TY  - GEN
AU  - Gordon,Pearl Ivory B.
AU  - Calitang,Lyrene N.
AU  - Genigani,Iris Mae F.
AU  - Pasangilan,Leonardo JrO.
AU  - Progoso,Rea Ericca O.
AU  - Rubido,Jessel Mae V.
TI  - Academic stress, academic self-concept, and adversity quotient of students under selected board programs / 
U1  - TH 378.242 A1682 2026 
PY  - 2026///
CY  - Sibalom, Antique : 
PB  - University of Antique, 
KW  - Higher Education
KW  - Theses and dissertations
KW  - Educational psychology
N1  - Includes bibliographical references; TH
N2  - 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
ER  -