative

consequences for many areas of his/her life. Social anxiety, as well as other

forms, may affect students’ ability to engage with faculty and their peers, which

can be an important aspect of academic [ CITATION Gou10 \l 1033 ].

Social activities can have both a negative and positive impacts on

students. However, social activities can be a cause of stress for students and

cause them to neglect their coursework. Students have a desire to fit in.

Ultimately, they may feel that the potential lack of a social life is unpleasant and

must be avoided. College life can be full of fun times for students. Students who

feel they are missing out on social interactions may become withdrawn,

depressed, angry, and fearful and can possibly develop social anxiety. Negative

life events widely exist in interpersonal communication as an important

psychological stress source, and they impact on young people’s social adaption.

When students concentrate solely on their social life and neglect coursework,

grades can begin to slip, only to exacerbate their stress levels [ CITATION Rab78 \l

1033 ].

There are different reasons that a student may be acting out or

misbehaving. Their home life and the different things that they witness or

experience when they are outside of school can be a huge indication and reason

for their behavior. There are many students and children who are experiencing

depression and anxiety that stem from many different reasons. “Depression is a

common and persistent mental illness in children and adolescents and a meta-
analysis of 26 epidemiologic studies found prevalence of 2.8 % for children under

the age of 13 and 5.6% for age of 13 or older” [ CITATION Sun14 \l 1033 ].

Local Studies

Educational researchers and social educational theorist noticed a steady

increase of students exhibiting a lack of social skills. The lack of social skills have

been identified as inappropriate student classroom behavior, inattention during

instructional periods, aversive with educators and fellow classmates, and

disruptive classroom behavior. The lack of social skills have produced negative

consequences in the student’s classwork and homework assignments;

examinations, tests, and quizzes; the lack of organization surrounding school

work; tardiness and absenteeism, and the inability to maintain or sustain social

relationships among classmates. In addition, the impact of the lack of social skills

on the student academic skills have shown to existed in the student’s ability to

engage in proper studying skills, problem-solving, decision-making, content

mastery, performance skills, and task management skills [ CITATION Gar06 \l 1033 ].

According to Torres (2010) A college stress survey was administered next,

showing that financial, academic, and social stresses were the top three

stressors affecting Latino college students. Social integration and determination

surveys followed, in addition to questionnaires on family support and lastly

physical and psychological health. The connections made with other students

and faculty members showed to have the greatest affect on academic

performance. One interesting result was that college students enrolled in a two
year degree program experienced less stress and adverse health problems than

students attending a four year university. Students who studied more had higher

levels of academic self-efficacy than those who did not study as much, and those

who were married, had a significant other, or a close relationship with their family

all resulted in having more determination to succeed. Performance self-efficacy

was stronger in students who had good relationships with the faculty members of

their school and even showed higher intentions to graduate. As researchers

expected, lower levels of stress in the students was associated with better

general health. Overall, this study showed that self-efficacy is a key factor in

determining academic outcomes.

This study used Cooley’s “Symbolic Interaction Theory” as adapted by

Basibas (2000), and Sevilla’s (1988) “General Adaptation Syndrome.” The

Symbolic Interaction Theory claims that individuals are capable of creating

solutions to their own problems. It adheres that the “self” is influenced and

shaped by social processes, in this instance “stress,” and the capacity to

symbolize. Human action is caused by complex interaction between and within

individuals. Dynamic social activities take place among persons and they act

according to how they define their situation. Applied to this study, it means that

as everyone has the ability to find ways and means to handle stress, thus,

students can cope up with the stress they encounter.

Emotional distress is common among persons experiencing chronic pain

proposes a three-stage model to account for the relationship between chronic

pain and distress. In Stage 1, the individual experiences emotional distress as a

consequence of experiencing pain when it is acute, as pain is most commonly

associated with physical harm. In Stage 2 when the pain does not remit and

becomes chronic, psychological reactions may include learned helplessness,

depression, emotional distress, anger, and somatization. While the model does

not suppose a personality type that predisposes an individual to experiencing

pain, it presumes that the nature and extent of these problems depend on the

preexisting psychological characteristics and social context of the person (Kagee,

2020).

Foreign Studies

Stress can cause a college student to become withdrawn from peers but

becoming distant from family and friends can be a reality with students

attempting to cope with stress while in college. Students may feel that friends

would not be supportive or understanding of the stress endured. Students may

see friends from home posting photos on social media sites that only show

positivity, when reality for stressed college students may be anything but positive.

Even though the student has moved out to attend college life at home continues

to go on, and when family members back at home are feeling the pressures of

stress, the student that is away for college often feels caught in between wanting

to help family at home but also not being able to leave school to help [ CITATION

And18 \l 1033 ].

College students dealing with stress may find that changes in attitude

and/or behavior begin to develop. Stress can bring about change in attitude for

any individual, and college students are not exempt from these changes.
Students who were polite and respectful may find that stress can lead to abrupt

and bitter thoughts and expressions. Stress can bring about a negative outlook

on life, and academics are not exempt. Coping with stress can involve both

psychological and behavioral changes, which in turn may increase risk of chronic

illness. When stress leads to a change in attitude, students may not realize how

their attitude has changed from self-examination, and those around the stressed

student may feel that the change in attitude is unexplainable and find these

students to be repulsive and withdraw from further social interaction with them.

Once social rejection begins, the change in attitude may become even more

severe due to a jaded outlook on social life and lead to further stress [ CITATION

Tay99 \l 1033 ].

Substance abuse is another form of stress coping, common among

college students. Students looking for coping tools may run out of options for

self-medicating. When options are running thin, substance abuse may become

the preferred method of coping. Alcohol may be the one substance abused when

looking for stress coping tools. Alcohol conception was higher for students who

had reported having a more stressful day then student who saw their stress as

normal (Park, Armeli, & Tennen, 2004).

While students may feel weak that their stress influences certain aspects

of their life and that all college students are equally stressed the need to cope is

still present. Coping with stress involves behavioral and cognitive efforts utilized

to maintain the internal and external determinants of stress. College students

must look for methods to assist with stress relief, and self-help methods are often
preferred. Students must seek help with stress because suppressing it will not

cause it to pass on its own. College Students may have unhealthy behaviors for

dealing with stress, but students have healthy habits that may be adopted to

overcome stress, with the goal of stress elimination as a top priority (Folkman et

al., 1986).

Fear, depression, and anxiety often dictate the level of social interactions

in which stressed and withdrawn students engage. Limited social interactions are

often the norm. Isolated students may need to look to social engagements to

overcome stress. Although becoming withdrawn may seem to initially alleviate

stress, students may become more stressed if they feel lonely. Social

interactions can be key in overcoming stress when becoming withdrawn is the

stress contributor. Social interactions may allow isolated students to gain more

self-confidence, leading to a positive mentality. When students dealing with

stress use social interactions as a method of coping, stress may begin to

subside, allowing the students to enjoy activities that previously seemed to be

stressful (Fitz-Gerald, 2017).

According to Wheeler (2007) stress is physics word which refers to the

amount of force used on an object and it relates in real life as to how certain

issues that carry force applied to human life. Examples financial difficulties,

health challenge issues, conflicts with friends, all carry force or pressure on

person's body -mind and spirit. Some of the pressure or force originate from the

environment but most often comes from within a person's head in the form of

worry, anxiousness, regret, discouragement and low confidence.

 Based on the role of social skills as a noncognitive factor in learning, we

expect that more desirable social behavior will correlate to both better grades

and better competencies in reading and math. In a recent similar study,

internalizing problems were shown to have a detrimental effect on achievement

outcomes of secondary students [ CITATION Dei18 \l 1033 ].

“Under the realm of behaviorism, the intellect, feelings, and emotions of a

person's inner life are not observable or measurable and therefore not

investigated. Thus, a behavioral educator would advocate that effective learning

is best accomplished by a change on behavior and relies heavily upon behavioral

objectives to accomplish the teaching learning task” [ CITATION Bir04 \l 1033 ].

To ward off embarrassment in front of their peers, some students,

because of their lack of academic skills and their inability to constructively

engage in classroom learning, engaged in the improper behavior such as

inattentiveness during instructional periods, and aggressive behavior toward

classmates and teacher. Being unprepared for class is common because the

student fails to understand the content area. Since the student is incapable of

engaging in classroom work, the student either is susceptible to an

admonishment by the teacher, removal from the classroom, disciplinary referrals

or faced with the possibility of being expelled from school. Some researchers

have ventured to conclude that this defensive behavior, on the students’ part, is

because they lack the ability to function academically, socially, constructively, or

contribute to the classroom learning, thus leading to an unsuccessful educational

[ CITATION Get02 \l 1033 ].

 In its most basic form, Cazden (1986), declared that education consist of a

series of interaction between a teacher and student, between groups of students,

or between students and various school personnel. Even with that explanation, a

high-quality education is often described as the presence of standards-based

curriculum taught by a highly-qualified teacher, and the effectiveness of even the

best instruction hinged on the students’ ability to engage in personal interaction.

Wehby, Symons, & Canale, (1998), offered that most high school students

engaged in inappropriate classroom behavior because they lacked the basic

educational foundations to be in the classroom and as a consequence, these

students, to avoid looking unintelligent in front of their classmates or peers,

engaged in inappropriate behavior they know will get them tossed out of class,

into detention, suspended from school, or created aversive interactions with the

teacher resulting in the teacher avoiding the student.

The school background affects the academic performance of a child. They

also argue that the student’s success in College or University depends on

achievements of high schools. The social behavior is affected by the environment

and the institutions transform their knowledge through text, teacher student

learning process which can be reflected by the student’s academic performance

(output), and the academic achievement is a mirror or reflection of teaching

methodology and students’ learning out comes [ CITATION Por96 \l 1033 ]. The

visualization is an affective and interesting way to teach a child. It can also be

used to bring positive change in a student social behaviour. The visualization

affects better on academic performance as will because it helps to make a mind

map, motivate and realize to learn. Visualization is a source of life long and

effective learning [ CITATION Lee06 \l 1033 ].

The students face a lot of problems in developing positive study attitudes

and study habits. Guidance is of the factor through which a student can improve

his study attitudes and study habits and is directly proportional to academic

achievement. The students who are properly guided by their parents have

performed well in the exams. The guidance from the teacher also affects the

student performance. The guidance from the parents and the teachers indirectly

affect the performance of the students [ CITATION Hus06 \l 1033 ].

It would be fair to state that children with a lack of communication skills in

social environments have difficulty in their relationship with their friends and have

low school success and display uneasy behaviors in their family environments. In

terms of children’s mental health, these situations are regarded among

symptoms of minimal psychopathology (Ekşi, 1999).

Enabling children with learning disability to improve their social

competence and interpersonal skills as well as their ability to control aggressive

and destructive behavior which are regarded as antisocial behavior paves the

way for these children to socialize with their peers and to perform better in the

academic environment as a result of the ease of their adaptation to the school

(Bender, 2012).

In the literature, different terms have been used to describe problematic

behaviors of students. For instance, Stewart et al. [8] referred student

misconduct to disciplinary violations in school, for instance, tardiness, vandalism,

fighting, stealing, and drinking on campus. When there are explicit rules and

regulations in school and classroom, violation of these is apparently a

“misbehavior or misconduct or discipline problem.” Nevertheless, a particular

behavior is viewed as problematic may not necessarily be rule breaking, but

inappropriate or disturbing in the classroom setting. For instance, daydreaming in

class, not completing homework, talking in class, lesson disruption, bullying, and

rudeness to the teacher are named as “problem behaviors” , “behavior

problems,” or “disruptive behaviors”. These behaviors referred to “an activity that

causes distress for teachers, interrupts the learning process and that leads

teachers to make continual comments to the student”, or “the myriad activities

which disrupt and impede the teaching-learning process”. Noting that school

misconduct is one of the manifests of the problem behavior syndrome, the term

“problem behavior” was used to refer to all externalizing behaviors that violate

explicit rules or implicit norms, disturb the classroom order, and irritate the

process of teaching and learning in this study [ CITATION Sun12 \l 1033 ].

Teachers vary in the extent to which they allow, or even encourage,

students to interact with one-another during academic activities. This interaction

may encompass students sharing ideas and approaches during whole-class

lessons, working together in small-group activities, or informal help-seeking and

help-giving during individual seatwork. Whatever the form, however, interaction

among students is a critical component of student-centered instructional

approaches. When students are encouraged to interact and exchange ideas with
each other during academic tasks they have opportunities to ask or answer

questions, make suggestions, give explanations, justify their reasoning, and

participate in discussions. These interactions are related to student learning and

achievement [ CITATION Coh94 \l 1033 ].

Students should also feel efficacious about their ability to learn and

complete activities successfully when interaction among students is promoted,

because they have a greater array of resources on which to draw than if they

were only working individually. Relatedly, students’ perception that the teacher

encourages them to be actively involved in lessons and participate in discussions

is related to their liking and interest of school and specific subject areas (Fraser &

Fisher, 1982; Trickett & Moos, 1974).

Social behaviors as one of five critical noncognitive factors that predict

success beyond school. Two specific types of behaviors can be linked to

academic achievement: prosocial behavior and peer problems. These two

behaviors have been linked to various academic skills such as study habits, and

classroom behavior, and peer interactions, which in turn affect academic

performance [ CITATION Far123 \l 1033 ].

The participants varied in race, sex and grade level. Attempting to explain

their finding that the behavioral pattern and skills that the student brings to the

educational setting are likely to carry over to the classroom learning environment.

Secondly, the student’s ability to concentrate and direct its attention during

classroom instruction, while varies student to student, impacts the student

cognitive tasks and interaction. A third explanation can be related to

interpersonal relationship between the teacher and child [ CITATION Par98 \l 1033 ].

The final part of this review explored the best practices and strategies for

supporting students in need of social and academic skills in the high school.

Utilizing the current research, researchers have not able to succinctly determine

what can be provided to teachers and educational leaders to assist them in

promoting meaningful contextual texts and academic enablers in an effort to

enhance and enrich the basics in both skills during the instructional periods in

high school. Early investigations related to teacher expectations regarding

students in educational setting led to the development of the Model of

Interpersonal Social-Behavior competence with School Settings [ CITATION Her2 \l

1033 ].

Academic activities are usually measured by test/examination or by

assessments. But it is not verified that which one method is the best for testing

the students reading, learning and behaving. In California, the achievements of

school are measured by the Academic Performance Index. Individuals have

different mental level, interest, atmosphere which linked to difference in

intelligence and personality. A Recent Meta Analyses suggested “mental

curiosity” has an important influence on academic achievements. Early academic

achievement enhances later academic achievements. Parents academic

socialization research describes the way that how parents influence students

academic achievements. The way of student’s interest, skills, reading habits,

behaviour etc are the outcome/reflection of parent’s academic socialization. The

parents play vital role in child academic socialization. At first stage of her/his life

the children learn languages which help him/ her to adjust and fulfill the academic

expectations. Physical activity and language plays a vital role in best academic

environment because sound body have sound mind and language is a tool for

learning and expressing feelings/ knowledge. Exercise specifically increase

executive brain functions such as attention, working memory, and motivation

[ CITATION Far11 \l 1033 ].

School background affects the academic performance of a child. They

also argue that the student’s success in College or University depends on

achievements of high schools. The social behavior is affected by the environment

and the institutions transform their knowledge through text, teacher student

learning process which can be reflected by the student’s academic performance

(output), and the academic achievement is a mirror or reflection of teaching

methodology and students’ learning out comes [ CITATION Mac96 \l 1033 ].

The visualization is an affective and interesting way to teach a child. It can

also be used to bring positive change in a student social behaviour. The

visualization affects better on academic performance as will because it helps to

make a mind map, motivate and realize to learn. Visualization is a source of life

long and effective learning [ CITATION Lee \l 1033 ].

In their study concludes that stream wise difference in stress does exist in

students. It is important to deal with stress at personal, social and institutional

level. Remedies such as feedback, yoga, life skills training, mindfulness,

meditation and psychotherapy have been found useful to deal with stress. To

identify the main reason of stress is the key to deal with it. Professionals can

develop tailor made strategies to deal with stress. The integrated well being of

the students is important not only for the individual but for the institute as well

[ CITATION Red18 \l 1033 ].

Various aspects of life can affect a college students stress levels, anything

from sleeping habits to heavier work-load. The present study aimed to examine

the effects of academic and extracurricular workload, and student stress levels

on physical and mental health. Academic workload is considered one of the main

stressors for college students, as it has been shown to account for increased

stress levels in college students [ CITATION Mur05 \l 1033 ].

METHODOLOGY

This chapter presents the types of research that covers the description of

research design, research instrument, locale of the study, respondents of the

study, sampling used, data gathering procedure and treatment utilized in treating

data.

Research Design

The study assessed the Psychological distress encountered by

criminology students and their social behavior. From 2020-2021. Descriptive

correlation a statistical measure of a relationship between two or more variables,

gives an indication of how one variable may predict another. The descriptive

techniques discussed above permit a statement, in the form of correlations,

about that relationship was employed in the conduct of the research with
respondents coming from the Criminology students of Ramon Magsaysay

Memorial Colleges Marbel- Inc.

Locale of the Study

This study will be conducted at Ramon Magsaysay Memorial Colleges

Marble–Inc. was located in Brgy.Zone II Arellano Street of Koronadal City, The

Ramon Magsaysay Memorial Colleges Marbel-Inc is populated by over 3,000+

students including staffs, and faculty members, the school was owned by

Kristoffer Franz Mari R. Millado. The researchers choose this place because this

is their school in then to conduct research study in this school.

Research Instrument

The researchers used a self- made questionnaires to be used in this

study. It is consist of questions to describe the psychological distress

encountered by criminology students and their social behavior. The

questionnaires will be validated of four (4) expert validators.

Respondents and Sampling Used

The respondents of this study will be eighty-seven (87) individuals coming

from the criminology students of Ramon Magsaysay Memorial Colleges Marbel-

Inc. at Brgy. Zone II Arellano Street of Koronadal City. Systematic random

sampling was used.

Data Gathering Procedure

 The first step the researchers observed the following procedure in data

gathering Asking to Conduct Study the researchers asked permission to the

respondents to conduct survey and gather some information. Distribution of

Questionnaires Upon the approval to the letter request, the researcher will

personally distribute the survey questionnaire to the respondent. Retrieval of

Questionnaire The researcher well personally collects all the questionnaire after

the respondent accomplish and the questionnaire are personally collected it.

Tallies and Collaboration of Data At this stage, the researchers tallied and

combined the summarized data gathered.

Statistical Treatment of Study

The researchers used the following statistical tools in the analysis and

interpretation of data collected.

Frequency and simple percentage will be used to determine the

demographic profile of the respondents.

Weighted arithmetic mean will be used to determine the Psychological

distress encountered by criminology students. Pearson Product Moment

Correlation will be used to determined there is a significant relationship between

Psychological distress encountered by criminology student and their social

behavior.
 References

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Birzer. (2004). The Impact of a Student's Lack of Social Skills on their Academic
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Blain and McArthur. (1961). Stress Triggers, the Effects Stress Has on Social,
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Britt, Mendiola, Schink, Tibbetts, and Jones. (2916). Stress Triggers, the Effects
Stress Has on Social,.
Coccia and Darling. (2013). Stress Triggers, the Effects Stress Has on Social,.
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Deighton et al. (2018). How Does Social Behavior Relate to Both Grades and
Achievement Scores?
Duque. (2007). Causes, Effects of Stress, and the Coping Mechanism of the.
Erikson. (1966). The Effect of Anxiety and Depression on College.
Farooq. (2011). Relationship between Social Behaviour and Academic.
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Achievement Scores?
F e. (2012). How Does Social Behavior Relate to Both Grades and Achievement
Scores?
Garcia et. al. (2006). The impact of relationships and interaction.
Gettinger & Seibert. (2002). The Impact of a Student's Lack of Social Skills on
their Academic Skills in High School. .
Gougen. (2010). The Effect of Anxiety and Depression on College.
Hersh & Walker (1983); Walker et al., (1992. (n.d.). THE IMPACT OF A
STUDENT'S LACK OF SOCIAL SKILLS ON.
Hersh & Walker (1983); Walker et al., (1992). (n.d.). THE IMPACT OF A
STUDENT'S LACK OF SOCIAL SKILLS ON.
Hersh & Walker (1983); Walker et al., (1992), . (n.d.). THE IMPACT OF A
STUDENT'S LACK OF SOCIAL SKILLS ON.
Hussain. (2006). Global Journal of Management and Business Research Volume
XII Issue IX Version.
Lee. (2006). Visualization Effects on Social Behaviour and Academic.
Lee, 2006. (n.d.). Visualization Effects on Social Behaviour and Academic.
Murff. (2005). How Academic and Extracurricular workload and stress impacts.
Pekrun et al. (2002). Self-esteem, study skills, self-concept, social support,
psychological distress, and coping mechanism effects on test anxiety and
academic performance.
Rabkin & Struening, 1976; Sarason, Johnson, & Siegel. (1978). Non-Health
Related Impacts of Stress on College Students.
Reddy et al. (2018). ACADEMIC STRESS AMONGST STUDENTS: A REVIEW
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Roman. (2002). The impacts of stress can affect students .
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Salvacion . (2004). CAUSES, EFFECTS OF STRESS, AND THE COPING
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Sun & Wang. (2014). The Impact Student Behavior has on Learning.
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Taylor. (1999). Effects Stress Has on Social.
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Wheeler. (2007). Causes of students’ stress, its effects on their academic.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the result of the study and is represented based on

their sequence in the research problems.

Demographic Profile of the Respondents

Table 1.1 Age of the Respondents

Age Frequency Percentage

18-20 43 49.43
21-23 36 41.38
24-26 8 9.20
27-29
 Total 87 100.00

Table 1.1 shows the Age, Sex and Year level of the respondents. It
reveals that among the 87 respondents, forty- three or 49.43 percent of them
whose age range from 18-20 years old, thirty-six or 41.38 percent are in 21-23
age bracket and eight or 9.20 percent belongs to the age bracket of 24-26 years
old.

Table 1.2 Sex of the Respondents

Sex
Male 60 68.97
Female 27 31.03
Total 87 100.00

The table 1.2 shows that there are sixty or 68.97 percent are males and
twenty-seven or 31.03 percent are females.

Table 1.3 Year Level of the Respondents

Year Level
st
1 year 38 43.68
2nd year 26 29.89
3rd year 15 17.24
4th year 8 9.20
Total 87 100.00

Table 1.3 shows that among the respondents, 38 or 43.68 percent are 1 st

year, 26 or 29.89 percent are 2nd year, 15 or 17.24 percent are 3 rd year and 8 or

9.20 percent are 4th year.

Table 2. Psychological Distress of the Students in terms of Mental Distress

Mental Distress Mean Description

1. I feel distressed during examination. 3.22 Sometimes
2. I am feeling distressed because of many 3.58 Sometimes
 activities that I need to finish.
3. I am feeling distressed because of 3.64 Sometimes
combining paid work and my studies.
4. I am feeling distressed because of not 3.65 Sometimes
enough money for my school expenses.
5. I feel distressed to understand the 3. 67 Sometimes
discussion because of poor connection
6. I am feeling distressed because of 3. 45 Sometimes
unrealistic expectations to my studies
7. I have too much struggle in online class 3.58 Sometimes

8. I feel distressed because of annoying 2.74 Rarely

sounds during my class.
9. I am distressed because I don’t know 2.77 Rarely
how to use the application in online class
10. I feel distressed because I considered 2.63 Rarely
seriously hurting another person.
Weighted Mean 3.29 Sometimes

Table 2 shows that the psychological distress of the students in terms of

mental distress. It shows that among ten indicators, the highest mean is 3.67 on

“I feel distressed to understand the discussion because of poor connection”, 3.65

on “I am feeling distressed because of not enough money for my school

expenses” and 3.64 on “I am feeling distressed because of combining paid work

and my studies” and interpreted as sometimes. The lowest mean among

indicators is 2.77 on “I am distressed because I don’t know how to use the

application in online class”, 2.74 on “I feel distressed because of annoying

sounds during my class” and 2.63 on “I feel distressed because I considered

seriously hurting another person” and interpreted as rarely. The psychological of

the students in terms of mental distress got a total mean of 3. 29 and interpreted

as sometimes. The present study aimed to examine the effects of academic and
extracurricular workload, and student stress levels on physical and mental health.

Academic workload is considered one of the main stressors for college students,

as it has been shown to account for increased stress levels in college students

[ CITATION Mur05 \l 1033 ].

Table 3. Psychological distress of the students in terms of Emotional

Distress

Emotional Distress Mean Description

1. I am distress because of having low 3.27 Sometimes

grades result.
2. I feel distress because of lack family 2.72 Rarely
support.
3. I feel distress because of new learning 3.37 Sometimes
program.
4. I am distress because of some negative 3.21 Sometimes
thought from other students about myself.
5. I feel distressed because I can’t able to 3.28 Sometimes
catch up getting behind my work.
6. I am distress because of unrealistic 3.31 Sometimes
expectations of my studies.
7. I am distress because I can’t 3.02 Sometimes
understand the lesson because the
teacher is too fast.
8. I am distress because of problems at 3.10 Sometimes
home.

9. I am distress because I can’t attend my 3. 18 Sometimes

discussion because not enough load.
10. I feel distress because I can’t provide 3.17 Sometimes
some projects in class during submission
because of lack of money.
Weighted Mean 3.16 Sometimes
 Table 3 shows the Psychological Distress of the students in terms

of Emotional Distress. Among the ten indicators, the highest mean is 3.37 on “I

feel distress because of new learning program”, 3.28 on “I feel distressed

because I can’t able to catch up getting behind my work”, 3.27 on “I am distress

because of having low grades result” and interpreted as sometimes. The lowest

mean is 2.72 on I feel distress because of lack family support and interpreted as

rarely. The psychological of the students in terms of emotional distress got a total

mean of 3.16 and interpreted as sometimes. Students may feel that friends would

not be supportive or understanding of the stress endured. Students may see

friends from home posting photos on social media sites that only show positivity,

when reality for stressed college students may be anything but positive. Even

though the student has moved out to attend college life at home continues to go

on, and when family members back at home are feeling the pressures of stress,

the student that is away for college often feels caught in between wanting to help

family at home but also not being able to leave school to help [ CITATION And18 \l

1033 ].

Table 4. Psychological distress of the students in terms of Physical

Distress

Physical Distress Mean Description

1. I feel distress because I am always 2.77 Rarely

fainting during exercise.
2. I feel distress because I can’t maintain 3.04 Sometimes
my physical health.
 3. I experience trembling and shaking in the 2.72 Rarely
hands.

4. I feel distress because I always feel body 3.13 Sometimes

pain after exercise.

5. I feel headaches during activity program 3.05 Sometimes

because of lack of sleep.

6. I feel distress and purposely injured 2.55 Rarely

myself (e.g. cutting, hitting, burning, and
hair pulling).

7. Loss of appetite because of excessive 2.83 Rarely

physical activities.

8. I experienced breathing difficulty (e.g. 2.67 Rarely

Excessively rapid breathing).

9. I lose weight due to the distress I am 2.78 Rarely

facing

10. I feel discomfort when making certain 2.88 Rarely

exercises.

Weighted Mean 2.84 Rarely

Table 4 shows the psychological distress of the students in terms of

physical distress. The highest mean among ten indicators is 3.13 on “I feel

distress because I always feel body pain after exercise”, 3.05 on “I feel

headaches during activity program because of lack of sleep”, 3.04 on “I feel

distress because I can’t maintain my physical health” and interpreted as

sometimes. The lowest mean is 2.72 on “I experience trembling and shaking in

the hands”, 2.67 on “I experienced breathing difficulty (e.g. Excessively rapid

breathing)”, 2.55 on I feel distress and purposely injured myself (e.g. cutting,

hitting, burning, and hair pulling) and interpreted as rarely. The psychological of

the students in terms of physical distress got total mean is 2.84 and interpreted
as rarely. Physical activity and language plays a vital role in best academic

environment because sound body have sound mind and language is a tool for

learning and expressing feelings/ knowledge. Exercise specifically increase

executive brain functions such as attention, working memory, and motivation

[ CITATION Far11 \l 1033 ].

Table 5. Social Behavior of the Respondents

Social Behavior Mean Description

1. I always attend in my teacher discussion. 4.14 Often
2. I finish my module on time. 3.85 Sometimes
3. I listen carefully during discussion. 4 Often
4. I always review to help me understand 3.79 Sometimes
the discussions.
5. I have a stable connection to answer my 3.21 Sometimes
module.
6. I always make sure that I have my time 2.71 Rarely
and schedule for doing my task and
activities.
7. I understand the discussion during class 3.49 Sometimes
hours.
8. I work hard to do my online task. 3.85 Sometimes
9. I make an effort to keep concentrating 3.94 Sometimes
during class.
 10. I contributed constructively during class 3.50 Sometimes
activities.
11. I interact with my teacher to make me 3.54 Sometimes
understand the topic better.
12. I always ask questions during class 3.37 Sometimes
discussions.
13. I learn more when I study with a group. 3. 50 Sometimes
14. I always follow the class instructions of 4.35 Often
my teacher.
15. I always learn best when I work with 3.60 Sometimes
others
16. I spend much time to my online 3.27 Sometimes
activities.
17. I set goals to help me manage my 3.86 Sometimes
studying time for this online course.
18. I summarizing the topic at the end of the 3.70 Sometimes
class is useful.
19. I always study before the examination. 3.78 Sometimes
20. I always avoid cheating during 2.39 Rarely
examinations.
21. I always maintain my good grades. 3.87 Sometimes
22. I prefer to working on a project with 3.54 Sometimes
classmates.
23. I’ve been shared my problems in school 1.80 Never
to my friends.
24. I spend a lot of time making my report 3.59 Sometimes
presentation that would be represent to the
class.
25. I am studying my online module to 3.68 Sometimes
understand what’s the topic is all about.
Weighted Mean 3. 53 Sometimes

Table 5 shows that the represents the social behavior of the

students. Among the twenty-five indicators, the highest mean is 4.35 on “I always

follow the class instructions of my teacher”, 4.14 on “I always attend in my

teacher discussion”, 4 on” I listen carefully during discussion” and interpreted as

 Often. The lowest mean is 1.80 on I’ve been shared my problems in school to my

friends and interpreted as never. It is evident that the total mean is 3.53 and it

implies that all respondents are sometimes on social behavior. Two specific

types of behaviors can be linked to academic achievement: prosocial behavior

and peer problems. These two behaviors have been linked to various academic

skills such as study habits, and classroom behavior, and peer interactions, which

in turn affect academic performance [ CITATION Far123 \l 1033 ].

Table 6. The Relationship Between Psychological Distress Encountered by

the Criminology Students (x) and their Social Behavior (y)

Variables Computed Correlation Level of Tabulated Decision Remarks

t Coefficient Significance p- Value
Value r
Psychological -4.29057 Positive 0.05 0.000038 Reject Significant
Distress Correlation Ho
Encountered by or
the Criminology Negligible
Students (x) Correlation
And their Social
Behavior (y)

The researchers applied the Pearson Product Moment Correlation

(PPMC) to estimate and test the significance between the psychological distress

encountered by the criminology students and their social behavior. the students

have a negligible correlation with computed t-value of -4.29057. The level of

significance is 0.05, was used to determine the tabulated p-value of 0.000038

from the Critical Values of the Correlation Coefficient r table. Given that the

tabulated p value is higher than the computed value that implies there is no

significant relationship between. The psychological distress encountered by the

criminology students and their social behavior. Therefore, the null hypothesis is

rejected.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This last chapter discussed briefly the objectives of the study, research

problem and hypothesis; presents summarized design and finding, draws

conclusion based on the findings and results and proposes some

recommendations.

Summary

This study evaluated the psychological distress encountered by the

criminology students and their social behavior.

Specifically, this study aimed to answer the following questions:

1. What are the challenges encountered by criminology students in the

implementation of online learning?

2. What is the level of their learning interests?

3. Is there a significant relationship between the challenges encountered by

criminology students in the implementation of online learning and its effects to

their learning interests?

The respondents of the study were the criminology students, thirty-eight

(38) first year students, twenty-six (26), second year students, fifteen (15) third

year students, and eight (8) fourth year students, a total of eighty-seven (87)

criminology students. The study utilized the descriptive-correlational design.

Two sets of questionnaires were prepared it was distributed through group

chats by sending via link. The first part was the Challenges of Online Learning

and the second part of the questionnaire was the Students’ Learning Interest.

Findings

Base on the result of the study, the following were drawn.

1. The demographic profile of the respondent in terms of age, the highest

percentage was 49.43% are belong to 18-20 years old. In the other hand,

in sex, males got the highest percentage of 68.97%. However, in year

level 1st year students got the highest percentage of 43.68

 2. The psychological distress encountered by the criminology students in

terms of Mental distress has a total mean of 3.29 or interpreted as

sometimes, Emotional distress has a total mean of 3.16 or interpreted as

sometimes, Physical distress has a total mean of 2.84 or interpreted as

rarely.

3. The social behavior of the students has a total mean of 3.53 or interpreted

as sometimes.

4. The relationship between the Psychological Distress Encountered by the

Criminology Students and their social behavior p- value (0.000038) which

indicates that the indicators where less than the level of significance of

0.05 and therefore the null hypothesis will be rejected.

Conclusions

Based on finding of the study, the following conclusions have been made:

The demographic profile of the respondents in terms of Age has the highest

percentage in 18-20 years old, in Sex, Male got the highest percentage and Year

level 1st year students got the highest percentage.

1.The psychological distress encountered by the criminology students in terms of

Mental distress, Emotional distress was described as sometimes, and Physical

distress was described as rarely.

2. The Social Behavior of the students was described as sometimes.

3. There is a significant relationship between Psychological Distress Encountered

by the Criminology Students and their Social Behavior.

Recommendations

In the midst of the foregoing findings and conclusion, the researcher

strongly proposes the following recommendations:

1. The instructors/ instructress must be more observant in the student’s

social behavior, so that they can give guidance to avoid mis perhaps.

2. The parents must be more active in dwelling with their off springs, so that

they can see if their child is facing problems.

3. The students must be strong minded in facing such hindrances in their

lives, they should be more sociable, to avoid stress

4. The students must give time in their physical wellness for physical

interactions can lessen the probability of experiencing physical distress.

5. The students must give time in their sleeping habits to prevent having

health problems.

6. The students must have time management, in order for them to finish their

modules and activities in the given allotted time.

7. The parents must be more observable to their children as they take their

online classes, so that possible signs of emotional distress can be

prevented in its earlier stage.

 8. The parents must give support and understanding towards their children

as they take the online class, for support and understanding will be

valuable in the part of the students given to them.

9. The parents must be observant on how their children take financial

problems for it may cause emotional distress.

10. The parents must be observant as financial constrains are causing the

students’ emotional distress, that may later on affect their social behavior.

CURRICULUM VITAE

PRIMA LYN C. LOABLE

BARANGAY CONCEPCION,
KORONADAL CITY, SOUTH COTABATO
09631017633

PERSONAL

Nickname : Prim

Age : 22

Birthday : March 13, 1999

Sex : Female

Civil Status : Single

Height : 5’4

Weight : 45

Citizenship : Filipino

Father : Arthur P. Loable

Mother : Ma. Theresa C. Loable

EDUCATION:

Tertiary: Ramon Magsaysay Memorial Colleges Marbel- Inc.

Prk. Waling- waling, Arellano street, Brgy. Zone II Koronadal City

Bachelor of Science in Criminology

Secondary: Concepcion National High School

Prk. Aguinaldo, Brgy. Concepcion, Koronadal City

S.Y. 2017-2018

Elementary: Marbel 6 Elementary School

Prk. Aguinaldo, Brgy. Concepcion

S.Y. 2011-2012
CURRICULUM VITAE

RAFAEL L. PATRICIO
BARANGAY ZONE III
KORONADAL CITY, SOUTH COTABATO
09631017633

PERSONAL

Nickname : Rap2x

Age : 21

Birthday : July 19, 1999

Sex : Male

Civil Status : Single

Height : 5’5

Weight : 75

Citizenship : Filipino

Father : Yolanda L. Patricio

Mother : Romeo S. Patricio

EDUCATION:

Tertiary: Ramon Magsaysay Memorial Colleges Marbel- Inc.

Prk. Waling- waling, Arellano street, Brgy. Zone II Koronadal City

Bachelor of Science in Criminology

Secondary: Concepcion National High School

Prk. Aguinaldo, Brgy. Concepcion, Koronadal City

S.Y. 2017-2018

Elementary: Crossing Diaz Elementary School

Prk. Diaz, Brgy. San Isidro, Koronadal City

S.Y. 2011-2012