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

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

ACTIVITY 3.0
Descriptive Title: 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.

BENEDICT PAGUSARA December 13, 2022

PRINTED NAME AND SIGNATURE DATE

ACTIVITY SHEET FOR CLASSIFICATION OF INFORMATION (PARAGRAPH) IN THE RRL

GUIDE IN MAKING A REVIEW OF RELATED LITERATURE (RRL)

Steps:

1. NOW THAT YOU HAVE CONDUCTED YOUR REVIEW OF RELATED LITERATURE (RRL)

YOU HAVE NOW TO CLASSIFY THE INFORMATION OR PARAGRAPHS YOU OBTAINED IN

YOUR RRL AS TO WHICH OF THE NINE (9) TYPES THE INFORMATION OR PARAGRAPHS
ARE CONTAINED IN YOUR PARAPHRASED OR SUMMARIZED PARAGRAPHS. (SEE THE
TABLE BELOW TO KNOW WHAT ARE THE NINE TYPE OF PARAGRAPHS OR INFORMATION
YOUR SUMMARIZED OR PARAPHRASED PARAGRAPHS BELONG.

2. PLACE IN THE APPROPRIATE BOX THE PARAGRAPHS/INFORMATION YOU HAVE IN YOUR

TWELVE (12) SUMMARIZED OR PARAPHRASED PARAGRAPHS, SUCH AS IN THE
EXAMPLES BELOW. (FOUR (4) Literature times Three (3) Paragraphs per Literature = 12
summarized or paraphrased paragraphs in your RRL)

3. ALTHOUGH IT WILL BE BETTER IF ALL TYPES OF PARAGRAPHS ARE PRESENT IN YOUR

SUMMARIZED OR PARAHRASED PARAGRAPHS, HOWEVER, IT WILL STILL BE OKAY IF
 SOME TYPES OF PARAGRAPHS ARE NOT REPRESENTED, WHAT IS IMPORTANT IS THAT
YOU WILL BE ABLE TO CLASSIFY THEM CORRECTLY.

SAMPLE TABLE (ONLY)

Topic: Factors contributing to depression of freshmen BSMT students
SALIENT/RELEVANT
Facts or Information SAMPLES
taken from the articles
in conducting RRL
1. Paragraph/s or statements Depression is one of the most important psychological
describing in general terms problems experienced by nursing students. (Contributed by
about your main topic, and/or Benedict Pagusara)
give definition of the main
topic. Stress has been identified as one red flag for academic failure
(Daugherty & Lane, 1999; Vaez & Laflamme, 2008). Yet, few
universities include stress in their student assessments. This
may be due to problems in obtaining accurate readings of
stress. (Contributed by Benedict Pagusara)

It is concerning how common depression, anxiety, and stress

symptoms are among college students. The establishment of
necessary and suitable support services for this population is
demonstrated by this, demonstrating the need for primary and
secondary preventative measures. (Contibuted by Aaron
Melchisedech A. Encabo VII)

2. Paragraphs or statements that The frequency and prevalence of depression among 116 first-
provide striking facts or year university students were investigated using a structured
statistics (data from
interview. As opposed to 24, or 20.7% of the participants, who
previous/latest surveys,
reports of agencies) that satisfied the Diagnostic and Statistical Manual of Mental
objectively portray the Disorders, Fourth Edition criteria, A total of 62 people (53.4%)
existing problem situation.
fulfilled the Diagnostic and Statistical Manual of Mental
Disorders, Third Edition (DSM-IV) criteria for a major
depressive episode. For the 12 months preceding the
interview, 27 (23.3%) people satisfied the Research Diagnostic
Criteria (RDC) for Major Depressive Disorder (MDD) as well as
the Revised (DSM-III-R) criteria for MDE. In addition, at the
same time period, the DSM-IV criteria for MDE, the DSM-III-R
criteria for MDE, and the RDC for MDD all manifested in 23 of

3. Paragraphs/statements that give
very brief background or resume of
events that truly depict the present
state of the issue abroad, in the
country, and in the locality.
the participants (19.8%), 54 (46.6%), and 24 (20.7%),
respectively. (Contributed by Ralph mar Sornillo)
When dealing with postsecondary students, mental health
experts frequently identify depression (Marcotte, 2013). In
Canada, 13.0% of postsecondary students reported having
seriously considered suicide at some point in the preceding 12
months, while 44.4% of those polled between 2012 and 2014
claimed that their depression made it difficult for them to
function (American College Health Association, 2016). Using
various data collection methods, the Canadian Mental Health
Association conducted a nationwide prevalence survey in 2004
and came up with results that were comparable. 29.2% of
students, or one-third, reported experiencing four or more
symptoms of severe distress.as determined by the General
Health Questionnaire's 12-item mental health screen.
(Contributed by Ralph Mar Sornillo)
An estimated 264 million people suffer from depression and
over 48,000 are dying by suicide each year. The World Health
Organization foresees that in the year 2030 signs of
depressive symptomatology will upsurge. Depression would be
the top cause of disease burden worldwide (WHO, 2011).
(Contributed by Benedict Pagusara)
A moderate severity or higher level of depression, anxiety, or
stress was present in 27.1, 47.1, and 27% of our respondents,
respectively. Female pupils scored higher on anxiety and
stress scales. The scores for sadness, anxiety, and stress
were greater among first- and second-year students than in
other groups. The levels of despair, anxiety, and stress were
lower among students who were content with their education
than in those who were not. (Contributed by Aaron
Melchisedech A. Encabo VII)
The goal of the current study was to look at depression among
Japanese first-year university students' 1-year prevalence and
incidence (i.e., rate of onset within the 12 months covered by
the study). Research Diagnostic Criteria (RDC) and DSM-IV
diagnoses were made utilizing a structured interview. We also
used the DSM-III-R criteria because that is what most prior

4. Statements or Paragraphs on
researcher’s firm stand on the need
to bridge the gap between existing
bodies of knowledge and the
prevailing problem situation or
rationale concerning the need to
replicate a completed study.
studies in this field have used to compare the incidence and
prevalence of Major Depressive Episode (MDE) in our sample
with that of earlier studies. (Contibuted by Ralph Mar Sornillo)
This survey study was cross-sectional in nature. Since 2014,
first-year students have been asked to complete the
Depression Anxiety Stress Scale (DASS-21) before beginning
their studies at a university in Hong Kong. The objectively
measured data from university records were then combined
with these DASS data. 56.5% of the student population in the
records, or 9,479 students, completed the DASS survey. For
the purpose of comparing the variations among student
groupings, Kruskal-Wallis tests were used. (Contributed by
Ralph Mar Sornillo)
As was already noted, transitioning to university life can be
difficult for first-year students, especially given the demands of
their studies. In Belgium, 34.9% of first-year university students
experienced mental health issues, which had an adverse effect
on their academic performance (Bruffaerts et al., 2018). Higher
than the overall population, emotional problems were present
in 32.1% of Portuguese university students. (Contributed by
Ralph Mar Sornillo)
The importance of recognizing depression risk factors in
postsecondary students cannot be overstated, especially in
light of the enormously expensive personal and societal
consequences of these problems, such as drug misuse,
college dropout, suicide, and medical expenses (Imhasly,
2008; Jeon, 2011). Although this situation is not ideal, the
findings may serve to pave the way for the development of
preventative and treatment programs for students who are at

5. Paragraphs/statements that
provide theoretical Framework,
organized body/ies of the knowledge
or set/s of proposition that are firmly
grounded on a series of observed
phenomena, events duly supported
by the thinking of well-known
authorities on the subject.
risk for depression and for whom there are insufficient
resources in postsecondary institutions. (Contributed by Ralph
Mar Sornillo)
One in three students drop out of college within the first year
(U.S. News & World Report, 2015), and the loss is even more
dramatic among minority students. One proposed solution was
to develop an "early warning system" to better identify at-risk
students. (Contributed by Benedict Pagusara)
Methodological variations could explain why studies of student
stress and coping yield such divergent findings. Some studies
see stress as a precursor, while others see it as an outcome of
coping efforts. Because temporal assumptions dictate
statistical analyses, the divergent timelines could also be a
reason for results. (Contributed by benedict Pagusara)
Students who transferred from community colleges (CCT) had
the highest rates of depression, anxiety, and stress, as well as
the highest study loads. Unexpectedly, the levels and
incidence of depression, anxiety, and stress were lower among
mainstream students than among CCT students. The rate of
depression was highest among student athletes. Depression,
anxiety, and stress all showed signs of decline, but it was just a
minor decline. Overall, the mental health profile was correlated
with age, gender, study load, and academic success (p 0.05).
(Contributed by Ralph Mar Sornillo)
On the other hand, when psychological well-being is not in
excellent condition, emotion-focused coping techniques are
used. Even if they attend therapy sessions, they still require
constant supervision and monitoring. To effectively respond to
the victims, a trained social worker, psychiatrist, and
psychologist are needed. In order to support the battered
women in the shelter home, a comprehensive intervention
program that takes into account all aspects of a person must
be created, designed, and put into action. (Contributed by
Abby Chua)
In public secondary schools, emotional empowerment was
more successful in improving teachers’ psychological health.

6. Paragraphs/statements with
theories/ literature that identify the
gaps, weak or strong points and
conformities or inconsistencies
between or among the previous
researches or investigations.
Constructs or concepts that are
related to the present inquiry, the
relationship among variables that
have been investigated.
. among young Japanese people is their excessively stressful
7. Paragraphs/statements
providing information from well-
known authority-sources and their
theories that can be cited to support
the researchers’ developed theories.
Counseling psychologists ought to use the two therapies to
help teachers reduce work-related stress and improve their
psychological health. (Contributed by Abby Chua)
There are no research that we are aware of that have looked
at the prevalence and incidence of depression among
Japanese adolescents applying to universities. In Japanese
culture, it is widely accepted that a person's educational
background determines both his or her value and social
standing. As a result, teenagers experience what is known as
"examination hell" when it comes to entrance exams,
particularly those for universities. Iga made the argument that
one of the key causes of the alarmingly high suicide rates
college entrance exam preparation. 21 Because of this, it's
possible that the university entrance exam harms adolescents'
mental health. (Contributed by Ralph Mar Sornillo)
The perception of support from family and friends, and
spirituality is noteworthy to have a defensive aspect in the
development of symptoms of depression in college students.
Majority of studies were done in North America, Europe, and
other Western developed countries. Few studies could be
found in Southeast Asia. (Contributed by Benedict Pagusara)
For doctors-in-training, medical school is a time of tremendous
psychological stress. The amount of evidence currently
available is insufficient to make conclusive statements on the
causes and effects of student distress. It is necessary to
conduct extensive, prospective, multicenter research to
pinpoint personal and training-related factors that affect
student depression, anxiety, and burnout as well as to
investigate the connections between distress and ability.
(Contributed by Aaron Melchisedech A. Encabo VII)
There is a vast literature on college student stress, but little
attention has been paid to its impact on academic
performance. The majority examine the impact of stress on
student well-being, ignoring academic outcomes. Numerous
other studies attempt to inventory college stressors (seeHurst,
Baranik, and Daniel 2013). (Contributed by Benedict
Pagusara)
The first year of college is said to be one of the most stressful
periods in life (Dyson and Renk 2006; Hicks and Heastie
2008). Some researchers have examined whether this stress
impedes student success and retention. This approach did
reveal complex connections among stress, coping, and the
performance of first-year students. (Contributed by benedict
Pagusara)

For students to be as motivated and well-adjusted as possible,

it is crucial that physical education in the classroom meets their
basic psychological needs. The Basic Psychological Needs in
Physical Education Scale (BPNPE Scale; Vlachopoulos,
Katarzi, & Kontou, 2011) was translated into Filipino for this
study, which also sought to assess the validity and reliability of
the Filipino version. (Contributed by Abby B. Chua)

Because they are secluded, people's anxiety reactions are

heightened. According to psychologists, isolation exacerbates
negative feelings in people. It reduces expectations for
personal improvement in terms of coping mechanisms for
psychological trauma. People experience a variety of stresses
during the quarantine, including anxiety about getting sick or
dying, boredom and disillusionment, uncertainty about the
future, embarrassment, annoyance over derailed plans, and
being forced to live alone. Information on how people manage
self-isolation as a result of the COVID-19 epidemic is still
lacking, though. According to early research, psychological
reactions to the COVID-19 pandemic are frequently
characterized by anxiety and stress symptoms. (Nadezhda
Sivrikova) (Contributed by John Michael Cagas)

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) (Contributed by John Michael Cagas)
8. Paragraphs/statements
providing existing specific and
concrete facts, issues, or events that
are observed or experienced by
researcher/s regarding the topic that
pose a challenge for in-depth
investigation. Personal experiences.
The article's goal is to compare the psychophysiological chang
es that occur after a lengthy journey and analyze the dominant 
coping style of the personality as well as indications of health, 
activity, and mood in junior and senior cadet
sailors. The following techniques were employed: talk, observa
tion, the "Well-being activity-mood" methodology and the "Indic
ator of coping-strategies" methodology. The primary coping me
thod for junior cadets is defined as the look for social support. 
Providing assistance and protecting senior cadets from issues 
Comparative data on the parameters of wellbeing, activity, and 
mood show a decline following the long
term floating practice of the cadets.
Health complaints are well-being indicators, as are rising activit
y levels, which indicate the need to more energizing in solving 
difficulties in life. There was a decline in the mood-related mea
sures in using responders as a gauge of being unhappy with o
neself. There is evidence to support the value a key finding of t
he study is the establishment of a link between the component
s of maladjustment and the being on a lengthy journey. The re
quirement for additional investigation of psychophysiological fa
ctors. (Contributed by Aaron Melchisedech A. Encabo VII)
The occurrence of depression and other mental health
problems like anxiety and stress are common and have been
increasing among college students. 25% of the college student
population report symptoms of anxiety at any given time.
College students reported feelings of overwhelming anxiety
and depression in the thereby, affecting their individual
academic performances (Contributed by Benedict Pagusara)
The college years are considered among the most stressful
periods in a person's life. College students report stress to be
the primary impediment to academic success (American
College Health Association, 2008). There is evidence that
stress negatively impacts grades and retention in college
students, and in freshmen specifically. (Contributed by
Benedict Pagusara)
Medical professionals in the medical field are exposed to
higher risks of depression and professional burnout, as well as
high rates of errors and low levels of job related satisfaction.
Identifying and providing knowledge about depression and
burnout among healthcare professionals is an important aspect
of medical education. (Contributed by benedict Pagusara)
 REVIEW OF RELATED LITERATURE FOR RESEARCH METHODOLOGY
& RESEARCH INSTRUMENT/S USED
FOR METHODOLOGY
9. Paragraphs or statement that The project's foundation has been an online poll of focus
provides procedures in data gathering. groups in support of female mariners. It looks at health and
happiness of female mariners, including problems of sexual
harassment) at the workplace and how they could be made
better. Concerned about the lack of medical manuals and
other publications geared toward women mariners, the
projects tale and don't offer a gendered viewpoint to health,
or to take into account issues that are related to health
women-specific. Therefore, while we strive to boost the
recruitment and retention of women, we could not be
providing mariners' unique health and safety needs. Need
for welfare. (Contiuted by Aaron Melchisedech A.
EncaboVII) 

Participants were asked to choose one of the three

main health issues they are facing (Fig. 4). The best
response to this roughly half of responders chose the item
about joint or back pain selecting this choice,
stress/depression/, and then(43%), "anxiety." Ratings
outnumber policemen by 56%.reported "back/joint ache."
"Stress, anxiety, and depression" was the officers' preferred
candidate despite a similar number of Officers and ratings
led to its choice. It is important to note that more than 100
respondents decided to stop taking the survey right away of
this inquiry, perhaps because they believed the survey was a
repetition of a pilot survey they'd already finished, or
because they found it to be too tough, time-consuming,
alternatively they might have been worried about the privacy
of their answers. (Contributed by Aaron Melchisedech A.
Encabo VII)

This study investigated the impact of self-efficacy techniques

(SET) and emotional empowerment (EE) on the
psychological health of public secondary school teachers in
Ogun State. A 3x2x3 factorial matrix with a pre-test-post-test,
control group quasi-experimental design was used. 120
public secondary school teachers (61 men and 59 women)
were chosen for the study using the multi-stage sampling
method. Two treatment groups (EE and SET) and a control
group were randomly assigned to the participants.
(Contributed by Abby Chua)

The eight-week training sessions were conducted. Data

were gathered using the Well-being Manifestation Measure
Scale. At a significance threshold of 0.05, two hypotheses
were tested. There was a significant main effect of therapy
on the participants’ psychological well-being (F (2,101) =
12.824, p .05) when data were subjected to Analysis of
Covariance and Scheffe analysis for the post-hoc. Self-
efficacy was less effective than emotional empowerment at
improving psychological well-being. Additionally, it was
discovered that the intervention program was responsible for
29.1% (multiple R2 = 0.291) of the adjustments in the
instructors’ psychological wellbeing. (Contributed by Abby
Chua)