Thesis for Tourism Students

WEST VISAYAS STATE UNIVERSITY COLLEGE OF BUSINESS AND MANAGEMENT Iloilo City

Stress and Coping Mechanisms of Tourism Students of West Visayas State University

An Undergraduate Thesis Thesis Presented to the Faculty of the College of Business and Management West Visayas State University Iloilo City

In Partial Fulfillment of the Requirement for the Degree Bachelor of Tourism

by: Kirstin Joy G.Cañete Leoney Clianne Peligres Cherry Mae P. Cordero

March 2012


Introduction of the Study

Chapter 1 is divided into five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem and the Hypotheses, (3) Significance of the Study, (4) Definition of Terms, and (5) Delimitation of the Study. Part One, Background and Theoretical Framework of the Study, presents the reasons for choosing the problem and the theoretical framework upon which the study was anchored. Part Two, Statement of the t he Problem and the Hypothesis, identifies the main and specific problems that the research hoped to answer as well as the hypothesis tested. Part Three, Significance of the Study, cites the t he benefits that may be derived from the results of the investigation. Part Four, Definition of Terms, gives the conceptual and operational meanings of the important terms used in the study.


Part Five, Delimitation of the Study, specifies the scope and coverage of the study.

Background and Theoretical Framework of the Study

Education is one of the most important aspects of human resource development. Poor school performance not only results in having a low self-esteem, but also causes negative behaviours among students. There are many reasons for students to underperform at school and one of these is stress. Stress has become an important topic in academic circle as well as in our society. Many scholars in the field of behavioural science have carried out extensive research on stress and its outcomes and concluded that the topic needed more attention (Rees and Redfern, 2000; Ellison, 2004; Ongori and Ag olla, 2008; Agolla, 2009). Stress in academic institutions can have both positive and negative consequences if not well managed (Smith, 2002; Tweed et al., 2004; Steven son and Harper, 2006). Academic institutions have different work settings compared to non-academic and therefore one would expect the difference in symptoms, causes, and consequences of stress in the two set up (Elfering et al. , 2005; 2005; Chang and Lu, 2007). 2007). It is important to the society


that students should learn and acquire the necessary knowledge and skills that will in turn make them contribute positively to the development of the general economy of any nation. However, the intricate academic environment sometimes poses great medical problems to the students' lives (Danna and Griffin, 1999; Dyck, 2001; Grawitch et al., 2007; Ongori, 2008) that tend to negate the positive gains that one would expect after completion of University. A disturbing trend in college student student health is the reported increase in in student stress nationwide. Stressors affecting students can be as academic, financial, time or health related, and self-imposed stress (Goodman, 1993; LeRoy, 1988). Academic stressors include the student's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth, et al. 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994; Archer & Lamnin, 1985; Britton & Tesser, 1991; Kohn & Frazer, 1986). It is important for the university to maintain well-balanced well-balanced academic environment conducive conducive for better learning, with the focus on the students' personal per sonal needs. Students' expectations vary with respect to personality and their backgrounds which influences influences on how one o ne perceive the environment around him/her. Students at the university have different expectations, goals, and values that they want to fulfil at the


university, which is only possible if the students' expectations, goals, and values are integrated with that of the university (Goodman, 1993) 1993) . The future of any nation lies heavily on the young people since they are the tomorrow's leaders; therefore, it is important to identify the different stressors and the coping mechanisms mechanisms of these students. This will help the university administrators to come up with the best strategies to enable the students to cope up with these stressors while pursuing their academic careers. The negative effect of stress on students is likely to pose challenge to the individual students, their colleagues, and the institution as a whole. With this concern, the researcher is interested to identify the different stressors and coping mechanisms of fellow tourism students. Figure 1. shows the conceptual framework of the study. s tudy.

Dependent Variable

Independent Variable

Personal Details  

Gender

Stressors

Year Level



No. Of Siblings



Annual

Stress Coping Mechanisms


Figure 2. Stressors and Stress Coping Mechanisms of Tourism Students as influence by their personal factors.

Statement of the Problem and Hypothesis

This study aims to determine the stress coping mechanisms of tourism students of West Visayas State University.

Specifically this study seeks to answer to the following question: 1. What are the stress coping mechanisms of tourism students when taken as

an entire group? 2. What are the dominant stressors among tourism students when taken as an

entire group? coping mechanisms mechanisms of the students when 3. Are the differences in the stress coping classified as an entire group?


significant differences differences in the academic stressors of the 4. Are there significant significant students when classified as an entire group? 5.

Is there significant relationship between the stressors and coping mechanisms mechanisms of tourism students when classified as an entire group.

In view of the problems stated, the following hypotheses was formulated

1.There are no significant differences on the stress and coping mechanisms of the tourism students of West Visayas State University, classified according according to a) gender, b) year level, c) number number of siblings in the family, family, and d) family income. income.

Significance of the Study

The results of this study may be beneficial to the following: Curriculum Planners . The findings findings will help them them properly plan the offering of

the different subjects that will not become stressors to students. Future Researchers . Results will be useful for them in the course of their future

studies on the same issues utilizing other variables.


data to institute and and Guidance Counselors . The results will serve as baseline data facilitate improved services and provide supportive environment to students needing guidance. provide in-depth information to to parents that will help Parents . This study will provide them provide supportive home environment that will be helpful in improving academic performance of these students. School Administrators . By knowing the different stressors of these students, they

will be prepared to provide a well-balanced academic environment environment conducive for better learning, with the focus on the students' personal per sonal needs.

Tourism Students . The findings will provide students proper awareness on the

different stressors they are facing. This will also inform inform them how they could be able to cope with the stress. Future researchers . This study would be beneficial as this would serve as a basis

for their own study and provide useful information that they may use.

Definition of Terms For a reason of clarity and precision, the following terms used in this study were given their conceptual and operational meanings:


Coping Mechanisms- Coping has been defined in psychological terms by Susan

Folkman and Richard Lazarus (1990) as 'constantly changing cognitive and behavioral efforts to manage specific external and/or internal demands that are appraised as taxing. Coping is thus expending conscious effort to solve personal and interpersonal problems, and seeking to master, minimize or tolerate stress or conflict conflict.’ .’ In this study coping mechanisms are cognitive and behavioral efforts done by BS Tourism students to manage stress in their lives as students. The coping mechanisms mechanisms used are either of the following (http://changingminds.org (http://changingminds.org,, September, 2011):adaptive, attack, avoidance behavioural, conversion and defence. Stress (psychology)- is an unpleasant state of emotional and physiological

arousal that people experience in situations that they perceive as dangerous or threatening to their well-being. The word stress means different things to different people. Stressors are circumstances that cause stress and vary in severity and

duration. In this study stressors are situations or circumstances circumstances that cause stress stress among BS Tourism students and are classified as interpersonal, intrapersonal, academic and environmental stressors. Tourism – defined as the practice of o f travelling for pleasure

(http://www.thefreedictionary.com/tourism http://www.thefreedictionary.com/tourism,, 2011). In this study, tourism is operationally defined as a four year degree course.


Students – defined as one who is enrolled or attends class at a school, college or

university (http://www.thefreedictionary.com/student (http://www.thefreedictionary.com/student,, 2011). In this study, students are operationally defined as the participants of the study, studying at West Visayas State University, College Of Business and Management Management taking up Bachelor of Tourism. Delimitation of the Study This study will cover students enrolled in the Bachelor of Tourism at West Visayas State University, Iloilo Iloilo city this academic academic year 2011-2012. 2011-2012. The independent variables will be the different sources of stress called stressors present among students. The different stressors as identified will be interpersonal, intrapersonal, academic academic and environmental. environmental. The dependent variable variable will be the coping mechanisms mechanisms such as: Adaptive, Attack, Avoidance, Avoidance, Behavioral, Behavioral, Conversion, and Defense. The study will use the survey and correlation techniques techniques of the descriptive method of research. The primary instrument instrument to be used in gathering the data needed needed will be the questionnaire. questionnaire. The questionnaire questionnaire will have three (3) parts. Part I will be questions for the personal characteristics of tourism students in terms of gender, year level, number of siblings in the family, sibling rank, occupation of parents, and family income. income. Part II will be questions identifying the level of stress. Part III will be questions identifying the different coping mechanisms of students such


as: Defense Mechanism, Avoidance Mechanism, Behavioral Mechanism, Mechanism, Adaptive Mechanism, Avoidance Mechanism, Cognitive Mechanism

CHAPTER 2

Review of Related Literature

This chapter deals with the review of literature related to the present study. This is divided into six parts: (1) Conceptual Literature, (2) Definition of Stress, (3) Sources of Stress, (4) Coping Mechanisms of Stress, and (5) Summary.

Conceptual Literature


Stress (psychology), is an unpleasant state of emotional and physiological arousal that people experience in situations that they perceive as dangerous or threatening to their well-being. The word stress means different things to different people. Some people define stress as events or situations that cause them to feel tension, pressure, or negative emotions such as anxiety and anger. Others view stress as the response to these situations. This response includes physiological changes—such as increased heart rate and muscle tension—as well as emotional and behavioral changes. However, most psychologists regard stress as a process involving a person’s interpretation and response to a threatening event. The circumstances that cause stress are called stressors. Stressors vary in severity and duration. For example, the responsibility of caring for a sick parent may be an ongoing source of major stress, whereas getting stuck in a traffic jam may cause mild, shortterm stress. Some events, such as the death of a loved one, are stressful for everyone. But in other situations, individuals may respond differently to the same event—what is a stressor for one person may not be stressful for another. For example, a student who is unprepared for a chemistry test and anticipates a bad grade may feel stress, whereas a classmate who studies in advance may feel confident of a good grade. For an event or situation to be a stressor for a particular individual, individual, the person must appraise the situation as threatening and lack the coping resources to deal with it effectively.


Students experience stress due to the physical, mental, social and emotional demands placed on them on a daily basis. While others are under a constant state of stress, students can face particularly difficult daily episodes of stress in relation to the unique environment environment of the school setting. Students who have a basic knowledge of stress and effective stress coping mechanisms will ultimately ultimately be better suited to handle the demands of the academic environment.

Coping with stress means using thoughts and actions to deal with stressful situations and lower our stress levels. Many people have a characteristic way of coping with stress based on their personality. People who cope well with stress tend to believe they can personally influence what happens to them. They usually make more positive statements about themselves, resist frustration, remain optimistic, and persevere even under extremely adverse circumstances. Most importantly, they choose the appropriate strategies to cope with the stressors they confront. Conversely, people who cope poorly with stress tend to have somewhat opposite personality characteristics, such as lower self-esteem and a pessimistic outlook on life.

Then stress coping mechanisms of BS Tourism students st udents are influenced by the different stressors. These stressors may likewise be influenced by their personal characteristics.


Stress There are several theoretical positions devised for examining examining and understanding stress and stress-related disorders. Brantley and Thomason (1995) categorized them into three groups: response theories, stimulus theories, and interaction (or transaction) theories.

According to Selye (1956), (1956), the ‘stress’ response of the organism represented a common set of generalized physiological responses that were experienced by all organisms exposed to a variety of environmental challenges like temperature change or exposure to noise. From his perspective, the stress response was nonspecific; that is, the type of stressor experienced did not affect the pattern of response. In other words, a wide variety of stressors elicited an identical or general stress response. He termed this nonspecific response the General Adaptation Syndrome, which consisted of three stages: Alarm Reaction, Resistance, and Exhaustion.

Selye reasoned that the first stage, Alarm Reaction, involved the classic ‘fightflight’ response described above. As a result, the body’s physiological system dropped below optimal functioning. As the body attempted to compensate for the physiological


reactions observed in the Alarm Reaction stage, the organism entered the Resistance stage. Physiological compensatory systems began working at peak capacity to resist the challenges the entire system was confronting, and according to Selye, actually raised the body’s resistance to stress above homeostatic levels.

However, because this response consumed so much energy, a body could not sustain it forever. Once energy had been depleted, the organism entered the stage of Exhaustion. In this stage, resistance to environmental environmental stressors broke down and the body became susceptible to tissue damage and perhaps even death. In Selye’s terminology, the Alarm Reaction Stage was comparable to the acute stress response described above and the Exhaustion Stage was comparable to a chronic stress response.

Researchers (Vermunt and Steensman, 2005; Topper, 2007; Ussery, 2007; Malach-Pines and Keinan, Keinan, 2007) have defined stress as the perception of discrepancy between environmental demands (stressors) and individual capacities to fulfil these demands. While researcher (Campbell, 2006) defines stress as the adverse reaction people have to excessive pressure or other types of demands placed on them. Stress occurs when an individual is confronted by a situation that they perceive as overwhelming overwhelming and cannot cope up with.


Stress is often oft en the by-product of conflicts amongst peers, family or colleagues. Such types of conflicts are referred r eferred to as interpersonal conflicts. These types of conflicts take away the cohesiveness that would be otherwise seen in a group situation and thus, cause stress amongst the members of the group.

This type of a conflict is seen in almost every setting, be it home, work or even a place as casual as a leisure club or cafeteria! However, the extent to which the stress is felt depends upon the role played by each participant. Thus, this conflict can be invoked on one way or two way lines.

For example, person A may feel a sense of conflict with person B, but person B may not even be aware of it. In another situation, both A and B may feel the conflict. Thus, stress may be felt depending upon how active a person is in the state of conflict. Usually, the person who holds grudges feels a lot of stress and so does the person against whom the grudges are held.


The extent of this feeling of stress also depends upon how involved a person really is. However, if a conflict is one-way, it might result in a state of stress for the person against whom a conflict is felt.

Such type of stress would then be called as 'perceived stress'. It is imperative that the cause of conflict be removed in order to do away with interpersonal conflict. The immediate consequence would be that the levels of stress would reduce manifold. The resolution of such a conflict starts with the step called 'originate'. It refers to a process in which each person makes a mention of the other person's problem behavior. However, what one person may perceive as a problem will not be a cause for worry for another one (Jones, 2009).

The findings on the influence influence of gender on students' reported levels of stress is inconsistent with that of Misra and McKean (2000) and Taylor and Owusu-Banahene (2007).

Misra and Mckean found that although women are able to manage their time more effectively than men, they express high stress and anxiety in academic environment than males. Taylor and OwusuBanahene further gave some plausible reasons to explain these differences as: women are more concerned about their living and sleeping environment; they are often saddled with domestic activities in their halls


of residence, for example cooking and washing; and they often attend to family and marital demands at home. However, among the part-time female students, these reasons do not largely apply to them because most of them do not stay on campus. Rather, both male and female students on the part-time programme are faced with similar stressors on the programme, for example, changes in sleep and eating habit, having to combine job, schooling and family life, and having to worry about their academic performance and the financial demands that the programme places on them. A comparison of the mean score score for the stress level reported by the students shows that although female students reported a higher level of stress than male students, this difference was statistically insignificant (http://periodicals.faqs. ( http://periodicals.faqs.org org /201003)

Stress among part-time (working) students has, in recent times, caught the attention of educational researchers. Studies have found that college students holding jobs experience more stress than those without without a job. The purpose of this study was, was, therefore, to identify the sources and levels of stress among part-time students among part-time business students in a Ghanaian university. A total of 300 part-time business students were selected for this study. The Student Stress Survey Scale and the Overload Assessment Test were adopted and adapted adapted as the main instrument instrument for the study. It was found that "change in sleeping habits", "change in eating habit" and "combining job and schooling" were the three most common sources of stress reported by the students.


Again, the students are reported that they they perceived the part-time programme programme to be stressful. The researchers recommend, among others, that part-time (working) students should reduce their social commitments and engagements in other areas of life in order to concentrate more on their jobs and schooling (http://periodi http://periodicals.faqs. cals.faqs.org org /

201003). 201003 ).

Academic stress among students students have long been researched researched on, and researchers have identified stressors as too many assignments, assignments, competition with other students, failures, lack of pocket money (Fairbrother and Warn, 2003), poor r elationships with other students or lecturers, family or problems at home. Institutional (university) level stressors are overcrowded lecture halls, (Ongori, 2007; Awino and Ag olla, 2008), semester system, and inadequate resources to perform academic work.

Erkutlu and Chafra (2006) for instance opines that, when these events take place, an individual becomes disorganised, disoriented and therefore less able to cope up, thus resulting in stress related health problems. The pressure to perform well in the


examination or test and time allocated makes academic environment very stressful (Erkutlu and Chafra, 2006; Polychronopoulou and Divaris, 2005; Misra and Mc Kean, 2000). This is likely to affect the social relations both within the University and outside (Fairbrother and Warn, 2004) since there is conflict with the social aspect of one’s life. This not the only affect the social relations within or outside the University, but this goes to affect the individual individual person's life in terms terms of commitment commitment to achieving

the goals. goals.

Knowing the causes of students stress will make the University administrator know how to monitor and control the stress factors that are responsible for the students stress. scholars (Ornelas and Kleiner, 2003; Jaramillo et al. , 2004; Verment and Steesma, 2005; Ongori, 2007; Topper, 2007; Ongori and Agolla, 2008; Agolla, 2009) for instance identified the symptoms and the causes of stress in work environments as sitting for a long period of time, poor work performance, poor interpersonal relationship, inadequate or lack of resources, inadequate time to perform particular assignments, poor working conditions, overcrowded work stations, excessive paperwork, and many others.

Whereas these factors have been found to be responsible for stress, it is worth noting that in order to t o minimise the stress among students, the University administrators must develop appropriate strategies that will enable them to detect in advance the symptoms and causes of the stress. Researchers (Malach-Pines and Keinan,


2007; Ongori, 2007; Ongori and Agolla, 2008; Agolla, 2009) have long identified stress symptoms as lack of energy, taking over the counter medication, high blood pressure, feeling depresssed, increase in appetite, trouble concentrating, restlessness, tensions and anxiety among others. An individual experiencing one of these factors is likely to be a victim of stress. Although this may also depend on how the individual appraises the situation, and how resilient is the person. While the negative effects of stress on an individual may vary considerably from one student based on their pr evious encounter with situations and the resilient resilient of the individual student. student. In their findings (Jaramillo (Jaramillo et al. , 2005; Stevenson and Harper, 2006) point out that, the perception of the individual determines whether or not the stressor has a detrimental effect; that is whether it causes physical or psychological symptoms of stress in the individual. Earlier study by Siegrist (1998) also indicated a close link between high amounts of occupational stress and ill health. This means that deterioration in health of the individual is likely to affect the individual individual performance. performance. In a higher higher learning learning institution such such as University University (Smith (Smith et al., 2000) where the demand placed on students is based on deadlines and pressure for excelling in tests or examination, students are likely to be the victims of stress. Our argument is that, students stress has not gained much attention since most scholars were preoccupied with the conventional work related stress as opposed to academic students stress. Institutions worldwide have not taken serious steps to find out the health of students, this could be attributed to the fact that students who stay at the university is based on short period, and therefore their stress have little direct impact on


the activities or operations of the institution. institution. Another reason why little little have been done on students stress could be due to the fact that that students' presence in the institution have no direct relationship to the quality of education they get. We argue that, unless the university put appropriate measures that take care of well being of the students, the student's health may compromise the quality of education they are supposed to get (Daniels and Harris, 2000; Smith et al. , 2000; Finlayson, 2003). 2003).

The outcome associated with stress such as suicide, violence, and drug abuse among others have been witnessed in the institution often, and are worth paying attention to. Stress poses a great threat to quality of life for students (Danna and Griffin, 1999; Dyck, 2001). Students interact amongst themselves as well as with their lecturers, therefore unduly stressed and unhappy students will reflect this in the process of the engagement that may result in conflict (Ongori, 2007; Awino and Ag olla, 2008) .

It has been found that one traditional manifestation of increased stress among college stress is a corresponding drop in grade-point average (Schroeder, 2002).


Cochran (2001) also identified identified some of the effects of stress among students with jobs as depression, suicide, substance abuse and eating disorders. Snelgar (1990) summarized the literature on effects on stress by stating that stress has been related to physical and mental, health, coronary heart disease, absenteeism and the value of work.

Coping Mechanisms of Stress

. People cope with difficulties in various ways, where many of them negative and uncomfortable uncomfortable as one try to repel or hide from uncomfortable feelings. Sometimes Sometimes people manage to act in more positive and helpful ways. Some of these mechanisms are (http://changingminds.org ( http://changingminds.org,, September, 2011): •

Compartmentalization:: separating conflicting thoughts into separated Compartmentalization

compartments. •

Compensation:: Over-doing one thing to compensate for another Compensation

weakness. •

Displacement:: shifting of intended action to a safer target. Displacement

•

Idealization:: playing up the good points and ignoring limitations of things Idealization

desired. •

Identification:: copying others to take Identification t ake on their characteristics.

•

Intellectualization:: avoiding emotion by focusing on facts and logic. Intellectualization

•

Performing rituals: rituals: Getting time to think. t hink.


•

Post-traumatic growth: growth: Using the energy of trauma for good.

•

Sublimation:: Channel psychic energy into acceptable activities. Sublimation

•

Substitution:: Replacing bad things with good things. Substitution t hings.

•

Undoing:: actions that psychologically 'undo' wrongdoings for the Undoing

wrongdoer.

These are some of the more positive mechanisms or methods that can be used positively. In practice, a number of other coping methods work well enough without doing any harm.

We cope with difficulties in various ways. Some are more positive than others. Perhaps the worst kind is where we may attack others. Arguably, all attacks on others are forms of coping with our own internal troubles. •

Acting out: out: not coping - giving in to the pressure to misbehave.

•


•

Fight-or-Flightt reaction Fight-or-Fligh reaction:: Reacting by attacking.

•

Passive aggression: aggression: avoiding refusal by passive avoidance.

•

Projection:: seeing your own unwanted feelings in other people. Projection


•

Reaction Formation: Formation: avoiding something by taking a polar opposite

position. •

Trivializing:: Making small what is really something big. Trivializing

Whilst avoidance and denial is a relatively harmless method that can be useful in the short term, it can still result in significant internal damage and may end up coming out in other ways (http://changingminds.org (http://changingminds.org,, September, 2011):. •


•

Avoidance:: mentally or physically avoiding something that causes Avoidance

distress. •

Denial:: refusing to acknowledge that an event has occurred. Denial

•


•

Fantasy:: escaping reality into a world of possibility. Fantasy

•


desired. •


•


•

Performing rituals: rituals: Patterns that delay.

•


•

Rationalization:: creating logical reasons for bad behavior. Rationalization


•


position. •

Regression:: returning to a child state to avoid problems. Regression

•

Repression:: subconsciously hiding uncomfortable thoughts. Repression

•

Symbolization:: turning unwanted thoughts into metaphoric symbols. Symbolization

•


In some ways, most forms for ms of coping include denial as the person avoids the real issue.

Here are various mechanisms that change how we behave. •


•

Aim inhibition inhibition:: lowering sights to what seems more achievable.

•

Altruism:: Helping others to help self. Altruism

•

Attack : trying to beat down that which is threatening you.

•


distress. •

Compensation:: making up for a weakness in one area by gain strength in Compensation

another. •


•



•


position. •


•

Undoing:: actions that psychologically 'undo' wrongdoings for the Undoing

wrongdoer.

Here are various mental mechanisms that help us cope. •


•


•


distress. •

Compartmentalization:: separating conflicting thoughts into separated Compartmentalization

compartments. •

Conversion:: subconscious conversion of stress into physical symptoms. Conversion

•

Denial:: refusing to acknowledge that an event has occurred. Denial

•


•

Dissociation:: separating oneself from parts of your life. Dissociation

•

Fantasy:: escaping reality into a world of possibility. Fantasy

•


desired. •



•


•

Introjection:: Bringing things from the outer world into the inner world. Introjection

•


•


•

Rationalization:: creating logical reasons for bad behavior. Rationalization

•


position. •


•

Repression:: subconsciously hiding uncomfortable thoughts. Repression

•

Somatization:: psychological problems turned into physical symptoms. Somatization

•

Suppression:: consciously holding back unwanted urges. Suppression

•


•


One family of coping mechanisms acts to transform the difficulty in some way. •


•


•

Conversion:: subconscious conversion of stress into physical symptoms. Conversion

•



•


desired. •

Post-traumatic growth: growth: Using the energy of trauma for good.

•


position. •

Somatization:: psychological problems turned into physical symptoms. Somatization

•

Sublimation:: channeling psychic energy into acceptable activities. Sublimation

•

Substitution:: Replacing one thing with another. Substitution

•


•

Trivializing:: Making small what is really something big Trivializing

Defense mechanisms are automatic psychological processes that protect an individual from anxiety and the awareness of internal or external threats or stressors. People are often unaware of these processes as they operate (although others may be painfully aware of them!). Defense mechanisms mechanisms can be classified into groups or levels that indicate how they affect an individual's functioning. Sigmund Freud describes how the Ego uses a range of mechanisms mechanisms to handle the conflict between the Id, the Ego and the Super ego. ego. His daughter Anna introduced the principle of inner mechanisms that defend the ego in her 1936 book 'The Ego and the Mechanisms of Defense'.


Freud noted that a major drive for most people is the reduction in tension tension,, and that a major cause of tension was anxiety. He identified three different types of anxiety.

This is the most basic form of anxiety and is typically based on fears of real and possible events, such as being bitten by a dog or falling from a ladder.

The most common way of reducing tension from Reality Anxiety is taking oneself away from the situation, running away from the dog or simply refusing to go up the ladder.

This is a form of anxiety which comes from an unconscious fear that the basic impulses of the ID (the primitive part of our personality) will take control of the person, leading to eventual punishment punishment (this is thus a form of Moral Anxiety).

This form of anxiety comes from the Superego in the form of a fear of violating values and moral codes, and appears as feelings of guilt of guilt or shame shame.. When anxiety occurs, the mind first responds by an increase in problem-solving thinking, seeking rational ways of escaping the situation. If this is not fruitful (and maybe anyway), a range of defense mechanisms may be triggered. These are tactics


which the Ego develops to help deal with the Id and the Super Ego.All Defense Mechanisms share two common properties : •

They often appear unconsciously. unconsciously.

•

They tend to distort, transform, t ransform, or otherwise falsify reality.

In distorting reality, there is a change in perception which allows for a lessening of anxiety, with a corresponding reduction in felt tension. Anna Freud's Defense Mechanisms Mechanisms include: include: •

Denial:: claiming/believing Denial claiming/believing that what is true to be actually false.

•

Displacement:: redirecting emotions to a substitute target. Displacement

•

Intellectualization:: taking an objective viewpoint. Intellectualization

•

Projection:: attributing uncomfortable feelings to others. Projection

•

Rationalization:: creating false but credible justifications. Rationalization

•

Reaction Formation: Formation: overacting in the opposite way to the fear.

•

Regression:: going back to acting as a child. Regression

•

Repression:: pushing uncomfortable thoughts into the subconscious. Repression

•

Sublimation:: redirecting 'wrong' urges into socially acceptable actions. Sublimation

Summary

Students experience stress due to the physical, mental, social and emotional demands placed on them on a daily basis. While we all are under a constant state of stress, students can face particularly difficult daily episodes of stress in relation to the


unique environment environment of the school setting. Students who have a basic knowledge of stress and effective stress coping mechanisms will ultimately ultimately be better suited to handle the demands of the academic environment.

There are different sources of stress challenging students in a university which includes: interpersonal, interpersonal, intrapersonal, academic academic and environmental environmental stress. These sources may have been affecting affecting students in various various levels. As a student there are several ways to cope with the internal and external stresses that are a part of the school setting.These mechanisms includes: adaptive, attack, avoidance, behaviour, conversion and defense. Their mechanisms mechanisms strategies may differ depending depending on their personal characteristics.


CHAPTER 3

Research Design and Methodology Chapter 3 consists of three (3) parts: (1) Purpose of the Study and Research Design, (2) Method, and (3) Data Analysis Procedure.

Purpose of the Study and Research Design

The purpose of this study is to find out the different stressors and the stress coping mechanisms mechanisms among BS Tourism students at West Visayas State University, Iloilo City this academic year 2011-2012. 2011-2012.

The study will utilize the survey and correlation techniques of the descriptive research method. This design does not only focus on the description of the the phenomenon but also seeks to find out o ut the relationship between and among the variables (Sevilla et al, 1992). 1992). According to Ardales (2008), (2008), descriptive research is designed to study what is, and finds out what prevail in the present conditions or relationships, held opinions opinions and beliefs, processes and effects, effects, and developing trends. It also seeks to determine relationships between variables, explores causes of phenomena, tests hypotheses and develops develops generalizations. generalizations. On the other hand hand correlation research research according to David (2002), attempts to explain the possible factors related to a problem


which have been observed in a descriptive study. It investigates relationships relationships between factors or variables assumed to explain or contribute to the existence of a problem or a certain condition. The researcher believes that that this design will be appropriate for the proposed study because it will seek to determine relationships among variables.

Method The Participants

The participants of this study are the tourism students of West Visayas State University, College of Business and Management, Iloilo. The Slovin’s formula is used to determine the sample size. The researcher will used the confidence level of 95 percent (giving a margin error of 0.05). The population size is 180 and the margin error is 0.05 which is translated into formula. After determining the sample sample size, the systematic stratified stratified random sampling technique will be utilized to determine the actual research participants. A list of census of students will be obtained from the organization Tourism Student Society of West Visayas State University, College College of Business and Management. Management. From the sampling sampling frame, a starting point is chosen at random and thereafter at regular r egular intervals. The participants of the study will be the tourism students of West Visayas State University, College of Business and Management.


The participants of the study are classified according to year level 1st to 4th year, gender, socioeconomic status. The categories of variables are as follows: As to year level, participants participants are grouped as 1st year, 2nd year, 3rd year and 4th year. As to gender, male or female. As to socioeconomic status, whether with low income ( below P16841), moderate income (P16841-P26841) (P16841-P26841) and high income (P26842) and above (National Statistical Coordination Board, 2009). Table 1 shows the data.


Table 1 Distribution of Participant

Category A. Entire Group B. Year Level 1st year 2nd year 3rd year 4th year C. Sex Male Female D. Socioeconomic Status Low Income (below P16841)

f

%

___

100


Moderate Income I ncome (P16841-P26841) High Income (P26842 and above) Data Gathering Instruments

The data for this t his study will be gathered using a researcher-made questionnaire. questionnaire. It is composed three parts. Part One, Personal Data, gathers information about the respondent, such as year level and section, number of siblings, gender and monthly family income. Part Two, Stress Test Questionnaire, is composed of fifteen (15) items regarding r egarding the participant’s level of stress. The participants will be asked to check the number from one to five in five responses: Never, Seldom, Sometimes, Often and Always to describe their stress level. Then the total number of their answer will be summed up and will be divided to the number of test items to get the mean and to determine their stress level. The mean scores will be obtained and will be interpreted in the following manner: Response

Score

Super Stress

1–2

Stress Unstressed

3–4 4–5


Part Three, Stress Management Management questionnaire, this test is composed of different stress management in thirty (30) items. The participants will be asked to check the most accurate number that express their feelings in each item. Then their answer will be summed up and will be divided to the number of test items. The mean scores will be obtained and will be interpreted in the following manner: Response

Score

5

Completely True

4

Mostly True

3

Partly True

2

Rarely True

1

Not True

The research instrument will be submitted to face and content validity to a panel of evaluators composed of a research expert, a statistician, a grammarian and a professional specializing in such field. The comments and suggestions of the validators will be incorporated in the final English version, which will be translated into local dialect for better comprehension of the questions by the participants. A reliability test will be done done using a test – retest method. This involves involves the same test twice to the same group of individuals after a certain time has elapsed. A test or


any measuring device is reliable if it consistently yields the same or nearly the same score an individual taking the test several times. t imes. If the coefficient is significant, the instrument is reliable (David, 2005). The instrument will be administered between a one week span among six (6) (5% of the sample size) students with the characteristics similar to that of the target population but not included as the participants of the study. The Cronbach Alpha will be computed to determine the reliability r eliability of the instrument. Method

Permission to conduct the study will be secured from the office of the Dean of the College of Business and Managementof Managementof West Visayas State University. Informed consent will be secured from the participants and only those who gave their consent will be taken as participants. The participants will be then given at least thirty (30) minutes to answer the questionnaire. The direction of filling up of the personal data sheet will be explained thoroughly by the researcher. The researcher will personally distribute the questionnaire to the participants. Upon the retrieval of the accomplished questionnaires, questionnaires, the data will be tallied, computer-processed and interpreted.


Data Analysis Procedure

The data that will be gathered for this study will be subjected to the following descriptive and inferential statistical treatments using Statistical Package for Social Sciences (SPSS) Software: Mean . The mean will be used, basing on the corresponding value equivalent to

the answers, to ascertain the level of perceptions toward international on-the-job training program .To determine the dispersion of means. Standard deviation .To Manna – Whitney U Test This will be used to find out the significant differences

between variables year level and section, year level, gender, monthly family income. Knuskal – Wallis Test. This will be used to ascertain significant differences between variable (socioeconomic status) and perceptions toward international on-the job training program. Spearmen Who . To determine the significant relationship among the students’

level of perception


Abousiere, 1994 Agolla, 2009 Agolla and Awino, 2008 2008 Brantley and Thomson, 1995 Divinagracia, Ma. Donna B. et. al. (2002). Stress and Stress Coping Mechanisms Bachelor of Secondary Education. Unpublished Thesis, University of Negros Occidental – Recoletos – Bacolod City. Sevilla, et al, 1992 Topper, 2007 Tweed, et al, 2004 Ussery, 2007


Please encircle the number corresponding to your responses. How often do you do the following?

Almost Never

Infre

Some Fre

Almost

quently times quently Always

1. I can recognize anxiety and keep it from from inte interf rferi ering ng with with my dail dailyy

1

2

3

4

5

1

2

3

4

5

3. I respec respectt my own accomp accomplis lishm hment ent..

1

2

3

4

5

4. I get enough enough satisf satisfyi ying ng sleep. sleep.

1

2

3

4

5

5. I enjo enjoyy my life life..

1

2

3

4

5

6. I fall fall asleep asleep in 20 minu minutes tes or less. less.

1

2

3

4

5

7. l slee sleep p soun soundl dlyy at nigh night. t.

1

2

3

4

5

8. I take take enough enough time time to eat. eat.

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

activities. 2. I relax relax my mind mind and and body body witho without ut using drugs.

9. I am in control and not feeling hyper hyper with with mind mind and and body body going going too fast. 10. 10. I can can make make decisi decisions ons witho without ut difficulty.


Please express freely how you cope stress by truthfully answering the items. Encircle the number that most accurately reflects your feelings. Use this key 5

Completely True

4

Mostly True

3

Partly True

2

Rarely True

1

Not True

A. 1. I did something, which I did not

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

think would work, but at least I was doing something. 2. I try to get the person responsible to change his or her mind. 3. I express anger to the person(s) who caused the problem. 4. I let my feeling out somehow.


5. I stood my ground and fought for

1

2

3

4

5

1

2

3

4

5

2

3

4

5

1

2

3

4

5

1

2

3

4

5

4. I tried to forget the whole thing.

1

2

3

4

5

5. I did did not not let let it get get me; me; refu refuse sed d

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

what I wanted. 6. I took a big chance and did something very risky B. 1. I went went alon along g with with fait faith h some someti time mess

1

I just have bad lucks. 2. I went went on as if noth nothin ing g had had happened. 3. I looked looked for the silver silver linin lining, g, so to speak; speak; tried to look on the bright side of things.

to think about it too t oo much. 6. I made made ligh lightt on the the situ situat atio ions ns refused to get serious about it. C. 1. I trie tried d to keep keep my feel feelin ing g to myself. 2. I kept kept othe others rs from from know knowin ing g how how bad things were.


3. I trie tried d to keep keep my feel feelin ings gs

1

2

3

4

5

1

2

3

4

5

from interfering from others to much. 4. I went went over over in my mind mind what what I would say or do. 5. I tho thought about how a perso rson

1

2

3

4

5

I admire would handle the situation and use that as model. 6. I tried not to act too hastily

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

follow my first hunch. 7. I tried not to burn my brid ridges, but leave things open somewhat. D. 1. I accepted sympathy and understanding from someone. 2. I got professional help. 3. I talked to someone who could do something concrete about the problem. 4. I asked relative or a friend I respect for advice. 5. I talked to someone about how I am feeling.


6. I talked to someone to find

1

2

3

4

5

out more about the situation.

E. 1. I hope hoped d a mira miracl cle e wo woul uld d happ happen en..

1

2

3

4

5

2. I avoi avoide ded d bein being g with with peop people le in gene genera ral. l.

1

2

3

4

5

1

2

3

4

5

away away or some someho how w be over over it. it.

1

2

3

4

5

5. I refu refuse sed d to beli believ eve e that that it

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

3. I had fantasies or wishes abou aboutt how how thin things gs migh mightt turn turn out. out. 4. I wish that situation would go

had happened. 6. I slep sleptt more ore than than usual sual.. F. 1. I was was insp inspir ired ed to do som somethi ething ng creative. 2. I chan change ged d and and grew grew as a person in a good way.


3. Redis edisccove overed red wha what is

1

2

3

4

5

1

2

3

4

5

1

2

3

4

5

2

3

4

5

important in life. 4. I chan change ged d som somethi ething ng about myself. 5. I came came out out of the the expe experi rien ence cess better than I went in. 6. I prayed.

1

Thesis for Tourism Students

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