COPING STYLES AND PSYCHOLOGICAL WELL-BEING AMONG COLLEGE

STUDENTS IN OZAMIZ CITY

CRISLYN FRECIA MACALUA

KEIZHA FAYE N. MALAGUM

ANGEL LOU S. MUTIA

CRISTINE JOY T. PACE

VALERIE ROSE O. RANADA

MISAMIS UNIVERSITY

2023
COPING STYLES AND PSYCHOLOGICAL WELL-BEING AMONG COLLEGE
STUDENTS IN OZAMIZ CITY

An Undergraduate Thesis

Presented to the Faculty of the College of Nursing

Misamis University, Ozamiz City

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Science in Nursing

CRISLYN FRECIA MACALUA

KEIZHA FAYE N. MALAGUM

ANGEL LOU S. MUTIA

CRISTINE JOY T. PACE

VALERIE ROSE O. RANADA

July 2023
 UNIVERSITY PERMISSION PAGE

I hereby grant the Misamis University royalty-free license to reproduce, publish, and

publicly distribute copies of this research output in whatever form subject to the

provisions of applicable laws and the Misamis University Research Center (MURC)

policy.

Specifically, I grant the following rights to the University:

a. To upload a copy of work in the thesis database of the college and in any other

database availabe on the pblic inrenet;

b. To publish the work in the college journal, both in print and electronic or

digital format and online; and

c. To give open access to above-mentioned work, thus allowing “fair use” of the

work in accordance with the provisions of the intellectual Property Code of

the Phillipines (Republic Act No. 8293), especially for searching, scholarly

and research purposes.

CRISLYN FRECIA MACALUA

KEIZHA FAYE N. MALAGUM

ANGEL LOU S. MUTIA

CRISTINE JOY T. PACE

VALERIE ROSE O. RANADA

i
 DECLARATION PAGE

We hereby declare that this research output is our original work, and it has been written
by us its entirety. We have duly acknowledged all the sources of information which have
been used in this output.

CRISLYN FRECIA MACALUA

KEIZHA FAYE N. MALAGUM

ANGEL LOU S. MUTIA

CRISTINE JOY T. PACE

VALERIE ROSE O. RANADA

ii
 APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Bachelor of Science in

Nursing, this research output entitled, “COPING STYLES AND PSYCHOLOGICAL
WELL-BEING AMONG COLLEGE STUDENTS IN OZAMIZ CITY” is hereby
recommended for acceptance and approval.

KHIRA A. ADDIS, DScN,RN

Adviser

Approved by the College of Nursing, Midwifery and Radiologic Technology Research

Output Committee

JESUS G. OCAPAN JR,PhD,RN

Panel Member

SUSAN NG-SANTOS, MAN, RN CHONA M. ROBLES, MAN, RN

Panel Member Panel Member

Accepted and Approved in Partial Fulfillment of the Requirements for the Degree of
Bachelor of Science in Nursing

JESUS G. OCAPAN JR,PhD,RN

Dean College of Nursing, Midwifery and Radiologic Technology

iii
 ABSTRACT

The mental health of college students has been a growing concern in recent years. Coping
mechanisms are strategies that help people deal with stress and uncomfortable emotions.
Coping refers to the cognitive, emotional, and behavioral efforts to address or to reduce a
troubled relationship of the person and the environment. The phrase “psychological well-
being” is used to describe an individual’s emotional health and overall functioning. The
psychological well-being of a person especially in adults are more likely to be perceived
as a positive mental health. The purpose of this study was to identify the coping styles and
psychological well—being among college students in Ozamiz City. The respondents of the
study were 100 college students.This study utilized a quantitative type of research
particularly the descriptive correlational research design. A researcher made questionnaire
was used in collecting data from the respondents. To derive comprehensive, valid, and
reliable result, mean and standard deviation and pearson product-moment correlation
coefficient were used as statistical method and techniques. The respondents’ demonstrated
an effective coping style and a very high level of psychological well-being. There is a
significant relationship between respondents’ coping styles and psychological well-being.
The predictors of psychological well-being are problem solving and seeking social support.

Keywords: Coping, mental health, psychological well-being, stress

iv
 ACKNOWLEDGEMENT

The researchers would like to expand their sincere gratitude to all those who have

contributed to the completion of this research project.

First and foremost, praises and thanks to the Almighty Father for His blessings and

guidance throughout this journey to complete this research successfully.

The researchers would like to thank their adviser, Mrs. Khira A. Addis and to Dr.

Sammy B. Taghoy, as the research lecture for their expertise and insightful supervision.

Their expertise, knowledge and insightful feedback have been instrumental in shaping the

direction of this research.

The researchers thank and extends appreciation to the participants who generously

dedicated their time and contributed their perspectives, without whom this study would not

have been possible. Their cooperation and valuable insights have enriched the research and

made the research study achieve its smooth completion.

The researchers are indebted to the colleagues and friends who provided assistance

and support during various stages of this research. Their constructive discussions, critical

inputs, and encouragement were tremendously helpful in refining ideas and methodologies.

Lastly, they would like to express their heartfelt appreciation to their families for

their unwavering support, finances and understanding throughout this journey. Their

constant encouragement, patience, and love have been essential in sustaining our

motivation and well-being.

v
 Once again, they would like to extend their sincere gratitude to all those mentioned

above, as well as any other individuals or entities who have contributed to this research

project in ways that may not be explicitly mentioned. They acknowledge their significant

contributions and recognize the collective effort that has made this study possible.

CRISLYN FRECIA MACALUA

KEIZHA FAYE N. MALAGUM

ANGEL LOU S. MUTIA

CRISTINE JOY T. PACE

VALERIE ROSE O. RANADA

vi
 TABLE OF CONTENTS

Title page

University Permission Page i

Declaration Page ii

Approval Sheet iii

Abstract iv

Acknowledgement v

CHAPTER I

INTRODUCTION 1

Rationale of the Study 1

Theoretical Framework 4

Conceptual Framework 7

Statement of the Problem 14

Hypothesis 14

CHAPTER II

RESEARCH METHODOLOGY 15

Design 15

Setting 15

Respondents 16

vii
 Instruments 16

Data Gathering Procedure 17

Ethical Considerations 17

Data Analysis Technique 18

CHAPTER III

Results and Discussion 20

CHAPTER IV

Summary 31

Findings 33

Conclusion 34

Recommendations 32

REFERENCES 35

APPENDICES 38

Appendix A: Request Letter 38

Appendix B: Research Instrument 39

Appendix C: Informed Consent Form 43

Appendix D: Curriculum Vitae 45

viii
 LIST OF TABLES

Table 1 Respondents’ coping styles 22

Table 2 Respondents’ psychological well-being 24

Table 3 Significant relationship between the respondents’

coping styles and psychological well-being 28

Table 4 Predictors of psychological well-being 30

ix
 LIST OF FIGURES

1. Schematic Presentation of the Study. 13

x
 Chapter I

INTRODUCTION

Rationale of the Study

The mental health of college students has been a growing concern in recent years

(Milojevich and Lukowski, 2020). Various studies have demonstrated the high frequency

of psychological symptoms associated with this stage of education with stress being one

of the problems that have become prevalent (Gustems-Carnicer et al., 2019).

The rate of distress is higher among college students or undergraduates compared

to the general population (Udhayakumar & Illango, 2018). Hence, the subject of stress

and coping strategies in university students has been extensively studied (Väisänen et al.

2018).

In their daily lives, college students have to face a wide variety of demands, both

academic and non-academic, that could affect their psychological well-being. Academic

demands include adaptation to a new context, overwork, insufficient time to do their

academic tasks, preparation for and doing of exams, and the pressure to perform (Webber

et al., 2019). Non-academic demands include change of where they live; the need to

create new social relationships; conflicts with partners, family, or friends; money worries;

and concerns about future work (Beiter et al., 2019).

Stress can bring with it significant harm to the student’s academic performance

(e.g., reduced ability to pay attention or to memorize, less dedication to study, and more

absences from class) as well as to the student’s physical and psychological health (e.g.,

substance abuse, insomnia, anxiety, and physical and emotional exhaustion) and students

1
who are more flexible in their coping demonstrate lower vulnerability to stress as well as

greater psychological well-being (Freire et al., 2018).

Coping mechanisms are strategies that help people deal with stress and

uncomfortable emotions. Whether you realize it or not, you are using coping mechanisms

regularly. These behaviors can help you cope with stress in a positive way or can

sometimes be harmful (A. Bailey, 2022). Coping mechanisms are cognitive and

behavioral approaches that we use to manage internal and external stressors (Algorani &

Gupta, 2021). The type of coping style and how individuals cope with stressful situations

determines their health and psychological well-being (Amponsah et al. 2020).

The type of coping style and how individuals cope with stressful situations determines their

health and psychological well-being (Amponsah et al. 2020).

The phrase “psychological well-being” is used to describe an individual’s

emotional health and overall functioning. Researchers also have found that the absence of

distress doesn’t necessarily indicate a person has high psychological well-being. High

psychological well-being is about feeling happy and doing well. People with high

psychological well-being report feeling capable, happy, well-supported, and satisfied

with life. Studies have discovered that people with higher psychological well-being are

more likely to live healthier and longer lives. They are also more likely to enjoy a better

quality of life ( Hernandez R, et al., 2022). Living a life with meaning and purpose is key

to improving your psychological well-being (Kubzansky LD et al., 2022).

The psychological well-being of a person especially in adults are more likely to be

perceived as a positive mental health. It is a state of well-being in which the individual

realizes his or her own abilities, when he/she can cope with the normal stresses of life, can

2
work productively and fruitfully, and is able to make a contribution to his or her community

(Ruggeri et al., 2020).

Although many studies have examined the coping styles and psychological well-

being of the various individuals, there is still a research gap on the lack of research on the

relationship between specific coping styles and specific psychological variables of the

college students of Ozamiz City.

Thus, investigation of this study is deemed significant to:

Respondents of the study may benefit by knowing their coping styles as well as

their psychological well-being. Determining their coping styles could help them increase

their resilience against the inherent stressors of the university context and effectively deal

with a negative emotion or situation, and aid in moving on, managing, and letting go of the

negative feelings that are associated with that experience.

Parents and guardians may also benefit in the results of this study. By knowing the

coping styles and psychological well-being of their children, they can know how to regulate

and manage their attitudes towards their children, generating an emotional climate in which

parents act.

The guidance and counselling offices of the university may also benefit in the

results of this study as it could serve as baseline data to improve counseling services and

establish programs that could help the students in having an awareness about coping styles

and their psychological well-being.

The community and the local government may also benefit by being aware of the

coping styles and psychological well-being. It can also help them in making policies and
3
programs that promote the awareness and importance of having a positive coping style and

a good psychological well-being. Lastly, the data and information gathered in this study

can serve as a basis to the future researchers if ever, they conduct a related or same study.

Having known all this information, the researchers prompted to conduct a study

which aims to determine the coping styles and psychological well-being of college students

in Ozamiz City.

Theoretical Framework

The investigation was supported by Betty Neuman’s Systems Model (1970). The

Neuman Systems Model is based on the concepts of stress and reaction to it (Neuman and

Fawcett, 2011). The theory of Neuman is inspired by Lazarus 2007 Theory on Coping.

According to Neuman’s theory, all systems experience multiple stressors, each of which

potentially disturbs the person’s, families, or community’s balance. Effectiveness of coping

strategies depends on the individual’s needs. Examples of stress include intrapersonal

stressors such as an illness or injury, interpersonal stressors such as an argument or

misunderstanding between two people, or extra personal stressors such as financial

concerns. Every person develops a set of responses to stress that constitute the “normal line

of defense” (Neuman and Fawcett, 2011). This line of defense helps to maintain health and

well-being. However, when physiological, psychological, sociocultural, developmental, or

spiritual resources are unable to buffer stress, the normal line of defense is broken, and

disease often results. The goal of coping strategies is to compensate or alleviate stressful

situations by means of either the reformulation of objectives or the adjustment to a new

and positively assessed situation.

4
 Lazarus and Folkman (1984) used the term coping to describe the “cognitive and

behavioral efforts” a person employs to manage stress, generally categorized as emotion

focused or problem focused coping. Emotion focused can be emotional distancing, escape

and avoidance such as avoiding confronting the situation or trying to hide the fear by

resorting to comfort food or other substances. While problem focused are self-control,

confrontation, seeking social support, positive reappraisal, and strategic problem solving.

Not an individual trait, coping is instead conceptualized by Lazarus and Folkman as a

process. According to Lazarus and Folkman (1984), coping strategies can be positive or

negative, depending on whether they increase or reduce mental wellbeing. Coping with the

stress of life can influence mental health and psychological well-being.

Within this perspective, in Neuman’s theory, the indicator or way of coping of an

individual for certain stressors can be positive or negative depending on the indicators that

a person takes on to adjust and adapt with the situation. Neuman specified these reactions

as negentropy or entropy. Negentropy is a reaction or way of coping which is set towards

stability or wellness. This is characterized when a person copes through stress by focusing

on finding the solution to the problem. While entropy is set towards disorganization of the

system producing illness. Loukzadeh et al. (2013) supported this theory by postulating that

psychological well-being focuses on the positive and negative emotions and increases

pleasure and decreases negative moods.

Many studies have posed coping as one of the factors that can determine well-

being. The Neuman’s System Model is equated with wellness or well-being. When an

individual moves toward illness, more energy is needed than what’s available. In contrast,

an individual's system moves toward wellness when more energy is available than is

5
needed. This argument supports the claim that coping strategies also play a significant role

in the perception of psychological well-being according to (Kraag et al., 2006). The goal

of coping strategies is to compensate or alleviate stressful situations by means of either the

reformulation of objectives or the adjustment to a new and positively assessed situation.

Hence, to determine the mediating factor of coping style as a predictor of psychological

well-being, the present study identified certain indicators of coping styles based on the

theory of Lazarus and Folkman in which emotion-focused indicators are seeking social

support and avoidance; and problem-focused indicator is problem-solving coping. Then,

these indicators would be evaluated whether the indicators would contribute to the wellness

(negentropy) or illness (entropy) of an individual's psychological well-being based from

Neuman's theory of 1970.

Betty Neuman's Systems Model focuses on the concepts of stress and how

individuals, families, and communities react to and manage stressors. According to this

model, individuals develop a set of responses to stress that help maintain their health and

well-being. However, when resources are unable to buffer stress, the normal line of defense

is broken, and disease often results. Neuman's model emphasizes the importance of coping

strategies in maintaining wellness and preventing illness. By applying Neuman's Systems

Model, the researchers recognize that coping strategies are essential for maintaining

wellness and preventing illness in the face of stressors.

Lazarus and Folkman's theory of coping describes the cognitive and behavioral

efforts individuals employ to manage stress. Coping strategies can be categorized as

emotion-focused or problem-focused coping. Emotion-focused coping involves managing

emotions and seeking social support, while problem-focused coping focuses on finding

6
solutions and actively addressing the stressor. Coping strategies can be positive or negative,

depending on whether they increase or reduce mental well-being.

Overall, the theoretical framework of the research study integrates Neuman's

Systems Model and Lazarus and Folkman's theory of coping to explore the relationship

between coping styles and psychological well-being among college students. It provides a

framework for understanding the role of coping strategies in maintaining wellness and

preventing illness, and how these strategies may influence an individual's psychological

well-being.

Conceptual Framework

This study investigated the disparities of the coping styles of the respondents and

the state of the psychological well-being of the respondents. It aimed to determine the

relationship of their coping styles and psychological well-being in general.

Coping Styles

Coping can be understood as a process that is key in managing stress. In this

process, the individual makes a cognitive and behavioral effort to manage both external

and internal sources of stress (Väisänen et al. 2018). Coping styles play a significant role

in the perception of psychological well-being (Kraag et al., 2006).

Folkman and Lazarus defined coping as “the constantly changing cognitive and

behavioral efforts to manage the specific external or internal demands that are appraised as

taxing or exceeding the resources of the person.”

7
Problem-solving

Ding et al. (2021) claimed that problem-solving coping positively predicted

perceived level of stress, which in turn positively predicted psychological well-being.

Problem solving is the act of defining a problem; determining the cause of the problem;

identifying, prioritizing, and selecting alternatives for a solution; and implementing a

solution. Additionally, according to Tamannaeifar and Shahmirzaei (2019), problem-

solving coping styles aim to cognitively reconstruct the problem or alter the situation with

efforts to solve the problem or reduce its effects by taking action. Thus, problem-solving

coping affects psychological distress entirely through the mediation path.

Seeking social support

Studies show that loneliness takes a serious toll on your emotional and physical

health (Tiwari SC, 2022). Strong social support also is important to staying psychologically

healthy. If you lack a support system, take steps to meet more people. Join community

activities, get acquainted with your neighbors, or reach out to old friends. Social support

has generally been found to promote psychological well-being, as well as to buffer the

effects of stress. Shumaker and Hill (1991) defined social support by making a distinction

between structures that refers to the existence and types of connectthin a social network,

implications, and environment provided. A further distinction between friend support and

family support is considered important because different individuals may rely on, or benefit

from, friend or family support to a different extent (Procidano & Heller, 1983).

8
Avoidance

Avoidance coping also known as avoidant coping, avoidance behaviors, and escape coping

is a maladaptive form of coping in which a person changes their behavior to avoid thinking

about, feeling, or doing difficult things (E. Scott, 2022). People find themselves using

avoidance coping instead of facing stress head-on for many reasons. Anxious people can

be susceptible to avoidance coping because initially, it appears to be a way to avoid anxiety-

provoking thoughts and situations. Avoidance coping involves the adoption of cognitive,

emotional, or behavioral strategies which aim to avoid having to deal with the problem or

negative emotions that would result from the stressful situation (Wang et al., 2014).

However, avoidance coping is seen to be the most ineffective in reducing stress and that

students may have used them for other reasons, such as previously formed habits and

procrastination. Dwyer (2001) reported that students with higher stress levels used more

avoidance-focused coping strategies. But in the long run, an avoidance coping response to

stress tends to exacerbate anxiety rather than alleviate it. (Hofmann SG, Hay AC, et al.,

2022)

Psychological Well-Being

The author of a study published in Applied Psychology: Health and Well‒Being

describes psychological well-being as “the combination of feeling good and functioning

effectively.” Psychological well-being refers to living life in a complete and satisfying way

and to the development and self-realization of the individual (Linley, 2013). The phrase

“psychological well-being” is used to describe an individual's emotional health and overall

functioning. Ryff’s model and measure of psychological well-being is the most widely

known concept. In Ryff’s (1989) conceptualization, psychological well-being includes

9
certain dimensions including: (1) self-acceptance, which refers to having optimistic attitude

towards the self and accepting one’s own characteristics; (2) positive relations with others,

which refers to having genuine and satisfactory relations with other people; (3) autonomy,

which basically refers to the extent to which the individual is self-determining and

independent; (4) purpose in life, which includes having goals and objectives in life, and

feeling that life has sense; and (5) personal growth, which refers to the feeling of growth,

and continuous development of one’s own potential (Ryff, 2015). This is supported by the

study of Millstein et al. (2019) in which the different indicators of psychological well-being

are evaluated. Among the predictors reviewed in their study, purpose in life has the highest

positive association with psychological well-being. They also revealed that happiness,

personal growth, and autonomy suggested to have minimal effect and other psychological

well-being indicators including self-acceptance and emotional vitality.

Self-acceptance

Self-acceptance is an act of embracing all of your attributes, whether mental or

physical, and positive or negative, exactly as they are (Morgado, Campana, & Tavares,

2019). In turn, becoming more self-accepting lets us practice more acts of self-

love and self-compassion, which help us transform into our most authentic selves (Boyraz

& Kuhl, 2015). Ellis (1995) viewed the strengthening of an individual’s self-acceptance

beliefs as a crucial indicator of psychological well-being. This is supported by the study of

Flett et al. (2003) wherein it is found that lower levels of self-acceptance were associated

with higher levels of depression. It is also in parallel with the study of Chamberlain and

Haaga (2001) who concluded that lower levels of self-acceptance were associated with

depression and anxiety.

10
Positive relations with others

The World Health Organization (2020) recognizes social relationships as an

important social determinant of health throughout our lives. In terms of positive relations

with others, studies suggest that social support is an important strategy which helps

people to cope with traumatic experiences. By knowing that there are others who have

experienced the same situation and that there is someone that you can rely on and

understands you can serve as a motivation for an individual and encourage positive

coping. Positive relationships are widely considered to be one of the pillars of well-being.

According to Dirkzwager et al. (2003), having effective social support has been shown to

be one of the most significant correlates of well-being and has long been believed to

positively impact health and guard against distress. Similarly, Dunkley et al. (2000) in

their study, postulated significant negative correlations between higher social support and

lower levels of stress or daily hassles in university students.

Autonomy

The experience of pleasant feelings like happiness and contentment as well as the

development of one's potential, having some control over one's life, having a sense of

purpose, and having meaningful connections are all considered to be components of well-

being (Ruggeri et al., 2020). Moreover, well-being can be linked to various levels of

personal autonomy, it is crucial to understand how psychological well-being presents itself

in all facets of human activity. In this regard, it was determined that the desire for autonomy

increases during adolescence regardless of gender (Alonso-Stuyck and Aliaga, 2019)

11
Purpose in life

Finding purpose in life is positively related to psychological well-being and optimal

functioning (Brassai et al., 2019; Park & Gutierrez, 2012). Purpose in life refers to the

tendency to derive meaning from life's experiences and possess a sense of intentionality

and goal directedness that guides behavior. It is a mediator between perceived stress and

avoidant coping, suggesting that having a sense of purpose in life may serve as a buffer

towards negative outcomes following a potentially traumatic event (Halama & Bakošova,

2009). In addition, Park and Baumeister (2017) investigated the daily stress experienced

by individuals and found that people with lower meaning in life had higher stress which

contributes to their psychological well-being.

Personal growth

Personal growth initiative is an essential construct capable of enhancing the well-

being of individuals. According to Ismailet et al. (2019), well-being is associated with an

individual's happiness, pleasure and personal growth. Personal growth is the process of an

individual becoming aware of the ‘self’ in its entirety, followed by taking steps to address

the behaviour, attitudes, values, actions and habits that they wish to change. Similarly, in

the past study of Robitschek and Kashubeck (1999), it was postulated that high levels of

personal growth initiatives are related with high levels of psychological well-being and

minor levels of distress, depression, and anxiety.

The figure 1 below shows the schematic diagram of the conceptual framework. It

shows how certain indicators mediate the relationship between coping styles and

psychological well-being.

12
 Psychological Well-Being
Coping Styles  Self-acceptance
 Positive relations with
 Problem-solving others
 Seeking social support  Autonomy
 Avoidance  Purpose in life
 Personal growth

Figure 1. Schematic Diagram of the Study

13
Statement of the Problem

This study aimed to determine the coping styles and the psychological well-being of

the college students in Ozamiz City. Specifically, it seeks to answer the following

questions:

1. What are the respondents' coping styles in terms of problem-solving, seeking social

support and avoidance?

2. What are the respondents' psychological well-being in terms of self-acceptance,

positive relations with others, autonomy, purpose in life, and personal growth?

3. Is there a significant relationship between the respondents' coping styles and

psychological well-being?

4. What are the predictors of psychological well-being?

Hypothesis

H0: There is no significant relationship between the respondents' coping styles and their

psychological well-being.

14
 Chapter 2

RESEARCH METHODOLOGY

This chapter presented the discussion on the design, setting, respondents, instruments,

data gathering procedures, ethical considerations and data analysis techniques.

Design

The study utilized a descriptive-correlational study. The descriptive research design

describes the characteristics of the population studied while the correlational design allows

flexibility in investigating and describing the relationship among independent and

dependent variables. Since the study is concerned with the relationship between the coping

styles and psychological well-being of college students in Ozamiz City, the researchers

considered it as an appropriate research design.

Setting

The research was carried out in a selected university in Ozamiz City. It is an

educational institution that advocates a progressive and dynamic education that upholds the

principle that God is the center of its existence and that education its service offering to God

and country. It is the first and only ISO certified university by Det Norske Veritas, The

Netherlands for Quality Education and Service in Mindanao. The university received ISO

9001:2000 certification in April 28, 2005 and five years later ISO 9001:2008 for its Quality

Management System pertaining to educational, research and training services.

15
Respondents

The study obtained 100 college students from Ozamiz City. College students was

chosen using purposive sampling. Purposive sampling is used to select respondents that are

most likely to yield appropriate and useful information' (Kelly, 2010). The respondents

were regular students currently enrolled in an undergraduate course from the institution

and thereby qualified in the following criteria: (1) must be present during the conduct of

the study; (2) agreed to be part of the study and signed the consent form; (3) must have

current professional subject in his/her load.

Instruments

To gather pertinent data and information, a researcher-made questionnaire were

used in which Part 1 is used to identify the coping styles of the respondents and Part 2

assesses the respondents’ psychological well-being.

Part 1 of questionnaire is about the respondents’ coping styles. It is a 15-item self-

reporting scale and is a 4-point Likert scale which assesses the coping styles of students to

stressful life experiences. Below is the continuum used.

Coping Styles

Continuum Responses Interpretation

3.25 – 4.0 Always (A) Very Effective (VE)

2.50 – 3.24 Often (O) Effective (E)

1.75 – 2.49 Seldom (S) Least Effective (LE)

1.00 – 1.74 Never (N) Not Effective (NE)

16
 Part 2 of the questionnaire is about the respondents’ psychological well-being. It

is a 20-item self-reporting scale and is a 4-point Likert scale which assesses the

psychological well-being of the students. Below is the continuum used.

Level of Psychological Well-Being

Continuum Responses Interpretation

3.25 - 4.0 Strongly Agree (SA) Very Good (VG)

2.50 – 3.24 Agree (A) Good (G)

1.75 – 2.49 Disagree (DA) Fair (F)

1.00 – 1.74 Strongly Disagree (SD) Poor (P)

Data Gathering Procedure

Before the conduct of the study, the researchers secured an approval from the Dean

of the institution involved by preparing and handing over a letter of request. The

researchers then distributed the survey questionnaire to the respondents. Then, the data

acquired from the respondents were statistically evaluated to meet the study's data

requirements. The data gathered from the respondents was assembled, categorized,

arranged and tabulated.

Ethical Considerations

The conduct of research requires not only expertise and diligence but also honesty

and integrity. This is done to recognize and protect the rights of human subjects. To render

the study ethical, the rights to self-determination, anonymity, confidentiality, and informed

consent were observed. Respondents' consent was obtained before they completed the
17
questionnaires. "Informed consent" is defined as the prospective respondent's agreement to

participate voluntarily in a study, which is reached after assimilation of essential

information about the study. Respondents were informed about the purpose of the study

and the procedures that would be used to collect the data, and they were assured that there

were no potential risks or costs involved. Anonymity and confidentiality were maintained

throughout the study, in which anonymity was ensured by not disclosing the patient’s name

on the questionnaire, in research reports, and by detaching the written consent form from

the questionnaire. When respondents are promised confidentiality, it means that the

information they provide will not be publicly reported in a way that identifies them, and it

was maintained by keeping the collected data confidential and not revealing the subjects;

no identifying information was entered onto the questionnaire, and questionnaires were

only numbered after data was collected. Respondents were treated as autonomous agents

by informing them about the study and allowing them to voluntarily choose to participate

or not. Lastly, information was provided about the researchers in the event of further

questions or complaints.

Data Analysis Techniques

The data acquired from the respondents were statistically evaluated to meet the

study's data requirements. The data was assembled, categorized, arranged and tabulated

efficiently. The researcher used statistical techniques to ensure the validity and reliability

of the analysis and interpretation of data. The researchers used a variety of statistical

techniques to determine the proportion of the responses by the given respondents.

Mean and Standard Deviation. Mean, also known as the average, is used to

represent the typical value of the whole population; it can be obtained through the total sum
18
of values in a sample divided by the number of values in the sample. Standard deviation is

used to measure how dispersed the data is in relation to the mean.

Pearson product-moment correlation coefficient (MCC) is used to evaluate the

linear relationship between quantitative variables from the study (n=1 indicates a strong

positive relationship. n=-1 indicates a strong negative relationship, n=0 indicates no

relationship at all).

19
 Chapter 3

RESULTS AND DISCUSSION

This chapter presents, analyzes, and interprets the data of the study which are

arranged according to the following sequence below:

Respondents’ coping style in terms of problem-solving, seeking social support

and avoidance.

Respondents’ psychological well-being in terms of self – acceptance, positive

relations with others, autonomy, purpose in life, and personal growth.

Significant relationship between the respondents' coping styles and psychological

well-being.

Predictors of psychological well-being.

Respondents' Coping Styles in terms of Problem-solving, Seeking Social Support

and Avoidance

Table 1 shows that the overall mean of the respondents' coping style is 2.8746,

which falls within the range of "Effective" on the Coping Styles Scale. This suggests that

the students generally have an effective coping style. It indicates that they possess adequate

strategies to manage and deal with various stressors they encounter. This result aligns with

the findings of a study conducted by Kozłowski, P., et al. (2021), which emphasize that

Polish students; coping strategies can be considered as effective during challenging

situations. These findings underscore the importance of a multifaceted approach to coping,

including problem-solving, avoidance when appropriate, and seeking social support when

20
needed. Further, all the individuals surrounding the students plays significant roles in

helping the student cope with stress to enhance their psychological well-being.

Analyzing the coping styles individually, the highest mean score is observed in the

"Problem-Solving" coping style, with a mean of 3.1440. This coping style is inferred as

"Very Effective" according to the Coping Styles Scale. It implies that the respondents

exhibit a strong inclination towards employing problem-solving techniques to cope with

stressors. This finding highlights their ability to actively address and resolve challenges

they encounter, which can contribute to their overall well-being. This result correlates to

the results of the study of Ranjbar (2013) which demonstrated that there is a significant

relationship between social problem solving ability and mental health. Further, Ding et al.

(2021) which claimed that problem-solving coping positively predicted perceived level of

stress, which in turn positively predicted psychological well-being. This suggests that it is

of great importance for students to continuously utilize problem solving coping strategies

in dealing with stressors.

On the other hand, the coping style with the lowest mean score is "Seeking Social

Support," with a mean of 2.5160. Despite having the lowest mean, it is still classified as

"Effective" according to the Coping Styles Scale. This suggests that the respondents tend

to seek social support to a certain extent when faced with stressors. In a study conducted

by Poudel et al.(2020), it was demonstrated that adolescents who perceived good social

support had the higher self-esteem, which in turn contributed to their psychological well-

being. It was consistently shown that individuals with close and supportive spouses,

friends, and family have greater life satisfaction and well-being. Thus, seeking social

21
support, which involves reaching out to others for emotional or instrumental assistance,

must be strengthen among students.

Table 1

Respondents’ Coping Styles

Variables Mean SD Interpretation

Problem-Solving 3.1440 0.4395 Very Effective

Seeking Social Support 2.5160 0.4741 Effective

Avoidance 2.9640 0.4959 Effective

Overall Coping Style 2.8746 0.4698 Effective

Note: Coping Styles Scale: 3.25 - 4.0 (Very Effective); 2.50 - 3.24 (Effective); 1.75 -2.49

(Least Effective) ;1.00 - 1.74 (Not Effective)

Respondents’ Psychological Well-being in terms of Self – acceptance, Positive

Relations with others, Autonomy, Purpose in life, and Personal Growth

Table 2 presents the mean scores and standard deviations for various variables

related to psychological well-being. The overall psychological well-being score is 3.3035,

which falls within the range of 3.25 to 4.0, indicating a very high level of psychological

well-being among the respondents. This means that, on average, the participants in the

study reported experiencing a strong sense of self-acceptance, positive relations with

others, autonomy, purpose in life, and personal growth. These findings also suggest that

the respondents possess positive psychological qualities and experiences, which can

contribute to their overall well-being and satisfaction with life. This result aligns with the

findings of a study conducted by Seifert (2005) that students with higher scores on this

22
measure of psychological well-being are more likely to exhibit self-acceptance, positive

relationships with others, a sense of purpose in life, personal growth, autonomy, and

environmental mastery. It can also be deduced that this people feels capable, happy, well-

supported, and satisfied with life. Thus, it is important for them to be immerse to varying

styles and strategies to cope with stressors so as to continuously maintain their

psychological well-being.

Among the individual variables, the highest mean score is observed for "Personal

Growth" (mean = 3.4875), which indicates that the respondents reported a very high level

of personal growth. This implies that they perceive themselves as continuously developing,

learning, and expanding their capabilities. It suggests that the respondents have a positive

outlook on their own progress and are actively engaged in self-improvement. The study

conducted by Ayub & Iqbal (2012) found out that personal growth initiative is strongly

correlated with psychological well-being and that those students who are high in personal

growth initiative and psychological well-being experience less mental health issues. It can

be deduced that personal growth plays an important role in ensuring that students are

mentally healthy. This further suggests the need to engage students in activities that gives

them the opportunity to continuously enhance their initiative to take part in their personal

growth and development.

On the other hand, the lowest mean score is for "Positive Relations with others"

(mean = 3.1800). Despite being the lowest mean score among the variables, it still falls

within the range of very high psychological well-being. This implies that while the

respondents have a high level of positive relations with others, it may be slightly lower

compared to their scores on other variables. This could indicate that although they generally

23
experience positive interactions and relationships with others, there might be room for

further improvement or development in this aspect of their psychological well-being.

Likewise, a study conducted by Mertika et al.(2020) reveals that all relationships described

as positive at each developmental stage are correlated with well-being in various ways.

Thus, activities that develop positive relationships should be given priority to contribute to

the students’ well-being by sharing positive moments, being supportive with respect to

autonomy and showing an attitude of interest and emotional engagement.

Table 2

Respondents’ Psychological well-being

Variables Mean SD Interpretation

Self-Acceptance 3.3025 0.4876 Very High

Positive Relations with others 3.1800 0.6166 Very High

Autonomy 3.2850 0.4606 Very High

Purpose in life 3.2625 0.5886 Very High

Personal Growth 3.4875 0.4472 Very High

Overall Psychological Well-being 3.3035 0.5201 Very High

Note: Psychological Well-Being Scale: 3.25 - 4.0 (Very High); 2.50 - 3.24 (High); 1.75 -

2.49 (Low); 1.00 - 1.74 (Very Low)

24
Significant Relationship Between the Respondents' Coping Styles and Psychological

Well-being

Table 3 shows that there is a significant relationship between the respondents'

psychological well-being as to self-acceptance and their coping styles in terms of problem

solving. It indicates a correlation coefficient (r value) of 0.374, which is statistically

significant with a p-value of 0.000. Since the p-value is less than 0.01 (highly significant),

it suggests that the relationship between self-acceptance and coping styles as to problem

solving is not likely due to chance. The positive correlation coefficient of 0.374 indicates

that as problem solving coping style increases, psychological well-being in terms of self-

acceptance also tends to increase. This results adhere to the results of the study conducted

by Gucuyeter (2003) as mentioned by Ozer & Korkman (2022) that as adolescents used

more problem-solving and seeking social support strategies, their self-acceptance levels

increased. This further implies that students feel capacitated when they tend to resolve

problems that arise, thus, improving their self-acceptance.

It was also revealed that there is a significant relationship between the respondents'

psychological well-being as to self-acceptance and their coping styles in terms of seeking

social support. The correlation coefficient (r value) of 0.467 is statistically significant with

a p-value of 0.000 which is less than 0.01. Thus, the null hypothesis is rejected. This result

is also coherent to the results of Gucuyeter (2003) emphasizing the importance of seeking

social support towards the self-acceptance of adolescents.

A statistically significant relationship was also unveiled between the respondents’

psychological well-being as to self-acceptance and avoidance coping strategies since the

correlation coefficient 0.200 is statistically significant with a p-value of 0.046 leading to

25
the rejection of the null hypothesis. It can be deduced that the avoidance coping has a

positive impact on the students’ psychological well-being specifically their self-acceptance

as stated by Shafir (2022) that avoidance helps individuals function and cope in the short

term when faced with uncontrollable circumstances, thus, improving their psychological

well-being.

On the other hand, Table 3 revealed that there was no significant relationship

between positive relation and problem-solving and avoidance coping strategies since the

correlation coefficient 0.120 and 0.066, respectively are statistically insignificant with a p-

value of 0.236 and 0.514 leading to the acceptance of the null hypothesis. However, a

highly significant relationship was also unveiled between the respondents’ positive

relations and seeking social support coping strategies since the correlation coefficient 0.536

is statistically significant with a p-value of 0.000 leading to the rejection of the null

hypothesis. Likewise, a study conducted by Mertika et al.(2020) reveals that all

relationships described as positive at each developmental stage are correlated with well-

being in various ways implying that positive relations go hand in hand with social support

as it functions to promote psychological well-being. It can further be inferred that

individuals who utilize seeking social support as a coping style are more likely to have

higher levels of positive relations in their psychological well-being.

Moreover, there was no significant relationship between autonomy and seeking

social support as revealed by the correlation coefficient 0.134 with a p-value of 0.184 which

is greater than 0.01 leading to the acceptance of the null hypothesis. This adheres to the

study of Ishikawa et al.(2023) that higher self-reliance was associated with lower intentions

to seek informal and professional help. These findings imply that social support plays a

26
critical role in combating the unhelpful aspects of self-reliance on mental health. However,

a statistically significant relationship was found to have existed between autonomy and

problem-solving and avoidance coping styles at a correlation coefficient of 0.516 and 0.284

at a p-value 0.000 and 0.004, respectively. This confirms to the study of Carassco et.al

(2013) varying coping strategies leads to greater perceived autonomy which explains the

high levels of psychological well-being.

A high level of statistically significant relationship was also found to have existed

between having a purpose in life and problem solving and seeking social support strategies

at an r-value of 0.260 and 0.416, respectively. Whereas, no significant relationship was

found to have existed between purpose in life and avoidance. This aligns to the findings

of Pietruska et al.(2007) emphasizing the role of emotion-focused coping strategies in

augmenting the reasons for living and purpose in life of individuals implying the need to

enhance student’s problem solving styles and social support.

No significant relationship was also found to have existed between personal growth

and problem solving and avoidance coping strategies at a r-value 0.176 and 0.132,

respectively. However, personal growth was found to be significantly associated with

seeking social support coping styles at a r-value 0.197. This strengthens the study

conducted by Ayub & Iqbal (2012) which found out that personal growth initiative is

strongly correlated with psychological well-being and that those students who are high in

personal growth initiative and psychological well-being experience less mental health

issues. This further suggests the importance of personal growth-enhancing activities for the

students’ psychological well-being which involves individuals striving for self-

improvement, personal development, and the pursuit of meaningful goals.

27
Table 3

Significant Relationship Between the Respondents’ Coping Styles and Psychological

Well-being

Variables r value p value Decision Remarks

Self-Acceptance and

Problem Solving 0.374 0.000 Reject Ho Highly Significant

Seeking Social 0.467 0.000 Reject Ho Highly Significant

Avoidance 0.200 0.046 Reject Ho Significant

Positive Relation and

Problem Solving 0.120 0.236 Do not Reject Not Significant

Seeking Socials 0.536 0.000 Reject Ho Highly Significant

Avoidance 0.066 0.514 Do not Reject Not Significant

Autonomy and

Problem Solving 0.516 0.000 Reject Ho Highly Significant

Seeking Socials 0.134 0.184 Do not Reject Not Significant

Avoidance 0.284 0.004 Reject Ho Highly Significant

Purpose in life and

Problem Solving 0.260 0.009 Reject Ho Highly Significant

Seeking Socials 0.416 0.000 Reject Ho Highly Significant

Avoidance 0.132 0.189 Do not Reject Not Significant

Personal Growth

Problem Solving 0.176 0.079 Do not Reject Not Significant

Seeking Socials 0.197 0.049 Reject Ho Significant

Avoidance 0.132 0.189 Do not Reject Not Significant

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant);

p>0.05 (Not significant)

28
Predictors of Psychological well-being

The table reveals that both problem-solving and seeking social support have a

significant influence on psychological well-being. The constant coefficient of 1.793

represents the expected psychological well-being score when all predictor variables are

zero. The p-value for the constant is 0.000, indicating that it is statistically significant.

The predictor variable "Problem Solving" has a coefficient (β) of 0.2101 with a

standard error of 0.0762. The t-value of 2.76 suggests that problem-solving has a positive

and significant effect on psychological well-being. The p-value of 0.007 indicates that the

relationship between problem-solving and psychological well-being is statistically

significant at the 5% level.

The predictor variable "Seeking Social Support" has a coefficient (β) of 0.3378 with

a standard error of 0.0707. The t-value of 4.78 implies that seeking social support has a

positive and significant impact on psychological well-being. The p-value of 0.000 indicates

that the relationship between seeking social support and psychological well-being is highly

significant at the 5% level.

The adjusted R-squared value of 31.18% suggests that the predictor variables in the

model collectively account for approximately 31.18% of the variance in psychological

well-being. This indicates that other factors not included in the model also contribute to

psychological well-being.

This result aligns with the findings of a study conducted by Kagema, M., et al.

(2017), which suggest that social support, specifically parental support, guidance and

counseling, peer support, and religious support, have a significant influence on

psychological well-being. The study found positive and significant relationships between

29
these forms of social support and psychological well-being among the students. This

implies the critical role that problem-solving strategies and social support plays on the

psychological well-being of students. Thus, opportunities must be provided for students to

further enhance these areas.

Table 4

Predictors of Psychological well-being

Predictors Coef (β) SE Coef t- value p-value

(Constant) 1.793 0.249 7.21 0.000

Problem Solving 0. 2101 0.0762 2.76 0.007

Seeking Social Support 0.3378 0.0707 4.78 0.000

Adjusted r-sq 31.18%

p-value 0.007

Psychological Well-being = 1.793 + 0.2101 Problem-Solving

+ 0.3378 Seeking social support

Note: * means p-value = < 0.05 significant at 5% level; ns > 0.05 not significant at

5%

30
 Chapter 4

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the focus shifts to providing a comprehensive summary of the

study's findings, presenting the results of the data analysis, drawing meaningful

conclusions, and offering practical recommendations. The aim is to synthesize the key

insights derived from the research and propose actionable steps to improve the coping

styles and psychological well-being of college students in Ozamiz City.

Summary

The objective of this study was to learn about how college students in Ozamiz

City cope with problems and how it affects their well-being. It focuses on determining the

coping styles and psychological well-being of college students in Ozamiz City. The

research methodology employed a descriptive-correlational design, utilizing a researcher-

made questionnaire to gather data on coping styles and psychological well-being. The

findings revealed that the students generally exhibited effective coping styles, with a

particular emphasis on problem-solving and avoidance strategies. Additionally, the

students reported a very high level of psychological well-being, with strong scores in

self-acceptance, personal growth, and self-esteem. There was a significant relationship

between coping styles and psychological well-being, particularly in terms of self-

acceptance and positive relations with others.

Findings

1. The study found out that college students in Ozamiz City exhibit effective coping

styles. The overall mean score for coping styles was 2.8746, falling within the range
31
 of "Effective" on the Coping Styles Scale. The highest mean score was observed in

the "Problem-Solving" coping style, indicating that the respondents possess strong

problem-solving skills to manage stressors. However, the coping style with the

lowest mean score was "Seeking Social Support," indicating that while students

engage in seeking social support, it is relatively lower compared to other coping

strategies.

2. The study revealed that the students in the higher education institution reported a

very high level of psychological well-being. The overall psychological well-being

score was 3.3035, falling within the range of 3.25 to 4.0, indicating a strong sense

of self-acceptance, positive relations with others, autonomy, purpose in life, and

personal growth. Among the individual variables, the highest mean score was

observed for "Personal Growth," suggesting that the respondents perceived

themselves as continuously developing and expanding their capabilities. The

lowest mean score was for "Positive Relations with others," suggesting that while

students had positive interactions with others, there might be room for further

improvement in this aspect of their psychological well-being.

3. The study found a significant relationship between coping styles as to problem-

solving, social support and avoidance, and psychological well-being in terms of

self-acceptance. However, no relationships were found to have existed between

positive relation and problem solving and avoidance coping strategies while a

significant relationship existed between positive relations and seeking social

support. Autonomy was also found to be correlated to problem solving and

avoidance coping strategies nut not correlated to seeking social support. A high

32
 level of statistically significant relationship was also found to have existed between

having a purpose in life and problem solving and seeking social support strategies.

Whereas, no relationship exited between purpose in life and avoidance coping.

Additionally, personal growth was found to be correlated with problem solving and

avoidance coping strategies but not correlated to seeking social support.

4. It demonstrates the importance of social support, problem-solving, and seeking

social support in predicting and promoting psychological well-being. The findings

suggest that both problem-solving and seeking social support are significant

predictors of psychological well-being. Students who engage in effective problem-

solving and seek social support tend to have higher levels of psychological well-

being.

Conclusions

1. The college students in Ozamiz City generally possess effective coping styles, with

problem-solving and avoidance strategies being prominent.

2. The college students demonstrate a very high level of psychological well-being,

particularly in terms of self-acceptance and personal growth. However, positive

relations with others could be further developed.

3. Seeking social support as a coping style significantly contributes to positive

relations with others and overall psychological well-being.

4. While coping styles play a role in certain aspects of psychological well-being, other

factors may influence autonomy, purpose in life, and personal growth. Further

research is needed to explore these factors in more depths.

33
Recommendations

The researchers suggest encouraging students to continue utilizing effective coping

strategies, such as problem-solving and avoidance, to manage stressors. To emphasize the

importance of seeking social support when needed to help them increase their resilience

and manage themselves against inherent stressors.

To foster an environment that promotes positive relationships among students,

especially for the parents and guardians to know how to regulate and manage their attitude

towards their children, aiming to enhance the dimension of positive relations with others

in psychological well-being. Provide support and resources for students to develop and

enhance their personal growth, autonomy, purpose in life, and self-acceptance.

Consider conducting counseling services, programs, seminars, that could help

students to promote awareness and importance on their coping styles and their

psychological well-being.

Conduct further research to explore the specific mechanisms through which coping

styles, particularly problem-solving and seeking social support, influence psychological

well-being, and identify interventions to enhance these coping strategies among students.

For future researchers, this can serve as a basis if they conduct a related or same

study and it is recommended to increase the number of respondents and to not use

convenience sampling in the study.

34
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37
 APPENDICES

Appendix A: Request Letter

38
Appendix B: Research Instrument

COPING STYLES AND PSYCHOLOGICAL WELL-BEING

AMONG COLLEGE STUDENTS IN OZAMIS CITY

QUESTIONNAIRE

Coping Styles of the Respondents (15 items)

Instruction: Read each statement carefully and rate them accordingly that best corresponds

to your answer. Please put a (/) check on the box provided. Refer to the following codes 4-

Always (A), 3-Often (O), 2-Seldom (S), 1-Never (N).

Indicators Always Often Seldom Never

4 3 2 1

Problem-solving
1. I don’t think rationally on my
situations and decide what to do.
2. I engage in brainstorming or idea
generation when attempting to
solve a problem.
3. I've been thinking hard about what
steps to take.
4. I take action to try solutions to
make the situation better.
5. I’ve been blaming myself for
things that happened.
Seeking social support
6. I can handle myself and don’t
bother anyone.
7. I go out and spend time with my
family or friends.
8. I go to the guidance counselor and
seek support.
9. I seek emotional support by talking
to a friend or classmate.
10. I post on social media and seek
support online.
39
 Avoidance
11. I find comfort to alcoholic drinks
and any other drugs by myself.
12. I get away and forget the problem.

13. I eat to ease stress.

14. I sleep to ease stress.
15. I do something I enjoy, browse on
social media, watch television,
listening to music, go shopping,
watch movies, etc.

Psychological Well-Being (20 items)

Instructions: Read each statement carefully and rate them accordingly that best corresponds

to your answer. Please put a (/) check on the box provided. Refer to the following codes

4-Strongly Agree (SA), 3-Agree (A), 2-Disagree (DA). 1 Strongly Disagree (SD).

Statement Strongly Agree Disagree Strongly

Agree 3 Disagree
4 2 1

Self-acceptance

1. I have a sense that I have

really improved in many
ways as a person over the
years.
2. I feel satisfied with myself
and about my achievements
in life.
3. I can accept my
imperfections.

4. I feel happy, content and

satisfied with my life.
Positive relations with others

5. Maintaining close
relationships and voicing

40
 my feelings has been easy
for me.
6. I feel supported and loved
by others around me– (e.g.,
friends, family, etc)
7. I know how to get along
with other people.
8. I enjoy personal and mutual
conversations with family
members or friends.
Autonomy

9. It's more important that I

really enjoy what I do
10. I worry about what other
people think of me.
11. I can determine my
priorities in life without
other’s influence.
12. It’s hard for me to voice my
own opinions/thoughts.
Purpose in life

13. I enjoy making plans and

setting goals for the future
and working on them to
make it a reality.
14. I have a sense of direction
and purpose in life.
15. I know what I was meant to
do in life.
16. I know that my life is
worthwhile, and I play a
valuable role in it.
Personal Growth
17. I have a good sense of what
it is I'm trying to accomplish
in life.

18. I think life has been a

continuous process of
learning, changing, and
growth.

41
19. I am more mature and
experienced in my attitude
and behavior.
20. I think it's important to have
new experiences to
challenge how you think
about yourself and the
world.

42
Appendix C: Informed Consent Form

MISAMIS UNIVERSITY
Ozamiz City 7200, Philippines
College of Nursing, Midwifery and Radiologic Technology
Tel No. +63 88 521-0367 / Telefax No. +63 88 521-2917
E-mail Address: [email protected]

CERTIFIED: ISO 9001:2015 Quality Management System – DNV

ACCREDITED: Philippine Association of Colleges and Universities Commission on Accreditation (PACUCOA)
GRANTED: AUTONOMOUS STATUS by the Commission on Higher Education (CHED)
______________________________________________________________________________________________________

MISAMIS UNIVERSITY
Ozamiz City
College of Nursing, Midwifery and Radiologic Technology

RESEARCH INFORMED CONSENT FORM

Title
This study is titled “Coping Styles and Psychological Well-Being of College Students in
Ozamiz City” in partial fulfillment of the requirements for the degree of Bachelor of
Science in Nursing.

Researcher
This study is to be conducted by Crislyn Frecia Macalua, Keizha Faye N. Malagum,
Angel Lou S. Mutia, Cristine Joy T. Pace and Valerie Rose O. Ranada, who is pursuing
the degree in Bachelor of Science in Nursing at Misamis University College of Nursing,
with Ms. Khira M. Adalin as the adviser. The researcher can be contacted through this
mobile number +639389676425 or email address [email protected],
[email protected], [email protected], [email protected] and
[email protected].

Purpose of the Research

This study aims to assess the coping styles and psychological well-being of HEI students
in Ozamiz City.

Description of the Research

This study is a descriptive– correlational type of research, and the data will be gathered
through a researcher-made questionnaire within three (3) months.

Potential Benefits
Respondents of the study may benefit by knowing their coping styles as well as their
psychological well-being. Determining their coping styles could help them increase their
resilience against the inherent stressors of the university context. It can also help them
reflect and learn how to properly handle negative emotions, panic attacks, and other
43
difficult situations. This will help them effectively deal with a negative emotion or
situation, and aid in moving on, managing, and letting go of the negative feelings that are
associated with that experience.

Confidentiality
Anonymity and confidentiality were maintained throughout the study, in which
anonymity was ensured by not disclosing the patient’s name on the questionnaire, in
research reports, and by detaching the written consent form from the questionnaire. When
respondents are promised confidentiality, it means that the information they provide will
not be publicly reported in a way that identifies them, and it was maintained by keeping
the collected data confidential and not revealing the subjects; no identifying information
was entered onto the questionnaire, and questionnaires were only numbered after data
was collected. Respondents were treated as autonomous agents by informing them about
the study and allowing them to voluntarily choose to participate or not.

Publication
The results of this study may be published in any form for public and scholarly
consumption or used in classrooms instruction to enrich learning and generate more
knowledge for future research.

Participation
Your participation in this study must be voluntary and you have the right to withdraw if
you feel uncomfortable in the process of gathering information from you.

Informed Consent
Given the information above, I confirm that the potential harms, benefits, and alternatives
have been explained to me. I have read and understood this consent form, and I
understand that I am free to withdraw from my involvement in the study any time I deem
it to be necessary or to seek clarifications for any unclear steps in the research process.
My signature indicates my willingness to participate in the study.

_____________________________________________ ____________

Printed Name and Signature of the Research Respondent Date

44
 CURRICULUM VITAE

PERSONAL INFORMATION
Name : Crislyn Frecia Macalua
Address : Guma Midsalip, Zamboanga del Sur
Date of Birth : October 4, 2001
Place of Birth : Guma Midsalip, Zamboanga del Sur
Age : 21 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Grecelda M. Lantaca
Father’s Name : Joel S. Lantaca

EDUCATIONAL BACKGROUND
ELEMENTARY: Pob. A Midsalip Elemtary School
Pob. A Midsalip Zamboanga del sur
2013-2014
JUNIOR HIGH: Pob. A Midsalip National High School
Pob. A Midsalip Zamboanga del sur
2017- 2018
SENIOR HIGH: Pob. A Midsalip National High School
Pob. A Midsalip Zamboanga del sur
2019-2020

45
PERSONAL INFORMATION
Name : Keizha Faye N. Malagum
Address : Kinangay Norte, Clarin, Misamis
Occidental
Date of Birth : May 1, 2001
Place of Birth : Oroquieta City, Misamis Occidental
Age : 21 years old
Civil Status : Single
Citizenship : Filipino
Religion : Latter day Saints
Mother’s Name : Faith N. Malagum
Father’s Name : Richard S. Malagum

EDUCATIONAL BACKGROUND
ELEMENTARY: Clarin Central School
Pob 3, Clarin, Misamis Occidental
2013-2014
JUNIOR HIGH: Misamis Occidental National High School
Oroquieta City, Misamis Occidental
2017- 2018
SENIOR HIGH: La Salle University
Aguada, Ozamiz City, Misamis Occidental
2019-2020

46
PERSONAL INFORMATION
Name : Angel Lou S. Mutia
Address : Lobogon , Aloran, Misamis Occidental
Date of Birth : March 20, 2002
Place of Birth : Misamis Occidental Provincial Hospital Oroquieta
City
Age : 21 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Mary Ann S. Mutia
Father’s Name : Loreto T. Mutia Jr.

EDUCATIONAL BACKGROUND
ELEMENTARY: Aloran Central School
Dalisay, Aloran, Misamis Occidental
2013-2014
JUNIOR HIGH: St. Matthew's High School
Dalisay, Aloran, Misamis Occidental
2017- 2018
SENIOR HIGH SCHOOL: Stella Maris College
Independence St., Oroquieta City
2019 – 2020

47
PERSONAL INFORMATION
Name : Cristine Joy T. Pace
Address : P-3 Gata Diot Clarin, Misamis Occidental
Date of Birth : October 8, 2001
Place of Birth : Zamboanga Sibugay Province
Age : 21 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Myrsan Tinapay
Father’s Name : Gregorio Pace

EDUCATIONAL BACKGROUND
ELEMENTARY: Lapasan Elementary School
Lapasan, Clarin Mis. Occ
2013-2014
JUNIOR HIGH: Our Lady Of Peace High School
Malabang, Lanao Del Sur
2017- 2018
SENIOR HIGH SCHOOL: Claremont School Of General Trias
Cavite Inc.
Pasong Camachile 1 General trias Cavite
2019 – 2020

48
PERSONAL INFORMATION
Name : Valerie Rose O. Ranada
Address : Poblacion Tabina Zamboanga
del Sur
Date of Birth : February 14, 2002
Place of Birth : Pagadian City Zamboanga del
Sur
Age : 20 years old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Mother’s Name : Rosalita O. Ranada
Father’s Name : Papin E. Ranada

EDUCATIONAL BACKGROUND
ELEMENTARY: Tabina Central Elementary School
Poblacion, TabinaZamboanga del Sur
2013-2014
JUNIOR HIGH: Saint Ambrose High School
Poblacion, Tabina Zamboanga del Sur
2017- 2018
SENIOR HIGH: Saint Columban College
San Francisco District, Pagadian City 7016,
Zamboanga del Sur, Philippines 2019-2020

49