coping management and academic performance-thesis-with sampling tech

8/13/2019 Coping Management and Academic Performance-TheSIS-With Sampling Tech

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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.


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hese notable and evident problems prompted the researchers to choose this

study. "s mentioned by *r. amire/# some of the university s 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

university s sports programs and athletic office !ould have to suffer from shortage of

participants in the sports competitions that are very significant in maintaining the prestigeof 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 oy s "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 persons

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#&''&).

oy s "daptation *odel can be sho!n in the figure belo!5

2igure 1. oy s "daptation *odel

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Conceptual 2rame!ork

Independent 7ariable$8) ,ependent 7ariable $9)

*oderating variable $:)

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!.

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 living-

indispensable 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# 1 ). 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.# &''


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$Grkutlu and Chafra# &''AH +olychronopoulou and ,ivaris# &''(H *isra and *cLean#

&''').

$?rnelas and Lleiner# &''6H @aramillo# 4ixon and Sams.# &''


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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# 1


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and negative appraisal frame!ork# according to Lrant/ $1 F)# 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


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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)# and or analy/e the problem and

plan for a different response in the future $"nshel et al.# 1 E). 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 coachJsreprimand 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# 1 AH "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# 1 # ). +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

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appropriate and effective# is also a coping resource. Social skills facilitate problem-

solving and increases the ability to turn to others for support $>a/arus D 2olkman# 1 ).

he social support received from others# !hich can be emotional# informational

and or 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# 1 ). 2or example# individuals !hohave 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 oy s 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 oy s 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 $1 )# 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# &'' ).

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 customaryresponses $ oy# &'' ).

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# &'' ) 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# &'' ).

"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# &'' ).

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 man s 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 student s learning. hen lastly# is

the obtaining of the competent role models. "ndre!s D oy $1 1) 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#

1 F). 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#

1 1). 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 $1 F) have created a measure !hich identifies 16

different coping styles. Some of the coping styles have been identified as adaptive. "ctivecoping 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 one s

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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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#

1 E) 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 athleticacademic 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

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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# &''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# &''


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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 anegative effect on academic performance $"stin# 1 6) and on other cognitive outcomes

including reading comprehension and math skills in football and basketball players

$+ascarella et al.# 1 ). "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# &''


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found that social pressure from student-athlete peers and coaches# emphasi/ing self-

reliance# 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#

1 '). $ >upday# 1 A) 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

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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 $&''


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"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# 1 A). "cademic Support Services !ere designed to !ork !ith the

student- athlete s hectic schedule. hey provide services at times and locations that !eremore convenient to the student- athlete $@ordan and ,enson# 1 '). 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# 1 A). 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.

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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. $&''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

uestionnaire $S"*S" ). 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.# 1 ). "ccording to Simons and associates# Kself-

!orth is determined by an individualJs o!n# and othersJ# perceptions of oneJs ability#

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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 $1 ) found academic motivation to be aninsignificant 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 $1 F()

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 $1 &) found that the

average grades of student-athletes did not differ significantly from their nonathletic

matched pairs.

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Chapter 6

*G 3?,?>?;9

+resented in this chapter !ere the description of esearch ,esign# esearch

>ocale# and espondents of the Study# Sampling echni0ue# esearch Instrument#

Statistical Instrument and esearch +rocedure.

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

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"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 ,avaoUniversity. 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

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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 athlete s +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 oy s"daptation *odel. he ans!ers !as then categori/ed in five parts5 (#


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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 thestudy# 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


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Where:

r = Pearson correlation coefficient

x = Values in first set of data

y = Values in second set of data

n = Total number of values

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Chapter 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


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,ear *a am Sir#

;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





Gdelou @uma!an


0#' !0


Mentor

"ppendix ,

>etter of e0uest to the Business and ;overnance

*arch 1 &'16

School of Business and ;overnance



(F


59/75

,ear *a am Sir#







Gdelou @uma!an


0#' !0


Mentor

"ppendix G

>etter of e0uest to the School Gngineering and "rchitecture

*arch 1 &'16

School of Gngineering and "rchitecture



(


60/75

,ear *a am Sir#







Gdelou @uma!an


0#' !0


Mentor

"ppendix 2

>etter of e0uest to the School of Gducation

*arch 1 &'16

School of Gducation



A'


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evel5 5

(. Sports5 5

+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 he she has experienced using the

coping management. ight after using the scaleH kindly check the designated columns

!ith numbers (#


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+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

SGC?4, SG* S95&'1&-&'16

M '

-&M '

4"*G 9G" C?U SG1. * %-1 & "B-*C

C?"C35 Coach *aster

AG G44IS

SGC?4, SG* S95&'1&-&'16

M '

-&M '

4"*G 9G" C?U SG1. BB">>-%1 >-%6 1 BS-BI?

Coach5 Coach Basketball

"ppendix L

>ist of Student "thletes of able ennis

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

AA

1. BB">>-*1


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-&M '

4"*G 9G" C?U SG1. C3GSS-%1 1-+S9C3

Coach5 Coach Chess

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

"teneo ,e ,avao UniversitySchool of 4ursing

@une &'# &'16

*r. *ark Samante,irector# "thletics ?ffice"teneo de ,avao University*atina# ,avo City

AF

1. C3GSS-*1 1-I


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,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


Gmilio @acinto Street# ,avao City

School of 4ursing

?ctober '


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8rimary University of the Immaculate Conception Ba ada ,avao City

#chool Affiliation

+hilippine 4ursing Student "ssociation

ed Cross 9outh

4ursing Student Gxecutive Council

delou Alegria 9umawan

Age &1

/ate of 0irth *arch 1(#1 &

#e5 2emale

Address &'&1 ;eneral >im Gxtension# eachers

7illage ,igos City

'ationality 2ilipino

0irthplace ,igos City

Religion oman catholic

6ather7s 'ame Gdmund 9. @uma!an Sr.

Mother7s 'ame *a. ,elima ". @uma!an

mail Address tough chx&k&Tyahoo.com

ducational 0ackground

Tertiary "teneo de ,avao University

@acinto St. ,avao City

Bachelor of Science in 4ursing

#econdary ,igos 4ational 3igh School

8rimary UCC+ +rimary School Inc.

E


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#chool Affiliation

+hilippine 4ursing Student "ssociation

ed Cross 9outh

4ursing Student Gxecutive Council

coping management and academic performance-thesis-with sampling tech

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