THE STRESS MANAGEMENT OF GRADE 12 LEARNERS OF

ATENEO DE DAVAO UNIVERSITY SENIOR HIGH

SCHOOL AND THEIR SPENDING BEHAVIOR

A
Quantitative Research
presented to the Faculty of Ateneo de Davao University Senior High School

In partial fulfillment of the requirements in

PRACTICAL RESEARCH2 and APPLIED INQUIRIES AND INVESTIGATION

Billanes, Alfred Anthony V.

Caballero, Joshua Shin M.
De Leon, Sean B.
Mansibang, Harvy D.
Maruhom, Jabar B.
Namima, Erika S.
Talandang, Stephanie Morrizeth E.

Grade12- ST. BELLARMINE

ACCOUNTANCY, BUSINESS, AND MANAGEMENT

Sydney Alyzza Marie O. Maratas

ResearchAdviser

February 06, 2018

 ATENEO De DAVAO UNIVERSITY
SENIOR HIGH SCHOOL
Jacinto St., Davao City, Philippines

APPROVAL SHEET

In Partial Fulfillment of the requirements for the subject Practical Research 2 and Applied
Inquiries and Investigation, under Accountancy, Business and Management,this study is
entitled:
THE STRESS MANAGEMENT OF GRADE 12 LEARNERS OF
ATENEO DE DAVAO UNIVERSITY SENIOR HIGH
SCHOOL AND THEIR SPENDING BEHAVIOR

Has been prepared and submitted by Alfred Anthony Billanes, Joshua Shin Caballero,
Sean De Leon, Harvy Mansibang, Jabar Maruhom, Erika Namima, and Stephanie
Morrizeth Talandang who are recommended for the CULMINATING PERFORMANCE
TASK.

__________________________________________
Ms. Sydney Alyzza Marie O. Maratas, LPT
Research Adviser

APPROVED in partial fulfillment of the requirements for the subject Practical Research 2
and Applied Inquiries and Investigation, under Accountancy, Business and Management,
by the Office of Accountancy, Business and Management.

_________________________________________
Ms. Aimee Marie A. Bisnon

Chairperson – Accountancy, Business and Management

ACCEPTED in partial fulfillment of the requirements for the subject Practical Research 2
and Applied Inquiries and Investigations

JANUARY 11, 2019 _________________________

Date Ms. Aujefel Amor Y. Lee
Assistant Director for Academics
Senior High School Unit
 ABSTRACT

The effects of stress have always been a major concern of every individual in their

daily lives. This phenomenon excuses no one regardless of their age, gender, health

status, and etc. In relation to the context of SHS learners of Ateneo de Davao

University regarding with their attitude towards spending from the influence of stress,

this study have utilized correlational method under quantitative research approach in

order to fully understand the significance between Stress Management and

Spending Behavior. The researchers used Pearson r and finding the mean and

standard deviation of the data which helped in predicting the hypothesis of the study.

Based on the results, the respondents have a high level of stress management

which means that they managed to overcome the different stressors in their lives. On

the other hand, for the spending behavior, it showed that most of the students have

no proper plans and monitoring in allocating their allowances. In the overall findings,

it came out that there’s no significant relationship between the two variables and the

null hypothesis is therefore failed to be rejected. With this, the researchers came to

a conclusion that, the spending behavior of the SHS students is not only limited to

the influence of how they actually manage their stress but rather, there are other

aspects such as limited allowances, primal instinct of behavior, environmental

pressures, and etc. Moreover, this research suggests that students, teachers, other

stake holders, or the society itself should be educated enough on how they are going

to allocate their resources efficiently, effectively, and wisely.

Keywords: Grade 12 SHS Learners, Correlational, Survey-Questionnaire, Ateneo de

Davao University
 ACKNOWLEDGMENT

The researchers acknowledge with sincere appreciation and gratitude to all

the support and motivation given by the following persons. Without which, this

humble work wouldn’t have found recognition and accomplishment and whom God

used to show his divine order for the success of this study:

Ma’am Sydney Alyzza Marie O. Maratas, their research adviser, who despite

of her busy schedule rendered her time, patience, and consideration to the

researchers. The researchers would like to thank her for unselfishly sharing his

thoughts, insights, expertise and his sympathetic guidance on this work.

Ms. Aujefel Amor Y. Lee, the Assistant Director for Academics, for approving

and therefore enabling the researchers to begin with their research.

To the Ateneo de Davao University library for providing the researchers

enough information about their study.

The respondents, their participation meant the completion of the research and

the world to the researchers.

To the panelists for their inspiring comments and valuable suggestions which

greatly helped in the completion of this research.

All the understanding friends and families of the researchers, thank you for

the love and continued belief in the capabilities and skills of the people behind this

research.

To those who were not mentioned but, in some ways, helped the researchers,

thank you very much. Without all of you, this research would not have been

possible. Ad Majorem Dei Gloriam!

 Chapter 1

INTRODUCTION

How does stress affect our daily lives? This is the most common question

that most people ask when talking about stress. However, there are a lot of

definitions that can be accompanied by stress. According to the Stress

Management Society (2017), stress is basically a physical response which makes

the body shift to “fight or flight” mode that releases different complex chemicals for

the body to prepare an action. This type of emotion can be caused by both good

and bad experiences (MTSTCIL, n.d.).With this, the spending behavior of a person

is often affected. People sometimes show impulsive buying or spending which

include products such as alcohol and drugs as a reaction to stress in their everyday

living (Durante &Laran, 2016). However, the body reacts to stressful challenges

which will lead a person to pay more attention towards the threat which that would

enable them to alleviate it. Therefore, stress responses are based on its root and

can sometimes lead to consumers’ saving their money for the possible threats

ahead of them (Rutgers University, 2016).

A research published in the Journal Marketing Research at the University of

Miami, conducted by Kristina Durante and Juliano Laran (2016), shows that people

increase their saving behavior when stressed to assure them that something will be

available when needed. People allocate their resources properly in order to gain

control in their environment when stressed. While other people spend more when

stressed for they perceive that the products they utilize are necessities.These

findings show that there are apparently different perceptions of people’s spending

behavior when they are stress. However, their study strengthens the proposal that
stress will still affect the spending decisions of an individual that can be beneficial

or an impulsive way of behavior.

According to the first Asia Health Survey, a research conducted by Readers

Digest and Nielsen Media Research in 2006, it shows that 43% of the Filipinos said

that they were experiencing stress. This survey concludes that the Filipinos are the

most stressed-out in Asia that is caused by different factors such as too much work

but not having enough time, examinations or due to personal problems. And as

much as 23% of respondents in the Philippines said that this is caused by their jobs

and studies. With this, a research shows that the generation today spends more on

nonessential things to vent out their stress. This is a new way of millennials to

release the energy out from them most especially when they are stressed or bored

especially here in the Philippines (Anonas, 2015).

Therefore, the main objective of this research is to know the spending habits

of the Grade 12 learners of Ateneo de Davao University-Senior High School with

regards their stress management. Its purpose is to use quantitative research

methods to grasp a deeper understanding of how a learner spends his or her money

when he or she is stressed by the different factors given. At the end of this study,

the researchers will be able to help their fellow students, moderators or even the

parents to be knowledgeable on the ways that students manage their stress in

terms of willingly saving their money or spending it on necessities.

Review of Related Literature and Studies

The review of related literature covers the study of the learners’ stress

management and their spending behavior. The related literature provides a

fundamental background for the considerations in finding the present study.

Stress Management
 When managing stress, the main goal is to live without stressors, which affect

a person’s joyful life and without losing its motivation for its everyday performance.

Also, to be beyond the harmful effects of stress, a person must maintain the quality

and the vitality life. Being stress is the same way as being ill since illness might occur

from stress (Greenberg, 2009, p.10).

When a person is stressed, most likely their behavior will change. However,

there are theories that a person can apply to stress-related behavior. For example,

the Goal-setting Theory. It is the conceptualization on how a person achieve their

goals with no hesitation (Locke and Latham, 2002, p.279)

In reducing stress and in improving spirituality values, mindfulness-based stress

reduction displayed a nonspecific outcome on stress reduction in comparison to an

inactive control. It has a possible specific effect designed to be structurally equivalent

to the meditation program. A direct comparison study between mindfulness-based

stress reduction and standard relaxation training found that both treatments were

equally able to reduce stress. Furthermore, mindfulness-based stress reduction was

able to reduce ruminative thinking and trait anxiety, as well as to increase empathy

and self-compassion (Chiesa &Serretti, 2018).

According to Shapiro and Schwartz (2009) a decade ago, after a comprehensive

literature review of stress in medical education, Butterfield concluded that “the body

of literature on effective interventions needs to be expanded.” Unfortunately, this

recommendation has not been followed. Only hew have studied the specific effects

of stress-management interventions in medical education, and even fewer have

provided empirical data despite the numerous articles that diminish the negative

consequences of stress and call for intervention and change. The specific application

to medical education of stress management has been largely unexplored even

though there is a large scope of literature on it.

 Elizabeth Scott (2018) defines stress as the response of the body towards

changes in life. Since life involves changes (ranging from changing location,

atmosphere, environment and other life-changing such as; marriage, divorce, death,

loved one and etc.), our body needs to adopt from it through various responses and

thus can cause stress if not met the desired outcome over the decisions that were

made. In a general perspective, there is no way to avoid stress, but can be controlled

through good stress management. Curtright (2012) states that “People usually suffer

from stress when they can no longer manage the difficulties and pressures of the

demand of an event. This phenomenon is expected since many of the stressful

situations is caused by uncontrolled and unavoidable circumstances, which

contributes to the perceptions that they cannot control the current environment that

they are in, as well as the outcomes of their decision/actions”.

Kanel (1998) mentioned in the Book (Individual and Family Stress and Crises)

that “In helping someone, one must possess certain skills in order to assist someone

in managing crisis to prevent them from doing harm.” He further states that there is a

need for having attending skills to maintain and develop rapport (a state of good

understanding and comforting relationship) needed for effective crisis management.

He further explains that Rapport helps Crisis managers to get into deeper sensitive

information about the person experiencing such burdens brought by stress. Kanel

(1998) highlighted five important attending skills used by crises managers’ in order to

effectively communicate with the client namely: summarizing, questioning, reflecting,

clarifying and listening throughout every session.

According to Caitilin Lemmo and Peter Ramirez (2009), When the body is

stressed, our autonomic nervous system responds to it by turning all systems on.

Various internal organs, muscles, and hormones will be affected by this activation.

Most people experience physical symptoms when stressed, examples of those

symptoms are headaches, stomach pains, and muscle aches. When the body is

always in the state of being stressed, there would be changes seen in the thoughts,

feelings,and behavior of an individual. People respond to stress in different ways,

some would be overactive,and some would also be underactive. Changes can also

be seen in the sleep cycle and the ability to concentrate on an individual. Some

people would experience insomnia, weight loss, undereating, overeating, and

excessive drinking.

Anisman (2014) states that stress events promote psychological disorders and

are more likely to cause severe stressors than relatively mild stressors. In order to

analyze the impact of stressors, several variants of major scales of life events have

been developed to predict the relationship between stressors and the occurrence of

sickness or disturbed quality of life. One approach was based on the idea that a

stressor should be considered in terms of the social adjustment required to deal with

it (Holmes & Rahe, 1967). Scales also cover specific types of events ranging from

psychological abuse to breast cancer and other challenges. These scales share

certain essential characteristics; it gives us an idea of what a person may have

experience from the past, but they also share numerous deficiencies.

Spending Behavior

According to Dr. Kern (2017), the feeling of being hopeless and helpless has

problems in terms of eating and focus. These are the symptoms that a person

shouldn’t ignore since it may lead to stress. Being stress is engaging an individual to

overspending and self-medicating such as drinking or compulsive shopping.

When a person is stress they tend to be engaged in storing of things. Since

stress often results for them to hoard, it makes them want to keep on things which

increases the preference for them to save their money. On the other hand, stress
does not necessarily stop people from their daily routines including the need to make

a decision about what they spend. Thus, stress leads an individual to increase their

willingness to spend money. Spending and saving money depends on their

necessities and wants, or whether it is essential for their everyday living (Durante &

Laran, 2016).

The question of whether stress can always lead to increasing saving is

important. Through with the hypothesis that the response to stress aims at restoring

control, research says- an increased saving varies on how much do the consumers

have the sense of control over the outcomes of their actions when they are under the

challenge of stress. In most cases, the consequence of stress is determined by poor

control. However, in a psychological perspective, the response to stress associated

with low control is no match from the psychological response associated with a

greater extent of control. (Badia, Harsh, and Abbott, 1979; Pervin (1963). Based on

the findings mentioned in the article of Journal Marketing research, (The Effect of

Stress on Consumer Saving and Spending); It was found out that, stress leads

consumers to save money rather spending. It was clearly emphasize that the

correlation between stress and the spending behavior of oneself plays an important

role in the development of self-control, in which oneself can exercise in times of

trouble. This means that the effects of stress were reduced when the insight of

control was enhanced.

Theoretical Framework

Hardiness Theory of Kobasa (1979)

Suzanne C. Kobasa (1979) defines stress on her Hardiness Theory differently

than other researchers. Kobasa and her colleagues focus on the attitude toward the

stressful events rather than the experiences that happens during those events.

They argued that if a person potentially perceives the stressful events as a

challenge instead of a threat, a positive response will approach. The theory

strengthens the idea of Lee, Moschis, & Mathur (2001), that consumers most likely

changes their spending habits when stressed, it may be either negative or positive.

In addition to Kobasa’s theory, the essence of psychological theories (learning

theories) lies in the fact that individuals learn from experience and therefore the

results of experience will modify their actions on future occasions (Cherry, K., n.d).

The theory further states that even once a well thought out purchase, the

consumers endure some form of discomfort, fear or dissonance. This post-decision

anxiety is caused by ‘nice’ (cognitive dissonance) arising from doubts on the

decisions taken (A Study on the Impact of Stress on the selection of new products

and the intermediary Mechanism during the process of Goal Pursuit, 2018).

Kobasa’s Hardiness Theory will be used in the study, most especially in the

perception of stress in terms of the learners’ spending behavior. Her definition of

stress shows that saving and spending habits of a person are the two attitudes that

a stressful person experiences. Kobasa’s theory of stress is therefore relevant to

the present study.

ConceptualFramework

Figure 1. Conceptual Framework of the study

Stress Management Spending Behavior

The stress management of the Grade 12 Senior High School learners will be

described based on their spending behavior.

 These variables are deduced to have a significant effect on the learners’

stress management on their spending habits therefore, the relationship is

corresponded by a one-headed arrow.

Statement of the Problem

a. To what extent do students manage their stress?

b. What is the degree of spending behavior?

c. Is there a significant relationship between stress management and the

spending behavior of Ateneo de Davao University-Senior High School

learner?

Research Hypothesis(es)

Ho: Threre is no significant relationship between the stress management of the

Grade 12 learners of Ateneo de Davao University and their spending behavior.

Significance of the Study

This research pursues to identify how stress management affects the

learners of Ateneo de Davao University-Senior High School in their spending

behavior. This will also benefit the following:

SOCIETY. The results of this study will benefit the society by knowing if stress

management has really influenced the spending behavior of learners.

STUDENTS. Students would be able to know how stressful events contributeon

their spending behavior.

COUNTRY. Through this research, people especially the next generation on

spending or saving their money.

RESEARCH COMMUNITY. This study will be an open ground for future

researchers on the research community about stress management on the spending

behavior of the learners.

Scope andDelimitation

This study aims to determine the spending behavior of the learners in Ateneo

de Davao University Senior High School with regards to their stress management.

The respondents will be the students of Senior High School Grade 12 learners,

school year 2018-2019.

In terms of data gathering, the researchers will be using survey

questionnaires to gather information with the respondents. The study will be limited

to thirty (30) respondents, ten (10) for each strand (HUMSS, ABM, and STEM) to

maintain transparency.

Definition of Terms

STRESS MANAGEMENT (OP) - consists of creating changes to a person’s stressful

situation.Managing a person’s response to stressful things once it occurs.

SPENDING BEHAVIOR (OP) - commonly a behavior affecting the manner of a

person to spend and use their cash in order to satisfy their needs and wishes without

any use of control.

 Chapter 2

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the

data collection procedure, the plan for data analysis, and the ethical

considerations.

Research Design

According to Saleem, Tabusum, and Batcha, research design aims to

combine relevance to the research purpose through the manner of collection and

analysis of data. Since the nature of the chosen topic involves how stress

management can affect the spending behavior of the learners, the researchers will

be making use of correlational studies under quantitative research methods in order

to fully inculcate the meaning and significance of the relationship between the two

variables. Babbie (2010) explains that quantitative research is a type of study which

gives an objective measurement which includes; mathematical, statistical, or

numerical analysis, through conducting surveys, questionnaires, polls and other

statistical data that undergoes computational techniques. Babbie (2010) further

explains that quantitative research generally focuses in accumulating numerical data

that will be used as a special instrument to generalize result that will replicate a

certain population or explain a phenomenon across groups of people or community.

In particular, the researchers find it appropriate to conduct a correlational study in

response to the hypothesized measures of the relationship between the

aforementioned variables. Kalla (n.d.) defines correlational study as a way of

determining how two variables are interrelated to each other. This means to whether

a decrease or increase in one variable affects or corresponds to an increase or

decrease in the other variable. Hence, the researchers will focus on how students

handle their stress and how does it affect their spending behavior.
The Sample

In gathering important data, sampling is a widely used means in academic

researches (Thompson, 1992). A sample is the subset of a particular population

(Raj, 1968) where the researchers can assess unknown characteristics needed from

the target population (Lohr, 1990). The respondents that the researchers will choose

are the Grade 12 Ateneo de Davao University Senior High School learners from the

different strands. The researchers will need 30 participants wherein each strand will

have 10 participants. A pre-piloted questionnaire will be pre-validated and distributed

to the chosen participants to be used in gathering data.

According to Shott (1990), sample sizes as smaller as 30 are generally

adequate to ensure that the sampling distribution of the mean will approximate the

normal curve. With this, quota sampling will be used in the calculation of the 30

participants and for the availability of both the researchers and participants, the

researchers will be using convenience sampling. According to John Dudovskiy

(2011), convenience sampling is a type of a non-probability sampling method where

the data collection of the research is based on the on the population members who

are available conveniently to join and participate in the study. This sampling method

is appropriate in the study since, it is the easiest way for the researchers to get

relevant information from the respondents without additional requirements.

The Instrument(s)

According to Dr. Tan Kok Eng (2013), a research instrument is defined as

something that is used to gather and collect information (data) to answer the

research questions. It is both applied to qualititative and quantitative approaches

and can produce data to both approaches (Eng, 2013).

 The research instrument that the researchers will be using to conduct the

study will be in the form of a survey questionnaire adapted from the internet. A

survey research design is a procedure in quantitative research,and researchers

administer a survey to a sample or to a population depending on a study (Creswell,

n.d.). A survey is a kind of data gathering procedure that is used in collecting,

analyzing and interpreting different views of a group of people in a population. It can

be distributed to the participants and is very efficient for data gathering even from

people around the globe. Since the researchers provide the participants with a

standardized questionnaire, it has little to none subjectivity,and the researchersare

free from their own biases thus it provides concrete results (Sincero, 2012).

According to Saylor Academy (2012), a survey questionnaire is the most

appropriate for this type of research since it can obtain information from a large

group of people and it is also the most reliable type of instrument.

The research questionnaire that the researchers utilized is an adapted survey

questionnaire however, the questionnaire will be passed to the research adviser for

validation before proceeding to data gathering.

Data Collection Procedure

As the survey requires a sample size of 30 learners from different strands, the
researchers will conduct a survey to the different strands in order to have a balance
and accurate data gathering. The researchers will divide the task in managing the
survey to have efficient data. The researchers will follow these procedures in
gathering the data needed:

1. The researchers will prepare a permission letter to ADA for administrating a

survey.

2. Upon the approval of authorization to conduct a survey, the researchers will

prepare the materials needed to ensure the smooth flow of the survey.
 3. The representative researchers will be divided into three groups to be
assigned in three different strands.

4. The request to answer the survey questionnaire will be sought.

5. The researchers will randomly gather 10 learners from each strand to

answer the questionnaire.

6. The survey will be regulated within 10 minutes to answer during the learners’
free time.

7. While the respondents are answering the survey, the assigned researcher/s
is tasked to wait and make sure that all the items in the questionnaire is
answered.

8. After answering the survey, the questionnaires will be collated and prepared
by the researchers for the data analysis.

Plan for Data Analysis

The process of applying logical and statistical method in order to describe and
exemplify, condense and repeat, and assess data is called Data Analysis
(Responsible Conduct in Data Management, n.d.). According to Shamoo and Resnik
(2003), different analytical procedures “provide a way of drawing inductive inferences
from data and distinguishing the signal (the phenomenon of interest) from the noise
(statistical fluctuations) present in the data”. Data analysis is done after collating the
survey data from the sample where a series of presentation and interpretation of
quantitative data is done. Statistical analysis will be done to draw some properties of
the population from the given sample results (Bless & Smith, 1995). Specifically,
mean and standard deviation analysis will be utilized through Pearson Correlation
Coefficient or Pearson's r which is the measure of the linear relationship between
two ratio variables or interval, and it can have between -1 and 1 value (Cramer,
1998). This is a measure of the statistical relationship of two continuous variables
and is also known as the best method since it is based on the method of covariance.
It provides information on the magnitude of the correlation as well as the
relationships’ direction (Statistics Solutions, n.d.). Pearson-r measures the strength,
probability, and direction between the linear associations of the two intervals.
According to Laerd Statistics (2018), Pearson r can have values between -1 to 1
however, if a value of 0 is indicated, it generally means that there is no association
between the two variables. It has a positive association if the value is greater than 0
where one variable increases and the value of the other variable also increases and
a negative association if it is less than 0 or if one variable increases while the other
variable decreases. It is also being stated that the stronger the value of the two
variables, the closer it gets to the Pearson r.

Ethical Considerations

The norms for conduct that distinguishes between acceptable and

unacceptable behaviour is called ethics (Resnik, 2015). Ethical standards promote
the values that are essential to collaborative work since research often involves a
great deal of cooperation and coordination among many different people in different
disciplines. These values include trust, accountability, mutual respect, and fairness.

These are the ethical standards that the researchers will uphold in the study:
Anonymity, confidentiality, legality, honesty, objectivity, and integrity.

The researchers will observe the following measures to uphold the ethical issues
mentioned above. First, they will make sure that the respondents’ personal
information will not be exposed to maintain anonymity and their interview answers
will remain confidential. Second, the researchers will know and obey relevant laws
and institutional and governmental policies to observe legality (Resnik, 2015). Third,
they will strive for honesty in all scientific communications, honestly report data,
results, methods,and procedures, and publication status. Also, they will not fabricate,
falsify, or misrepresent data, and will not deceive colleagues, research sponsors, or
the public (Resnik, 2015). Fourth, the researchers will strive to avoid bias in data
analysis, data interpretation, peer review, personnel decisions, and other aspects of
research where objectivity is expected or required. We will avoid or minimize bias or
self-deception (Resnik, 2015). Lastly, they will keep their promises and agreements,
act with sincerity, and strive for consistency of thought and action (Resnik, 2015).
 Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In reporting the results, the researcher stays close to the statistical findings

without drawing broader implications or meaning from them. Further, this section

includes summaries of the data rather than the raw data (e.g.,the actual scores for

individuals). A result section includes tables, figures, and detailed explanations

about the statistical results.

Level of Stress Management of Grade 12 Learners

Table 1 presents the overall mean of Stress Management which is 2. 68 or

High.

Table 1. Level of Stress Management of Grade 12 Learners

Descriptive
Indicator SD Mean Level

1. Do you have the time to do work without interruption? 0.5632 2.600 High
2. Do you have the time you want to spend with your family
0.9371 2.867 High
each week?

Low
3. Do you have the personal time you would like each day? 0.8200 2.500
Average

4. When you are interrupted at an activity, do you respond Low

0.8087 2.367
with anger? Average

5. When you are asked to do something unplanned, do you Low

0.5833 2.267
respond angrily? Average
6. When you are given an unexpectedly large project (e.g. ET,
0.9229 2.900 High
PT, etc.) do you get tense?
Low
7. Do you plan your life each day and work out that plan? 0.7849 2.267
Average
8. Do you respond in a positive manner when asked to do
0.7397 2.733 High
something for which you lack training?
9. Do you accept with a healthy attitude circumstances that
0.7428 3.000 High
cannot change?
10. How often do you say the word “I am busy or I am having
0.8277 3.067 High
a hard time” at the workplace or in school?
Overall 0.7730 2.657 High

For question number 1, it has a mean of 2.600 with a descriptive level of High

which means that the respondents have the time to do work without interruption. For

question number 2, the mean is 2.867 with as descriptive level of High which means

that the respondents have enough time with their family. For question number 3, the

mean is 2.500 with a descriptive level of Low Average which means that the

respondents want to have their personal time everyday. For question number 4, the

mean is 2.367 with a descriptive level of Low Average which means that when the

respondents are interrupted, they do not respond with anger. For question number 5,

the mean is 2.267 with a descriptive level of Low Average which means that when

the respondents are asked to do something unplanned, they do not react angrily. For

question number 6, the mean is 2.900 with a descriptive level of High which means

that the respondents tend to have more pressure within them when they are tasked

to do an unexpectedly large project. For question number 7, it has a mean of 2.267

with a descriptive level of Low Average which means that the respondents don’t plan

their day. For question number 8, it has a mean of 2.733 with a descriptive level of

High which means that the respondents respond in a positive manner when asked to

do something for which they don’t have enough training. For question number 9, it

has a mean of 3.000 with a descriptive level of High which means that the

respondents accept circumstances with a positive and healthy attitude. Lastly, for

question number 10, it has a mean of 3.067 with a descriptive level of High which

means that the respondents often respond with “I am busy or I am having a hard

time” at the workplace or in school.

 The highest mean is question number 10 with a mean of 3.067 and with a

descriptive level of High which means that the respondents often respond with “I am

busy or I am having a hard time” at the workplace or in school. Based on the article

Managers Role in Workplace Stress Risk Management (2016), it was discussed that

the response of the people towards negative work experiences or any work-related

pressures depends upon individuals’ personality (attitude toward circumstances).

Every individual has characteristics or vulnerabilities that contribute to the

occurrence of stress such as negative thinking or previous experience of stress.

That’s why, most of the people tend to make complaints such by thinking or saying

negative perceptions on their workplace, when they can no longer handle the

pressure of stress in the environment that they are in. In psychological perspective

discussed in the same article, it was mentioned that there are certain people who

have existing psychological condition developed from their past work life

experiences, which could link to the driving triggers of stresses on their present

situation. These psychological concerns fall to different level. It could be temporary,

severe, permanent, periodic, or existing but virtually unrecognized. On the other

hand, the lowest means are questions number 5 and 7 with a mean of 2.267 and

with a descriptive level of Low Average which means that the respondents don’t act

angrily when they’re asked to do something unplanned and they don’t plan their day.

Heathfield (2019), explains that while each person has different experiences

primarily in terms of events and issues that cause stress, at some point; there are

certain universal factors that affect people. Those stressors that are suggested to be

understood and should take preventive measures include: uncertainty, sudden

changes of behaviors, feeling out of control, and etc. In addition, if one person

constantly responds to the stressful situations, having no mental, physical, and

emotional adjustments to combat their effects, chances would be- health and well-
being will greatly be affected. Thus, it is worthy to asses both internal and external

stress-causing factors no matter how person perceives it. However, at some point,

Heathfield (2019) further added that stress can also emanate positive effect to

people. According to her, stress in adequate amount can help boosting up the

productivity of a person at work because it activates persons’ eagerness to do their

work at best. Conflicting viewpoint, Heathfield (2019) suggests that the best way to

manage stress is to determine right amount of stress and convert it to something

good which can give energy, enthusiasm, and good ambition and motivation rather

that embroiling yourself to such negative outlooks which can affect your health and

well-being.

Level of Spending Behavior of the Grade 12 Learners

Table 2 presents the overall mean of Spending Behavior which is 2.56 or

High.

Table 2. Spending Behavior of the Grade 12 Learners

Descriptive
Indicator SD Mean Level

Low
1. Do you lend money to your friends? 0.6288 2.467
Average

2. Do you have any money saved? 0.6288 3.133 High

3. Do you save regularly? 0.8899 2.967 High

Low
4. Do you deposit money in your bank account? 0.9279 2.033
Average
5. Do you withdraw money in cash from your bank Low
1.098 2.033
account? Average
Low
6. Do you borrow money from your friends? 0.8172 2.233
Average
7. Do you keep a regular check on how much money you Low
1.033 2.033
have in your bank account? Average

8. Do you spend your money on clothing? 0.8137 2.600 High

 High
9. Do you spend your money on food? 0.7303 3.533
Average

10. Do you spend more than what you have? 1.102 2.600 High

Overall 0.8670 2.563 High

For question number 1, it has a mean of 2.467 with a descriptive level of Low

Average which means that respondents do not usually lend money to their friends.

For question number 2, it has a mean of 3.133 with a descriptive level of High which

means that most of the respondents have their money saved. For question number

3, it has a mean of 2.967 with a descriptive level of High which means that most of

the respondents save their money regularly. For question number 4, it has a mean of

2.033 with a descriptive level of Low Average which means that most respondents

don’t deposit their money on bank accounts. For question number 5, it has a mean of

2.033 with a descriptive level of Low Average which means that the respondents

don’t usually withdraw money in cash from their bank accounts. For question number

6, it has a mean of 2.233 with a descriptive level of Low Average which means that

the respondents don’t usually borrow money on their friends. For question number 7,

it has a mean of 2.033 with a descriptive level of Low Average which means that

most of the respondents don’t keep a regular check on how much money they have

in their bank account. For question number 8, it has a mean of 2.600 with a

descriptive level of High which means that most of the respondents spend their

money on clothing. For question number 9, it has a mean of 3.533 with a descriptive

level of High Average which means that most of the respondents spend their money

on food. Lastly, for question number 10, it has a mean of 2.600 with a descriptive

level of High which means that the respondents spend their money more than what

they have.
 The highest mean is question number 9 with a mean of 3.533 and with a

descriptive level of High Average which means that most of the respondents spend

their money on food. According to Alex Gray (2016), only eight countries in the world

spend no more than 10% of their total household income on food. However, 10

countries spend more than 40% of their household income on food. This includes the

Philippines with 41.9 percent on the year 2015 together with Azerbaijan, Guatemala,

Pakistan, Algeria, Kazakhstan, Cameroon, Kenya, and Nigeria being the number one

that spent 56. 4 of the total household income on food. On the other hand, the lowest

means are question number 4, 5, and 7 with a descriptive level of Low Average

which means that most of the participants don’t deposit their money on bank

accounts; don’t usually withdraw money in cash on their bank accounts; and they

don’t usually keep a regular check on how much money they have in their bank

account. Most of the Filipinos do not have enough money to spare or keep, the

reason why 86% of the Filipinos are under banked or has no deposit account

(Chipongian, 2017). According to the Bangko Sentral ng Pilipinas (BSP) quadrennial

Consumer Finance Survey, the 14% of the total population of Filipinos who have

bank accounts are either private or public workers while those who are unbanked are

self-employed or either working on a household, farm, or any informal job. As of the

end of 2017, over 15 million adults have deposited on banks and other financial

institutions (Lucas, 2018). According to the earliest report of BSP (2015), over 49%

of the Filipino adults are aware of the ATM thus, this was used as a means to send

and receive or pay government and businesses bills and those who are aware of the

delivery channel, 30% of which is used through ATM. This supported the result why

most of the participants don’t usually withdraw money in cash on bank accounts

since they prefer to keep their money at home than on bank accounts (Zoleta, 2018).

Correlation between Measures

 Table 3 presents the correlation between Stress Management and Spending

Behavior. As depicted in the table, it revealed an overall r- value of 0.194 with a

probability value of 0.305 which is higher than .05 alpha level. This implies that the

Stress Management of Grade 12 Learners has no significant relationship on their

Spending Behavior. Therefore, the null hypothesis of no significant relationship

between the stress management and spending behavior of Grade 12 Senior High

School Learners of Ateneo de Davao University is failed to be rejected.

Table 3. Correlations between Measures

Pearson Correlations

V14 V25

V14 Pearson's r —

p-value —

V25 Pearson's r 0.194 —

p-value 0.305 —

* p < .05, ** p < .01, *** p < .001

 Chapter 4

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary conclusions and recommendations of

the study.

Summary of Findings

For variable number 1, the overall mean is 2.68 with a qualititative description

of High. The highest mean is question number 10 with a mean of 3.067 and a

descriptive level of High which means that the respondents often respond with “I am

busy or I am having a hard time” at the workplace or in school. On the other hand,

there are 2 questions that fall under the lowest mean. These are questions number

5 and 7 with a mean of 2.267 and with a descriptive level of Low Average. It means

that the respondents don’t act angrily when they’re asked to do something

unplanned and they don’t plan their day.

For variable number 2, the overall mean is 2.56 with a qualitative

description of High. The highest mean is question number 6 with a mean of 3.533

and with a descriptive level of High Average which means that most of the

respondents spend their money on food. On the other hand, the lowest means are

questions number 4, 5, and 7 with a descriptive level of Low Average. This means

that the most of the participants don’t deposit their money on bank accounts; don’t

usually withdraw money in cash on their bank accounts; and they don’t usually keep

a regular check on how much money they have in their bank account.

The correlation between Stress Management and Spending Behavior has an

overall r-value of 0.194 with a probability value of 0.305 which is higher than the 0.05

alpha level. This implies that the relationship between the two variables is Very

Weak.
Conclusions

Based on the findings derived from the study, the level of the student’s stress

management is high. This means that the students have a high level of control in

managing their stress. On the other hand, the degree of the learner’s spending

behavior is high. This explains that the learners of Ateneo de Davao University

Senior High School spend more than they save.

The results showed that the relationship between the Stress Management and

Spending Behavior of the Learners in Ateneo de Davao University is very weak thus;

there is no significant relationship between the two variables. This implies that the

null hypothesis of no significant relationship between the stress management and

spending behavior of Grade 12 Senior High School Learners of Ateneo de Davao

University is failed to be rejected. Sichel (2016) defines Stress Management as an

ability to prevent the occurrence of stress through recognizing certain situations that

may cause stress. According to Greenberg (2009), when an individual manages

stress, the main goal is to live without stressors, which affect a person’s joyful life

and without losing its motivation for its everyday performance. At some point, the

reactions of the people toward stress vary depending on their personality. This is

because not all people perceive stress as a burden as how others perceive the

situations to be stressful (Glavin et al, 1991). In relation to the context of the Senior

High School Learners of Ateneo de Davao University, based on their answers and

the overall result of the study, it manifests that most of the students are practicing

time management while some of those may not have experienced stress that much,

since they handle all the internal and external stressors like academic pressure,

problems, and etc. well.

When students go to college and live away from their homes, they tend to be

more and more consumerism each day since there are a lot of stores or brands that
enables them to buy things that are not necessary (Neill Valentine D’Silva, 2008).

According to Norvilitis et al. (2006), there are a lot of factors affecting how college

students manage their money. It may be based on age, personality traits, and

knowledge. The same goes with today’s senior high school students. These students

have limited incomes and high expenses therefore; they handle their money

differently (Micomonaco, 2003). Another factor of consumption is income. The

Permanent Income Hypothesis stresses that people spend their money based on

their expected long-term income (Villanueva, 2017). In addition to this, the savings

behavior of the students internationally is also being studied. Sabri and Macdonald

(2010) found out that there is an overall low financial literacy among the participants

in the university level in Malaysia. The participants who are from private schools are

more likely to come from wealthy families thus; they have a higher level of spending

than those who are from public schools (Sabri and Macdonald, 2010). Most of their

money is spent on personal shopping which is consumed before the semester ends

(Sabri and Macdonald, 2010). These literature strengthened the conclusion of the

researchers that most students in Ateneo de Davao University Senior High School

spend more than they save.

Based on the findings mentioned in the article of Journal Marketing research

(The Effect of Stress on Consumer Saving and Spending), it was found out that,

stress leads consumers to save money rather spending. It was clearly emphasize

that the correlation between stress and the spending behavior of oneself plays an

important role in the development of self-control, in which oneself can exercise in

times of trouble. With this, the researchers came up with a conclusion that the

spending behavior of the students is not only limited or dependent to how an

individual manages his or her stress but rather it suggests that there are other

contributing factors that can be considered. Factors such as culture, social class,
reference groups, family, lifestyle and etc. are just some of the many basis that

contribute to a person’s spending behavior (Essays, UK, 2018). Therefore, the

students’ stress management can be a factor on how they spend but, it is not as

strong as the other related factors.

Recommendations

This research shows that the Stress management of the Ateneo de Davao

University-Senior High School Learners does not affect their spending behavior

since the result of the data shows that there is no significant relationship between

the two variables. With this, the researchers will recommend the following:

SOCIETY. The society should at least have a seminar to help the

individuals on how to manage their spending behavior.

STUDENTS. The students must be responsible and should know how to

control their spending habits.

COUNTRY. The country should propose financial literacy programs so

that the people, especially today’s generation would be aware on how to

spend and budget their money.

RESEARCH COMMUNITY. For further studies, the research community is

recommended to do more research on the other significant factors that affect

he spending habits of the students.

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