02868    a2200217   450000500170000008200260001710000270004324502500007026400550032030000450037550400410042052019710046152600070243265000480243965000270248770000240251470000260253870000330256470000270259770000260262420260717090326.0  aTH 378.242 A1682 20261 aGordon, Pearl Ivory B.  aAcademic stress, academic self-concept, and adversity quotient of students under selected board programs / cPearl Ivory B. Gordon, Lyrene N. Calitang, Iris Mae F. Genigani, Leonardo O. Pasangilan Jr., Rea Ericca O. Progoso, Jessel Mae V. Rubido 1aSibalom, Antique : bUniversity of Antique, c2026  axi, 126 pages : billustration ; c28 cm  aIncludes bibliographical references.  aAbstract

The present study examined the levels of academic stress, academic self-concept, and adversity quotient of students under selected board programs, as well as the differences and relationship among these variables. Using a purposive and stratified random sampling, the study comprises a total of 195 fourth-year students under selected board programs of University of Antique - main campus. Using a descriptive-comparative-correlational research design, data were collected through the Academic Stress Scale (Balajirao, 2014), Academic Self-Concept Scale (Liu & Wang 2005), and AQ ProfileR (Stoltz, 1997). Results shown that students from BA Psychology, BSEd Science, and BS Civil Engineering experienced "Moderate level" of academic stress, while students from BS Accountancy and BS Criminology reported "Slightly Stress" levels. Student's academic self-concept fell within the "Moderately High" range for all programs, while adversity quotient levels were generally "Below Average" to "Average" across programs. Kruskal Wallis test analysis revealed a significant difference result in the level of academic self-concept and adversity quotient while non-significant on academic stress levels across board programs Spearman Rho results further revealed significant relationship between academic stress anc academic self-concept, as well as between self-concept and adversity quotient, while there was nc significant relationship between academic stress and adversity quotient. The results highlight the need of building students' academic self-confidence and coping mechanisms as part of institutional effort to promote learning and well-being, especially in demanding degree programs that prepares students to be ready for licensure examinations. Recommendations for educational and student support services, and future research are also discussed.

Keywords: adversity quotient, academic stress, academic self-concept, board program, University of Antique  aTH  aHigher EducationvTheses and dissertations   aEducational psychology1 aCalitang, Lyrene N.1 aGenigani, Iris Mae F.1 aPasangilan, Leonardo Jr. O. 1 aProgoso, Rea Ericca O.1 aRubido, Jessel Mae V.