Psych Educ, 2022, 1(3): 185-198, Document ID: 2022PEMJ20, doi:https://doi.org/10.6084/m9.figshare.19607979.

v2
Research Article

Coping Mechanism in College Life of Freshmen Students of Western Philippines

University-Main Campus

Maria Concepcion J. Cayaon*

For affiliations and correspondence, see the last page.

Abstract

This study investigated the coping mechanism of the freshmen students of Western Philippines University with the following
objectives:1. determine the demographic characteristics of the respondents, 2) find out the problems encountered by the
respondents and their frequency of occurrence, 3) identify the coping mechanisms of the freshmen students as they adjust to
their college lives, and 4) find out the relationship between some demographic characteristics and the coping mechanism of the
respondents. Data were gathered at the University Main Campus through personal interviews and with the use of a survey
questionnaire. Results show that out of one hundred twenty respondents, 80 are females and the rest are males and single. The
majority were from Narra and Aborlan with an average monthly allowance of P1,708.74. The respondent’s mothers and fathers
had a mean age of 44.23 years and 41.91 years old, respectively. Their mothers were mostly high school level housekeepers
while their fathers were college-level farmers. Results further revealed that the respondents “rarely” encountered financial
problems, school problems, boarding house problems, and emotional and spiritual problems. They have positive coping
mechanisms when facing financial, school, boarding house, social, emotional, and spiritual problems. It also revealed that
based on the Spearman’s rho and T-test, there is no significant relationship between some demographic characteristics of
concern in this study and do not have substantial effects on the stress coping mechanisms of the respondents.

Keywords: Stress, Philippines, Coping Mechanisms, Stressor, College Life

Introduction social support, and making meaningful relationship

connections have on students’ overall adjustment to
the college environment, increases their retention rates.
College students are prone to stress due to the
transitional nature of college life. High levels of stress In as much as the Western Philippines University is
affect students' health and academic functions. If the
aiming to increase yearly enrolment, the findings of
stress is not addressed effectively, it may result in
this study could provide basic information to the
loneliness, nervousness, sleeplessness, and worry
(Misra & McKean, 2000). Effective coping strategies
administration particularly the Office of the Student
can facilitate the return to a balanced state, reducing Affairs and Services to reconsider the programs and
the negative effects of stress. services for the students.

Adjusting to college life can be very difficult for Research Questions

students because everything is new and different. For
many students college life is stressful though for some This study aims to find out the coping mechanism of
beginning freshmen it might be overwhelming because the freshmen students of Western Philippines
entering college requires them to face multiple University - Main campus. Specifically, it sought to
transitions including changes in their living answer the following questions:
arrangements, academic environments, and friendship
networks while adapting to greater independence and 1. What are the demographic characteristics of the
responsibility in their personal and academic lives. respondents?
Though some successfully make this transition to 2. What are the problems encountered by the
college, others experience long-term emotional
respondents and the frequency of occurrence?
maladjustment and depression (Evans & Kelly, 2004).
3. What are the coping mechanisms of the
freshmen students as they adjust to their
Study shows that nearly 30-40% of college students college lives?
drop out without obtaining a college degree, and many 4. Is there a significant relationship between
of these students never return to college to obtain their the demographic characteristics and the coping
degrees. The significance that the living environment, mechanism of the respondents?

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Research Article

Literature Review stress can be harmful to a student's academic

performance and students who perceive their stress
levels as very high may often become depressed which
Coping has been viewed as a stabilizing factor that may lead to other mental health problems, such as
may assist individuals in maintaining psychosocial excessive drinking or indiscriminate use of other
adaptation during stressful events. The process of substances (Robin & Walton, 2002). Thus, academic
coping is a very complex response that occurs when an stressors cover the whole area of learning and
individual attempts to remove stress or a perceived achieving, as well as adjusting to a new environment,
threat from the environment. Thus, the actual reaction in which a great deal of content must be assimilated in
to an environmental event may be as important as the a seemingly inadequate period of time (Heiman,
event itself (Walton, 2002). 2005). Moreover, excessive stress may lead a student
to drop out of college (Shields, 2001), or may lead to
The ways of coping with stress, anxiety, and problems psychological impairment (Murphy & Archer, 1996).
are the bases of how well-adjusted an individual is. If stress is not dealt with effectively, feelings of
Coping with the difficulties of life is hard especially loneliness and nervousness, as well as sleeplessness
when the situation is complicated. It is a natural and excessive worrying, may result. It is important that
reaction that everyone will be experiencing at one time stress intervention programs be designed to address
or the other. Luthans, Ivancevich, and Matteson (2005) stress in college students. To design effective
see stress as “the interaction of the individual with the intervention programs, it is necessary to identify the
environment”- an adaptive response mediated by stressors specific to college students (Misra &
individual differences and or psychological process, McKean, 2000). It should include effective time
that is consequences by any external (environmental) management, social support, positive reappraisal, and
action, situation, or even that places excessive engagement in leisure pursuits (Blake & Vandiver,
psychological and or physical demand on a person. 1988; Mattlin, Wethington, & Kessler, 1990).

Stress-inducing academic demands include grade

competition; lack of time and issues relating to time or Methodology
task management, the need to adapt to new learning
environments in terms of the increased complexity of
the material to be learned, and the greater time and The descriptive research design employed was used in
effort required to do so; and the need to constantly this study.
self-regulate and to develop better-thinking skills,
Participants
including learning to use specific learning techniques.
Another category that evokes stress is a social
The respondents of the study were the selected
adjustment, particularly adjusting to university life and
freshmen students who stay at the dormitories and
separating from family and friends. Finally, there are
boarding houses during the conduct of the study.
financial pressures and other technical difficulties
(Heiman, 2005). Instruments of the Study
College students experience high stress at predictable A researcher-made questionnaire composed of four
times each semester due to academic commitments, parts was prepared. This was pre-tested on selected
financial pressures, and a lack of time management students to test its validity. After making some
skills. These stressors do not cause anxiety or tension improvements, the questionnaire was distributed to the
by themselves. Instead, stress results from the selected respondents.
interaction between stressors and the individual's
perception and reaction to those stressors. Other Procedure
potential sources of stress for college students include
excessive homework, unclear assignments, and Simple random sampling was used in determining the
uncomfortable classrooms. In addition to academic respondents of the study. Simple frequency counts,
requirements, relations with faculty members and time percentages, ranges, mean, Spearman’s rho, and T-test
pressures may also be sources of stress (Misra & were used in analyzing the data.
McKean, 2000).
Ethical Considerations
In college and university students, some stress is
motivating, whereas too high a level interferes with Since this study was funded by the Research and
teaching (Evans & Kelly, 2004). While excessive Development Council of the University, the researcher

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Research Article

was required to present the proposal for panel review ranging from 1,501 Php to 2,000 Php monthly, data
and was allowed the presentation of the findings to also showed that the average monthly allowance of the
research fora and finally publication. respondents was ₱1,708.74.

In terms of the respondent's age mothers, only four

Result (3.33%) of them were the age ranging from 29 to 34;
28 (23.33%) were within 35 to 40; 29 (24.17%) were
between 40 to 44; 35 (29.17%) were of 45 to 49; 17
Demographic Characteristics of the Respondents
(14.17%) were in the age of 50 to 54 and seven
(5.83%) were in the age of 55 to 59, data showed that
Table 1 shows the demographic characteristics of the
the mean age was 44.23.
respondents. All of them (100%) were first-year
students from different courses. Out of 120
With regards to the respondent's age of the father,
respondents, 37 (30.83%) were BSED students; 20
there were 14 (11.67%) of them who had the age
(16.67%) were BSSW, 14 (11.67%) were BSA, while
ranging from 37 to 41; 40 (33.33%) were in the age of
11 (9.17%) were BS-CRIM. There were nine (7.5%)
42 to 46; 29 (24.17%) were 47 to 51; 18 (15%) were
respondents from BSAB, eight (6.67%) from BSBA,
between 52 to 56; 12 (10%) were in the age of 57 to
six (5%) were from BSCE and four (3.33%) came
61; five (4.17%) were 62 to 66 and only one (0.83
from BSAE. Then, three (2.5%) were BEED, there
percent) had the age range of 67 to 71 and 72 to 76,
were two (1.67%) came from each of the BSEM,
respectively, data also showed that the mean age was
LAD-BAT, and DMET, and only one (0.83%)
48.91 years old.
respondent from each of the courses of BSHE and
BSHM. As for the educational attainment of mothers, the
majority (36.67%) were high school level; 38
With regards to the age of the respondents, one
(31.67%) were high school graduates; 17 (14.17%)
(0.83%) had the age ranging from 14-to 15 years old;
were elementary graduates; nine (4.29%) were college
84 (70%) were the aged ranging from 18 to 17; 23
level; seven (5.83%) were elementary level and only
(19.67%) were the aged ranging from 18 to 19 and 12
five (4.17%) were college graduates. When it comes to
(10%), we're in the age ranging from 20 to 21. Data
the educational attainment of fathers, the majority
showed that the average age of the respondents was
(48.33%) were college level; 43 (35.83%) were high
17.5.
school level; six (5%) were high school graduates, and
another six (5%) elementary level while five (4.17%)
As to the gender of the respondents, the majority
were elementary graduates and only two (1.6%) were
(66.67%) of the respondents are females while 33.33%
college graduates.
are males. With regards to their civil status, all of them
(100%) were single. In terms of the residence of the
In terms of mother’s occupation, the majority (87.5%)
respondents, the majority (33.47%) was residing in
were housekeepers; 12 (10%) were businesswomen;
Narra; 33 (27.5%) in Aborlan; eight (6.67%) in
only one (0.83%) work as a teacher, and another one
Española; seven (5.83%) in Taytay, and also in
(0.83%) as a vendor and a farmer respectively. As to
Quezon; 3(2.5%) in El Nido; two (1.67%) in Bataraza,
the occupation of the father, the majority (59.17%)
Luzviminda, and Roxas and only one (0.83%) of each
were farmers; 21 (17.5%) were laborers; eight (15%)
came from Cuyo, Mangsee and Rizal, Palawan
were not working and only one (0.83%) of each
respectively.
worked as a driver and security guard, respectively.
As to the monthly allowance, 22 (18.83%) of the
Table 1
respondents had an allowance of below 500 Php, 18
Demographic Characteristics of the Respondents
(15%) of them had an allowance ranging from 501 Php
to 1,000 Php, 22 (18.83%) had an allowance of 1,001
Php to 1,500Php, while 26 (21.67%) had an allowance
of 1,501 Php to 2,000 Php, and three (2.5%) had an
allowance ranging from 2,001 Php to 2, 500 Php
monthly. Another eight (6.47%) had an allowance
ranging from 2,501 Php to 3,000 Php monthly and
there were 21 (17.5%) of them who had an allowance
ranging from 3,001 Php to 3,500 Php. Data revealed
that the monthly allowance of the respondents were

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Research Article

Figure 2. .

Figure 1. .

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Research Article

materials and projects, and fines, with a mean rating of

2.28.

However, when it comes to school problems, unable to

pay for clothes/things for school activities, low grades,
strict teachers, lack of academic preparation for
college education, improper time management, unable
to do school projects and requirements, incomplete
grades, lack of school supplies, encountered difficulty
in comprehending, long hours of traveling from house
to school rarely occurred with a mean rating of 1.95.

In terms of communication problems, the respondents

rarely encountered a lack of communication with
parents and were unable to contact loved ones due to
loss of signal, with a mean rating of 1.90.

Furthermore, it could be noted that within the

interaction of the respondents in boarding houses,
noisy roommates/landlady/landlords, dirty
surroundings, lack of source of water/ no potable
water, no proper waste disposal, lack of privacy,
uncomfortable facilities (room, kitchen, CR) were
rarely encountered by the students with a mean rating
of 1.98.

With regards to social problems, the respondent’s

rarely encountered shyness in mingling with others,
being unfriendly of board mates and classmates, tired
of mingling with classmates who are not easy to get
along with, intimidation of higher years, and crab
mentality among classmates and friends with a mean
rating of 1.98.

In terms of spiritual problems, the respondents rarely

went to church because they are busy, forgot to pray,
read their bible or Quran because they are busy, and
concentrate on the message of the preacher with a
mean rating of 2.11.

Results also revealed that with respect to emotional

problems, respondents rarely missed ones family or
being homesick, were betrayed by a friend, had broken
Figure 3. . relationship with a girlfriend/boyfriend, poor
adjustment to the new environment, low morale due to
a lack of parents advice and encouragement and
Frequency of Occurrence of the Problems identity crisis with a mean rating of 1.84.
Encountered by the Respondents
Meanwhile, in terms of their physical problems, they
able 2 shows the problems encountered by the rarely encountered illness and accidents with a mean
respondents and the frequency of occurrence. Under rating of 1.83.
the financial problems, the study revealed that the
respondent’s rarely encountered the problem of This implies that the respondents rarely encountered;
shortage of allowance, insufficient budget/support financial, school, communication, boarding house,
from parents, lack of money to buy foods and snacks, social, emotional, spiritual, and physical problems.
unable to pay tuition fees, lack of money for school This further implies that they can easily adapt to stress

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Research Article

including academic demands which include grade

competition; lack of time and issues relating to time or
task management, new learning environments, social
adjustment, particularly adjusting to university life and
separating from family and friends, and finally
financial pressures and other technical difficulties.

Further, coping has been viewed as a stabilizing factor

that may assist individuals in maintaining psychosocial
adaptation during stressful events. The process of
coping is a very complex response that occurs when an
individual attempts to remove stress or a perceived
threat from the environment. Thus, the actual reaction
to an environmental event may be as important as the Figure 5. .
event itself.

Table 2 Coping Mechanism of the Respondents of the

Frequency of Occurrence of the Problems Respondents on Problems Encountered
Encountered by Respondents
Financial Problem

Table 3 shows the coping mechanism of the

respondents. Taking a look at the coping mechanism
of the respondents under financial problems, it’s
interesting to note that when they experience a
shortage of allowance, they sometimes asked for an
additional allowance from parents; but they rarely
(1.75) look for a part-time job; however they never
(1.43) steal money from classmates and board mates;
never (1.13) sell themselves in exchange of money.

With regards to insufficient budget/support from

parents, the respondents “sometimes” borrowed from
relatives (2.98) and looked for extra income (2.97);
rarely (2.38) prioritized needs with the mean rating of
2.27. They cope in a way of looking for a scholarship.
If they lack money to buy food and snacks, they
looked for part time job rarely (2.07); but they never
steal their classmate’s or board mate’s food or
allowance (1.42). When they were not able to pay their
tuition, most of them sometimes ask money from
parents (3.13), seek help (2.50) and rarely (2.06) find
extra income.

To cope up if they lack money for school materials and

projects, the respondents sometimes (2.50) asked
additional money from parents; sometimes (3.03)
borrowed from classmates or friends; rarely (2.10) find
extra income and never (1.23) steal their classmate’s
money to buy their needs.

This implies that the respondents have effective coping

mechanism. They also utilize support system by asking
Figure 4. . additional allowance in case of financial shortage. This

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Research Article

findings conformed to the statement of Blake & they initiate meetings to clean the surroundings (2.59);
Vandiver, 1988; Mattlin, Wethington, & Kessler, and rarely (2.34) let their board mates clean it up.
1990, that students methods to reduce stress is through
social support This implies that the respondents have initiative on
dealing on their task. This conforms to the statement
In coping style of the respondents due to long hours of of Shields N., 2001 that coping responses can be
travel, the respondents sometimes (2.76) went back described as positive or negative and as reactive (i.e.
home just to eat lunch; rarely (2.46) wake up early to reacting to an individual's own thoughts and feelings)
catch rides; rarely (2.34) prepare food stuff to save or active (dealing with actual stressful situations or
time and effort going back and forth to school; rarely events). Active or reactive coping responses can be
(2.03) sleep early. positive or negative, depending on the situation and
the content of the response. In this case, the
Coping mechanism on Communication Problems respondents react positively.
In terms of communication, the respondents Under lack of water supply, the respondents sometimes
sometimes (2.67) go home when lack of
(2.61) stock water for future use; sometimes (2.58)
communication with parents occurs; rarely (2.38) use
drink coke; rarely (2.19) drink water in the cafeteria;
social network to contact them; rarely (2.17) borrow
rarely (2.03) boiled water and rarely (1.88) buy
cell phone in order to contact them; rarely (2.01) ask
them to visit them in their boarding house; and never mineral water or purified water.
(1.78) write to them. In case that they could not
In terms, of no proper waste disposal, the respondents
contact their loved ones due to loss of signal, the
respondents’ sometimes (2.77) go home every sometimes (2.52) look for some trashcan for the
weekend; sometimes (2.55) try to keep themselves segregation of garbage; rarely (2.02) burn the trash;
busy on something; and never (1.95) ask them to visit and rarely (1.86) ask the landlord/landlady to provide
in the boarding house. trashcan.

This implies that the respondents can easily adapt to When it comes to privacy ,the respondents sometimes
stress when lacks of communication to their loved (2.97) tell directly to their landlord/land lady; rarely
ones occurs. This conforms to the statement of Lazaras (2.24) padlock their cabinet; rarely (1.95) tell their
and Felkman (1984) that coping means an individual’s landlord/landlady about it; rarely (1.85) put dividers
intellectual, emotional and behavioral struggle against
and rarely (1.44) transfer to other boarding house.
psychological pressures and is used to overcome,
endure, or even minimize the effect of stresses.
As to the coping style of the respondents due to
uncomfortable facilities (room, kitchen, CR), the
Coping Mechanism on Boarding House Problem
respondents sometimes clean the room, kitchen, and
As the coping style of the respondents’ in their comfort room (3.29), inform their landlady of broken
boarding houses the respondents’ sometimes look for parts of the boarding house (2.92) and report to the
silent place to study(2.90) when roommates/ land lord landlord/landlady the non-functional facilities (2.83).
are noisy; adjust their study time(2.75) and tell
roommates to keep quiet (2.61); rarely (2.43) talk to This implies that despite of the problems they
their landlord/landlady. encountered, the respondents have their own style to
cope, they manage to be practical and responsible
This implies the respondents are positively adaptive to enough in coping. This conformed to the statement of
their environment and tried manage themselves in Lazarus,1966; Lazarus & Folkman,1984 that coping
coping to the problems they encountered. Moreover, shifts in the way an individual views stress may come
when stress is seen as a reaction to the environment, from the environment or situations outside of the
coping can be seen as the process through which the individual’s control, or they may come from efforts to
stressor is managed. Coping with stressors can manage the stress by the individual. This theory
decrease the level of stress and lessen the negative suggests that research examining coping mechanisms
effects of stress (Lazarus,1966; Lazarus & Folkman, related to a specific event, rather than as generalized
1984). statements, will yield a more accurate appraisal of
individual coping strategies.
When it comes to dirty surroundings, the respondents
cope by cleaning their surroundings sometimes (3.22); Coping Mechanism on Social Problems

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Research Article

With regards to the social problems of the respondents As to the occurrence of having low grades, the
they tried the following to overcome the shyness in respondents’ sometimes strive to study more (3.59),
mingling with others: tried to gain friends sometimes asked intelligent classmates to discuss the lesson to
(3.46), start talking with their seatmates to establish them (2.59) and rarely consult the teacher regarding
friendship sometimes (3.40); read books and articles on the subject (2.36).
how to develop self-confidence sometimes (2.77) and
join school organizations rarely (2.42). This implies that having low grades was a challenge
to the respondents in which most of them strive to
When their board mates/classmates were being study more. These findings conformed to the statement
unfriendly to them, the respondents’ do something of Kariv D. Heiman, (2005) that academic stressors
creative; join organization /club;) ignore their cover the whole area of learning and achieving, as well
unfriendly board mates (rarely 2.061.68, 2.38) as adjusting to a new environment, in which a great
deal of content must be assimilated in a seemingly
This implies that the respondents are optimistic to inadequate period of time.
overcome challenges, through socialization, and some
material that they could gain self enhancement. With regards to the problem about their strict teacher,
Furthermore, physical activities, sports and the respondents’ sometimes (3.30) face the challenge
socialization are indispensable for individual growth of academic pressure, and sometimes (2.53) seek help
and to foster personal development (Azariah & from senior students in order to answer some
Reichenback, 2001; Durkin et al., 2003).In addition, assignments.
another category that evokes stress is social
This implies that the respondents are challenged with
adjustment, particularly adjusting to university life and
their teachers. Moreover in addition to academic
separating from family and friends. Finally, there are
requirements, relations with faculty members and time
financial pressures and other technical difficulties
(Kariv D, Heiman, 2005). Further, having sufficient pressures may also be sources of stress (Misra R,
and adequate social support continues to be positively McKean M, 2000).
associated with better physical and mental health and
In terms of lack of academic preparation for college
overall well-being. In fact, Cassel (1976) posited that
education, most of the respondents study hard often
social support was a protective factor that reduced an
(3.52); they sometimes tried to read more; asked help
individual’s vulnerability to the harmful effects of
stress on health. from friends/relatives/senior students who know the
subject matter; and sometimes the respondents divert
When they are tired of mingling with classmates who their attention to other things; asked for practical help
are not easy to get along with, they often (3.89) tried to with non-university things when they need it(e.g.
be open minded ; often (3.67) respect them; rarely washing dishes); acquired personal skills that could be
(2.23) join organization/club; and rarely (1.80) brawl useful in life (e.g. time management, assertiveness);
with anyone who would snob or mock them. With the used systematic approach to dealing with problem);
intimidation of higher years, the respondents and rarely (2.24) expressed feelings, talk about things
sometimes (3.34) ignore it; and rarely (1.91) make and ask for advice/support from friends/family/peers.
friends with them.
This implies that the respondents have their strategies
The coping style by the respondents in this aspect is to cope with their lack of academic preparation. They
through avoidance, however it could not be concluded tried to seek social support. The respondents tried to
that the use of avoidant coping techniques typically exert efforts as conformed by Lazarus (1966) to lessen
results in maladaptive behaviors with increased the impacts of the stress on the emotional, physical or
negative emotions as stated by Healy and McKay psychological well-being of the individual. Thus, It is
(2000). To adjust on their fines, the respondents important that stress intervention programs be
sometimes ask money from parents (3.0) and attend designed to address stress in college students. To
activities to avoid fines(2.50). design effective intervention programs, it is necessary
to identify the stressors specific to college students
When they are not able to buy necessary clothes/things (Misra R., McKean M., 2000)
for school activities, most of them asked money from
parents sometimes (2.85); rarely (2.13) look for extra As to the crab mentality among classmates and friends,
income; and rarely (1.94) avail clothes/things thru the respondents sometimes concentrate more on
instalment basis. studies (3.37); make friends with other

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Research Article

classmates(3.09); and joined religious and other However, when it comes to the occurrence of broken
organization. (2.76) relationship with girlfriend/boyfriend, the respondents’
sometimes talk to trusted mature and experienced
With regards to the respondents’ coping mechanism people who dealt with concern similar with them
when improper time management occur, they started to (2.92); face life squarely (2.61); rarely spend more
do reforms by doing assignments/projects before the time to friends and family(2.24); read books to divert
deadline (often 3.77); started to wake up early, (often attention(2.24); get into compulsive habits to deal with
3.52); often (3.51) develop study habit; sometimes pressure (playing solitaire, exercise, dieting,
(3.27) organize schedule and sometimes (3.25) set housework) (1.97); engage in behavior harmful to
realistic goals. one’s self in order to relieve negative emotions(1.67);
and never use alcohol(1.23), food and other
This implies that the respondents are adoptive to the substances( drugs, amphetamines) to make themselves
problems that they encountered and this conforms to better.
the statement of Blake & Vandiver, 1988; Mattlin,
Wethington, & Kessler, 1990, that students have This implies that despite the odds of life they still
methods to reduce stress by often including effective manage to cope positively. Although according to
time management, social support, positive reappraisal, Robin, Walton L., 2002 excessive stress can be
and engagement in leisure pursuits. harmful to a student's academic performance and
students who perceive their stress levels as very high
Coping Mechanism on Emotional Problems may often become depressed. This depression can lead
to other mental health problems, such as excessive
Taking a look at the coping mechanism of the drinking or indiscriminate use of other substances.
respondents in emotional problems, when the Though there are some respondents who used this as
respondents felt missing ones family/ home sickness, coping mechanism, majority of them still face the
most of them “sometimes” engage in prayer and problem positively.
meditation (3.16); divert their attention to studies
(3.13); ignore their feelings (2.77); talked to someone As to the occurrence of poor adjustment to the new
about their feelings(2.76); and rarely get involved in environment, the respondents’ sometimes spend more
volunteer work (2.26). time to friends and family (3.11); attending church
(3.03); increase awareness of support system such as,
This implies that the respondents divert feelings to friends, family members, professor, etc. (2.72); talk to
cope with their weakness, this is consistent to the their parents (2.68); find diversion such as TV, hiking
statement of Lazarus (1966) which defined coping as etc (2.53).; and rarely engage in individual activities
an individual’s efforts to change the stressor or the that are pleasurable (2.49).
meaning of the stressor to the individual, thus
lessening the impacts of the stress on the emotional, This implies that the respondents make some ways to
physical or psychological well-being of the individual. cope within the struggles, simply by spending more
time to their loved ones, attending church, which
In terms of being betrayed by a friend, the shows that they are positively coping.
respondents’ sometimes keep moving forward (2.97);
used exercise to make themselves feel better (2.67); In terms of low morale due to lack of parent's advice
read self-help books (2.50); rarely engage in social and encouragement, the respondents’ sometimes keep
diversionary activities (dancing, athletics, etc.) (2.32); themselves busy (2.74); join religious organization
make friends with other students (2.32); joined school (2.63); rarely (2.48) go home every weekend; divert
organization(2.31); meditate(2.24); Cry(2.22); and themselves to productive activity (2.43); recognized
seek help of guidance counsellor (1.97). that they are alright (2.24); Cry due to the occurrence
of the problem (2.14); and use forms of relaxation such
This implies that despite of stressful life as student, as meditation, yoga, muscle relaxation, or hot baths
they tried to look forward and cope within the (1.98).
pressures. This conforms to the statement of Millikan
et al., 2007 that coping resources can be derived from This implies that the respondents manage themselves
both the personal and environmental. They refer to to cope with the problems they encountered. This was
those reserves a person has that they draw upon to further conformed by the statement of Ankinsons et al
manage stressful encounters. When coping resources, 2003 , quoted from Nagas and et al, 2009 that coping
no matter the type are adequately matched to the is a situation in which a person tries to use from
stressor, outcomes are successfully controlled. his/her own resources to control the tensions while

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Research Article

running up against his/her physical and social look for comfort in belief in a power greater than
environment. themselves; often (3.62) took time to reflect on their
life and try to stay aware of what’s really important for
Meanwhile, when uncertainty due to poor academic
them; sometimes (3.46) regularly attends a place of
background occur, the respondents’ sometimes read
worship and sometimes (2.86) forced themselves to
more(3.09); double time in studying (2.89); are setting
realistic academic and personal priorities (2.81);
read bible.
balancing curricular and extracurricular activities
(2.69); Utilize campus resources that are This implies that despite of stress and pressures,
available(2.69); ask help from intelligent including many challenges in college life, they still
classmates(2.68); but never hired tutor to cope up with keep in touch within their faith and this conforms to
this kind of problem (1.41). the statement of Bahrami, 2005: 25 that people in
spiritual coping method use religious resources such as
This implies that the respondents are positively prayer, faith and trust in God to deal with the
courageous and independently doing things in coping challenges of life. Research findings have shown that,
to pressures. Further, according to Lazaras and this type of coping is both a source for emotional
Felkman (1984) coping means an individual’s
support and a means for interpreting life events in the
Intellectual, emotional and behavioral struggle against
best way, and can facilitate subsequent copings.
psychological pressures and is used to overcome,
endure, or even minimize the effect of stresses.
Table 3
Coping Mechanism on Physical Problems Coping Mechanism of the Respondents on problems
Encountered
Based on the coping mechanism of the respondents to
their physical problem, to cope up with illness, the
respondents’ sometimes set realistic goals (3.38); get
enough rest and sleep (3.37); maintain their healthy
habits (3.28); and cope up with avoidance of stress
(3.16).

This implies that the respondents tried to be practical

and conscious regarding their physical problems
cause if stress is not dealt with effectively, feelings of
loneliness and nervousness, as well as sleeplessness
and excessive worrying, may result (Misra R.,
McKean M., 2000) .

In order to avoid the accident, the respondents’ often

(3.86) obey dorm/boarding house policies and obey
school rules and regulations; often (3.72) Avoid taking
prohibited drugs; often (3.56) Avoid drinking
alcoholic beverages; sometimes (3.38) Abide traffic
rules; sometimes (3.32) drive cautiously; and
sometimes (3.16) go home early.

This implies that the respondents are obediently

managing their task and responsively caring for
themselves. Moreover, according to Bin Zuo, 2004)
colleges should guide students to properly handle the
relationships, train them with self-care abilities, and
correctly ease their stresses from families.

Coping Mechanism on Spiritual Problems

As to the coping mechanism of the freshmen regarding

their Spiritual problem, the respondents’ often (3.69) Figure 6. .

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Figure 8. .

Figure 7. .

Figure 9. .

Correlation Between Demographic Characteristics

and the Coping Mechanism of the Respondents

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Research Article

The Table 4 shows the relationship between some With regards to their coping mechanism on facing
demographic characteristics of the respondents boarding house problems, result showed that there is a
including: age, gender, allowance, father’s age, Negligible Correlation (NC) in terms of age with the
mother’s age, father’s educational attainment, rate of (0.089); gender (0.369); allowance (0.022);
mother’s educational attainment and the place of father’s age (-0.024); mother’s age (-0.161); father’s
residence and the coping mechanism of the educational attainment (0.345); and place (0.255);
respondents on problems encountered such as while there is a Low Correlation in terms of mother’s
financial, spiritual, boarding house, social, emotional, educational attainment with the rate of (0.320). The
physical, communication and school problems. statistical analysis shows that all the demographic
characteristics taken into account in this study, with
With regards to financial problem, there is a the exception of the mother’s educational attainment,
Negligible Correlation (NC) in terms of age with the have almost no effects on the coping mechanisms used
rate of (0.051); allowance (-0.073); father’s age by the students. The educational attainment of the
(-0.044); mother’s age (-0.081), while Low Correlation mother is observed to cause a positive but insignificant
(LC) was obtained in father’s educational attainment effect.
with the rating of (0.381); mother’s educational
attainment (0.409); and place of residence (0.324). Taking a look at the coping mechanism on social
This implies that the amount of allowance and age of problem of the respondents, there is a Negligible
parents have almost no effect on the way the students Correlation (NC), in terms of age with the rating of
cope with stress caused by financial matters, and that (.166); allowance (.125); father’s age (-0.013);
the educational attainment of parents and place of mother’s age (-0.035); and place (.255). The results
residence both have positive but insignificant effects to express the negligibility of the effects caused by these
the coping mechanisms employed by the students. factors. There is a Low Correlation in terms of gender
with the rating of (.407); father’s educational
As for spiritual problems, there is a Negligible attainment (.340); and mother’s educational attainment
Correlation (NC) in terms of age with the rate of (.338). These results indicate that these factors cause
(0.039); gender with the rate of (0.273); allowance positive but insignificant effects to the coping
(0.084); father’s age (0.170); mother’s age with the mechanisms employed by the students to deal with
rate of (0.047) and place of residence with the rate of social problems.s
(0.234), while there is a Low Correlation (LC) in terms
As to emotional problems, there is a Negligible
of; father’s educational attainment with the rate of
Correlation (NC) in terms of age with the rating of
(0.362); and mother’s educational attainment (0.322).
(.138); allowance (.046); father’s age (.007); and
These results show that age, gender, age of parents,
mother’s age (-.095). This means that the effects of
and residential area all have negligible effects on the
previously mentioned characteristics to the coping
coping mechanisms practiced by the students. The
mechanisms of the students can be ignored. There is a
results also show that the educational attainment of
Low Correlation in terms of gender with the rating of
parents have a positive effect on the coping (.334); father’s educational attainment (.332); mother’s
mechanisms used by the students with regards to their educational attainment (.331); and place of residence
spiritual life, albeit insignificant. (.319). This implies that the effects parents’
educational attainment and the place of residence to
In terms of school problems there is a Negligible
the coping mechanisms of students are insignificant.
Correlation (NC) in terms of age with the rating of
(0.099); allowance (0.059); father’s age (0.022); and In terms of their physical problems, there is a
mother’s age (-0.032), while there is a Low Negligible Correlation in terms of age (.028); gender
Correlation in terms of gender with the rating of (.182); allowance (.098); father’s age (-0.18); mother’s
(0.508); father’s educational attainment (0.488); age (-.018); father’s educational attainment (.231);
mother’s educational attainment (0.491); and place of mother’s educational attainment (.180); and for place
residence (0.525). These results indicate that the (.258). Results show that the demographic
effects of age, allowance and parents’ age all have characteristics in focus do not have much effect to the
negligible effects on the coping mechanisms of the coping mechanisms of the students concerning their
students concerning their school/academic problems physical problems.
while gender, parent’s educational attainment and
place of residence only have slight positive effects on With regards on the communication problems there is
the coping mechanisms of the students. a Negligible Correlation (NC) in terms of, age(.065);

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Research Article

gender (.242); allowance(.116) ; father’s age(-.090); Conclusion

mother’s age(-.120); father’s educational attainment
(.289); and place of residence (.258), while there is a
Low Correlation (LC) in terms of mother’s educational Based on the result obtained in this study, the
researcher concludes the following:
attainment with the rating of (.323). The statistical
analysis shows that the student’s age, parents’ age, 1. The respondents “sometimes” encountered
gender, allowance, father’s educational attainment and financial problems, school problems, boarding
place of residence do not have any effects to the house problems, social problems, and
coping mechanisms worth mentioning. The mother’s emotional problems.
educational attainment, however, has a positive 2. The respondents have positive coping
insignificant effect on the coping mechanisms mechanisms when facing their problems.
employed by the students regarding any 3. Most of the income of the respondent came
communication problems they might have had. from the support of their parents when they
experienced a lack of financial problems.
Results revealed that based on the Spearman’s rho and 4. The demographic characteristics of the
T-test there is no significant relationship between participants do not have substantial effects
some of the demographic characteristics and the on the stress coping mechanisms of the
coping mechanism of the freshmen students. This students. It further insinuates the presence of
implies that the demographic characteristics of concern other factors which have substantial effects to
in this study do not have substantial effects to the the stress coping mechanism of the students.
stress coping mechanisms of the students. It further
insinuates the presence of other factors which have References
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