CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes an analysis of some relevant literature and studies that helped to

shape the study's vision and conceptualization. There will be studies and reliable sources that

concentrate on stress management behaviors among Cebu Technological University Danao

Campus students. Nevertheless, the performed study will be supported by its very own facts,

information, and evidences and will be guided by these well-established studies and works of

literature as a basis.

Stress Management

According to Sims (1997), group methods are more advantageous and cost-effective than

individual counseling, and relaxation and cognitive behavioral techniques are very helpful. Stress

management methods must be thoroughly assessed for a variety of scientific, practical, and

budgetary reasons.

Arikewuyo (2010) stated that teachers of secondary schools in Nigeria have used stress

management strategies in order to help their students. The results show that active behavioral and

passive (escape) coping mechanisms are widely employed by instructors to manage stress. This

demonstrates that the typical Nigerian teacher tries to set up their schedule so that they can focus

on their pedagogical responsibilities without interruption from household tasks. Additionally, it

suggests that when a teacher is under pressure, he or she reminds themselves that work isn't

everything in order to feel less anxious. Teachers almost never employ the active cognitive

methods. In stressful circumstances, they believe that nothing is likely susceptible to challenge.

Regarding the implementation of passive behavioral methods, the teachers also voice conflicting
opinions. While the majority of instructors never go for a physical exercise or, say, watch movies

to cope with any stressful scenario, they prefer to avoid any event that can produce stress and

make an effort to steer away from individuals who cause stressful situations.

Kassymova et al., (2018) stated that stress and its biology is a major problem for students

throughout the modern world. Stress is a significant problem of our times and affects both the

physical and mental health of people. The physiological, cognitive, behavioral, and

psychological ways to cope with stress are known as stress coping mechanisms. The introduction

of a stress management course, and participation in extracurricular physical and mental activities

can help people manage their stress very well. When used by people in good health or even those

who have health difficulties, these techniques are easy to learn and put into practice and have

excellent outcomes. Both students and teachers can benefit from them and find them to be quite

helpful.

Yasmin et al., (2020) indicated that in college, stress is inevitable, but it doesn’t have to

dominate your life. Make every effort to comprehend the type of stress you're experiencing, the

reasons behind it, and effective ways to handle it. You are doing everything in your power to

maximize the value of your college degree by finding a healthy approach to deal with your

stress. As a student, you can reduce your stress in a variety of ways. We all have our favorite

ways of dealing with stress, just as everyone experiences stress in their own unique way. Some

stress management techniques, however, can make you feel worse than before and are not

necessarily beneficial. It's essential to understand how to deal with stress effectively if you want

to succeed as a student. After all, you have no control over the sources of your stress, but you can

decide how to handle them. The majority of stress management theories operate by removing

distress rather than seeking to maximize eustress. By removing distress you can create a vacuum
in your life which you will unconsciously fill with either the same distress you previously pushed

aside or from some other negative source of pressure. If you will work effectively to produce

eustress, you won’t have to worry about defaulting to negative feelings and drained energy when

you find yourself with some free time.

Lehrer and Woolfolk (2021) stated that social support, whether it be among men or

women, is a powerful buffer and defense against the effects of extreme external stress. Social

support also has parasympathetic correlates that characterize relaxation and may buffer stress on

a physiological level.

Iglesias et al., (2005) proposed a study to know the effects of a stress management

program on undergraduate Pharmacy and Biochemistry students. In the initial phase, they

assessed 136 students' beliefs, academic aptitude, and personal stress involvement issues. In a

subsequent stage, we created a stress management pilot program (SMPP) that included psycho-

educational resources, coping skills training, deep breathing, relaxation, and guided imaginary

techniques, as well as cognitive structuring and time management. At the end of their SMPP

exposure, students had lower levels of stress, anxiety, anger, neuroticism, helplessness and

salivary cortisol. These results suggest that SMPP has a promising applicability to deal with high

levels of stress, improving the students’ academic performance and health.

Chiauzzi et al., (2008) emphasizes in their study that to enhance student stress

management and health promoting behaviors, an online stress management intervention

called MyStudentBody–Stress was developed and tested. MyStudentBody–Stress participants

were more likely to increase weekly physical activity, use specific stress management methods,

and exhibit decreased anxiety and family problems. These findings indicate some potentially

beneficial effects of online stress management programming for college students.