Canine connection as a coping mechanism in relation to the academic stress of students / Jiro Jose P. Fong, Francis Nathaniel B. Guillermo, Basil Luke S. Lubrino, Bastian Luke S. Lubrino and Mark Joshua L. Martinez.

Includes appendices and bibliographical references.

Abstract: This study investigates the association between canine connection as a coping mechanism and levels of school stress in senior high school Grade 12 Students. This study aimed to determine whether there are significant differences between canine bonding and other coping mechanisms in terms of their impact on academic stress. A sample of 87 respondents completed an online questionnaire administered using Google Forms, a customized coping questionnaire, and an academic stress scale. Students' coping mechanisms were identified using the 'Ways of Coping' questionnaire, and academic stress levels were measured using the "Academic Stress Scale". Data analysis included assessing significant differences between coping mechanisms and academic stress levels using the Mann-Whitney U test. It was found out that only 9% of respondents used the canine connection as a coping mechanism, and 78% used other coping mechanisms. The majority of participants reported feeling slightly stressed (45.98%), but a smaller proportion (2.30%) felt high stress. Statistical analysis showed no significant difference between the effects of canine connection and other coping mechanisms on levels of academic stress. The resulting p-value of 0.509 exceeded the specified alpha risk level of 0.05. As a result, the results suggest that both canine ties and other coping mechanisms can be effectively used as strategies to manage stress at school. This overview provides valuable insight into the potential benefits of canine connection as a coping mechanism and highlights the importance of considering different coping strategies to support student well-being in educational settings.

Thesis - Senior High School