A Systematic Review on the Academic Stress and Coping Mechanisms of Students

During Covid-19 Pandemic

A Systematic Review Research Presented to

The Faculty of Senior High School

Bintawan National High School

Villaverde, Nueva Vizcaya

In Partial Fulfillment

Of the Subject Requirement in

General Biology

By:

Jimwel A. Bautista

Joven Ashley B. Cabay

Ralph Jherand C. Licodini

January 2022
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TABLE OF CONTENTS

Page

Title Page .........................................................................................................................................1

Table of Contents .............................................................................................................................2

Acknowledgment .............................................................................................................................4

Dedication ........................................................................................................................................5

Abstract ............................................................................................................................................6

Chapter

1 The Problem and its Background

Rationale .................................................................................................................7

Statement of the Problem .........................................................................................8

Significance of the Study .........................................................................................8

Scope and Delimitation ............................................................................................9

Definition of Terms..................................................................................................9

2 Research Methodology

Research Design.....................................................................................................10

Research Environment ...........................................................................................10

Subjects of the Study .............................................................................................10

Research Instrument...............................................................................................10

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Research Procedure ................................................................................................10

3 Presentation, Analysis and Interpretation of Data

Section 1. Demographic profile of the respondents ...............................................11

Section 2. The common academic stress of students during the pandemic ...........12

Section 3. The coping mechanisms needed by the students

during the pandemic in terms of gender and age .......................................14

4 Summary, Conclusions and Recommendations

Summary ................................................................................................................17

Summary of Findings.............................................................................................17

Conclusions ............................................................................................................18

Recommendations ..................................................................................................18

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ACKNOWLEDGMENT

The success and final outcome of this paper required a lot of guidance and assistance from

many people and we are extremely privileged to have got this all along the completion of our

systematic review research study. All that we have done is only due to such supervision and

assistance and we would like to acknowledge the following individuals.

To our Parents for providing all our needs in our studies and unending love, care and

support;

To Sir Richmon Alaman, our panelist, general biology and research instructor in helping

checking our paper, guiding and inspiring us. And also, for moral support.

To Kuya, friends and all our classmates, thank you for your unending support, words of

wisdom and for sharing your thoughts.

And above all these, we are always grateful to our Almighty God, for the gift of wisdom,

knowledge and faith. And for providing such challenging opportunity for us to grow as a

researcher.

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DEDICATION

To our

Parents

Siblings

Kuya

Ate

Friends

Teachers

Future Researchers

Administrators

Almighty God

-The Researchers

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ABSTRACT

Stress sometimes gets the better of us. Coping strategies for big stressful life changes or negative
situations can help you keep a positive self-image — and your equilibrium. This study is a
systematic review on the academic stress and coping mechanisms of students during the COVID-
19 pandemic. Specifically, it sought to answer the following: i) determine the demographic profile
of the respondents; ii) Determine the common academic stresses of students during the pandemic;
and iii) Identify the coping mechanisms needed by the students during the pandemic in terms
gender and age. The data gathered were the data of students in different studies on academic stress
and coping mechanisms in Asian (Indonesia, Philippines, Thailand, Malaysia and India) countries
affected by the COVID-19 pandemic. The data were analyzed through mean scores, frequency
counts, percentages and ANOVA with 0.05 significance level. Male and female students share
same perceptions of academic stress, and factor analysis. The results from the four factor stressors
support the fact that there were positively reported scores reflecting that students were significantly
confident about the success in their academic performance and their future career and were
confident in making academic decisions. Gender differences could result from differences in
gender role socialization. Women are socialized to be more emotional and seek support in
interpersonal relationships. On the other hand, men are socialized to cope with their problems on
their own or use humor. The oldest students used active coping strategies more often during the
pandemic than did the younger students. The aim of these strategies is to solve the problem causing
difficult internal tension rather than to avoid the situation altogether.

Keywords: academic problems, distance learning, management, pandemic, pressure

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Chapter I

THE PROBLEM AND ITS BACKGROUND

Rationale

The COVID-19 pandemic brought global problems in business, environment, government,

health and education. Focusing on education, the government here in the Philippines and abroad
have closed all the educational institutions to control the spread of disease that directly impacted
the students, educators, and academic institutions that brought sudden shifts from the physical
classroom to virtual learning that disrupted many teachers and learners (Chandra, 2020).

As the world succumbs to the novel coronavirus disease 2019 (COVID-19) pandemic,
people may find the new normal stressful and unbearable. The high infectivity of the virus calls
for maintaining self-isolation, personal distance, hygiene, and imposing lockdowns to curb the
spread. Though proven to be effective, these measures can be overwhelming for individuals and
may adversely affect their mental health, such as depression, anxiety, and stress (Balkhi F., Nasir
A., Zehra A. & Riaz R., 2020).

Some researchers have reported that young people are at a higher risk of mental health
disorders during the COVID-19 pandemic (Elbay, Kurtulumus, Arpacıoğlu & Karadere, 2020).
For adolescents, having social interaction at this stage is an important event; they are energetic and
enthusiastic for new day-to-day experiences, making it hard for them to isolate themselves at home
during the lockdown (Imran, Zeshan & Pervaiz, 2020). Many researchers have found intense
psychological effects in individuals due to the outbreak of pandemics. People may experience
feelings as worry about being infected, fear of stigma or isolation, resource instability, self-
criticism, and hopelessness are risk factors leading to depression, anxiety, and stress during the
lockdown period.

Moreover, for those who had mental health problems during pandemics, coping strategies
play an important role because this may lead to positive or negative mental health outcomes.
Coping could be considered as conscious, unconscious, intentional, or programmed response to
stress by an individual (Be C., Ss J & Ah B, 2017). Eisenberg, broadly classify coping strategies

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into two: avoidant coping and approach coping, where approach coping is more likely to lead to a
favorable outcome than avoidant coping. Other classifications of coping strategies include
problem-focused, emotion-focused, cognitive, and behavioral, and neutral coping mechanism.

Coping may seem to be a simple word with a deeper meaning. The word coping applies to
every individual from birth to the geriatric stage of life. As everyone fights their own battle most
especially in this time of the pandemic, coping is the best word to fight all the negative thoughts,
emotions, and physical struggle.

This study adds to the current research on the COVID-19, particularly in the Philippines.
It covered the general academic stress of students as being widely investigated in prior studies.
Additionally, it sheds light on the essence of researching on coping mechanism of students during
the COVID-19 pandemic. This study is a systematic review on the academic stress and coping
mechanisms or strategies of students during the COVID-19 pandemic which are presented in
different studies.

Statement of the Problem

This study is a systematic review on the academic stress and coping mechanisms of
students during the COVID-19 pandemic.

Specifically, it seeks to answer the following:

1. Determine the demographic profile of the respondents.

2. Determine the common academic stresses of students during the pandemic.
3. Identify the coping mechanisms needed by the students during the pandemic in terms of;
a. gender, and
b. age.

Significance of the Study

This study could relatively serve the following:

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School Administrators. The administrators are responsible in making sure that the
teachers and students are in conducive environment and have positive mental health in this time
of situation – COVID-19 pandemic.

Teachers. The teachers are responsible in checking the emotional, mental and health status
of the students. This study may help the teachers to know the academic stressors and coping
mechanisms of students in order to accommodate their needs.

Parents. The parents are responsible in supporting their child in any way. This study may
help them realize the needs of their children to avoid stresses.

Students. The study may help the students to identify the common stressors and how to
cope up with the situation using the common coping mechanisms.

Future Researchers.

Scope and Delimitation

This study is a systematic review on the academic stress and coping mechanisms of
students during the COVID-19 pandemic presented in 5-7 different studies about academic stress
and coping strategies.

This study is also limited in ASIAN (Indonesia, Philippines, Thailand, Malaysia and India)
countries studies.

Definition of Terms

Academic Stress. Academic stress is defined as the body’s response to academic-related

demands that exceed adaptive capabilities of students. In this study, academic stress will be
presented as variable to determine the common stressors of students.

Coping Mechanisms. Coping mechanisms are the strategies people often use in the face
of stress and/or trauma to help manage painful or difficult emotions. In this study, coping
mechanism will be presented as variable to determine the common coping strategies of students to
fight the common stressors.

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COVID-19. Coronavirus disease (COVID-19) is an infectious disease caused by the

SARS-CoV-2 virus.

Pandemic. A pandemic is an epidemic of an infectious disease that has spread across a

large region, for instance multiple continents or worldwide, affecting a substantial number of
individuals. In this study, the pandemic is COVID-19.

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Chapter II

RESEARCH METHODOLOGY

Research Design

This study will be using qualitative type of research because it focuses on the academic
stress and coping mechanisms of students. Also, it will be using a systematic review approach to
review and combine all the information of different studies about academic stress and coping
strategies in Asian (Indonesia, Philippines, Thailand, Malaysia and India) countries.

Research Environment

In this study, the researchers will be gathering information and/or data about studies on
academic stress and coping mechanisms in Asian (Indonesia, Philippines, Thailand, Malaysia and
India) countries affected by the COVID-19 pandemic.

Subject of the Study

The subjects of the study will be the gathered data of students in different studies on
academic stress and coping mechanisms in Asian (Indonesia, Philippines, Thailand, Malaysia and
India) countries affected by the COVID-19 pandemic.

Research Procedure
Gathering of data on academic stress and coping
mechanisms of students in different studies

Review and combine all the information of

different studies about academic stress and coping
mechanisms of students

Determine the common academic stress and

coping mechanism of students

Figure 1. Research Paradigm

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Chapter III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Section 1. Demographic Profile of the Respondents

Gender Respondents each country

19% 21%
Indonesia

40% Philippines
Male
Thailand
Female 20%
60% 20% Malaysia
India

20%

Figure 2. Pie Graph of the Demographic Profile of the Respondents

The mean age of respondents was 16.3 years with a standard deviation of 2.1 years. Out of
526 respondents, 60.3% (n = 317) were females and 39.7% (n = 209) were males. Sample
comprises of young adults of Indonesia (20.9%, n = 110), Philippines (20.3%, n = 107), Thailand
(19.7%, n = 105), Malaysia (19.7%, n = 104), and India (19.1%, n = 100).

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Section 2. The Common Academic Stress of students during the Pandemic

Table 1. Table of specification and students’ ratings of the PAS scale

Students’ responses,
Items of specifications and the subscale item
min–max (mean ± SD)
Stresses related to academic expectations
Competition with my peers for grades is quite intense 1-5 2.9 (1.2)
My teachers are critical of my academic performance 1-5 3.3 (1.2)
Teachers have unrealistic expectations of me 1-5 2.6 (1.1)
The unrealistic expectations of my parents stress me out 1-5 2.3 (1.3)
Stresses related to faculty work and examinations
The time allocated to classes and academic work is enough 1-5 2.0 (1.0)
The size of the curriculum (workload) is excessive 1-5 1.2 (0.58)
I believe that the amount of work assignment is too much 1-5 1.3 (0.86)
Am unable to catch up if getting behind my work 1-5 2.5 (1.2)
The examination questions are usually difficult 1-5 2.5 (0.90)
Examination time is short to complete the answers 1-5 2.2 (1.0)
Examination times are very stressful to me 1-5 1.7 (0.95)
Stresses related to students’ academic self-perceptions
Am confident that I will be a successful student 1-5 4.2 (0.76)
Am confident that I will be successful in my future career 1-5 3.9 (0.76)
I can make academic decisions easily 1-5 3.8 (0.98)
I fear failing courses this year 1-5 2.1 (1.4)
I think that my worry about examinations is weakness of character 1-5 2.6 (1.3)
Even if I pass my exams, am worried about getting a job 1-5 1.8 (1.1)
Mean Score (%) 2.5 (50%)
*Students’ responses: 1=strongly agree to 5=strongly disagree.

In this study, the perceptions of sources of stress among the students were included in a

17-Likerttype item scale that had an overall internal consistency reliability of 0.7. Students’

experience of academic sources of stress was rated as mild to moderate, and most students reported

confidence about their academic skills and confidence in their ability to succeed.

There were no differences between male and female students in their perceptions of

academic stress, and factor analysis revealed four factors that explained 43 percent of the variance

for this scale. The results from this study demonstrated that the scale’s items, related to academic

stress clustered into four constructs (i.e., factors), which resulted in four components. The factors

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are theoretically meaningful and cohesive, as it was demonstrated by the significant correlations

between their scores, supporting evidence for convergent validity. The four extracted factors—

Factor 1, “Pressures to perform,” Factor 2, “Perceptions of workload,” Factor 3, “Academic Self-

Perception,” and Factor 4, “Time restraints”—are in concordance with previous research, are

theoretically meaningful, and cohesive within the framework of test anxiety.

Table 2. Rotated component matrix* for the Perception of Academic Stress (PAS) scale

Factor
1 2 3 4
Stresses related to academic expectations
Competition with my peers for grades is quite intense 0.75
My teachers are critical of my academic performance 0.41 0.42
Teachers have unrealistic expectations of me 0.52
The unrealistic expectations of my parents stress me out 0.72
Stresses related to faculty work and examinations
The time allocated to classes and academic work is enough 0.59
The size of the curriculum (workload) is excessive 0.78
I believe that the amount of work assignment is too much 0.79
Am unable to catch up if getting behind my work 0.46
The examination questions are usually difficult 0.47
Examination time is short to complete the answers 0.46
Examination times are very stressful to me 0.50
Stresses related to students’ academic self-perceptions
Am confident that I will be a successful student 0.67
Am confident that I will be successful in my future career 0.71
I can make academic decisions easily 0.45
I fear failing courses this year 0.48
I think that my worry about examinations is weakness of character 0.44
Even if I pass my exams, am worried about getting a job 0.52
Internal consistency (Cronbach’s alpha) for each factor 0.6 0.6 0.5 0.6
Proportion of the observed variance for each factor (%) 18% 10% 9% 8%
* Principal components extraction, Varimax rotation with Kaiser normalization. Rotation converged in six iterations.
Factor loadings <0.40 have been excluded.
Factor 1: pressures to perform.
Factor 2: perceptions of workload.
Factor 3: academic self-perceptions.
Factor 4: time restraints

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The table shows Factor 1 “Pressures to perform,” which accounts for 18 percent of the

variance, represents the experience of academic stress, related to teachers’ and parents’ high

expectations and to peer pressures to perform and compete. However, students who completed the

PAS reported mild level of stress for most items administered, despite the fact that the scale was

administered around the time of taking a high stakes final examination, which is considered a

major source of stress. The table depicts moderate-to-severe stress sources were associated with

teachers’ criticism of students’ academic performance and associated with the intense competition

with peers. Results from this study support the fact that there were positively reported scores

reflecting that students were significantly confident about the success in their academic

performance and their future career and were confident in making academic decisions. These

findings replicate the findings from other studies, which were conducted among medical and dental

undergraduate students (Morse and Dravo, 2007).

Section 3. The Coping Mechanisms Needed by the Students during the Pandemic in terms of
Gender and Age.

Table 3. Gender differences in strategies of coping with stress.

Female (317) Male (209)

Strategies Mean Range Mean IQR Mean Range Mean IQR Z P R
Active coping 287.42 2.00 0.50 302.63 2.00 1.00 -0.69 0.489 0.03
Planning 286.31 2.00 1.00 312.16 2.00 1.00 -1.18 0.237 0.05
Positive reframing 291.95 2.00 1.00 263.55 2.00 1.00 -1.30 0.192 0.05
Acceptance 288.20 2.00 0.50 295.88 2.00 1.00 -0.35 0.723 0.01
Humor 281.60 1.00 1.00 352.73 1.50 1.00 -3.21 0.001 0.13
Religious coping 293.75 0.50 1.50 248.07 0.00 1.00 -2.10 0.036 0.09
Seeking emotional support 299.14 2.00 1.00 201.66 1.50 1.00 -4.40 <0.001 0.18
Seeking instrumental support 298.19 2.00 1.00 209.79 1.50 1.50 -3.98 <0.001 0.17
Self-distraction 294.70 2.00 0.50 239.89 1.50 1.00 -2.48 0.013 0.10
Denial 294.12 0.60 1.00 244.91 0.50 1.00 -2.23 0.025 0.09
Venting of emotions 293.67 1.50 1.00 248.80 1.50 1.00 -2.03 0.042 0.08
Substance use 286.80 0.00 1.00 307.94 0.00 1.00 -1.05 0.293 0.04
Behavioral disengagement 288.31 1.00 0.50 294.95 1.00 1.38 -0.30 0.763 0.01
Self-blame 286.49 1.00 1.50 310.60 1.50 1.50 -1.08 0.281 0.04

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To estimate the gender differences in coping strategies, Mann-Whitney’s U test was used.

The analysis showed statistically significant gender differences for humor, emotional support

seeking, instrumental support seeking, self-distraction, denial, and venting of emotions. Men in

the current sample reported using humor significantly more often than women, but they reported

using religious coping, emotional support seeking, instrumental support seeking, self-distraction,

and denial less frequently. The results of the analysis are shown in Table 3. Gender differences

could result from differences in gender role socialization. Women are socialized to be more

emotional and seek support in interpersonal relationships. On the other hand, men are socialized

to cope with their problems on their own or use humor.

Table 4. One-way analysis of variance of differences in strategies of coping with stress between

age groups

14-15 16-17 18-19 20 and above

Strategies M SD M SD M SD M SD F p η2
Active coping 1.71 0.73 1.77 0.65 2.00 0.69 2.06 0.64 4.47 0.004 0.02
Planning 1.86 0.70 1.86 0.65 2.11 0.52 2.17 0.58 5.78a 0.001 0.02
Positive reframing 1.73 0.74 1.67 0.72 1.80 0.62 2.16 0.45 11.02a <0.001 0.03
Acceptance 2.06 0.56 2.04 0.60 2.04 0.45 1.16 0.63 0.42 0.737 0.00
Humor 1.07 0.67 1.11 0.67 1.03 0.56 0.96 0.59 0.79 0.502 0.00
Religious coping 0.93 1.07 0.84 0.94 0.98 1.03 1.04 0.96 0.88 0.450 0.00
Seeking emotional support 0.91 0.82 1.86 0.78 1.80 0.74 1.57 0.90 1.80 0.145 0.01
Seeking instrumental support 1.77 0.80 1.69 0.80 1.68 0.68 1.40 0.86 2.07 0.103 0.01
Self-distraction 1.81 0.69 1.75 0.66 1.71 0.67 1.47 0.66 2.43 0.064 0.01
Denial 0.80 0.70 0.73 0.69 0.64 0.62 0.54 0.55 1.70 0.164 0.01
Venting of emotions 1.59 0.62 1.61 0.68 1.54 0.55 1.20 0.55 4.38 0.004 0.02
Substance use 0.50 0.50 0.50 0.72 0.54 0.73 0.34 0.53 0.60 0.612 0.00
Behavioral disengagement 0.96 0.87 0.87 0.61 0.75 0.65 0.60 0.62 3.76 0.010 0.02
Self-blame 1.28 1.24 1.24 0.84 1.38 0.84 0.86 0.80 3.12 0.025 0.02

Using a one-way analysis of variance (ANOVA), coping strategy use was compared

between age groups (Table 4). The analysis showed statistically significant differences for six

strategies: active coping, planning, positive reframing, venting of emotions, behavioral

disengagement, and self-blame. To estimate the character of the intergroup differences, an

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additional post hoc analysis using Tukey’s HSD test was carried out when the variance was equal

between the groups, and Dunnett’s T3 test, when the variance was unequal. This type of post hoc

analysis was used due to the disproportions in the size of the compared groups. In the case of

unequal variances, the Welch correction was also applied.

14-15-year-olds reported statistically significantly less frequent active coping than did 18-

19-year-olds (p = 0.032) and those 20 and over (p = 0.032). The youngest participants also reported

less frequent planning than did 18-19-year-olds (p = 0.039) and those 20 and over (p = 0.045),

while 16-17-year-olds reported significantly less frequent planning than 18-19-year-olds (p =

0.015) and those 20 and over (p = 0.030). The coping strategy of positive reframing was more

frequent in the oldest group compared to the younger groups (p ≤ 0.013). Those 20 and over also

reported significantly less frequent venting of emotions compared to 14-15-yearolds (p = 0.007)

and 16-17-year-olds (p = 0.002). Behavioral disengagement differed significantly between the

youngest and the oldest group (p = 0.014), with the higher frequency of this strategy being reported

in the 14-15-year-olds group. Those 20 and over reported less frequent self-blame than did 14-15-

year-olds (p = 0.036) and 18-19year-olds (p = 0.019).

The current data show that the oldest students used active coping strategies more often

during the pandemic than did the younger students. The aim of these strategies is to solve the

problem causing difficult internal tension rather than to avoid the situation altogether. This effect

may be related to the older students having greater life experience, including academic experience,

at 20 and over years of age.

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Chapter IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This study is a systematic review on the academic stress and coping mechanisms of
students during the COVID-19 pandemic. Specifically, it sought to answer the following: i)
determine the demographic profile of the respondents; ii) Determine the common academic
stresses of students during the pandemic; and iii) Identify the coping mechanisms needed by the
students during the pandemic in terms gender and age. The data gathered were the data of students
in different studies on academic stress and coping mechanisms in Asian (Indonesia, Philippines,
Thailand, Malaysia and India) countries affected by the COVID-19 pandemic. The data were
analyzed through mean scores, frequency counts, percentages and ANOVA with 0.05 significance
level.

Summary of Findings

The findings of the study are the following:

1. Out of 526 respondents, 60.3% (n = 317) were females and 39.7% (n = 209) were males.
Sample comprises of young adults of Indonesia (20.9%, n = 110), Philippines (20.3%, n =
107), Thailand (19.7%, n = 105), Malaysia (19.7%, n = 104), and India (19.1%, n = 100).
2. There were no differences between male and female students in their perceptions of
academic stress, and factor analysis revealed four factors that explained 43 percent of the
variance for this scale
3. There are four extracted factor stressors—Factor 1, “Pressures to perform,” Factor 2,
“Perceptions of workload,” Factor 3, “Academic Self-Perception,” and Factor 4, “Time
restraints.”
4. The analysis showed statistically significant gender differences for humor, emotional
support seeking, instrumental support seeking, self-distraction, denial, and venting of
emotions.

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5. Using a one-way analysis of variance (ANOVA), coping strategy use was compared
between age groups (Table 4). The analysis showed statistically significant differences for
six strategies: active coping, planning, positive reframing, venting of emotions, behavioral
disengagement, and self-blame.

Conclusions

The following conclusions are made based on the findings.

1. The mean age of respondents was 16.3 years with a standard deviation of 2.1 years.
2. Male and female students share same perceptions of academic stress, and factor analysis.
3. The results from the four factor stressors support the fact that there were positively reported
scores reflecting that students were significantly confident about the success in their
academic performance and their future career and were confident in making academic
decisions.
4. Gender differences could result from differences in gender role socialization. Women are
socialized to be more emotional and seek support in interpersonal relationships. On the
other hand, men are socialized to cope with their problems on their own or use humor.
5. The oldest students used active coping strategies more often during the pandemic than did
the younger students. The aim of these strategies is to solve the problem causing difficult
internal tension rather than to avoid the situation altogether.

Recommendations

1. For school administrators, they are recommended to encourage teachers to make sure
that the students are in conducive environment and have positive mental health in this
time of situation – COVID-19 pandemic.
2. For teachers, it is recommended to check the emotional, mental and health status of the
students. To know the academic stressors and coping mechanisms of students in order
to accommodate their needs.

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3. For students, they are recommended to identify the common stressors and how to cope
up with the situation using the common coping mechanisms.
4. For future researchers, conducting more studies on the academic stressors is highly

recommended to determine effective coping mechanism.

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