BEHAVIORAL ATTITUDE

AMONG STEM STUDENTS

WITH RELATION TO
MENTAL STRESS
Reported by:
-Aquino, Mark Dayve R. -Rosario, Nervana K. MARTIN O. SERAFICA
-Camara, Eunice Fe S. -Sapera, Joana Marie A. Practical Research I Adviser
-Lalas, Michaela Shayne S. -Tamayo, Ayesa Akira A.
-Lalaquit, Cyrus C. -Tugare, Angelika Mae G.
-Magayano, John Vic P. -Tuyor, Lindell Clave D.
 CHAPTER I:
INTRODUCTION
BACKGROUND OF THE STUDY
• An individual’s behavior is usually affected by the person’s mental stress
due to the fact that frustration often leads to reckless decisions that can
potentially harm the student’s reputation which can lead to bullying
towards the student and further grow the student’s unhealthy mental
issues and cause further harm to the student and their surrounding.
STATEMENT OF THE PROBLEM
General Problem: Due to the ever-increasing amount of workload a STEM
student receives, this study intends to assess the relationship between stress
and the student’s behavior in order to grant them assistance.

Specific Problem:
This study seeks answer to the following question:
1. How does stress affect attitude and behavior?
2. What are the factors of stress that affects student’s behavior?
3. What are the behavioral effects of stress on students?
4. How to cope with the negative effects of the stressors on the
behavioral attitude of the students?
5. What is the relationship between mental stress and behavioral
attitude?
 THEORETICAL FRAMEWORK
According to Walberg’s theory of educational productivity, psychological
characteristics of individual students and their immediate psychological
environments influence educational outcomes cognitive, behavioral attitudinal
domains (Rugutt & Chemosit, 2005, p. 1). These theory sought to explain student
performance. Being conscious of the conditions and elements that influence it, as
these provide hints as to why a student isn’t performing to their maximum
potential. There grades don’t correspond to their ability because of this.

The optimal level of arousal that yields the best performance is established by
the Yerkes-Dodson law, originally developed by the psychologist Robert M.
Yerkes and John Dillingham in 1908. The law states that people who are under
low or high stress learn to least, while those who are under moderate stress
learn the most. This law also shows a correlation between low academic
success and symptoms of serious mental health issues. A failed investigation
and laboratory testing back up the assumption that too much stress is bad for
students performance.
Conceptual Framework