University of Perpetual Help System of Laguna-JONELTA

83JP+F52, National Hi-way Sto. Niño, City of Biñan, Laguna

College of Arts and Sciences

Department of Psychology

In Partial Fulfillment of the Requirements in

Experimental Psychology

Exploring the Psychological Relationship Between Academic Pressure and Emotional Resiliency

of 4th Year Criminology Students, A.Y. 2024–2025

WRITTEN BY:
Alano, Maria Victoria S.
Bulatao, Shannen Marie E.
Carteciano, Ambur Mitchi P.
Madayag, Ian Aldrei
Solangon, Ralf Ken L.

SUBMITTED TO:

Prof. Rhea Mae Permejo

May 9, 2025
 i. TABLE OF CONTENTS

CHAPTER I ……………………………………………………………………………………………

INTRODUCTION………………………………………………………………………………….

STATEMENT OF THE PROBLEM……………………………………………………….

CONCEPTUAL FRAMEWORK……………………………………………………….

THEORETICAL FRAMEWORK……………………………………………………….

SIGNIFICANCE OF THE STUDY……………………………………………………….

SCOPE AND DELIMITATION……………………………………………………….

DEFINITION OF TERMS……………………………………………………….

CHAPTER II……………………………………………………………………………………………

CHAPPTER III………………………………………………………………………………………

RESEARCH DESIGN……………………………………………………….

RESEARCH PARTICIPANTS……………………………………………………….

SAMPLING METHOD……………………………………………………….

RESEARCH INSTRUMENT……………………………………………………….

DATA GATHERING……………………………………………………….

STATISTICAL TREATMENT OF DATA……………………………………………………….

ETHICAL CONSIDERATION……………………………………………………….

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 CHAPTER I

The Problem and its Setting

Introduction

In the race for academic excellence, does a student's emotional resilience grow—or quietly fall apart?

In today's age various curricular methods enhance the capabilities, potentials, and the knowledge of students.

However, it also comes with a lot of academic resilience to deal effectively with the academic pressure.

Academic pressure is defined as a phenomenon that happens to students who are experiencing burdened

demands of time and energy in achieving success and specific academic goals (Ready Education, 2024). This

stressor affects students resulting in high levels of stress, anxiety, and depression, hitting their mental health

and overall academic performance.

According to the Children's Society (2022), emotional resiliency is the ability to adapt to stressful

environments and respond well when stressful situations happen. In the context of academics, resiliency is

when a student effectively deals with setbacks, stress, and pressure in an academic setting (A. Martin, H. Marsh,

2003). Along with that, Mihir and Kaur (2016) stated that resilience refers to the academic achievement in the

face of challenging circumstances in the education process; it also may be defined as the heightened probability

of making an appearance of a winner in various life undertakings while facing negative circumstance brought

by stressors and experiences.

Several research such as, Cris Darvi C. et. al., (2025) “Empowering Criminology Students:” suggests

that criminology students are naturally resilient and their resilience is improved better through their field of

work, internship, and training. Along with that, resiliency is a skill that criminology students need because of

high-stress sectors in their field such as crime, criminal justice system, analyzing crime patterns, and even

disciplines of psychology (Bernard, T. J., & Mannheim, H. (2014). It is a crucial quality which enhances their

academic performance in preparation for the demands of the professional roles involved in criminology

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(Colanggo et al., 2024). Resiliency in criminology students showcases their ability to adapt and grow

vigorously amidst the academic pressure and the psychological demands of trauma and crime, which are

usually in their field. Not only is it important for a student's success at school but also important for the

transition from university into the real field of work. However, once academic pressure sets in, it can affect

how strong their emotional resiliency remains.

In this research, the researchers will explore the psychological relationship of academic pressure with

the 4th year criminology students' emotional resiliency. This research aims to examine how their resilience is

affected when they encounter significant academic pressure or when such pressure becomes overwhelming.

Statement of the problem

This study sought to determine the psychological relationship between academic pressure and

emotional resiliency of 4th Year Criminology Students, A.Y. 2024–2025. To answer this problem, the following

questions will be sought.

I. What is the level of academic pressure experienced by the 4th Year Criminology students?

II. What is the level of emotional resiliency demonstrated by the 4th Year Criminology students?

III. Is there a significant relationship between the level of academic pressure and the level of emotional

resiliency among 4th Year students?

IV. How does academic pressure impact the emotional resiliency among 4th year Criminology students?

Theoretical Framework

This study will utilize the Richardson, G.E Resiliency Theory. In this theory, it focuses on how life

disruptions (stress/stressors) affect the individual's emotional resiliency, which includes self-efficacy, sense of
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purpose, and wisdom. Richardson (2002), stated that resilience is one's ability to adapt positively in dealing

with stress, through this they gain strength and insight from these adaptations and adjustments. Therefore,

stressors take the individual out of their safe space and comfort zone which causes misalignments and setbacks.

These setbacks can vary and can include social isolation, poverty and even academic setbacks.

The Richardson Theory of Resilience (2002), comes with resilient reintegration in which there are

positive results of an individual that overcomes stress resulting in resilient quality attainment, while in some

cases it includes reintegration to comfort zone, and the reintegration of loss, in which stressors cause stress,

and no growth has occurred. Through coping and recovering from these stressors, learners who are resilient,

experience growth, and self-understanding, strengthened their resilient qualities. Richardson stated that

through practice, resiliency can be learned; people are born with the potential of resiliency than they are

conscious of. Richardson's theory of resilient integration offered notions on the mechanisms of individuals

achieving resiliency through overcoming stressors and life disruptions. In his model, individuals who are in a

state of stress typically reintegrate to gain resiliency, back to their comfort zone, or loss. By identifying and

nurturing resilient qualities from stressors, resilient qualities strengthen or are identified. Otherwise,

individuals who have not developed resilient qualities are called “the unsuccessful reintegration with loss”.

The loss of motivation, hope, and drive. When this happens, individuals usually resort to negative behavior

and destructive behavior. Whilst resilience reintegration back to the comfort zone, turns down opportunities

for resiliency growth in avoiding the stressors.

First Wave of Resiliency Inquiry: Resilient Qualities

The resilient qualities are identified through British Psychiatrist Michael Rutter's (1979, 1985) which

are easy temperament, self-mastery, self-efficacy, planning skills, etc. Whilst in Norman Garmezy, (1984,

1991) in their research project, they stated the criteria for confidence are high expectations, positive outlook,

self-esteem, problem solving skills etc. This wave focused more on the strengths in resilient qualities and the

desired qualities to promote healing.

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 Second Wave of Resiliency Inquiry: Resiliency

This focuses on discovering the process of attaining the resilient qualities. This process is called

"resiliency". According to Richardson (2010), “Resiliency is the process and experience of being disrupted by

change, opportunities, adversity, stressors, challenges and, after some introspection, ultimately accessing

innate resilience (gifts and strengths) to grow stronger through the disruption". In this case, individuals who

are in their disruptive thoughts either discover forces that embrace the challenges that they face and maximize

their strength through alternative sources or return to the comfort zone.

Third Wave of Resiliency Inquiry: Resilience

In this wave, understanding the process of resiliency is helpful although discovering the drive, the

passion, and the motivation through the resiliency process to reintegrate from life's setbacks is a key concept

in healing.

With this, the researchers will be able to use this theory to find the psychological relationship of

academic pressure to the emotional resiliency of 4th year criminology students A.Y 2024-2025. Through this

theoretical model, the researchers can utilize this as a basis of observing the relationship of the two variables;

whether the outcome will be positive, negative, or whether there is no existing relationship.

Figure 01: Richardson's

resiliency model.

Adapted from

Richardson (2002)

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Significance of the Study

This study will be beneficial to the following:

This study could be immensely beneficial to Criminology Students for it will provide better

understanding for their feelings and emotions, and to recognize and validate their diverse experiences on

academic stress relating to their emotional resiliency and help them manage the pressure of academic workload.

The result of this study may guide the parents of Criminology Students in improving their parental

skills and understand the pressure their child feels during their academic journey; hence, they will be more

considerate toward their child’s feelings and emotions and contribute to their overall well-being.

The findings of the study could help Educators in Criminology Program to understand the factors on

emotional resilience and academic pressure among the students, professors and academic instructors within

criminology programs can adapt teaching styles and support systems.

The research could provide future employers in the Criminology Field to provide adequate mental

health support and workplace resilience programs to ensure that new employees transition smoothly into their

professional roles.

The findings may also benefit the future researchers as they may come up with a more in-depth study

about the academic pressure and emotional resiliency among criminology students. It could serve as an

opportunity for them in conducting similar studies relating to resilience and academic stress.

The totality of this undertaking will greatly bring intellectual gains, moving insights, and character

empowerment for the Researchers and Scholars in Psychology. The study can support a larger understanding

on the relationship of academic pressure on emotional resilience in various populations and academic

disciplines.

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Scope and Delimitation

This probe will mainly dwell on the psychological relationship between academic pressure and

emotional resilience among 4th-year criminology students. The researchers will also establish the connection

between an individual's perception of a phenomenon and the environment they encounter. The focus will be on

understanding how academic demands impact the emotional well-being of students, specifically in terms of

their ability to maintain emotional resilience under academic pressure. The participants of the study will consist

of one hundred (100) 4th-year criminology students of University of Perpetual Health System Laguna. These

participants' experiences will be described in terms of the students' experiences regarding academic pressure

and its correlation with their emotional resilience, identifying factors that enhance or hinder their ability to

cope effectively. It delimits that the study may not be generalized to students from other academic disciplines

or year levels. Furthermore, it excludes individuals outside of this specific cohort, as well as students who are

not currently facing significant academic pressure in their respective courses.

Definition of Terms (operational definition)

Academic stress is the pressure that is psychologically building up on the students as they are on the

go trying to achieve set academic requirements (Salmela-Aro, 2017).

Emotional Resilience is the ability of a person to come through stress and other problems as well as

preserve emotional stability (Southwick et al., 2014).

Emotional Resiliency is the capacity of a person to endure, cope with and recover from negative

feelings about an issue (Masten, 2014).

Psychological Stress is when there's a breakdown of the body-mind due to excessive stress that the

individual is unable to cope with (Lazarus & Folkman, 1984).

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 Coping Mechanisms are approaches through which a person can deal with and reduce feelings of stress

and emotional discomfort (Carver, C. S., 1997).

Social Support refers to the different types of support offered by other people like family, friends, and

colleagues and this way comfort comes to the individual (Cohen & Wills, 1985).

Burnout represents the situation when physical, emotional, and mental exhaustion is felt as a result of

long exposure to stress, especially in academic or work-related environments (Maslach & Jackson, 1981).

Perceived Stress is a person's opinion on the level of stress in a particular situation that he/she is

encountering (Cohen et al., 1983).

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 CHAPTER II

Variables & Review of Related Literature

Resilience on Criminology Education

The fast-paced and high-stress world of criminology studies, the concept of resiliency has become a

cornerstone of student development and academic performance. Students regularly encounter high levels of

academic expectations and emotional material course content. The emotional and cognitive characteristics of

resilience serves as a protective shield for students working their way through challenges. On the educational

implications of resilience, Colanggo et al., (2024) stated that resilience greatly contributes to academic success

and persistence - two characteristics that are vital to criminology and found that the development of resilience

can lead to greater persistence and academic success, which makes it an important competency for students

facing real life difficulties. Howard et al., (2019) pointed out that such competencies are vital for students to

cope with real-world situations successfully, particularly in high-emotional and analytical demanding

disciplines. Supporting the view, Libradilla (2023) also pointed out that resilience entails staying emotionally

and mentally stable, particularly when exposed to a traumatic study or work environment.

In linking real-world exposure and developing resilience, Cartajenas (2024) contended that real world

exposure and simulated stressful scenarios within the college classroom environment develops resilience both

through lived experience and observations. The findings support the argument that multiple exposures through

practical, emotionally stressful situations may develop better coping mechanisms and an enhanced sense of

self-efficacy. Furthermore, in a similar study conducted with first year students, Dr. Merrelyn Bates (2010)

identified the major factors of resilience during the early stages of adult academic life with students believing

that exposure to stressors provides the strength needed for extending the debate outside the discipline of

criminology, wider education research continues to highlight academic resilience as a central factor in student

success. Radhamani et al., (2021) have conceptualized academic resilience as the capacity of students to cope

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with academic failure, anxiety, and pressure in studying. In their research, they explored how students—

subjected to great academic and social pressures—can be helped by institutional intervention to develop

resilience. The results validated that academic resilience is important in ensuring good academic performance

in spite of adversity. Supporting these observations, Alva (1991) also found that students who managed stress

well performed well academically, thus providing early empirical evidence for the relationship between

resilience and attainment. Overall, Radhamani et al., (2021) suggested that schools need to take a more active

part in enhancing academic resilience through counseling, mentoring, and the provision of specific training

courses.

Academic and Psychological Challenges on Criminology Programs

In an academic environment as there is today, the majority of college students experience stress as the

most significant problem, especially for those who are in the thick of things, such as Criminology. When

academic demands increase, the element of resilience, understanding it as the ability to adapt and still function

well under pressure, becomes a crucial player in protecting the mental and educational health of the students.

A meta-analysis of 25 studies conducted by Ansari and Iqbal (2025) showed a moderate negative correlation

between stress and resilience. The study analyzing over 32,000 participants found that students had marked

lower resilience when reporting high levels of stress, demonstrating the negative impact chronic stress from

the academic environment can have on students and mentioned that devising effective interventions requires

the consideration of the regional context and cultural difference, in addition to the type of resilience the

intervention is attempting to build.

On the other contrary, Gong et al., (2023) have pioneered the idea of interpersonal mediation in the

relationship between learning stress and burnout and proved that resilience is a significant mediator between

these two variables. The study, consisting of 1,680 students, found that increased learning stress was directly

correlated with greater levels of academic burnout, but that students who had more psychological resilience
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were able to buffer this effect and concluded that building resilience could lead to reduced long-term academic

fatigue and disengagement. Talley (2024) also referred to the impact of mental pressure on students' mental

health such as anxiety, depression, and burnout and underlined the adoption of the Social Emotional Learning

(SEL) approach as a recommendation to improve mental health and academic performance. In a literature

review and educator interviews, Talley suggested that SEL programs which emphasize emotions awareness,

relationship skills, and responsible decision-making could help students to manage academic stress and, in

turn, bolster emotional and academic success.

However, Ytang et al., (2024) and Villarmia et al., (2021) looked at the limitations faced by criminology

students, they found that the most affected students were those who were being limited by environmental and

social barriers as well as the pressure of their current studies. Ytang et al., (2024) conducted localized research

on a college campus and determined that interpersonal conflicts, personal problems, and academic workload

were the most significant sources of stress for students. Villarmia et al., (2021) studied 233 criminology

students and noted that while students frequently accessed positive coping strategies (e.g., engaging in mindful

activities such as prayer, rest, and time with friends), these strategies alone often did not mitigate stress without

institutional support systems of care (e.g., counseling, stress relief programs, etc.). The study showed that

students who practiced such methods on a regular basis had improved mental well-being and academic

performance, supporting the role of proactive coping in student resilience.

Dulay et al., (2023) described a quantitative study that is based on the Transaction Model of Stress and

Coping and explored the linkage between academic stress and coping styles with 201 irregular Filipino

undergraduate students who were chosen through a convenience sample with their studies. The study found

that more academic stress was positively associated with a combination of both active and passive emotional

coping strategies and also a problem-focused coping strategy. Outcomes from the study showed that academic

stressors such as issues with instructors, examinations, and peer interactions were statistically related to the

four coping styles (i.e., active emotional coping, passive emotional coping, active problem-focused coping,

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and passive problem-focused coping). Stressors related to the dynamics of working in a group and self-imposed

pressure affected active problem solving and passive coping strategies, speculating that stressors related to

examinations and poor time management were related to passive coping. In confirmation of these results, a

complementary study by Buslig (2019) at Kalinga-Apayao State College explored the relationship between

poverty experiences, academic resilience, and academic achievement among 100 economically disadvantaged

college students. The research determined the socio-economic condition, resilience, and the grades of the

interviewed students. The results of the study exposed the academic resilience of the sample with the average

reaching 3.64 (much more resilient) that showed that the students were capable of being flexible and not

suffering from economic situations.

Lacanilao (2024) described research with 200 criminology students that confirmed the importance of

time management, self-care, and reaching out to others as best practices that help in building resilient

individuals who can cope with emotional turmoil. The research revealed that students who used these strategies

on a consistent basis had better mental health and academic achievement, affirming the function of proactive

coping strategies in student resilience. Abiadew (2024) also indicated that there is an early negligible linkage

between frustration tolerance and academic resilience. The study used a sample of 100 criminology students

across two institutions and found a modest but significant correlation and appears that frustration tolerance is

a weak predictor of resilience and contributes to resilience especially when paired with internal and external

influences – Knowing these traits, in turn, besides one's personal traits, one is more sure to have safe persistence

in academic and extra-curricular life.

The Role of Emotional Resilience on the Well-Being of Criminology Students

Emotional resilience has been gaining attraction and acceptance in educational psychology, especially

in higher education. Emotion resilience is an individual's ability to cope and thrive in adversity, stress, and

challenges. For criminology students in the Philippines, who are situated in a field with difficult and stressful
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materials about crime and justice when presented with emotionally charged and distressing materials,

developing emotional resilience. Enhancement of academic pressures, resilience and emotional regulation have

become key psychological buffers that enable students' academic persistence and mental health. Fiorilli et al.,

(2020) portrayed resilience as a dynamic and adaptive process that protects students from the negative impact

of academic stressors, highlighting the significance of personal resources and coping mechanisms in the

promotion of positive adjustment. Based on this premise, Romano et al., (2021) established the role of trait

emotional intelligence in avoiding school burnout, with the key findings that students with heightened

emotional intelligence are somehow more resilient and less likely to encounter a level of burnout. This

illustrates a need for education systems to not only enhance the regular learning process but also help develop

emotional intelligence in education to support students' coping behaviours. Similarly, Meneghel et al., (2019)

cross-validated the Academic Resilience Scale (ARS) and examined the evidence of how adopting coping

styles (e.g., problem-focused coping strategies like planning and active coping, and seeking assistance) could

enhance academic performance and satisfaction. Evidence was found of resilience mediating the relationship

between coping styles and positive academic experiences in totality, thus resilience appears to be an important

conduit relating behaviours to educational engagement and satisfaction.

In support of these findings, Upsher et al., (2022) proposed to use curriculum as an intervention point

for enhancing student well-being. They posit that, since curriculum is the most consistent, and predictable

interaction students have with their institutions, curriculum presents an ideal opportunity for integrating

resilience and mental health supports, specifically in high-stress areas, such as criminal justice – the studies

highlight a need for educational models that deliberately develop both cognitive and emotional abilities to help

protect students from burnout and disengagement in their academic biospheres.

A focus has been placed on the emotional well-being and resilience of students, especially those

studying high-stress disciplines like criminology. Criminology students, due to the subject matter of their

classes, are frequently exposed to issues of crime, violence, and trauma, which can compound against their

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own emotional well-being. Therefore, it becomes imperative to know how optimism, resilience, and social

support lead to their capacity to cope with academic stress and stay psychologically stable during their study.

Labrague et al., (2020) emphasized the necessity of interventions that center on building up resilience and

social support, particularly on students who are vulnerable to emotional distress and distress due to the

demanding character of their course of study.

According to Raskauskas et al., (2015), who studied optimism in relation to emotional resilience,

students who are inclined toward optimism are better equipped to handle stressors in their personal and

academic lives. Positively realistic sensibility will be a useful strategy for criminology students in the

Philippines to cope with the emotional demands of their studies, especially given the high levels of social and

academic pressure. Programs that focus on optimistic reasoning in tandem with training on resilience would

be ideal resources for criminology students. In addition to the study by Raskauskas et al., (2015), Andrew

(2015) presented the developmental model of motivational resilience, which suggests that a student's emotional

investment in learning may be nourished by supportive relationships and the intention to interpret failure in a

positive way – relevant to criminology students, as much of the learning concerns an emotional response to the

subject matter, requiring emotional strength and academic motivation. Promoting academic environments

which favour failure as a developmental learning opportunity and emotional support can increase engagement

and academic performance in criminology.

Parenting Types and Psychological Endurance

Youth mental health is a primary concern issue, and the question of what facilitates their resilience

while transitioning into adulthood has risen sharply on the list of priorities. The most significant factor is still

parenting, from the lens of the effects on a child's psychological well-being. In recent years, mounting evidence

has started to show the impact parents had on how children cope with stress and challenges. Feng et al., (2024)

explained how traits of parenting that consist of emotional warmth and support from home would lead to a
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young child benefiting from psychological resilience in conflict, whereas parental rejection and over-

controlling behaviours would render the opposite result. This was confirmed by the data gathered through

questionnaires and analysis that clearly showed a positive correlation between warm parenting styles and

resilience but a negative correlation with controlling or rejecting behavior. Supporting this notion, Rajawat et

al., (2024) stressed how the implications of parenting shapes not only resilience but also the ways students

manage academic stress, implying that students will do better academically if given some support during times

of stress, which they receive from a supportive family home. In the study that involved 155 adolescents, those

who grew up under more democratic and communicative parenting had less academic stress and exhibited

more flexibility. Washington (2024) examined the topic with a different emphasis by analyzing five different

parenting styles. He found that families' use of an authoritative and indulgent parenting style—having warm

tones while having expectations—had better outcomes on children's emotional and behavioral development

than the remaining parenting styles. Washington based this conclusion on a systematic review of 20 peer-

reviewed articles they found that these styles produced consistent positive results across, emotional regulation,

self-esteem, and social competence. The significance of the parents' roles is even amplified. Students face

different struggles when faced with the adjustment of new learning conditions, for example, in adjusting to the

impact of information overload and system conflicts (Tang et al., 2022); therefore parents can help cultivate

their child‘s psychological resilience. Positive reinforcement, emotional support, and developing responsibility

can all be important factors for influencing how a child will deal with stress in educational spaces. Furthermore,

as mentioned by Nurhikman et al., (2023), teacher involvement could also be viewed as another factor

influencing a student's psychological resilience, similar to the way a supportive family system supports

resilience.

Ding et al., (2023) present an interesting view; while not dismissing the idea of the influence of family

and all its impact on coping behaviour and found that the way young people cope with mistakes, may be

correlated to their respective parent’s style or resilience in a variety of different ways. Using ERP (event-related

potential) readings in a Flanker task, they found that those raised with more autonomy and less overparenting
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had brain patterns associated with greater resilience suggesting that there may be a neurobiological basis in

parenting style that influences this. For example, children who were raised with an autonomy-supporting parent

style, had more healthy and resilience-associated brain reactions to mistakes. On the other hand, Agramon et

al., (2019) contextualized their research by including humanistic qualities of the social support systems, self-

efficacy beliefs and personal experience with adversity into understanding resilience. Through focus group

discussions and interviews, the study found that participants who experienced familial and peer support, as

well as challenges where they could confront and overcome, had a greater likelihood of reframing adversity

positively and developing a strong sense of self-efficacy.

The Protective Role of Peers, Family, and Faculty in Student Resilience

Academic demands, emotional challenges, and limited support structures collectively lead to

heightened levels of stress. This, in turn, has placed student well-being at the centre of attention in higher

education. Recently, peer and institutional support structures have garnered recognition as effective

mechanisms to abate burnout from academic stress. According to Kushendar et al., (2022), peer-led sessions

focused on stress management displayed significant reductions in the psychological distress that students

experienced, along with the positive changes that peer-led counseling provided to reduce academic stress and

burnout for final year students. Peer counseling and guidance were emphasized in the study as an intervention.

According to the findings, peer counseling that emphasized stress-reduction strategies, such as cognitive

reframing, time management, and relaxation, significantly decreased stress and burnout. Additionally, John et

al., (2018) mentioned students experience academic pressure reduced when peer-reviewed support was

available. University students sought counselling services from trained professionals, many relied on their

networks as they believed that their experience was better suited to provide support when institutional services

were not enough. Peer support could lead to improving emotional resilience and reducing academic pressures

for students and improving mental well-being despite the increased levels of demand.

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 Lan et al., (2023) determined that teens experiencing pressure from school were far more likely to be

lonely with no peer support. Peer contact offers a shield against loneliness, and it indicates that academic

pressure for teens is the psychological distress that arises from the learning situation of one's academic work.

Academic pressure is a significant contributor to loneliness, especially when peer support is low. On the other

hand, peer support can be able to buffer against high levels of academic pressure and although loneliness was

reported under high-pressure situations, support associated with connectedness contributed to diminishing

feelings of loneliness. The results pointed out that adolescent social belonging could be following a concave

trend owing to the academic pressure mismatch, as well as peer support.

Ullah et al., (2023) documented higher academic stress, especially while learning by distance during

the COVID-19 pandemic, which explains the significance of emotional intelligence (EI) and its positive

implications on skill training, applying emotional intelligence processes, to manage stress. and found that

paying attention to self-awareness, and emotional regulation abilities can be a significant buffer to academic

stress with extremely strong support systems, particularly while learning by distance. Lacanilao (2024) also

studied the main concerns of criminology students, particularly academic and financial stress, and how these

students deal with stress. The research emphasized having a well-designed support program among

criminology students to complement existing student wellness and academic achievement. Coping and stress

are dynamic processes, especially at the university level where students learn to adjust to a new study system

and a new social population of [Link] students studying criminal behaviour and police practices,

have the potential for extraneous strenuous environmental stressors that could contribute to emotional

exhaustion.

Pamaos et al., (2016) examined the correlation of stress with academic performance in fourth year

criminology students taking up study at UM Bansalan College. The researchers reasoned that there existed a

correlation of higher levels of stress (as increments in stress) with decreased academic performance and

underscored the need for support systems in terms of student outcome. Capili et al., (2018) explored stressors

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of male criminology students of the University of Mindanao. The researchers were interested in stressors

related to academic demands and personal life. Employing a survey of 300 male criminology students between

the ages of 19 and 21, the study obtained a moderate degree of overall stress and mean score of 3.46. They

determined that students were stressed due to frustration, interpersonal conflict, pressure, change and self-

created expectations, and also determined gender differences in students' responses to stress.

CHAPTER III

Methodology

Research Design

This study will use a quantitative-correlational research design. This approach will allow the

researchers to measure the levels of academic pressure and emotional resiliency among 4th year criminology

students and determine if there is a significant relationship between the two variables presented.

Research Participants

The participants of this study are the 4th-Year Criminology Students of University of Perpetual Help

System Laguna (UPHSL) with their age ranges from twenty-one (21) to twenty-three (23) who will be the

target demographic of this study.

Sampling Method

The research will apply purposive sampling to choose students who are taking the criminology course

so that a representative number of students with academic pressure and emotional resilience issues can be
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chosen. The sample size is established on the basis of availability and willingness, and at least 100 - 150

participants are required for credible analysis.

Research Instrument

Questionnaire

Measuring the level of academic pressure (Inspired from Academic Stress Scale)

1. I feel overwhelmed by the amount of academic demands that I need to complete.

2. I struggle to stay focused when facing academic demands.

3. The expectations of the people around me add to the academic pressure I am feeling.

4. I find it hard to relax because of the academic pressure I am feeling.

5. I am able to recognize that I am under academic pressure.

6. I often feel anxious or stressed when thinking about upcoming exams or assignments.

7. I sometimes doubt my ability to meet academic expectations.

8. I find myself comparing my academic performance to that of my classmates.

9. I have difficulty sleeping or experiencing changes in my appetite due to academic demands.

10. I feel pressured to achieve high academic success.

11. I often feel that my academic responsibilities interfere with my personal life.

12. I often find myself procrastinating because of the stress related to academic tasks.

13. I feel like I am constantly being judged based on my academic performance.

14. I have trouble managing my academic tasks, leading to feelings of frustration.

15. I feel that academic pressures prevent me from fully enjoying my college experience.

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Measuring the level of emotional resiliency (Inspired from Connor Davidson Resiliency Scale)

1. I am able to keep up with the academic demands of my program.

2. I am able to stay motivated during stressful academic situations.

3. I am able to adapt well with the academic demands in school.

4. I am able to recover after academic setbacks.

5. I am able to manage my emotions effectively when faced with academic challenges.

6. I use specific coping strategies (such as time management, relaxation techniques, or self-reflection) to

handle academic stress.

7. I view academic failures or setbacks as opportunities for personal growth and learning.

8. I feel confident in my ability to solve problems that arise from academic pressures.

9. I believe that I can overcome academic challenges with time and effort.

10. I can handle multiple academic responsibilities without feeling overwhelmed.

11. I believe that I am capable of managing my academic stress in a healthy way.

12. I feel empowered to overcome academic obstacles, no matter how difficult they may seem.

13. I feel confident in my ability to adjust my study habits when facing academic challenges.

14. I stay focused on my long-term academic goals, even when I face temporary setback

15. I feel confident in my ability to solve problems that arise from academic pressures.

Academic Scale and Resiliency Scale

The researchers utilized the Academic Stress Scale, the Academic Stress Scale (Sheu et al., 2014) was

developed to assess the extent to which a person appraises his or her academic situation as stressful.

The researchers utilized the Resiliency Scale, the Resilience Scale is a 25-item self-report assessment

tool published in 1993 that measures the degree of individual resilience (Wagnild, 2009, 2017; Wagnild &

Young, 1993).

21
Data Gathering

Data Collection Tool

The researchers will conduct a structured questionnaire using google forms and will be divided into

two sections.

1st section: The researchers will use Academic 2nd Section: Emotional Resilience Scale (such as

Pressure Scale (adapted from validated tools such the Connor-Davidson Resilience Scale, modified if

as the Academic Stress Scale). necessary for academic settings.

Note: Standardized and validated scales will be used and, if needed, adapted slightly to fit the criminology context.

Procedure

Before the actual data collection, formal permission will be requested from the school administration

and the Criminology Department to conduct the study among 4th year criminology students. Informed consent

will also be obtained from the participants through a consent form, ensuring that their participation is voluntary

and that their responses will remain confidential.

To ensure the clarity and reliability of the research instrument, a pilot test will be conducted with 10 to

15 students who are not part of the final sample. This will help identify and correct any confusing or unclear

items in the questionnaire.

Once finalized, the survey will be administered distributed online through Google Forms, depending

on the convenience and availability of the participants. The data gathering process will take place over a period

of two to three weeks to give students ample time to complete the questionnaire.

22
Statistical Treatment of data

The data gathered in this study will be analyzed using both descriptive and inferential statistical

methods.

Frequency and Percentage will be used to summarize the demographic characteristics of the

respondents, such as age, gender, and academic standing.

Mean and Standard Deviation will be utilized to measure the average levels and variability of

academic pressure and emotional resiliency among 4th year criminology students.

Pearson Product-Moment Correlation Coefficient (Pearson r) will be applied to determine the

degree and direction of the relationship between academic pressure and emotional resiliency. This test was

chosen because both variables are continuous and measured on interval scales, allowing the study to assess

whether higher academic pressure is associated with higher or lower emotional resiliency.

The researchers will use the 4-point Likert Scale (1 = Strongly Disagree to 4 = Strongly Agree) in

setting the cut off scores for measuring the Academic Stress Scale and the Emotional Resiliency Scale. The 4-

point likert scale will help the researchers gauge the perceived experiences of the criminology students by the

degree of their agreement with a statement or question. The cut off scores are based on measuring the mean,

standard deviation, mode, finding the frequency and the percentage, range, and interval of the data. This will

allow for a clear interpretation of the levels of academic pressure and emotional resiliency among the

respondents.

The researchers used ChartExpo’s (2025) in creating the 4-point Likert Scale that will be used in this

research.

I. Calculating Range: HV-LV

Identify the Highest Value: 4 Identify the Lowest Value: 1 Find the difference between the

(Strongly Agree) (Strongly Disagree) highest and lowest value: 3

number of responses.

III. Determine Mode: The most frequently chosen response which option best describes the

perceived experiences of Criminology Students with Academic Stress and Emotional

Resiliency.

IV. Find Frequency and Percentage:

Frequency: The researchers will count the number Percentage: The researchers will count the number

of times each option is selected. of times of an option, dividing the number with the

total responses, and multiplying it with 100.

V. Find Standard Deviation

The researchers will determine the standard deviation to assess the variability of students’ responses in

both academic pressure and emotional resiliency. This measure will help identify whether the data points are

closely clustered around the mean or widely spread out.

Measurement Process
Equivalent Value
Statement
The researchers will assess two main variables: academic
Strongly Disagree 1
pressure and emotional resiliency. To do this, participants will be
Disagree 2
asked to respond to two separate questionnaires—an Academic
Agree 3
Pressure Scale, adapted from the Academic Stress Scale, and an
Strongly Agree 4
Emotional Resiliency Scale, adapted from the Connor-Davidson

Resilience Scale. Each scale will use a 4-point Likert format to measure the intensity of the students'

experiences and coping abilities. After data collection, each participant will receive a total score for academic

pressure and a separate total score for emotional resiliency.

These scores will then be used in the Pearson Product-Moment Correlation analysis to determine

whether a significant relationship exists between the two variables. This will allow the researchers to examine
how changes in academic pressure may relate to levels of emotional resilience across the 4th year Criminology

students.

Pearson r formula

Ethical consideration

Participants in the study will be fully informed about its purpose, procedures, potential risks, and

benefits before voluntarily signing a consent form. They will be assured of their right to withdraw from the

study at any time without consequence. Confidentiality and anonymity will be strictly maintained, with all

personal information kept private and identities undisclosed; data will be coded and used solely for research

purposes. Participants retain the right to decline answering any question or to withdraw without explanation or

penalty. The research procedures are designed to pose minimal risk, and any participant who feels discomfort

may skip questions or exit the study at any point. Prior to implementation, formal approval will be obtained

from the school administration and the criminology department, ensuring all ethical standards for research

involving human participants are followed. Data collected will be securely stored, digitally encrypted, and

permanently deleted one year after the study concludes to protect participant privacy.

25
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