CHAPTER 1

THE PROBLEM AND ITS SCOPE

Rationale

Each of the students around the planet has their own expectation or

ambitions in life. One of which is to be successful in one’s chosen career or

profession. Although not everyone is blessed with the monetary capability

of pursuing one’s ambition and dreams. Thus, pushing students or

individuals to work while studying. It has been an ongoing struggle among

working students to maintain the concept of work-study balance.

Maintaining a work-study balance is an intimidating task. This is due to the

fact that students fear to fail in achieving their dreams.

Students’ hardiness and well-being are essential for both of the

academic and social development and are optimized by safe, supportive

and respectful learning environments such as Cebu Doctors University

(CDU). Several types of research that were conducted, situated in the

picture that when a student spends time in the classroom without

hardiness—without that capability of withstanding unfavorable conditions—

critical learning and self-development time is lost. Hardy people are

considered to be those persons that are tough enough to acknowledge and

confront problems, and do something about it.

Certainly, students’ hardiness is characterized by their perception

that problems are mere challenges (Santrock, 2006). For example, a

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student who wants to finish college education but has not enough money to

spend, finds work to compensate for the fees rather than giving up that

dream. Some examples of people who experienced

The Hardiness, of course, is somewhat related to the fear of failure

of students. The fear of failure prevents someone from operating as normal

– it can cause people to do nothing, and therefore the refusal of moving

forward. But when people allow fear to stop their forward progress in life,

they're likely to miss some great opportunities along the way. Say for

example, a student tends to work hard in maintaining the balance between

work and study in order to succeed thus eliminating the possibility of failing.

Though, as inspiring as it may seem. There are certain times when

a student’s well-being is on the line. Working while studying requires a lot

of time between work and study leaving little or no time at all in taking care

of one’s well-being due to one’s fear of failure.

Psychological well-being (PWB) can be defined as the extent to

which human beings experience feelings of happiness or positive emotions.

PWB also refers to the feeling of knowing the meaning and purpose of one’s

actions and decisions. As a student, it is of great importance to attain or

manifest psychological well-being. This PWB is usually sacrificed due to

stress from working too hard together with studying in order to avoid failure.
 3

This pushed the researchers to find out if students’ hardiness and

fear of failure has something to do on the psychological well-being of

working students or scholars.

In this study, specifically, the researchers’ aim to distinguish the

influences of hardiness and fear of failure on the psychological well-being

of the CDU working scholars.

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Theoretical Background

Hardy Personality Theory (hardiness) was developed by Suzanne C.

Kobasa and Salvadore Maddi. According to this theory (Kobasa, 1970),

certain personality traits that are related to stress and hardiness include

commitment, control, and challenge. It was stated that individuals that

acquire these stress hardy personality traits may decrease their risk of

developing a stress-related health problem by a massive 50%. Commitment

means having a purpose in life and involvement in family, work, community,

social, friends, religious faith, which in relation gives a meaning to an

individual’s life. Control to which is perceived as the influence on how

difficult the stressor would be to cope with. Lastly, Challenge which is how

the individual perceives the events that occur in their life; seeing difficulties

as a challenge rather than as a threat and using these difficulties as

pathways to success. Hardy people turn stressful experiences into

opportunities for professional and personal growth. They are the ones that

can emerge victorious under conditions such as stress and uncertainty.

Another theory that supports this study is the Fear of Failure

Motivation Theory by Birney et. Al (Krol, 1978). This theory assumes that

failure awakens anxiety. As this anxiety increases, an individual will attempt

to reduce it by using defensive behaviors such as accurate self-evaluation,

informing others of one’s achievements, and establishing an unrealistic

level of aspiration. Fear of failure is a type of avoidance motivation. That is,

 5

people seek to avoid failure at all costs by doing everything they can (Bartel

et.al, 2010)

The theory which was developed by Carol Ryff (Ryff, 1995), is known

as The Six-factor Model of Psychological Well-being. It is composed of six

factors that contribute to a person’s contentment, happiness, and

psychological well-being. The components of psychological well-being are

autonomy, personal mastery, personal growth and development, positive

relationship with others, and a feeling of purpose or meaning in life.

According to Ryff, psychological well-being is achievable when one is a

state of balance in both challenging and rewarding life events.

Ryff saw psychological well-being as optimal psychological

functioning rather than happiness. She researched on the systematic

review of theories and perspectives in psychology. With this knowledge, she

was able to identify six broad facets associated with optimal psychological

functioning. This includes self-acceptance, positive relations, environmental

mastery, autonomy, sense of personal growth and purpose in life.

Broaden-and build-theory by Barbara Fredrickson (Fredrickson,

2001) states that, experiences of positive emotions or a show of

psychological well-being fuels and builds resilience. Positive emotions

which occur in non-life threatening situations widens a group of thoughts

and actions. These broadened mind-sets carry long-term benefits because

they build resilience, which is enduring personal resources that can be

 6

drawn in times of adversity. This is supported on a research conducted by

Fredrickson & Levenson (Fredrick and Levenson, 1998) which states that

positive emotions offers as a buffer to negative emotions which brings about

resilience as well as acting as a mediator between stress which allows

development of psychological well-being.

Review of Related Studies

This studies review of working scholar students in Cebu Doctors

University implies their way of coping up their performances in other to stay

on top and maintain their grades. When working students experience

distress as a well-being, we determine the coping mechanism, specifically,

the focus was on resilience, including definition, history, protective factors

of resilience, the resilience of students from hardiness as to coping up also

implies to college working students and ways of keeping up from their fear

of failure.

Fear of failure was an interesting variable for McCaffrey (2009)

because it meant to him irrational fear that they will not succeed. This fear

can be seen as the sense of urgency expressed in the Self Determination

Theory. The measurements of the fear of failure that McCaffrey included

were a number of subscales, which includes, uncertainty about the future,

upsetting important others, and devaluing one's sense of self.

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The result that he was able to find was that autonomy, competence,

and vitality, were strongly related to lower scores on two different measures

of procrastination which means that higher fear of failure predicted more

procrastination.

The study conducted by Susana A. Estanislao, “Lasallian Spirituality

and Resilience in Filipino College Students: Relationship And Resources”

(2017) focuses on the objectives about examining the relationship between

various measures of Lasallian Spirituality and resilience in Filipino college

students and identifying their resilience resources when faced with difficult

conditions.. They were requested to respond to two scales: 1) a 15-item

Lasallian Spirituality Assessment Scale, which measures the students’ level

of Lasallian Spirituality in terms of three core values namely, Spirit of Faith,

Zeal for Service, and Communion in Mission (Estanislao, 2015) and 2) a

12-item Resilience Assessment Scale, which measures Individual

Capacities/Resources, Relationships with Primary Caregivers, and

Contextual Factors that facilitate a sense of belonging (Resilience Research

Centre, 2013).

The result of the study shows a significant relationship between

Resilience and the different measures of Lasallian Spirituality. The study

utilizes a mixed method research design. This includes the collection of

quantitative and qualitative data which was then computed for descriptive,

correlation, and regression statistics. The result helped the faculty and

counselors in designing programs and strategies for intervention which

 8

would greatly impact the students in their personal and professional growth

processes.

According to the study made by Scott E. Wilks; Christina A.

Spivey, “Resilience in Undergraduate Social Work Students: “Social

Support and Adjustment to Academic Stress, Social Work Education”

(2009), it was conducted to explore and analyze the relationship of

academic stress and resilience to undergraduate American social work

students. The test of social support towards models of meditation and

moderation serve as the purpose. Data on academic stress, social support,

family and friend support, and perceived resilience were gathered from

three social work programs. The sample that was gathered and analyzed

has shown moderate levels of academic stress, resilience, and social

support. Academic stress significantly, negatively influenced social support

and resilience. It shows that social support system exerts a significant

influence with each other and resilience, positively. There was no social

support that shows a negative stress effect on resilience. College students

were randomly assigned to experimental (n= 30) and wait-list control (n =

27) groups. The experimental group received a psycho-educational

intervention in 4 two-hour weekly sessions. Measures of resilience, coping

strategies, protective factors, and symptomatology were administered pre-

and post-intervention to both groups. Results: Analyses indicated that the

experimental group had significantly higher resilience scores, more

effective coping strategies (i.e., higher problem solving, lower avoidant),

 9

higher scores on protective factors (i.e., positive affect, self-esteem, self-

leadership), and lower scores on symptomatology (i.e., depressive

symptoms, negative affect, perceived stress) post-intervention than did the

wait-list control group. These findings indicate that this resilience program

may be useful as a stress-management and stress-prevention intervention

for college students.

According to Glenn M. Calaguas from; Pampanga Agricultural

College, the Philippines “A review of extant literature and a focus-group

interview’’ (2012). Among 20 college students were done. Based on the

review of extant literature and focus-group interview, an initial survey

instrument was developed. The initial survey instrument was further

reviewed by 11 college students. After the review, a trial-run of the survey

instrument was conducted among 17 college students. The comments from

the trial-run participants became the bases for the development of the main-

try- out survey instrument. The main-try- out survey instrument was used in

the final test administration with 1,210 college students as participants.

Responses from the final test administration participants served as bases

in determining the descriptive statistics of items, evaluation of validity, and

evaluation of the reliability of the survey instrument. Based on information

gathered, the final survey instrument was developed and was named

“Survey of College Academic Stressors.”

That is why an indigenous survey instrument that focuses on

academic stress among college students which can be used as an objective

 10

checklist in determining academic-related stressors is needed because the

process of identifying sources of stress and eventually developing programs

and interventions can be geared towards the total development of every

student. This study followed the initial steps in test development. The final

test administration was performed to evaluate the validity and reliability of

the survey instrument. A total of 1, 210 college students from 14 programs

participated in the final test administration.

These participants were chosen via systematic random sampling.

The reliability of the survey instrument was evaluated using Cronbach’s

Coefficient Alpha formula. This method examined the internal consistency

of the items in the survey instrument. The means and standard deviations

of items can provide clues about which items will be useful and which ones

will be not. If the variance of an item is low, this means that there is little

variability on the item and it may not be useful. This study was only limited

to one state college in Pampanga in the Philippines with1,258 participants

starting from the focus-group interview up to the final test administration.

Therefore it is not guaranteed that the results of this study also hold true to

college students of other colleges and universities whether in the

Philippines or abroad. The final survey instrument may be used by guidance

counselors, homeroom advisers, and teachers as an objective checklist in

identifying academic stressors of college students. For one, the final survey

instrument has been initially proven valid (as reviewed by actual college

students and item loadings ranging from 0.405 to 0.748 based on the 0.40
 11

cut-off for the screening of items) and reliable (Cronbach’s Alpha value of

0.943 indicating high internal consistency). The SCAS is a valid (as

reviewed by actual college students and item loadings ranging from 0.405

to 0.748 based on the 0.40 cut- off for screening of items) and reliable

(Cronbach’s Alpha value of 0.943 indicating high internal consistency)

survey instrument.

According to Namrata Punia & Dr. Renu Malaviya “Psychological

Well Being of the First Year College Students” (Punia & Malaviya, 2015).

Well-being is a dynamic concept that includes subjective, social, and

psychological dimensions as well as health-related behaviors. It is often

thought of as one of the hallmarks of the liberal arts experience, resulting

from educational encounters that both guide students in the search for

meaning and direction in life and help them realize their true potential.

Within the framework of the research, 100 students from a

wide variety of disciplines, of mean age 21 were surveyed. The study

methods were Ryff well-being inventory which consists of series of

statements reflecting the six areas of psychological well-being, combination

and self-developed open questionnaire with recent records of academic.

The results of the study show, that majority of students have middle level of

well-being; do not have depression and average self-evaluated academic

performance. The research also revealed that the students, who have

medium or high level of academic performance, have high index of well-

being, purpose of life and personal growth on scale. Also, those students
 12

who carry task oriented coping strategy, have high index of well-being, and

personal growth on the scale.

It is descriptive since it attempts to assess the level of

psychological well-being among male and female college students. It is also

co-relational, since it correlates the independent variable of psychological

well-being of college students with some selected dependent variables such

as academic performance, age, sex and grade level and comparative since

it compares the status of psychological well-being. In order to achieve the

stated objectives, both qualitative and quantitative approaches of data

collection were used. In order to assess the psychological well-being of the

respondents, the researcher employed the Ryff Psychological Well-being

scale medium form which consists of 84 questions.

According to Ms. Margaret McLafferty, Dr. John Mallett, and

Mr. Vincent McCauley from School of Psychology, University of Ulster,

Magee Campus, Derry (McLafferty et.al, 2015). “Coping at university: The

role of resilience, emotional intelligence, age, and gender”. University life

can be stressful. Research has claimed that higher rates of resilience or

emotional intelligence facilitate coping in academic settings. Age and

gender differences in coping have been noted but results are inconsistent.

The aim of the current study was to investigate if resilience, emotional

intelligence, age, and gender, predicted successful coping among students

at the University of Ulster, Northern Ireland. An opportunity sample of 117

social work undergraduate students completed self-report questionnaires.

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Regression analyses revealed that resilience, emotional intelligence, and

age were all significant unique predictors of coping, while gender was not.

The study found that mature students coped better, with resilience being

the best predictor. Such findings are of benefit to those involved in

education, in that they may identify ways in which to help students cope

better with university life and in their future careers.

Student support services are of great benefit to students in times of

stress. However, in the current economic climate, most university

counseling services have limited resources to cope with increasing

demands. Resilience building workshops, as well as online workshops,

have been proposed to help students cope. The results of the current study

may provide support for the development and expansion of such

programmes which may be cost effective and help large numbers of

students.

In most cases, resilience and well-being are fundamentally related.

In some instances, well-being instruments is used to measure resilience

(Davydov et.al, 2010; Windle, 2011).

In some researches, higher levels of general well-being which

includes psychological well-being serves as a forerunner of resilience

(Kunz, Niswall, & Malinen, 2016).

On other researches, it was suggested that the relationship between

resilience and fear of failure towards well-being can work in opposing

directions. The study by Loh (loh, Schutte, & Thornsteinson, 2014) shows
 14

that resilience can result to depression which is an indicator of a negative

psychological well-being.

With that being said, it can be acknowledge that there are still gray

areas as to the relation of resilience and psychological well-being which

pushed the researchers to further investigate. Thus, the need to conduct

this study.
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Conceptual Framework

PSYCHOLOGICAL
WELL-BEING
RESILIENCY

FEAR OF FAILURE

Figure 1. Fear of Failure and Hardiness and its relationship to CDU

Working Scholars
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THE PROBLEM

Statement of the Problem

Specifically, the study aims to answer the following statements:

1. Determine the hardiness of the CDU Working Scholars

1.1 Commitment

1.2 Control of a sense of Autonomy and influence on one’s future

1.3 Challenge

2. Determine the Fear of Failure of the CDU Working Scholars

2.1 Experiencing shame and embarrassment

2.2 Devaluing their self- estimate

2.3 Having an uncertain future

2.4 having important others lose interest

2.5 Upsetting important others

3. Determine the Psychological Well Being of the CDU Working Scholars

3.1 Autonomy

3.2 Environmental Mastery

3.3 Personal Growth

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3.4 Positive Relations to others

3.5 Purpose in life

3.6 Self-Acceptance

4. Relationship between hardiness and fear of failure to psychological

wellbeing.

Determine the relationship between:

4.1 Hardiness

4.2 Fear of Failure

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Scope and Limitations

The study of “hardiness and fear of failure to the psychological

wellbeing of CDU scholars” aims to help determine different kinds of coping

strategies to be able to balance working as well as their academic

performance in school. CDU working scholars deal with financial and

academic stress which makes them deal with many difficulties. An

approximate amount of CDU working scholars will be respondents by taking

surveys to help calculate how many CDU working scholars are suffering

from academic and financial stress. The study is limited to only working

scholars in Cebu Doctors’ University. Information for coping strategies will

only be taken in by students who are dealing with financial stress and/or

academic stress.

The limitation is the honesty of the students when taking the survey.

That being said, every answer was preferred by the chosen students that

are working scholars in Cebu Doctors University. Students will not make up

answers to choose, but instead, choose what they strongly relate to. Having

the students give sincere information will positively help the research being

conducted with as much accuracy as possible. In order to understand this

research, everyone must give their honesty as we cannot fully understand

this research if some of the data is unclear.

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RESEARCH METHODOLOGY

Research Design

The study will make use of a descriptive correlational survey method

to determine the influence of resiliency and assimilation to the psychological

well-being of the CDU working scholars

Research Environment

The proposed research will be conducted on the school premises of Cebu

Doctors’ University which is a private medical university located in 1 P.

Larrazabal Jr. Avenue, North Reclamation Area, Mandaue City. The school

was granted its University status on November 23, 2004. The school offers

nine colleges specifically, College of Optometry, College of Rehabilitative

Sciences, Dental Medicine, College of Pharmacy, College of Allied Medical

Sciences, of College of Arts and Sciences, College of Nursing, Medicine,

and Graduate School. The institution opened its first admission on Senior

High School last 2016 which is under the College of Arts and Sciences

Department.

The College of Rehabilitative Sciences offers the following programs:

Bachelor of Science in Occupational Therapy, Bachelor of Science in

Physical Therapy, Bachelor of Science in Respiratory Therapy and

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Bachelor of Science in Speech-Language Pathology. The present dean of

this college is Dr. Renald Peter Ty Ramiro.

The College of Pharmacy offers The Bachelor of Science in

Pharmacy and its present dean is Dr. Jennilyn Corvera.

The college of Dentistry both offer Pre Dental and Dental Medicine

and its present dean is Dr. Imelda Montuerto.

College of Nursing offers Bachelor of Science in Nursing and its

present head is Mr. Rommel Merioles.

College of Optometry offers both Pre Optometry and Optometry

headed by Dr. Prudence Joy H. Cinco.

The College of Allied of Medical Sciences offers the following

programs: Bachelor of Science in Medical Technology and Bachelor of

Science in Radiology Technology. The present dean of College of Allied

Medical Sciences is Dr. Marie Emmeline B. Yu.

The College of Arts and Science offers Bachelor of Arts in

Psychology, Bachelor of Science in Biology, Bachelor of Science in

Computer Science and Associate in Computer Technology, Bachelor of

Science in International Studies, Bachelor of Arts in English, Bachelor of

Science in Social Work, Bachelor of Science Library and Information

Science, and Bachelor of Science Nutrition and Dietetics. The College of

Arts and Sciences is headed by Atty. Roel Hortelano

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Research Respondents

The respondents of the study that we are going to conduct are the

working scholars/students of Cebu Doctors’ University for the academic

year 2018-2019. The study will utilize a total of thirty-one respondents.

Research Instrument

The study will utilize 3 tools, these are the: “The Performance Failure

Appraisal Inventory” (PFAI) by David E. Conroy, Ph.D. (2002), “The Ryff

Scales of Psychological Well-Being” by Carol Ryff (2005), and Hardiness

Scale (HS) which was developed by Paul T. Bartone, Robert J. Ursano,

Kathleen M. Wright & Larry H. (1989)

The PFAI was designed to be a clinically useful device for assessing

why an individual fears failure. The PFAI assesses respondents’ beliefs in

five threatening or aversive consequences of failure, including experiencing

shame and embarrassment, devaluing their self-estimate, having an

uncertain future, having important others lose interest, and upsetting

important others. The PFAI was designed to be a clinically useful device for

assessing why an individual fears failure. Lazarus (1991) asserted that an

individual’s appraisal of a (real or imagined) perceived change in their

relationship to the environment results in an emotion. In the case of fear

and anxiety, appraisals center emphasize threatening or aversive

consequences associated with failure. The PFAI assesses respondents’

 22

beliefs in five threatening or aversive consequences of failure, including

experiencing shame and embarrassment, devaluing their self-estimate,

having an uncertain future, having important others lose interest, and

upsetting important others. These five appraisals are moderately too

strongly intercorrelate and the relationships between them can be

summarized effectively with a single higher-order score representing a

general FF (the belief that failure is associated with threatening or aversive

consequences).

The Ryff Scale consists of a series of statements reflecting the six

areas of psychological well-being: autonomy, environmental mastery,

personal growth, positive relations with others, and purpose in life, and self-

acceptance. Respondents rate statements on a scale of 1 to 6, with 1

indicating strong disagreement and 6 indicating strong agreement.

To measure worker’s resiliency, the study will utilize the Hardiness

Scale (HS) which was developed by Paul T. Bartone, Robert J. Ursano,

Kathleen M. Wright & Larry H. (1989). The tool is a 45-item scale and is

used to measure resiliency, the hardiness of one’s personality. Hardiness

is considered to relate to how one approaches and interprets experiences.

Three components of hardiness serve as subscales: commitment,

which refers to the attitude of someone who works very hard to support

something; control a sense of autonomy and influence on one’s future; and

challenge, an excitement for life which is perceived as opportunities for

growth. Hardiness has been shown to relate to how people process and
 23

cope with stressful events. In a stressful scene, hardiness has been flaunted

to be associated with high levels of well-being.

The scoring of HS is by first reverse-scoring items 3-7, 9-12, 14, 16,

18, 20, 23, 24, 26, 29, 31, 32, 34, 35, 37, 38, 40, 41, and 43-45. Each

subscale is additionally scored by summing the subscale items as follows:

Commitment = 1 + 7 + 8 + 9 + 17 + 18 + 23 + 24 + 25 + 31 + 37 + 39 + 41

+ 44 + 45. Control = 2 + 3 + 4 + 10 + 11 + 13 + 14 + 19 + 22 + 26 + 28 + 29

+ 34 + 42 + 43. Challenge = 5 + 6 + 12 + 15 + 16 + 20 + 21 + 27 + 30 + 32

+ 33 + 35 + 36 + 38 + 40. An HS short form is available by deleting items 3,

9, 11, 12, 14, 16, 18, 23, 28, 35, 37, 38, 40, 43, and 44. It will be interpreted

through levels of Low, Moderate, and High.

The internal consistency (alpha) coefficients were .62, .66, and .82

for the challenge, control, and commitment subscales, respectively. As a

total summated scale, the HS had an alpha of .85. The internal consistency

of the 30-item short form ranged from .56 to .82 for the subscales. Internal

consistency of the summated 30-item form was .83. Data on stability are

not available.

The 45-item HS was developed from a pool of 76 items. Scale scores

correlated .93 with total scores on the 76-item version. The three subscale

structure was supported with principal components factor analysis. Scores

on the 30-item short form correlated .82 with scores on the 45-item version.

HS scores were predictive of mental and physical health. Scores are

sensitive to measuring change due to the level of stressful events.

 24

It will be interpreted through levels of High, Moderate and Low. A score

range of 136-180 indicates a high score in HS which means that individuals

who have high resiliency are able to cope with stress and adversity. A score

range of 91-135 indicates moderate score which means individuals having

moderate resiliency at times cope with stress and sometimes are unlikely

to cope. And a score range of 45-90 indicates a low score which means

individuals who have low resiliency are unlikely to cope with stress and

adversity.

Research Procedure

Gathering of Data

A transmittal letter that seeks permission to conduct the study was

made and was submitted to the SAPPRO, CDU Deans that has a working

scholar in their respective department. Upon the Dean’s approval, the paper

is submitted to the research ethical review to be given approval by the

Institutional Ethics Review Committee (IERC) for its implementation.

With given the endorsement of the ethical review committee, the

paper will be presented for a proposal hearing. With the authority acquired,

the schedule of the data gathering is to be presented.

With the approval of teaching instructors, a schedule to be set will follow.

The gathering data in the working scholar student’s will be given when they
 25

have enough break-time from their respective duties so that they can

answer the test in their respective classroom.

These respondents are be given a briefing about test and its mechanics.

The researcher then read to the respondents the cover letter of the research

instrument that was used. Questionnaire for Hardiness Scale and the

performance appraisal of failure inventory will be administered to the

respondents, followed by the questionnaire for the Ryff Psychological Well

Being test. The data will to be collected, process and will be analyzed. The

respondents are given 30 minutes to answer the questionnaires. The

allotted time is; 5 minutes for the PFAI, 10 minutes for the Hardiness Scale

and 15 minutes for the Ryffs Psychological Well Being Test.

Statistical Treatment of Data

The data collected will statistically process and analyze using the

Frequency Distribution, Percentage and Pearson Product Moment

Correlation:

The Frequency Distribution and Percentage will use to statistically

analyze the respondents’ A Correlational Study on the Resiliency and Fear

of Failure and its influence on the Psychological Well-being of CDU Working

Scholars.
 26

The results of the profile will be presented using the pie chart. The

relationships between respondents’ A Correlational Study on the Resiliency

and Fear of Failure and its influence on the Psychological Well-being of

CDU Working Scholars will be statistically treated using the Pearson (R)

Product Moment Correlation Coefficient.

The results of the relationship will be presented using the scatter plot. The

data will be processed using the IBM SPSS Version 22.

 27

Definition of Terms

Psychological Well-Being – consists of positive relationships with others,

personal mastery, autonomy, a feeling of purpose and meaning in life, and

personal growth and development. It is attained by achieving a state of

balance affected by both challenging and rewarding life events

Resiliency – it is the quality or state of being flexible. The ability or the

capacity to recover quickly from difficulties; toughness

Fear of Failure – that irrational fear that we will not succeed

Fear –Fear is one such emotion that is pre-programmed into all animals

and people as an instinctual response to potential danger. As for what is

fear biologically speaking, when a person experiences fear, certain areas

in their brain such as the amygdala and the hypothalamus are immediately

activated and appear to control the first physical response to fear.

Failure - the fact of something not working as it should. A lack of success

in doing something

Working Scholars – a working scholar has a full or part-time job in the

campus while going to college as a full-time student that pays half the

price in return for their high grades

Correlation - a common statistical analysis, usually abbreviated as r,

which measures the degree of relationship between pairs of interval

 28

variables in a sample. The range of correlation is from -1.00 to zero to

+1.00. Also, a non-cause and effect relationship between two variables

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APPENDIX A1 – Transmittal Letter

CEBU DOCTORS’ UNIVERSITY

COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PSYCHOLOGY

February 08, 2017

ATTY. ROEL S. HORTELANO

Dean, College of Arts and Sciences

Dear Atty Hortelano,

Good Day!

We are Psychology undergrad students of Cebu Doctors University currently enrolled in

Psych 32: Thesis Writing 1. As a partial requirement in our course, we would like to
conduct a study, entitled A CORRELATIONAL STUDY ON THE RESILIENCY AND FEAR OF
FAILURE AN ITS INFLUENCE ON THE PSYCHOLOGY WELL-BEING OF CEBU DOCTORS’
UNIVERSITY WORKING SCHOLAR.

In line with this, we would like to ask your good office to allow us to have the list of the
total number of the college working scholars with their corresponding GPA for the
academic year 2017-2018 for us to determine the sample size of the study.

Your approval will help us take a step further to a more enriching educational experience.

We are hoping for a positive response on our request. Thank you and God bless.

Respectfully yours,

CYDELLE PETALCORIN MADELEINE SIEWERT LESLEE JANE B. ELEGINO

Student Researcher Student Researcher Student Researcher

Endorsed by:

MR. STANLEY CLARK DIPAY, MA, RGC MS.MAYLEN A. LICATAN, MA, MAEd, RGC
Research Mentor Chair of Psychology / Research
Coordinator

Approved By:

ATTY. ROEL S. HORTELANO

Head, Registrar’s Office
 30

APPENDIX A2

APPENDIX B
 31

RESEARCH INSTRUMENT TOOLS:

The Performance Failure Appraisal Inventory (PFAI)

Description of the Instrument:

The PFAI measures the strength of individuals’ beliefs in five

aversive consequences of failing. Scores are provided for each of these five

lower-order fears of failing: (a) fear of experiencing shame and

embarrassment, (b) fear of devaluing one’s self-estimate, (c) fear of having

an uncertain future, (d) fear of important others losing interest, and (e) fear

of upsetting important others. These scores are moderately- to strongly-

correlated with each other and their common variance can be modeled with

a single higher-order factor representing a general fear of failure. This

general fear of failure can be interpreted as the strength of an individual’s

belief that failure is generally associated with aversive consequences.

 32

The Ryff Scales of Psychological Well-Being

Description of the Instrument:

The Ryff Scales of Psychological Well-Being is a theoretically
grounded instrument that specifically focuses on measuring multiple facets
of psychological well-being. These facets include the following:

▪ self-acceptance
▪ the establishment of quality ties to other
▪ a sense of autonomy in thought and action
▪ the ability to manage complex environments to suit personal needs and
values
▪ the pursuit of meaningful goals and a sense of purpose in life
▪ continued growth and development as a person

The following set of questions deals with how you feel about yourself and your life.
Please remember that there are no right or wrong answers.

Circle the number that best Stron Disagre Disag Agree Agree Strong
describes your present gly e ree Slightl ly
agreement or disagreement Disag y Somew Agree
with each statement. ree Somew Slight hat
hat ly

1. Most people see me as 1 2 3 4 5 6

loving and

affectionate.

2. Sometimes I change the way 1 2 3 4 5 6

I act or

think to be more like those

around me.
 33

3. In general, I feel I am in 1 2 3 4 5 6
charge of the situation in which
I live.

4. I am not interested in 1 2 3 4 5 6
activities that will expand my
horizons.

5. I feel good when I think of 1 2 3 4 5 6

what I’ve done in the past and
what I hope to do in the future.

6. When I look at the story of 1 2 3 4 5 6

my life, I am pleased with how
things have turned out.

7. Maintaining close 1 2 3 4 5 6
relationships has been difficult
and frustrating for me.

8. I am not afraid to voice my 1 2 3 4 5 6

opinions, even when they are in
opposition to the opinions of
most people.

9. The demands of everyday 1 2 3 4 5 6

life often get me down.

10. In general, I feel that I 1 2 3 4 5 6

continue to learn more about
myself as time goes by.
 34

11. I live life one day at a time 1 2 3 4 5 6

and don’t really think about the
future.

12. In general, I feel confident 1 2 3 4 5 6

and positive about myself.

13. I often feel lonely because I 1 2 3 4 5 6

have few close friends with
whom to share my concerns.

14. My decisions are not 1 2 3 4 5 6

usually influenced by what
everyone else is doing.
 35

Circle the number that best Stron Disagre Disag Agr Agree Strong
describes your present gly e ree ee ly
agreement or disagreement Disag Somew Agree
with each statement. ree Somew Slight Sligh hat
hat ly tly

15. I do not fit very well with 1 2 3 4 5 6

the people and the community
around me.

16. I am the kind of person who 1 2 3 4 5 6

likes to give new things a try.

17. I tend to focus on the 1 2 3 4 5 6

present, because the future
nearly always brings me
problems.

18. I feel like many of the 1 2 3 4 5 6

people I know have gotten
more out of life than I have.

19. I enjoy personal and mutual 1 2 3 4 5 6

conversations with family
members or friends.

20. I tend to worry about what 1 2 3 4 5 6

other people think of me.

21. I am quite good at 1 2 3 4 5 6

managing the many
responsibilities of my daily life.
 36

22. I don’t want to try new 1 2 3 4 5 6

ways of doing things - my life is
fine the way it is.

23. I have a sense of direction 1 2 3 4 5 6

and purpose in life.

24. Given the opportunity, 1 2 3 4 5 6

there are many things about
myself that I would change.

25. It is important to me to be a 1 2 3 4 5 6
good listener when close friends
talk to me about their
problems.

26. Being happy with myself is 1 2 3 4 5 6

more important to me than
having others approve of me.

27. I often feel overwhelmed by 1 2 3 4 5 6

my responsibilities.

28. I think it is important to 1 2 3 4 5 6

have new experiences that
challenge how you think about
yourself and the world.

29. My daily activities often 1 2 3 4 5 6

seem trivial and unimportant to
me.

1 2 3 4 5 6
 37

30. I like most aspects of my

personality.

31. I don’t have many 1 2 3 4 5 6

people who want to listen when
I need to talk.
 38

Circle the number that best Stron Disagre Disag Agr Agree Strong
describes your present gly e ree ee ly
Disag Somew Agree
agreement or disagreement
ree Somew Slightl Sligh hat
with each statement.
hat y tly

32. I tend to be influenced by 1 2 3 4 5 6

people with strong opinions.

33. If I were unhappy with my 1 2 3 4 5 6

living situation, I would take
effective steps to change it.

34. When I think about it, I 1 2 3 4 5 6

haven’t really improved much as
a person over the years.

35. I don’t have a good sense of 1 2 3 4 5 6

what it is I’m trying to
accomplish in life.

36. I made some mistakes in 1 2 3 4 5 6

the past, but I feel that all in all
everything has worked out for
the best.

37. I feel like I get a lot out of 1 2 3 4 5 6

my friendships.

38. People rarely talk to me into 1 2 3 4 5 6

doing things I don’t want to do.
 39

39. I generally do a good job of 1 2 3 4 5 6

taking care of my personal
finances and affairs.

40. In my view, people of every 1 2 3 4 5 6

age are able to continue
growing and developing.

41. I used to set goals for 1 2 3 4 5 6

myself, but that now seems like
a waste of time.

42. In many ways, I feel 1 2 3 4 5 6

disappointed about my
achievements in life.

43. It seems to me that most 1 2 3 4 5 6

other people have more friends
than I do.

44. It is more important to me 1 2 3 4 5 6

to “fit in” with others than to
stand alone on my principles.

45. I find it stressful that I can’t 1 2 3 4 5 6

keep up with all of the things I
have to do each day.

46. With time, I have gained a 1 2 3 4 5 6

lot of insight about life that has
made me a stronger, more
capable person.
 40

47. I enjoy making plans for the 1 2 3 4 5 6

future and working to make
them a reality.

48. For the most part, I am 1 2 3 4 5 6

proud of who I
am and the life I lead.

Circle the number that best Stron Disagre Disag Agr Agree Strong
describes your present gly e ree ee ly
agreement or disagreement Disag Somew Agree
with each statement. ree Somew Slightl Sligh hat
hat y tly

49. People would describe me 1 2 3 4 5 6

as a giving person, willing to
share my time with others.

50. I have confidence in my 1 2 3 4 5 6

opinions, even if they are
contrary to the general
consensus.

51. I am good at juggling my 1 2 3 4 5 6

time so that I can fit everything
in that needs to be done.

52. I have a sense that I have 1 2 3 4 5 6

developed a lot as a person over
time.
 41

53. I am an active person in 1 2 3 4 5 6

carrying out the plans I set for
myself.

54. I envy many people for the 1 2 3 4 5 6

lives they lead.

55. I have not experienced 1 2 3 4 5 6

many warm and trusting
relationships with others.

56. It’s difficult for me to voice 1 2 3 4 5 6

my own opinions on
controversial matters.

57. My daily life is busy, but I 1 2 3 4 5 6

derive a sense of satisfaction
from keeping up with
everything.

58. I do not enjoy being in new 1 2 3 4 5 6

situations that require me to
change my old familiar ways of
doing things.

59. Some people wander 1 2 3 4 5 6

aimlessly through life, but I am
not one of them.

60. My attitude about myself is 1 2 3 4 5 6

probably not as positive as most
people feel about themselves.
 42

61. I often feel as if I’m on the 1 2 3 4 5 6

outside looking in when it
comes to friendships.

62. I often change my mind 1 2 3 4 5 6

about decisions if my friends or
family disagree.

63. I get frustrated when trying 1 2 3 4 5 6

to plan my daily activities
because I never accomplish the
things I set out to do.

64. For me, life has been a 1 2 3 4 5 6

continuous
process of learning, changing,
and growth.
 43

Circle the number that best Stron Disagre Disagr Agree Agree Strong
describes your present gly e ee Slightl ly
agreement or disagreement with Disagr y Somewh Agree
each statement. ee Somew Slightl at
hat y

65. I sometimes feel as if I’ve 1 2 3 4 5 6

done all there is to do in life.

66. Many days I wake up feeling 1 2 3 4 5 6

discouraged about how I have
lived my life.

67. I know that I can trust my 1 2 3 4 5 6

friends, and they know they can
trust me.

68. I am not the kind of person 1 2 3 4 5 6

who gives in to social pressures
to think or act in certain ways.

69. My efforts to find the kinds 1 2 3 4 5 6

of activities and relationships
that I need have been quite
successful.

70. I enjoy seeing how my views 1 2 3 4 5 6

have changed and matured over
the years.

71. My aims in life have been 1 2 3 4 5 6

more a source of satisfaction
than frustration to me.
 44

72. The past had its ups and 1 2 3 4 5 6

downs, but in general, I wouldn’t
want to change it.

73. I find it difficult to really 1 2 3 4 5 6

open up when I talk with others.

74. I am concerned about how 1 2 3 4 5 6

other people evaluate the
choices I have made in my life.

75. I have difficulty arranging 1 2 3 4 5 6

my life in a way that is satisfying
to me.

76. I gave up trying to make big 1 2 3 4 5 6

improvements or changes in my
life a long time ago.

77. I find it satisfying to think 1 2 3 4 5 6

about what I have accomplished
in life.

78. When I compare myself to 1 2 3 4 5 6

friends and acquaintances, it
makes me feel good about who I
am.

79. My friends and I sympathize 1 2 3 4 5 6

with each other’s problems.

80. I judge myself by what I 1 2 3 4 5 6

think is important, not by the
values of what others think is
 45

important.
 46

Circle the number that best Stron Disagre Disag Agree Strong
describes your present gly e ree Agree ly
agreement or disagreement Disag Slightl Somew Agree
with each statement. ree Somew Slight y hat
hat ly

81. I have been able to build a 1 2 3 4 5 6

home and a lifestyle for myself
that is much to my liking.

82. There is truth to the saying 1 2 3 4 5 6

that you can’t teach an old dog
new tricks.

83. In the final analysis, I’m not 1 2 3 4 5 6

so sure that my life adds up to
much.

84. Everyone has their 1 2 3 4 5 6

weaknesses, but I seem to have
more than my share.
 47

Hardiness Scale (HS) by: Paul T. Bartone, Robert J. Ursano, Kathleen M.

Wright & Larry H. Ingraham

Below are statements about life that people often feel differently about.
Circle a number to show how you feel about each one. Read the items
carefully, and indicate how much you think each one is true in general.
There are no right or wrong answers; just give your own honest opinions.

1 = Not at all true 2 = A little true 3 = Quite true 4 = completely true

1. Most of my life gets spent doing things that

are worthwhile. 1 2 3 4

2. Planning ahead can heal you avoid most

future problems. 1 2 3 4
3. Trying hard doesn’t pay, since things still
don’t turn out right. 1 2 3 4
4. No matter how hard I try, my efforts usually
accomplish nothing. 1 2 3 4
5. I don’t like to make changes in my
everyday schedule. 1 2 3 4
6. The “tired and true” ways are always best. 1 2 3 4
7. Working hard doesn’t matter, since only
bosses profit by it. 1 2 3 4
8. By working hard you can always achieve
your goals. 1 2 3 4
9. Most working people are simply manipulated
by their bosses. 1 2 3 4
10. Most of what happens in life is just meant to be. 1 2 3 4
11. It’s usually impossible for me to change
things at work. 1 2 3 4
12. New laws should never hurt a person’s
paycheck. 1 2 3 4
13. When I make plans, I’m certain I can make
them work. 1 2 3 4
 48

14. It’s very hard for me to change a friend’s

mind about something. 1 2 3 4
15. It’s exciting to learn something about
myself. 1 2 3 4
16. People who never change their minds
usually have good judgment. 1 2 3 4
17. I really look forward to my work. 1 2 3 4
18. Politicians run our lives. 1 2 3 4
19. If I’m working on a difficult task, I know
when to seek help. 1 2 3 4
20. I won’t answer a question until I’m really
sure I understand it. 1 2 3 4
21. I like a lot of variety in my work. 1 2 3 4
22. Most of the time, people listen carefully
to what I say. 1 2 3 4
23. Daydreams are more exciting than reality
for me. 1 2 3 4
24. Thinking of yourself as a free person leads
to frustration. 1 2 3 4
25. Trying your best at work really pays off
in the end. 1 2 3 4
26. My mistakes are usually very difficult to
correct. 1 2 3 4
27. It bothers me when my daily routine gets
interrupted. 1 2 3 4
28. It’s best to handle most problems by jus
not thinking of them. 1 2 3 4
29. Most athletes and leaders are born,
not made. 1 2 3 4
30. I often wake up eager to take up my life
wherever it left off. 1 2 3 4
 49

31. Lots of times, I don’t really know my

own kind. 1 2 3 4
32. I respect rules because they guide me. 1 2 3 4
33. I like it when things are uncertain or
unpredictable. 1 2 3 4
34. I can’t do much to prevent it if someone
wants to harm me. 1 2 3 4
35. People who do their best should get full
support from society. 1 2 3 4
36. Changes in routine are interesting for me. 1 2 3 4
37. People who believe in the individuality are
only kidding themselves. 1 2 3 4
38. I have no use for theories that are not
closely tied to facts. 1 2 3 4
39. Most days, life is really interesting and
exciting for me. 1 2 3 4
40. I want to be sure someone will take care of
me when I’m old. 1 2 3 4
41. It’s hard to imagine anyone getting excited
about working. 1 2 3 4
42. What happens to me tomorrow depends on
what I do today. 1 2 3 4
43. If someone gets angry at me, it’s usually no
fault of mine. 1 2 3 4
44. It’s hard to believe people who say their work
helps society
45. Ordinary work is just too boring to be worth doing. 1 2 3 4
 50

APPENDIX C
Ethical Review Form

Cebu Doctors University

Institutional Ethics Review Committee

ETHICS REVIEW APPROVAL FORM

To Whom It May Concern:

This is to certify that the thesis/research paper protocol was submitted for Ethical
Review to this office and was received on __________ at __________ am/pm.

Title of the paper: A CORRELATIONAL STUDY ON THE HARDINESS AND FEAR OF

FAILURE ON THE PSYCHOLOGICAL WELL-BEING OF THE CEBU DOCTORS’
UNIVERSITY WORKING SCHOLARS

Researcher/Authors/Proponents: Elegino, Leslie Jane, Petalcorin, Cydelle D., Siewert,

Madeleine

College/Department/Institution: COLLEGE OF ARTS AND SCIENCES, PSYCHOLOGY

DEPARTMENT, CEBU DOCTORS UNIVERSITY

Remarks:

Final Disposition Approved

Disapproved
____________
___________________

DATE APPROVED
SIGNATURE
 51

APPENDIX D
TIME TABLE

Research DE JA FE MARC APR MA JUN JUL AU SE

Activity C N B H IL Y E Y G P
201 201 201 2018 2018 201 201 201 201 201
7 8 8 8 8 8 8 8
TITLE
SCREENING
FIRST DRAFT
APPROVAL
DETERMINATI
ON OF
SAMPLE SIZE
TOOL
EVALUATION
ADVICE ON
STATISTICAL
TREATMENT
ANTI-
PLAGIARISM
PRIOR TO
PROPOSAL
HEARING
ETHICAL
REVIEW
PROPOSAL
HEARING
IMPLEMENTA
TION AND
COLLECTION
OF DATA
DATA
PROCESSING
AND
ANALYSIS
APROVAL OF
FINAL
REPORT
 52

Appendix E

Research Budget

EXPENSE/S Cost

(Php)

Reproduction Materials

650.00

Folder 60.00

TOTAL PHP 688.00

 53

Appendix F

INFORMED CONSENT

Consent to participate in a Research Study

Title of Research Study: A Correlational Study on the Hardiness and Fear of

Failure on the Psychological Well-Being of the CDU Working Scholars

Investigators: Cydelle D. Petalcorin (09278636225), Madeleine Siewert

(09173264807), Leslie Jane Elegino (09555716598)

If I decide to participate I will be agree on the following:

1. I will have to sign a consent form indicating that I
agree to participate
2. I will take time to answer the questionnaire that is
134 items in total and this will take 30-45 minutes to
answer.
Benefits: If I wish to know my test results, I may contact the
researchers regarding my desire. I may find out the
influences of the resiliency and fear of failure on the
psychological wellbeing of the CDU working scholars.
However, we can’t guarantee that you will personally
experience benefits from participating in this study. Others
may benefit in the future from the information we find in this
study.
Risks: There is no direct risk from participating in this study. There
may also be other risks that we cannot predict.
Confidentiality: There will be no retaining of any information about my
identity. All the records of this study will be kept strictly
confidential.
Right to Refuse or Withdraw: Participation in this study is voluntary. You
have the right not to participate at all or to
leave the study at any time. Deciding not to
participate or choosing to leave the study will
 54

not result in any penalty or loss of benefits to

which you are entitled

Just call Cydelle D. Petalcorin at 09278636225 if you have questions about the
study, any problems, unexpected physical or
psychological discomforts, any injuries, or
think that something unusual or unexpected
is happening.

Signature of Participant: ID Number

_____________________________ _________________

Date Signed:

_____________________________

Signature of Investigators:

Cydelle D. Petalcorin Madeleine Siewert Leslie Jane Elegino

Researcher Researcher Researcher
 55

CURRICULUM VITAE

Personal Information

Name: Cydelle D. Petalcorin

Address: Larrazabal St., Hafele Dormitory,

Mandaue City

Contact Number: 09278636225

Email Address: cydellelyka@gmail.com

Age: 19 y.o

Educational Background

2015-Present

College Level

Cebu Doctors’ University

Mandaue City, Cebu

2011-2015

High School Level

Father Saturnino Urios University

Libertad, Butuan City

2005-2011

Elementary Level

Father Saturnino Urios University

Libertad, Butuan City

 56

CURRICULUM VITAE

Name: Leslee Jane Elegino

Address: Poblacion, Badian Cebu

Email address: nadishiko.leesh@gmail.com

Contact Number: 09555716598

Age: 27 yrs. Old

Educational Background

2016-Present

College Level

Cebu Doctors’ University

Mandaue City, Cebu

2004-2007

High School Level

Pablacion High School

Badian Cebu

1997-2003

Elementary Level

Badian Elementary School

Badian Cebu