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THESISPROPOSALTITLE
ASTUDYONTHEPERCEIVEDLEVELSOFSTRESSANDCOPINGSTRATEGIESOFSTUDENTSOFTHEFEBIASCOLLEGEOFBIBLES.Y.2009-2010:IMPLICATIONSFORGUIDANCEANDCOUNSELINGPRACTICEByMrs.RemilindaB.Banzuelo
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CHAPTERI-INTRODUCTIONCollegestudentsfacegreatdealofchallengesthatmaybringstressanddistress.Academicsuccessisnotasingleentity.Howonehandlesthepressuresandstressthatgowithschoolworkshouldbeconsidered.Genderisavariabletobetterunderstandandassistguidanceclientsindividually.
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CHAPTERI-INTRODUCTION
Studiesrevealthatgenderinfluencesthechoiceofcopingstrategies(SmithandRenkKi2007;KarivandHeiman2005;Rao,MoudadandSubbakrishna2000;andHobfolletal.1994).
Femalestendtousedistress-reducingcopingstrategiessuchasemotion-focusedcopingandsecuringsocialsupportwhilemaleswerefoundtopreferbehavioralmethodsofcoping(Raoet.al2000).Malestendtouseavoidantcoping(KarivandHeiman2005)Studiesrevealthatfemalespreferpro-socialcopingwhilemalespreferaggressiveandanti-socialstrategiesincopingaccordingtoHobfolletal.1994.
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CHAPTERI-INTRODUCTION*Shield(2001)foundoutthatcertaincopingstrategiesleadtobetteradjustment.Hobfolletal.1994reportedthatActivecopingisrelatedtoloweredlevelsofpsychologicaldistress.*Activecopingpredictedacademicsuccessandpersonalemotionaladjustmentamongasamplefreshmenstudents(Shields2001inLeong,Bonz,andZachar1997).
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CHAPTERI-INTRODUCTIONA.THEORETICALFRAMEWORKCognitiveTheoryofPsychologicalStressProponents:RichardLazarusPsychologicalStress-Relationshipbetweenthepersonandtheenvironmentthatisappraisedbythepersonastaxingorexceedinghisorherresourcesandendangeringhisorherwell-being(Lazarus&Folkman,1984)
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Relationshipbetween:elementsoftheperson+elementsoftheenvironmentPsychologicalStress
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2MajorConceptsofCognitivePsychologicalStress
A.CognitiveAppraisalB.Coping
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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisalInformation-processingandevaluativeinnature.Aimstofindmeaningandsignificanceintoughtimes.determinewhyandtowhatextentaparticulartransactionorseriesoftransactionsbetweenthepersonandenvironmentisstressful(LazarusandFolkman1984,19)
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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal
2componentsofCognitiveAppraisal:PrimaryAppraisal-Assessesifthereisapotentialstressor.SecondaryAppraisal-Dealswithwhatcanbedonetomanagetheappraisedsituation.
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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal1.PrimaryAppraisal-Assessedsituationcanbeidentifiedas:a)Irrelevantappraisal-nothingcanbegainedorlostinthesituation.b)Benignappraisal-situationinvolvespositiveresultonthepersonswell-being.c)Stressappraisal-situationinvolvespossibleharm,threatorchallenge.
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2MajorConceptsofCognitivePsychologicalStressA.CognitiveAppraisal
2ComponentsofCognitiveAppraisal:1)PrimaryAppraisal2)SecondaryAppraisal-Dealswithwhatcanbedonetomanagetheappraisedsituation.-cognitiveprocessthatdeterminespossiblecopingoptions.
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2MajorConceptsofCognitivePsychologicalStress
A.CognitiveAppraisalB.Coping-referstotheconstantlychangingcognitiveandbehavioraleffortstomanagespecificexternalandinternaldemandsthatareappraisedastaxingorexceedingtheresourcesoftheperson.(LazarusandFolkman1984,141)
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2MajorConceptsofCognitivePsychologicalStress
B.Copingprocess-orientedthantrait-likeEmphasizesactionandexcludesAutomizedbehaviorandthoughtthatdonotrequireeffort.Effortsmayincludeallformswhetheritworksornot.
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2MajorConceptsofCognitivePsychologicalStress
B.CopingMajorFormsofCopingStrategies:1)Problem-focusedCopinga)directedattheenvironmentb)directedatself
2)Emotion-focusedcopingDirectedattheemotionsthatresultasaresponsetotheproblemandfindingwaystoregulateorhandleit.(LazarusandFolkman1984,150)caneitherincreaseorlessenemotionaldistress.Itcanalso
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2MajorConceptsofCognitivePsychologicalStress
B.CopingMajorFormsofCopingStrategies:2)Emotion-focusedcopingDirectedattheemotionsthatresultasaresponsetotheproblemandfindingwaystoregulateorhandleit.(LazarusandFolkman1984,150)*Itcaneitherincreaseorlessenemotionaldistress.Itcanalsomeantochangethemeaningofhowthepersonseesthestressfulsituation.
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STRESS,COPING&ADAPTATIONEFFECTSMansadaptation-referstohowhesuccessfullyadjustandsurviveinlifeonaday-to-dayandlong-termbasis.AreaswhereAdaptationoutcomemaybeseen:1)Socialfunctioning-howonefulfillshisrole2)Morale-howpersonfeelsabouthimselfandhisconditionsinlife.3)SomaticHealth-relatedtophysicalwellbeing,absenceandpresenceofdiseases.
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EnvironmentalDemands
Individual
CognitiveProcessPrimaryAppraisalSecondaryAppraisalChoiceofCoping
Problem-focusedCoping
Emotion-focusedCoping
SocialFunctioningFigure1.ResearchersProposedFramework
Morale
SomaticHealth
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TRANSACTIONALMODELOFSTRESSEnvironmentalDemandsCopingBehavior
CognitiveProcessesPrimaryappraisalAppraisalSecondaryappraisalAppraisalChoiceofCopingbehavior
DistressHealth
SYMPTOMSWorryDysfunction
SocialProblems
Figure2
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B.STATEMENTOFTHEPROBLEM
ToidentifyandcomparetheperceivedlevelsofstressandcopingstrategiesofmaleandfemalestudentsofFEBIASCollegeofBible.
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SpecificQuestions:1.WhatistheperceivedlevelofstressofstudentsintheFEBIASCollegeofBible?1.1Males1.2Females2.WhatarethecopingstrategiesofstudentsintheFEBIASCollegeofBible?2.1Males2.2Females
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SpecificQuestions:3.IsthereasignificantdifferencebetweentheperceivedlevelofstressbetweenmaleandfemalestudentsoftheFEBIASCollegeofBible?4.IsthereasignificantdifferencebetweenthecopingstrategiesbetweenmaleandfemalestudentsoftheFEBIASCollegeofBible?
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Hypotheses1.ThereisnosignificantdifferencebetweentheperceivedlevelsofstressofmaleandfemalestudentsoftheFEBIASCollegeofBible.2.ThereisnosignificantdifferencebetweenthecopingstrategiesofmaleandfemalestudentsoftheFEBIASCollegeofBible.
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CHAPTERIIRELATEDLITERATUREStressandacademicreformTheideaofstressisconfusingsinceithasnoonedirectandclearcutdefinition.Definitionofstress-17thcentury-ItcamefromLatinwordstringere-todrawtight.Itisusedtoreferhardshiporaffliction.(Cooper2003)
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CHAPTERIIRELATEDLITERATUREStudiesonstress1920-WilliamOsler(chestpain&hecticpaceoflife)1939-WalterB.Cannon(environmentalforces&diseases)(resistancestoforcesresulttostress)1936-HansSelyePopularizedandexplainedstresssyndromeproducedbydiversenoxiousagents*Recentlystressdenotesasetofchangesthatpeopleundergoinsituationtheyappraiseasthreatheningtotheirwell-being.
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CHAPTERIIRELATEDLITERATURETheBiopsychosocialApproachtoStressbyBernardandKrupat(1994)-Anapproachthatisanallinclusivethatinvolvesthreecomponentsofstressfromwhichmanymodelsofstresswerebased.1)theexternalcomponent2)theinternalcomponent3)theinteractionbet.externalandinternalcomponent
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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress1)theexternalcomponentmodelTheideaofClaudeBernard-emphasisisplacedontheenvironmentalstimulusthattriggersonetobecomestressful.(OxfordcompaniontotheBody2003)Stressor-Event,condition,situationorstimulusthatthreatenthepersonshealthandwell-being,whichiscommonlyknown.
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CHAPTERIIRELATEDLITERATURETheBiopsychosocialModelofStressbyBernardandKrupat(1994)1)theexternalcomponentmodelStoits(1995)3majorstressorsa.LifeEventsb.Chronicstrainsc.Dailyhassles
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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress1)theexternalcomponentmodelOtherTypesofstressorsbyEverlyandLating(2002)a.Psychosocialstressorsb.Biogenicstressors
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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress2.TheinternalcomponentmodelofStressTheideaoffightorflightbyWalterCannon(1939)-Emphasisisgivenonhowanorganismsinternalbiologicalandbiochemicalresourcesdefenditselfagainststressfulattack.
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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress2.TheinternalcomponentmodelofStressAstressismanifestedbyasyndromewhichconsistsofallthenon-specificallyinducedchangesinbiologicsystem.(HansSelye)TheGeneralAdaptationSyndrome(GAS)byHansSelyeStimuluseventsarecapableofproducingcommonresponsepatternofsystemicstress(GAS)withthefollowingstages:1)AlarmStage2)ResistanceStage3)ExhaustionStage
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CHAPTERIIRELATEDLITERATUREThreecomponentsofBiopsychosocialApproachtoStress3.TheInteractionofExternalandInternalComponentofStressProposedbyRichardLazarus(1966)Thecombinationofinternalandexternalfactorofstress,whichhecallsrelationshiportransactionbetweentheenvironmentandtheperson.Subjectiveevaluationofthepersonisgivenimportance.AppraisalandCopingasthemajorideas.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2006,Lawrenceetal.Problem:genderdifferenceswithregardstochoiceofcopingstrategiesofundergraduatestudentsandtheirimpactonselfesteemandacademicattainment.Instruments:YorkSelf-esteemInventory,EmotionalControlQuestionnaireandCopingStylesQuestionnaireResult:Malesandfemalesdiffersignificantlyinself-esteem,copingandacademicsuccess.Noneofthecopingstrategiesweresignificantpredictorsofthefinalgrade.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2006,Lawrenceetal.Result:Malesandfemalesdiffersignificantlyinself-esteem,copingandacademicsuccess.Noneofthecopingstrategiesweresignificantpredictorsofthefinalgrade.CopingandSelfEsteemhighertheself-esteemthehigherthetendencytoperceivethesituationascontrollable.ThehighCopingandattainment-notrelated
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,WangandYehProblem:examinedthestressperception,sourcesofentranceexamstressanduseofcopingbehavior.Instruments:TheauthorsusedtheStressPerceivedScale,CopingBehaviorInventoryandChineseHealthQuestionnaireResult:Resultsidentifiedthetopfivesourcesofcollegestressas:test-taking,learningtasks,studentsownaspirations,parentsaspirationsandteachersaspirations.Tocope,thecollegestudentsgenerallyusedproblem-focusedcopingstrategiesincludingoptimisticactionandseekingsocialsupport.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,WangandYehResult:Studentstendtocopeusingemotion-focusedcopingastheperceivedlevelofstressandemotionaldisturbanceincreased.Scoresfromthetestsrevealedthatproblem-focusedcopinghadapositivemaineffectonalleviatingpsychologicalhealth.Theinteractioneffectshowedthatproblem-focusedcopingbehaviorswerepotentiallymoreadaptiveinrelationtopsychologicalhealthatthelowerandmoderatestresslevelsthanattheextremestresslevels
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)SmithandDust(2006)Problem:acorrelationalstudythatexaminedtheeffectofcopingonthestudentsappraisalanddispositionaltraits.Instruments:TheCOPEinventory,RosenbergsSelf-esteemScale,CampbellSelf-conceptClarity,PersonalProblem-SolvingInventory,EmotionalControlQuestionnaireandHopkinsChecklistwereusedtoassesstherespondentsdispositionalqualities.Forstressappraisal,thePerceivedStressScalewasutilized.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)SmithandDust(2006)Results:Cognitivecopingwhetherpreferred(trait)orsituational(state)wererelated.Cognitivestrategiesaspreferredcopingwasrelatedtoasetofdispositionalfactors.Resultsshowedthatself-esteemandproblem-solvingconfidencehadpositivelypredictedtheuseofcognitivecopingstyle.Subjectsappraisalofthesituationwasseenasrelatedtotheiruseofspecificcopingstrategies.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)2001byShieldProblem:studiedcollegestudentswhopersistedanddidnotpersistincompletingtheircourse,therelationshipamongstress,activecopingandacademicperformancewasexamined.Instruments:telephonesurvey,questionsinclude:Conductedatelephonesurveyandevaluatedthestudentsobjectiveacademicperformance.Respondentswereaskedwhatattemptstheymadetoseekinformationandhelpfor21differentschool-relatedneedsoverthepastacademicyear.10-pointscale,studentswereaskedtoratehowstressfultheyfoundtheirexperiencesascollegestudents.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)2001byShieldResults:persistentstudentsexperiencedsignificantlyhigherstresslevelsthanthosewhowerenon-persistent.Theyalsoscoredhighoncoping.Olderstudentspersistedlongerthanyoungstudents.ThatstresswasrelatedtoincreasedcopingeffortsHigherlevelsofstresswererelatedtolowerGPAsamongpersistingstudents.Nosignificantrelationshipwasfoundbetweenperceivedstressandactivecoping.Menweretwiceaslikelythanwomentopersistintheircollegestudies.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)In2005,KarivandHeimanProblem:conductedastudyamong283collegestudentstoexploretheeffectofstressperceptionandcopingbehaviorontheiracademics.Instruments:Subjectivequestionsabouthowtheyfeltabouttheiracademicload.Usinga4-pointLikertscale,theywereaskedtoratethelevelofstresstheyfeltabouttheiracademicload.CopingInventoryforStressfulSituationswasused.
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CHAPTERIIRELATEDSTUDIES(ForeignStudies)Results:Thehighertheobjectiveloadofthestudents,thehighertheirscoresonperceivedacademicstress.Academicstressperceptionsignificantlycontributedtowardspredictingcopingbehaviour.Studentstendtousetask-orientedcopingastheyperceivedtaskundertheircontrol,eventuallytheyusedemotion-orientedcopingastheacademicstresslevelincrease.Ageandgenderweresignificantvariables
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CHAPTERIIRELATEDSTUDIES(LocalStudies)Sollano(2008)Problem:todeterminethestressorsandcopingstylesofnursingstudents.Findings:StudentsstressorsarevariedMalestressorsmoreofinterpersonal;females-moreofintrapersonalStudenteconomicstatusinfluencekindofstressorsmiddle&highSES-moreofintrapersonalstressorslowSES-academicstressorsGenerallymoststudentsusecopingsuchasReligion,positivereinterpretation,activecopingandplanning.Malestendtouseindependentcopingandlessofcopingusingemotions;Femaleresorttocopingbyassociatingwithothersandemotionalcoping.
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CHAPTERIIRELATEDSTUDIES(LocalStudies)2006,ElenitaRoxasProblem:perceivedstressandacademicperformanceofseniorcollegestudentsofthePamantasanngLungsodngMuntinlupatodeterminethestressorsandcopingstylesofnursingstudents.Findings:Factorsthatgenerallyaffectedthecollegestudentswere:gettingenoughsleep,finances,socialactivitiesandtheinfluenceofpeers,teachersandschooladministrators.Perceivedstressandgeneralgradepointaveragehadnosignificantrelationship.
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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004,SalvacionProblem:defineoutthestressprofileofstudentsoftheCollegeofDentistryoftheUniversityofthePhilippines.Instruments:PersonalStressProfileQuestionnaire,ModifiedDentalEnvironmentFindings:ResultsshowedthatacademicandclinicalrequirementsweretopstressorsamongtheU.P.CollegeofDentistrystudents.examinationsandgradesheavyacademicloaddifficultyincompletingclinicalrequirementsfearofgettingdelayed
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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004,SalvacionProblem:definethestressprofileofstudentsoftheCollegeofDentistryoftheUniversityofthePhilippines.Instruments:PersonalStressProfileQuestionnaire,ModifiedDentalEnvironmentFindings:Crying,praying,watchingmovies,andlisteningtomusicwerethetopfourstrategiestocopewiththestress.
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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004Damalerioet.alProblem:investigatethelevelsofstressandthestressorsexperiencedbybothmaleandfemalestudentsoftheDeLaSalleUniversityCollegeofBusinessEconomics.Findings:(involveacademicsandinterpersonalproblems)Topfivestressorswere:HavingtroublewithaclassmateSeriousillnessorinjuryoffamilyamemberFailingacourseorhavingafailinggradeHavingtroublewithabrotherorsisterLosingaclosefriend
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CHAPTERIIRELATEDSTUDIES(LocalStudies)2004Damalerioet.alProblem:investigatethelevelsofstressandthestressorsexperiencedbybothmaleandfemalestudentsoftheDeLaSalleUniversityCollegeofBusinessEconomics.Findings:Involveacademicsandstudentssociallife.Significantdifferencewerefoundbetweenlevelsofstressbetweenmalesandfemales.Tocope,studentsuseverbalandmotormanifestationsthisinclude:praying,goingtoaquietplace,releasingtensionthroughjokingandlaughing,reevaluatinggoals,andobtainingthesupportoffamilyandfriends.
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CHAPTERIIRELATEDSTUDIES(LocalStudies)StephenTayo(1999)Problem:thecorrelationofstressandcopingoffourprotestanttheologicalschoolsinRegionIVinthePhilippines.Findings:StressorsandlevelsofstresscorrelatedMalesshowedhigherlevelofstressthanfemalesStudentstendtouseCognitivecoping(fromthecategoriesofcognitive,behavioralandphysical)wasthetopcategoryused,followedbybehavioralthenphysical)Maincategoriesofstudentsstressorswereacademicandsocialstressors.Correlationbetweenstressandcopingwerenotevident.
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tCONTRIBUTIONTORESEARCHResultswillgiveinsightonincollegestudentsdifferintheirlevelsofstresscomparedwithothercollegestudents.Findingsofthisresearchwillbenefitotherseminaryinstitutionsinhelpingaddressthelevelsofstressencounteredduetodifferentenvironment,academicprogramsandtrainingsthattheseinstitutionsoffer.FindingswilladdtotheresearchonCollegestressstudies,sincetherearelimitednumberorrecentstudiesdoneparticularlyinPhilippinesetting.Findingswillalsovalidatetheresultsofearlierstudiesonstressandcopingbetweenmalesandfemales.
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tCHAPTERIIIResearchDesignDescriptivesurveyresearchdesignTheproblemwilltrycollectinformationfromthetargetpopulationanddescribetheirlevelsofstressandcopingstrategies.
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tCHAPTERIIIResearchSetting:FEBIASCOLLEGEOFBIBLEFEBIASisanacronymforFarEasternBibleInstituteandSeminary.
Foundedin1948byAmericanWorldWarIIsoldiersforreligiousleadershiptrainingpurposes.
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ResearchSetting:FEBIASCOLLEGEOFBIBLE
t
Locationmap
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t
CoursesOffered:BasicBibleCourse(non-degreecourse)BachelorofArtsinTheology(degreecourse)Majorin:-PastoralStudies(ABTh-PS)-Missions(ABTh-M)-ChristianEducation(ABTh-CE)-ChurchMusicEducation(ABTh-CME)-ChurchMusicConducting(ABTh-CMC)-ChristianMinistriesBachelorofArtsinPre-ElementaryMissionaryAviation
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t
DormLife
ChapelTime
Discipline&characterDevelopment
SocialLife
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tRESEARCHSUBJECTS:FEBIASCOLLEGEOFBIBLECOLLEGESTUDENTSENROLLEDIN2NDSEMESTERS.Y.2009-10TABLE1ClassificationBasicBibleCourseFreshmenSophomoresJuniorsSeniorsTOTALMale7022201918149Female3525221514111Total10547423432260
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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)ThePerceivedStressScaleisapsychologicalinstrumentthatmeasuresthedegreetowhicharecentlifesituationisappraisedasstressful.ItwasdevelopedandvalidatedbyCohen,KamarkandMermeilstein(Cohenetal.1983).
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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)Empiricallyvalidated(MonroeandKelley,1995).AdministrationThescaleofPSS10askstherespondentstoratetheirthoughtsandfeelingsabouttheirlifeinthelastmonth.Respondentsindicatetheirresponsebyencirclingthevaluethatcorrespondstothefrequencyoftheoccurrenceofaparticularthoughtorfeeling.PSS10consistof10questions.
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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)Scoring:canbeobtainedbyreversingresponse(e.g.0=4,1=3,2=2,3=1&4=0)totheevenpositivelystatedsentences(items4,5,7,9,10and13)andthensummingacrossallscaleitems(Cohen1988).Scoresrangefrom10-40.
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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)InterpretationTABLE2SCORESINTERPRETATION
36-4026-3516-256-155
ExtremelyhighperceptionofstressHighperceptionofstressAverageperceptionofstressLowperceptionofstressExtremelylowperceptionofstress
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tRESEARCHINSTRUMENTS:A)PerceivedLevelsofStress10(PSSP10)ReliabilityTest(Cohenet.al.)Theinternalconsistencyapproachwasfirstappliedtothreegroupsofsamples.Atest-retestcorrelationwasalsodone.ValidityTestValidityoftheinstrumentwasestablishedfromextensivenormativedataon2,387respondents.OtherstudiesestablishedvaliditybycorrelatingperceivedstressasmeasuredbyPSSandavarietyofrelevantoutcomessuchasstressmeasures,self-reportedhealth,andhelpseekingbehavior(Cohenet.al.1988)
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tRESEARCHINSTRUMENTS:B)RecentStressfulEventQuestionnaireThisisasubjectivequestionnairepatternedafterthestudydonebyCarverwiththeCOPEinstrument(Carveretal.1989)Thequestionnaireasksthesubjecttodescribeaparticularsituationthatcausedhimstressinthepastmonth.ThisistheparticularsituationwherethesubjectwillreferinansweringtheCOPEquestionnaire.
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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).Description-Thisquestionnaireconsistsof52items,covering13dimensions.Instructions:Respondentsindicatetheextentwhichtheydidwhatevereachthegivenstatementsays.Responsechoicesare:-Ididnotdoitatall-Ididthisalittlebit-Idithisamediumamount-Ididthisalot
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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).Scales(pleaserefertotable3p.57)ScoringThetotalscorepercategorycanbeobtainedbyaddingtherawscoresforeachscaleunderit.ForProblem-focusedandEmotion-focusedcategories,possiblescoresrangefrom5to80.lastcategory(referredasothers)thepossiblescorescanrangesfrom3to12.Interpretation
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RESEARCHINSTRUMENTS:tB)COPE(state-likeform)(Carver,Scheier&Weintraub1989).InterpretationCOPINGSTRATEGIESProblem-focusedCopingEmotion-FocusedCopingOtherCopingStrategies
INTERPRETATIONLOW5-26AVERAGE27-5455-80HIGH
5-26
27-54
55-80
3-6
7-8
11-12
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RESEARCHINSTRUMENTS:tD)DemographicQuestionnaire(pls.refertoappendixD)
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RESEARCHINSTRUMENTS:ContentValidators:
t
1.CorneliaSotto,Ph.D.,Facultymember,EducationDepartment,AteneodeManilaUniversity.2.ConsolacionJ.Concepcion,MA,DirectoroftheAteneoPlacementOffice,AteneodeManilaUniversity.3.Ma.EncarnacionL.Tan,MA,TestingandResearchDirector,AteneodeManilaHighSchool..4.LeilaB.Vargas,MA,TestandMeasurementCollegeProfessor,FEBIASCollegeofBible.5.MargaretOiga,EnglishProfessor,FEBIASCollegeofBible.6.GenesisdelBarrio,MA,CounselingCollegeProfessor,FEBIASCollegeofBible.
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RESEARCHINSTRUMENTS:ContentValidators:
t
7.FelicianoEspinoJr.,DeanofStudentAffairs,FEBIASCollegeofBible.8.ReneSantillan,DirectorofStudentMinistries,FebiasCollegeofBible9.ConstantinoTogonon,StatisticCollegeInstructor,FEBIASCollegeofBible10.ErlinadeGula,MA.CollegeRegistrar,FEBIASCollegeofBible
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RESEARCHINSTRUMENTS:tPilotTestingAllinstrumentswillbepre-testedto30studentsofPhilippineMissionaryInstitute.Thestudentshereandthecontextofthisinstitutionhavethesamecharacteristicswiththetargetpopulation.
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DataGatheringProceduretSecureproperpermissiontothecollegepresidentofFEBIASCollegeofBible.DatesofAssessmentwillbedetermined.Assessmentwillbegiveninoneshot.Onthedayoftheassessmentinstrumentswillbedistributedinthefollowingorder:DemographicQuestionnairePSS10RecentStressfulEventQuestionnaireCOPEQuestionnaireScoreswillbetalliedaccordingtogender
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DataGatheringProceduretScoreswillbesubjectedtostatisticaltreatment.T-testforsignificantdifferencewillbeapplied.StatisticalTreatmentForMeanandstandardDeviation:fxX=---------N
=
X2n
T-testforindependentmeans
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