College students, especially freshmen are prone to stress due to the transitional nature of college life. They have to adjust to being away from their family for the first time. They maintain higher academic performance and adjust to a new social environment. A study suggests that university students often view stress as a negative experience, tend to adopt ineffective coping strategies, and struggle to access resources that could assist them in managing challenges. Stress has been increasing in number among adolescents and students in the Philippines which may cause psychological disorder. However, these may or may not show signs or symptoms at early stages of onset. Apart from the visible nature of symptoms, the lack of awareness regarding the disorder and lack of coping mechanisms and intervention worsens the problem of the students. Thus, this study aimed to determine the effects of DEAL-Based intervention on freshman students' academic stress, self-efficacy, coping strategies and perceived stressors. The DEAL model is a four (4) hour educational workshop which consist of four components which are the detection of stressors, evaluation of stressors, action towards stressors and learning from stressors through self-reflection. The four guiding principles of the model are set to teach students to detect problems early and have a positive perception towards the problem; teach students to appraise problems positively and appropriately, teach students to cope with problems positively; and leach students to learn from problems for future self-improvement. This study on the effects of DEAL -based intervention on freshman students academic stress, self-efficacy, coping strategies and perceived stressors generally aimed to evaluate how academic stress, self efficacy, coping strategies and perceived stressors affected with the DEAL based intervention. Specifically, it aimed to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1. academic stress, 1.2. self -efficacy, 1.3. coping strategies, 1.4. perceived stressors? 2. Is there a significant difference between the pre-test and the 4-time interval post intervention assessments of the respondents in terms of: 2.1. academic stress. 2. 2. self-efficacy, 2.3. coping strategies, 2.4. perceived stressors? 3. What is the effect of the DEAL-Based intervention on the profile of the respondents across situation or environment to become less stressful rather than try to improve their coping abilities? The self-change approach involved self-regulation to cope with stressors while environmental-change approach involved system regulation to prevent and avoid potential stressors. The data were analyzed using SPSS software at the CEU Center for Research and Evaluation and t-test was used to determine the effects of the intervention.
Academic stress, self-efficacy, coping strategies, DEAL-based intervention and perceived stressors
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