02925 a2200241 4500 20260717090326.0 TH 378.242 A1682 2026 Gordon, Pearl Ivory B. Academic stress, academic self-concept, and adversity quotient of students under selected board programs / Pearl Ivory B. Gordon, Lyrene N. Calitang, Iris Mae F. Genigani, Leonardo O. Pasangilan Jr., Rea Ericca O. Progoso, Jessel Mae V. Rubido Sibalom, Antique : University of Antique, 2026 xi, 126 pages : illustration ; 28 cm Includes bibliographical references. Abstract 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 TH Higher Education Theses and dissertations Educational psychology Calitang, Lyrene N. Genigani, Iris Mae F. Pasangilan, Leonardo Jr. O. Progoso, Rea Ericca O. Rubido, Jessel Mae V. ddc TH 41715 41715 0 0 ddc 0 0 SB SB 2026-07-17 0 TH 378.242 A1682 2026 TH 2482 2026-07-17 2026-07-17 TH