Prepared by: Document Code: Module

EMARIE MAPI-OT MU-CAS-LMO-MRES1 Reference No.

Faculty 1.0
MISAMIS UNIVERSITY Checked by: Revision Date: Units:
Ozamiz City VICTORIA E. MATUNOG June 8, 2020 3.0
Office of the Vice President
Program Chairman
for Academic Affairs
Reviewed by: Revision No.: Subject Code:
COLLEGE ATTY. ANTHONY L. AWA 0 M RES I
OF Dean
ARTS & SCIENCES Approved by: Prerequisite: Co-requisite:
DR. CYNTHIA SUPERABLE None None
VPAA/Director for Instruction
ACTIVITY 3.0
Descriptive Title: MARITIME RESEARCH

ACADEMIC HONESTY STATEMENT

This is to certify that I have read and understood the academic honesty and plagiarism policy of Misamis
University.

I certify that my submitted output, (Activity), was done to the best of my ability and not copied from others
whether in some portions or as a whole except those properly documented or cited.

____________JOHN MICHAEL CAGAS NOVEMBER 06, 2022___

PRINTED NAME AND SIGNATURE DATE

ACTIVITY SHEET FOR MY FIRST LITERATURE / REFERENCE

Place your THIRD literature (Literature Cited /Reference) HERE, following the SAMPLE FOR REVIEW
OF RELATED LITERATURE (RRL) SUMMARIZING / PARAPHRASING posted in the RRL Channel

Instructions:
1. For each of the Approved Articles or Literature, make a Review of the Related Literature by
following this SAMPLE

2. ACCESS or DOWNLOAD the PDF of the Article or Literature and DO THE FOLLWING:

 Screenshot the Title and Author of the Article and name of Journal;

 Screenshot at least Three (3) paragraph from the literature that give SALIENT or RELEVANT facts
or information such as (Definitions of your Topics, statistical information, reason on the need to
undertake the studies, theoretical framework of your topics, significant finding in recent studies,
consistent/conformities and constructing findings of previous research, well-known theories or
procedures of data gathering used in previous studies etc.

 Highlight, copy and paste each of the paragraph you selected.

 To avoid PLAGIARISM, summarize or paraphrase the paragraph or statements without distorting or

revising the original facts or information from the source article or literature. (After the Summary or
Paraphrased paragraph or statement, place your name as contributor.)

 Cite Author/Main Author surname and the year of publication, (place in parenthesis)

 Example: One Author (Tria, 2021)

 Two Authors (Tria and Gomez, 2021)

 Several Authors (Tria et al, 2021)

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Literature No: THIRD LITERATURE

Screen Shot the Title of the Literature and attach below

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1. Title of the Article, Author and Name of Journal

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FIRST PARAGRAPH CITED OF THE THIRD LITERATURE

A. Page/Paragraph where the information was/will be taken.

SCREEN SHOT THE PARAGRAPH CHOSEN AND ATTACHE BELOW

B. Lifted (Highlighted/ copied and pasted) paragraph/s. (TAKEN FROM THE ARTICLE
ABOVE)
Highlight, copy and paste the paragraph selected

The change in education delivery mode impacts students daily and can contribute to demands placed
upon adolescents. Increased challenges associated with education can increase stress both within life in
general and in the academic domain. Accordingly, the Swedish Public Health Agency predicted that the
restrictions might increase the risk for mental health problems by increasing levels of stress and
reducing the availability of perceived support, (Folkhälsomyndigheten 2020). Studies examining the
effect of stress on students have found it to be correlated to depression, loneliness, lower academic
performance, and low levels of hope (Yarcheski et al., 2011).

C. Paraphrased / Summarized Information to be used in the Introduction

The summarized/paraphrased statements (paragraph/s)
SUMMARIZE/PARAPHRASE THE FIRST PARAGRAPH CITED AND PLACE
YOIR SUMMARIZED OR PARAPHRASED PARAGRAPH BELOW.
Be sure to write your name after the summarized/paraphrased paragraph as the contributor.
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 The change in how education is delivered affects students on a daily basis and could raise
expectations for teenagers. Increased academic challenges can result in more stress outside of the
classroom as well. The Swedish public health agency assessed that because of the social support
provided to students during this difficult time, the probability of developing a mental health issue has
increased to some extent. In research on the consequences of stress on students, sorrow, loneliness,
subpar academic performance, and a lack of optimism have all been connected to stress. (Yarcheski
et al., 2011) (John Michael Cagas)

SECOND PARAGRAPH CITED OF THE THIRD LITERATURE

A. Page/Paragraph where the information was/will be taken.

SCREEN SHOT THE PARAGRAPH CHOSEN AND ATTACH BELOW

B. Lifted (Highlighted/ copied and pasted) paragraph/s. (TAKEN FROM THE ARTICLE
ABOVE)
Highlight, copy and paste the paragraph selected

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 The influence of social support on students’ levels of stress and feelings of hope, the aim of the present
study was to investigate how different forms of social support (i.e., emotional, appraisal, informational, and
instrumental) provided by teachers relates to high school students’ perceived stress and hope during the
current COVID-19 academic situation. Further, in consideration of previous studies’ findings, the following
hypotheses have been developed. Specifically, it was expected that there would be a negative correlation
between students’ reports of perceived stress and hope. Additionally, it was hypothesized that higher levels of
social support from teachers would relate with lower levels of perceived Stress and would be positively
associated with reports of feelings of hope. It was also expected that the subcategories of social support (i.e.,
emotional, appraisal, informational, and instrumental) would all be negatively correlated with perceived
stress, and positively associated with hope. Finally, it was also expected that social support would predict
levels of perceived stress when controlling for students’ reported levels of hope.

C. Paraphrased / Summarized Information to be used in the Introduction

The summarized/paraphrased statements (paragraph/s)
SUMMARIZE/PARAPHRASE THE FIRST PARAGRAPH CITED AND PLACE
YOIR SUMMARIZED OR PARAPHRASED PARAGRAPH BELOW.
Be sure to write your name after the summarized/paraphrased paragraph as the contributor.

This study looked at how social support affected students' stress levels and hope levels. The objective
was to examine how high school students' emotional discomfort and sense of hope within the present COVID-
19 academic environment are impacted by several forms of social support (emotional, appraisal, informational,
and instrumental) offered by teachers. Furthermore, it was predicted that higher levels of teacher social support
would be positively correlated with reports of hopeful feelings and associated with lower levels of perceived
stress. The emotional, appraisal, informational, and instrumental subtypes of social support were similarly
predicted to have a negative relationship with perceived stress and a positive relationship with hope. Finally, it
was anticipated that social support would predict levels of hope after controlling for students' reported levels of
optimism. (Malecki & Demaray, 2003). (John Michael Cagas)

THIRD PARAGRAPH CITED OF THE THIRD LITERATURE

A. Page/Paragraph where the information was/will be taken.

SCREEN SHOT THE PARAGRAPH CHOSEN AND ATTACH BELOW

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 B. Lifted (Highlighted/ copied and pasted) paragraph/s. (TAKEN FROM THE ARTICLE
ABOVE)
Highlight, copy and paste the paragraph selected

The social support from teachers was also found to correlate negatively with stress and is supported by a recent
study where social support was shown to be negatively correlated with stress in college students (Shi, 2021).
Further, it was also found that social support correlated positively with hope, which is in line with a recent study
that found on-campus social support from teachers predicted students’ reports of hope (D’Amico Guthrie & Fruiht,
2020). However, the result is also contradictory to another study that found that it was only the peer relationships
that appeared to have an impact on hope (Frisby et al., 2020). As such, further research is needed to understand the
relationship between social support and hope. The analysis of the subcategories of social support revealed that
stress correlated negatively with the subcategory appraisal support, informational, and instrumental support.
Emotional support did correlate with stress, but it was not significant. This is an interesting result since emotional
support seems to be important for students in other situations (Malecki & Demaray, 2003). The variable hope was
found to correlate positively with the subcategories appraisal, informational, instrumental, and emotional support

C. Paraphrased / Summarized Information to be used in the Introduction

The summarized/paraphrased statements (paragraph/s)
SUMMARIZE/PARAPHRASE THE FIRST PARAGRAPH CITED AND PLACE
YOIR SUMMARIZED OR PARAPHRASED PARAGRAPH BELOW.
Be sure to write your name after the summarized/paraphrased paragraph as the contributor.

According to a recent study, which indicated that on-campus social support from teachers
predicted students' assessments of optimism (D'Amico Guthrie & Fruiht, 2020), social support was
found to be positively connected with hope. The results, however, differ from those of another study,
which showed that only peer interactions seemed to have an impact on hope (Frisby et al., 2020). In
order to completely understand the relationship between social support and hope, more research is
necessary. When the subcategories of social support were looked at, it was discovered that stress was

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negatively correlated with appraisal support, informational support, and instrumental support.(Malecki
& Demaray, 2003). (John Michael Cagas)