Socioeconomic Status. According to Finkelstein et al. (2007; as cited by Broer et al.

2019), social advantages is linked with the increasing stress among teens. As it is,

various studies documented the difficulties that lower socioeconomic status teenagers

faces in their lives. Finkelstein et al. (2007; as cited by Broer et al., 2019) also asserts

that teens that belongs to the lower down sociocenomic status have fewer

psychological resources that would help them meet the increasingly more stressful

environments. Studies also reveals that psychological resources are considered as a

traits and abilities that people draw upon to conquer threats of stress in their

environments. Furthermore, lacks of resource negatively affect an individual’s

physical and pyschological well-being. Additionally, Kohn (1969; cited by Turner &

Avinson, 2016), social status define the circumstances of life to which individuals are

subjected. In light with this, he also asserts that the status differences in stress

exposure in terms of the availability of personal and social coping resources is the

cause of the status variations in mental health. Furthermore, social statuses such as

socioeconomic status tends to define one’s individual social conditions. As it is, the

correlation between mental health and socioeconomic status arise from the status

variations in exposure to stress. Moreover, study done by Brady & Matthews (2002;

as cited by Johnson & Swendsen; 2014) on the influence of socioeconomic status on

teens exposure to stressul life events shows that family assets shows their capability to

protect their children from negative and uncontrollabe life events. It also revals that

the parents occupation have influences on teens behaviour wheter its performance on

exam, school, and community that may contribute successful adjustments later in life.

As it is, teens under lower socioeconomic status also has less beliefs in their

capability to avoid negative events.

Religion. According to Pargament and Park (1995; as cited by Gall & Guirguis-

Younger, 2013), religion offers comfort, helps in personal growth, stimulates personal

connection with God, enhance closeness with others, or provides purpose in life.

Furthermore, it can also be a passive, personal, problem-focused (problem soloving),

and emotion-focused (emotional reassurance). Furthermore, there are numerous

studies that shows that religion has the ability to reduce stress and its effects.

Meanwhile, study done by Nuas et al. (2015) shows that since teens are still on the

process of maturity, it can be a factor on how they react on stressors that they faces.

Furthermore, Nuas et al. (2015) stated that religion may be one of the substantial

mechanism of teenagers in dealing with stressors that they faces. Their study presents

that teenagers release their stress through praying, going to church, talking to a priest

or other spiritual leaders. In addition, the study done by Salam, Yousuf, Bakar &

Haque (2013) claimed that teens may feel hopeless and more likely to resorts to

negative coping strategies. It also presents that teens at risk for anxiety or mood

disorder are those who are exposed to prolonged stressors. Furthermore, they)

supports that religion have something to do with coping in which teens tries to find

solutions to their problems and abolish stress. However, some forms of religious

coping may prduce negative outcomes at it involves harmful coping process.

Pargament and Park (1995; as cited by Gall & Guirguis-Younger, 2013) asserts that

there should be a particular care in approaching this issue such as sensitivity and and

respect for religions diverse forms and functions that it serves to an individual.
References:

BOOKS:

Broer, M., Bai, Y., Fonseca, F. (2019). Socioeconomic Inequality and Educational

Outcomes (pp.1-6). Retrieved from

https://www.researchgate.net/publication/333120870_Socioeconomic_Inequality_and

_Educational_Outcomes_An_Introduction

Gall, T. L., & Guirguis-Younger, M. (2013). Religious and spiritual coping: Current

theory and research. APA handbook of psychology, religion, and spirituality (Vol. 1):

Context, theory, and research (p. 349–364). Retrieved from

https://psycnet.apa.org/record/2012-22251-019

Johnson, E.I. & Swendsen, J.D. (2014). Social Status and Early Adolescents’

Responses to Negative Daily Events. Journal of Child and Family Studies volume 24

(pp. 1593–1604). Retrieved from

https://link.springer.com/article/10.1007%2Fs10826-014-9963-y

Nuas, A,M., Mercadol, C.B., Matanguihan, C.S., Ropero, M.B. Dumaoa, O.S., Flores,

M.E. (2015). Stressors and Coping Mechanism of Physical Therapy Students of

Lyceum of the Philippines University- Batangas. The Steth, Vol. 9 (pp. 94-110).

Retrieved from

https://research.lpubatangas.edu.ph/wp-content/uploads/2019/06/Steth-2015-006.pdf.
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students in Malaysia: A systematic review of literatures. Internal Medicine

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ts_in_Malaysia_A_Systematic_Review_of_Literatures

Turner, R., & Avison, W. (2016). Status Variations in Stress Exposure: Implications

for the Interpretation of Research on Race, Socioeconomic Status, and Gender.

Journal of Health and Social Behavior, 44(4), 488-505. Retrieved from

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