Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6813821, ISSN 2822-4353

Research Article

Coping Strategies and Self-Efficacy Among Senior High School Learners in the New
Normal Educational Landscape

Reyjean C. Porras*, Gemma A. Heria, Francis C. Rayo

For affiliations and correspondence, see the last page.

Abstract
This study focuses on senior high school students to investigate the relationship between coping
strategies and self-efficacy in the middle of the transition to the new normal education. The
descriptive-correlational research methodology was implemented in this study to collect data on the
respondents' coping strategies and levels of self-efficacy. The Coping and General Self- Efficacy
scales were used in the study. Based on the statistical findings, there is a strong association between
the coping strategies used by senior high school students and their self-efficacy (r =.601).

Keywords: Coping Strategies, Self-efficacy, Senior High School Students, New Normal Education

Introduction avoidance, and wishful thinking to avoid stressful

The individual and their environment engage in a
dynamic interaction known as stress. Within this
dynamic, coping strategies play a significant role in
determining how traumatic events affect an
individual's physical and mental health (Freire et al.,
2020). As a result, as a result of this well-
acknowledged transactional approach, coping may be
regarded as analytical and behavioral attempts
undertaken as a reaction to either external or internal
stressors that individuals view as a risk to their well-
being (Morales-Rodriguez & Marmol, 2019).
In addition, Zimmer-Gembeck et al. (2016) said that
coping methods may be roughly categorized into two
primary groups: approach strategies (also known as
active strategies) and evasive strategies (also known as
disengagement strategies) (as cited in Freire et al.,
2020). Both of these coping methods are beneficial to
individuals because they aid people in controlling their
thoughts, feelings, and behaviors as they move through
the many stages of a stressful or unpleasant situation.
The first coping strategy is the approach strategy,
which entails cognitive and behavioral processes to
respond to the stressor actively and immediately alter
the problem or associated negative feelings (Freire et
al., 2020). This category comprises methods such as
preparing, implementing specific actions, obtaining
support (instrumental and emotional), reappraising the
circumstance positively, or accepting the situation.
On the other hand, evasive strategies employ cognitive
and behavioral mechanisms such as distractions,
circumstances (Freire et al., 2020). It occurs when a
person modifies their behavior to avoid thinking about,
experiencing, or doing something unpleasant.
(Ganesan et al., 2018).
Academic stress research has emphasized the
importance of coping strategies to avoid adverse
outcomes (Freire et al., 2020). Students with varying
coping strategies utilize a range of coping strategies,
and the researchers of the following study hope to
determine whether or not distinct student profiles exist.
The fin d in g s of their study in d icate that
encouragement plays a critical role in increasing
students' self-efficacy by enabling them to develop
more adaptive coping strategies.
According to Bandura (1977), self-efficacy believes in
an individual's ability to govern one's thoughts,
actions, and social surroundings (as cited in Freire et
al., 2020). Furthermore, these rational self-evaluations
affect practically every area of ordinary human
existence, such as the goals for which people
individuals work hard, the amount of effort expended
in pursuit of those goals, and the chances of achieving
a specific degree of behavioral performance in various
situations (Freire et al., 2020). Self-efficacy is
connected with persons' coping strategies when
presented with obstacles or complex situations.
Students confront several challenges in their daily
lives, most notably in school (Mete, 2021).
Besides, students with low self-worth have a higher
chance to undertake harmful coping strategies,
resulting in burnout. Student burnout has increased
dramatically in recent years, rising from approximately

Porras et al.
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Research Article
40% to 70% in some countries. Numerous factors
played a role in the occurrence of this phenomenon
(Freire et al., 2020). However, the increasing
prevalence of mental illnesses suggests that educating
students about defensive cognitive-behavioral skills
and coping strategies is critical. Within the years 2019-
2021, students have been prone to acquiring anxiety
and depression. Furthermore, the report stated that
these students were consuming alcoholic
beverages, smoking, and eating unhealthy foods to
cope with academic stress (Cattelino et al., 2021).
Freire et al. (2020) research concluded a significant
connection between students' coping strategies and
self-efficacy. The findings from this study suggest that
improving students' self-efficacy through fostering
flexibility in coping strategies would be beneficial.
Furthermore, Morales-Rodriguez and Marmol's (2019)
study found a statistically significant relationship
between coping strategies and self-efficacy among
college students. The bivariate analyses demonstrated
a substantial connection between self and problem-
solving coping strategies and the emotional
intelligence component of emotional coherence and
character restoration. This is reasonable, as self-
efficacy is concerned with how college students
perceive, reflect on, and act in an academic situation
(Morales-Rodriguez & Marmol, 2019).
In comparison, Mete (2021) specified that coping
strategies do not significantly correlate with self-
efficacy. The researcher revealed that these strategies
are only beneficial to eradicating stressors and their
effects, not to the extent of involving the self-efficacy
concept. Therefore, self-efficacy can be obtained
through distinct ability and the utmost motivation from
within (Mete, 2021).
Moreover, this study investigates the relationship
between senior high school students' coping strategies
and self-efficacy. Given the scarcity of local research
on the relationship between coping strategies and
student self-efficacy, the researchers also intend to
expand local research on the subject.
Research Question
The primary purpose of this study is to determine the
relationship between senior high school students'
coping strategies and self-efficacy. Particularly, this
study sought to answer the following question:
1. Is there a significant relationship between students'
coping strategies and self-efficacy?
Porras et al.
Literature Review
Students are exposed to a wide variety of potentially
stressful events throughout their academic careers,
which may have an effect on both their academic
performance and their well-being. Academic stress has
been shown to affect self-efficacy expectations, which
are one of the most significant predictors of student
engagement, consistency, and educational attainment.
As defined by Lazarus and Folkman in 1984, stress is
an interactive approach among an individual and their
environment wherein coping determines the influence
of stressful conditions on physical and mental well-
being. Coping can be characterized as cognitive and
behavioral responses to internal or external
expectations that the individual perceives as threats to
their well-being due to this widely accepted
transactional method (Freire et al., 2020). Even though
there is compelling evidence that self-efficacy beliefs
have an immediate impact on academic performance,
quite a few studies have examined the inspirational
mechanism underlying the self-efficacy–achievement
relationship, which is necessary to understand how and
why students' coping strategies affect their self-
efficacy (Doménech-Betoret et al., 2017).
Furthermore, Morales-Rodriguez and Marmol (2019)
investigated the relationship between students' coping
strategies and self-efficacy. Two hundred fifty-eight
students in three departmental divisions at the
University of Granada in Granada, Spain, provided
data for this study. A 40-item questionnaire was
employed to assess their respondents' coping
strategies. The findings indicate that students' self-
efficacy is increased when they engage in proactive
coping strategies such as preparation and successful re-
evaluation. Self-efficacy was associated with
numerous elements in college students, including
problem-solving skills, emotional expressiveness,
social disengagement, and coping. Their research
discovered a strong correlation between university
students' coping tactics and self-efficacy, and that
employing active coping approaches may boost
students' self-efficacy in challenging situations.
Freire et al. (2020) examined the relationship between
students' coping strategies and self-efficacy in their
study "Coping Strategies and Self-Efficacy in
University Students: A Person-Centered Approach."
Their research focuses on 1,072 undergraduates at
Spain's University of A Coruña. The researchers
analyzed coping strategies using Cabanach et al.'s
Academic Stress Questionnaire (as cited in Freire et
al., 2 0 2 0). The study e s ta b l i sh e d a
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relationship between students' coping strategies and
their perceptions of self-efficacy. The study's findings
indicate that fostering flexibility in coping strategies
may help boost college students' self-efficacy.
Cattelino et al. (2021) investigated the relationship
between teenagers' coping strategies and self-efficacy.
During the lockdown phase, 485 Italian adolescents
filled out an online survey in the study. They used a
14-item questionnaire adapted from Sica et al.'s COPE-
NVI (as cited in Cattelino et al., 2021). Their study
discovered a significant correlation between students'
coping strategies and self-efficacy. The findings
mainly corroborated the predicted relationships
and demonstrated that further attention should be
placed on teenagers' self-efficacy in controlling
basic negative feelings in order to build effective
coping strategies in facing everyday obstacles and non-
normative circumstances.
Similarly, the study conducted by Freire et al.
(2018) demonstrates a significant association between
coping strategies and self-efficacy. A number of 1402
college students were chosen for the study. The
instruments utilized to collect data were established
self-report measures. Their respondents' degree of self-
efficacy was determined using a ten-item questionnaire
to which they answered on a five-point Likert scale.
The relationship between self-efficacy and coping
strategies was examined in detail. Self-efficacy is a
critical human resource that enables good academic
stress management. Their findings may have a
substantial contribution to educational stress
prevention by emphasizing the value of coping
strategies and self-efficacy as vital individual
psychological resources.
Furthermore, Piergiovanni and Depaula (2018)
discovered a connection between students' coping
strategies and increased self-efficacy. This study was
composed of 126 students pursuing a degree in
psychology at a private university in Argentina. The
researchers evaluated the study's significant variables
using the Socio-demographic Questionnaire, the
General Self-Efficacy Scale (GSE), and the Coping
Strategies Questionnaire (CSE). According to the
findings of this related study, the more accurate and
appropriate one's judgments about one's personal
skills, the more likely students will employ a coping
strategy that includes problem analysis, solution
planning, and execution to deal with stressful
situations. Additionally, the result from this study that
coping and self-efficacy appear to be predictive of one
another is significant since it is hypothesized that
efficacy expectations influence task choices and effort
Porras et al.
expended on completing tasks. This may imply that
academics should promote proper coping mechanisms.
It can also increase self-efficacy and academic
achievement, and as a result, could lower dropout rates
(Piergiovanni & Depaula, 2018).
However, in her study, Mete (2021) revealed that the
students' coping strategies are not significantly related
to their self-efficacy. The study was conducted with
381 students from a large city in eastern Turkey.
Academic Coping and Self-efficacy questionnaires
were used to collect data for the study. The study's
path analysis reveals that coping is a negative predictor
of self-efficacy. When students face adversity, such as
failing a class or being unable to respond to questions,
they develop an increased sense of blame and shame,
and their self-efficacy falls. Additionally, the
researcher discovered that these approaches help
remove stressors and their effects, but not to the extent
that they incorporate the concept of self-efficacy.
Likewise, Konaszewski et al. (2019) examined the
correlation of self-efficacy to students' coping
strategies in their quantitative study. The research
conducted was comprised of 632 students. The
researchers assessed the study's variables utilizing the
Coping Inventory for Stressful Situations (CISS),
General Self-Efficacy Scale (GSES), and Sense of
Coherence (SOC-13). Based on the findings of a
related study, coping strategies have no meaningful
relationship with students' self-efficacy. According to
the researchers, coping strategies have little effect on
students' self-efficacy when confronted with barriers
since self-efficacy entails interpreting a stressor as a
threat rather than a challenge. Furthermore, this
research suggests more studies to achieve further
information that could strengthen the study's findings.
In conclusion, the idea of coping strategies and self-
efficacy allows students to better regulate their
emotions, behaviors, and reactions to everyday stress
to increase academic achievement. It enables them to
develop a strategy for accomplishing their goals and
activities in the most efficient manner possible. These
variables aid in providing an in-depth understanding of
the individuality of coping strategies and self-efficacy.
Thus, a portrayal of coping strategies and self-
efficacy's relationship can be explicated in this study
related to students' academic performance.
Methodology
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Research Design
This study employed a descriptive-correlational
approach to determine the relationship between two
variables without regard for the researchers' control
(McCombes 2019). This only served to show that this
approach is the most relevant for the research study
because it proves the influence and correlation of the
variables provided in a much more understandable
way.
Furthermore, the study sought to determine the
relationship between coping strategies and self-
efficacy of senior high school students. The people
who conducted the research identified that a
descriptive-correlational design would be used in the
study — considering that it is the most appropriate
research design for achieving the necessary results by
the end of the study's process. This study utilized a
quantitative approach to gathering numerical data
further to understand a certain situation. The data
gathered through a survey questionnaire, in which
respondents will pledge to answer the questionnaires
honestly and select appropriate responses based on
their personal experiences.
Respondents of the Study
The study respondents were senior high school
students enrolled during the academic year 2021-2022.
In the case of non-probability sampling, the
researchers employed a convenience sampling
technique. This indicates that the researcher collected
samples based on the respondents' convenience and
their ability to participate in the study during a specific
period (Edgar et al., 2017). Additionally, this sampling
technique is advantageous in light of the ongoing
COVID-19 pandemic's restrictions. As a result, this
study relies heavily on all respondents' availability.
The researchers performed the study objectively,
acquiring information and data from a group of
eligible respondents rather than focusing on one
institution. The researchers sought individuals to be
their respondents who meet the criteria.
Instruments of the Study
This study utilized two instruments to examine the
relationship between students' coping strategies and
self-efficacy, namely the; Coping Scale by Hamby,
Grych, and Banyard (2013) and the General Self-
Efficacy Scale (GSE) by Schwarzer and Jerusalem
(1995).
Hamby, Grych, and Banyard established the Coping
Scale in 2013. It is a thirteen (13)-item questionnaire
on a Likert scale of four points. The questionnaire
Porras et al.
measures cognitive, behavioral, and emotional coping
abilities. Additionally, this measure was employed in a
study published in 2021 titled, "Does Affect Influence
Coping Styles among People from North India During
the Pandemic? Implications for Psychological Well-
Being," authored by Verma et al. Internal consistency
(coefficient alpha) for the pilot sample is 0.88 and for
the total sample is 0.91. (Verma et al., 2021).
Furthermore, Schwarzer and Jerusalem established the
General Self-Efficacy Scale (GSE) in 1995. It was
utilized in Piergiovanni and Depaula's 2018 study,
"Self-efficacy and Stress Coping Styles in University
Students." It is a ten-item questionnaire that assesses
self-efficacy according to self-report. This scale aims
to determine an individual's overall sense of self-
efficacy in dealing with minor or severely stressful
events. A four-point Likert Scale was used in the
instrument appointed on the answers in the following
order: one for not at all true, two for hardly true, three
for moderately true, and four for exactly true. The
Cronbach alpha values between .76 and .90 were
utilized to establish the study instrument's internal
reliability. (Piergiovanni & Depaula, 2018).
Ethical Consideration
The researchers consulted their research adviser to
obtain approval for their study's data collection
procedures and instruments. Furthermore, the Data
Privacy Act of 2012, commonly known as Republic
Act 10173, protects a person's privacy and prohibits
the leak or sharing of an individual's personal
information without consent. According to the study
by Wall (2017), this law is successful across multiple
platforms and organizations, requiring citizens to
adhere to the act's provisions. Thus, in conducting the
current study, the researchers adhered to this law.
The researchers are considering ethical concerns
following the government-mandated Privacy Act,
which focuses on how the researchers will acquire data
from their respondents. There will be no compulsion to
engage in the present study or to complete the survey
within the allowed period. Additionally, researchers
are prohibited from disclosing any information about
the participants' personal information. The researchers
will ensure that the conducted study remains safe in
order to protect the respondents from future threats.
Also, the researchers will acknowledge the
participants' confidentiality by assuring that the
information provided will be utilized solely for the
purpose of this research and will not be shared with
other participants or anybody outside the study.
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Furthermore, this will secure the privacy of their
respondents' identity since the researchers will take
every precaution to protect their personal information.
Informed permission will be given with the intent of
causing no harm to any participants. Additionally, the
focus is on the voluntary engagement of individuals
who meet the criteria. It will only evaluate essential
components to ensure that respondents feel safe and
secure while conducting the survey.
Moreover, the instruments that will be used in this
study are suitable and understandable to the
respondents. Their accessibility and availability will
also be considered throughout the data gathering
procedures for the current study.
Data Gathering Procedure
The researchers followed a series of steps to formulate
the research conclusion to gather all the data necessary
to analyze the relationship between students' coping
strategies and self-efficacy.
The researchers started the data collection process by
writing a request for permission to conduct the
studyBecause of our current situation caused by the
pandemic, the research questionnaire will be
distributed through social media, specifically using
Google Forms. The instructions are concise, allowing
respondents to easily determine and comprehend what
they are required to answer, providing the necessary
response without ambiguity. Additionally, the
researchers will provide sufficient time for the
participants to properly answer all of the questions,
avoiding a sense of urgency on their part and allowing
them to make an honest response based on their
personal experiences.
After the participants complete the given
questionnaire, the researchers will tally the data
gathered. The information will not be leaked and will
remain only among researchers until the final step is to
calculate the data gathered.
Result and Discussion
Relationship Between Students' Coping Strategies
and Self-Efficacy
The research aims to evaluate whether or not there is a
significant relationship between students' coping
strategies and self-efficacy. Utilizing the findings of
the questionnaire of the Coping Scale and the General
Self-Efficacy Scale.
The analysis of Table 1 will reveal the possibility if the
null hypothesis were right, regarding the participants'
profiles for having average level of coping strategies
and students' self-efficacy. The statistical analysis
results in Table 1 reveal that coping strategies and self-
efficacy have a significant relationship. Therefore, the
null hypothesis is rejected.
In the study conducted by Mete (2021), self-efficacy is
related to people's coping strategies when faced with
difficulties or challenging situations. Students face
numerous challenges in their living environments,
particularly in school life, which is fairly significant.
In connection with the aforementioned research, Freire
et al. (2020) study concluded a significant relationship
between students' coping strategies and self-efficacy.
The findings from this study suggest that improving
students' self-efficacy through fostering flexibility in
coping strategies would be beneficial. Furthermore,
Morales-Rodriguez and Marmol's (2019) study also
found a significant relationship between coping
strategies and self-efficacy among university students.
This specifically is understandable because self-
efficacy relates to how university students feel, think,
and academic setting.
Table 1. Relationship between Coping Strategies and
Self-Efficacy

To assess students' coping strategies and self-efficacy,

the researchers will make sure that the respondents
meet all the criteria needed, believing that these will
provide important information for the study. The
researchers will examine the individuals' responses to
ascertain whether the variables are connected.

Moreover, all acquired data will serve as the basis for

the comprehensive development of the current study's
interpretations, analysis, presentation, and evaluations.

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Conclusion
Stress is an increasing psychological concern for
students, both for its incidence and for the negative
repercussions it might have. While this scenario
demonstrates the importance of implementing
effective coping strategies across the population, the
need is especially greater for students in senior high
school, where stress levels are considerably higher
(Desamparadoa et al., 2019). In that sense, the findings
of our study may make a substantial contribution by
advancing our understanding of how two critical
psychological resources, approach coping adaptability,
and self-efficacy, operate in the management of stress.
To be more p r ecise, our f in d in g s lead to
determining students who are more prone to
developing their assumptions of self-efficacy,
depending on their amount of flexibility in the
employment of coping strategies. Not only does self-
efficacy contribute significantly to stress prevention
(Freire et al., 2019; Schönfeld et al., 2019), but it is
also one of the most significant elements in the
student's motivational, cognitive, and behavioral
reactions to the teaching-learning process (Schunk &
Pajares, 2010).
As a result of our findings, we believe that senior high
school students should get priority intervention to
increase their repertoire of coping strategies and,
hence, their self-efficacy expectations. Interventions
aiming at enhancing students' coping abilities have
increased in recent years. Students learn to recognize
the primary signs of stress and the external
(environmental pressures) and internal (thoughts and
emotions) components that lead to its development in
these programs. Additionally, students develop a
variety of coping strategies, both primary control (e.g.,
planning and problem-solving) and secondary control
(e.g., positive reappraisal and meditation). While these
types of interventions have been found to be successful
at reducing stress and enhancing self-efficacy, they
have a minimal effect on students' ability to adapt their
coping methods on their own. Previous research
demonstrates the efficiency of concentrated training in
increasing both individuals' repertoires of strategies
and their metacognitive capacity to assess and identify
the most appropriate coping strategies in any situation.
These findings also have significant implications for
the classroom, as encouraging students' level of self-
regulation skills increases their likelihood of
autonomously employing coping strategies such as
developing a plan of intervention, evaluating the
Porras et al.
beneficial aspects of the problem, or trying to seek
emotional support from others. Moreover, it has been
demonstrated that these self-regulation skills are
beneficial in increasing students' self-efficacy beliefs.
After analyzing and discussing the results of the
study, there are few recommendations of the
researchers the following: For students, the researchers
recommend utilizing adaptive coping strategies, and to
avoid maladaptive coping strategies. Because
maladaptive coping strategies can lead to self-harm, or
harming others. Self-harm must be discussed and
handled so that pupils understand that it may be
unlearned once a behavior has been taught. For
educational facilitators, the researchers recommend
teaching adaptive coping strategies to their students to
increase their self-efficacy and develop their problem-
solving skills. Staff should be encouraged to apply
particular coping skills to help kids who self-harm and
give the confidence to deal with students who confess
their self-harming behavior. The researchers advise
parents to equip their children with effective coping
strategies to develop and increase their self-efficacy.
And also to promote task accomplishment to their
children. The essential source of self-efficacy beliefs is
mastery experience or a student's experience of
excelling in activities. The researchers suggest that
they can use this study's findings to provide current
information on the relationship between coping
strategies and self-efficacy in senior high school
students. Additionally, it could serve as a foundation
for the framework of their research.
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Affiliations and Corresponding Information
Corresponding: Reyjean Porras
Email: reyjean.porras001@deped.gov.ph
Reyjean Porras
Pavia National High School
Department of Education – Iloilo, Philippines
Gemma Heria
Pavia National High School
Department of fEducation – Iloilo, Philippines
Francis Rayo
St. Paul College of Bocaue, Philippines
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