Beruflich Dokumente
Kultur Dokumente
______________
A Thesis Proposal
Presented to the Faculty
of the Graduate School
Baguio Central University
Baguio City
______________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
_____________
By
Ofelia B. Villamor
August 2014
APPROVAL SHEET
This thesis proposal entitled, THE ROLE OF SELF-CONCEPT IN THE
CHALLENGES AND COPING MECHANISMS OF GRADE 9 SPECIAL
PROGRAM FOR SPORTS STUDENTS OF BAGUIO CITY NATIONAL HIGH
SCHOOL, prepared and submitted by OFELIA B. VILLAMOR, in partial fulfillment
of the requirements for the degree, MASTER OF ARTS IN GUIDANCE AND
COUNSELING (MAGC), has been reviewed and examined and is hereby endorsed for
acceptance and approval for proposal defense.
ACKNOWLEDGMENT
The researcher wishes to thank the following for their assistance in the completion
of this dissertation proposal:
The Good Lord, for giving the researcher sufficient encouragement so she may
pursue this challenging endeavor;
Her family, for all the support, understanding and unconditional love;
Members of the proposal committee, Dr. Elma D. Donaal, Dr. Concordia A.
Llobrera and Dr. Carlos P. Luma-ang, for their critiques and helpful suggestions;
Her other relatives and friends who provided spiritual, moral and financial
support;
To the librarians of BCU for providing some of the reference materials;
And to all those who, in one way or another, contributed in the completion of this
manuscript.
O.B.V.
TABLE OF CONTENTS
Page No.
TITLE PAGE
APPROVAL SHEET
..
i
ii
ACKNOWLEDGMENT
..
iii
TABLE OF CONTENTS
..
iv
LIST OF FIGURE ..
vi
CHAPTER
1
THE PROBLEM
Background of the Study 1
Conceptual Framework .. 5
Paradigm of the Study 9
Statement of the Problem and Hypotheses . 11
Scope and Delimitation of the Study . 12
Definition of Terms 13
Significance of the Study . 14
... 16
..... 17
...... 20
APPENDICES
A. Letter of Request to Float Questionnaire
B. Letter to the Respondents
C. The Questionnaire
.... 21
.... 22
..... 23
FIGURE USED
Figure
Page No.
10
Chapter 1
THE PROBLEM
Background of the study
Generally, high school life is filled with some anxieties and wonderful
discoveries. A lot of students experience difficulties in this stage of life while some may
have more to share. The thing is, whatever it is what is essential is how to continue to
exist and achieve something. In relation to successes and survival, the self-concept plays
a major role in facing such challenges. There is a growing awareness that of all the
perceptions they experience in the course of living, none has more profound significance
than the perceptions they hold regarding their own personal existence - the concept of
who they are and how they fit into the world.
People who recognize their strength and qualities generally have positive selfconcept. Some people tend to focus on their weaknesses rather than their strengths. They
may see themselves as tedious, uninteresting, too tall or too something else. Boultier
(2002) points out that people who focus more often on their weaknesses can develop a
negative self-concept. A positive self-concept is an important part of good mental and
emotional health. Often, a negative self-concept leads to low self-esteem just like
someone who is physically healthy can get a cold or some other illness now and then, the
mental and emotional health of a person is also likely to go through its own ups and
downs. When it comes to acknowledging and complication of challenges in the events of
life, high school students are among the most vulnerable segments of the population.
Self-concept plays a very important role in dealing with the challenges and coping
mechanism of individuals. The way one sees his self has effects on how one cope with
the social, academic, environmental, psychological, and personal challenges. While
human beings are regarded as complex animals, they are not always able to cope with the
challenges they face. It is noted that self-concepts contributes to the success and failures
of people in many areas of life. High school students therefore need to know their
strengths and weaknesses, their capabilities to continue their own consoling strategies
constructively as they face new challenges and to serve as models on how to meet new
responsibilities. Though it may be easy for other students, some would find difficulty
dealing with these challenges.
Self-concept has an influence in the coping mechanism of an individual. These
two psychological phenomena are inseparable in the realm of adjustment. Briones (2007)
defined coping as a complex process influenced by both personality characteristics
situational demands and even the social and physical characteristics of the setting.
Dissecting coping strategies into three broad components will provide a better
understanding of what the seemingly immense area is about. The physiological
component of coping implies that the body has its own way of coping. Any threat or
challenge that an individual perceives in the environment triggers a chain of
neuroendocrine events. Second, the cognitive approach to coping is based on a mental
process of how the individual appraises the situation. Where the level of appraisal
determines the level of pressure and the individual decides which unique coping
strategies he is to employ. The third one is the learned component. This includes
everything from various social learning theories, which assume that much of human
motivation and behavior is the result of what is learned through experienced
reinforcement.
Some personality theorists and researchers contend that the developing and
changing view a person holds of herself is an important aspect of individual differences
and is often neglected under the temperament or trait conceptions of personality. From
this perspective, a person's self-concept is an important behavioral determinant that is
more dynamic, malleable, and encompassing than temperament or personality traits.
10
settings. Also, insecure-ambivalent children in such settings are more likely to exhibit
social inhibition and a low threshold for frustration. These patterns of social behavior are
predictive of peer rejection and lack of friendship. Similarly, research in infant and
childhood temperament has revealed a predictive relation between friendship success and
both overall emotionality and the ability of an infant or child to self-regulate emotional
expression. Infants and children who are the most temperamentally emotional and the
least capable of regulating their expression of emotion are on average less successful in
developing and maintaining friendships.
In summary, research suggests that some early individual differences in
attachment and temperament may lead to behavioral styles that ultimately undermine an
individual's ability to successfully make and maintain friendships. The long-term effects
of these individual differences could be harmful for the individual. With greater
understanding and awareness of the elements and dynamics involved, however,
interventions may be developed that help deflect the individual's development to more
successful and healthy outcomes.
It is with these reasons that gave interest to the researcher to focus its research to
the self-concept and how it comes about in the challenges and coping mechanism among
grade 9 Special Program for Sports students of Baguio City National High School.
Conceptual Framework
Self-concept plays an important role in dealing with the challenges and coping
mechanisms of the individual. The way ones sees his self has effect on how one copes up
with the academic, social, physical, psychological and school related challenges.
11
12
friendly rather than threatening. In brief, a healthy self-concept strengthens the child
capacity to cope with his challenges. When confronted with obstacles, he does not
meekly surrender, but sets about removing it, provided that it can be removed and is
worth the effort. In general, he both persists longer and makes more progress than
children with weak self-concept. Moreover, if he fails to make progress toward same
goal, he does not feel like a failure. He simply concludes that his abilities are better
adapted to an alternative choice. A child who is unsure of himself tends to perceive his
lack of success as a function of his own inadequacies rather as a an indication of failure
to articulate properly his capacities and goals.
Purkey (1988) defines self-concept as the totality of a complex, organized and
dynamic system of learned beliefs, attitudes and opinions that each person holds to be
true about his or her personal existence. Self-concept is different from self-esteem
(feelings of personal worth and level of satisfaction regarding ones self) or self-report
(what a person is willing and able to disclose) was as beautifully clear as anyone when he
describes self-concept as life being aware of itself.
Carl Rogers (1902-1987) claimed that people with rigid self-concepts guard
themselves against potentially threatening feelings and experiences. He suggested that
these people become unhappy when they are unable to fit new types of behavior into their
existing self-concepts. They then distort their perceptions of their behavior in order to
make the perceptions compatible with self-concepts. A man whose self-concept include
high moral principles, and strict self-control, for example, probably becomes anxious
when he feels envy. Such a feeling is inconsistent with self-concept. To avoid anxiety, he
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denies as distorts what he is truly experiencing. He may deny that he feels envy, or he
may insist that he is entitled to the objects he covets.
Any experience which is inconsistent with one's self-concept may be perceived as
a threat, and the more of these experiences there are, the more rigidly self-concept is
organized to maintain and protect itself. When a person is unable to get rid of perceived
inconsistencies, emotional problems arise. For instance, faulty thinking patterns, such as
dichotomous reasoning (dividing everything in terms of opposites or extremes) or
overgeneralizing (making sweeping conclusions based on little information) create
negative interpretations of oneself.
Self-concept is organized. Most researchers agree that self-concept has a generally
stable quality that is characterized by orderliness and harmony. Each person maintains
countless perceptions regarding one's personal existence, and each perception is
orchestrated with all the others. It is this generally stable and organized quality of selfconcept that gives consistency to the personality. This organized quality of self-concept
has corollaries.
Self-concept requires consistency, stability, and tends to resist change. If selfconcept changed readily, the individual would lack a consistent and dependable
personality. The more central a particular belief is to one's self-concept, the more resistant
one is to changing that belief. At the heart of self-concept is the self-as-doer which is
distinct from the self-as-object. This allows the person to reflect on past events, analyze
present perceptions, and shape future experiences.
Basic perceptions of oneself are quite stable, so change takes time. Perceived
success and failure impact on self-concept. Failure in a highly regarded area lowers
14
evaluations in all other areas as well. Success in a prized area raises evaluations in other
seemingly unrelated areas.
Self-Concept is dynamic. To understand the active nature of self-concept, it helps
to imagine it as a gyrocompass: a continuously active system that dependably points to
the "true north" of a person's perceived existence. This guidance system not only shapes
the ways a person views oneself, others, and the world, but it also serves to direct action
and enables each person to take a consistent "stance" in life. Rather than viewing selfconcept as the cause of behavior, it is better understood as the gyrocompass of human
personality, providing consistency in personality and direction for behavior. The dynamic
quality of self-concept also carries corollaries.
The world and the things in it are not just perceived; they are perceived in relation
to one's self-concept. Self-concept development is a continuous process. In the healthy
personality there is constant assimilation of new ideas and expulsion of old ideas
throughout life.
Individuals strive to behave in ways that are in keeping with their self-concepts,
no matter how helpful or hurtful to oneself or others. Self-concept usually takes
precedence over the physical body. Individuals will often sacrifice physical comfort and
safety for emotional satisfaction. Self-concept continuously guards itself against loss of
self-esteem, for it is this loss that produces feelings of anxiety. If self-concept must
constantly defend itself from assault, growth opportunities are limited.
A changing world may threaten a persons self-concept. The person may then
screen out difficult ideas or thoughts; these tend to create a narrow outlook, a limited
conception of the world, and a restriction on personal growth. But individuals can reduce
15
Independent Variables
Dependent Variables
16
1. Dimensions of self-concept
a.
b.
c.
d.
e.
Self-esteem
Self-efficacy
Academic self-concept
Sense of purpose
Social self-concept
2. Challenges encountered
a.
b.
c.
d.
e.
Academic
Social
Physical
Psychological
School related
challenges
1. 3. Coping mechanisms
Self-esteem
Self-efficacy
Academic self-concept
Sense of purpose
Social self-concept
17
aspects:
a.
b.
c.
d.
e.
Academic
Social
Physical
Psychological
School related
challenges
Figure 1
Paradigm of the study
18
c. Academic self-concept
d. Sense of purpose
e. Social self-concept
2. To what extent do the grade 9 Special Program for Sports students of BCNHS find
challenges along the following aspects:
a. Academic
b. Social
c. Physical
d. Psychological
e. School related challenges
3. Is there a significant relationship between the dimensions of self-concept and
challenges encountered?
4. To what extent do the grade 9 Special Program for Sports students of BCNHS cope
with the challenges?
5. Is there a significant relationship between the dimensions of self-concept and coping
mechanisms?
Null Hypotheses
1. There is no significant relationship between the dimensions of self-concept and the
challenges encountered.
2. There is no significant relationship between the dimensions of self-concept and
coping mechanisms.
Scope and Delimitation
19
The focus of this study is to recognize the role and nature of self-concept and its
relationship in the coping mechanisms of grade 9 Special Program for Sports students of
Baguio City National High School. Furthermore, the kinds of challenges faced by high
school students will also be identified.
This study will be delimited to the responses of grade 9 Special Program for
Sports students with reference to the role of self-concept in the coping mechanisms of
students when faced with different challenges. Self-concept includes five aspects, selfesteem, self-efficacy, academic self-concept, sense of purpose and social self-concept. In
addition, challenges are classified into academic, social, psychological and school related
challenges. Finally, the coping mechanisms of the students will also be assessed.
The respondents of this study will include all the 84 grade 9 Special Program for
Sports students of Baguio City National High School.
Definition of Terms
In order to have a common point of reference, some terms used in this study were
defined operationally.
Academic challenges. These are the stressful situations/circumstances relating to
the students study skills and habits that affect learning negatively.
Academic self-concept. It is defined as the aspect of one self that refers to how
one views himself based on his school performance.
20
Challenges. These are the problems and difficulties encountered by high school
students like academic, social, school related problems, physical and psychological.
Constructive Coping Mechanism. It refers to the healthy and positive
approaches in dealing with lifes challenges and stress. In this study, they include selfesteem and confidence, seeking social support, self-management, cognitive restructuring,
problem solving, faith and spiritual healing, discharging pent-up energy and relaxation.
Coping Mechanism. It is the manner in which a student deals with his academic,
social, school related, physical and psychological challenges particularly as he/she
mobilizes his resources to handle challenges.
Non-Constructive Coping Mechanism. It pertains to the unhealthy and negative
manners of averting stress. This includes escape and denial, dysfunctional behavior and
hanging on.
Physical challenges. These refer to the physical appearance, physical condition,
health and adjustment.
Psychological challenges. These pertain to mental and emotional stress
experienced by high school students in interacting with others.
Self-concept. It refers to the collection of an individuals thoughts, feelings and
beliefs about him/herself, an individuals representation of who he is. In this study, selfconcept has five components, self-esteem, self-efficacy, academic self-concept, sense of
purpose and social self-concept.
Self-efficacy. It refers to a personal judgment of ones own ability to have control
over things that happen to him.
Self-esteem. It refers to the personal worth or value towards ones self.
21
Sense of Purpose . It refers to the goals, desires and direction in life that an
individual sets to attain.
Social challenges. These refer to behavioral determinant that can be attributed to
a relationship among or between persons that can affect learning.
School related challenges. These refer to classroom (management of the teacher)
and organizational structure of the school that pose a problem to high school students.
Social self-concept . It refers to how an individual sees him/herself.
Significance of the Study
First and foremost, the result of this study is expected to benefit the researcher
herself being an educator and a counselor that she may be able to better understand the
students and at the same time effect changes that may significantly influence the students
are facing and overcoming their challenges in life.
To the teaching staff. The results of this study may provide a reference of what to
consider in the planning and execution of programs and activities inherent in helping
students to successfully thrive in the challenges they inevitably face while in the school.
Further, this will serve as direction in assisting properly and effectively the teachers on
their efforts to understand their students.
For the parents. The outcome of this study will serve as an assessment to their role
as parent/guardian on how well and effective they prepared their children to cope
positively with the challenges of living in a society which grows more complex each day,
and to understand how significant their influence in the shaping and reshaping of their
childrens feelings or perceptions about themselves. Likewise, it would serve as an
advantage on their part because they would be able to realize the effect and consequences
22
of their childs coping activities in terms of physical, personal, psychological and future
considerations. In addition, parents may offer more support to their children.
The result of this study will shed light to BCNHS administrationg, the teaching
staff, the student personnel services particularly the Guidance office and most
importantly this research is a first step for parents and guardians to understand the coping
strategies of their children.
Finally, to others researcher. This will serve as an inspiration to do more research
as what her profession calls and consequently to be more competent in her chosen field.
Chapter 2
DESIGN AND METHODOLOGY
This chapter includes discussion of the research design, locale and population,
data gathering procedure, data gathering tool, validity and reliability of the research
instrument and the statistical treatment used in the study.
Research Design
The research design to be used by the researcher is the descriptive-survey design
with the questionnaire as the main tool used in gathering the data. Informal interview,
observation and participation and library techniques will be used to supplement the data
gathered through the questionnaire.
According to Greene (2001), a descriptive research method describes and
interprets, reveals conditions and determines relationship to necessary information in
obtaining a complete and accurate data about the study. Thus, the study employed a
descriptive design because it aims to describe the level of awareness of the grade 9
23
Special Program for Sports students on the dimensions of self-concept, the degree of
challenge they encounter, and the extent of effectiveness of the coping mechanisms they
practice.
Locale and Population of the Study
The study will be conducted in Baguio City National High School in school year
2014 to 2015.
Total enumeration will be used where all the 84 grade 9 Special Program for
Sports students will serve as respondents of this study.
24
25
f = frequency
N = total number of cases
The following numerical values, statistical limits, descriptive equivalents, and
symbols are to be used in the study.
1. Level of awareness of the students of their self-concept along the five dimensions
NUMERICAL
VALUE
STATISTICAL
LIMIT
DESCRIPTIVE
EQUIVALENT
SYMBOL
3.26 4.00
VMTM
2.51 3.25
True of Me
TM
1.76 2.50
Hardly True of Me
HTM
1.00 1.75
Not True of Me
NTM
STATISTICAL
LIMIT
DESCRIPTIVE
EQUIVALENT
SYMBOL
3.26 4.00
VGC
2.51 3.25
Moderately a Problem
MP
1.76 2.50
Minimal Problem
MP
1.00 1.75
Not a Problem
NP
STATISTICAL
LIMIT
DESCRIPTIVE
EQUIVALENT
SYMBOL
3.26 4.00
Very Effective
VE
2.51 3.25
Effective
1.76 2.50
Moderately Effective
ME
1.00 1.75
Not Effective
NE
26
xy
N
x y
SxSy
Where:
r
Pearson coefficient of correlation
x and y Groups
x and y Mean of each group
N
SxSy
Number of cases
Standard Deviations
References
Adanza, E.G., Bermudo, P.V., &Adanza, J.G. (2011).Statistics: Support for research.
Intramuros, Manila: Mindshapre Co. Inc.
Subong, P. (2006). Statistics for Research: Applications in Research Thesis and
Dissertation Writing, and Statistical Data Management Using SPSS
Software.Manila, Philippines: Rex Book Store.
Boulter, L.T. (2002). Self-concept as a predictor of college freshmen academic
adjustment. College Student Journal, 36, 234-246.
Cabaron, L.M.A. (2007). Sports burnout, self-efficacy and coping mechanisms of
student- athletes in relation to their athletic performance basis for a sports
counselling Program. Unpublished Thesis, University of Santo Tomas.
27
Cadwising, A.C. (2004). The influence of parenting style on adolescents selfconcept. Unpublished Thesis, Benguet State University, La Trinidad, Benguet.
Eggen, P. & Kauchak. D. (1999). Educational Psychology: Windows on
Classrooms, 80-84.
Isakson. K. & Jarvis, P. (1999). The adjustment of adolescents during the transition
into High School: A short term longitudinal study. Journal of Youth and
Adolescence New York. (28) 1, 1-26.
Purkey, W.W. (1988). An overview of self-concept theory for counselors. Retrieved from
An ERIC/CAPS Digest ED 304630.
Shaver, K.G. (1987). Principles of social psychology. New Jersey: Erlbaum Associates
Publishers, 198.
Slavin, R. E. (1997). Educational Psychology. Boston: Allyn and Bacon.
APPENDIX A
Sir/Maam,
The bearer, OFELIA B. VILLAMOR, a MASTER OF ARTS IN GUIDANCE
AND COUNSELING student of this university, is presently conducting a study entitled
28
Hoping for your kind consideration in allowing her to float her questionnaires.
APPENDIX B
BAGUIO CENTRAL UNIVERSITY
#18 Bonifacio St., Baguio City
Graduate Program
Dear Respondent,
The undersigned is conducting a study entitledTHE ROLE OF SELFCONCEPT IN THE CHALLENGES AND COPING MECHANISMS OF GRADE 9
SPECIAL PROGRAM FOR SPORTS STUDENTS OF BAGUIO CITY
NATIONAL HIGH SCHOOL. In this connection, she earnestly requests your
cooperation in answering the herein attached questionnaire. Rest assured that all data
gathered through the questionnaire will be treated with strict confidentiality.
29
OFELIA B. VILLAMOR
Researcher
APPENDIX C
SAMPLE QUESTIONNAIRE
Part I. This portion of the questionnaire will determine how well you know yourself.
Please answer all items by putting a check mark (/) on the box that best represent
your answer. The scale below will serves as your guide.
4 - VERY MUCH TRUE OF ME (If you strongly agree that you exhibit
such characteristic)
3 - TRUE OF ME (If you agree that you exhibit such characteristic)
2 - HARDLY TRUE OF ME (If you barely agree that you exhibit such
characteristic)
1 - NOT TRUE OF ME (If you disagree that you exhibit such
characteristic)
A. SELF-ESTEEM
1. I manage to solve problems if I try hard enough.
2. I am proud of my strengths and aware of my weaknesses.
3. I know the subject areas where I am good and where I am poor.
4. I enjoy working with others.
5. I know I have a reason to be in this world.
B. SELF-EFFICACY
4 3 2 1
30
4 3 2 1
31
B. SOCIAL
6. I do not know how to study wisely.
7. I prefer to be alone despite others extending friendship.
8. I lack energy to do my activities.
9. I am often sad or anxious.
10. My teachers are not approachable.
C. PHYSICAL
11. I am unable to apply theories or concepts to practical problems or in
new situations.
12. I am not at ease in social crowd.
13. I am easily affected by the weather.
14. I easily give-in to what my peers tell me to do.
15. School policies are confusing.
D. PSYCHOLOGICAL
16. I am unable to express my opinions in class.
17. I have difficulty in establishing new friendship.
18. I am not as attractive.
19. l lack self-confidence.
20. There are very few school activities for development or academic
enrichment.
D. SCHOOL RELATED CHALLENGES
21. I am unable to submit workloads or requirements on due dates.
22. I cannot easily approach my teacher.
23. I am sickly.
24. I do not know how to manage my anger or frustration.
25. School facilities/resources are insufficient.
Part III. This section of the questionnaire will determine the coping mechanisms when
faced with different challenges. Please answer all items by putting a check
mark (/) on the box that best represent your answer. The scale below will serve
as your guide.
4 If you believe the coping mechanism to be VERY EFFECTIVE
3 - If you believe the coping mechanism to be EFFECTIVE
2 - If you believe the coping mechanism to be MODERATELY EFFECTIVE
1 - If you believe the coping mechanism is NOT EFFECTIVE
1.
2.
3.
4.
5.
6.
7.
8.
Coping Mechanisms
I seek the company of friends or family.
I look for the good things in the problem.
I pay or visit church more when I have a problem.
I sleep more than I usually do when I get fed up with the situation.
I play sports to unburden myself from tension.
I consult people with similar problem and ask for suggestions.
I listen to my favorite radio station to unburden myself.
I ask the opinion of my teacher or friends on how to solve my
32
problem.
9. I keep myself physically fit through regular exercise.
10. I stay calm and do not let the situation overwhelm me.
11. I often go the mall for shopping or entertainment.
12. I express my thought and feelings through writing and drawing.
13. I eat more than the usual.
14. I consult guidance counselor for assistance.
15. I laugh all the time to hide my problem.
CURRICULUM VITAE
PERSONAL DATA:
Name:
Date of Birth:
Place of Birth:
Parents:
Civil Status:
Husband:
Children:
EDUCATIONAL BACKGROUND:
33
Graduate :
Tertiary:
Secondary:
Primary:
EXAMINATION PASSED:
Licensure Examination for Teachers (LET) given by the Professional
Regulatory Board last May 28, 1995.
WORK EXPERIENCE:
Teacher II
Baguio City National High School
Baguio City
January 6, 2010 to present
Teacher I
Baguio City National High School
Baguio City
June 24, 1996 to January 5, 2010
SEMINAR/CONFERENCE/WORKSHOP/SHORT COURSES
1. Understanding and Handling Students with Special Needs and Deviancy
Baguio City National High School
September 27, 2013
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