Academic Stress and Coping Behaviors among Social Work Students in a Philippine State University

Abstract

Academic stress is a pervasive challenge that affects students' learning and well-being. This study examined the academic stress of Bachelor of Science in Social Work students at a state university in Claveria, Misamis Oriental, Philippines, focusing on its level, causes, differences across year levels, and coping strategies. Using an explanatory sequential mixed-method design, data were collected from 266 students through the Academic Stress Inventory and open-ended responses, and were analyzed using descriptive statistics, ANOVA, and thematic analysis. Results revealed that students experienced moderate academic stress, particularly related to teachers, test performance, time management, and self-inflicted pressures. Significant differences were found in test-related and self inflicted stress across year levels, with first- and third-year students reporting higher levels. The main stressors were examinations, parental expectations, poor time management, and instructor-related demands. To cope, students engaged in spiritual practices, quality time with family and peers, music, self-motivation, and time management strategies. Based on these findings, a 10-week stress-reduction program was developed to support students’ well-being and academic success. This study contributes to the growing literature on academic stress in Philippine higher education and provides a practical intervention model for social work students and similar academic programs.