Table 1

Academic Stress as Evaluated by the Gender Respondents

Male learner-respondents Often perceived Academic Stress as

evidenced by a composite mean of ( x = 3.45). They are busy with their
homework ( x =3.29), feel pressured in doing their homework when they are
behind the deadline ( x =3.41), experience pressure when they do their school
works/projects ( x =3.09), feel nervous during class recitation ( x =2.99), join in
different curricular activities in the school ( x =3.20), participating actively in
various group activities ( x =3.71), cooperate in their research group ( x =4.24),
get stressed when their home works for pile up ( x =3.42), pay attention in class
if the teacher is strict ( x =4.00) and keep deadlines in their mind at all times ( x
=3.17).

Female learner-respondents also Often perceived Academic Stress

as obtained by a composite mean of ( x = 3.60). They are busy with their
homework ( x =3.30), feel pressured in doing their homework when they are
behind the deadline ( x =3.66), experience pressure when they do their school
works/projects ( x =3.33), feel nervous during class recitation ( x =3.34), join in
different curricular activities in the school ( x =3.19), participating actively in
various group activities ( x =3.77), cooperate in their research group ( x =4.17),
get stressed when their home works for pile up ( x =3.59), pay attention in class
if the teacher is strict ( x = 3.94) and keep deadlines in their mind at all times ( x
=3.68).

Table 1 presents academic stress. The most academic stressor is

found to be cooperation in research. This result applies to male learner-
respondents, who reported a mean of 4.24, interpreted as Always, and female
student respondents, who reported a mean of 4.17, interpreted as Often.
Among male leaner-respondents, class recitation is considered the least
academic stressor, with a mean of 2.99, interpreted as Sometimes.
Conversely, among female learner-respondents, joining extra-curricular
activities ranked as the least academic stressor, with a mean of 3.19, also
interpreted as Sometimes
 Table 2

Academic Stress as Evaluated by the Track Respondents

Academic track learner-respondents Often perceived Academic

Stress as supported by a composite mean of ( x = 3.56). They are busy with
their homework ( x =3.36), feel pressured in doing their homework when they
are behind the deadline ( x =3.59), experience pressure when they do their
school works/projects ( x =3.37), feel nervous during class recitation ( x =3.46),
join in different curricular activities in the school ( x =3.22), participating
inactively in various group activities ( x =3.59), cooperating in their research
group is causing them stress ( x =4.14), get stressed when their home works for
pile up ( x =3.53), pay attention in class if the teacher is strict ( x =3.88) and keep
deadlines in their mind at all times ( x =3.45).

TVL track learner-respondents also Often perceived Academic Stress

as evidenced by a composite mean of ( x = 3.45). They are busy with their
homework ( x =3.15), feel pressured in doing their homework when they are
behind the deadline ( x =3.39), experience pressure when they do their school
works/projects ( x =2.87), feel nervous during class recitation ( x =2.61), join in
different curricular activities in the school ( x =3.13) participating inactively in
various group activities ( x =4.03), cooperating in their research group is causing
them stress ( x =4.34), get stressed when their home works for pile up ( x =3.44),
pay attention in class if the teacher is strict ( x =4.19) and keep deadlines in their
mind at all times ( x =3.32).

Table 2 presents academic stress. The most academic stressor is

found to be cooperation in research. For the academic track, the mean score is
4.14, interpreted as Often, while for the TVL track, the mean score is 4.34,
interpreted as Always. Joining extra-curricular activities is considered the least
academic stressor for the academic track, with a mean of 3.22, interpreted as
Sometimes. Conversely, for those pursuing the TVL track, class recitation is
the least academic stressor, with a mean of 2.61, interpreted as Seldom.

Table 3

Family Stress as Perceived by the Gender Respondents

Male learner-respondents Sometimes perceived Family Stress based

on the computed composite mean of ( x = 3.11). Conflict with their parents
regarding studies ( x =2.58), feeling resentment against their sibling(s) because
of their academic achievements ( x =2.26), arguing with their parents whenever
they ask them to do things they don’t want to do ( x =2.94), carrying out their
household duties ( x =3.32), feel stressed when their parents compare them to
others ( x =3.68), Their parents always express satisfaction with their academic
performance ( x =3.48), feel stressed when they can’t get enough sleep at home
( x =3.01), feel stressed regarding the financial problem ( x =3.42), feel stressed
when they came from school and they were scolding them when they got home
( x =3.15) and feel stressed when their house is crowded ( x =3.17).

Female learner-respondents also Sometimes perceived Family

Stress from the acquired composite mean of ( x = 3.14). Conflict with their
parents regarding studies ( x =2.51), feeling resentment against their sibling(s)
because of their academic achievements ( x =2.40), arguing with their parents
whenever they ask them to do things they don’t want to do ( x =2.52), carrying
out their household duties ( x =3.31), feel stressed when their parents compare
them to others ( x =3.57), Their parents always express satisfaction with their
academic performance ( x =3.38), feel stressed when they can’t get enough
sleep at home ( x =3.56), feel stressed regarding the financial problem ( x =3.63),
feel stressed when they came from school and they were scolding them when
they got home ( x =3.29) and feel stressed when their house is crowded ( x
=3.20)

Table 3 presents family stress. Among male learners, the most

significant family stressor is being compared to others, with a mean of 3.68,
interpreted as Often. On the other hand, among female learners, the most
significant family stressor is their financial problem, with a mean of 3.63, also
interpreted as Often. According to Tran, Lam, and Legg (2018), financial
problems are the main stressor for female college students in terms of family
stress, and they also have low family support. Sibling rivalry is considered the
least family stressor among male learner-respondents, with a mean of 2.26,
interpreted as Seldom. Similarly, among female learner-respondents, sibling
rivalry ranked as the lowest of family stress, with a mean of 2.40, also
interpreted as Seldom.

Table 4

Family Stress as Perceived by the Track Respondents

Academic track learner-respondents Sometimes perceived Family

Stress based on the composite mean of ( x = 3.02). Conflict with their parents
regarding studies ( x =2.47), feeling resentment against their sibling(s) because
of their academic achievements ( x =2.36), arguing with their parents whenever
they ask them to do things they don’t want to do ( x =2.58), carrying out their
household duties ( x =3.29), feel stressed when their parents compare them to
others ( x =3.34), Their parents always express satisfaction with their academic
performance ( x =3.30), feel stressed when they can’t get enough sleep at home
( x =3.29), feel stressed regarding the financial problem ( x =3.43), feel stressed
when they came from school and they were scolding them when they got home
( x =3.06) and feel stressed when their house is crowded ( x =3.09).

TVL track learner-respondents also Sometimes perceived Family

Stress as shown in the obtained ( x = 3.40). Conflict with their parents regarding
studies ( x =2.71), feeling resentment against their sibling(s) because of their
academic achievements ( x =2.27), arguing with their parents whenever they
ask them to do things they don’t want to do ( x =3.11), carrying out their
household duties ( x =3.35), feel stressed when their parents compare them to
others ( x =4.23), Their parents always express satisfaction with their academic
performance ( x =3.71), feel stressed when they can’t get enough sleep at home
( x =3.87), feel stressed regarding the financial problem ( x =3.60), feel stressed
when they came from school and they were scolding them when they got home
( x =3.56) and feel stressed when their house is crowded ( x =3.60).
 Table 4 presents family stress among learners in different tracks. TVL
track learners appear to experience more stress when their parents compare
them to others, with a mean of 4.23, interpreted as Always. According to
Daniel (2023), parents who compare their children to others can cause anxiety
and insomnia, damage their self-worth, social anxiety, and have low self-
esteem. Meanwhile, for academic track learners, the most significant family
stressor is their financial problem, with a mean of 3.43, interpreted as Often.
Sibling rivalry is considered the least family stressor for the academic track,
with a mean of 2.36, interpreted as Seldom. Conversely, among those
pursuing the TVL track, sibling rivalry ranked as the lowest family stressor, with
a mean of 2.27, also interpreted as Seldom.

Table 5

Stress Management as perceived by the Gender respondents

Male learner-respondents Sometimes perceived Stress Management

as a result of a composite mean of ( x = 3.36). Spend time with their friends ( x
=3.88), spend time with their family ( x =2.94), listen to music ( x =4.02), and
socialize with other people ( x =3.38), Their stress decreases when they sleep 8
hours a day ( x =3.18), keep themselves busy ( x =2.98), ask advice from their
friends/classmates ( x =3.08), spend time using their computer/cellphone ( x
=3.80), think of asking help to their guidance/teachers ( x =2.79) and meditate or
spend time alone ( x =3.52).

Female learner-respondents Sometimes perceived Stress

Management as shown in the composite mean of ( x = 3.36). Spend time with
their friends ( x =3.44), spend time with their family ( x =3.17), listen to music ( x
=4.14), and socialize with other people ( x =2.89), Their stress decreases when
they sleep 8 hours a day ( x =3.71), keep themselves busy ( x =3.27), ask
advice from their friends/classmates ( x =2.91), spend time using their
computer/cellphone ( x =3.68), think of asking help to their guidance/teachers ( x
=2.55) and meditate or spend time alone ( x =3.78).

Table 5 presents stress management among learners. Both male and

female learners primarily selected listening to music as their preferred practice
of stress management, with means of 4.02 and 4.14, respectively, both
interpreted as Often. Vidas, Larwood, Nelson and Dingle (2021) found that
listening to music helps students decrease their stress and also makes them
feel relaxed. According to Kumar et.al, (2016) also found that listening to music
helps students on their academic performances. Among male learner-
respondents, thinking of asking for help from guidance/teachers is considered
the least practiced stress management approach, with a mean of 2.79,
interpreted as Sometimes. On the other hand, among female learner-
respondents, thinking of asking for help from guidance/teachers ranked as the
least favored stress management practice, with a mean of 2.55, interpreted as
Seldom.

Table 6

Stress Management as Perceived by the Track Respondents

Academic track learner-respondents also Sometimes perceived their

Stress Management as ( x = 3.29). Spend time with their friends ( x =3.41),
spend time with their family ( x =3.22), listen to music ( x =4.01), and socialize
with other people ( x =2.90), Their stress decreases when they sleep 8 hours a
day ( x =3.42), keep themselves busy ( x =3.17), ask advice from their
friends/classmates ( x =2.94), spend time using their computer/cellphone ( x
=3.52), think of asking help to their guidance/teachers ( x =2.70) and meditate or
spend time alone ( x =3.61).
 TVL track learner-respondents perceived Often in terms of Stress
Management ( x = 3.50). Spend time with their friends ( x =4.18), spend time with
their family ( x =2.73), listen to music ( x =4.24), and socialize with other people (
x =3.71), Their stress decreases when they sleep 8 hours a day ( x =3.45), keep
themselves busy ( x =3.00), ask advice from their friends/classmates ( x =3.15),
spend time using their computer/cellphone ( x =4.24), think of asking help to
their guidance/teachers ( x =2.63) and meditate or spend time alone ( x =3.73).

Table 6 presents stress management among learners in different tracks.

Learners in the academic track primarily choose to listen to music as their
preferred practice for managing stress, with a mean of 4.01, interpreted as
Often. Similarly, learners in the TVL track also highly rely on listening to music,
with a mean of 4.24, interpreted as Always. Additionally, this group of
respondents selected spending time with their cell phones as a means of stress
management, with a mean of 4.24, also interpreted as Always. Conversely, in
the academic track, thinking of asking for help from guidance
counselors/teachers is considered the least practiced stress management
approach, with a mean of 2.70, interpreted as Sometimes. On the other hand,
among those pursuing the TVL track, thinking of asking for help from guidance
counselors/teachers ranked as the least preferred practice of stress
management, with a mean of 2.63, also interpreted as Sometimes.

Z-Testing

This study aimed to determine whether there is a significant difference

or no significant difference in stress management practices among male and
female senior high school learners, as well as those in the academic and TVL
tracks at Baluan National High School. The entire senior high school population
was sampled, and a z-test was conducted using the Data Analysis tool in
Microsoft Excel.

The figures below depict the rejection regions for the one-tailed Z test
(upper and lower) and the two-tailed Z test with a significance level (α) of 0.05.
It is important to note that the rejection regions are located in the upper, lower,
and both tails of the curves, respectively. The decision rules are provided
beneath each figure.

Figure 4. Z-Test One-Tailed Rejection Region

Figure 5. Z-Test Two-Tailed Rejection Regions

Table 7

Comparative Analysis of Stress Management Practices: A Z-Test Study

between Female and Male Respondents

The mean of stress management practices for male senior high

school learners is ( x =33.55) with a known variance of 38.68 and 106
observations. The mean of stress management practices for female senior high
school learners is ( x =33.54) with a known variance of 31.84 and 94
observations.

The z-value of 0.01 indicates that the difference between the mean of
stress management practices between male and female senior high school
learners is 0.01 standard deviations away from the hypothesized mean
difference of 0.

The one-tailed p-value of 0.50 indicates the probability of obtaining a

z-value as extreme as 0.01 or lower under the assumption that the null
hypothesis is true (i.e., there is no difference between the mean of stress
management practices between male and female senior high school learners).
Since this p-value is greater than the significance level of 0.05, we fail to reject
the null hypothesis and conclude that there is no significant difference between
the mean of stress management between male and female senior high school
learners.

The critical value for the one-tailed test with a significance level of
0.05 in the upper tail is 1.645. Since the z-value of 0.01 is less than the critical
value of 1.645, we fail to reject the null hypothesis and conclude that there is
no significant difference between the mean of stress management practices
between male and female senior high school learners in the upper tail.

The two-tailed p-value of 1.00 indicates the probability of obtaining a

z-value as extreme as 0.01 or more extreme (i.e., either in the upper or lower
tail) under the assumption that the null hypothesis is true. Since this p-value is
greater than the significance level of 0.05, we fail to reject the null hypothesis
and conclude that there is no significant difference between the mean of stress
management practices between male and female senior high school learners in
the two tails.

The critical values for the two-tailed test with a significance level of
0.05 are -1.96 and 1.96. Since the z-value of 0.01 is less than the critical value
of 1.96, we fail to reject the null hypothesis and conclude that there is no
significant difference between the mean of stress management practices
between male and female senior high school learners.

Table 8

Comparative Analysis of Stress Management Practices: A Z-Test Study

between Academic Track and TVL Track Respondents

The mean of stress management practices for academic track

learners is ( x =32.89) with a known variance of 37.79 and 138 observations.
The mean of stress management practices for TVL track learners is ( x =35.00)
with a known variance of 27.23 and 62 observations.

The z-value of -2.50 indicates that the difference between the mean of
stress management practices between academic and TVL track learners is -
2.50 standard deviations away from the hypothesized mean difference of 0.

The one-tailed p-value of 0.01 indicates the probability of obtaining a

z-value as extreme as -2.50 or lower under the assumption that the null
hypothesis is true (i.e., there is no difference between the mean of stress
management between academic and TVL track learners). Since this p-value is
less than the significance level of 0.05, we reject the null hypothesis and
conclude that there is a significant difference between the mean of stress
management practices between academic and TVL tracks learners in the lower
tail.

The critical value for the one-tailed test with a significance level of
0.05 in the lower tail is 1.645. Since the z-value of -2.50 is less than the critical
value of -1.645, we reject the null hypothesis and conclude that there is a
significant difference between the mean of stress management practices
between academic and TVL track learners in the lower tail.

The two-tailed p-value of 0.01 indicates the probability of obtaining a

z-value as extreme as -2.50 or more extreme (i.e., either in the upper or lower
tail) under the assumption that the null hypothesis is true. Since this p-value is
less than the significance level of 0.05, the results reject the null hypothesis
and conclude that there is a significant difference between the mean of stress
management practices between academic and TVL track learners in the two
tails.

The critical values for the two-tailed test with a significance level of
0.05 are -1.96 and 1.96. Since the z-value of -2.50 is less than the critical value
of -1.96, the results reject the null hypothesis and conclude that there is a
significant difference between the mean of stress management practices
between academic and TVL track learners.

Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study, findings, conclusions,

and some suggestions.

Summary
 This study intended to determine the significant difference in stress
management practices among males and females, as well as between an
academic track and tvl track senior high school learners from Baluan National
High School. Specifically, it aimed to prove the assumption that there is no
significant difference between male and female senior high school students
when it comes to stress management practices and there is a significant
difference between academic track and tvl track senior high school learners
when it comes to stress management. The respondents of the study were 200.

Specifically, the study sought answers to the following questions:

1. What are the respondents' demographic profiles in terms of:

1.1 . Gender
1.2 Track
2. What are the common stressors among male and female senior high
school learners in terms of the following:
2.1. Academic Stress

2.2. Family Stress

3. What are the learner’s practices to manage stress?

4. Is there a significant difference between the stress management
practices of male and female learners?
5. Is there a significant difference between the stress management
practices of academic track and tvl track learners?

Findings

Based on the data gathered and analyzed through a survey of the entire
senior high population of Baluan National High School, it is found that:

1. Learners, regardless of gender and track, all share the same major
stressors. They all find “cooperating in their research group is causing
them stress” to be their most common cause of stress. The same set of
respondents do not feel stressed when it comes to recitation and joining
extra-curricular activities.
 2. When it comes to family-related stressors, male learners tend to be
stressed when they are compared to others; on the other hand, female
learners are most likely to feel stressed when it comes to financial
problems. All sets of respondents ranked sibling rivalry as the least
significant cause of stress, indicating that their relationship with their
siblings is generally positive.
3. As for their stress management practices, regardless of gender or track,
listening to music is the most common way to deal with stress. This
shows that learners are generally quite independent when it comes to
dealing with major stressors. Asking for guidance from teachers ranked
as the least preferred in stress management.
4. The results of the Z-test reveal that there is no significant difference
between the stress management practices of male and female learners.
5. The z-test results reveal that TVL track students have a significantly
higher mean of stress management compared to academic track
students, indicating better stress management practices among TVL
track students.

Conclusions

Based on the findings listed above, the following conclusions may be

accepted:

1. The respondents' demographic profiles were recorded based on two

categories: gender and track. Out of the total respondents from Baluan
National High School, 106 were male and 94 were female learners. In
terms of track, 138 respondents were from the academic track, while 62
respondents were from the TVL track.
2. The most significant academic stress among students, regardless of
their gender and academic track, is the stress caused by collaborating
within their research group. In family stress, learners feel stressed
because of their family’s financial situation. At the same time, they also
feel stressed when they are compared to others, but not when they are
compared to their siblings.
 3. In stress management, music plays a key role in helping learners
manage stress. Spending time on their phones can also play a minor
role in relieving learners' stress.
4. There is no significant difference between the stress management
practices of male and female learners.
5. There is a significant difference between the stress management
practices of academic track and tvl track learners.

Recommendations

Based on the conclusions generated above, the researchers

recommend the following:

1. Researchers take a proactive approach to managing stress caused by

collaborating with others in a research group. This could include setting
clear boundaries around work hours and responsibilities, practicing
effective communication and conflict resolution skills, and seeking out
social support from friends, family, or other colleagues.
2. When students see it necessary to listen to music, their teachers and
parents should let them do so.
3. Parents should avoid making remarks comparing their children with their
peers.
4. Teachers should play a more proactive role in guiding to help ease the
stress their students feel.
5. Conduct longitudinal studies examining the long-term effects of stress
management interventions are needed.

REFERENCES

Af Ursin, P., Järvinen, T., & Pihlaja, P. (2020). The Role of Academic Buoyancy
and Social Support in Mediating Associations Between Academic Stress
and School Engagement in Finnish Primary School Children.
Scandinavian Journal of Educational Research, 65(4), 661-675.
https://doi.org/10.1080/00313831.2020.1739135
Akacan, B. (2017). Stress Experiences and Reactions of University Students
Studying in the Education Faculties. EURASIA Journal of Mathematics,
Science and Technology Education, 13(10).
https://doi.org/10.12973/ejmste/78528

Akinola, M., Kapadia, C., Lu, J. G., & Mason, M. F. (2019). Incorporating
Physiology into Creativity Research and Practice: The Effects of Bodily
Stress Responses on Creativity in Organizations. Academy of
Management Perspectives, 33(2), 163–184.
https://doi.org/10.5465/amp.2017.0094

Alharbi, E. S., & Smith, A. P. (2018). Review of the Literature on Stress and
Wellbeing of International Students in English-Speaking Countries.
International Education Studies, 11(6), 22.
https://doi.org/10.5539/ies.v11n6p22

Amanvermez, Y., Rahmadiana, M., Karyotaki, E., De Wit, L., Ebert, D. D.,
Kessler, R. C., & Cuijpers, P. (2020). Stress management interventions for
college students: A systematic review and meta-analysis. Clinical
Psychology: Science and Practice. https://doi.org/10.1111/cpsp.12342

Atolagbe, A., Oparinde, O., & Umaru, H. (2019). Parents’ Occupational

Background and Student Performance in Public Secondary Schools in
Osogbo Metropolis, Osun State, Nigeria. African Journal of
Inter/Multidisciplinary Studies, 1(1), 13–24.
https://doi.org/10.51415/ajims.v1i1.802

Ayyash-Abdo, H., & Alamuddin, R. (2019). Life satisfaction and academic

stress among vocational and academic high school students in Lebanon.
Educational Studies, 45(5), 635-651. doi:
10.1080/03055698.2019.1655921

Azila-Gbettor, E. M., Atatsi, E. A., Danku, L. S., & Soglo, N. Y. (2015). Stress
and Academic Achievement: Empirical Evidence of Business Students in a
Ghanaian Polytechnic. International Journal of Research in Business
Studies and Management, 2(4), 78- 98. http://ijrbsm.org/pdf/v2-i4/9.pdf
Bai, Y., Zhang, L., Han, R., Ji, Y., & Yang, L. (2018). Gender differences in
academic stress and burnout among Chinese high school students.
Journal of Child and Family Studies, 27(9), 2927-2935. doi:
10.1007/s10826-018-1145-5

Baqutayan, S. M. S. (2015). Stress and Coping Mechanisms: A Historical

Overview. Mediterranean Journal of Social Sciences.
https://doi.org/10.5901/mjss.2015.v6n2s1p479

Britt, S. L., Mendiola, M. R., Schink, G. H., Tibbetts, R., & Jones, S. B. (2016).
Financial Stress, Coping Strategy, and Academic Achievement of College
Students. Journal of Financial Counseling and Planning, 27(2), 172–183.
https://doi.org/10.1891/1052-3073.27.2.172

Crandall, K. J., Steward, K., & Warf, T. (2020). A Mobile App for Reducing
Perceived Stress in College Students. American Journal of Health Studies,
31(2). https://doi.org/10.47779/ajhs.2016.163

Crego, A. L., Carrillo-Díaz, M., Armfield, J. M., & Romero, M. (2016). Stress
and Academic Performance in Dental Students: The Role of Coping
Strategies and Examination-Related Self-Efficacy. Journal of Dental
Education, 80(2), 165–172. https://doi.org/10.1002/j.0022-
0337.2016.80.2.tb06072.x

Cuemath. (n.d.). https://www.cuemath.com/data/z-test/

Cuerpo J. (2017, October 31). Too much work, too little time. Sunstar.
https://www.sunstar.com.ph/article/402552/too-much-work-too-little-time

De Boer, S. F., Buwalda, B., & Koolhaas, J. M. (2017). Untangling the

neurobiology of coping styles in rodents: Towards neural mechanisms
underlying individual differences in disease susceptibility. Neuroscience &
Biobehavioral Reviews, 74, 401–422.
https://doi.org/10.1016/j.neubiorev.2016.07.008

Deb, S., Strodl, E., & Sun, J. (2015). Academic stress, parental pressure,
anxiety and mental health among Indian high school students.
International Journal of Psychology and Behavioral Sciences, 5(1), 26–34.
 http://www.sapub.org/global/showpaperpdf.aspx?doi=10.5923/j.ijpbs.2015
0501.04

Descals-Tomás, A., Rocabert-Beut, E., Abellán-Roselló, L., Gómez-Artiga, A.,

& Doménech-Betoret, F. (2021). Influence of Teacher and Family Support
on University Student Motivation and Engagement. International Journal of
Environmental Research and Public Health, 18(5), 2606.
https://doi.org/10.3390/ijerph18052606

Devi, R.S., & Mohan, S. (2015). A Study on Stress and Its Effects on College
Students. International Journal of Scientific Engineering and Applied
Science (IJSEAS), 1(7), 449-56.
https://ijseas.com/volume1/v1i7/ijseas20150749.pdf

Dimitrov, G. (2017). A Study on the Impact of Academic Stress Among College

Students in India. Ideal Research, 21-35.

Dy, M.R., Espiritu-Santo, K., Ferido, M.P., & Sanchez, R. (2015). Stressors and
Stress Responses of Filipino College Students. Asia Life Sciences, 24(2),
737-759.

Essel, G., and Owusu, P. (2017). Causes of Students’ Stress, Its Effects on
Their Academic Success, and Stress Management by Students [Case
Study, Seinajoki University of Applied Sciences, Finland].
https://www.theseus.fi/bitstream/handle/10024/124792/Thesis
%20Document.pdf

Gad, S.C., & Rousseaux, C.G. (2002). Handbook of Toxicologic Pathology (2 nd

ed.). Academic Press.

Gale, S. D., Berrett, A. N., Erickson, L. D., Brown, B., & Hedges, D. W. (2018).
Association between virus exposure and depression in US adults.
Psychiatry Research-Neuroimaging, 261, 73–79.
https://doi.org/10.1016/j.psychres.2017.12.037

Gatersleben, B., & Griffin, I. (2016). Environmental Stress. Handbook of

Environmental Psychology and Quality of Life Research, 469–485.
https://doi.org/10.1007/978-3-319-31416-7_25
Guevarra, R.A., & Cimanes, A. (2017). Stress Coping Mechanism and Its
Impact to their age among Senior High School students at Parañaque
National High School-Baclaran. International Journal for Innovative
Research in Multidisciplinary Field, 3(7), 53-65.

Guo, L., Tian, L., & Huebner, E. S. (2018). Family dysfunction and anxiety in
adolescents: A moderated mediation model of self-esteem and perceived
school stress. Journal of School Psychology, 69, 16–27.
https://doi.org/10.1016/j.jsp.2018.04.002

Herrero Blasco, A., Perelló Marín, M. R., & Ribes Giner, G. (2019). La
planificación y gestión del tiempo. Competencia transversal con punto de
control en la asignatura Dirección de Recursos Humanos en cuarto de
ADE. JIDDO – I Jornada De Innovación En Docencia Universitaria Para
La Dirección De Organizaciones Públicas Y Privadas.
https://doi.org/10.4995/jiddo2019.2019.10183

Hudd, S. S., Dumlao, J. C., Erdmann-Sager, D., Murray, D. M., Phan, E. J.,
Soukas, N. P., & Yokozuka, N. (2020). Stress at college: Effects on health
habits, health status and self-esteem. College Student Journal, 54(2), 217-
227. doi: 10.28945/4557

Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R. P., ...
& Vallières, F. (2020). Anxiety and depression in the Republic of Ireland
during the COVID‐19 pandemic. Acta Psychiatrica Scandinavica, 142(3),
249-256. https://onlinelibrary.wiley.com/doi/abs/10.1111/acps.13219

Ibrahim, N., Baharudin, R., & Mohamad, M. (2018). Family stressors and
coping strategies among secondary school students in Selangor, Malaysia.
International Journal of Academic Research in Business and Social
Sciences, 8(6), 304-316.

Jiang, Y., Liu, R., Sun, J., Yang, X., Yu, L., Wang, S., & Jiang, S. (2020).
Coping styles and academic stress among vocational high school students
in China. Frontiers in Psychology, 11, 1296. doi:
10.3389/fpsyg.2020.01296
Kafle, B., & Bagale, Y. (2021). Burden And Coping Behaviour Among the
Family Caregivers of the People With Mental Illness. Journal of
Psychiatrists’ Association of Nepal, 10(1), 19–23.
https://doi.org/10.3126/jpan.v10i1.40341

Kallapiran, K., Koo, S., Kirubakaran, R., & Hancock, K. (2016). Review:
Cognitive behavior therapy for mental health problems in people with
intellectual disability: A systematic review and meta-analysis. Journal of
Applied Research in Intellectual Disabilities, 29(4), 316-330.

Khan, S. (2015). The Impact of Time Management on the Students’ Academic

Achievements. Journal of Literature, Languages and Linguistics, 11, 66–
71.https://www.iiste.org/Journals/index.php/JLLL/article/download/
23538/23819

Khan, Z., Lanin, A. B., & Ahmad, N. (2015). The Level of Stress in Male and
Female School Students. Journal of Education and Practice, 6(13), 166-
168. https://eric.ed.gov/?id=EJ1080498

Kharadze, N., Gulua, E., & Davit, D. (2017). Free-Time Management among
Master’s Degree Students of Georgia. European Journal of Social
Sciences Education and Research, 11(2), 24.
https://doi.org/10.26417/ejser.v11i2.p24-33

Kim, S., & Lee, M. (2016). The relationship between academic stress and
student coping strategies in high school students: A cross-sectional study.
Healthcare, 4(3), 42. doi: 10.3390/healthcare4030042

Kokou-Kpolou, C. K., Jumageldinov, A., Park, S., Nieuviarts, N., Noorishad, P.

G., & Cénat, J. M. (2020). Prevalence of Depressive Symptoms and
Associated Psychosocial Risk Factors among French University Students:
the Moderating and Mediating Effects of Resilience. Psychiatric Quarterly,
92(2), 443–457. https://doi.org/10.1007/s11126-020-09812-8

Kötter, T., Wagner, J., Brüheim, L., & Voltmer, E. (2017). Perceived Medical
School stress of undergraduate medical students predicts academic
performance: an observational study. BMC Medical Education, 17(1).
https://doi.org/10.1186/s12909-017-1091-0
Kryś-Noszczyk, K. M., Kocjan, J., & Tyszkowska, M. (2018). The role of coping
strategies in mediating the relationship between perceived stress and
professional burnout among medical students. Archives of Medical
Science, 14(2), 446-454.

Kumar, P. M., & Aithal, P. S. (2019). Importance of Time as Resource in

Managing Organizations. Proceedings of National Conference on Recent
Advances in Technological Innovations in IT, Management, Education &
Social Sciences, ISBN No: 978-81- 941751-6-2, 45-52.

Kumar, N., Wajidi, M. A., Chian, Y. T., Vishroothi, S., Swamy Ravindra, S., &
Ashwini Aithal, P. (2016). The effect of listening to music on concentration
and academic performance of the student: Cross-sectional study on
medical undergraduate students. Research Journal of Pharmaceutical,
Biological and Chemical Sciences, 7(6), 1190-1195.

Kwaah, C. Y., & Essilfie, G. (2017). Stress and coping strategies among
distance education students at the University of Cape Coast, Ghana.
Turkish Online Journal of Distance Education-TOJDE, 18(3), 120–134.
doi:10.17718/tojde.328942

Lantu, I. P., & Tindika, S. E. (2022). Speaking learning strategies of English

department learners at Sintuwu Moroso University. Bintulu Moroso Journal
of English Teaching, 7(1), 7–11.

Liu, X., Liu, L., & You, J. (2016). Gender differences in family, academic, and
peer influences on adolescent depression: A longitudinal study. Journal of
Adolescence, 49, 1-10.

Malik K. (2015). Influence of academic stress on reasoning ability among

adolescent girls. International Journal of Education, 5, 56-59.
http://ijoe.vidyapublications.com/Issues/Vol5/Vol5-9.pdf

Mazza, M. G., De Lorenzo, R., Conte, C., Poletti, S., Vai, B., Bollettini, I., ... &
COVID-19 BioB Outpatient Clinic Study group. (2020). Anxiety and
depression in COVID-19 survivors: Role of inflammatory and clinical
 predictors. Brain, Behavior, and Immunity, 89, 594-600.
https://doi.org/10.1016/j.bbi.2020.07.037

Mazo, G. N. (2015). Causes, Effects of Stress and the Coping Mechanism of

the Bachelor of Science in Information Technology Students in a Philippine
University. Journal of Education and Learning, 9(1), 71–78.
https://doi.org/10.11591/edulearn.v9i1.1295

Nechita, F., Alexandru, D.O., Turcu-Ştiolică, R., & Nechita, D. (2015). The
influence of personality factors and stress on academic performance.
Current Health Sciences Journal, 41(1), 47–61.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6057531/

Nicklin, J. M., Meachon, E. J., & McNall, L. A. (2018). Balancing Work, School,
and Personal Life among Graduate Students: a Positive Psychology
Approach. Applied Research in Quality of Life, 14(5), 1265–1286.
https://doi.org/10.1007/s11482-018-9650-z

Pascoe, M. C., Thompson, D. R., & Ski, C. F. (2017). Yoga, mindfulness-based

stress reduction and stress-related physiological measures: A meta-
analysis. Psychoneuroendocrinology, 86, 152–168.
https://doi.org/10.1016/j.psyneuen.2017.08.008

Plexousakis, S. S., Kourkoutas, E., Giovazolias, T., Chatira, K., & Nikolopoulos,
D. (2019). School bullying and posttraumatic stress disorder symptoms:
The role of parental bonding. Frontiers in public health, 7, 75.

Qadiri-Bahramabadi, F., & Mikaeli-Manee, F. (2015). The effectiveness of

cognitive-behavioral stress management training on psychological well-
being and school satisfaction of teenage girls. Armaqan-e Danesh, 20(5),
433–443.

Rahman, M. M., Haque, M. M., & Akter, T. (2018). Academic stress among
students: A comparative study between academic and technical-vocational
track students in Bangladesh. Journal of Education and Practice, 9(14),
22-28.
Rai, V.S. (2016). Stress Management among Students and Its Impact on Their
Effective Learning. International Journal of Engineering Research and
Modern Education, 1(1), 355-362. http://ijerme.rdmodernresearch.com/wp-
content/uploads/2016/06/59.pdf

Reddy, K.J., Menon. K., & Anjanathattil (2018). Academic Stress and its
Sources among University Students, Biomed Pharmacol Journal,11(1),
531-537.

Rentala, S., Lau, B. H. P., Aladakatti, R., & Thimmajja, S. G. (2019).

Effectiveness of holistic group health promotion program on educational
stress, anxiety, and depression among adolescent girls–A pilot study.
Journal of family medicine and primary care, 8(3), 1082.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6482794/

Russell, V. (2020). Language anxiety and the online learner. Foreign

Language Annals, 53(2), 338–352.
https://onlinelibrary.wiley.com/doi/abs/10.1111/flan.12461

Sachdeva K. (2016). Effect of Physical stress in relation to personality and

reasoning ability among adolescent girls. Scholarly Research Journal for
Interdisciplinary Studies, 9, 263-268.
https://www.srjis.com/pages/pdfFiles/1519200924112.%20Dr.KiranSachde
va.pdf

Sagredo, E., Bizama, M., & Careaga, M. (2020). Time Management, Co-
Teaching and Educational Inclusion. Revista Colombiana de Educación,
78, 343-360. http://doi.org/10.17227/rce.num78-9526

Saharia, D., & Goswami, M. (2020). Examination Stress of Higher Secondary

Students in Relation to their Gender, Locality, and Stream of Study. MIER
Journal of Educational Studies Trends & Practices, 178-187.
http://www.mierjs.in/index.php/mjestp/article/view/1344

Sahu, S., & Sahu, P. (2020). Coping strategies of college students in the face
of academic stress. Journal of Indian Education, 46(1), 94-102.
Savino, D. M. (2016). Frederick Winslow Taylor and His Lasting Legacy of
Functional Leadership Competence. Journal of Leadership, Accountability
and Ethics, 13, 70.

Scherer, S., Talley, C. P., & Fife, J. E. (2017). How Personal Factors Influence
Academic Behavior and GPA in African American STEM Students. SAGE
Open, 7(2), 215824401770468.
https://doi.org/10.1177/2158244017704686

Schuschu, M. (2017, June 13). 6 Techniques for Dealing with Stress in High
School. Collegevine. https://blog.collegevine.com/6-techniques-for-dealing-
with-stress-in-high-school/

Scott, E. (2020, September 27). Social Support for Stress Relief. Verywellmind.
https://www.verywellmind.com/stress-and-social-support-research-
3144460

Sharma, B., Kumar, A., & Sarin, J. (2016). Academic stress, anxiety, remedial
measures adopted and its satisfaction among medical students: A
systematic review. International Journal of Health Sciences and Research,
6(7), 368-376. https://www.ijhsr.org/IJHSR_Vol.6_Issue.7_July2016/55.pdf

Shrestha, S., Acharya, B., Van Teijlingen, E., & Marahatta, S. B. (2018).
Developing and validating a questionnaire to measure perceived stress in
undergraduate medical students in Nepal. International Journal of Medical
Education, 9, 280-286.

Simpson S. (2018). Stress Triggers, the Effects Stress Has on Social, Mental
and Physical Behaviour in College Students, and the Coping Mechanisms
Used. Integrated Studies, 215, 1-62.
https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?
article=1159&context=bis437

Subramani, C., & Kadhiravan, S. (2017). Academic stress and mental health
among high school students. Indian Journal of Applied Research, 7(5),
404-406. https://www.academia.edu/download/53462700/file.pdf
Suresh, D. (2015). A Study on Academic Stress among Higher Secondary
Students. International Journal of Humanities and Social Science
Invention, 4(10), 63-68.

Uchil H. B. (2017). The Effect of Stress on Students' Performance. Stress

Management Professional International Journal, 5(1), 17-21.

Vidas D, Larwood JL, Nelson NL and Dingle GA (2021). Music Listening as a

Strategy for Managing COVID-19 Stress in First-Year University Students.
Front. Psychol. 12:647065. doi: 10.3389/fpsyg.2021.647065

Wani N., Sankar R., Rakshantha P., Nivatha A., Sowparnika C. and Marak L.
(2016). Stress Anxiety and Depression among Science and Arts Students.
International Journal of Education and Psychological Research, 5(3), 48-
52.

Weinstein, T. (2022, September 26). The Effects of Stress on College

Students. Newport Institute.
https://www.newportinstitute.com/resources/mental-health/effects-stress-
college-students/

Widyanti, A., Fauziah, F., & Rofiqoh, S. (2019). The relationship between family
factors and academic stress among senior high school students in
Indonesia. Journal of Child and Family Studies, 28(3), 682-692.
https://doi.org/10.1007/s10826-018-1277-7

Wu, H. P., Garza, E., & Guzman, N. (2015). International Student’s Challenge
and Adjustment to College. Education Research International, 2015, 1–9.
https://doi.org/10.1155/2015/202753

Xu, X., Lou, L., Wang, L., & Pang, W. (2017). Adolescents' perceived parental
psychological control and test anxiety: Mediating role of academic self-
efficacy. Social Behavior and Personality: An International Journal, 45(9),
1573-1583.
https://www.ingentaconnect.com/content/sbp/sbp/2017/00000045/0000000
9/art00014
Yasmin, H., Khalil, S., & Mazhar, R. (2020). COVID-19: Stress management
among students and its impact on their effective learning. International
Technology and Education Journal, 4(2), 65-74. https://eric.ed.gov/?
id=EJ1286695

Yekta, M., & Malakouti, J. (2016). The comparison of stress levels among
different field of study in high school students in Iran. Journal of Education
and Health Promotion, 5, 29. doi: 10.4103/2277-9531.184569

Yusoff, M. S. B., Rahim, A. F. A., Yaacob, M. J., & Harun, H. (2018). Sources
and effects of academic stress among Malaysian high school students.
International Journal of Adolescence and Youth, 23(2), 216-228. doi:
10.1080/02673843.2017.1356055

Yikealo, D., & Tareke, W. (2018). Stress coping strategies among college
students: A case in the college of education, Eritrea Institute of
Technology. Open Science Journal, 3(3), 1–17.
https://osjournal.org/ojs/index.php/OSJ/article/view/1691

Zhang, Y., Zhang, L., & Cui, Y. (2020). Family economic stress, academic
pressure, and mental health among Chinese high school students.
International Journal of Environmental Research and Public Health,
17(19), 7292.

Zimmer-Gembeck, M. J., and Skinner, E. A. (2016). The development of

coping: Implications for psychopathology and resilience. In D. Cicchetti
(Ed.), Developmental Psychology: Risk, Resilience, and Intervention (pp.
485–545). John Wiley & Sons.
https://onlinelibrary.wiley.com/doi/full/10.1002/9781119125556.devpsy410