Prevalence of Stress, Stressors, and Coping Strategies of College Students: Basis for Guidance and Counseling Program

Abstract

Tertiary education is widely recognized as a demanding environment, with the World Health Organization (2023) estimating that 20% of young adults globally experience mental health challenges, with students being particularly vulnerable. Excessive and prolonged stress negatively impacts physical and emotional well-being, lowers self-esteem, and hinders academic performance and personal growth. While existing studies identify common stressors, there is limited research examining how demographic diversity—specifically socioeconomic status and ethnicity—influences stress experiences and coping strategies in multi-cultural regions like Zamboanga City. This study was conducted to assess the prevalence of stress, identify primary stressors, and determine the coping strategies employed by college students at the Universidad de Zamboanga, serving as the basis for a proposed guidance and counseling program. Using a descriptive-quantitative research design, data were gathered from 1,357 students selected using Krejcie & Morgan’s table, ensuring statistical adequacy. The adapted instruments achieved Cronbach’s Alpha = 0.89, confirming high reliability, and underwent content validation by experts. Results revealed that most respondents were female (64.11%), from low-income households earning ₱10,000 or less monthly (40.31%), and predominantly belonging to the Tausug ethnic group (47.38%). Financial concerns ranked as the leading source of stress (41.19%), followed by academic pressures (31.54%), while relationship-related issues were the least cited. Stress across all domains was experienced at a moderately high level. The most common coping mechanisms were emotion-focused and culturally rooted, such as sharing problems with trusted individuals (53.13%) and engaging in prayer and reflection (50.18%). Significant differences were found in stress experiences and coping approaches based on gender, socioeconomic status, and ethnicity. A low but significant positive correlation (r = 0.19, p < 0.001) was observed, indicating that coping responses are activated by stress but are not always well-matched to the nature of the problem. Based on these findings, a comprehensive, culturally sensitive, and gender-responsive program is proposed to support student mental health and well-being.