Coping Management and Academic Performance-TheSIS-With Sampling Tech

Chapter 1 Introduction
Background of the Study Several studies have documented that most student-athletes from various colleges and universities of all states in the U.S. experience a substantial amount of stress. his is because they try to balance the demands of higher education !ith other competing aspects of their lives. "lthough everyone is affected differently by stress# lack of sleep# financial burdens# academics# and demands from extracurricular activities have been identified to have the greatest impact on the college population $%ilson# &''(). *oreover# Bautista et.al $&'1&) mentioned that traditionally student athletes of the different universities in the +hilippines have been raised in an environment that stress is commonly encountered !here there is a development in a mentality that the !elfare of the team and the overall athletic performance takes priority over personal and academic performance. In fact# almost every day# student athletes of "teneo de ,avao University -uggle multiple responsibilities# and challenges that may influence their performance in the sports they belong in as !ell as their academic performance. he "thletic ,irector# *r.
%illiam I. .amire/ stated that most of them !ould complain about prioriti/ing the demands of their practices and studies and a lot of these students cannot maintain the grades re0uired for them to 0ualify for varsity retention. Some of them !ould -ust 0uit sports# !hile others !ere forcefully removed from their sport teams because they cannot maintain the minimum grade policy set by the athletics office.
hese notable and evident problems prompted the researchers to choose this study. "s mentioned by *r. .amire/# some of the university1s student athletes !ere struggling to balance their priorities in practices for competitions and the academic standing they have to maintain. he researchers find this problem to be extremely
alarming not only for the student sector but also for the university because if these student athletes !ill not find any solution to manage these coping problems# then the university1s sports programs and athletic office !ould have to suffer from shortage of participants in the sports competitions that are very significant in maintaining the prestige of the university. In addition to that# as researchers# !e are eager to kno! if there is a significant relationship bet!een the coping management of these athletes and their academic performance.
heoretical 2rame!ork he study is anchored on Sister Callista .oy1s "daptation *odel $."*). 3er concepts of nursing# person# health# and environment are interrelated to this central concept. he person continually scans the environment for stimuli. Ultimately# a response is made and adaptation occurs. hat adaptive response may be either an adaptive or an ineffective response. "daptive responses are those that promote integrity and help the person to achieve the goals of adaptation that is survival# gro!th# mastery and person and environmental transformations. 4ursing has the uni0ue goal to assist the person1s adaptation effort by managing the environment. "daptation occurs !hen the person responds positively to environment changes. his adaptive response promotes the
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integrity of the person# !hich leads to health. Adaptation problems are broad areas of concern related to adaptation. These describe the difficulties related to the indicators of positive adaptation. Roy states, it can be noted at this point that the distinction being made between adaptation problems and nursing diagnoses is based on the developing work in both of these fields. At this point, adaptation problems are seen not as nursing diagnoses, but as areas of concern for the nurse related to adapting person or group. ."* has classified coping processes into t!o subsystems5 .egulator and Cognator. In .egulator subsystem# individuals respond automatically to the environmental stimuli through innate# physiological adaptive processes. hese processes include neural# chemical and endocrine channels. he Cognator subsystem processes
changes in the environment through cognitive and emotional channels involve personal perception and information processing# learning# -udgment and emotion $ ommey#&''&). .oy1s "daptation *odel can be sho!n in the figure belo!5 2igure 1. .oy1s "daptation *odel
Conceptual 2rame!ork
Independent 7ariable$8) Coping *anagement of Student "thletes of "teneo de ,avao University
,ependent 7ariable $9) "cademic +erformance of Student "thletes of "teneo de ,avao University
*oderating variable $:) a. "ge b. ;ender c. 9ear level of student athletes d. Sports
2igure 1.1. Conceptual 2rame!ork of the Study he figure above sho!s the relationship bet!een the Independent variable and the ,ependent variable. he moderating variables are "ge# ;ender# and 9ear level of student athletes as sho!n in a broken line. he independent variable# Coping *anagement of Student "thletes of "teneo de ,avao University has a direct effect on the ,ependent variable# "cademic +erformance of Student "thletes of "teneo de ,avao University as sho!n by a straight solid arro!. <
Statement of the problem his study intended to determine the relationship bet!een the coping management and academic performance of levels 1# &# 6 and < student athletes of "teneo de ,avao University. Specifically# this study sought to ans!er the follo!ing 0uestions5 1. %hat is the profile of the respondents= a. "ge b. ;ender c. 9ear level d. Sports &. %hat is the coping management used by levels 1# &# 6 and < student athletes of "teneo de ,avao University= 6. %hat is the academic performance of levels 1# &# 6 and < student athletes of "teneo de ,avao University= <. Is there a significant relationship bet!een coping management and academic performance=
3ypothesis 1. 3ypothesis-free
&. 3ypothesis-free 6. 3ypothesis-free <. here is no significant relationship bet!een academic performance and coping management.
Scope and >imitation he study discussed the Coping *anagement and "cademic +erformance of student athletes of "teneo de ,avao University. he study !as conducted at "teneo de ,avao University *ain Campus# .oxas "venue# ,avao City# +hilippines specifically at the Samson Complex# "thletics ?ffice and at the *artine/ Sports Complex# "teneo de ,avao University- ;rade School and 3igh School Campus.. he study !as delimited on levels 1# &# 6 and < student athletes from the "rts and 4atural Sciences and School of 4ursing !ho !ere enrolled during the 1st semester school year &'16-&'1<. he respondents are active in the follo!ing sports5
7olleyball# Basketball# able tennis# Badminton# *artial "rts# and Chess of the University. he students !ere given 0uestionnaires !hich they ans!ered truthfully. he time frame allotted for the completion of this study !ill be from @une to ?ctober &'16.
Significance of the Study his study !ill benefit the follo!ing5 he student athlete of "teneo de ,avao University. his could help in improving
hisBher performance in the specific sport engaged in and hisBher academic performance through the information reflected by the preferences and coping management of the student in reference to the sports activities. his can also help himBher to enhance hisBher coping management and adaptation skills to the particular demands of the hisBher sports activities# the particular re0uirements of the person involved and the particular challenges in hisBher sports. "dditionally# it may be a help to enhance the student-athlete1s motivation to accomplish both hisBher academic and personal goals. he coach. he result of the study !ill help assess the performance of hisBher athlete and gain insight into ho! student athlete prefers to approach tasks based on hisBher coping management# thus guiding the coach to become a!are on !hich student athlete1s abilities need more refinement and attention. +arent. his can help himBher evaluate and support hisBher child in enhancing hisBher abilities and motivations in accomplishing hisBher goals and to the success of hisBher child1s studies. he future researcher. his !ill serve as hisBher basis for expanded research.
,efinition of erms
Coping management. It is defined as the method by !hich players cope !ith the stress encountered as the result of the school environment and the resulting areas of responsibility $Cueen D Cueen#&''<)
"cademic performance. his refers to !hat a student has achieved in different sub-ects of studies during the course of the academic year. $Bansal#&'1') In this study# it is the prelim# midterm and final grades of the respondents.
>evel 1# &# 6 and <. In this study# these are the 1st year# &nd year# 6rd year and <th year student athletes from different divisions and they are the respondents of the study.
Student athlete. It is defined as a participant in an organi/ed competitive sport sponsored by the educational institution in !hich he or she is enrolled. $!!!.dictionary.reverso.netBorg) In this study# it specifically includes students !ho are part of the "teneo ,e ,avao varsity. "teneo de ,avao University. his refers to a 2ilipino# Catholic and @esuit school that each student# !hether female or male# is a uni0ue individual person !ith invaluable !orth and dignity. $"ddu- Student 3andbook# &''A). In this study# it refers to the location !here the respondents are currently studying.
Chapter & .G>" G, .G7IG% ?2 >I G." U.G "4, S U,IGS
he chapter presents the data gathered from second- hand sources that intends to strengthen and direct the study of coping management and academic performance of athletes. It covers matters that revolved around the idea of the preferences among student athletes.
Coping management +ressure# strain# anxiety# constant !orry# nervous tension# depression# social dysfunction# trauma and even suicidal intention are the common terms are habitually representing their stress. Stress has been !idely recogni/ed in the academic literatureH hence this is the most common cause of problem among college students. "cademic# institutional and environmental stress among students has long been researched on# and researchers have identified different stressors. $?ngori and "golla# &''FH "golla# &''I). he learning auxiliary tries to make an in-depth in0uiring into each component of academic stress such as numerous assignments# antagonism !ith other students# disappointment# failures and poor relationships !ith other students or lecturersJ or family
problems at home# curriculum and instruction# team !ork related issues# assessment# and placement# to identify the micro issues that are causing stress. "ccording to $4ational Institute of *ental 3ealth# &''&)# experiencing academic stress is one factor associated !ith depression and anxiety disorders. Clearly# unresolved academic stress is a problem among students# and student- athletes are not exempted from many of the stressors that the general population faces. College athletes face Khuge stressK from conflicting pressures of academics and sports that begin during the recruitment process and continue throughout their college careers. $>ipka# &''A)
.esearchers $7ermunt and Steensman# &''(H opper# &''EH Ussery# &''EH *alach-+ines and Leinan# &''E) have defined the stress as Kthe perception of discrepancy bet!een environmental demands $stressors) and individual capacities to fulfill these demands is kno!n as stress.K "ccording to the Campbell# Kthe adverse reaction people have to excessive pressure or other type of demands placed on them# Stress crop up !hen a person is tackle by a circumstance that they perceive as over!helming and cannot cope up !ith.K Stress is an indispensable and inevitable concomitant of human livingindispensable because !ithout some stress !e !ould be listless and apathetic creatures# and inevitable because it relates to any external event# be it pleasurable or anxiety producing. $+urna D ;o!thami# &'1 1). So stress is a compulsory facet of our life. It adds /est# defies and prospect to our lives# >eads us on to!ards our aspiration and makes experiences exciting and activities challenging. $Bishakha D "n-ali# &'1')
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" personJs response to!ards stress depends on !hether an event is appraised as a challenge or a threat $>a/arus D 2olkman# 1III). Challenging spur can pilot to optimistic upshot such as motivation# inspiration# enthusiasm# and improved assignment performance !hile threatening ones or anguish can conse0uence in anxiety# depression# social dysfunction and even suicidal intention. $Bishakha D "n-ali#&'1'). Stress in academic institutions can have both constructive and pessimistic conse0uence if not !ell coped $Smith# &''&H !eed et al.# &''<H Stevenson and 3arper# &''A). Stress can effect in t!o dimensions it may positive or negative. %hen stress leads to positive track it enhance performance# give confidence and most excellent ending results. But !hen stress moves in negative direction# students practice physical and psychological destruction. "cademic stressors include the studentJs acuity of the general kno!ledge base re0uired and the acuity of an inade0uate time to develop it $Carveth et al# 1IIA). "cademic stress among students have long been made in0uiries on# and researchers have ackno!ledged many stressors as numerous assignments# antagonism !ith other students# disappointment# failures and poor relationships !ith other students or lecturers family or problems at home $2airbrother D %arn# &''6). Students account incident academic stress at humdrum times each semester loaded !ith academic stress as exams# grade competition# and large contents to master in undersi/ed time $"bouserie# 1II<). "ccording to the Grkutlu and Chafra $&''A)# he pressure to perform !ell in the examination or test and time allocated makes academic environment very stressful
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$Grkutlu and Chafra# &''AH +olychronopoulou and ,ivaris# &''(H *isra and *cLean# &'''). $?rnelas and Lleiner# &''6H @aramillo# 4ixon and Sams.# &''<H 7erment and Steesma# &''(H ?ngori# &''EH opper# &''EH ?ngori and "golla# &''FH "golla# &''I) identified the indicators and the sources of stress in !ork environments as extended period of time to !ork# poor !ork routine# poor interpersonal association# inade0uate or be deficient in resources# inade0uate time to make exact assignments# poor !orking conditions# overcro!ded !ork stations# excessive paper!ork# and many others. he force to achieve !ell in the examination or test feat and time for preparation are key stressor of environmental stress in academic institutions $Grkutlu D Chafra# &''A). 2ear of academic failure related to these tasks is a definite stressor $Lolko# 1IIF). his stress affects relation- the social relations $inside the institution and outside) !hich directly distress the life in terms of commitment to accomplish the actual target $2airbrother D %arn# &''6). Students countenance numerous obstacles to overcome their stress and stressors in order to attain their best intellectual act. It considers more than -ust achieving a successful college career. 7arious stressors such as time management and extracurricular school activities can all create their o!n ha/ard to a studentJs academic performance. In higher learning institutions# students are likely to be the victims of stress. College students may experience the burnout phenomenon due to learning conditions these education environments stipulate exceptionally sky-scraping endeavor and do not provide accommodating means that !ould help to effectual hack it $4eumann and .eichel 1III).
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Coping strategies of stress students comprises of effectual time management# collective support# positive reappraisal# and engagement in leisure pursuits $*urphy D "rcher# 1IIA). But .agheb and *cLinney $1II6) established a negative association bet!een academic stress and leisure satisfaction. Sources of and coping !ith acute stress# ho!ever# has not been !idely examined in the sport psychology literature# in general# and among student athletes# in particular. "cute forms of stress are a particular problem in sport among atudent athletes as opposed to their older counterparts. In addition to the relative lack of sport skills in this age group and a plethora of performance errors# they have not learned adaptive coping skills that exacerbate the effects of an already inherently stressful environment $2rydenberg D >e!is# 1II6H ;ould# 1II6). "s a result# the satisfaction and en-oyment that usually forms the basis of a student athleteJs initiative to participate in sport is likely to become undermined $Smoll D Smith# 1IIA). Coping is described by researchers from different theoretical perspectives as cognitive# affective# and behavioral efforts to manage specific internal and external demandsM $Crocker# Lo!alski D ;raham# 1IIFH Gndler et al# 1II6H 3olt D 3ogg# &''&) he theory states that situational appraisals are key determinants of a person1s emotional reactions and coping responses $;iacobbi et al# &''<).reactions and coping responses $;iacobbi et al# &''<). aken from this approach# coping is a function of the person and the environment and is defined as Nconstantly changing cognitive and behavioral efforts to manage specific external andBor internal demands that are appraised as taxing or exceeding the resources of the personM $>a/arus D 2olkman 1III)
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Coping is seen as a shifting process in !hich one form of coping must be relied on more heavily at one time !hile another form of coping is needed at another time. 3o! individuals cope !ith situations can alter their environment or their perception of ho! controllable the environment is $"ld!in# 1II<). herefore# the environment may also play a role in shaping the coping strategies used $3olt D 3ogg# &''&). %ide-spread interest and participation in sport at all levels has led to an increase in the research of the psychological !ell-being of athletes $Storch# Storch# Lilliany# D .oberti# &''(). ?ne critical mediator of an athleteJs selection of coping strategies is his or her cognitive appraisal of the event or situation. "ccording to an extensive revie! of the related literature# >a/arus $1III) ackno!ledges the importance of appraisals and the subse0uent use of coping strategies as critical factors in explaining a personJs physiological and psychological adaptation to stress in sport. he areas of appraisal and coping have been studied under various conceptual frame!orks. he importance of ackno!ledging the athleteJs appraisals is their direct impact on the individualJs emotional response to the stressful event# to the type of coping strategy the athlete selects# and to the effectiveness of that strategy $3ardy# @ones D ;ould# 1IIAH Smoll D Smith# 1IIF). he >a/arus and 2olkman model of harmBloss# threat# and challenge may be inappropriate for examining the coping process in child athletes. +erhaps a more simplified frame!ork in youth sport research# positive and negative appraisal# for instance# might provide more accurate recall of cognitive appraisal follo!ing stressful events experienced during previous sports events. ?ne implication for using a positive 1<
and negative appraisal frame!ork# according to Lrant/ $1IIF)# is that Krelatively positive appraisals of coping options may have their effect on behavior through the reduction of anxiety or through optimism about mastering the stressorK $p. A<&). It !ould appear# then# that a simplification of the appraisal frame!ork !ould improve the accuracy of recall among younger athletes# and enhance our understanding of the relationship bet!een a child athleteJs appraisal of the stressful event and his or her subse0uent coping response $3ardy et al.# 1IIAH Lrant/# 1IIF). "n athleteJs appraisal of an event is closely linked to his or her subse0uent use of coping strategies - or# if the event is not perceived as stressful# to not have to cope at all. 2or example# use of a coping strategy may not be re0uired if an athlete interprets an event as not stressful $i.e.# irrelevant or benign) or only slightly stressful. If# ho!ever# the event is appraised as highly stressful# then the content of that appraisal $e.g.# positive or negative# harmful# threatening# or challenging# controllable or uncontrollable) !ill partially determine the athleteJs selection and effectiveness of a coping strategy or set of strategies $>a/arus# 1III). It is surprising# then# that the association bet!een appraisal and coping has been virtually ignored in the extant sport psychology literature $3ardy et al.# 1IIA). "pproach coping is the process of taking Kactive stepsK to alleviate the effects of the stressor# or those strategies characteri/ed by an Korientation to!ard threat-relevant aspects of a situationK $Lrohne# 1II6# p. 11). Gxamples of approach coping may-include increasing efforts to reduce stress intensity# initiating direct action# seeking information to explain the source of stress or prevent its reoccurrence# and pre-planning a coping strategy. .oth and Cohen $&''') suggest that approach coping is preferable !hen5 $a) the 1(
situation is controllable# $b) the source of the stress is kno!n# or $c) !hen the outcome measures are long term and necessitate remaining Kon taskK even after the period of inactivity follo!ing the stressor. 2or example# after an opponent achieves success# the athlete may ask the coach for advice to prevent the same mistake occurring again $e.g.# K3o! can I prevent them from successfully using that play again=K)# take responsibility for the error $e.g.# K I should have had that one coachK)# andBor analy/e the problem and plan for a different response in the future $"nshel et al.# 1IIE). hese strategies allo! the athlete to regain control of the unpleasant situation. Instead# ho!ever# the athlete may decide to use avoidance coping by ignoring the situation such as receiving a coachJs reprimand or an unpleasant response from spectators. %hen the duration of the stressor is taken into account# in general# avoidance coping is often more effective for short-term stressors $i.e.# one !eek or less)# !hile approach coping is more effective for stressors exceeding one !eek in duration. "pproach and avoidance coping has been supported using confirmatory factor analysis in previous sport-related studies $e.g.# "nshel# 1IIAH "nshel# %illiams# D %illiams# &'''H .a!storne# "nshel# D Caputi# &'''). ?ne factor that !ill dictate the athleteJs selection of a coping strategy is the source of stress to !hich it is linked. 3ope can exist only !hen such beliefs make a positive outcome seem possible# if not probableM $>a/arus D 2olkman# 1III# ). +roblem-solving skills are also important resources for coping. +roblem-solving skills include the ability to search for information# analy/e a situation in order to identify the problem and generate courses of action# !eigh the alternatives !ith respect to outcomes# and select and implement an appropriate plan of action. Social skills# the ability to communicate !ith others in !ays that are socially 1A
appropriate and effective# is also a coping resource. Social skills facilitate problemsolving and increases the ability to turn to others for support $>a/arus D 2olkman# 1III). he social support received from others# !hich can be emotional# informational andBor tangible# is also an important resource as !ell as material resources such as money. hose !ho have monetary resources fre0uently have greater coping resources or options available to them. In addition to looking at the importance of resources# it is also necessary to look at the constraints that exist !hich can impede the utili/ation of these coping resources. +ersonal constraints# such as cultural values or beliefs# can serve to inhibit the use of resources $>a/arus D 2olkman# 1III). 2or example# individuals !ho have social support available to them but are unable to use them because of ho! they vie! this support. hey may decline help because they see it as implying that they are needy or helpless. Gnvironmental constraints# especially material resources such as money# may also prohibit an individual from utili/ing a needed or valuable resource. he level of threat a person experiences can also play a role in coping. he .oy1s adaptation model is currently one of the most !idely used frame!orks in nursing practice# being applied by hundreds of thousands of nurse in countries all over the !orld. he .oy1s adaptation model presents the person as a holistic adaptive system in constant interaction !ith the internal and the external environment. he main ask of the human system is to maintain integrity in the face of environmental stimuli $+hillips# &'1'). he goal of nursing is to foster successful adaptation. "ccording to .oy and "ndre!s $1III)# adaptation refers to Nthe process and outcome !hereby thinking and feeling persons as individuals or in groups# use conscious a!areness and choice to create human and environmental integrationM $p.(<).
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he adaptation level represents the condition of the life processes. hree levels are described by .oy5 integrated# compensatory# and compromised life processes. "n integrated life process may change to a compensatory process# !hich attempts to reestablish adaptation. If the compensatory processes are not ade0uate# compromised processes result $.oy# &''I). Coping processes in the .oy adaptation model include both innate coping mechanisms and ac0uired coping mechanisms. Innate coping processes are genetically determined or common to the speciesH they are generally vie!ed as autonomic processes. In contrast# ac0uired coping processes are learned or developed through customary responses $.oy# &''I). he process for coping in the .oy adaptation model are further categori/ed as Nthe regulator and cognator subsystems as they apply to individuals# and the stabili/er and innovator subsystems as applied to groupsM. " basic type of adaptive process# the regulator subsystem responds through neural# chemical# and endocrine coping channels. Stimuli from the internal and external environment act as inputs through the senses to the nervous system# thereby affecting the fluid# electrolyte. "nd acid-base balance# as !ell as the endocrine system. his information is all channeled automatically# !ith the body producing an automatic# unconscious response to it. he second adaptive process# the
cognator subsystem# responds through four cognitive- emotional channels5 perceptual and information processing# learning# -udgment# and emotion. +erceptual and information processing includes activities of selective attention# coding and memory. >earning involves imitation# reinforcement# and insight. @udgment includes problem solving and decision making. ,efenses are used to seek relief from anxiety and make affective
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appraisal and attachments through emotions. $.oy# &''I) the cognator- regulator and stabili/er- innovator fuction to maintain integrated life processes. hese life processes !hether integrated# compensatory or compromised are manifested in behaviors of the individual or group. Behavior is vie!ed as an output of the human system and takes the form of either adaptive responses or ineffective responses. hese responses serve as feedback to the systems# !ith the human system using this information to decide !hether to increase or decrease it efforts to cope !ith the stimuli $.oy# &''I). "lthough one can identify specific processes inherent in the regulator- cognator subsystems# it is not possible to directly observe the functioning of these systems. he behaviors can be observed in four categories# or adaptive modes5 physiologic- physical mode# self- concept group identify mode# role function mode and interdependence !ith the environment can be carried out and adaptation can be observed $.oy# &''I). here are many different types of coping# and some are more functional and create a less stressful experience for the individual !hile others are considered more maladaptive and create more a more stressful experience for the person. he adaptation
model is also useful in educational setting. .oy states that the model defines for students the distinct purpose of nursing !hich is to promote man1s adaptation in each of the adaptive modes in situations of health and illness. he .oy adaptation model !as one of the models to be included in the first year of the baccalaureate program. he professors had to meet four challenges during this change5 2irst is the adapting the course to be congruent !ith the .oy model# Second# is the developing teaching tools suitable for student learning. 4ext is the se0uencing of content for student1s learning. hen lastly# is the obtaining of the competent role models. "ndre!s D .oy $1II1) state that the person
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can be a representation of an individual or a group of individuals. .oy sees the person as Ka biopsychosocial being in constant interaction !ith a changing environmentK $.ambo# 1IIF). he person is an open# adaptive system !ho uses coping skills to deal !ith
stressors. .oy sees the environment as Kall conditions# circumstances and influences that surround and affect the development and behaviour of the personK $"ndre!s D .oy# 1II1). .oy describes stressors as stimuli and uses the term residual stimuli to describe those stressors !hose influence on the person is not clear $"ndre!s D .oy). Carver# Scheier# and %einraub $1IIF) have created a measure !hich identifies 16 different coping styles. Some of the coping styles have been identified as adaptive. "ctive coping involves taking active steps to try and remove stressorH planning is thinking about ho! to cope !ith the stressor. Suppression of competing activities means putting other things aside to avoid distraction. .estraint coping is not acting immediately# rather !aiting until the time is right and then seeking social support for advice. he authors have identified seeking social support for emotional reasons as a double edge s!ord. hey assert that it may be dysfunctional because it may be used as an outlet of one1s feelings as opposed to a return to more problem Ofocused coping approaches. his may mean a person focuses on the distress and this can hinder ad-ustment. " relatively recent study !ith clinical psychology college students reported that the students !ho utili/ed this emotion- focused venting experienced a greater level of academic stressH ho!ever# they also tended to be successful $4elson et al.# &''1). 3o!ever# this !as a small scale study from a single school# so the generali/ability is limited. here is a disagreement in the literature !hether venting of emotion is an adaptive or maladaptive coping behavior. he authors of the C?+G believe that the other methods of coping are dysfunctional. ?ne
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of these methods is behavioral disengagement# !hich involves reducing ones efforts to deal !ith the stressor and then giving up. "n additional dysfunctional coping style involves mental disengagement !hich occurs !hen giving up may not be possible. In addition to these approaches specific strategies such as relaxation techni0ues# use of imagery# meditation# biofeedback# and behavior modification have been recommended to help manage stress and increase an individual1s overall !ell-being $3umphrey# 9o!# D Bo!den# &'''). he use of humor along !ith a healthy diet can also have a positive impact $3umphrey et al# &'''). cognitive restructuring and vie!s an individual1s distress as coming from faulty !ays of vie!ing troubling events. he stress inoculation training !hich he proposes is focused on increasing a!areness of negative self-statements and learning ne! problem-solving and coping skills $>a/arus D 2olkman# 1III).
"cademic performance %ith respect to the effect of academic stress on coping# the higher education literature sho!s that studentsJ coping methods are diverse# reflecting personal influences on their coping styles. Students generally report using proactive behavioral methods# such as managing their time# solving specific problems and seeking information and help $*isra# D *cLean# &'''H >ope/# *auricio# ;ormley# Simko# D Berger# &''1H Collins# *o!bray# D Bybee# 1III). *attlin $1II') found that students especially the student athletes use cognitive emotion-related behavior# such as positive reconceptuali/ation of the stress-inducing events# to cope !ith stress. Besides other factors certain personality types are also considered as a ma-or contributor to student athletes perceptions of being &1
anxious about studies and academic performance. Chapell# and colleagues $&''() found that students !ho are more test anxious got lo! ;rade +oint "verages than non anxious students. ,emographic differences in coping styles have been reported by earlier research. .esearchers have found that ethnic# cultural $Lim# %on# >iu# >iu# D# Litanishi# 1IIE) and even socioeconomic characteristics influence coping behaviors. "cademically# ho!ever# there are 0uestions in regards to student-athlete performance $%att D *oore #&''1 ) . here are administrators that believe Kmany student-athletes !ill choose the path of least resistance- less competitive ma-ors- so they can maintain their eligibilityK $>ederman# &''6) . he position of college athletic academic advisors has been created and they play a role in maintaining the eligibility of the student-athlete $Busch# &''E). he environment is created by both academic and athletic staff to Kfunnel athletes into Jathlete-friendlyJ ma-ors and classes# ultimately keeping the students eligible for playK $Lnight Commission# &''AH Crepeau# &''A). It is also believed that multiple athletes from one team !ill have the same ma-or for simplicity# flexibility and competition eligibility. his grouping of athletes into one ma-or is referred to as Kclustering.K $>ederman# &''6). KGvery school in the country has a hidea!ay curriculum# a secret underground tunnel# for athletes.K he results are unethical and to the detriment of the student-athlete $>ederman# &''6). "cademic clustering is one of many underlining issues !ithin the debate on college athletics and academics. "lthough there are numerous popular press articles that have been !ritten about academic clustering among college student-athletes# there has been a dearth of scholarly analysis devoted to the sub-ect. *ost -ournalists agree that there !as evidence of KclusteringK !ithin certain departments and ma-ors and it mostly &&
occurs under the protection of faculty members !ho value athletic success $Capriccioso# &''A). 3o!ever# several 0uestions regarding academic clustering arise. ?ne theory of !hy clustering may exist is for the comfort of the athlete. *any athletes feel classes that attract other athletes make them more comfortable $*c;inn and ?JBrien# &''<). "nother part to the athlete cluster theory is that academic recommendations by former college athletes s!ay academic ma-or decisions. *c;inn and ?J Brien $&''<) noted that select student-athletes chose their ma-ors purely from peer athletesJ recommendations. "cademic "dvisors also play a role in maintaining eligibility !hich can lead to academic clustering $Busch# &''E). KStudents might be nudged in that direction more formally by advisers in the athletics departmentK $>ederman# &''6). *aintaining eligibility is the -ob of the college athletic academic advisor $Busch# &''E). "nother theory that supports the possible existence of clustering is financial stability or -ob availability $>ederman# &''6). K"thletes# especially those !ho play high profile sports# are much more inclined than students at-large to emphasi/e the importance of achieving financial success $*c;inn and ?JBrien# &''<).K "cademic schedule inflexibility is a third theory as to !hy academic clustering may exist. Selecting a ma-or that allo!s for more unrestrictive Plectives $classes outside the department)# multiple class times# and multiple study options $i.e. online# independent study) allo!s the athlete to tailor a ma-or to their athletic schedule. Some ma-ors are easier to tailor than others. " final theory supporting the existence of academic clustering is that many student-athletes lack college preparation. 2re0uently# student-athletes are being admitted into universities !ith belo! average grade point averages and standardi/ed test scores ."s a result# many college student-athletes are admitted into general programs# but cannot be accepted into &6
specific programs of choice and must settle for general sub-ects $Busch# &''E). Student athletes seem to experience heightened academic ad-ustment concerns. 2or example# participation in ma-or intercollegiate sports previously !as found to have a negative effect on academic performance $"stin# 1II6) and on other cognitive outcomes including reading comprehension and math skills in football and basketball players $+ascarella et al.# 1III). "mong the findings in the extant literature# psychosocial# or noncognitive# variables may play an important role in student athletesJ academic performance. he term noncognitive refers to Kvariables relating to ad-ustment# motivation# and perceptions# rather than the traditional verbal and 0uantitative $often called cognitive) areas typically measured by standardi/ed testsK $Sedlacek# &''<# p. 6A). 2or example# in one study $Simons# 7an .heenen# D Covington# 1III)# college student athletes !ho !ere highly motivated to succeed academically $the success-oriented overachievers) displayed higher self-!orth# exhibited better metacognitive study strategies# demonstrated higher academic performance# and had fe!er reading and study problems than did the student athletes !ho !ere less highly motivated $the failure avoiders and the failure acceptors). Student athletes !ho !ere more involved !ith their studies and !orked !ith faculty members !ere found to have better academic performance than those !ho !ere less involved $Schroeder# &'''H %att D *oore# &''1). 2urthermore# those student athletes !ith greater access to social support from teammates# family# and institutional sources seem more likely to experience academic success $+Ptrie D Stoever# 1IIEH 9oung D So!a# 1II&). Unfortunately# although access to institutional support seems to mitigate some difficulties# student athletes tend to underuse college and university counseling services $Birky# &''EH %atson# &''(). Birky &<
found that social pressure from student-athlete peers and coaches# emphasi/ing selfreliance# may interfere !ith these studentsJ decisions regarding appropriate help-seeking behavior. herefore# gaining a better understanding of the noncognitive factors associated !ith student-athlete academic ad-ustment can enable college counselors to !ork more effectively !ith this population. "cademic performance reflects ho! !ell the student performs in his academic studies. It is the degree of level of success attained scholastically. Intelligence and experience and other cognitive resources are factors in leadership success $*atteson# 1II'). $ >upday# 1IIA) sought to determine if abilities# personality characteristics and academic performance of students influence leadership. "ccording to him# abilities refer to the mental abilities !hich include intelligence 0uotient# 0uantitative ability# linguistic ability# verbal fluency and creativity. %hile personality characteristics include selected personality traits like ambition# perseverance# friendliness and influence to others. "cademic performance refers to the grade point average of the student participants.
.elated studies
Coping management %ide-spread interest and participation in sport at all levels has led to an increase in the research of the psychological !ell-being of athletes $Storch# Storch# Lilliany# D .oberti# &''(). !o schools of thought have emerged regarding athletic participation as it relates to stress. ?ne school of thought highlights that involvement in recreational sports &(
during childhood and adolescence has a number of benefits including improved selfesteem# body image# general mental health# and decreased levels of social anxiety# depression# stress# and diabetes $International Society of Sport +sychology# 1II&H .yska#&''&H Steiner# *cCuivey# +avelski# +itts# D Lramer# &'''). he second school of thought focuses on the additional stressors associated !ith playing sports at the collegiate level. hese additional stressors include increased competition# negotiating relationships !ith teammates and coaches# a decrease in social interactions as a result of athletic commitments# and performance anxiety $.ichards D "ries# 1IIIH Storch et al# &''(). 4ot!ithstanding the over!helming research on factors leading to stress and its influence on academic achievements among university students# many of the studies !ere conducted in isolation !ithout incorporating a comprehensive list of stress factors $.yan# &''<). he ma-ority of investigations have taken place in the United States# !hich concentrated mainly on students in the medical field. here also raises a 0uestion of !hich stress factor$s) hasBhave substantial influential on the academic achievement of students. *any of prior studies have either reported inconclusive or inconsistent results. +rior studies have also concentrated on collecting cross-sectional rather than longitudinal data. his paper thus attempts to address these gaps by incorporating a comprehensive list of stress factors and empirically test them against the academic performance of college students based on different periods of a semester. he results imply that although the
students perceived a higher level of stress at the beginning to!ards the middle of the semester# it does not affect their overall academic performance. heir academic performance !ill only be affected !hen their perceived level of stress is higher at the end
&A
of the semester in !hich the level of perceived stress is statistically no different !ith the level of perceived stress at the middle of the semester. ;iacobbi# >ynn# %etherington# @enkins# Bodendorf# D >angley $&''<) intervie!ed five female first-year university volleyball players on three separate occasions during their freshman year of college in order to examine the sources of stress and coping responses these athletes experience. Sources of stress that !ere reported resulted in the emergence of five dimensions of stress5 training intensity# high performance expectations# interpersonal relationships $ex. relationships !ith coaches and teammates)# being a!ay from home# and academics $transition to university academic demands and balancing sport !ith academics). %hile the above mentioned studies have looked at sources of stress and coping efforts# a need exists for the study of a larger sample of student-athletes from various sports teams# including looking at the coping mechanisms that are used. @ames and Collins $1IIE) intervie!ed &' athletes from various sports ranging in age from 1E to 61 years !ho participated from the club level to the national and international level. Sources of stress that !ere found included significant others $coach pressure# relationships !ith teammates# parental demands# !anting to perform !ell in front of significant others)# social evaluation and self-presentational concerns# competitive anxiety and doubt $nervousness and !orry about performance)# perceived readiness $not feelings ade0uately prepared)# nature of the competition $level and importance of competition)# environmental demands $!eather# condition of playing surfaceBvenue)# not performing to re0uired standard $not meeting performance goals# making mistakes)# fatigue and getting in-ured $@ames D Collins# 1IIE). &E
"cademic performance Studies that focused on perceived stress found that it decreases !ith age $ hompson# :abrucky# Steele# D *atheny# &''1). Student "thlete "cademic Support Services !ere created to help the student athlete !ith special academic and personal needs. hese programs !ere concentrated in t!o general areas5 academics and athletics $+ope and *iller# 1IIA). "cademic Support Services !ere designed to !ork !ith the student- athlete1s hectic schedule. hey provide services at times and locations that !ere more convenient to the student- athlete $@ordan and ,enson# 1II'). Student "thlete "cademic Support Services assisted the student athlete !hen balancing# learning !ith responsibility to an individual sport. he goals of these programs !ere to decrease academic difficulty# to enhance academic skill# and to provide more individual assistance in organi/ational and study skill $+ope and *iller# 1IIA). hese programs also provided academic monitoring and served as a liaison bet!een student- athletes# coaches# faculty and university departments. *any .esearches also sho! a correlation of many stress factors that college studentsJ experience and the harmful effects of stress on their ;+" and other performance. 3atcher and +rus $&''1) assert that stress factors are the academic situational constraint. heir study declared a variety of factors that can shrink a studentJs academic performance. %hen these stressful situations take place# students becomes disorgani/ed# disoriented and therefore less able to cope up# thus they face stress related health problems as tension# pressure# anxiety# depression and frustrations.
&F
2e! studies have explored academic and athletic motivation as noncognitive variables and their usefulness in predicting academic performance for student athletes. In a study on the expressed motivation of *en and %omen student athletes# Snyder $&''&) found that %omen student athletes desired to play on the professional level more than *en athletes. 2armer $&''&) calls this desire Kthe athletic dreamK and defined it as Ka multidimensional set of behaviors and fantasies propelled by the desire to pursue superstardom through sport participationK. ,emands and career aspirations associated !ith college sports have also been linked to the failure of some athletes to balance academic and athletic tasks $7an .heenen# D Covington# &'''). +revious researchers examined the influence of motivation on academic performance. Simons et al. $&''<) studied differences bet!een motivational types on various measures of academic performance# but did not study the relationship or the ability of motivation to predict academic performance. >ike!ise# Sellers $&''&) defined motivation simply as the number of hours spent studying and the stated importance of earning a college degree. o address this void in the literature# this study examines the extent to !hich academic and athletic motivation predicted ;+" for college athletes using a scale called the Student "thletes *otivation to!ard Sports and "cademics Cuestionnaire $S"*S"C). 2or the purpose of this study# academic motivation refers to a studentJs desire to excel in academic-related tasks. "thletic motivation refers to a studentJs desire to excel in athletic related tasks. " more recent study examined achievement motivation of ,ivision I athletes using self-!orth theory $Simons et al.# 1III). "ccording to Simons and associates# Kself!orth is determined by an individualJs o!n# and othersJ# perceptions of oneJs ability# &I
perceptions that are mainly tied to successful achievementK $p. 1(&). Commitment to athletics !as negatively correlated !ith ;+"# meaning individuals !ith a high commitment to athletics had lo! college ;+"s. 2urther# student athletes !ho !ere classified as failure acceptors $i.e.# not motivated to approach success or avoid failure) !ere more committed to playing their sport than success-oriented student athletes $i.e.# those motivated to approach success# but not avoid failure). Simons et al. suggested that the primary reason for attending college for failure acceptors !as to be an athlete. In this study# failure acceptors !ere primarily participating in revenue sports $e.g.# football and menJs basketball). In other research# Sellers $1III) found academic motivation to be an insignificant predictor of academic performance# as measured by the number of hours spent studying and aspirations to obtain a college degree. 2urther research on motivation and its relationship to academic performance needs to be conducted to confirm these results. he literature regarding the relationship bet!een athletic participation and cognitive outcomes is mixed $3o!ard-3amilton D Sina# &''1). 4amely# Stuart $1IF() compared a group of freshmen football players !ith nonathletic peers and found that despite having lo!er high school grade point averages and entrance exam scores# the athletes did not differ significantly in mean college grade point average# mean Gnglish grade# and mean semester credit hours in the first t!o years of college compared to nonathletic matched pairs. Controlling for gender# ethnicity# high school academic achievement and attitude test scores# 3ood# Craig and 2erguson $1II&) found that the average grades of student-athletes did not differ significantly from their nonathletic matched pairs. 6'
Chapter 6 *G 3?,?>?;9
+resented in this chapter !ere the description of .esearch ,esign# .esearch >ocale# and .espondents of the Study# Sampling Statistical Instrument and .esearch +rocedure. echni0ue# .esearch Instrument#
.esearch ,esign ,escriptive Correlational survey !as used in the study in !hich a statistical analysis of covariant data !as applied to determine the preexisting relationship of variables. he descriptive method of research dealt !ith situation that demands
observation as the principal means of collecting data. " designed statistical too !as employed to determine the relationship bet!een t!o or more variables.
.esearch >ocale his study !as conducted at "teneo de ,avao University *ain Campus# .oxas 61
"venue# ,avao City# +hilippines specifically at the Samson Complex# "thletics ?ffice and at the *artine/ Sports Complex# "teneo de ,avao University- ;rade School and 3igh School Campus located at *ac"rthur 3igh!ay# *atina# ,avao City# +hilippines !here the respondents gather around for practices and meetings regarding their different sports events and to consult !ith their coaches.
.espondents of the Study he researchers had selected >evels 1# &# 6 and < student athletes of "teneo de ,avao University. he respondents had been chosen regardless of age# gender# status# race#
sports and place of residence for as long as they belong on the said levels of the university. he respondents are also currently enrolled in the 2irst Semester# School 9ear &'1&- &'16. Sampling echni0ue he researchers used the 4on-probability sampling specifically the +urposive sampling# to entire population of the School of "rts and 4atural Sciences and the School of 4ursing !ho !ere the respondents of the study. Since the sample investigated !as 0uite small# having a total of &1 student athletes belonging in S"S and S?4# !e decided to utili/e +urposive Sampling. 2urthermore# !e discovered that S"S and S?4 !ere the most appropriate sample for the study particularly because students of these schools may be adversely affected to such extent that their exposure to clients may be unfavorable. Student nurses !ho are athletes no! become our focus of concern. .esearch Instrument
6&
he instrument that !as used in this study !as a modified adapted survey 0uestionnaire and it !as patterned from the Coping *anagement est of
psychologist#Ilona @erabek# +h,# and artificial intelligence specialist 7rat @erabek# +h,. It !as designed to kno! the Coping *anagement of Student "thletes of "teneo de ,avao University. he survey 0uestionnaire follo!ed the >ikert scale type !hich contains
instructions that !ere follo!ed by the student athletes. he 0uestionnaire basically had t!o parts5 +art I mainly talked about the student athlete1s +rofile. +art II contains &' statements !herein +sychologist# I. @erabek# +h, and "rtificial Intelligence Specialist# 7. @erabek# +h, had patterned on the .egulator and Cognator Subsystems of .oy1s "daptation *odel. he ans!ers !as then categori/ed in five parts5 (# <# 6# & and 1
!herein5 ( stands for "l!ays# < for "lmost "l!ays# 6 for ?ften# & for Sometimes and 1 for 4ever. he respondents then based on !hat columns to check from statements 1 to &' follo!ing the scale provided on the 0uestionnaire depending on the number of times the respondent used the coping management of each statements. "fter checking each column from statements 1 to &'# the mean !as computed and interpreted using the follo!ing5
able 6.& Coping *anagement of Student "thletes .ank ( < 6 & 1 Interval <.('- (.' 6.('- <.<I &.('- 6.<I 1.('- &.<I 1.'- 1.<I ,escription "l!ays "lmost "l!ays ?ften Sometimes 4ever Interpretation Gxcellent 7ery ;ood ;ood 2air +oor
66
.esearch +rocedure he researchers formulated titles !hich !ere checked and approved by the thesis adviser and mentor. he researchers then sought for articles and studies from books#
-ournals# maga/ines# and internet sources for the revie! of related literature and studies to support the said study. hen# it !as follo!ed by the construction of the background of the study# theoretical frame!ork# conceptual frame!ork# statement of the problem# hypothesis# scope and limitation# significance of the study# and definition of terms. he survey 0uestionnaire that !ill be used is a modified adapted survey 0uestionnaire. It is patterned from the Coping *anagement est of +sychologist#Ilona @erabek# +h,# and "rtificial Intelligence Specialist# 7rat @erabek# +h, and it !as checked and verified by the thesis mentor *rs. @ennifer ?campo# .4.# *4 and by the statistician ,r. Gulalio +atayon. he statistical treatment !as provided by the statistician ,r. Gulalio +atayon.
Statistical reatment 2re0uency ,istribution and +ercentage ,istribution !ill be used statement problem &. 2or statement problem 6# *ean and Standard ,eviation !ill be used and finally# for statement problem <# +earson- . !as utili/ed using the S+SS ,ata Gditor. o compute for +earson +roduct-moment coefficient (r)# this formula !as follo!ed5
6<
Where: r = Pearson correlation coefficient x = Values in first set of data y = Values in second set of data n = Total number of values
6(
Chapter < +.GSG4 " I?4# "4">9SIS "4, I4 G.+.G " I?4 ?2 ," "
his chapter presents# analy/es and interprets the data gathered by the researchers. he data !ere computed manually and electronically using S+SS ,ata
Gditor. he data !ere statistically treated and refined employing viable statistical tools in order to ans!er the problems established in this study. he analysis and interpretation of the data gathered are also presented in this chapter.
,emographic +rofile of the .espondents able <.1 "ge ,istribution of "teneo de ,avao University Student "thletes
Age 18 and below 19 and above !otal
Frequency 13 8 1
Percentage 61. 9047619% 38.095 381% 100%
he data in able <.1 above presents the fre0uency distribution and percentage of the respondents according to their age. comprised of 6F.1'Q respectively. his sho!s that students aged 1F years and belo! comprised A1.I'Q of the total respondents !hile students aged 1I years and above
6A
his data sho!s that most of our respondents are in the age bracket of 1F and belo! !hich !ould mean that the respondents have been beginning to be involved in different sports at an early age. Since sports is one of the best interventions to turn this big populace into becoming productive individualsH disciplined# socially-integrated# value-laden and conscious of a healthy lifestyle as believed by many parents !ith daughtersB sons !ho are athletes. Gngaging in sports !hile still young $starting as early as ( years old up to 1F years old) develops certain physical and intellectual faculties# as !ell. *any students also had affirmed that they engage in sports during their 1 st year in college because not only that this !ould help them to be physically fit# but also for a motive to have extracurricular activities aside from their academics. $+hilippine Sports Commission $+SC)# &'1&).
6E
able <.& ;ender ,istribution of "teneo de ,avao University Student "thletes

"ender #ale Fe$ale !otal Frequency 10 11 1 Percentage 47.6190476 % 5 .38095 38% 100 %
able <.& above presents the fre0uency and distribution of the respondents according to their gender. ,ata sho!s that the female respondents are greater in number compared to male respondents. *ale respondents consisted of <E.A&Q !hile female respondents comprised of (&.6FQ of the total respondents.
able <.6 9ear >evel ,istribution of "teneo de ,avao University Student "thletes
%ear &evel Frequency Percentage
6F
1't %ear nd %ear 3rd %ear 4t( %ear !otal
10 3 6 1
47.6190476 % 14. 85714 9% 9.5 38095 % 8.5714 857% 100 %
he data in able <.6 above presents the fre0uency distribution and percentage of the respondents according to their year level. he table reveals that the university1s athletes !ere mostly composed of sophomores or 1st year student athletes. Being a student-athlete provides you !ith great opportunities to get involved on and off campus as !ell as gives you access in many speciali/ed programs that is mainly the reason !hy many sophomore students !ant to be university athletes. Sophomore year is also about development. Since you are ne! in the environment# engaging in the different sports mean that you can both develop your sport skills as !ell as !ork on your academics since the sub-ects offered in first years are not that hefty compared to other year levels $*arsh D Lleitman# &''6).
able <.< Sports ,istribution of "teneo de ,avao University Student "thletes
%ear &evel )a'*etball +olleyball
Frequency 5 6
Percentage 3. 8095 381% 8.5714 857%
6I
!able !enn,' -(e'' #art,al Art' !otal
3 5 1
14. 85714 8% 9.5 38095 % 3.8095 380% 100 %
he data in able <.< exposes the fre0uency distribution and percentage of the respondents according to the sports they belong in. he results reveal that among the total of &1 respondents# &F.(EQ of the student athletes play volleyball than any other sports in the university. Lac/marek et al.# &'1' specified that more than F'' million people in the !orld play volleyball at least once a !eek# according to information from the %estlake 3igh School physical education department. his competitive sport burns 6A< calories per hour for a &''-pound person. Since volleyball is a non-contact sports# many people are becoming enthusiasts of this sports. 4on-contact sports are sports !here participants compete alternately in lanes or are physically separated such as to make nearly impossible for them to make contact during the course of a game !ithout committing an out-of-bounds offense or# more likely# dis0ualification.
able <.( Coping *anagement of "teneo de ,avao University Student "thletes Coping *anagement "verage %eighted *ean Cualitative Interpretation
Statements 1 & 6 < (
< 6.1( <.'( <.& 6.<
7ery ;ood 7ery ;ood Gxcellent Gxcellent ;ood <'
A E F I 1' 11 1& 16 1< 1( 1A 1E 1F 1I &' Grand Mean
< <.&( 6.E <.F( <.6 <.6( 6.I 6.E <.( 6.I <.( <.(( <.E <.& <.6( 4. !
7ery ;ood 7ery ;ood ;ood Gxcellent 7ery ;ood 7ery ;ood 7ery ;ood 7ery ;ood Gxcellent 7ery ;ood Gxcellent Gxcellent Gxcellent 7ery ;ood 7ery ;ood "ery Good
able <.( sho!s that the student athletes have a very good coping management !ith regards to dealing !ith different stressors# both in academics and extracurricular activities. "ccording to >a/arus $1III)# one critical mediator of an athleteJs selection of coping strategies is his or her cognitive evaluationB appraisal of the event or situation. "ccording to an extensive revie! of the related literature# the importance of subse0uent use of coping strategies as critical factors in explaining a personJs physiological and psychological adaptation to stress in sport. he areas of evaluation and coping have been studied under various conceptual frame!orks. "ccording to .oy and "ndre!s $1III)# adaptation refers to Nthe process and outcome !hereby thinking and feeling persons as individuals or in groups# use conscious a!areness and choice to create human and environmental integrationM $p.(<). he adaptation level represents the condition of the life processes. hree levels are described by .oy5 integrated# compensatory# and compromised life processes. "n integrated life process may change to a compensatory process# !hich attempts to reestablish adaptation. If the compensatory processes are not ade0uate# compromised processes result $.oy# &''I).Coping processes in the .oy adaptation model include both innate coping mechanisms and ac0uired coping mechanisms. Innate coping processes are genetically determined or common to the <1
speciesH they are generally vie!ed as autonomic processes. In contrast# ac0uired coping processes are learned or developed through customary responses $.oy# &''I).
able <.A "cademic +erformance of "teneo de ,avao University Student "thletes +relim ;rades *idterm ;rades
E< E< AI E< EI F& <&
E& E< E' F1 F' F6
#$MMAT%&' A",RAG, -,%G.T,/ M,A'
F& F& EF E6 F& I' E< F& FA F( I' F& EI EI F< ()* )(
F& FA F& E< F1 I' E< F& FA FA I' F& EI F& F& (+) )(
able <.A sho!s the academic performance of the student athletes. he prelim and midterm grades1 average !eighted mean are both FA. "mong the findings in the extant literature# psychosocial# or noncognitive# variables may play an important role in student athletesJ academic performance. he term noncognitive refers to Kvariables relating to ad-ustment# motivation# and perceptions# rather than the traditional verbal and 0uantitative $often called cognitive) areas typically measured by standardi/ed testsK $Sedlacek# &''<# p. 6A). 2or example# in one study $Simons# 7an .heenen# D Covington# 1III)# college student athletes !ho !ere highly motivated to succeed academically $the success-oriented overachievers) displayed higher self-!orth# exhibited better metacognitive study strategies# demonstrated higher academic performance# and had fe!er reading and study problems than did the student athletes !ho !ere less highly motivated $the failure avoiders and the failure acceptors). Student athletes !ho !ere more involved !ith their studies and !orked !ith faculty members !ere found to have better academic performance than those !ho !ere less involved <6
$Schroeder# &'''H %att D *oore# &''1). 2urthermore# those student athletes !ith greater access to social support from teammates# family# and institutional sources seem more likely to experience academic success $+Ptrie D Stoever# 1IIEH 9oung D So!a# 1II&).
able <.E Correlation of the .esults of the 7ariables 7ariables +earson r $r-7alue) Significance $p-7alue) '.''' .esults .emarks
Coping '.'61 *anagement and "cademic +erformance
Correlation is significant at the '.'1 level $&tailed).
.e-ect 3o<
<<
It is determined that there is no significant relationship bet!een the tested variables if the p-7alue falls above or e0ual to '.'(# !hich is the level of significance. ?n the other hand# if the p-7alue is lesser than '.'(# a significant relationship bet!een the variables exist. he results revealed that there is a significant relationship bet!een coping management and academic performance at the '.'1 level of significance as the p-value is '.''' !hich is belo! '.'(.
Coping is seen as a shifting process in !hich one form of coping must be relied on more heavily at one time !hile another form of coping is needed at another time. 3o! individuals cope !ith situations can alter their environment or their perception of ho! controllable the environment is $"ld!in# 1II<). herefore# the environment may also play a role in shaping the coping strategies used $3olt D 3ogg# &''&). %ide-spread interest and participation in sport at all levels has led to an increase in the research of the psychological !ell-being of athletes $Storch# Storch# Lilliany# D .oberti# &''(). he .oy1s adaptation model presents the person as a holistic adaptive system in constant interaction !ith the internal and the external environment. he main task of the human system is to maintain integrity in the face of environmental stimuli $+hillips# &'1'). Coping processes in the .oy adaptation model include both innate coping mechanisms and ac0uired coping mechanisms. he process for coping in the .oy adaptation model are further categori/ed as Nthe regulator and cognator subsystems as they apply to individuals# and the stabili/er and innovator subsystems as applied to groupsM. *attlin $1II') found that students especially the student athletes use cognitive emotion-related behavior# such as positive reconceptuali/ation of the stress-inducing events# to cope !ith
<(
stress. Besides other factors certain personality types are also considered as a ma-or contributor to student athletes perceptions of being anxious about studies and academic performance. Chapell# and colleagues $&''() found that students !ho are more test anxious got lo! ;rade +oint "verages than non-anxious students.
Chapter ( SU**".9# C?4C>USI?4S# "4, .GC?**G4," I?4S
+resented in this section is the summary of the !hole research processH from the statement of the problem# do!n to the research methodology# including a brief restatement of the derived outcomes presented in Chapter 2our# findings# conclusions# and recommendations.
<A
Summary he focus of the study had been mainly in determining the coping management and academic performance of student athletes of "teneo de ,avao University# and the relationship bet!een these variables involved in the study# !ith age# gender# year level and sports considered as moderating variables. Specifically# the study ans!ered the follo!ing 0uestions5 $1) %hat is the profile of the student athletes in terms of age# gender# year level and sports= $&) %hat is the coping management used by levels 1# &# 6 and < student athletes of "teneo de ,avao University= $6) %hat is the academic performance of levels 1# &# 6 and < student athletes of "teneo de ,avao University= $<) Is there a significant relationship bet!een coping management and academic performance= *aterials prepared for the study !as a modified adapted survey 0uestionnaire and it !as patterned from the Coping *anagement est of psychologist# Ilona @erabek# +h,# and artificial intelligence specialist 7rat @erabek# +h,. It !as designed to kno! the Coping *anagement of Student "thletes of "teneo de ,avao University. he survey
0uestionnaire follo!ed the >ikert scale type !hich contains instructions that !ere follo!ed by the student athletes. he 0uestionnaire basically had t!o parts5 +art I mainly talked about the student athlete1s +rofile. +art II contains &' statements !herein +sychologist# I. @erabek# +h, and "rtificial Intelligence Specialist# 7. @erabek# +h, had patterned on the .egulator and Cognator Subsystems of .oy1s "daptation *odel. he study started and !as conducted from @une to ?ctober &'16. 2re0uency distribution and +ercentage !as used in order to determine the demographic profile of the respondents !hile mean !as used to find out the coping management of the student athletes.
<E
"ccording to age# students aged 1F years and belo! comprised A1.I'Q of the total respondents !hile students aged 1I years and above comprised of 6F.1'Q. In terms of gender# male respondents consisted of <E.A&Q !hile female respondents comprised of (&.6FQ. *ost of the respondents are sophomores comprising <E.A&Q of the total
respondents. 7olleyball is the sports !herein most of the student athletes prefer -oining !ith the total of &F.(EQ of the total respondents. he interpretation of the coping
management of student athletes of "teneo de ,avao University is very good !ith the grand mean of <.16.
Conclusion
;iven the findings of the study# the researchers concluded that there is a significant relationship bet!een the Coping *anagement and the "cademic +erformance of student athletes of "teneo de ,avao University. "fter the study !as conducted# the result sho!ed that student athletes have very good coping management. It then means that most of the respondents are able to use effective coping management follo!ing the "daptation *odel of Sister Callista .oy. he results sho!ed that the coping management of student athletes is very effective in counteracting numerous obstacles to overcome thereby attaining their best intellectual output as sho!n in their prelim and midterm grades !hich have been consistently FA percent.
.ecommendations
<F
Based on the findings of the study# the researchers !ould like to recommend the follo!ing5 %ith the result of this study# the researchers !ould like to recommend to the School of 4ursing for the incorporation of the "daptation *odel of Sister Callista .oy during class discussions !here activities are cited to further supplement# add a!areness and enhance the coping management to the student athletes# especially the nursing athletes. he "thletics ?ffice may continue monitoring academic performance of the athletes to maintain a!areness of coaches1 motivation roles for both academic and athletic achievement. he Coaches of volleyball# basketball# table tennis# chess and martial arts !ill be more a!are on ho! student athletes cope up !ith the different stressors brought about by academics and practices for their sports competitions. his study !ill serve as their
reference for the coaches to develop student athletes !ho are highly competitive in sports as !ell as in academics. Student athletes should also take note of the results of this study as it !ould be helpful and beneficial in developing effective coping management during stressful obstacles in balancing academics and practices. he future researchers may also use the study and improve it to an extent that they may also use 0ualitative indicators to deepen !hat the 0uantitative research have provided. hey may provide survey 0uestions that !ould profoundly find out !hy
student athletes !ould use such coping management in dealing !ith different stressors. he 0uestions may be in a complex form such as N%hy do they use relaxation techni0ues
<I
in coping up !ith stress=M. >ike!ise# they may increase the sample si/e of the study and use Slovin1s formula to give e0ual chances for the student athletes to get involved !ith the study if reliability is to be proven.
.G2G.G4CGS 3arsh L. >uthar $1IIA)# >e!in1s >eadership style. >ai//es 2aire
,omingo# et. "l $1II1) from the +olytechinic University of the +hilippines
3ersey $ &''F) leader1s leadership style is some combination of task and relationship behavior. annenbaum and Schmidt $1IE6) distinct styles authoritarian# democratic# and laisse/('
faire.
$ >upday# 11IA) personality characteristics and academic performance of students influence leadership.
Craig "ndre! 9unker $&''I) Gffects of intercollegiate athletic.
@oel %. Beam $&''1) University of 4orth 2lorida College of Gducation and 3uman Services# sports leadership behavior.
"stin1s $1II6) analysis of a national sample from the Cooperative Institutional .esearch +rogram $CI.+)
+ascarella et al. $1II() found that first-year male and female athletes 1< scored lo!er on year-end measures of reading comprehension and mathematics than nonathlete peers.
*iller# +. S.# D Lerr# ;. $&''&). he athletic# academic and social experiences of intercollegiate student-athletes. Journal of Sport Behavior, 25$<)# 6<A-6AE. .etrieved from http://search.proquest.com/docvie /2!5"#$$%&'accountid(5)!#!
(1
%iest# ,. @.# %ong# G. 3.# D Lreil# ,. ". $1IIF). +redictors of global self-!orth and academic performance among regular education# learning disabled# and continuation high school students. *dolescence, $$$161)# A'1-1F. .etrieved from http://search.proquest.com/docvie /!+5+$#&"5'accountid(5)!#!
3unt# @. B. $&'1'). >eadership style orientations of senior executives in australia5 Senior executive leadership profiles5 "n analysis of (< australian top managers. Journal of *merican *cademy of Business, ,am-rid.e, !&$1)# &'E-&1E. .etrieved from http://search.proquest.com/docvie /$2%#$2!"2'accountid(5)!#!
"ndre!# ,.# D 3ums# *. $&''E). +erspectives of leadership behavior in !omenJs collegiate tennis from leaders and follo!ers5 " test of social role theory. /omen in Sport 0 1hysical *ctivity Journal, !&$&)# &1-6'. .etrieved from http://search.proquest.com/docvie /2$)&52$"!'accountid(5)!#! Bhatti# 4.# *aitlo# ;. *.# Shaikh# 4.# 3ashmi# *. ".# D Shaikh# 2. *. $&'1&). he impact of autocratic and democratic leadership style on -ob satisfaction. 2nternational Business 3esearch, 5$&)# 1I&-&'1. .etrieved from http://search.proquest.com/docvie /+&$$5##2)'accountid $?ngori and "golla# &''FH "golla# &''I). $4ational Institute of *ental 3ealth# &''&) .esearchers $7ermunt and Steensman# &''(H opper# &''EH Ussery# &''EH *alach-+ines and Leinan# &''E) $+urna D ;o!thami# &'11).
(&
$Bishakha D "n-ali# &'1') $Smith# &''&H !eed et al.# &''<H Stevenson and 3arper# &''A). $2airbrother D %arn# &''6). $Grkutlu and Chafra# &''AH +olychronopoulou and ,ivaris# &''(H *isra and *cLean# &'''). $?rnelas and Lleiner# &''6H @aramillo# 4ixon and Sams.# &''<H 7erment and Steesma# &''(H ?ngori# &''EH opper# &''EH ?ngori and "golla# &''FH "golla# &''I) identified the indicators and the sources of stress in !ork environments $Grkutlu D Chafra# &''A). 4ear of academic failure related to these tas5s is a definite stressor $Lolko# 1IIF). *ccomplish the actual tar.et $2airbrother D %arn# &''6).
$Crocker# Lo!alski D ;raham# 1IIFH Gndler et al# 1II6H 3olt D 3ogg# &''&) $;iacobbi et al# &''<). $"ld!in# 1II<). $3olt D 3ogg# &''&). $Storch# Storch# Lilliany# D .oberti# &''().
Lrant/ $1IIF) 6relatively positive appraisals of copin. options may have their effect on -ehavior throu.h the reduction of an7iety or throu.h optimism a-out masterin. the stressor6 (p. &%2).
(6
8rientation to ard threat9relevant aspects of a situationK $Lrohne# 1II6# p. 11). *pproach and avoidance copin. has -een supported usin. confirmatory factor analysis in previous sport9related studies $e.g.# "nshel# 1IIAH "nshel# %illiams# D %illiams# &'''H .a!storne# "nshel# D Caputi# &''').
"ccording to .oy and "ndre!s $1III)# :the process and outcome here-y thin5in. and feelin. persons as individuals or in .roups, use conscious a areness and choice to create human and environmental inte.ration; (p.5%). $*isra# D *cLean# &'''H >ope/# *auricio# ;ormley# Simko# D Berger# &''1H) $*c;inn and ?JBrien# &''<).Schroeder# &'''H %att D *oore# &''1). $.ichards D "ries# 1IIIH Storch et al# &''(). ,opin. <ana.ement =est of 1sycholo.ist,2lona Jera-e5, 1h>, and *rtificial 2ntelli.ence Specialist ?rat Jera-e5, 1h>.
(<
"ppendix " >etter of .e0uest to the "thletics ?ffice
2ebruary E# &'16 "thletics ?ffice "teneo de ,avao University @acinto Street# ,avao City ((
,ear *a1amBSir# ;reetingsR %e# the group of BS4 6B !ould like to ask a copy of the list of level II# level III and level I7 student athletes of the different divisions. It !ill be used for our nursing research paper entitled# NSelf-+erception of >eadership Styles of Second 9ear# hird 9ear and 2ourth 9ear Student "thletes of "teneo de ,avao UniversityM. %e hope for your positive response on this matter. 7ery ruly 9ours#
Gdelou @uma!an .epresentative of ;roup 6 0#' ! *rs. @ennifer ?campo .4# *4 Mentor
"ppendix B >etter of .e0uest to the School of "rts and Sciences *arch 1&# &'16 School of "rts and Sciences "teneo de ,avao University @acinto Street# ,avao City
,ear *a1amBSir# (A
;reetingsR %e# the ;roup 6 BS4 students are conducting a thesis entitled >eadership Styles and "cademic +erformance of >evels 1# & and 6 student-athletes of "teneo de davao University. %e !ould like to re0uest for the prelim and midterm grades of some selected levels 1# &# and 6 students. %e assured that it !ill be kept confidential. hank you very much and more po!erR 7ery .espectfully 9ours# Gdelou @uma!an .epresentative of ;roup 6 0#' !0
*rs. @ennifer ?campo .4# *4 Mentor
"ppendix C >etter of .e0uest to the School of 4ursing
*arch 1&# &'16 School of 4ursing "teneo de ,avao University @acinto Street# ,avao City
(E
,ear *a1amBSir# ;reetingsR %e# the ;roup 6 BS4 students are conducting a thesis entitled >eadership Styles and "cademic +erformance of >evels 1# & and 6 student-athletes of "teneo de davao University. %e !ould like to re0uest for the prelim and midterm grades of some selected levels 1# &# and 6 students. %e assured that it !ill be kept confidential. hank you very much and more po!erR 7ery .espectfully 9ours# Gdelou @uma!an .epresentative of ;roup 6 0#' !0
*rs. @ennifer ?campo .4# *4 Mentor "ppendix , >etter of .e0uest to the Business and ;overnance
*arch 1&# &'16 School of Business and ;overnance "teneo de ,avao University @acinto Street# ,avao City
(F
*rs. @ennifer ?campo .4# *4 Mentor "ppendix G >etter of .e0uest to the School Gngineering and "rchitecture
*arch 1&# &'16 School of Gngineering and "rchitecture "teneo de ,avao University @acinto Street# ,avao City
(I
*rs. @ennifer ?campo .4# *4 Mentor "ppendix 2 >etter of .e0uest to the School of Gducation
*arch 1&# &'16 School of Gducation "teneo de ,avao University @acinto Street# ,avao City
A'
*rs. @ennifer ?campo .4# *4 Mentor "ppendix ; Survey Cuestionnaire +art I. +rofile ,irection5 +lease indicate your response by checking the appropriate box or by filling the blank. Be assured that your information !ill be kept strictly confidential.
1. 4ame5 $?ptional)SSSSSSSSSSS &. "ge5SSSSSSSSSSSS 6. ;ender5 $ ) *ale $ ) female A1
<. 9ear >evel5 5SSSSSSSSSSSS (. Sports5 5SSSSSSSSSSSS
+art II. Statements ,irection5 +lease complete the follo!ing survey 0uestionnaire to reflect your coping management and ans!er them as accurately and as honestly as possible. Using the scale belo!# respondent can determine the number of times heB she has experienced using the coping management. .ight after using the scaleH kindly check the designated columns !ith numbers (# <# 6# & and 1.
Scale of number of times Coping *anagement has been experienced5 1 & 6 < ( $' out of 1' experiences) $1-6 out of 1' experiences) 4ever Sometimes
$<-( out of 1' experiences) ?ften $A-E out of 1' experiences) "lmost $F-1'out of 1' experiences) "l!ays
A&
Statements
"l!ays (
"lmost "l!ays <
?ften 6
Sometimes &
4ever 1
1. I find an outlet to express my emotions $!riting in a -ournal or blog# playing some music# dra!ing or painting# etc). &. I seek out emotional support from others.
6. I try to think about ho! lucky I am !hen compared !ith those !ho have even more difficult problems. <. I try to spend more time un!inding !ith friends andBor loved ones. (. I count from one to ten# take deep breaths# or practice other relaxation techni0ues. A. I set plans to help improve the issues and problems about my academics and sports. E. I try to do the best I can given the constraints of the situation.
F. I am able to communicate my needs. I. I find reasons to laugh. 1'. I think of !ays that I can change the situation to make it better and I remind myself to focus on the good things in my life instead of the bad.
A6
+atterned from5 Coping *anagement est of +sychologist#Ilona @erabek# +h,# and "rtificial Intelligence Specialist 7rat @erabek# +h,.
"ppendix 3 >ist of Student "thletes in *uai hai
" G4G? ,G ,"7? U4I7G.SI 9 " 3>G GS ?2 *U"I 3"I 4"*G 1. * &. * 6. * <. * 9G". "4, C?U.SG <- 4ursing <-4ursing 6-+S9C3 1-+?>SCI SGC?4, SG* S95&'1&-&'16 M,'
-*1 -*& -*6 -*<
-&M,' 4"*G 1. * %-1 9G".BC?U.SG & "B-*C
C?"C35 Coach *aster
A<
"ppendix I >ist of Student "thletes in 7olleyball
" G4G? ,G ,"7"? U4I7G.SI 9 " 3>G GS ?2 7?>>G9B">> SGC?4, SG* S95 &'1&-&'16 M,' 4"*G 1. 7*-1 -&M,' 4"*G 1. &. 6. <. (. 7%-1 7%-& 7%-6 7%-< 7%-( 9G".BC?U.SG <-BS4 &-BS4 1-+?>SCI &-*"SSC?* 1-IS 9G".BC?U.SG <-+?>SCI
C?"C35 Coach 7olleyball
"ppendix @ >ist of Student "thletes of Basketball
A(
" G4G? ,G ,"7"? U4I7G.SI 9 " 3>G GS ?2 "B>G G44IS SGC?4, SG* S95&'1&-&'16
M,'
1. BB">>-*1 &. BB">>-*& -&M,' 4"*G 1. BB">>-%1 &. BB">>-%& 6. BB">>-%6 Coach5 Coach Basketball
<-+S9C3 1-BSG
9G".BC?U.SG <-I 1-"BIS-"SS 1 BS-BI?
"ppendix L >ist of Student "thletes of able ennis
" G4G? ,G ,"7"? U4I7G.SI 9 AA
" 3>G GS ?2 "B>G G44IS SGC?4, SG* S95&'1&-&'16
M,' 4"*G 1. &. G4-*1 G4-*& 9G".B C?U.G 6 BS4 1-"BIS "*S
-&M,' 4"*G 1. G4-%1 9G".BC?U.SG 1-S?CI?
Coach5 Coach able tennis
"ppendix > >ist of Student "thletes of Chess
" G4G? ,G ,"7"? U4I7G.SI 9 " 3>G GS ?2 C3GSS SGC?4, SG* S95&'1&-&'16
M,'
AE
-&M,' 4"*G 1. C3GSS-%1 9G".BC?U.SG 1-+S9C3
Coach5 Coach Chess 1. C3GSS-*1
1-I
"ppendix * >etter of .e0uest to "thletics ?ffice
"teneo ,e ,avao University School of 4ursing @une &'# &'16 *r. *ark Samante ,irector# "thletics ?ffice "teneo de ,avao University *atina# ,avo City
AF
,ear Sir5 he undersigned represents the <th year BS-4ursing students of the "teneo de ,avao University !ho are presently conducting thesis !riting in fulfillment of our re0uirements in 4ursing .esearch. he itle of !hich is NCoping *anagement and "cademic +erformance of student athletes of "teneo de ,avao UniversityK. "nent to this# !e take this opportunity to have our instrument validated by the coaches !hom !e believe to be the most competent resources !ho could strengthen our study. "ttached is a copy of the study and the proposed 0uestionnaire for your scrutiny. hank you for your attention and favorable consideration for this endeavor.
.espectfully 9ours# Gdelou ". @uma!an >eader# ;roup 6 4oted by5 >oreto ,eonaleth Gstor# .4# *4 *entor
"ppendix 4 >etter of .e0uest to the .egistrar ?ffice

"teneo de ,avao University Gmilio @acinto Street# ,avao City School of 4ursing
?ctober '<#&'16 "tty. Gdgar +ascua II .egistrar for ertiary Gducation "teneo de ,avao University @acinto Street# ,avao city AI
,ear Sir ;reetingsR %e the group < BS4 students are conducting a study entitled Coping *anagement and "cademic +erformance of Student "thletes of "teneo de ,avao University. %e !ould like to re0uest for the prelim and midterm grades of the student athletes to !it5 +atricia "ngela "ngeles 1st year BS-Biology# Lathreena Clavero <th year BS-I # Christian Bando0uillo 1st year BS-I # *iguel Cabreros 1st year "B-+olsci# Camille "ngela ;arcia 1st year "B-+olsci# .amon "ntonio Sian 1st year "B-+olsci #Larl 7incent Criador 6rd year "B-+sych# .ene *arte @r. <th year "B-+sych# @ocelle "yna Balisalisa <th year "B-Socio# "lexandra ,omini0ue Sanche/ 1st year BS-IS# Carmela 2orondo &nd year "B-IS-"SS # @oshua *arvin "ga!in 1st year "BIS-"*S # *arianne @asmine Infiesto 1st year "B+sych# *a. Sarah >auren Cru/ &nd year "B-*C# Charlene 2erraren 6rd year "B-*C# *iguel Christopher Competente 1st year BS-Gd# Sitti 2atima 4akan <th year# @amiel Ledtag <th year# %ilson @ustin e <th year# Larlo ;il 7almores <th year# and "deylaine Shristelle Gspina &nd year BS4 students. %e re0uest that the data be made available for us on *onday ?ctober 'E# &'16. %e assure you that such records !ill be kept confidential. 7ery .espectfully 9ours# Gdelou @uma!an .epresentative of group 6 *rs. >oreto ,eonaleth B. Gstor# .4#*4 *entor 1arel Ai2a 3u 0alayman Age4 &' /ate of 0irth4 @anuary &I#1II6 #e54 2emale Address4 'ationality4 2ilipino 0irthplace4 >u Clinic and 3ospital# acurong City Religion4 Islam 6ather7s 'ame4 @eorge L. Balayman Mother7s 'ame4 .o!ena >. Balayman E'
,mail Address4 karelSluTyahoo.com ,ducational 0ackground4 Tertiary4 "teneo de ,avao University @acinto St. ,avao City Bachelor of Science in 4ursing
#econdary4 4, C 3igh School department >apu->apu Street# acurong City 8rimary4 4, C ;rade School department
#chool Affiliation4 +hilippine 4ursing Student "ssociation .ed Cross 9outh 4ursing Student Gxecutive Council
Arce 9ane Aton 0argio
Age4 &1 /ate of 0irth4 2ebruary <#1II& #e54 2emale Address4 "pokon .oad agum City ,avao del 4orte 'ationality4 2ilipino 0irthplace4 agum city E1
Religion4 .oman Catholic 6ather7s 'ame4 "rturo *. Bargio Mother7s 'ame4 +rocesa ". Bargio ,mail Address4 arceSbrgTyahoo.com ,ducational 0ackground4 Tertiary4 "teneo de ,avao University @acinto St. ,avao City Bachelor of Science in 4ursing
#econdary4 4orth ,avao College 8rimary4 Gmelda Glementary School
:olleen 0arawidan 9umao;as
E&
Age4 &'
/ate of 0irth4 ?ctober &&#1II& #e54 2emale Address4 1FE 3osea St. 7illapark Cabantian ,avao city 'ationality4 2ilipino 0irthplace4 agum City Religion4 Catholic 6ather7s 'ame4 Gulogio >. @umao-as Mother7s 'ame4 ;ilda B. @umao-as ,mail Address4 colSI&&'''Tyahoo.com
,ducational 0ackground4 Tertiary4 "teneo de ,avao University @acinto St. ,avao City Bachelor of Science in 4ursing
#econdary4 University of the Immaculate Conception Ba-ada ,avao City
E6
8rimary4
University of the Immaculate Conception Ba-ada ,avao City
,delou Alegria 9umawan Age4 &1 /ate of 0irth4 *arch 1(#1II& #e54 2emale Address4 &'&1 ;eneral >im Gxtension# eachers 7illage ,igos City 'ationality4 2ilipino 0irthplace4 ,igos City Religion4 .oman catholic 6ather7s 'ame4 Gdmund 9. @uma!an Sr. Mother7s 'ame4 *a. ,elima ". @uma!an ,mail Address4 toughSchx&k&Tyahoo.com ,ducational 0ackground4 Tertiary4 "teneo de ,avao University @acinto St. ,avao City Bachelor of Science in 4ursing
#econdary4 ,igos 4ational 3igh School 8rimary4 UCC+ +rimary School Inc. E<
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Chapter 1 Introduction

Independent 7ariable$8) Coping *anagement of Student "thletes of "teneo de ,avao University

Chapter & .G>" G, .G7IG% ?2 >I G." U.G "4, S U,IGS

Age 18 and below 19 and above !otal

Percentage 61. 9047619% 38.095 381% 100%

able <.& ;ender ,istribution of "teneo de ,avao University Student "thletes

1't %ear nd %ear 3rd %ear 4t( %ear !otal

47.6190476 % 14. 85714 9% 9.5 38095 % 8.5714 857% 100 %

able <.< Sports ,istribution of "teneo de ,avao University Student "thletes

%ear &evel )a'*etball +olleyball

Percentage 3. 8095 381% 8.5714 857%

!able !enn,' -(e'' #art,al Art' !otal

14. 85714 8% 9.5 38095 % 3.8095 380% 100 %

Statements 1 & 6 < (

< 6.1( <.'( <.& 6.<

7ery ;ood 7ery ;ood Gxcellent Gxcellent ;ood <'

A E F I 1' 11 1& 16 1< 1( 1A 1E 1F 1I &' Grand Mean

E< E< AI E< EI F& <&

E& E< E' F1 F' F6

#$MMAT%&' A",RAG, -,%G.T,/ M,A'

Coping '.'61 *anagement and "cademic +erformance

Correlation is significant at the '.'1 level $&tailed).

Chapter ( SU**".9# C?4C>USI?4S# "4, .GC?**G4," I?4S

.G2G.G4CGS 3arsh L. >uthar $1IIA)# >e!in1s >eadership style. >ai//es 2aire

Craig "ndre! 9unker $&''I) Gffects of intercollegiate athletic.

"ppendix " >etter of .e0uest to the "thletics ?ffice

*rs. @ennifer ?campo .4# *4 Mentor

"ppendix C >etter of .e0uest to the School of 4ursing

1. 4ame5 $?ptional)SSSSSSSSSSS &. "ge5SSSSSSSSSSSS 6. ;ender5 $ ) *ale $ ) female A1

<. 9ear >evel5 5SSSSSSSSSSSS (. Sports5 5SSSSSSSSSSSS

"lmost "l!ays <

"ppendix 3 >ist of Student "thletes in *uai hai

-*1 -*& -*6 -*<

-&M,' 4"*G 1. * %-1 9G".BC?U.SG & "B-*C

C?"C35 Coach *aster

"ppendix I >ist of Student "thletes in 7olleyball

C?"C35 Coach 7olleyball

"ppendix @ >ist of Student "thletes of Basketball

9G".BC?U.SG <-I 1-"BIS-"SS 1 BS-BI?

"ppendix L >ist of Student "thletes of able ennis

" G4G? ,G ,"7"? U4I7G.SI 9 AA

" 3>G GS ?2 "B>G G44IS SGC?4, SG* S95&'1&-&'16

-&M,' 4"*G 1. G4-%1 9G".BC?U.SG 1-S?CI?

Coach5 Coach able tennis

"ppendix > >ist of Student "thletes of Chess

-&M,' 4"*G 1. C3GSS-%1 9G".BC?U.SG 1-+S9C3

Coach5 Coach Chess 1. C3GSS-*1

"ppendix * >etter of .e0uest to "thletics ?ffice

"ppendix 4 >etter of .e0uest to the .egistrar ?ffice

Arce 9ane Aton 0argio

#econdary4 4orth ,avao College 8rimary4 Gmelda Glementary School

:olleen 0arawidan 9umao;as

#econdary4 University of the Immaculate Conception Ba-ada ,avao City

University of the Immaculate Conception Ba-ada ,avao City

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Chapter ( SU".9# C?4C>USI?4S# "4, .GC?G4," I?4S

rs. @ennifer ?campo .4# 4 Mentor

-1 -& -6 -<

-&M,' 4"G 1. %-1 9G".BC?U.SG & "B-*C