Coping Strategies For Stress in The New Normal of Students

Republic of the Philippines
BATANGAS STATE UNIVERSITY

The National Engineering University
Alangilan Campus
Golden Country Homes, Alangilan Batangas City, Batangas, Philippines 4200
Tel Nos.: (+63 43) 425-0139 local 2121 / 2221
E-mail Address: ceafa@g.batstate-u.edu.ph | Website Address: http://www.batstate-u.edu.ph
Coping Strategies for Stress in the New Normal of Students
In Partial Fulfillment of the Requirements for the Course

GEd 104: The Contemporary World
Presented to:
Ms. Elsbeth Kaye Oliva, MAED
Prepared by:
Ms. Leirve Rose Asuela
Ms. Queen Izzy C. Gupit
Ms. Geraldine Pesigan
Ms. Jesslian Agatha A. Ricero
Ms. Beanice Aliana S. Signo
Leading Innovations, Transforming Lives, Building the Nation

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I. INTRODUCTION
Every major aspect of one’s routine and lifestyle has been severely affected due to the
COVID-19 pandemic. As preventive measures have taken effect, day-to-day activities such as
economic development, traveling restrictions, and, most especially, school and education.
Students during the New Normal have found difficulties adjusting to the form of learning
introduced, “Online Learning” or “Online Classes.” Thus, they develop a number of negative
effects like stress. Moreover, students will take on these challenges with the help of various
coping mechanisms they have already developed/will develop throughout the New Normal of
learning. One of the results of this ongoing pandemic is the new learning style of students known
as “Online Learning.” Online learning enables students and teachers to still pursue their
education through the screens without having any physical contact. With this method, students
and teachers can stay safe within the protection of their own homes while still being
academically active. Due to this new learning method, students encountered numerous problems
adjusting to the new normal lifestyle. Coping with something that unexpectedly entered students’
lives can be a tough challenge, and so many students are still trying to cope; hence, they develop
stress. Stress is a feeling of emotional or mental tension. It is the reaction of one’s body toward a
challenge or demand. In line with this, the learners should start to take care of the causes of their
stress using coping strategies that are convenient and comfortable for them.
As virtual learning has become the new normal, stress about online academics may be
seen in many students. Irritability during the online class sessions due to poor internet
connections amongst attendees often causes systems to shut down and need to be restarted,
which leads to disinterest in rejoining the lecture instantaneously. School stress is a serious
business. A 2017 American Academy of Pediatrics (AAP) report suggests that too much work
and too little play could backfire down the road for children and teens. "Colleges are seeing a
generation of students who appear to be manifesting increased signs of depression, anxiety,
perfectionism, and stress," the report says. Philstar Global (2020) published news stating that a

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youth group monitored 17 suicide incidents among students so far in this school year. This
incident has been a hot topic since the first weeks of the New Learning set-up, which is either
modular or online learning, students have been asking for an academic freeze, but the
Department of Education (DepEd) refused to entertain the idea. Students opted to use different
coping mechanisms to reduce stress.
A certain level of stress is normal. Positive stress responses from events such as changing
schools and meeting new friends can help students learn and grow. But when exposed to
repeated stressful events without the tools to manage feelings, stress can become emotionally and
physically toxic. In some cases, the effects of stress can be more harmful to students than what
caused the stress in the first place.
Students have different learning styles, and each has ways of coping with the hurdles of
the new normal. So, students can use many ways or strategies to lessen or avoid stress in this
new learning setup. Having organizational tools in place is an example, such as a study planner
that notes when certain assignments are due and when tests or other exams will be coming up,
which can be beneficial to students who may be experiencing stress from impending deadlines or
an overload of assignments. A notebook with segmented folders and dividers that helps organize
schoolwork can benefit students who may be stressed because they don’t feel in control of their
work. Exercise can also help in reducing stress by raising the body’s endorphin levels, clearing
the mind, and improving one’s mood, according to the Mayo Clinic. Students can use exercise as
a means of addressing and mitigating their stress levels.
This analysis aims to determine the cause of stress in the new normal environment and
emphasizes the importance of coping mechanisms in dealing with their stress. Specifically, it
sought to answer the following questions:
1. What are the causes of stress?
2. What are the effects of stress?

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This analysis shows that each individual has their style of learning and their style of
adjusting. It will take time for students to fully adapt to the new normal; through this study, they
will be able to adapt and seek new coping strategies. As the pandemic is ongoing, things will not
be guaranteed to return to how they were. It is important to adjust to something that can stay for
an uncertain amount of time to make life easier and more comfortable. There are many ways to
cope with stress, but it also depends on each of us which we will apply or which strategies will
work to lessen or avoid stress in online learning. Schoolwork and studying take up time,
especially for challenging online academic classes. It is no wonder that many students feel
stressed. To a certain extent, this is normal and expected— everyone experiences stress, and
many challenging and valuable experiences will also be unavoidably stressful.
The importance of this analysis was to determine the cause of stress and the coping
strategies in the new normal environment. It also emphasizes the importance of coping
mechanisms in dealing with their stress. Since stress is mostly present for many people, this
study will contribute towards having a stress-free life. Stress can often be part of the growth
experience, and it is not something you can or should avoid. It will offer strategies to handle
certain things and not prolong the despair. Each one of us is dealing with stress.
II. CONSIDERABLE CAUSES
Stress is a common feeling students feel throughout their academic journey. There are
different causes, and it always depends on the person encountering it. Some of these are
1.) Bullying, 2.) Procrastination, and 3.) Poor Time Management
Bullying
Bullying is defined in different ways, but researchers agree that it is a form of aggression,
and for bullying to occur, three characteristics must be present; 1. The behavior is meant to inflict

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physical and or psychological harm, 2. The behavior must be repeated over time, and 3. There is
an imbalance of power among the people involved(Banks, 2020; Deitrich, 2020; Espelage &
Swearer, 2019; Nansel et al., 2018). Bullying occurs physically through hitting and kicking and
in verbal form. In the continuum of participants in a bullying situation, a person may be a bully, a
victim, a bystander, or a bully-victim. Bullying behaviors are influenced by many factors,
including demographic variables, family, peers, and aggression. In 2020, Espelage et al. tested
sex, grade, rape, price or lunch, and poverty status as demographic variables.
The finding of Seals and Young in 2019 concurs with the results of both Espelage et at.
Family relations also affect bullying. According to the article by Cohn and Canter in 2003, two
family influences on bullying are the number of adults supervision a child receives and seeing
family members exhibiting bullying behaviors. In addition, it was found that many students who
bully their peers in school also bully their siblings at home. (Espelage & Swearer, 2019). Since
bullying is a subset of aggression, different types of aggression can lead to different
manifestations of bullying behaviors. Espelage and Swearer, in 2019 list different types of
aggression, including, proactive versus reactive aggression, direct versus indirect aggression,
overt versus covert aggression, and relational aggression. In addition, the authors found that
more than seventy girls in their study were victims of relational bullying, including verbal and
psychological behaviors. Depression is another major emotional factor related to bullying. In the
same articles, it was noted that depression levels are higher in victims and in bullies compared to
non-bullies or non-victims (Espelage & Swearer, 2019). School environment affects the
prevalence of bullying as well. When school faculty members ignore bullying behaviors,
students are reinforced for the behavior (Cohn and Kanter). School climate is related to bullying,
while others, such as poorer relationships with classmates and loneliness, are related to being
bullied and coincidentally bullying being bullied. Their new school year had barely begun when
stories of bullying started to circulate again. For example, TV host Dr. Phil McGraw hosted a
televised discussion on the problem of bullying in public schools. While bullying has existed in

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various forms throughout human history, earlier societies and religious authorities developed
ways to discourage such behavior.
Procrastination
Two standard definitions of procrastination are "the purposive delay in the beginning and
completion of an overt or covert act, typically accompanied by subjective discomfort" (Ferrari,
2018, p. 281) and "to voluntarily delay an intended course of action despite expecting to be
worse off for the delay" (Steel, 2017, p. 66). These two definitions reflect the assumptions that
procrastination is something an individual is knowingly doing and is a dysfunctional form of
delaying. If procrastination causes one to be worse off, why do more than 40% of college
students enrolled in an introductory psychology course engage in this behavior?
Researchers have examined internal contributors to procrastination, such as locus of

control and emotional intelligence (Deniz, Tras, & Aydogan, 2019), emotional intelligence and
self-efficacy, and self-awareness and emotional responses. These studies found that overall,
individuals with high emotional intelligence procrastinate less than those with lower emotional
intelligence and that individuals with higher self-efficacy procrastinate less than those with lower
self-efficacy (Hen & Goroshit, 2016). However, only three studies have examined external
factors that increase one’s likelihood of procrastinating.
One external factor that has been studied, although minimally, is the effect of parenting
style on one's likelihood to procrastinate. Research has shown that parenting style plays a role in
procrastination in adolescents. Frost et al. (2018), in a study with 63 female undergraduate
college students, found that high perceived parental expectations and criticism were linked to
perfectionism. Additionally, perfectionism was found to be positively correlated with
procrastination. The introduction's outline will examine procrastination, then the locus of control,
then other internal factors contributing to procrastination, then external contributing factors to
procrastination, followed by the present study and hypotheses.

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Poor Time Management
Many studies have found an association between greater academic achievement and
effective time management as students acquire strategies that help them in meeting competing
demands (Nadinloyi et al., 2019; Kharadze, Gulua, & Davit, 2019). The curriculums in higher
education institutes are designed to get to peaks and troughs in the workload of students
requiring them to manage their work-life balance, often without the institution's support. The
non-cognitive personal behavior, i.e., the perspective of students regarding time management, is
also an effective predictor of educational achievement as with poor time management skills, it
gets difficult for students to plan their studies and which causes them anxiety and agitation
during the assessment time which usually takes place at the end of the course (Scherer, Talley, &
Fife, 2019). Students have previously linked negative educational results with poor time
management, which could be partially self-serving bias. However, comprehensive studies have
established this association (Nadinloyi et al., 2018; Kharadze, Gulua, & Davit, 2018). There have
been studies conducted on time management and educational achievement in business students
(Sayari, Jalagat, & Dalluay, 2020), nursing students (Nayak, 2019), management students (Gupta
& Chitkara, 2018), and engineering students (Adams & Blair, 2019). However, studies still need
to be done on radiology students.
Previous studies have determined a positive effect of time management. Time

management skills have positively affected student learning and associated outcomes. Several
studies have identified the positive impact of time management. Time management skills have
been shown to have a positive impact on student learning and student outcomes (Kearns &
Gardiner, 2017; Kelly, 2018; McKenzie, Gow, & Schweitzer, 2019) and Krause & Coates (2018)
indicated that the ability for successfully managing their time is the benchmark of students in
developing better study habits as well as strategies for success. Time management allows
individuals to structure and control their activities (Claessens et al., 2019). In addition, it reports
that the capacity to manage their time successfully is the foundation of students developing good

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study habits and strategies for success. Time management allows individuals to structure and
control their activities (Claessens et al., 2019). In addition, Wang et al. (2018) have revealed that
time management is essential beyond the university campus, where the ability to manage one’s
free time is revealed to substantially elevates the quality of life of an individual.
Time management is an immense distinction between web-based and formal education

administratively and academically. There was the type of learning opportunities in formal
education that integrates a clarification of everything (Nieuwoudt & Brickhill, 2017). Teachers,
in this system, are in front of students and can ask anything regardless of any hesitation or delay.
However, distance learning students have a different type of academic environment than formal
learners. The presence of physical distance is reported between teachers and students in online
learning (Ahmad & Ch, 2017). Managing time and gaining high scores in distance education is
more complex. Web-based students explore and learn online that integrates incomplete data; the
rest is their business to think about and examine further. It is the art of managing time; every
learner must command and be familiar with this skill for betterment (Broadbent, 2017). They
experience in the domestic and academic worlds because of this incompetence. In this regard,
most learners experience errand vulnerability and repugnance, so they commence stalling their
time and administrative skills.
III. COPING MECHANISMS
The following are coping mechanisms to help people face stress and traumas to help
manage painful or difficult emotions. In addition to helping people cope with stressful
situations, coping mechanisms help maintain their emotional well-being. The mechanism of
coping is behavior to prevent stress or unpleasant emotions. Problem-focused coping aims to
eliminate or reduce stress sources, while emotional-focused coping helps change how to respond
to stressful situations.

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Problem-Focused Coping
There seems to be more substantial evidence that problem-focused coping strategies
would promote better mental health outcomes and well-being (Aebi, Giger, Plattner, Metzke, &
Steinhausen, 2017). In contrast, emotion-focused coping strategies were considered
dysfunctional (Taylor & Stanton, 2016) and might result in mental health problems. Problem-
focused coping is a form of coping that focuses on problems and tries to solve existing problems.
At the same time, individuals who use this strategy believe they can face or change stressful
situations or conditions. Coping, particularly problem-focused (PF) and disengaged (DS)
behaviors, offers one plausible pathway by which service members’ subclinical trauma
symptoms might predict civilian partners’ psychological distress (Lovell & Gaszka, 2018).
Several types of research showed that Problem Focused Coping (PFC) basically aims to
solve the problem entirely and how to deal with stress anxiety effectively and is relatively
associated with reduced levels of depression problem-focused strategies are expected to
moderate the adverse effects of the stressor. Amid the current pandemic, handwashing is one of
the most central forms of problem-focused coping (Trougakos et al., 2020).
Emotion Coping Focused

Emotion-focused coping aims to address feelings and emotions caused by stressors. This
response can be chosen if the stressor cannot be changed or mitigated by oneself (for example,
seeking social assistance when disappointed with a rating grade that cannot be changed).
Avoidance is a typical emotion-oriented response that allows temporary recovery from stressors
but at the cost of prolonging or increasing the burden.
As a result of developments in the understanding of the role of emotions in human

functioning and the psychological helping process, emotion is regarded as centrally necessary in
the experience of self, in both adaptive and maladaptive functioning, and the process of
therapeutic change. Despite this, working with emotions in psychological counseling/therapy

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remains a significant challenge for many practitioners. Emotion-Focused Therapy (EFT) is an

empirically supported and experiential treatment that integrates Person-Centered and Gestalt
Therapy practice elements with modem emotion theory and a dialectical-constructivist meta-
theory (Greenberg, L. S. (2018)).
Self-Determination
Setting things in motion to accomplish what we want is a form of self-determination. In
particular, it is vital to know that self-determination usually contributes positively to areas such
as employment, education, community life, and improving quality of life. (Wehmeyer et al.,
2020).
Most students in the new normal education lose their self-determination because of the
new environment they face. Students are exposed to an extensive number of possible stressful
circumstances in their daily academic lives, which can have a negative impact on both their
academic performance and their health. Among the factors that academic stress may weaken are
self-efficacy expectations, regarded as one of the most significant factors of student engagement,
persistence, and academic success.
Maintaining Social Connections

At the root of altruism lies empathy and compassion. While some may think that we are
driven mainly by selfishness, more and more research show that social connection is a
fundamental human need and that we are wired to experience empathy and compassion. We
thrive with greater social connection, resonate deeply with others' emotions and experiences at
our physiology and brain level, and experience pleasure and transcendence in helping others and
observing others being helped. (Seppala, E., Rossomando, T., & Doty, J.R. (2016)).
Social connection can lower anxiety and depression, help us regulate emotions, increase
self-esteem and empathy, and improve our immune systems. Also, students might focus on

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giving themselves time and helping them reconnect with their loved ones. Maintaining social
connection can help us look for something interesting to calm ourselves, despite being stressed
from the new normal through social connection, we can at least avoid being lonely and do not
have to live in isolation because we live in a world with over seven billion people, and we all
need connection.
Religious Coping
Religion can provide a framework for understanding emotional and physical suffering
and facilitate perseverance or acceptance in the face of stressors. Religious coping encompasses
religiously framed cognitive, emotional, or behavioral responses to stress. It may serve many
purposes, including achieving meaning in life, closeness to God, hope, peace, connection to
others, self-development, and personal restraint (Pargament, 2016).
Being stressed in academics was not easy for us students who are having a hard time
keeping up with the new normal caused by the pandemic. Many students were also taking their
own lives because of their thinking that they would fail and being afraid to know that after all
their hard work, it would only come to nothing. Being religious is a big help for many people,
especially students; when we are stressed, feeling down, and having a hard time in school, talk to
someone above us, and he will answer and grant what we are praying for. Religious coping is
religiously framed cognitive, emotional, or behavioral responses to stress, encompassing
multiple methods and purposes and positive and negative dimensions.
IV. CONCLUSION
Stress can often be part of the growth experience, and it is not something that can or
should avoid. It will offer strategies to handle certain things and not prolong the despair. The
causes of this stress are bullying which can be physical bullying, verbal bullying, social bullying,
and cyberbullying. Procrastination is also a factor that is the tendency to put off or altogether
avoid an activity under one’s control and can be described as that one who does not accomplish

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the activity within the desired time frame as it supposed to—also, poor time management which
leads to inefficiency in organizing and planning tasks.
Effective stress management helps to break the hold stress has on life to make it happier,
healthier, and more productive. There are coping mechanisms that can help us improve our
mental and psychological health issues through problem-focused coping that aims to solve the
problem entirely and how to deal with stress anxiety effectively and is relatively associated with
reduced levels of depression problem-focused strategies are expected to moderate the adverse
effects of the stressor, emotion coping focused that aims to address feelings and emotions caused
by stressors, self-determination which is a combination of attitudes and abilities that lead people
to set goals for themselves, and to take the initiative to reach these goals, maintaining social
connections that provide us with happiness, security, support and a sense of purpose, and lastly,
religious coping that is a way of turning to a heavenly being for consolation, support, and/or
guidance, whether through a formal religion or more casually through one's spirituality.
There are many ways to cope with stress, but it also depends on each one of us which we
will apply, or which strategies will work for us to lessen or avoid stress in the new normal
environment. Let us be cautious of someone because we do not know their struggles. It will be a
tough fight, but with this study, people can decrease the challenge’s toughness.
Recommendations
 To the school administrators to hear what students and professors say by asking questions
or having an open forum, enabling them to express their feelings freely. Take a deeper
look and ask how frequently they feel stressed the whole day and if they are stressed the
most. The class schedule must provide rest time for students and professors to recharge.
 To the professors that promote rational thought, assess the experience of the student,
allow the students to have flexible due dates on assignments, recognize the efforts of

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students by providing additional points, and tell personal stories like what happened
when were students like them make a solid bond for students.
 To the students to organize themselves. Management of time is essential. Pay attention to
your sleep schedule. Provide attention, develop moment-to-moment awareness to help
yourself focus on current activities, reduce stress and anxiety, and improve your future
management experiences. Learn how to train your brain with statements and other tools
for optimism for a more positive self-interpretation and a bright future. A healthy diet can
work as a technique for managing stress and as a study aid. Improving your diet can
prevent you from experiencing mood swings, lightness, and other dietary changes.
 To the parent to recognize your child's feelings. Help and listen to the concerns of your
child. If necessary, allow your child to attempt to resolve its problems. However, offer
your child assistance and be available if he or she needs you. Without being too strict,
have clear expectations. Let your child know that cooperation is more important than
competition. Know what your child wants (not just what you want). Show love, warmth,
care, and attention.
 To the future researchers and expanding this research with other platforms is highly
recommended.

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REFERENCES
Adham Alyami, Abdulrahman Abdulwahed, Azhar, A., & Bafaraj, S. M. (2021). Impact of
Time-Management on the Student’s Academic Performance: A Cross-Sectional Study.
ResearchGate; Scientific Research Publishing.
Cervantes, D. (2020, October 27). Group assails DepEd, cites 17 student suicide cases.
Philstar.com; Philstar.com.
Dixon, T. (2022, March 13). Emotion-focused vs. Problem-focused Coping Strategies | IB
Psychology. IB Psychology.
GREENBERG, L. S. (2018). Emotion-Focused Therapy: An Overview. Turkish Psychological
Counseling and Guidance Journal, 4(33), 1–12.
‌Kam, K. (2017, September 5). Coping with School Stress. WebMD; WebMD.
‌Mbah, R., & John', S. (2020). Running head: EFFECTS OF BULLYING ON STUDENTS’
ACADEMIC PERFORMANCE i THE PERCEPTION OF STUDENTS ABOUT SCHOOL
BULLYING AND HOW IT AFFECTS ACADEMIC PERFORMANCE IN CAMEROON.
Pargament, K. I. (2016). The psychology of religion and coping: Theory, research, practice. New
York: Guilford Press.
Problem Focused Coping Methods Used by Students During Covid-19 | KnE Social Sciences.
(2015). Knepublishing.com.
‌Self-Determination | Center for Excellence in Disabilities. (2022). Cedwvu.org.
‌Seppala, E., Rossomando, T., & Doty, J.R. (2016). Social Connection and Compassion:
Important Predictors of Health and Well-Being. Social Research: An International Quarterly
80(2), 411-430. doi:10.1353/sor.2013.0027

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Reynolds, J. (2015). Factors Affecting Academic Procrastination.
LINKS
https://www.researchgate.net/publication/368050612_Impact_of_Time-
Management_on_the_Student's_Academic_Performance_A_Cross-Sectional_Study
https://www.philstar.com/headlines/2020/10/28/2052834/group-assails-deped-cites-17-student-
suicide-cases
https://www.themantic-education.com/ibpsych/2022/03/14/emotion-focused-vs-problem-
focused-coping-strategies/
https://doi.org/10.17066/pdrd.42956
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https://knepublishing.com/index.php/KnE-Social/article/view/8195/14044
https://cedwvu.org/resources/self-determination/
https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2516&context=theses
https://www.webmd.com/parenting/features/coping-school-stress

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Republic of the Philippines

BATANGAS STATE UNIVERSITY

Coping Strategies for Stress in the New Normal of Students

In Partial Fulfillment of the Requirements for the Course

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

II. CONSIDERABLE CAUSES

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

Researchers have examined internal contributors to procrastination, such as locus of

Leading Innovations, Transforming Lives, Building the Nation

Poor Time Management

Previous studies have determined a positive effect of time management. Time

Leading Innovations, Transforming Lives, Building the Nation

Time management is an immense distinction between web-based and formal education

III. COPING MECHANISMS

Leading Innovations, Transforming Lives, Building the Nation

Emotion Coping Focused

As a result of developments in the understanding of the role of emotions in human

Leading Innovations, Transforming Lives, Building the Nation

remains a significant challenge for many practitioners. Emotion-Focused Therapy (EFT) is an

Maintaining Social Connections

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

‌Self-Determination | Center for Excellence in Disabilities. (2022). Cedwvu.org.

Leading Innovations, Transforming Lives, Building the Nation

Reynolds, J. (2015). Factors Affecting Academic Procrastination.

Leading Innovations, Transforming Lives, Building the Nation

Leading Innovations, Transforming Lives, Building the Nation

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