Coping Up Mechanism For Anxiety Among The Grade 11 Academic Track of Pnhs
Coping Up Mechanism For Anxiety Among The Grade 11 Academic Track of Pnhs
Coping Up Mechanism For Anxiety Among The Grade 11 Academic Track of Pnhs
Region 1
School Division of Ilocos Norte
PAOAY NATIONAL HIGH SCHOOL
Paoay, Ilocos Norte
CHAPTER I
THE PROBLEM ANDS ITS BACKGROUND
Introduction
Anxiety is your body’s natural response to stress. It’s a feeling of fear or apprehension
about what’s to come. The first day of school, going to a job interview, or giving a speech
may cause most people to feel fearful and nervous. Students utilized various ways to cope up
with mental health challenges. It is necessary to address students' mental health during this
coming to a school or become very nervous around people, such as friends and peers.
phobia, social anxiety disorder is when a person is overcome with fear and worry in social
settings.
Many students face anxiety when they think they cannot achieve their academic or
non-academic purposes; however, sometimes anxiety can encourage students to think more
critically about how to achieve their goals. Students cope with anxiety in different ways, but
some may struggle. This probably causes many symptoms that affect their mental health.
Therefore, they should alleviate the anxiety to keep their mental health and persist in the
institution. When the students can manage their anxiety, they feel less pressure. If the
students remain anxious, they may not follow through with their academic studies. Also,
anxiety could complicate their physical and psychological states and persist after graduation,
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Theoretical Framework
behaviorism that suggested conditioning was responsible for the development of phobias and
these ideas were developed by O.H. Mowrer, Burrhus Skinner, and Joseph Wolpe, resulting
the study of thoughts; its key insight is that anxiety and the advances in neuroimaging
highlights Joseph LeDoux’s work in identifying the amygdala region of the brain’s limbic
Conceptual Framework
Exercise regularly
This study aims to determine the coping up mechanism for anxiety among PNHS
This study will focus on the assessment of coping up mechanism for anxiety among
PNHS grade 11 academic track and its affect to the student of Paoay National High School.
This study aimed to benefit the students who have experiencing anxiety.
This study aims to assess the Coping up mechanism for anxiety among PNHS grade
11 academic track. The scope area of the study was in Paoay National High School wherein it
was limited only to the students of 11-STEM with 40 respondents and 11-ABM with 30
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Definition of Terms
In order to have an easy and better understanding for the readers, the researchers have
defined the following terminologies according to how it was used in the research:
Social Anxiety Disorder – (also called social phobia) is a mental health condition. It
elements in the mind and bringing repressed fears and conflicts into the conscious
Cognitivism – the view that ethical sentences express propositions and are therefore
Behaviorism – the theory that human and animal behavior can be explained in terms
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brain or other part of the nervous system by techniques such as magnetic resonance
Limbic System – is a set of structures in the brain that deal with emotions and
memory.
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CHAPTER II
This chapter presents the related literature and studies of the study.
Related Literature
The word anxiety is derived from Latin word “angere,” meaning to cause distress
(Sharma & Sharma, 2015). Anxiety has also been defined as a vague, uncomfortable feeling
exacerbated by prolonged stress and the presence of multiple stressors (Lazarus & Folkman,
1984). Per the DSM V, generalized anxiety is “anticipation of future threat” and is often
associated with “vigilance in preparation for future danger and cautious or avoidant
behaviors” (American Psychiatric Association, 2013, p. 189). A study recently done by the
Anxiety and Depression Association of negative outlook, and think that things will go wrong.
(National Institute of Mental Health, 2013).America (n.d.) revealed that seven out of ten
adults in the United States experience a moderate level of anxiety or stress daily (as cited in
Beiter et al. 2014). Normative anxiety may include being concerned about issues such as
money, health, and/or family problems, but those with an anxiety disorder are extremely
worried about these or other things, even when there is little or no reason to worry about
them. They are very anxious about getting through the day, have a negative outlook, and
think that things will go wrong. (National Institute of Mental Health, 2013).
Many children develop an anxiety disorder when they are young and often go
untreated, causing the symptoms and negative effects to persist and manifest in various forms
(American Psychiatric Association, 2013). Anxiety can also start during the teen years or
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Mental Health, 2013). Symptoms may get better or worse at different times, and often are
worse during times of stress. Young adults often use maladaptive coping skills such as safety
or avoidant behaviors, risk-taking behaviors, alcohol and/or drug abuse to try to manage their
anxiety alone. Many of these will reduce the symptoms in the short-term, while continuing to
Anxiety and depression are two of the most common obstacles teens and young adults
face and it’s beginning to take a serious toll in the classroom. With so many children and
teens who have undiagnosed anxiety or depression, this can negatively impact their ability to
learn and enjoy their time in school. When students have anxiety and depression that goes
unnoticed their mental health is at risk, which can lead to social and behavioral problems,
poor performance and learning, neglected hygiene, poor self-care practices and low self-
esteem. Anxiety disorders are influenced by environmental stimuli that are stressful for the
individual. Antiquely, it was believed that anxiety disorders were learned, and although the
familiar and social context influence in the possibility to develop an anxiety disorder,
nowadays, it is known that anxiety disorders have a neurobiological substrate that involves
neurochemical changes modifying the correct function of diverse brain structures. In fact,
they are the same brain structures involved in the etiology of depressive disorders, which
explain the comorbidity among anxiety and depressive disorders, as well as the observation
that some antidepressant drugs (i.e., selective serotonin reuptake inhibitors) produce also
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Every year more cases of anxiety and depression are reported in children and teens. 1
in every 8 children has anxiety, according to the Anxiety and Depression Association of
America (ADAA). While there are treatments for anxiety and depression, 80% of children
with an anxiety disorder and 60% of children with depression are not receiving treatment.
The anxiety symptoms reflect an excessive autonomic activity caused by the over-
gastric ulcers, among others. Anxiety and depressive disorders are classified in the Diagnostic
and Statistical Manual of Mental Disorders (DSM-IV-TR and recent DSM-5) and
origin of symptoms. Anxiety is classified in some types of phobia, separation and social
With so many different factors leading to anxiety it’s nearly impossible for teachers to
identify these disorders without any prior training. The longer anxiety go without treatment,
the higher risk students’ face of a worsening condition, academic disengagement and a steep
decrease in academic performance. Students who have these disorders are at risk of suffering
from poor academic performance and resistance to anything school-related. This can include
lack of engagement in the classroom, poor relationships with peers and teachers, and
disinterest in pursuing passions and planning for the future. Their learning is also affected
due to the fact that anxiety can impact the working memory, which makes it challenging to
retain new information and recall previously learned information. Anxiety and depression
high level of anxiety score lower on IQ and achievement tests than their peers.
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A student dealing with one of these disorders can experience negative effects on their
attention, interpretation, concentration, memory, social interaction and physical health. All of
these factors play a key role in each student’s academic success and achievement. A child
who has anxiety is more likely to focus their attention on things that they perceive to be a
possible threat rather than focusing on what is important, like learning in the classroom.
Individuals will also interpret everyday situations as dangerous or threatening and will often
assume the worst case scenario. The negative impact anxiety have on students’ academic
performance doesn’t just hurt them and their families, but it has consequences for the
economy and society as a whole because they are not receiving a proper education.
Disorders like anxiety and depression are constantly being researched and new
breakthroughs are being made every year. However, doctors are still not sure if depression
is passed on genetically or if it’s a mental illness that is solely psychological and physical.
While scientists and doctors continue to explore this, there is evidence that suggests
On the other hand, a number of variables can lead to an anxiety disorder. An anxiety
inappropriate
daily activities
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Since there are different kinds of anxiety, teachers should be trained to understand
how to work effectively with each one. Common types of anxiety disorders are separation
anxiety disorder, social phobia, generalized anxiety disorder, specific phobia, OCD, panic
capacity is used to create and process worrisome thoughts. This can make it extremely
difficult to focus on positive thoughts and can be very exhausting for the student, which
Not only do these disorders impact memory, which makes it hard for students to
recall information, but they can also have negative effects on how students engage in social
situations. Often, students with anxiety or depression will avoid interactions with their
peers and will perceive neutral situations as threats. This, in turn, makes others
uncomfortable and results in the student feeling lonely, outcast and increases anxiety and
depression.
Physical symptoms like headache, fatigue, nausea and unexplained illness are also
risks of untreated anxiety and depression. Children with these disorders have a higher
resting heart rate, higher blood pressure, higher cortisol levels and they carry more tension
in the body. These physical effects often lead to missed school days causing the child to fall
behind.
Dealing with undiagnosed depression or anxiety can result in students feeling like
they are constantly missing out on opportunities and this can lead to substance abuse,
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Currently, suicide is the second leading cause of death among college students.
Heather Morgan, a crisis line manager for Didi Hirsch Mental Health Services Suicide
Prevention Center says, “We receive calls from college students daily. Since people go
through different traumatic events in life; calls, texts and chats can range from relationship
issues, LGBTQI questions or concerns, financial, and family issues or concerns – to name a
few.”
The negative impact of anxiety and depression on student’s academic progress and
overall well-being is very clear. Early anxiety disorders typically predict adult anxiety
disorders making it crucial to address them early on. 85% of depressed adolescents have a
history of having anxiety as a child. If these issues can be identified early on while the child
is in school there is a better chance for treatment and preventative care so that the above
Under the Individuals with Disabilities Education Act (IDEA), parents have the
right to request appropriate accommodations related to their child’s diagnosis. Teachers and
school staff need to be able to respond effectively and know which accommodations to
Mental health training is crucial in schools, especially for teachers, who are
interacting with students on a daily basis and have many opportunities to observe behavior
A mental health training program will prepare teachers and staff to look for discreet
signs that may indicate disorders like anxiety. These signs include increased inflexibility,
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Very often a student may go to the nurse during a quiz or get kicked out of class on
purpose. Teachers may interpret the child as simply being a troublemaker or slacking off,
when in reality, they are feeling intense anxiety and are trying to protect themselves.
There’s a reason anxiety and depression are referred to as invisible diseases. It can
be very difficult to identify these disorders in students unless teachers have a deep
understanding of them and know exactly what to look for. Training is necessary because the
best way to improve these conditions are to address them as soon as possible.
Isabel, a school superintendent in California says, “In most schools mental health
certification is reserved for a social worker or guidance counselor. Yet 99.9% of student
contact time everyday is with a teacher, bus driver or coach. Our number one priority
should be to train and equip our front line staff to deal with this crisis.”
Teachers and classroom staff are on the front lines of helping students seek proper
treatment and receive an education in a safe, comfortable environment. When school staff
and teachers are properly trained they are able to effectively address anxiety and depression
among their students and create a better learning environment that will produce higher
academic outcomes.
Related Studies
In the study of Katherine H. Bisson (Spring 5-2017) entitled “The Effect of Anxiety
Suppor formance: Exploring Social Support as a Moder t as a Moderator’, it was stated that
Low past academic performance, was found to be significantly correlated with academic
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performance. Social workers, and others working with college students, may be mindful of
students that have previous low academic performance. These students may be more at-risk
academic advising, tutoring, supplemental instruction, etc. are some of the resources that
practitioners could connect college students with after assessing their needs. Part of this
assessment should include reviewing high school GPA, SAT/ACT scores, and any prior
college credits completed. It is important for SOAR and other university programs utilize
this information, in conjunction with meeting with the student, may help to inform the
these findings regarding students that struggle with anxiety and depression.
According to the study of Prima Vitasari (2010) titled “A Research for Identifying
Study Anxiety Sources among University Students”, University students suffer to some
levels of study anxiety. Student cannot perform well if they are having a problem regarding
anxiety. Campus environment as part of social anxiety has universal access to increase study
anxiety among students. The prevalence of study anxiety has been acknowledged by students
and educators. However, no current researches exist to identify the study anxiety sources
According to Sarason in Haris and Coy (2003) that anxiety is a basic human emotion
consisting of fear and uncertainty that typically appears when an individual perceives an
event as being a threat to the ego or self esteem. Spielberger theory of anxiety defined that
worry with activation or arousal of the autonomic nervous system, these are differentiated as
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state and trait anxiety (Spielberger, 1966). In the conceptualization, individuals with high
levels of anxiety generally hold heightened levels of trait anxiety, but in evaluative situations,
study to examine the relationship between study anxiety and academic performance among
engineering students. The purpose was to determine the students who have low academic
performance received test to measure their anxiety level was influenced by these criterion
Previous studies demonstrated that students with higher level of anxiety tend to obtain lower
academic performance (McCraty, 2007 and McCraty, et al., 2000) and various studies have
demonstrated that it has a detrimental effect. Engineering student has many situations which
it is appropriate and reasonable to counter with some anxiety. Therefore, study anxiety should
The study of Oliver Robinson (2013) stated that (1) by examining anxiety under
carefully controlled conditions, we can clarify cause-effect relations and bridge the gap
between the human and animal literatures on anxiety; (2) The effect of both anxiety disorders
and threat of shock on such processes may illuminate, in particular, a profile of the adaptive
anxiety can boost sensory-perceptual processing in general, it also selectively improves the
processing of extrinsically and intrinsically salient stimuli. The discussion thus far has
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effects. But even there we find evidence that the relative significance of some stimuli is
Aun et.al (2011) opined that coping skills improve class attendance, participation,
persistence even when faced with setbacks or failure in general, and arm them with stronger
more resilient self who can lead to a much more positive learning experience. Similarly,
through academic coping strategies factors i.e. approach, avoidance, and social support
(Sullivan, 2010). In addition, academic coping strategies was also design to help
undergraduate students to cope their life those that include physical well-being, emotional,
spiritual, and psychological well-being (Yasin & Dzulkifli, 2009). Normally, emotional
coping strategy is usually practiced in the first year of undergraduate students while in later
years the trend is changing towards cognitive, confrontive and painful problem solving
(Mahajan, 2010).
significantly related to student's, it can be assumed that the more adaptive and tolerable the
students to academic and personal stress, the better their academic performance are.
A study done by Larson, Orr, and Warne (2016) explored both physical and
mental health issues. Some of the physical health difficulties the study measured included
asthma, allergies, mononucleosis, strep throat, and urinary tract infections. The study
found that mental health issues were significantly and negatively associated with GPA.
The results of the study also showed that physical health issues were often correlated with
mental health issues. For example, students who had high levels of stress, or difficulties
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handling stress, reported physical health issues affecting their diet and sleep. In working
with students with anxiety, the physical health symptoms are often reported as the presenting
problem because they are the symptoms that are externalized (Dusselier, Dunn, Wang,
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