4. 2015 STUDY:
STRESSORS AND
STRESS RESPONSES OF
FILIPINO COLLEGE
STUDENTS
D Y , M A R I S O N & E S P I R I T U - S A N T O , K L A R I S S E & F E R I D O ,
M E L I S S A & R I A , S A N C H E Z . ( 2 0 1 5 ) . S T R E S S O R S A N D
S T R E S S R E S P O N S E S O F F I L I P I N O C O L L E G E S T U D E N T S .
A S I A L I F E S C I E N C E S . 2 4 . 7 3 7 - 7 5 9 .
5. TOP FIVE
OVERALL
STRESSORS
OF THE 258
RESPON-
DENTS
ACADEMIC DIFFICULTY OF SUBJECT
MATTER
WORKLOAD DUE TO SUBJECTS
TIME MANAGEMENT BECAUSE OF
SUBJECTS
RESPONSIBILITIES DUE TO BEING ON
ONE’S OWN
TIME MANAGEMENT BECAUSE OF BOTH
SUBJECTS AND ORGANIZATIONS
6. STRESSORS AND STRESS RESPONSES
OF FILIPINO COLLEGE STUDENTS
Males reacted through affective
responses
Females reacted through cognitive
responses
15. BEHAVIORAL
RESPONSE
Were rarely
done by the
respondents
The students
either deflect
their responses
to positive
behaviors or
resolve it
through the
other domains
18. STRESSORS OF MALE AND
FEMALE STUDENTS
Male 3rd stressor: financial
problems
Female 3rd stressor:
time management due to
subjects
19. STRESS RESPONSES BETWEEN
MALE AND FEMALE STUDENTS
• Females more
frequently thought of
their concerns and
gave more time to
dwelling on their
concerns
• Cortisol levels are
higher in females and
this affects cognitive
and affective
processes, making
them more prone to
20. STRESS RESPONSES BETWEEN
MALE AND FEMALE STUDENTS
• Males showed more
behavioral responses
• Marked by a pattern
of fight or flight or by
action directed to
reducing or
overcoming the stress
• Likely due to sex-
linked,
neuroendocrine
responses, and to
cultural roles
24. DIFFERENCES
Freshmen
Parental pressure
Difficulty in handling
responsibilities with
independent living
Sophomores
Time management with
difficult courses and
organizations
Juniors
Balancing academic and
org responsibilities
Seniors
Concerned with what to do
or what will happen after
graduating
25. STRESS RESPONSES ACCORDING TO ACADEMIC CLASSIFICATION
• Except for sophomores where there was a tie
between affective and cognitive
Overall
Affective
Response
Cognitive
Response
26. CAUSE OF AFFECTIVE RESPONSEAs children grow,
experience more
academic failures and
lowered expectations
Tend to integrate their
failure to their self-
image which is
associated to self-
esteem
Experience emotional
tensions or instability
due to their inability to
make adjustments
Tend to attribute anxiety to
those situations which give
rise to frustrations
27. TREND FOR STRESS RESPONSESAffective, cognitive, and
physiological stress
responses were decreasing
as students achieved a
higher level of academic
classification
Behavioral
responses were
increasing
30. THREE ELEMENTS ESSENTIAL
FOR AN EFFECTIVE STRESS-
HARDY MINDSET
Challenge
• Habit of looking at stress as a
challenge to be overcome motivates
one to address the causes of their
stress in positive ways
Personal Control
• One works to find what possibilities
do exist for mastery and pursue
them, even when true mastery of a
challenge is not possible
36. 2 TYPES OF STRESS
Destress – when the
experience of stress is
negatively appraised
Eustress – when the
experience of stress is
positively appraised
38. STRESS AND THE IMMUNE
SYSTEM
• The white blood cells are
often lower when a person
is exposed to stress,
weakening the person’s
immune system.
• Relaxation exercises
appear to increase the
presence of neuropeptides
(neurotransmitters that
appear to attract
macrophages and enhance
the immune system)
41. Evolutionary
origins – the
physiologic
reaction enables
us to make quick
action that often
spell survival in
our prehistoric
past
Given the
demands of
modern times,
there is often no
necessity for this
reaction.
However, it is still
very much part of
43. “THE UNIVERSAL
CAPACITY WHICH
ALLOWS A
PERSON, GROUP
OR COMMUNITY
TO PREVENT,
MINIMIZE OR
OVERCOME THE
DAMAGING
EFFECTS OF
ADVERSITY”
– E. GROTHBERG
(1995)
44. EXTERNAL
RESOURCES
Trusting and
supportive
relationships
Access to basic
services
• Education
• Security
• Welfare
INTERNAL
RESOURCES
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope,
transcendence, morals)
45. EXTERNAL
RESOURCES
Trusting and
supportive
relationships
Access to basic
services
• Education
• Security
• Welfare
INTERNAL
RESOURCES
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope,
transcendence, morals)
46. EXTERNAL
RESOURCES
Trusting and
supportive
relationships
Access to basic
services
• Education
• Security
• Welfare
INTERNAL
RESOURCES
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope,
transcendence, morals)
Good afternoon everyone!
First of, I would just like to make a disclaimer that I am not an expert because I did not get any special training in stress management. However, I do have a degree in BS psychology and I did a presentation for my basic chemistry class in college about the chemistry in stress. I guess I have experienced so many stressful situations in life, some normal and abnormal experiences. And I have lived to tell the tale. I guess I was destined to be here and speak in front of you about stress and self-care so that you don’t have to go through the things I went through. Or so that you would know what to do during stressful situations
Good afternoon everyone!
First of, I would just like to make a disclaimer that I am not an expert because I did not get any special training in stress management. However, I do have a degree in BS psychology and I think the closest thing I have to this topic is that I did a presentation for my basic chemistry class in college about the chemistry of stress and a report on dance therapy. I guess I have experienced so many stressful situations in life, some normal and abnormal experiences. And I have lived to tell the tale. I guess I was destined to be here and speak in front of you about stress and self-care so that you don’t have to go through the things I went through. Or so that you would know what to do during stressful situations
The population of the study was the set of all undergraduate students of the University of the Philippines Los Banos enrolled during the 1st Semester A.Y. 2012-2013 categorized according to their sex category, academic classification (freshmen, sophomore, junior, or senior) and classification of their degree program (soft science or hard science). Some degrees in the soft sciences were BS Development Communication, BS Human Ecology, and AB Sociology while examples of degrees in the hard sciences were BS Chemistry, BS Biology, and BS Civil Engineering. The population consisted of 11,305 students of which 4,409 are male and 7,052 are females (Office of the University Registrar, 2012). Out of 11,305 students, 258 were sampled through convenience sampling.
events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
emotion or desire, especially as influencing behavior or action
have an effect on; make a difference to.
events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
events such as what questions will the exams contain, will he/she pass the class, and will his/her group mates be responsible enough and the like
both males and females experience the difficulty of academic courses and the workload given to them every semester
Because of the difference in their expressiveness and perceptions, females tend to exhibit a higher percentage of cognitive responses when stressors arise, especially when looking at the specific stressors (Table 7). According to Garrett (2001), females more frequently thought of their concerns and gave more time to dwelling on their concerns. Further, cortisol levels are higher in females and this affects cognitive and affective processes, making them more prone to depression (Kudielka and Kirschbaum, 2004). It is important to note that cognitive stress responses is the leading cause for chronic depression and may contribute to the emergence of affective disorders (Stroud, Salovey and Epel, 2002), something for females to be wary of.
In their research, Shacham & Lahad (2004) found out that the males looked for other practical solutions when stressors arose and their responses became more behavioral in nature. Thus, they were more frequent than females in exhibiting behavioral responses.
Because of the difference in their expressiveness and perceptions, females tend to exhibit a higher percentage of cognitive responses when stressors arise, especially when looking at the specific stressors (Table 7). According to Garrett (2001), females more frequently thought of their concerns and gave more time to dwelling on their concerns. Further, cortisol levels are higher in females and this affects cognitive and affective processes, making them more prone to depression (Kudielka and Kirschbaum, 2004). It is important to note that cognitive stress responses is the leading cause for chronic depression and may contribute to the emergence of affective disorders (Stroud, Salovey and Epel, 2002), something for females to be wary of.
In their research, Shacham & Lahad (2004) found out that the males looked for other practical solutions when stressors arose and their responses became more behavioral in nature. Thus, they were more frequent than females in exhibiting behavioral responses.
tend to attribute anxiety to those situations which give rise to frustrations like their academic courses, requirements and parental expectations they fear they will not be able to meet
Yurgelon-Todd and Killgore (2006) also emphasize that the adolescent brain is still learning to control the emotions as the prefrontal cortex develops. Thus, they tend to be impulsive and emotional.
Tolerant to stress
the ability of an individual to anticipate the change or adversity
- to the extent to which an individual has control or is able to manage the changes that a situation may bring
the individual differences of how the individual assesses the situation, which affects how that person will respond to it
The cardiovascular system
Increase in blood pressure
Increase serum cholesterol and other free fatty acids
Increase possibility of clogged arteries
Possibility of cardiac shock that leads to sudden death
The gastrointestinal system
Less saliva, causing a dry mouth
Difficulty in swallowing due to involuntary contractions in the esophagus
Stomach ulcers due to the increased volume of hydrochloric acid and reduction of gastric mucus
Diarrhea or constipation due to disrupted peristalsis
The muscles
Muscles tension and bracing that can lead to backaches and headaches
Contraction of smooth muscles leading to hypertension and GI difficulties.
The skin
Decreased skin temperature, more perspiration
Resiliency is a key concept here. This concept is actually a group of factors that have been identified to help minimize or overcome the effects of adversity.
Resiliency may be defined as such: “the universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” – E. Grothberg (1995)
Resiliency
External Resources
Trusting and supportive relationships
Access to Basic Services
education
security
welfare
extended family
Internal Resources
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope, transcendence, morals)
Resiliency is a key concept here. This concept is actually a group of factors that have been identified to help minimize or overcome the effects of adversity.
Resiliency may be defined as such: “the universal capacity which allows a person, group or community to prevent, minimize or overcome the damaging effects of adversity” – E. Grothberg (1995)
Resiliency
External Resources
Trusting and supportive relationships
Access to Basic Services
education
security
welfare
extended family
Internal Resources
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope, transcendence, morals)
Resiliency
External Resources
Trusting and supportive relationships
Access to Basic Services
education
security
welfare
extended family
Internal Resources
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope, transcendence, morals)
Resiliency
External Resources
Trusting and supportive relationships
Access to Basic Services
education
security
welfare
extended family
Internal Resources
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope, transcendence, morals)
Resiliency
External Resources
Trusting and supportive relationships
Access to Basic Services
education
security
welfare
extended family
Internal Resources
Feel lovable and appealing
Pride in oneself, sense of competence
Independence and responsibility
Ability to communicate
Capacity to solve problems
Skills to manage feelings and impulses
Possession of a sense of humor
Belief in something higher (hope, transcendence, morals)