Perceived Effects of Self-Talk in Stress Management of Students

PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NURSING STUDENTS IN THE

UNIVERSITY OF SOUTHERN MINDANAO
ANDREE DANIELLE C. PALMA
Thesis Outline Submitted to the Department of Nursing,College

of Health Sciences, University of Southern Mindanao,
Kabacan, Cotabato in Partial Fulfilment of the
Requirements for the Degree of
BACHELOR OF SCIENCE IN NURSING
DECEMBER 2021
Kabacan, Cotabato
Philippines
APPROVAL OF THESIS OUTLINE
Name ANDREE DANIELLE C. PALMA
Major N/A
Degree Sought BACHELOR OF SCIENCE IN NURSING
Specialization N/A
Thesis Title PERCEIVED EFFECTS OF POSITVE SELF-TALK IN THE STRESS
MANAGEMENT OF NUSRING STUDENTS OF UNIVERSITY OF
SOUTHERN MINDANAO
APPROVED BY THE GUIDANCE COMMITTEE
VENUS V. JACOLINA, MAN, RN APRIL JXEEL L. PALALAY, MAN, RN

Adviser Co-Adviser
______________ _____________
Date Date
PHILIP LESTER P. BENJAMIN MARIANNE I. MERIALES, MSPharm, RPH, CBO

Statistician Department Research Coordinator
______________ _____________
Date Date
CARLO JASON S. DELA CRUZ, MAN,RN, RM, BSM

Department Chairperson
______________
Date
MARIANNE I. MERALES, MSPharm, RPH, CBO EMMALYN M. MAMALUBA, MAN, RN, LPT
College Research Coordinator Dean
______________________ ______________________
Date Date
Study No: ________________
Index No: ________________
Recorded by: _____________
RECORDED:
MA. TEODORA N. CABASAN, PhD

Director for Research and Development
_________________
Date
Recorded by: _________
USM-EDR-F04-Rev.4.2020.11.16
ii
TABLE OF CONTENTS
Page
PRELIMINARIES
TITLE
PAGE…………………………………………………………………………..
APPROVAL OF THESIS OUTLINE....................................................................ii
TABLE OF CONTENTS.....................................................................................iii
LIST OF FIGURES.............................................................................................5
LIST OF APPENDICES......................................................................................6
INTRODUCTION................................................................................................7
Significance of the Study..............................................................................7
Objectives of the Study.................................................................................2
Operational Definition of Terms....................................................................3
The Hypothesis of the Study.........................................................................3
Theoretical Framework.................................................................................4
Conceptual Framework.................................................................................6
REVIEW OF RELATED LITERATURE..............................................................7
METHODOLOGY.............................................................................................25
Research Design.........................................................................................25
Locale of the Study.....................................................................................25
Respondents of the Study...........................................................................25
Sampling Procedure...................................................................................26
Research Instrument...................................................................................26
Data Gathering Procedure..........................................................................27
Statistical Analysis......................................................................................28
LITERATURE CITED.......................................................................................29
APPENDICES...................................................................................................33
CURRICULUM VITAE................................................................................46
LIST OF FIGURES
Figure Title Page
1 Conceptual Framework 7
v
LIST OF APPENDICES
Appendix Title Page
A Application Letter for the Research Adviser 34
B Application Letter for Research Title 35
C Estimated Budget of the Research 36
D Application for Thesis Outline Defense 37
E Letter to the College Dean 38
F Letter to the Department Chair Person 39
G Letter to the Respondents 40
H Letter to the Research Coordinator 41
I Letter for Validation 42
J Research Questionnaire 43
vi
INTRODUCTION
Significance of the Study
Long work hours, ethical concerns, complex patients, and competing
expectations make nursing an inherently stressful profession. Furthermore,
the current chaotic healthcare environment necessitates a re-examination of
nurses' and organizations' methods. As a result, the nurses are available
around the clock, seven days a week. Nearly a third of full-time nurses worked
more than 60 hours per week in 2004. Nurses are also more susceptible to
high-stress levels due to the physical and psychological demands of the job.
Prescription errors, medication errors, low team spirit, patient, administration,
nurse dissatisfaction, increased complaints, and sick leave is all possible
consequences (McGowan, 2001).
Nursing students must also learn to deal with these difficulties because
they cannot avoid these circumstances. If they cannot manage their stress, it
will negatively impact how they perform their tasks as nurses and their attitude
towards their health. The adaptive approach has emphasized that the ability to
manage stress is more essential than the stress itself and that reducing stress-
related harm is a practical coping ability. Coping is an impulsive, behavioral
and cognitive strategy to deal with stress (Reeve, 2013).

2
Furthermore, positive self-talk means is thought of as self-regulatory
through self-direction operation (Brinthaupt & Hein, 2015). This is to improve
performance and reduce discomfort contemplation when stressed (Kross et
al., 2014).
The nursing students of the University of Mindanao are also exposed to
positive self-talk as a stress coping strategy in their field. Confronted with
many familiar terms and procedures to systematically follow, they have been it
as one of their behavioral characteristics. The researchers decided to
investigate its impact on nursing students' stress management because no
previous studies had been successful.
Objectives of the Study
This study will determine the perceived effects of positive self-talk on
the stress management of nursing students at the University of Southern
Mindanao.
Specifically, it will aim to:
1. determine the respondents’ profile in terms of sex;
2. assess the perceived effects of positive self-talk in the stress
management of the nursing students in terms of well-being
enhancement, improving self-esteem, and reducing anxieties; and

3
3. ascertain if there is a significant difference in the perceived effects of
positive self-talk in the stress management of nursing students when
the respondents are grouped according to sex in terms of:
a. well-being enhancement;
b. improving self-esteem;
c. reducing anxieties.
Operational Definition of Terms
Effects – refer to the direct impact on the lives of the nursing students by
having positive self-talk to ensure proper stress management.
Positive self-talk – refers to an excellent behavioral talk of nursing students
to their inner selves to motivate themselves in doing right and
performing best.
Stress Management – refers to handling stresses by nursing students for the
enhancement of their well-being, improvement of their self-esteem, and
reduction of their anxieties.

4
The Hypotheses of the Study
Ho1: There is no significant difference in the effect of positive self-talk in
the stress management in terms of well-being enhancement of nursing
students when the respondents are grouped according to sex.
the stress management in terms of improving self-esteem of nursing students
when the respondents are grouped according to sex.
the stress management in terms of reducing anxieties of nursing students
when the respondents are grouped according to sex.
Theoretical Framework
Coping theory
This research is based on Lazarus and Folkman’s’ (1980) Coping
theory, that is connected to the stress-related assessment and proceedings.
Coping is the cognitive and behavioral strengths to familiarize, abide, or
reduce demands and struggles.
Coping actions are classified not by the effects they bring about but by
specific attributes of the coping activity; it embraces both behavioral and
cognitive human activity in the individual. It consists of multiple single actions
that are organized logically to form the coping occurrence. Coping actions are
5
eminent through their direction on the different elements of a stressful
incidence. They can modify the dynamics that cause negative feelings or
stress among people. Internal variables can also help avoid bad moods or
alter their perspectives on a problematic state.
Folkman and Lazarus' coping theories, which deal with the role of
coping methods in stress management, are linked to the research. These
studies also highlight the positive impact of cognitive and behavioral activities
that help children systematically deal with stress. Coping also helps nursing
students cope with stress.
This is significant in this study because the self-talk of the nursing
students' affects their well-being, self-esteem, and anxiety reduction as a
strategy for coping with daily stress in school, hospitals, and the communities
they interact with. They cope with stress to carry off their environmental
postulation and hostility.
Transaction Model Theory
Transaction model theory is created by Folkman and Lazarus (1984)
and extended by Ivan off and Matthieu (2006), was based on the fundamental
interaction among persons and their environment. However, it also included a
direction on the implicit psychological and physiological scheme that supports
the entire cognitive process (Probst, 2010).

6
As a result, every aspect of the workplace can be viewed as a source of
stress. The types and extent of psychosocial hazards that can be accounted
for are limited. Various factors influence the worker's cognitive assessment of
perceived tasks and capabilities.
This has a connection to the study because it deals with states that the
mechanisms by which nursing students use self-talk differ, and thus their
coping style management depends on their personal and environmental
interactions in their daily experiences with their workmates and workplace.

7
Conceptual Framework
Figure 1.
Independent Variable Dependent Variable
Effects of Positive Self-Talk in

the Stress Management among
Profile of the
Nursing Students in terms of:
respondents:
a. well-being enhancement;
Sex
b. improving self-esteem; and
c. reducing anxieties
Figure 1. This study presupposed that the effects of positive self-talk
in the stress management among nursing students of the University of
Southern Mindanao vary depending on their sex or that sex causes variation
in the recorded responses of the students gathered through a survey
questionnaire. It is shown in figure 1 that the dependent variable is the profile
of the respondents and the dependent variable is the effects of self-talk in the
stress management categorized into three namely: (a) well-being
enhancement, (b) improving self-esteem, and (c) reducing anxieties.
Using inferential statistics, specifically comparison test, the existence
of significant difference between the responses of male and female
respondents considering the effects of self-talk in their stress management will
be investigated.
7
REVIEW OF RELATED LITERATURE
Effects of Positive Self-Talk
Positive or non-positive, motivational or non-motivational, global,
context-related, and deliberate are just few examples of self-talk, according to
Reyes (2016). It can emotionally react to a situation. It could be a reaction to a
condition that charges emotionally. It can assess emotions and perceptions,
adjust or change self-evaluations, and stipulate operation, criticism, or
instruction. People of all ages practice self-talk. In a study by Brinthaupt et al.
(2015), out forty-eight (48), Ninety-eight (98) percent of parents stated that
children openly communicate their self-talk in the form of private
communication. Adults also use self-talk, with 80 percent to 95.7 percent
reporting it. Furthermore, 72 percent of those who said they used self-talk
expressed that it helped them (Winsler et al., 2006).
Critical self-talk has more impact than positive self-talk, like content,
timing, and independence. Depression is linked to overthinking; negative and
self-critical self-talk are all linked to depression. Negative self-talk is also due
to poor performance in contests. On rehearsals, constructive negative self-talk
is a help to individuals to be directed on the improvement and skill refinement
(Hardy et al., 2001). Although the manifestation of the benefits of positive self-
talk are stressful like in sports competition (Hardy et al., 2001), a few has been
8
done to stretch out results, clinical samples, or responses to regular stressors.
The direction of self- talk in the context of sports has a significant limitation in
self-talk research.
When athletes are stressed, self-talk appears to occur naturally, with a
recommendation that it may also be used in any incidences outside of sports.
In a study of stress and its management by doctors, researchers found that
self-talk was reported as motivation for self-instruction and a positive inter-
communication that reduced stress reactions while doing physical operations.
(Wetzel et al., 2006). Another issue in the self-talk literature is the utilization of
the samples primarily composed of the group of teenagers and college
students. Due to this limitation, they have concluded that out of school youth
and non-athlete students are complex. Negative self-talk is clearly evident
among individuals with mental illnesses, but only a few in certain population.
Hardy (2006) conducted a literature review on self-talk, valency,
overtness, frequency, self-determined talk, motivational expressions, and the
purposes of self-talk in an environment were all covered in the review. Despite
its patent simplicity, self-talk has been utilized in varied ways. Self-talk is
challenging to assess because its broad definition covers all mental activities,
including mental imagery. According to Calvete and Cardoso, self-talk is a
cognitive procedure that includes a view of persons about themselves, others,
and the world.

9
In order to have precise and measurable self-talk, some researchers
chose to concentrate on the self-statement element (Hardy et al., 2001). Self-
statements are what people say aloud or in their heads to themselves
(Theodorakis et al., 2000). Theodorakis et al. (2000) formulation varies from
the traditional cognitive explanation since it addresses the nature of self-talk.
Overt self-talk, also known as a personal inner talk, is utilized for self-
regulation in the same way that internal or covert self-talk is addressed and
managed. Each attribute implies that self-talk is self-directed or autonomous,
with evaluative attribute.
Positive Self-Talk in Stress management
Positive thinking plays a vital role in effective stress management, and
effective stress management is accompanied by many health benefits and it
often starts in positive thinking with self-talk. Self-Talk can be Positive and
Negative and it is very important to practice your cognitive skills in Positive
Self-Talk since these affirmative statements greatly affect your overall mental
status because our head is very full of an endless stream of unspoken
thoughts that run through our head every day and influence our mental status.
(Mayo Clinic, 2017).
The ability to use positive self-talk will help write better life scripts.
Positive self-talk creates new perspectives about oneself and the situations
10
that may help one improve their well-being in which one may find themselves.
According to all of the authors, positive self-talk changes people's
perspectives on situations and life. As a result, it is a learned ability that must
be taught to each child and exercised because it manifests growth and helps
manage their stress (Cheavens et al., 2006).
Well Being Enhancement
Positive Self-Talk can greatly affect the well-being of a person by using
encouraging phrases that can help them to be motivated and as a result
accomplish various tasks that can possibly improve their better physical well-
being, less stress, and distress, and build up self-confidence. However,
research suggests people with positive self-talk may have mental skills that
allow them to solve problems, think differently, and be more efficient at coping
with hardships or challenges. This can reduce the harmful effects of stress and
anxiety. According to a publication published in 2021 by Tikva Lake, the
variation in the way one behaves to himself or herself can be actually life-
changing. With these, the following can be considered.

11
Stress Management
Negative self-talk increases stress levels; thus, positive self-talk
develops stress tolerance. By stressing out complex events, one is more likely
to be optimistic about their attitude during challenging times. This is healthier
than thinking about past things and how they could have been done better.
Whatever challenges along the way, there is always some good in every
complex condition (Reyes, 2016).
Mental Health
When a person is cheerful and self-compassionate, their perception
improves. Positive self-talk can help one turn things instead of allowing a bad
situation to break down and destroy. Not everything is always fine. However,
this does not make them a problem. Understanding this changes the
underlying anticipation that is harmful to mental health and overall well-being
(Shaban et al, 2012).

12
Increased Confidence
There is confidence when negative self-talk is corrected. This is
because what one focuses is on becoming realistic and accepting reality.
Improved Relationships, reducing negative self-talk increases confidence,
which aids in the development of stronger relationships. People who speak
well of themselves solve conflicts with others immediately, like issues on
friendships, business collaborations, and working with partners, and family
members. Those self-assured and strive to maintain a positive mindset attract
positive influences (Wood et al, 2009).
Improving self-esteem
Positive affirmations must be distinguished from self-talk, which aims to
improve one's self-esteem by repeating a motivating phrase, even if the claim
is initially perceived as wrong (Reyes, 2016). According to Wood et al (2009)
when the participants were given a positive self-statement that they did not
believe as true, they experienced more unpleasant emotions. Positive
affirmations must be distinguished from self-talk, which aims to improve one's
self-esteem by repeating a motivating phrase, even if the claim is initially
perceived as wrong (Reyes, 2016).

13
Furthermore, Positive self-talk has been considered to aid performance
though negative self-talk has been anticipated to cause detrimental
performance effects (Zinsser et al., 2010). From another perspective,
Theodorakis, the result of Self-Talk Weinberg, Natsis, Douma, and Kazakas
(2000) asserts that the effects of self-talk, either instructive or encouragement,
on performance might confide in the type of task being accomplish.
Moreover, the implementation of preciseness can be supported through
build-up of attentional focus on pertinent technical components, instructive
self-talk, which focuses on technical, strategic, and/or kinesthetic aspects of
movements, is considered to be more beneficial than motivational self-talk for
the execution of such tasks. On the other hand, In contrast, motivational self-
talk is predicted to be more efficacious than its instructive counterpart for the
accomplishment of condition-related tasks characterized by power and
determination, as motivational self-talk is used to improve effort, enhance self-
confidence, and/or build positive moods. Theodorakis et al. (2000) delineate
some aid to support their task-matching hypothesis, and results from some
succeeding studies have on conditions that additional help for their original
prognostic (e.g., water polo; Hatzigeorgiadis et al., 2004).

14
Reducing Anxiety
The beneficial effect of self-talk on cognitive anxiety is consistent with
theoretical contention that self-talk repose at the “core of fear or anxiety” basic
fear or danger that we compel such as sickness, loss of identity, purpose and
fear of death it also includes pain. (Conroy & Metzler, 2004), and as a result,
findings that reducing nega ve or anxious self-talk results in less anxious
states (Kendall & Treadwell, 2007). Added to that, Rafati et al. (2017)
discovered various processes that were made by nursing students to cope
with stress in the clinical setting and avoid being troubled and uneasy In
addition, they used these methods to improve their competency, correct their
mistakes, fight stressful situations, and actively deal with stress and fight
anxious and stressful thinking. Professional growth development was an
important mechanism to deal with stress in a clinical environment.
In a study by Dadgaran et al. (2012), improving practical skills was an
approach that builds professional competency among nursing students. Their
quick correction displayed patient safety to students. With this, nursing
students are trained in risk management as a measure for prevention. It has
also been required to identify challenges to patient safety, preliminary reports,
and awareness.
Positive thinking cannot change the reality of a stressful event. It
changes one's perception of it. Participating in favorite activities also reduced

15
their stress levels. Students who listened to music or watched TV could relax
(Sun et al., 2016). Thus, Individuals can also cope with stressful situations and
lower their stress levels. They hoped winning the trust of parents around them.
Due to a course shortage, students do almost all nursing procedures. Hospital
admissions with the expansion of nursing staff approved general health
insurance, resulting in effective treatments by nursing students.
Furthermore, most participants believed that effective interpersonal
communication is critical for resolving clinical disagreements (Hartman, 2014).
Controlling one's physical and thinking like being anxious, nervous, agitated
and fearful was another topic emphasized to the participants. To master their
mental and physiological functions, students completed various tasks. Some
students chose to better cope with environmental stress by being realists.
They preferred to be away from unrealistic ideals of perfection. Maladaptive
perfectionism has been linked to adverse professional and psychological
outcomes, which is why nurses who suffer from maladaptive perfectionism
may also feel unhappy and lonely, making it difficult to learn (Chang, 2012).
Clinical Applications of Self-talk
There is a great emphasis on negative self-talk. In contrast to positive
self-talk. It takes the form of self-judgment and hinders operation by being

16
harmful, anxiety-inducing and past or future-directed. It has also been linked to
depression symptoms and anxiety.
Theodorakis et al. (2000) discovered that children with a high
assessment of anxious symptoms had more anxious and depressing self-
statements compared to those who scored low on anxiety and depressive
symptom measures. It was revealed in a study of 542 children aged 7 to 15.
Those who had depressed measures were more anxious and depressive as
well. Those that have mixed anxiety and depression symptoms have more
anxious and depressive self-statements than the other groups.
Obviously, the evidence does not support any causative reasoning that
there is a strong linkage between negative self-talk, sad and anxious states of
mind, which are manifested as thinking over and negative explications of the
case linked to depressive symptoms.
The General Benefits of Self-Talk
Although the manifestation of the benefits of positive self-talk are
stressful like in sports competition (Hardy et al., 2001), a few has been done to
stretch out results, clinical samples, or responses to regular stressors. The
direction of self- talk in the context of sports has a significant limitation in self-
talk research. When athletes are stressed, self-talk appears to occur naturally,
with a recommendation that it may also be used in any incidences outside of

17
sports. In a study of stress and its management by doctors, researchers found
that self-talk was reported as motivation for self-instruction and a positive
inter-communication that reduced stress reactions while doing physical
operations. (Wetzel et al., 2006).
Another issue in the self-talk literature is the utilization of the samples
primarily composed of the group of teenagers and college students. Due to
this limitation, they have concluded that out of school youth and non-athlete
students are complex. Negative self-talk is clearly evident among individuals
with mental illnesses, but only a few in certain population. Critical self-talk has
more impact than positive self-talk, like content, timing, and independence.
Depression is linked to overthinking; negative and self-critical self-talk are all
linked to depression. Negative self-talk is also due to poor performance in
contests. On rehearsals, constructive negative self-talk is a help to individuals
to be directed on the improvement and skill refinement (Hardy et al., 2001).
Self-talk and the Learners
Horn (2002) asserted that saying that the problems being faced are not
handled at the same level of understanding where they were developed.
Thought generation is a skill that can be learned. One puts the mind into it,
which is thought to be on different levels of thought than harmful thought
generation.
18
Horn (2004) stated that compassionate self-talk is any other ability that
can be learned. This comprises understanding the skill, learning the
technique, and practicing several times. Furthermore, when discussing the
need for school teachers in elementary, to supply more complex chances for
pupils, to practice talking to themselves and others in positive ways are those
that reinforce successes. Constructive communications produce the ability to
get along with others, a skill that can be learned.
Stress Management Among Nursing Students
More than any students in another field of medical science, nursing
students are the most stressed. The clinical attribute of nursing school is
complicated. According to John (2015), the nursing students in Bahrain's
medical scene reported that they are moderate to severe stress. While in an
Iranian study, Ninety-three (99.3) percent of nursing students are moderate to
high levels of perceived stress (Pourafzal, 2013).
Clinical stress among nursing students is due to varied factors,
including the anxiety about surprising incidences, the worry of committing
faults, and contact with co-workers, and patients. Stress led to changes in
health and academic performance. Pupils who drop from the class rolls
destroy patients’ care effectiveness. Nursing students learn to cope with these
challenges since they are patient in their work. They will have a prejudicial
19
influence as nurses if they cannot control it. In a stress adaptive style, the
individual's strength to manage stress is more important than the stress itself.
Stress-related injuries are reduced with appropriate coping skills (Shriver,
2009).
Baraz (2014) affirmed that to achieve professional maturity, students
are purposefully exposed to stress in challenging conditions. He claimed that
the only way they can cope is to avoid unpleasant situations. Nursing students
were aware that activities and techniques could lead to more spontaneous
learning in nursing practice. It was also found out that nursing students
learned to deal with difficult situations by considering and thinking carefully
about stressful situations and studying the issue intensely.
According to Reev et al. (2013), reflection raised students' self-
awareness and ability to be in the ward surroundings. countries (O'Mara et al.,
2014). According to the studies of Shaban et al. (2012) and Zhao et al. (2012),
least used coping method among students was avoidance. Differences in
culture, and research methodology, the results also varied. Unfortunately, it
only reduces stress for a limited time, so teachers exercise adaptive
strategies.
They surrender and accept when they are unable to solve their
problem. In the psychiatric setup, a lack of proper personal bonds is more
likely to result in more reliant behaviors. During nursing school and
training, stress has been discovered. Despite the increasing evidence of

20
stress among student nurses worldwide, limited research on stress among
nursing students in the Philippines has been conducted to look into stress
levels, stressors, and physio-psycho-social stress responses among Filipino
student nurses enrolled in a government nursing school in the Philippines.
Findings revealed that each year the level of stress experienced
decreased. The conclusion was that stress is daily in nursing school and could
negatively impact students' health. Knowing about student nurses' stress
levels and reactions help identify and develop effective cure and strategies in
preventing stress permitting them to learn more effectively.
Coping Mechanisms
Problem-directed and emotion-directed are the two most common types
of coping mechanisms. Depending upon the origin of the challenge and
previous thoughts on changing strategy based on the type of input, each
individual adopts the approaches. Displacement and problem-solving are
thought to be the most common strategies used by nursing students. But
between these, the most common use is problem-solving (Zhao, 2015).
It is critical to recognize the coping techniques of nursing students
because these affect their physical and mental health and their provision of
quality care. Its context is about a specific stressor. Aside from its context-
dependent phenomenon, most stress-coping research relies on broad ideas

21
from other cultures. The method provides a comprehensive understanding of
what coping is.
Nursing students usually learn the thoughts of basic nursing and clinical
skills in laboratory as early as the first semester. In addition to that, practice
placement starts in their first year and continues until year three. Students
become interns in clinical settings on the last year and work with the
supervision of chief nurses and teachers (Dinmohammadi, 2016).
Age and Response to Stress
According to Charles (2020), in a study on the impact of age on
emotional expressions, daily stress resulted to mixed results The recent aging
theory emphasized the importance of discourse in anticipating when and how
age is aligned to affective well-being, which perceived at age differences in
emotional reactions to every day stressors.
Finding support the theory that stress plays a significant role in daily
expressions. These findings are tucked in light of aging emotion theories.
According to Scott, adults have interpreted as motivating shifts toward SST-
defined emotion management desires (Charles, Reynolds, & Gatz, 2001).
Age benefits have limits, according to Charles (2010)'s new theoretical
breakthroughs. According to SAVI, time, intensity, and chronic stress reduce
age disparities in emotional content. According to the Overpowering

22
Hypothesis, the stressor's characteristics influence whether or not age
differences are observed.
According to the findings of the same study, the presence of a stressor
had less of an impact on the NA to older people. However, when intensity
assessments or psychosocial conditions are considered, older people lose this
advantage. Even though it indicates differences in age impact emotion
regulation, iindividual differences in stress reflects the impact of age
differences in motivations on the larger environment in which daily life occurs.
Because age differences in social circumstances were determined
(Carstensen et al., 2003), and context influences respond to stress (Charles &
Piazza, 2009), age differences are assessed, previous studies were fully
understood without a rigid review of broader life context.
Gender and Stress Response
According to Verma et. Al., (2011), in their study about gender
differences in stress response, the duty of growth adaptation, the stress
response are aligned to various diseases. As a result, it is critical to
apprehend essential structures that govern this fundamental interaction.
Furthermore, stress affects people differently psychologically and
physiologically. Gender in stress responsiveness and outcome must also be
analyzed to understand better the gender differences likely influenced by

23
stress responsiveness and consequence. Such cognition would significantly
impact our apprehension of how health is constituted early in life and how we
can avoid adult disease.
Stress consequence has been linked to a variety of disorders. As a
result, it is critical to apprehend the crucial structures that regularize this
interaction. Furthermore, stress affects differently.
Finally, a better perception on of the effects of stress could help in
preventing various diseases. Both men and women are affected by stress in
different ways. The reason for this inequality is still under investigation. At the
same time, the inquiry must consider the environmental factors that influence
the stress reaction. People would be better able to manage stress if therapies
were properly conceived and organized (Verma et al., 2011).
Year Level and Coping Stress
Pascoe et al (2020) investigated the effects of stress on secondary and
higher education students. Secondary and tertiary education, according to the
International Journal of Adolescence and Youth, are subjected to a variety of
ongoing n pressures known as relentless academic duties.
Even when they are fully prepared, 55 percent of children fear school
testing, according to the OECD. According to the study, thirty-seven or 37% of
students were extremely nervous, with girls reporting higher levels of anxiety
24
than boys (OECD, 2017). Education and academic success, according to the
study, are significant sources of stress for children. It's still unclear how long-
term academic stress affects student performance and well-being. Education
and academic success, according to the study, are significant sources of
stress for children. It's still unclear how long-term academic stress affects
student performance and well-being. As a result, the current narrative review
investigated the effects of academic-related stress on students' academic
performance, mental health, and well-being.
According to the OECD, educational environments are places where
young people learn many social and emotional skills indispensable to spirited
and flourishing (OECD, 2015). As a result, educational institutions can aid
students in dealing with academic stress by providing programs that have
been shown to reduce stress while also developing stress management and
coping. The current study did not analyze the effectiveness of specific school-
based stress management programs in teaching children how to cope with
stress.
Stress management or coping skills programs in schools reduced
stress grounds and improved coping skills, according to a meta-analysis of 19
irregulars contained trials or quasi-experimental studies (Perry et al., 2017).
Schools supply admittance to many young people from various backgrounds
during a captious biological process period (Kraag, Zeegers, Kok, Hosman, &
Abu-Saad, 2006). (Sawyer et al., 2012).

25
As a result, even if only partially effective, introducing stress
management and coping skills programs at the population level, helped young
people develop healthy coping mechanisms to deal with unavoidable
problems. Discernment and addressing the obstruction and modifiers to the
implementation of school-based stress management programs assisted in the
development of impelling implementation strategies (Domitrovich et al., 2008),
resulting in important health, economic, and social benefits for a large number
of young people, their families, and the community.

METHODOLOGY
Research Design
This study has used the quantitative research method. Specifically, the
effects of positive self-talk on stress management of nursing students at the
University of Southern Mindanao have been investigated using a descriptive-
comparative research design. This research design has been used to further
account the respondents’ well-being enhancement, self-esteem improvement,
and anxiety reduction. This design was appropriate since it entailed the
collection of quantifiable data for statistical analysis of a population sample,
and it aimed to answer issues on real-life situations and experiences.
Locale of the Study
This study will be conducted in Kabacan, Cotabato, particularly at the
University of Southern Mindanao, Main campus.
Respondents of the Study
The study's respondents will be the one hundred eighteen (118) junior
nursing students of the University of Southern Mindanao. They are taken from
27
one hundred sixty nine (169) junior nursing students for the second semester
of School Year 2021-2022.
Sampling Procedure
This study will use systematic random sampling, which ensures that the
results obtained from the sample are comparable to those obtained from the
entire population. Only senior nursing students will be identified as
respondents, so this method will be used. To calculate the sample size, the
researcher will use Slovin's Formula.
Research Instrument
A modified questionnaire will be used in this study. It is divided into two
(2) sections: the demographic profile of the respondents and the impact of
positive self-talk on nursing students' stress management. The first section
includes the respondent's sex profile. The second part comprises an
evaluation of the effects of self-talk in stress management regarding well-
being enhancement, improving self-esteem, and reduction. Each of these has
statements that are scaled using a 4-point Likert Scale: Highly Effective (4),
Moderately Effective (3), Effective (2), and Not Effective (1). Moreover, the
28
legend below has been the reference for statistical description of the weighted
mean:
Interval Verbal Description
3.50 – 4.00 Highly Effective
2.50 – 3.49 Moderately Effective
1.50 – 2.49 Effective
1.00 – 1.49 Not Effective
Data Gathering Procedure
The researcher will secure written consent from the research adviser
and dean for the approval to conduct data gathering at the University of
Southern Mindanao. The researcher will also have informed consent while
explaining the aims and the inclusion to be participants in the study. The
researcher will also generate a questionnaire that contains a set of questions
that will assess the effects of positive self-talk on the stress management of
the respondents. The senior nursing students will answer the questionnaire.
The researchers will collect the questionnaire and verify if all items are
answered. Data results will be submitted to the researcher’s statistician for
further analysis and interpretation. Respondents will be given enough time to
complete the survey questionnaire before being collected. Gathered data will
29
be treated with utmost confidentiality and be processed accordingly in
compliance with Data Privacy Act of 2012.
Statistical Analysis
The data that has been gathered from the survey were tabulated,
analyzed and interpreted using descriptive and inferential statistics. The
demographic profile of the respondents in terms of sex was analyzed and
interpreted using descriptive statistics such as frequency count and
percentage. The results obtained from the questionnaires have been
categorized according to the scales from one (1) to four (4) in determining the
effects of positive self-talk in the stress management. In the questionnaire, a
numbering system was used whereby their weighted means had been
interpreted.
Moreover, the determination of significant difference in the perceived
effects of positive self-talk in the stress management of nursing students when
the respondents are grouped according to sex has been carried out using
Mann-Whitney U-test which a non-parametric comparison test for independent
samples since after a test of normality using Kulmogorov-Smirnov and
Shapiro-Wilk test the researcher has found out that in all of the three
categories the data are not normally distributed.

30
RESULTS AND DISCUSSION
The results with respect to the demographic profile of the respondents,
perceived effects of self-talk in stress management of nursing students in
terms of well-being enhancement, improving self-esteem, and reducing
anxieties were comprehensively detailed in this chapter. This chapter also
presents relevant data description and interpretation to distinguish whether
there is a significant difference in the perceived effects of positive self-talk in
the stress management of nursing students when the respondents are
grouped according to sex.
Table 1 presents the demographic profile of the Junior Nursing
students of the University of Mindanao College of Nursing which were selected
using systematic random sampling. From the table it is evident that majority of
the respondents (79 out of 118 0r 69.90%) are female and only 39 out of 118
or 33.10% are male. The number of female respondents is significantly larger
than that of male. This supported the study of Smith (2000) where he argued
that by nature females are more caring than males and that nursing is caring.
Other gender differences between nursing students have been
identified by Murray and Chambers (1990). They report that more
females wanted ‘glamour’ type roles whereas males focused on ‘job
satisfaction’. In addition, they found that males were less sympathetic to the
31
dominant role of the doctor reflecting the desire for autonomy in the
workplace identified by young people (Foskett and Hemsley-Brown).
Moreover, Men who choose nursing as a career, risk challenging the
traditional roles of their gender stereotype (Looker, & Magee, 2000). Male and
female are socialized into their gender-role, exposed to different role models
and provided with different messages about what is appropriate (Muldoon &
Reilly, 2003).
Table 1. Demographic Profile of the Respondents in Terms of Sex

FREQUENCY PERCENTAGE
VARIABLE CHARACTERISTICS
(n=118) (%)
Male 39 33.10
Sex
Female 79 66.90
Total 118 100.00
Table 2 shows the perceived effects of positive self-talk in the stress
management of the respondents. It is manifested in table 2 that almost all of
the respondents perceived that positive self-talk moderately affect their stress
management in all of the three categories which include well-being
enhancement, improving self-esteem and reducing anxieties.
Well-being Enhancement
On top of the 10 items which comprise the well-being enhancement
respondents perceived that positive self-talk motivates them to be always
positive with a weighted mean of 3.32. Positive self-talk also helped them to
32
do their best in tasks given to them having a weighted mean of 3.25. Similarly,
positive self-talk motivates them to develop their social skill and their character
in general, it also keeps them to stand best with what they aim for, all of these
items are having a weighted mean of 3.24.
Improving Self-Esteem
Positive self-talk had significantly helped the respondents in improving
their self-esteem to deal with the challenges they face in their daily lives. As
shown table 2, numerical values of the weighted means in all the of the 11
items included in this category are considerably huge which effects are
interpreted as moderately effective. Additionally, among the 11 statements, it
is the 11th has the largest calculated weighted mean equivalent to 3.38. Which
means that positive self-talk greatly motivates the students to have a fighting
spirit to deal with challenges of life. Positive self-talk also give them great
courage to face different challenges, improves the way they look themselves
as useful and worthy of respect, and motivates them to look themselves as
somebody not just nobody with weighted means of 3.34 and 3.33 respectively.
Reducing Anxieties
In this category, there are also three items that have weighted means
which are conspicuously larger than the others. The 3 rd statement has largest
calculated weighted mean among the 10 statements as perceived by the

33
respondents. Positive self-talk helped them to keep thinking that everything
will be all right. This statement has a weighted mean of 3.38 and verbally
described as moderately effective. Similarly, positive self-talk also keep them
calm in challenging times and allows them to welcome positivity instead of
worries both having a weighted mean of 3.34, effects are still verbally
described as moderately effective.
In general, as perceived by the Junior students of College of Nursing of
the University of Southern Mindanao positive self-talk moderately affect their
stress management and helped them to face challenges they experience in
their day to day living, develops their intrapersonal skills, and keeps them to
be always optimistic rather than pessimistic.
Table 2. Perceived Effects of Positive Self-Talk in the Stress Management of

the Nursing Students in Terms of Well-Being Enhancement, Improving
Self-Esteem, and Reducing Anxieties
WEIGHTED VERBAL
VARIABLES
MEAN DESCRIPTION
Well-being Enhancement
1. Helps me to do my best in tasks given to
me. 3.25 Moderately Effective
2. Motivates me to develop my social or
interpersonal skills. 3.24 Moderately Effective
3. Develops my character. 3.24 Moderately Effective
4. Enhances my ability to communicate
with others. 3.22 Moderately Effective
5. Helps me develop my verbal and non-
verbal communication skills. 3.16 Moderately Effective
6. Keeps me firm in making decisions 3.08 Moderately Effective
7. Motivates me to be smart and wise
decisions. 3.17 Moderately Effective
8. Motivates me to be always positive. 3.32 Moderately Effective
9. Keeps me stand best with what I aim
for. 3.24 Moderately Effective
10. Helps me have a well-rounded
personality. 3.25 Moderately Effective
34
Improving Self-Esteem
1. Motivates me to look at myself as
3.33 Moderately Effective
somebody, not just nobody.
2. Helps me realize that I can do things
that other people can do.
3. Gives me great courage to face different
challenges.
4. Helps me strengthen my abilities and
capabilities.
5. Courage to raise questions to superior 3.03 Moderately Effective
6. Motivates me to face a panel or a crowd
confidently.
7. Assures me that what I do is right and I
can defend it.
8. Keeps me feel stronger and more
determined
9. Leads me on the right track to reach a
goal.
10. Improves the way I look at myself as
useful and worthy of respect.
11. Motivates me to have Fighting Spirit to
deal with challenges of life.
Reducing Anxieties
1. Keeps me calm in challenging times 3.34 Moderately Effective
2. Allows me to welcome positivity than
worries.
3. Keeps me thinking that everything will
be all right.
4. Leads me to do things without having
stress.
5. Develops trust in myself. 3.26 Moderately Effective
6. Helps me ignore what other people look
at me or say about me negatively
7. Develops my ability to deviate myself
from stressors
8. Keeps me not worried over simple
things and uncontrolled incidence.
9. Helps me organize things to avoid
negativity coming in.
10. Reduces my worries or anxiety from
committing mistakes.
Overall Mean 3.23 Moderately Effective
Legend:
3.50 – 4.00 - Highly Effective
2.50 – 3.49 - Moderately Effective
1.50 – 2.49 - Effective
1.00 – 1.49 - Not Effective
35
Table 3 presents the test of normality of distribution using Kulmogorov-
Smirnov (K-S) and Shapiro-Wilk (S-W) tests which were undertaken in
deciding whether to use parametric or non-parametric comparison test in
determining the significant difference of the perceived effects of positive self-
talk to stress management of nursing students when grouped according to
their sex. There is a significant difference between distribution of the values in
the data set of each category presented than that of a normal distribution if the
p-value is less than 0.05 (i.e. p ≤ 0.05). In other words, the values on the data
set of each of the category are normally distributed when the p-value
generated is greater than 0.05 (i.e. p ≥ 0.05).
Looking at the table, from both the K-S and S-W tests the p-values for
all the three categories are all less than 0.05 which means that there is a
significant difference between a normal distribution and the distribution of the
three data sets. In short, from the results it is clearly evident that data sets are
not normally distributed.
These results suggest that for a more reliable and valid statistical
findings in determining the significant difference of the perceived effects of
positive self-talk to stress management of nursing students when grouped
according to their sex, this research should use non-parametric comparison

36
test for two independent samples. This is the reason why the researcher opted
for Mann-Whitney U-test instead t-test for two independent sample.
Table 3. Test of Normality of Distribution of the Data Taken from the Responses
of the Respondents in the Survey for the Perceived Effects of Positive
Self-Talk in the Stress Management of the Nursing Students
KULMOGOROV-
SHAPIRO-WILK
SMIRNOV
VARIABLES INTERPRETATION
p- p-
Stat. df Stat. df
value value
Well-Being 0.002* The data is not
0.123 118 0.000** 0.961 118
Enhancement * normally distributed
Improving 0.000* The data is not
0.129 118 0.000** 0.944 118
Self-Esteem * normally distributed
Reducing 0.000* The data is not
0.150 118 0.000** 0.946 118
Anxieties * normally distributed
** - Significant at 0.01 level of significance.
Table 4 presents the difference between perceived effects of positive
self-talk in the stress management of male and female Nursing students of
USM. Using the Mann-Whitney U-test, there is a considered significant
difference between the variables tested if and only if the p-value ≤ 0.05 or that
the probability of committing an error in every decision made after the
statistical probe is less than 5% which means that the researcher is roughly
95% sure that the decision made is valid and reliable. Moreover, the difference
is highly significant if the p-vale ≤ 0.01.
It is evident in table 4 that among the three categories it is only in well-
being enhancement that the perceived effects between the male and female
respondents significantly vary since the p-value is equal to 0.040 which
satisfies the empirical rule (i.e. p ≤ 0.05). In this case, the first null hypothesis
37
(Ho1) stated in the introductory part of this paper is rejected. This difference is
initially portrayed on the mean ranks of the values. Female respondents have
noticeably greater mean rank which is equal to 64.01 than that of male which
is only 50.36 which equates to almost 14-unit difference and subsequently
confirmed by the p-value.
This means that there is a significant difference between the perceived
effects of positive self-talk in the stress management of male and female
nursing students in terms of well-being enhancement. Furthermore, the results
indicate that positive self-talk in stress management in terms of well-being
enhancement is more effective for female respondents.
However, for the other two categories (improving self-esteem and
reducing anxieties) the difference is not significant since the p-values for both
categories are greater than 0.05 (i.e. 0.671 and 0.523). In this instance, the
second and third null hypotheses (Ho2 and Ho3) of this study are not rejected
which means that the perceived effect of positive self-talk in stress
management of male and female nursing students do not significantly in terms
of improving self-esteem and reducing anxieties. If we probe further on the
results shown in table 4, the difference between mean rank of the responses
of male and female students are not that large. For improving self-esteem, the
difference between the mean ranks of values from the responses of male and
female students is just 2.84 units (60.44 minus 57.60). Similarly, for reducing
anxieties it is only 4.26 units. Compared to almost a 14-unit difference in the

38
mean ranks from well-being enhancement, 2.84 units and 4.26 units are
significantly lower. There may be an existing difference in their responses but
that difference is not significant or simply immaterial.
In a nutshell, female students tend to practice more positive self-talk
for well-being enhancement than male students since for them it is more
effective in stress management. Nonetheless, the effects of positive self-talk in
stress management in terms improving self-esteem and reducing anxieties
their perception of both sexes are almost the same.
Table 4. Difference in the Perceived Effects of Positive Self-Talk in the Stress

Management in Terms of Well-Being Enhancement, Improving Self-
Esteem, and Reducing Anxieties of Nursing Students when they are
Grouped According to Sex
MEAN U- Z- p-
VARIABLES SEX n DECISION
RANK VALUE VALUE VALUE
Well-Being Male 39 50.36
1184.00 - 2.056 0.040* Reject Ho1
Enhancement Female 79 64.01
Improving Male 39 57.60
1466.50 - 0.425 0.671ns Retain Ho2
Self Esteem Female 79 60.44
Reducing Male 39 56.65
1429.50 - 0.638 0.523ns Retain Ho3
Anxieties Female 79 60.91
* - Difference is significant at 0.05 level of Significance.
ns - Difference is not significant at 0.05 level of significance
39
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary, conclusion and recommendations
based on the results of the study.
Summary
This study aimed to gather the challenges encountered by Kitub-Bao High
School Teachers in the doing action research for the SY 2021-2022.
Specifically, it sought to answer the following research questions:
1. What difficulties were encountered by Kitub-Bao High School teachers in doing
action research?
2. Which among the difficulties that were encountered by the majority of Kitub-Bao
High School teachers in doing action research is/are emergent?
3. What possible school policies can be formulated to address these difficulties?
The study was conducted at Kitub-Bao High School, Bao, Alamada, Cotabato.
The respondents were forty-four (44) permanently employed teachers of the Junior
and the Senior High School for the School Year 2021-2022. They were tasked to
answer a thirteen-item questionnaire focusing on the difficulties encountered in
crafting action research.

40
The researchers identified difficulties encountered through frequency count,
weighted mean, and standard deviation. These include: struggles in using technology
in data presentation, analysis and literature search; identifying issues; collecting
evidence; and using the English language. The top 4 emerging difficulties
encountered by the teachers which were difficulty in analyzing quantitative and
qualitative data; searching for relevant literatures to the chosen research; and using
technology in statistical analysis, were properly evaluated and targeted in the proposed
school policies and interventions. It was decided that the formulation of the school
research policy and implementation of a four-day intervention program to be
conducted on January 6 and 20, and February 10 and 24, 2022 are necessary to address
these difficulties.
Conclusion
It can be concluded in the results and findings on the study conducted to
forty-four (44) Kitub-Bao High School teachers that most of them have difficulty in
crafting action research. Furthermore, majority of the teachers have difficulty in
attending to seminars and trainings on action research; using technology in data
presentation; using the English language; using technology in literature search;
developing the process of how to do research and collect evidence; using technology
in bibliographical entries; and identifying issues and problems to be investigated by
action research. Moreover, four difficulties emerged as major issues and challenges
encountered by the teachers in crafting action research, these are: difficulty in
analyzing quantitative and qualitative data; searching for relevant literatures to the
41
chosen research; and using technology in statistical analysis. On the positive side, they
do not find using technology in literature search; and organizing and writing findings
difficult.
The results of the study have strong implications to the educational practice.
First, the study provides strong points on the idea that action research fills the gap
between theory and practice. Since, teachers believed that action research improves
teaching and learning process, then it can be stressed that conducting action research
may provide beneficial and enabling experiences for teachers to transform and create
positive classroom environments that are based on theories and concepts. Hence, it is
highly recommended that school administrators must encourage and support their
teachers in doing action research by designing the school research policy for the
faculty. Interventions and programs that will sustain and enhance teachers’ motivation
to engage in doing action research must also be considered.
Recommendations
The results in this action research on unfolding difficulties encountered by
Kitub-Bao High School teachers in crafting action research as basis for policy
formulation has revealed vital baseline data to improve the research practice of the
school. The following are recommendations which could further develop the study:
1. This study can also help other schools whose teachers have similar difficulties
in crafting action research.

42
2. This study can also be conducted to a larger population where participants
would come from different schools.
3. This study can be enhanced by including perceptions and motivations of
teachers on crafting action research, in addition to difficulties they
encountered.
4. This study can also be developed by comparing difficulties encountered by
teachers in crafting action research to other factors such as: educational
attainment and position.

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APPENDICES
48

Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH ADVISER
Appendix A. Application for Research Adviser
Date:
VENUS V. JACOLINA, MAN, RN
Department of Nursing
College of Health Science
USM, Kabacan, Cotabato
Ma'am,
I would like to request that you will be my Research adviser effective 1 st semester,
SY 2021-2022. I intend to work on the “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN
THE STRESS MANAGEMENT OF NUSRINJG STUDENS OF UNIVERSITY OF SOUTHERN
MINDANAO”.
I am hoping for your most favorable approval on this request. Thank you very much.
Very truly yours,

Printed Name and Signature of Student
RECOMMENDING APPROVAL NOTED
MARIANNE I. MERIALES, MSPharm, RPH CARLO JASON DELA CRUZ, MAN, RN, RM, BSM
Department Research Coordinator Department Chairperson
_______________ _______________
Date Date
APPROVED

Adviser
_________________
Date
USM-EDR-F01-Rev.3.2020.02.24
49
Appendix B. Application for Research Title

Kabacan, Cotabato
Philippines
APPLICATION FOR RESEARCH TITLE

Date:
CARLO JASON DELA CRUZ, MAN, RN, RM, BSM
Chairperson, Department of Nursing
SIR,
I would like to request your office to allow me to research on the study entitled “PERCEIVED EFFECTS
OF POSITIVE SELF-TALK IN THE STRESS MANAGEMENT OF NUSRINJG STUDENS OF UNIVERSITY OF
SOUTHERN MINDANAO”.
The study has the following objectives:
1. Ascertain the respondents’ profile in terms of sex.
2. Assess the perceived effects of positive self-talk in the stress management of the nursing
students in terms of well-being enhancement, improving self-esteem, and reducing
anxieties.
3. Determine if there is a significant difference in the perceived effects of positive self-talk in
the stress management of nursing students when the respondents are grouped according to
sex.
Very truly yours,

Printed Name and Signature of Student
NOTED
VENUS V. JACOLINA MAN, RN ________________

Adviser Date
MARIANNE I. MERIALES, MSPharm, RPh ________________

Department Research Coordinator Date
MARIANNE I. MERIALES, MSPharm, RPh ________________

College Research Coordinator Date
REMARKS: _________________________
APPROVED
CARLO JASON DELA CRUZ, MAN, RN, RM, BSM

USM-EDR-F02-Rev.3.2020.02.24 ________________
Department Chairperson Date
Appendix C. Estimated Budget of the Research

50

Kabacan, Cotabato
Philippines
ESTIMATED BUDGET OF THE RESEARCH
Title of Study: “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NUSRINJG STUDENS OF UNIVERSITY OF SOUTHERN
MINDANAO”.
ITEMS/DESCRIPTION ESTIMATED COST
I. DEFENSE FEE
a. Adviser 350.00
b. Department Research Coordinator 125.00
c. Defense Committee 300.00
II. MAINTENANCE AND OPERATING EXPENSES (MOE) ITEMS
a. Travel and other expenses 500.00
b. Computer Services and Binding
i. Internet 800.00
ii. Encoding and printing 700.00
Grand Total P 2775.oo
Prepared and submitted by:

Printed Name and Signature of the Student
NOTED
VENUS V. JACOLINA, MAN, RN ___________________________

Adviser Date
MARIANNE I. MERIALES, MSPharm, RPH ___________________________

Department Research Coordinator Date
CARLO JASON S. DELA CRUZ, MAN, RN, RM, BSM ___________________________

Department Chairperson Date
USM-EDR-F06-Rev.3.2020.02.24
Appendix D. Application for Thesis Outline Defense
51

Kabacan, Cotabato
Philippines
APPLICATION FOR THESIS OUTLINE DEFENSE
Name ANDREE DANIELLE C. PALMA
Degree/Major BACHELOR OF SCIENCE IN NURSING
Thesis title PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NURSING STUDENTS IN UNINIVERSITY OF SOUTHERN
MINDANAO
Date of Examination March 25, 2022
Time 10:30 am
Place UNIVERSITY OF SOUTHERN MINDANAO-COLLEGE OF HEALTH AND SCIENCES
MEMBERS OF THE EXAMINING COMMITTEE
Name Signature Date
CARLO JASON S. DELA CRUZ, MAN, RN, RM, BSM ________________ ________________
EMMALYN M. MAMALUBA, MAN, RN, LPT ________________ ________________
RECOMMENDING APPROVAL:
VENUS V. JACOLINA MAN, RN APRIL JXEEL L. PALALAY, MAN, RN
Adviser Co-Adviser
APPROVED:
PHILIP LESTER P. BENJAMIN MARIANNE I. MERIALES, MSPharm, RPH
College Statistician Department Research Coordinator
CARLO JASON S. DELA CRUZ, MAN, RN, RM, BSM

REPORT ON THE RESULT OF EXAMINATION

Name Signature Remarks
CARLO JASON S. DELA CRUZ, MAN,RN, RM, BSM ________________ ________________
EMMALYN M. MAMALUBA, MAN, RN, LPT ________________ ________________
APPROVED:
MARIANNE I. MERIALES, MSPharm, RPH

Department Research Coordinator
_____________________
Date
USM-EDR-F07-Rev.3.2020.02.24
52
Appendix E. Letter to the Dean

Kabacan, Cotabato
Philippines
LETTER TO THE DEAN
EMMALYN M. MAMALUBA, MAN, RN, LPT

Dean, College of Health Sciences
University of Southern Mindanao
Kabacan, Cotabato
Dear Ma’am,
Greetings of peace and prosperity!
I am Andree Danielle C. Palma, a 3 rd-year student of the Department of Nursing,

College of Health Sciences, University of Southern Mindanao, Kabacan, Cotabato. One of
the requirements for the completion of this degree is to conduct a research study.
In line with this, I would like to seek your approval to allow me to conduct the
research titled “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NURSING STUDENTS IN THE UNIVERSITY OF SOUTHERN
MINDANAO.” Rest assured that all pertinent information would be kept confidential.
I am hoping for your kind consideration on this matter. This endeavor will not be
realized without your kind support and cooperation. Thank you and Allah Bless!
Respectfully yours,

Researcher
Noted by:

Research Adviser
Approved by:
EMMALYN M. MAMALUBA, MAN, RN, LPT

College Dean
53
Appendix F. Letter to the Department Chairperson

Kabacan, Cotabato
Philippines
LETTER TO THE DEPARTMENT CHAIRPERSON
CARLO JASON S. DELA CRUZ, MAN, RN, RM BSM

Department Chairperson, College of Health Sciences
Kabacan, Cotabato
Dear Sir,
I am Andree Danielle C. Palma, a 3 rd-year student of the Department of Nursing,

College of Health Sciences, University of Southern Mindanao, Kabacan, Cotabato. One of
the requirements for the completion of this degree is to conduct a research study.
In line with this, I would like to seek your approval to allow me to conduct the
research titled “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NURSING STUDENTS IN THE UNIVERSITY OF SOUTHERN
MINDANAO.” Rest assured that all pertinent information would be kept confidential.
I am hoping for your kind consideration on this matter. This endeavor will not be
realized without your kind support and cooperation. Thank you and God Bless!
Respectfully yours,

Researcher
Noted by:

Research Adviser
Approved by:
CARLO JASON S. DELA CRUZ, MAN, RN, RM, BSM

54
Appendix G. Letter to the Research Coordinator

Kabacan, Cotabato
Philippines
LETTER TO THE RESEARCH COORDINATOR
MARIANNE I. MERIALES, MS Pharm, RPh
Research Coordinator, College of Health Sciences
Kabacan, North Cotabato
Ma’am,
I am Andree Danielle C. Palma 3rd year Bachelor of Science in Nursing student of

University of Southern Mindanao, Kabacan, Cotabato, one of the requirements for the
completion of the degree is to conduct this research.
In connection, I would like to seek your approval to allow me to conduct the

research “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS MANAGEMENT
OF NURSING STUDENTS IN THE UNIVERSITY OF SOUTHERN MINDANAO.” Rest assured
that all the pertinent information would be kept confidential.
I am hoping for your kind and positive response. Your approval will be a great
help to the success of this study.
Thank you very much!
Respectfully yours,

Researcher
Noted by:

Adviser
Approved by:

CHS, Research Coordinator
55
Appendix H. Letter for Validation

Kabacan, Cotabato
Philippines
LETTER FOR VALIDATION
MYKA IVANA P. SORILLA, MPSYCH, RPSY, RPM

College of Education - University of Southern Mindanao
Kabacan, North Cotabato
Ma’am,
I am Andree Danielle C. Palma, a 3 rd year Bachelor of Science in Nursing student of

University of Southern Mindanao, Kabacan, Cotabato. I am currently conducting my
undergraduate thesis entitled “PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE
STRESS MANAGEMENT OF NURSING STUDENTS IN THE UNIVERSITY OF SOUTHERN
MINDANAO.”
To enable this, I am humbly requesting your expertise for the validation of my

questionnaire. Your participation is a great importance to my academic endeavor and it is
highly appreciated.
I am hoping for your positive and kind response on this matter. Thank you and God bless
you.
Respectfully yours,

Researcher
Noted by:

Adviser
Approved by:

CHS, Research Coordinator
Appendix I. Letter to the Respondents

56

Kabacan, Cotabato
Philippines
LETTER TO THE RESPONDENTS
Dear Respondents,
I am Andree Danielle C. Palma, a 3 rd-year student of the Department of

Nursing, College of Health Sciences, University of Southern Mindanao, Kabacan,
Cotabato. One of the requirements for the completion of this degree is to conduct a
research study.
In this regard, may I ask your help to please share your little time to answer
the attached questionnaire. Please answer honestly and completely as possible.
I am hoping for your kind consideration on this matter. This endeavor will
not be realized without your kind support and cooperation.
Thank you and God Bless.
Respectfully yours,

Researcher
Noted by:

Adviser
Approved by:
MARIANNE I. MERIALES, MS Pharm, RPH

Department Research Coordinator
57
Appendix J. Survey Questionnaire

Kabacan, Cotabato
Philippines
SURVEY QUESTIONNAIRE
PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS
MANAGEMENT OF NURSING STUDENTS OF UNIVERSITY OF
SOUTHERN MINDANAO
Direction: Please supply the needed information provided.
I. Respondents Profile
Name (Optional) ____________________________________________
Sex_______
II. Effects of positive self-talk in the stress management of the nursing
students
Scaling
Numerical Verbal
Level Description
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
Direction: Please check (√) the box that corresponds to your answer
58
Well-Being Enhancement Strongl Agre Disagre Strongly

y Agree e e Disagree
Doing Self-talk….. (SA) (A) (D) (SD)
4 3 2 1
1. Helps me to do my best in tasks given to
me.
2. Motivates me to develop my social or
interpersonal skills.
3. Develops my character.
4. Enhances my ability to communicate
with others.
5. Helps me develop my verbal and non-
verbal communication skills.
6. Keeps me firm in making decisions
7. Motivates me to be smart and wise
decisions.
8. Motivates me to be always positive.
9. Keeps me stand best with what I aim for.
10. Helps me have a well-rounded
personality.
Improving Self-Esteem Strongl Agre Disagree Strongly

Doing Self-talk….. y Agree e (A) (D) 2 Disagree
(SA) 3 (SD)
4 1
1. Motivates me to look at myself as
somebody, not just nobody.
2. Helps me realize that I can do things that
other people can do.
3. Gives me great courage to face different
challenges.
4. Helps me strengthen my abilities and
capabilities.
5.Courage to raise questions to superior
6. Motivates me to face a panel or a crowd
confidently.
7. Assures me that what I do is right and I
can defend it.
8. Keeps me feel stronger and more
determined
9. Leads me on the right track to reach a
goal.
10. Improves the way I look at myself as
useful and worthy of respect.
11. Motivates me to have Fighting Spirit to
deal with challenges of life.
59
Reducing Anxieties Strongly Agree Disagree Strongly

Doing Self-talk….. Agree (A) (D) Disagree
(SA) 3 2 (SD)
4 1
1. Keeps me calm in challenging times
2. Allows me to welcome positivity than
worries.
3. Keeps me thinking that everything will
be all right.
4. Leads me to do things without having
stress.
5. Develops trust in myself.
6. Helps me ignore what other people look
at me or say about me negatively
7. Develops my ability to deviate myself
from stressors
8. Keeps me not worried over simple
things and uncontrolled incidence.
9. Helps me organize things to avoid
negativity coming in.
10. Reduces my worries or anxiety from
committing mistakes.
60

Kabacan, Cotabato
Philippines
CURRICULUM VITAE

Poblacion 6, Midsayap, North Cotabato
Contact No.: 09957432514
Email: acpalma@usm.edu.ph
PERSONAL INFORMATION:
Age : 21
Sex : Female
Date of Birth : January 28, 2001
Address : Poblacion 6, Midsayap, North Cotabato
Citizenship : Filipino
Religion : Roman Catholic
Civil Status : Single
Father’s Name : Andreo D. Palma
Mother’s Name : Annabelle C. Palma
EDUCATIONAL BACKGROUND:
College
University of Southern Mindanao Class of 2023
Bachelor of Science in Nursing
Senior High
Notre Dame of Midsayap College SHS Class of 2019
Junior High
Notre Dame of Midsayap College IBED Class of 2017
Elementary
Midsayap Pilot Elementary School Class of 2013
61

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PERCEIVED EFFECTS OF POSITIVE SELF-TALK IN THE STRESS

MANAGEMENT OF NURSING STUDENTS IN THE

ANDREE DANIELLE C. PALMA

Thesis Outline Submitted to the Department of Nursing,College

BACHELOR OF SCIENCE IN NURSING

APPROVED BY THE GUIDANCE COMMITTEE

VENUS V. JACOLINA, MAN, RN APRIL JXEEL L. PALALAY, MAN, RN

PHILIP LESTER P. BENJAMIN MARIANNE I. MERIALES, MSPharm, RPH, CBO

CARLO JASON S. DELA CRUZ, MAN,RN, RM, BSM

MA. TEODORA N. CABASAN, PhD

APPROVAL OF THESIS OUTLINE....................................................................ii

Significance of the Study..............................................................................7

Objectives of the Study.................................................................................2

Operational Definition of Terms....................................................................3

The Hypothesis of the Study.........................................................................3

REVIEW OF RELATED LITERATURE..............................................................7

Locale of the Study.....................................................................................25

Respondents of the Study...........................................................................25

Figure Title Page

Appendix Title Page

A Application Letter for the Research Adviser 34

B Application Letter for Research Title 35

C Estimated Budget of the Research 36

D Application for Thesis Outline Defense 37

E Letter to the College Dean 38

F Letter to the Department Chair Person 39

G Letter to the Respondents 40

H Letter to the Research Coordinator 41

I Letter for Validation 42

Significance of the Study

Long work hours, ethical concerns, complex patients, and competing

expectations make nursing an inherently stressful profession. Furthermore,

the current chaotic healthcare environment necessitates a re-examination of

nurses' and organizations' methods. As a result, the nurses are available

Prescription errors, medication errors, low team spirit, patient, administration,

nurse dissatisfaction, increased complaints, and sick leave is all possible

consequences (McGowan, 2001).

related harm is a practical coping ability. Coping is an impulsive, behavioral

and cognitive strategy to deal with stress (Reeve, 2013).

Furthermore, positive self-talk means is thought of as self-regulatory

through self-direction operation (Brinthaupt & Hein, 2015). This is to improve

performance and reduce discomfort contemplation when stressed (Kross et

The nursing students of the University of Mindanao are also exposed to

positive self-talk as a stress coping strategy in their field. Confronted with

as one of their behavioral characteristics. The researchers decided to

investigate its impact on nursing students' stress management because no

previous studies had been successful.

Objectives of the Study

This study will determine the perceived effects of positive self-talk on

the stress management of nursing students at the University of Southern

Specifically, it will aim to:

1. determine the respondents’ profile in terms of sex;

2. assess the perceived effects of positive self-talk in the stress

management of the nursing students in terms of well-being

enhancement, improving self-esteem, and reducing anxieties; and

3. ascertain if there is a significant difference in the perceived effects of

positive self-talk in the stress management of nursing students when

the respondents are grouped according to sex in terms of:

Operational Definition of Terms

having positive self-talk to ensure proper stress management.

Positive self-talk – refers to an excellent behavioral talk of nursing students

to their inner selves to motivate themselves in doing right and

Stress Management – refers to handling stresses by nursing students for the