000			02925 a2200241 4500
005			20260717090326.0
082			_aTH 378.242 A1682 2026
100	1		_aGordon, Pearl Ivory B.
245			_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
264		1	_aSibalom, Antique : _bUniversity of Antique, _c2026
300			_axi, 126 pages : _billustration ; _c28 cm
504			_aIncludes bibliographical references.
520			_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
526			_aTH
650			_aHigher Education _vTheses and dissertations
650			_aEducational psychology
700	1		_aCalitang, Lyrene N.
700	1		_aGenigani, Iris Mae F.
700	1		_aPasangilan, Leonardo Jr. O.
700	1		_aProgoso, Rea Ericca O.
700	1		_aRubido, Jessel Mae V.
942			_2ddc _cTH
999			_c41715 _d41715