STRESS-COPING STRATEGIES OF GAS STUDENTS UNDER THE NEW

NORMAL EDUCATION IN PAGNITOAN NATIONAL HIGH SCHOOL

ALAGON, MARCELA
CALIPES, KYLE
DEGINO, JOYCE MARIEL R.
ESCABARTE, IAN JASPHEER M.
MALABOSA, JOSH RICHARDSON M.

PAGNITOAN NATIONAL HIGH SCHOOL

Pagnitoan, Maribojoc, Bohol

JUNE 2022
 PAGNITOAN NATIONAL HIGH SCHOOL
Pagnitoan, Maribojoc, Bohol
…..
STRESS-COPING STRATEGIES OF GAS STUDENTS UNDER THE NEW

NORMAL EDUCATION IN PAGNITOAN NATIONAL HIGH SCHOOL

In Partial Fulfillment of the

Requirement for Inquiries, Investigations

and Immersion
.

SUBMITTED BY

ALAGON, MARCELA

CALIPES, KYLE

DEGINO, JOYCE MARIEL R.

ESCABARTE, IAN JASPHEER M.

MALABOSA, JOSH RICHARDSON M.

SUBMITTED TO:

MR. RUDULA M. AMPER

Research Adviser

School Year: 2021 - 2022

 iii
ACKNOWLEDGMENT

Initially, we would like to thank God Almighty for

giving us the strength, knowledge, ability and opportunity

to undertake this research study and to persevere and

complete it meaningfully. Without His blessings, this

achievement would not have been possible.

We take pride in acknowledging the insightful approval

of Dr. Elvira I. Jabonillo, the School Principal, for

sparing her valuable time while we approached her and

showing us the way ahead.

We have great pleasure in acknowledging our gratitude

to our research adviser, Mr. Rudula M. Amper. In ensuring

that the methods we used in gathering the data for our

research would be valid and reliable. He has been there

providing his heartfelt encouragement and guidance at all

times and has given us credible ideas and suggestions in our

quest for knowledge. He has given us all the freedom to

pursue our research, while silently and non-obstructively

ensuring that we stay on course and do not deviate from the

core of our study.

iv
It would be inappropriate if we forget to acknowledge

our dear friends, who have, in their own ways, kept us going
on our path to success, assisting us as per their abilities,

in whatever manner possible and for ensuring that good times

keep flowing.

Our acknowledgement would be incomplete without

thanking the biggest source of our strength, our dearest

families. The blessings of our parents and the love and care

of our siblings and relatives who never let things get dull,

have all made a tremendous contribution in helping us reach

this stage of our study. We thank them for putting up with

us in difficult moments and encouraging us on to follow our

dreams of pursuing this study. This would not have been

possible without their undying love and support.

To the respondents, for rending their time in answering

the questionnaire.

And for all those who have contributed for the success

of this piece.

Thank you so much!

THE RESEARCHERS
 v
ABSTRACT

The main purpose of this study was to determine the

stress-coping strategies of GAS students of Pagnitoan
National High School. The researchers utilized the
descriptive research method and used a survey questionnaire
as data gathering tool. The respondents of this study were
the GAS students of Pagnitoan National High School. After
the retrieval of the questionnaires, the data gathered were
tabulated using weighted mean, frequency, percentage and
one-way analysis of variance (ANOVA) to determine the
significant degree of difference in the stress-coping
strategies of students before the pandemic and under the new
normal education and in the stress-coping strategies of
female and male students before and during the pandemic. The
findings revealed that there is no significant degree of
difference in the stress-coping strategies of students
before the pandemic and under the new normal education and
the stress-coping strategies of female and male students
before and during the pandemic. Based on the findings
presented, the researchers concluded that in the stress-
coping strategies of students, are sometimes used or in
other words, the level of usage is only on a great degree.
In addition, the study revealed that students of Pagnitoan
National High School Students are well adaptive to the
current situation by changing their stress-coping strategies
as a survival instinct.
 vi
TABLE OF CONTENTS

PAGE

Cover Page --------------------------------- i

Title Page --------------------------------- ii

Acknowledgment --------------------------------- iii

Abstract --------------------------------- v

Table of Contents --------------------------------- vi

CHAPTER

1. THE PROBLEM AND ITS SCOPE

Introduction --------------------- 1

Literature Background --------------------- 5

THE PROBLEM

Statement of the Problem --------------------- 11

Null Hypothesis --------------------- 12

Significance of the Study --------------------- 12

RESEARCH METHODOLOGY

Design --------------------- 13
 vii
Environment and Respondents --------------------- 13

Instrument --------------------- 16

Data Gathering Procedure --------------------- 16

Statistical Treatment --------------------- 16

DEFINITION OF TERMS --------------------- 19

2. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

GAS Students’ Demographic Profile ---------------- 20

Stress-coping strategies of GAS students before the

pandemic ---------------- 21

Stress coping strategies of GAS students under the new

normal education ---------------- 22

Test of Significant Degree of Difference in the

stress-coping strategies of students before and

during the pandemic ---------------- 23

Test of Significant Degree of Difference in the

stress-coping strategies of students between male

and female before the pandemic --------------- 24

Test of Significant Degree of Difference in the

stress-coping strategies of students between male

and female during the pandemic --------------- 25

 viii
3. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary ------------------------------- 31

Findings ------------------------------- 31

Conclusions ------------------------------- 33

Recommendations ------------------------------- 34

REFERENCES LIST ------------------------------- 39

APPENDICES

A. Transmittal Letter ------------------------------- 40

B. Questionnaire ------------------------------- 41

C.1 GAS Students’ Responses on the Stress-Coping Strategies

Before the Pandemic and Under the New Normal

Education ------------------------------- 47

C.2 GAS Students’ Responses on the Stress-Coping Strategies

Between Male and Female Before the Pandemic and

Under the New Normal Education --------------- 48

CURRICULUM VITAE ------------------------------- 49

LIST OF TABLES

Table

TABLE A Respondents ------------------------------- 51

TABLE B Legend for the level of usage of the given

stress-coping strategies ---------------- 52

1 Profile of the GAS students of PNHS --------------- 53

 ix
2 Stress-coping strategies of GAS students before the

Pandemic ------------------------------------ 54

3 Stress coping strategies of GAS students under the new

normal education ----------------------------- 55

4 ANOVA Table on the Test of Significant Degree of

Difference in the stress-coping strategies of

students before and during the pandemic ------ 56

5 ANOVA Table on the Test of Significant Degree of

Difference in the stress-coping strategies of

students between male and female before the

pandemic ------------------------------------ 57

6 ANOVA Table on the Test of Significant Degree of

Difference in the stress-coping strategies of

students between male and female during the

pandemic ------------------------------------ 58

LIST OF FIGURES

Figure

1 Theoretical and Conceptual Framework -------------- 4

 1
CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction and Rationale of the Problem

Stress is the feeling of being overwhelmed or unable to

cope with mental or emotional pressure. Many different

situations or life events can cause stress. It is often

triggered when we experience something new, unexpected or

that threatens our sense of self, or when we feel we have

little control over a situation (Mental Health Foundation,

2021). Thus, coping is someone’s response to psychological

stress, the stressors in this case are the unexpected

pandemic, adapting to the new normal and adjusting to

flexible learning. Coping is the expending conscious effort

to solve difficult personal and interpersonal problems. In

the case of stress, coping mechanisms seek to master,

minimize, or tolerate stress and stressors that occur in

everyday life. These mechanisms are commonly called coping

skills or coping strategies (Boundless Psychology, n.d.).

Due to the pandemic and the rise of the new normal it is now

more common among students to feel pressure and stress not

only because of studies but also the fear of a new and

unsafe environment.
 2
Stress is undoubtedly a part of students’ lives and it

may impact their ways of coping with the demands of school

life. Their daily responsibilities involve numerous

challenges which lead to stress (Pariat L, 2014). Results

from various studies carried out thus far show a clear

increase in mental health problems among students (Ch Son,

2020). The Coronavirus disease (COVID-19) is a global health

fiasco that has a pivotal occurrence in history. Considering

the intensity and how fast the pandemic spread, the

increased worry and anxiety in the general population and

especially students in higher levels are understandable

(Usher K, 2020) (Montemurro N, 2020) (Nilamadhab Kar, 2020)

It has been a tough time for a lot of students to adapt and

adjust to the new normal education that was implemented by

the government to lessen the risks of spreading the disease

that has been affecting the lives of millions of people. It

has brought tremendous stress to students mixed with

financial problems due to the decrease of job demand and the

uneasiness of having the learning environment at home

instead of at school. Studies thus far show that many

students struggle to cope with these stressors and that the

incidence of stress among students is increasing (Gallagher

RP, 2008) (Mackenzie S, 2011). Among other consequences, it

has a negative impact on mental health. In the US, around

10% of students reported suffering from depression, and this

proportion has increased to 15% since 2000 (Beiter R, 2015)

(Wirkus Ł, 2021) (Hunt J, 2010). Significant casual factor

behind this is the increase of stress related to the

pandemic and the new (Babicka-Wirkus A, 2021).

Thus, the researchers would like to determine the

stress coping strategies of students who are stressed with

the adjustments of the new normal implement to keep their

mental health and stress levels managed. This study would

also like to find ways and solutions on how to tackle this

topic to GAS students of Pagnitoan National High School in

this school year 2021-2022.

THEORETICAL BACKGROUND

The Lazarus Theory

4
A theory that relates to our study is the Lazarus

Theory (1991). According to its proponent, Richard S.

Lazarus and Susan Folkman states that psychological stress

refers to a relationship with the environment that the

person appraises as significant for his or her well-being

and in which the demands tax or exceed available coping

resources. Stress is regarded as a relational concept, i.e.,

stress is not defined as a specific kind of external

stimulation nor a specific pattern of physiological,

behavioral, or subjective reactions. Instead, stress is

viewed as a relationship (`transaction') between individuals

and their environment. They believed that our stress coping

strategies is a relationship between ourselves and the

environment. (Lazarus R, 1991)

Conservation of Resources Theory

According to Stevan E. Hobfoll (2007), the conservation

of resources (COR) theory investigates and defines the

nature of psychological stress and its possible outcomes. He

states that stress is not primarily a result of an

individuals' appraisal of events, but rather has a central

environmental, social, and cultural tie. As stated in the

COR theory, stress is caused by the difficulties of

accomplishing the common goals that members of a culture aim

for. In this aspect, he believed that stress is essentially

culturally influenced because the majority of major demands

imposed on people have a shared social context, and culture

of a social phenomena (Hobfoll SE, 2007).

5
LEGAL BASES
 Republic Act No. 11036, section 2 & 22 of 2018, or

otherwise known as “The Mental Health Act”. The basic right

of all Filipinos to mental health as well as the fundamental

rights of people who require mental health services. The

public awareness of the DOH and the LGUs to initiate and

sustain a heightened nationwide multimedia campaign to raise

the level of public awareness on the protection and

promotion of mental health and rights including, but not

limited to, mental health and nutrition, stress handling,

guidance and counseling, and other elements of mental health

(Hontiveros R, 2018).

Senate Bill No. 911, section 2-3 of 2010, or otherwise

known as "Magna Carta of Students". It is hereby declared to

be the policy of the State to promote and protect the rights

of students to enable them to participate actively and

effectively in the democratic processes of effective

progressive and developmental changes in society. The formal

educational system being the principal institutional

mechanism for imparting knowledge and developing skills is

given priority attention and support by the government

(Estrada J, 2010).

6
CONCEPTUAL FRAMEWORK

 Lazarus’ Theory on Stress,  Republic Act No. 11036 or

Appraisal and Coping the Mental Health Act

 Hobfoll’s Theory on  Senate Bill No. 911 or the

 INPUT

 Demographic Profile
- Age;

- Sex; and

- Grade Level

 Stress coping strategies of GAS students.

 Difference on stress coping strategies before and during the pandemic.
 Difference on stress coping strategies between male and female before the
pandemic.
 Difference on stress coping strategies between male and female under the
new normal education.

Process

 Collection of Data
 Data Analysis
- Frequency and Percentage

- Slovin’s Formula

- ANOVA: One-way factor

Output
7
Recommendations
REVIEW OF RELATED LITERATURE
 In the study of Sheroun D, Wankhar D, Devrani A,

Lissamma PV, Gita S, Chatterjee K. (2020) they conducted a

cross-sectional descriptive study on the perceived stress

and coping strategies among students during the COVID-19

pandemic lockdown, in which they found out that majority of

the students experienced moderate perceived stress having

the perceived stress score of 82.67% among 427 respondents

and the highest perceived stress score was seen in 13.35% of

the participants. It has also found that most of the

students had moderate coping strategies scoring 76.58, while

18.5% of the respondents had high coping strategies and

participants with low coping strategies had a score of 4.9%.

They also observed that maladaptive coping scores are higher

than adaptive scores with the difference in means of 22.06.

Association of coping strategies was also seen with the

place of residence, the participants staying with relatives

having highest score than staying alone or with family.

Significant association was found out with the year of study

and coping strategies score. Higher coping strategies score

was seen in 1st year followed by 3rd year and least by 4th

year participants (Sheroun D, 2020).

8
According to Anna Babicka-Wirkus, Lukasz Wirkus,

Krzysztof Stasiak, and Paweł Kozłowski (2021), they found

out that the dominant coping strategies among students were:

acceptance, planning, and seeking emotional support. The

least frequent strategies were: substance use, denial,

behavioral disengagement, and religious coping. To

distinguish groups of participants based on their coping

strategies, a two-step cluster analysis was carried out. It

allowed for distinguishing two clusters and indicating a

satisfactory quality of clustering. From among the coping

strategies included in the model, the most important ones

were: seeking instrumental support, seeking emotional

support, and planning. These strategies differentiated the

two clusters to the highest degree. The least important

strategies were substance use, denial, and self-blame. They

analyzed the gender differences in coping strategies and it

showed statistically significant gender differences for

humor, emotional support seeking, instrumental support

seeking, self-distraction, denial, and venting of emotions.

Men in the current sample reported using humor significantly

more often than women, but they reported using religious

coping, emotional support seeking, instrumental support

seeking, self-distraction, and denial less frequently. The

current data show that the oldest students used active

coping strategies more often during the pandemic than did

the younger students. The aim of these strategies is to

solve the problem causing difficult internal tension rather

than to avoid the situation altogether. This effect may be

related to the older students having greater life

experience, including academic experience, at 31 years of

age (Babicka-Wirkus A, 2021).

10
According to the study of Nilamadhab Kar, Brajaballav

Kar, and Shreyan Kar (2021) that students had a higher

proportion of moderate or higher level of anxiety,

depression, and probable post-traumatic stress disorder

(PTSD) compared to other sociodemographic variables such as

employed, single, married, college-educated, university-

educated, professionals, 20–30-year-olds and 40–64-year-

olds. For example, students with moderate or higher level of

anxiety are 32.9%, moderate or higher level of depression

are 28.8%, and probable PTSD are 44.9% keeping in mind that

all results had students at the top of each category. They

also found out various coping strategies used by the

respondents. Most people hoped for the best; some other

frequent strategies were: remaining busy in activities,

problem solving, sharing feelings, and talking to others. We

compared the association of coping strategies with mental

health issues: probable PTSD, anxiety, and depression with

moderate or higher severity. There was no association for

probable PTSD with the reported coping strategies. However,

moderate to severe anxiety was associated with: avoiding to

think about the issue, being not sure about coping strategy,

and those who reported struggling to cope. In addition,

persons with moderate to severe anxiety used humor less

frequently. Similarly, moderate to severe depression was

associated with avoidance to think, being not sure about

coping strategies, and struggling to cope (Nilamadhab Kar,

2020).

STATEMENT OF THE PROBLEM

This study aims to determine the stress coping

strategies and mechanisms of GAS students of Pagnitoan

National High School.

Specifically, it seeks to answer the following

questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Sex; and

1.3 Grade Level?

11
2. What are the stress coping strategies of GAS students

before the pandemic?

3. What are the stress coping strategies of GAS students

under the new normal education?

4. Is there a significant difference on the stress coping

strategies of students before and during the pandemic?

5. Is there a significant difference on the stress coping

strategies between male and female GAS students?

6. What recommendations can be drawn based on the findings

of the study?

NULL HYPOTHESIS

The following null hypothesis was formulated for the

study:

1. There is no significant difference on the stress

coping strategies of students before and during the

pandemic.

2. There is no significant difference on the stress

coping strategies between male and female GAS

students.

PURPOSE OF THE STUDY

12
The purpose of this study is to investigate the

relevance of the pandemic to the stress coping strategies of

GAS students under the new normal education at Pagnitoan

National High School. The study is also conducted to compare

the differences and similarities of coping mechanisms of

students before and during the pandemic.

SCOPE AND DELIMINATION

The study was conducted at Pagnitoan National High

School (PNHS). The target of the study are the Senior High

School GAS Students of PNHS. The focus of the study was the

stress coping stress strategies of students, because these

coping mechanisms are greatly influenced by their

environment and can not only affect their mental health but

also their academic performance.

SIGNIFICANCE OF THE STUDY

This research will provide new perspectives in

understanding the stress coping strategies of students under

the new normal education. Specifically, this research will

significantly benefit the following:

13
Community. This study spreads awareness in the community on

recognizing stress as a mental health concern and how

various stress coping strategies is a useful approach to

alleviating it.

Academic institutions and administrations. Through this

research, academic institutions and administrators may

promote programs and advocacies regarding stress coping

strategies that can help students deal with their stress

considering the new ways of delivering education.

Mental health advocates. The result of this research will

provide valuable information for the advocates to promote

their campaign on spreading awareness on how to deal with

various mental health issues mostly caused by stress and how

to stop stigmatizing those mental health disorders. And how

the pandemic impacted the students’ well-being and mental

health.

Parents. This research may convince parents to consider

programs involving knowing one’s ideal stress coping

mechanisms that may help the students manage their mental

health since students are mostly at home because of the

growing fear of the disease.

14
Students. Students will be directly benefited from this

research as its findings may encourage them to consider new

and effective stress coping strategies and how to make

existing ones to be more efficient as an approach to lower

their stress levels.

Future researchers. This study covers information involving

stress coping strategies as an approach to stress, Thus, the

result of this study can be used for future discussions on

the capabilities and effectiveness of stress coping

strategies in alleviating stress and other mental health

concerns.

15
RESEARCH METHODOLOGY

DESIGN

This study utilized the quantitative type of research.

This study made use of the descriptive research because it

aims to establish the stress coping strategies of GAS

students and the difference of it before and during the

pandemic. This type of design is heavily dependent

instrument for measurement and observation.

RESPONDENTS

The target respondents are the Senior High School GAS

students of Pagnitoan National High School. These

participants were selected through simple random sampling

where random selected individuals can participate. Seventy-

six Grade 11 GAS students and forty-four Grade 12 GAS

students participated in the study. In total, one hundred

twenty participants answered the questionnaire.

16
TABLE A

RESPONDENTS

N = 120
 GRADE LEVEL
PERCENTAGE
OF FREQUENCY (f) RANK (R)
(P)
RESPONDENTS

Grade 11 76 63.33% 1

Grade 12 44 37.67% 2

ENVIRONMENT

The study was conducted through email (Peridot, Sphene,

Topaz, Alexandrite, Moonstone) of Pagnitoan National High

School, school year 2021 - 2022. Pagnitoan National High

School is a public institution located at Pagnitoan,

Maribojoc, Bohol. It was established on the year 1970. It

has 30 teachers who were designated according to their field

of specialization. The said school is composed of 4 sections

in Grade 11 and 3 sections in Grade 12. The respondents

answered the questionnaire at their own homes respectively.

17
INSTRUMENT

The researchers prepared questionnaires to determine

the stress coping strategies of GAS students and the

significant difference of the stress coping strategies under

the new normal. This can be determined based from the

indicators such as the respondent’s demographic profile

(age, sex, and grade level) and the students’ stress coping

strategies before and during the pandemic. The content of

the questionnaire consists questions related to the study

and these were answered consequently. A total of one hundred

twenty questionnaires were sent out and were messaged to the

GAS students of Pagnitoan National High School. The

questionnaire is composed of thirty-three questions and

categorized into two (2), namely, the Demographic Profile

and The Stress Coping Strategies of Students Before and

During the Pandemic.

18
TABLE B

Legend for the level of usage of the given stress-coping

strategies

DEGREE MEANING WEIGHT INTERPRETATION RANGE

 EQUIVALENT

Always Happen/done 4 Level of usage 3.26-

usually in greater 4.0

degree

Sometimes Happen/done 3 Level of usage 2.51-

occasionally in great 3.25

degree

Rarely Happen/done 2 Level of usage 1.76-

rarely in less degree 2.50

Never Not done at 1 Level of usage 1.0-

all in lesser 1.75

degree

DATA GATHERING PROCEDURE

19
The researchers considered the components and stages in

developing the chapters of the study. This chapter was

evaluated by a teacher and provided comments and suggestions

that serve as for revisions. Their research teacher also

checked and approved the questionnaire before distribution

The researchers secured permission from the Principal

of Pagnitoan National High School to conduct the study

through a formal letter signed by the researchers and their

research adviser. After obtaining the official approval of

the school principal, the following data gathering processes

were observed.

First, the researchers messaged the questionnaire to a

total of one hundred twenty students in which seventy-six

were from Grade 11 and forty-four were from Grade 12. The

questionnaires were distributed through email by contacting

the Grade 11 and 12 GAS students of Pagnitoan National High

School. The respondents fill up and answered the questions

based on the provided instructions.

Second, the researchers retrieved the questionnaires by

waiting for the Grade 11 and Grade 12 GAS students to

respond to the message alongside its questionnaire. In this

method face to face interactions are avoided and the safety

of the respondent and the researchers are rest assured.

20
Lastly, the researchers proceeded to the data analysis,

evaluation and interpretation based on the data gathered.

The researchers clearly respected any decision made by

the participants and strongly upheld the privacy and

confidentiality of all the respondents involved in the

study.
STATISTICAL TREATMENT

In analysis and interpretation of data, the following

formulas are used;

N
SLOVIN’S FORMULA: n−
1+ Ne2

Where: n= sample size

N= population size

e= margin of error

F
P− (100)
N

Where: P= percentage

F= frequency

N= number of students
21
For statistical purposes, the answers on the level of

usage of the given stress coping strategies before and

during the pandemic were measured through the form of

phrases: Always, Sometimes, Rarely, Never with weight

equivalent 4,3,2,1 respectively from which the weight means

derived.
 WEIGHT MEAN. The technique is used to measure the

central tendency where some values are given importance over

others. This is used to calculate the average value of

responses to items in the questionnaire using the formula.

WV
WM−
N

Where: WM= Weight mean

WV= Weight value

N= no. of cases

Composite mean

Composite weight mean = ∑ of weight mean

number of items
22
In extracting and determining the difference of the

stress coping strategies of students before and during the

pandemic and the difference of the stress coping strategies

between male and female, the statistical treatment test was

one-way ANOVA.

DEFINITION OF TERMS

Anxiety - Body’s natural response to stress. It’s a feeling

of fear or apprehension about what’s to come.

Appraises - To evaluate the worth, significance and status

of.

Conservation of Resources Theory - bodily and psychological

stress reactions based on an inborn survival response.

Coping - cognitive and behavioral strategies to manage the

demands of a situation to reduce the negative emotions and

conflict caused by stress.

Coronavirus Disease (COVID-19) - is an infectious disease

caused by the SARS-CoV-2 virus.

Depression - common and serious medical disease that

negatively effects how you feel, the way you think and you

act.

Emotional Pressure - feeling of psychological strain and

uneasiness produced by situations of danger, threat, etc.

23
Lazarus Theory - relationship with the environment that the

person appraises as significant for his or her well-being.

Maladaptive - not providing adequate or appropriate

adjustment to the environment or situation.

Mental Health - a person’s condition with regard to their

psychological and emotional well-being.

New Normal Education - quality distance learning by using

self- learning modules.

Pandemic - an infectious disease that has spread across

multiple continents worldwide, affecting a substantial

number of individuals.

Post-Traumatic Stress Disorder – a psychiatric disorder that

may occur in people who have experienced or witnessed a

traumatic event.

Severity – the quality or state of being severe: the

condition of being very bad, serious, unpleasant, or harsh.

Stress – a state of mental or emotional strain or tension

resulting from adverse or very demanding circumstances.

Stressors – events or environments that individuals might

consider demanding, challenging, and/or threatening

individual safety.
24

REFERENCES
Babicka-Wirkus A, W. L. (2021, July 26). University
students’ strategies of coping with stress during the
coronavirus pandemic: Data from Poland. Retrieved from
Plos One: https://journals.plos.org/plosone/article?
id=10.1371/journal.pone.0255041#pone.0255041.ref002

Beiter R, N. R. (2015, March 1). The prevalence and

correlates of depression, anxiety, and stress in a
sample of college students. 173: 90–96. Retrieved from
Science Direct:
 https://www.sciencedirect.com/science/article/abs/pii/S
0165032714006867?via%3Dihub

Boundless Psychology. (n.d.). Retrieved from Course Hero:

https://www.coursehero.com/study-guides/boundless-
psychology/coping-with-and-managing-stress/

Ch Son, H. S. (2020, September 3). Effects of COVID-19 on

College Students’ Mental Health in the United States:
Interview. Retrieved from J Med Internet Res.:
https://www.jmir.org/2020/9/e21279

Estrada J. (2010). Magna Carta for Students. Retrieved from

http://legacy.senate.gov.ph/lisdata/83026855!.pdf

Gallagher RP. (2008). National Survey of Counseling Center

Directors. The International Association of Counseling
Services, Inc.,. Retrieved from immagic:
https://www.immagic.com/eLibrary/ARCHIVES/GENERAL/ACCA_
US/A081007G.pdf

Hobfoll SE, F. J. (2007). Encyclopedia of Stress (Second

Edition). Retrieved from Science Direct:
https://www.sciencedirect.com/topics/psychology/conserv
ation-of-resources

Hontiveros R. (2018). Republic Act No. 11036, Mental Health

Act. Retrieved from Department of Health:
https://doh.gov.ph/sites/default/files/health_advisory/
IRR%20of%20RA%2011036.pdf