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040			_aoc _coc
240			_aUndergraduate Thesis of CHS
245			_aStressors encountered by student assistants of Aquinas University of Legazpi
260			_bJoeam L. Baranda Jay M. Quiling _cMarch 2013
300			_c60 cm.
521			_aABSTRACT Baranda, Joe am L., Quiling, Jay M., "STRESSORS ENCOUNTERED BY STUDENT ASSISTANTS OF AQUINAS UNIVERSITY OF LEGAZPI"(An Undergraduate Thesis, Aquinas University College of Nursing and Health Sciences, Rawis, Legazpi City, 2013). The primary purpose of this study was to determine the different type of stressors encountered by student assistants enrolled in Aquinas University of Legazpi in terms of academic requirements and job description. It sought answers to the following problems, particularly: 1.) What is the demographic profile of the respondents in terms of A.) Age, B.) Gender, C.) Area of Assignment (deployment) 2.) What stressors are encountered by the respondents in terms of A.) Academic Requirements B.) Job Description 3.) What are the coping mechanisms utilized by the student assistants to minimize the stressors related to academic requirements and work performance? 4.) What measures may be offered to maintain good academic and effective work performance? The study utilized the Slovin's formula to help determine the ideal sample size of the target population with a margin of error of 10%. Fifty-four student assistants were calculated as the total target population through the process of simple random sampling method. The following findings were obtained based on the results acquired: A.) for the student assistants, 30% were aged 19 and 2% were at the age 24. 69% were female respondents and 31% were males. 15% were working in the Main Library while 2% was assigned in the following area of assignment (deployment): SHS Comp Lab, OSA, PI, CNHS Office, SHS Guidance, and LID. In the identification of stressors perceived by the student assistants, it was revealed that in terms of academic requirements, 76% of the respondents chose many requirements in subjects as the main cause of stress being encountered while 57% thought that difficulty to accomplish assignments and strict professors don't cause them stress at all. On the other hand, when it comes to job description, 59% felt that work overload is the main source of stressor in the deployment they are assigned at and 78% were sure that poor relationship with co-student assistants, staffs, and supervisors were not considered as stressor for them. Meanwhile, the respondents have different thoughts when it comes to the effects of stress to their academic performance. Forty one percent (41%) voiced out that adjustment of time for academics because of the number of working hours was the main effects of stress while 91% felt that stress has not declined their health. There were several coping mechanisms utilized by the student assistants in order to handle the stress they encountered. For adaptive, 16% were studying on free time in preparation for regular classes and concepts, where as 27% were becoming tardy in classes and reviews that resulted into maladaptive one. In terms of the strategies made by the respondents to minimize or reduce the stressors, 21% were thinking happy thoughts and three percent (3%) were using other alternative strategies. The highest measure that can be offered to maintain good academic and effective work performance was to think positively with 11%, and five percent (5%) chose not to cram. Based on the results, being healthy in mind through optimism psychologically as well as using effective time management can also be of vital help for the respondents to fight against stressors and hence, perform better in academics and at work.
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