Sociology Research Paper 2015

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New Era UniversityNo. 9 Central Ave. New Era, Quezon City

Research Title:

The Levels of Anxiety of 2ndyear BSTLE students, school

year 2014-201 in relation to their !o"in# $echanis%s

that a&ect Acade%ic 'erfor%ances

Submitte !y:

!anate, Caselyn !.

"ortes, Ryann Christo#her A.

Submitte To:

$ro%. &ilybeth Cruz

S.'. ()*+()*-


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ACKNOWLEDGEMENT

e woul li/e to ac/nowle0e the #resence o% those#eo#le who

1el#e an renere a 0reat moral su##ort to us in

Accom#lishin0 this research, to my cousin lace who

ha been

Su##ortin0 me since the ay 2 starte to o thisresearch an to

3y aunties who also hel#e me in this research an

correctin0

3y 0rammar an bein0 there %or me whenever 2 nee

your

4uiance, to our collea0ues %or their coo#eration in

answerin0

The survey, to our ear #ro%essor, &ilybeth

Cruz %or bein0 such a 0oo teacher to us. 2 learne a

lot %rom you,

'ou tau0ht us how to be res#onsible one. 'ou5re so

nice ma5am.

Than/ you very much %or everythin0 you tau0ht to

us, an most


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Es#ecially than/ you Almi0hty 4o to your

continuous blessin0s.

4o !less 6s7

TABLE OF CONTENTS

CONTENTS: PAGENO:

T2T&E $A4E

8888888888888.....................................................

ACN&E;4E3ENT888888888888888........................

..

CHAPTER : THE INTRODUCTION!!!!!!!!! !!!!!!!"

!ac/0roun o% the stuy88888888888888.8888

Conce#tual "ramewor/88888888888888...8888

Statement o% the $roblem888888888888....

88888 1y#othesis8888888888888888888.8888..

Si0ni


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Theoretical "ramewor/888888888888888888..

CHAPTER : METHODOLOGY88888888888. 88.88888...

3ethoolo0y8888888888888888888888...

Research ;esi0n888888888888888888888.

Statistical treatment8..

8888888888888....................... ;ata 4atherin0

$roceure88888888888888.............. 2nstrument88888888888888888888888..

CHAPTER #: PRESENTATION & INTERPRETATION OF DATA!!!!"

CHAPTER #: SUMMARY & CONCLUSIONS & RECOMMENDATIONS!"

Summary888888888888888888888... Conclusion888888888888888888888

Recommenations888888888888888888.

BBLOGRAPH$88888888888888888888888..

APPENDCES..................................................................................

.........................

Survey Questionnaire8888888888888888888.

Curriculum >itae888888888888888888888

ntr%&'(ti%n

Ba()*r%'n& %+ t,e st'&y:

Stuents are one o% the most stresseout #eo#le in the worl.

A ty#ical ay in school is li/e a li%etime torment on earthrea loas

an loas o% boo/s, write tons an tons o% notes an assay, an enure

enless hours o% listenin0 lectures %rom #ro%essors. Thus, stuents ta/e a lot

o% intestinal %ortitue to survive the ri0ors o% cam#us li%e.


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3oreover, it is obvious that the #sycholo0ical well%unctionin0 o%

stuents cannot be e?uate to sheer o@ these iculties an tensions. "or

as lon0 as stuent has as#iration to %ul


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obHective %act is that he is ho#elessly behin in his stuy. Co#in0 mechanism

wor/ their ma0ic by benin0 reality in sel%servin0 ways.

"rom these starte %acts, the researchers ha come u# with some

#ro#ositions about the sai to#ic such as I*J stress%ul %actor or the stressor is

hi0hly relate to anBiety, I(J the level o% traitanBiety in relation to co#in0mechanism an IKJ the /in o% co#in0 mechanism that can be healthy

e#enin0 on circumstances. The


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2N$6T " STRESSR

2N"R3AT2N

* Acaemic Coursea !ST&E

&E>E& " ANL2ET'

* 1i0h AnBiety

( Avera0e AnBietyK &ow AnBiety

C$2N4 3EC1AN2S3S

ACA;E32C $ER"R3A3CES

AS AN 6T$6T " ENER4'

The researchers hy#othesize that acaemic course is an out#ut o%stressor in%ormation that a@ects level o% anBiety. The latter is hi0hly

relate to co#in0 #atterns that a@ects the acaemic #er%ormances

which is an out#ut o% ener0y.

State1ent %+ t,e /r%20e1:


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This stuy was conucte to investi0ate the relationshi# between the

levels o% anBiety TraitAnBiety, Co#in0 3echanisms, an Acaemic

#er%ormance o% secon year !ST&E stuents, the school year ()*+()*-.

S#eci


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an acaemic #er%ormances amon0 (n year !ST&E stuents, school year

()*+()*-.

S#eci


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research to contribute in%ormation5s on #sycholo0ical aHustment o% the

stuents, s#eci


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&evels o% anBiety are to etermine in relation to their co#in0 #atterns that

a@ect acaemic #er%ormances.

De0i1itati%n %+ t,e St'&y:

The researchers chose (nyear !ST&E stuents as the #artici#ants o%

the stuy. This stuy %ocuse only traitanBiety an co#in0 mechanisms.

De3niti%n %+ Ter1s:

* Acaemic Course Re%ers to the stress%ul in%ormation5s such as

!ST&E course o@ere at New Era 6niversity that became a #ast

eB#erience o% the stuents that a@ect hisher level o% anBiety.

( Acaemic $er%ormance Can be e


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C1A$TER T:

RE>2E "

RE&ATE;&2TERAT6RE AN; ST6;2ES

RE#EW OF RELATED LTERATURE

This stuy is anchore by three main #ro#ositionsF the relationshi# o%

acaemic course as stressor o% in%ormation an level o% anBiety, the

relationshi# o% level o% anBiety (trait-anxiety) an co#in0 mechanism an the


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relationshi# o% co#in0 mechanisms acaemic #er%ormance, thus, the

researchers se#arately #resente in this cha#ter the si0ni


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3oreover, traitAnBiety is more or less stable level o% anBiety that

#eo#le normally eB#erience in their aytoay con%rontation with reality. 2t is

istin0uishe %rom stateanBiety. hich Guctuates in res#onse to chan0es in

the environment, an this there%ore, situations#eci


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a##roach. 1owever, this stuy use only ten e%ence mechanism that is

base in IC.3.2.J ?uestionnaires, an these are the %ollowin0:

a ;enial Re%ers to a ne0ative %antasy where the e0os is#lace its

anBiety by renouncin0 what the eye sees an the ears hear, the

lan0ua0e #rovie.b ithrawal 2t is a #attern o% behaviour characterize by the #erson

removin0 him or hersel% %rom normal aytoay %unctionin0 with all o%

its attenant %rustrations, tensions, an isa##ointment. 1ere the

sense is o% neurotic removal o% sel% %rom normal social iscourse,

accom#anie by uncoo#erativeness an irres#onsibility.c ;is#lacement This re%ers to ischar0in0 #ent u# %eelin0s, usually

hostility on subHect, less an0erous thin0s, those which initially arouse

emotions. Atonement 2% you atone %or somethin0 wron0 that you have one, you

say you are sorry, an try to ma/e everythin0 better a0ain.e Com#ensation See/in0 a substitute %or somethin0 we o not have or

somethin0 attainable. "reu elaborate u#on it eBtensively, viewin0 it

as one o% the basic e%ence mechanisms that certain iniviuals use

to ma/e u# %or #articular e


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T,e%reti(a0 Fra1ew%r):

The theoretical %ramewor/ o% this stuy %or anBiety is base on Charles ;.

S#ielber0er5s statetrait theory o% anBiety.

Accorin0 to S#ielber0er, the author o% the STA 2nventory ISTA2J,

even o% the obHective methos o% SR $sycholo0y I!ehaviourismJ, have

hel#e to clari%y the #sycholo0ical as well as the behaviour reactions

#rouce by stress%ul eB#erimental conition, still, they are not ae?uate.

2nstea, he believes that one has to res#on the role i@erences in

#ersonality an the #ast eB#eriences that inGuence the iniviual5s a##raisal

o% an reaction to a #articular situation. 1e use the term emotions re%er

to com#leB ?ualitatively i@erent %eelin0s, state or conition o% human

or0anism that both #henomenolo0ical #ro#erties. 1e also believes that the

lon0 ne0lecte #henomenolo0ical eB#eriment #ro#erties o% emotions must

be investi0ate in their own ri0ht. S#ielber0er claims that there has been

little research on ienti%yin0 #henomenolo0ical as#ect o% emotional

reactions. Since *9P(, his STA 2nventory has been use wiely aroun theworl. 1e is the author o% the *9P !oo/ !ross !ultural /esearch on Anxiety.

&i/e "reu an !azowitz, et al. I*9P-J, S#ielber0er re0are anBiety

as an emotional state that is consciously eB#eriencethat anBious iniviual

can observe an escribe his own un#leasant %eelin0s.

1is stateanBiety IA stateJ re%ers to a transitory emotional state or

conition o% the human or0anism that varies in intensity an Guctuates

overtime. 2ts intensity is eB#ecte to be hi0h in circumstances #erceive as

threatenin0 an low in nonstress%ul situation.

This research was also in accorance to the theory o% learnin0.

Theoretically, learnin0 is a relatively #ermanent chan0e in behaviour brou0ht

about eB#erience. This theory o% learnin0 encom#asses the classical

conitionin0 theory as a /in o% learnin0 in which #reviously neutral stimulus

comes to elicit a res#onse throu0h its association with stimulus that naturally


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brin0s about the res#onse. An the #rocess the unerline classical

conitionin0 was sou0ht by researchers to eB#lain why anBieties are learne

by iniviuals es#ecially by stuents re0arin0 their acaemic course.


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CHAPTER THREE:

METHODOLOG$

Research ;esi0n


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e conuct a survey to the stuents in New Era 6niversity. The K)

res#onents we5re convenient ranomly selecte. This stuy is the best way

to eB#lain, eBamine an accom#lish the stuy.

Statistical Treatment o% ;ata

e etermine the location an tallie the number o% the res#onents. All the

ata 0athere by researcher are analyse an inter#rete as 0iven by the

res#onents.

6'e7%n City

f x100n

=

here:

% %re?uency

n res#onents

#ercenta0e

;ata 4atherin0 $roceure

e use the %ollowin0 metho %or 0atherin0 necessary ata. e use the

common metho in 0atherin0 ata by istribution o% ?uestionnaires to our

classmates an other stuents in New Era 6niversity.

2nstrument

e use ?uestionnaire as our instrument o% 0atherin0 ata.


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CHAPTER FOUR:

PRESENTATON 8

NTERPRETATON OF DATA


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Res#onents: e have (+ res#onents. All o% them are (n year = some

are +th year stuents %orm New Era 6niversity.

Ta20e 9

4ener o% the Res#onents

Gen&er Fre'en(y Per(enta*e Ran)

Gir0 9 KP.- (

B%y *- M(.- *

TOTAL (+ *)).)ith the (+ res#onents, 9 o% them are 0irls an *- out o% all are boys.

There%ore, this M(.- are boys an KP.- are 0irls, states that boys aremuch more on the &evel o% AnBiety that a@ect their acaemic #er%ormance

than 0irls.

Ta20e ;

A0e o% Res#onents

A*e Fre'en(y Per(enta*e Ran)

9< - (). K

9= 9 KP.- (

9> *) +*.P *

TOTAL (+ *)).)The (+ res#onents, - or (). o% them are *M years ol, 9 or KP.-

o% them are *P years ol an *) or +*.P o% them are * years ol which is

the a0e o% * stuents have the most a@ecte o% anBiety in their acaemic

#er%ormance.


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Ta20e ?

Fre'en(y Per(enta*e Ran)

$es * P-.) *

N% M (-.) (TOTAL (+ *)).)

2 am a%rai o% ma/in0 mista/es

ith the P- out o% *)) sai that they are a%rai o% oin0 mista/es.

hile the remainin0 (- that they on5t min what they have one wron0 to

others or to their selves.

Ta20e @


$es *) +*.P (

N% *+ -.K *

TOTAL (+ *)).)2 am a%rai o% my $ro%essors

The *) stuents or +*.P sai that they are a%rai when their

$ro%essors scole them in times o% #assin0 re?uirements. hile the other *+

stuents out o% (+ that we 0athere ata, sai that they on5t min even i%they on5t #asse on their subHect.

Ta20e


$es *P P). *

N% P (9.( (

TOTAL (+ *)).)2 on5t have my allowance sometimes

*P stuents a0ree that they have no allowance sometimes ue to the

iculty o% li%e an sometimes the money 0ave by their #arents is not

enou0h %or buyin0 materials to their #roHect. hile the other P stuents that

isa0ree is that because they belon0 in a wealthy %amily so they on5t min

i% they buy eB#ensive thin0s.


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Ta20e

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Sociology Research Paper 2015