Examining The Impact Manuscript For Publication

VOLUME II, ISSUE NO.
1 (2024) | ISSN: 2994-9521
Examining the Impact of Family Structure on Stress Levels

among Students: A Quantitative Analysis
.
Mylene A.Bautista
OIC School of Graduate Studies, STI West Negros University, Philippines
https://orcid.org/0009-0003-6801-8215 | mylene.bautista@wnu.sti.edu
Edan Buatag
Teacher, Department of Education, Philippines
https://orcid.org/0009-0009-7835-3504 | edan.buatag@deped.gov.ph
Ibn Dumdum
Education Program Specialist II-ALS, Schools Division of Escalante City, Philippines
https://orcid.org/0009-0003-7154-7118 | ibn.dumdum@gmail.com
Dr. Juje C. Ramada

Faculty, College of Teacher Education, Central Philippines State University, Philippines
https://orcid.org/0009-0005-0069-5222 | ramadajuje@gmail.com
Dr. Adan A. Selomandin

Lopez Sugar Corporation, Philippines
https://orcid.org/0009-0005-0069-5222 | elomanlzel@gmail.com
Abstract
In recent years, researchers have shown an increasing interest in investigating the relationship
between family structure and its potential impact on the stress levels and academic performance
of students. This descriptive study aims to determine the impact of family structure on stress levels
among the 173 students from the College of Education at STI West Negros University using a
stratified random sampling technique. The data were analyzed using statistical tools such as
frequency count, percentage distribution, mean, and the Mann Whitney U test. Findings revealed
that the level of stress related to family structure and academic stress suggests a need for
comprehensive support mechanisms that consider the diverse experiences of students within the
family context and the various stressors they face in their academic journey. Furthermore, the
difference analysis showed that age, sex, and specialization did not emerge as significant
differentiators of stress levels among 2nd-year education students in terms of family structure or
academic stress. While overall satisfaction with family structure, emotional support, and material
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provision positively contributes to students' well-being and academic success, areas such as open
communication and conflict resolution present opportunities for targeted interventions. Thus, the
researchers recommend that educational institutions implement family-oriented support programs,
develop targeted interventions, implement holistic support initiatives, develop specialized
interventions, and make ongoing efforts to refine and expand support mechanisms.
Keywords: Family Structure, Academic Stress, Support mechanisms, Targeted interventions
Introduction
Family Systems Theory of human behavior by Murray Bowen in The Role of Caregivers and
Families by Gilbertson et.al (2018) in Lifestyle in Heart Health and Disease, defined the family
unit as a complex social system in which members interact influencing and interconnecting each
other’s behavior as a whole and not as an individual element.
According to Murray Bowen family systems theory is a theory of human behavior that defines the
family unit as a complex social system in which members interact to influence each other's
behavior. Family members interconnect, making it appropriate to view the system as a whole rather
than as individual elements (Sandra Gilbertson, Barbara A. Graves, 2018). In recent years,
researchers have been increasingly interested in investigating the relationship between family
structure and its potential impact on the stress levels and academic performance of students. By
studying the different impacts of stress on the types of family structures such as Nuclear family,
Single-parent family, Blended family, and Extended family. Utilizing quantitative research
methods, this study aims to provide a comprehensive, in-depth examination of how family
structure contributes to the stressors faced by students and the subsequent effects on their
educational performance.
The findings of this study hold the potential to inform educators, counselors, and policymakers on
the significance of recognizing and supporting students based on their unique family backgrounds.
Understanding the correlation between family structure, stress, and academic performance is
critical for designing tailored interventions and support systems that can enhance the overall well-
being and success of students in diverse family contexts.
Riggio and DeLongis (2017) highlighted a significant link between family structure and academic
performance, emphasizing that students from supportive family environments tend to excel
academically. Building on this, Smith and Johnson (2018) underscore the pivotal role of family
support in stress coping mechanisms, with their research indicating that a strong family support
system leads to lower stress levels and enhanced coping strategies. Additionally, Chen and Yuan's
(2019) exploration of family communication patterns revealss a positive correlation between open
communication within families and emotional well-being. Together, these studies emphasized the
interconnected aspects of family dynamics, shedding light on how family structure can act as a
buffer against stressors and impact the overall well-being of students.
Williams and Smith's research (2016) underscored the significance of financial stability in student
well-being, prompting the need for an analysis to explore the sustained impact of financial stability
on stress levels over time and provided insights into the long-term effects of family financial
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support. Additionally, Wang and Chang's study (2018) reveals a lower mean score for easily
confiding feelings to the family, indicating a potential gap in understanding the influence of
technology-mediated communication on emotional expression within family structures.
Furthermore, Kim's research (2016) emphasizes the importance of considering how factors such
as gender, race, or socioeconomic status intersected with financial support to shape stress levels
among students.
The purpose of this study is to examine the impact of family structure on stress levels among 2nd-
year Education students. Through a survey, we aim to understand how various aspects of family
dynamics, including emotional support, financial stability, communication patterns, and conflict
resolution can influence the well-being and/or stress experiences of students. The findings will
contribute valuable insights to inform targeted interventions and support mechanisms, fostering a
deeper understanding of the complex relationship between family structure and stress in the
academic context.
Objectives of the Study

This study aims to determine the level of stress among 2nd year Education students of STI West
Negros University for the Calendar Year 2023-2024.
Specifically, this study seeks to answer the following questions:
1. What is the profile of the 2nd year Education students according to the following selected
variables?
a. Age
b. Sex
c. Specialization
2. What is the level of stress among 2nd year Education students according to the following
areas?
a. Family Structure
b. Academic Stress
3. What is the level of stress among 2nd year Education students when grouped according to
the following variables?
Is there a significant difference in the level of stress among 2 nd year Education students when
grouped and compared according to the following variables?
Literature Review
Family structure, encompassing the composition and dynamics of a student's home environment,
can significantly influence their well-being, including stress levels. This review examines the
existing research on the relationship between family structure and stress in students, exploring both
potential risks and protective factors associated with various family configurations.
Studies suggest that students from traditional two-parent households generally experience lower
stress levels compared to those from non-traditional structures. For example, Jaber et al. (2019)
found that adolescents in nuclear families reported lower perceived stress than those from single-
parent homes. This may be attributed to greater perceived stability, emotional support, and
financial security offered by two-parent families (Fletcher & Fagot, 2015).
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The relationship between family structure and stress is further complicated by moderating factors
such as age, gender, and cultural context. Younger students may be more susceptible to stress
associated with family structure changes like divorce (Lichter et al., 2016), while older students
may develop coping mechanisms to navigate various family dynamics. Gender differences are also
observed, with some studies reporting higher stress in girls from single-parent families (Sun &
Sun, 2019), while others finding no significant difference (McNeely & Wu, 2017). Cultural norms
and social support systems also play significant roles, with strong community networks mitigating
the negative impacts of non-traditional family structures in certain cultures (Choi & Jao, 2018).
In a study by Sroufe et al. (2017), adolescents from single-parent homes reported elevated stress
levels compared to those from two-parent families. However, the impact of family structure on
stress varied and depended on factors such as parental warmth and support. Specifically,
supportive single-parent households were found to mitigate the negative effects of family structure
on stress. Building on this, Jaffee et al. (2019) delved into the relationship between family
structure, parental conflict, and academic stress in college students. Their findings indicated that
high levels of parental conflict, irrespective of family structure, significantly increased academic
stress. This underscores the notion that family dynamics, particularly the presence of conflict, play
a more substantial role than family structure alone in influencing stress levels. Further supporting
this perspective, Chen et al. (2021) explored the impact of family structure and socioeconomic
status on stress and mental health among Chinese adolescents. Their study revealed that students
from single-parent households and those with lower socioeconomic status reported higher stress
and depressive symptoms. This emphasizes the importance of simultaneously considering both
family structure and socioeconomic factors when examining the stress levels of adolescents.
In their study, Liu and Chen (2020) explored the mediating role of coping strategies in the context
of the relationship between family structure and academic stress. Their findings indicated that
students from single-parent families who employed adaptive coping mechanisms, such as
problem-solving and seeking social support, reported lower levels of academic stress compared to
those utilizing maladaptive strategies. This underscores the potential of promoting healthy coping
skills as a means to alleviate the adverse effects of family structure on stress. Building on this,
Soderberg et al. (2022) investigated the moderating influence of family cohesion on the association
between family structure and emotional distress among adolescents. Their research revealed that
high levels of family cohesion acted as a buffer, mitigating the negative impact of single-parent
families on emotional distress. This underscores the crucial role of strong family relationships in
fostering resilience and reducing stress, particularly in the context of diverse family structures.
Methodology
Research Design
This quantitative research utilized a descriptive research design. According to McCombes

(2019), descriptive research design aims to accurately and systematically describe a population,
situation, or phenomenon.
The researchers used a quantitative research methods which is believed to be appropriate
in measuring whether a significant difference in the level of stress among 2nd year Education
students exist when grouped and compared according to the variable of age, sex, and specialization
and when group according to the areas of family structure and academic stress.
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Respondents
The participants were the 173 students from a total population of 313 in the College of
Education of STI West Negros University this 1st Semester, school year 2023-2023. The study
utilized a stratified random sampling technique to regulate a reliable representation of the students’
sample per specialization and to ensure reliability of respondents’ selection and to avoid biases in
a diverse group of students.
Research Instrument
A self-made survey questionnaire was used in gathering the data to determine the level of
stress among 2nd year Education students of STI West Negros University for the Calendar Year
2023-2024 were subjected to validity (4.72=excellent) and reliability (0.873=Good). The
questionnaire was made up of two parts. Part 1 contains queries on participants in terms of age,
gender and specialization. Part II contains the issues on family structure and academic stress. Each
variable contains ten (10) issues that could be rated with number 1-5, 5 being the highest and 1
being the lowest. Further, each of the description was interpreted as 5- strongly agree; 4-agree; 3-
neither agree nor disagree; 2-disagree and 1-strongly disagree.
Gathering Procedure
As soon as the study instrument was approved, establish the validity and reliability, the
researchers sought the permission of the Dean to conduct the study online through Google forms.
In the conduct, the researcher seeks the assistance of the College mayors and faculties to send the
questionnaire in their respective group chats with an instruction on the purpose of the study. The
participants were assured of the confidentiality of the data gathered.
Data Analysis
The data gathered from the responses of the participants were tallied and tabulated using
the appropriate statistical tools. The raw data were transformed into numerical code guided by a
coding manual. This allowed computer processing, statistical derivations and tabular presentation.
The Statistical Package for Social Sciences (SPSS) was used in the computer processing of the
said data. Data Interpretation will be assisted by the statistician to interpret the results to find out
the impact of family structure and their academic stress.
A descriptive-analytical scheme was used to determine the level of stress among 2nd year
Education students of STI West Negros University for the Calendar Year 2023-2024 with mean as
a tool while comparative analytical scheme was used to test the significant difference in the level
of stress among 2nd year Education students when grouped and compared according to the
aforementioned variables with Mann Whitney U test as a tool.
Ethical Considerations
Ethical Considerations Informed Consent was administered to all the participants using an
electronic system. The researchers explain the purpose of the research and ensure participants that
all provided information will be treated with strict confidentiality and anonymity.
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Findings and Discussion
This section presents the results pertaining to the objectives of the study.
Profile of the Respondents According to the Variables, Age, Sex, and Specialization
Table 1: Profile of Respondents
Variables Categories Frequency Percentage

Younger (below 21 years old) 135 78.00
Age Older (21 years old and
38 22.00
above)
Total 173 100
Male 28 16.20
Sex Female 145 83.80
Total 173 100
Primary 75 43.40
Specialization Secondary 98 56.60
Total 173 100
Table 1 shows the profile of respondents which majority of them are younger, female and
in secondary level of specialization. In terms of age, 78% belong to younger group which are below
21 years old and 22% belong to older group which are 21 years old and above. In terms of sex,
83.80% are females and 16.20% are males. And lastly, in terms of specialization, 56.60% belong
to secondary level of specialization and 43.40% belong to primary level of specialization.
Descriptive Analysis in the Level of Stress among 2nd Year Education Students according to
the Areas, Family Structure, and Academic Stress
Table 2: Level of Stress among 2nd Year Education Students in the Area of Family Structure
A. Family Structure Mean Interpretation
As a student…
1.I am satisfied with the current family structure I
4.31 High Level
have.
2.I receive emotional support from my current
4.07 High Level
family structure.
3.My family provides all my material and
4.31 High Level
financial needs.
4.I perform well academically with the support of
4.24 High Level
my family.
5.My family provides moral and spiritual support
4.25 High Level
for my study.
6.My family assists with my school requirements. 4.16 High Level
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7.My family helps me cope with all the pressure I
3.79 High Level
face.
8.I can easily confide what I feel to my family. 3.67 High Level
9.My family is open with my relationship with
4.14 High Level
my friends.
10.My parents settled conflicts that arose with
3.76 High Level
any member of our family.
Overall Mean 4.07 High Level
In examining the stress levels among 2nd-year education students in the context of family
structure, the highest mean is associated with the statement, "I am satisfied with the current family
structure I have, and my family provides all my material and financial needs," scoring 4.31. This
suggests that the perception of overall satisfaction and financial support within the family
significantly contributes to the students' stress levels. High family satisfaction and financial
stability have been consistently linked to positive outcomes, including reduced stress and improved
academic performance (Amato, 2014).
On the other hand, the lowest mean is attributed to the statement, "I can easily confide what I feel
to my family," with a score of 3.67. This indicates a relatively lower level of comfort among
students in expressing their emotions within the family context. Effective communication within
the family is crucial for emotional well-being, and a lower score in this aspect may contribute to
increased stress levels among students (Reczek et al., 2018).
The overall mean for stress levels among 2nd-year education students in the family structure
context is 4.07. This mean suggests a moderate to high level of stress on average. The overall score
indicates that, while students experience positive aspects within their family structures, there are
still areas where improvements could be made to enhance overall well-being. This aligns with the
broader literature emphasizing the multifaceted nature of stressors and the importance of
addressing various factors to support students' mental health (Levecque et al., 2017).
Table 3: Level of Stress among 2nd Year Education Students in the Area of Academic Stress
B. Academic Stress Mean Interpretation

As a student…
1.I am overwhelmed with all of my academic
3.96 High Level
workload.
2.I get anxious about complying with the set
3.92 High Level
deadlines in school.
3.My family pays my tuition on time. 4.17 High Level
4.I can easily manage to balance between
3.71 High Level
academic pressure and personal life.
5.I am anxious with my family issues. 3.34 Moderate Level
6.I am easily angered and irritated due to
3.44 Moderate Level
health concerns.
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7.I could not openly express concerns, ideas
3.51 High Level
and thoughts to others.
8.I feel upset when things do not go along
3.68 High Level
with what I am expecting.
9.My friends support me in all my dealings. 3.83 High Level
10.My teachers are considerate with my
3.75 High Level
shortcomings in school.
Overall Mean 3.73 High Level
In assessing the stress levels among 2nd-year education students in the context of academic stress,
the highest mean is associated with the statement, "My family pays my tuition on time," scoring
4.17. This suggests that the timely financial support for education plays a significant role in
mitigating stress among students. Financial stability, particularly in relation to educational
expenses, has been identified as a crucial factor in reducing stress and promoting positive academic
experiences (El Ansari et al., 2013).
On the other hand, the lowest mean is attributed to the statement, "I am anxious with my family
issues," with a score of 3.34. This indicates a relatively lower level of anxiety among students
related to family issues. While this is a positive aspect, the moderate score suggests that family
issues may still contribute to some degree of stress among students.
The overall mean for stress levels among 2nd-year education students in the academic stress
context is 3.73. The overall score indicates that, while there are positive aspects such as timely
financial support, there are still areas, such as balancing academic pressure with personal life,
expressing concerns to others, and dealing with health concerns, where students may experience
stress. This aligns with contemporary research highlighting the multifaceted nature of academic
stressors and the importance of developing effective coping mechanisms (Levecque et al., 2017).
Descriptive Analysis in the Level of Stress among 2nd Year Education Students according to
the Areas of Family Structure, and Academic Stress when grouped according to the
Variables of Age, Sex, and Specialization
According to Age
Categories Younger Older

A. Family Structure Mean Interpretation Mean Interpretation
As a student…
1.I am satisfied with the 4.32 High Level 4.26 High Level
current family structure I have.
2.I receive emotional support
from my current family 4.04 High Level 4.16 High Level
structure.
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3.My family provides all my 4.31 High Level 4.32 High Level
material and financial needs.
4.I perform well academically 4.23 High Level 4.26 High Level
with the support of my family.
5.My family provides moral
and spiritual support for my 4.25 High Level 4.24 High Level
study.
6.My family assists with my
4.17 High Level 4.11 High Level
school requirements.
7.My family helps me cope
with all the pressure I face.
8.I can easily confide what I
feel to my family.
9.My family is open with my 4.11 High Level 4.24 High Level
relationship with my friends.
10.My parents settled conflicts
that arose with any member of 3.72 High Level 3.92 High Level
our family.
Overall Mean 4.05 High Level 4.13 High Level
The highest mean in the given family structure among younger individuals is reflected in the
statement, "I am satisfied with the current family structure I have," with a mean score of 4.32. This
suggests that the respondents generally express a high level of contentment with their family
dynamics, emphasizing a positive perception of their overall family structure. This is crucial, as
satisfaction with family life has been linked to various positive outcomes, including better mental
health and overall well-being (Pinquart & Sörensen, 2011).
On the other hand, the lowest mean is associated with the statement, "I can easily confide what I
feel to my family," scoring 3.63. This indicates a comparatively lower level of comfort in sharing
emotions within the family context. Effective communication and emotional openness are vital for
the development of strong family bonds and the psychological well-being of its members (Afifi &
Guerrero, 2015). Therefore, addressing barriers to emotional expression within the family may
enhance overall family dynamics.
The overall mean, representing the average of all responses, is 4.05. This suggests a generally
positive perception of the family structure among the respondents.This aligns with research
suggesting that positive family dynamics contribute to various positive outcomes for individuals,
including academic success and emotional well-being (Amato, 2014).
The highest mean in the assessment of the family structure among older individuals is associated
with the statement, "My family provides all my material and financial needs," scoring a substantial
4.32. This high level of satisfaction with the family's ability to fulfill material and financial
requirements underscores the importance of family support in meeting practical needs, which has
been linked to enhanced well-being and life satisfaction among older individuals (Silverstein et
al., 2019).
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to my family," with a score of 3.82. While still in the "High Level" category, this suggests a
potential area for improvement in the emotional openness and communication dynamics within
the family. Literature highlights the significance of open communication in family relationships,
promoting emotional well-being and fostering stronger connections (Reczek et al., 2018).
The overall mean for the older age group is 4.13, indicating a high level of satisfaction across
various aspects of the family structure. This positive assessment aligns with research emphasizing
the crucial role of family support in the well-being of older individuals, including emotional,
practical, and social dimensions (Liu et al., 2014).
According to Age
Categories Younger Older

B. Academic Stress Mean Interpretation Mean Interpretation
As a student…
1.I am overwhelmed with all of
my academic workload.
2.I get anxious about complying 3.93 High Level 3.89 High Level
with the set deadlines in school.
3.My family pays my tuition on
time.
4.I can easily manage to
balance between academic 3.68 High Level 3.82 High Level
pressure and personal life.
5.I am anxious with my family
3.35 Moderate Level 3.29 Moderate Level
issues.
6.I am easily angered and 3.44 Moderate Level 3.42 Moderate Level
irritated due to health concerns.
7.I could not openly express
concerns, ideas and thoughts to 3.54 High Level 3.39 Moderate Level
others.
8.I feel upset when things do
not go along with what I am 3.70 High Level 3.63 High Level
expecting.
9.My friends support me in all
my dealings.
10.My teachers are considerate
with my shortcomings in 3.79 High Level 3.61 High Level
school.
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The highest mean in the assessment of academic stress among younger individuals is associated
with the statement, "My family pays my tuition on time," scoring 4.19. This high level of
satisfaction with the timely payment of tuition fees suggests that financial support from the family
plays a crucial role in alleviating one aspect of academic stress, contributing to a more positive
academic experience (Huang, 2017).
issues," with a score of 3.35. This indicates a comparatively lower level of anxiety related to family
issues among the respondents. It is noteworthy that family-related stressors appear to be less
pronounced, potentially reflecting a positive family environment or effective coping strategies.
The overall mean for academic stress among younger individuals is 3.74. While specific stressors
vary, the overall mean indicates that, on balance, respondents experience a manageable level of
academic stress. This aligns with contemporary research highlighting the multifaceted nature of
academic stressors and the need for effective coping mechanisms to enhance overall well-being
(Levecque et al., 2017).
In the assessment of academic stress among older individuals, the highest mean is associated with
the statement, "My family pays my tuition on time," scoring 4.11. This suggests a high level of
satisfaction with the financial support provided by the family, specifically in terms of timely tuition
payments. Financial stability and support have been identified as critical factors in reducing stress
among students, contributing to a more positive academic experience (El Ansari et al., 2013).
issues," with a score of 3.29. This finding may suggest that, compared to younger individuals,
older individuals experience less anxiety related to family matters, potentially reflecting a stage of
life where family concerns may have evolved or been resolved.
The overall mean for academic stress among older individuals is 3.69. While specific stressors
vary, the overall mean indicates that, on balance, respondents in the older age group experience a
manageable level of academic stress. This aligns with contemporary research emphasizing the
importance of recognizing and managing stressors to enhance the well-being of older students
(Levecque et al., 2017).
According to Sex
Categories Male Female

As a student…
1.I am satisfied with the current
family structure I have.
2.I receive emotional support 4.36 High Level 4.01 High Level
from my current family structure.
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3.My family provides all my
4.I perform well academically
5.My family provides moral and Very High
4.61 4.18 High Level
spiritual support for my study. Level
7.My family helps me cope with
all the pressure I face.
8.I can easily confide what I feel
to my family.
9.My family is open with my
that arose with any member of our 4.07 High Level 3.70 High Level
family.
In the evaluation of family structure among male individuals, the highest mean is associated with
the statement, "My family provides moral and spiritual support for my study," scoring an
impressive 4.61. This suggests a strong perception among respondents that their families play a
significant role in providing not just academic support but also moral and spiritual guidance. This
finding underscores the complex nature of family support, extending beyond practical assistance
to encompass values and emotional well-being, aligning with contemporary research emphasizing
the importance of holistic family support (Hardie et al., 2018).
On the other hand, the lowest mean is attributed to the statement, "My parents settled conflicts that
arose with any member of our family," with a score of 4.07. While still within a high level of
satisfaction, this indicates a slightly lower perceived effectiveness in conflict resolution within the
family. Effective conflict resolution is crucial for maintaining healthy family dynamics and
promoting individual well-being (Afifi & Olson, 2015).
The overall mean for family structure among male individuals is 4.35, reflecting a remarkably high
level of satisfaction across various dimensions. This underscores the positive perception of family
support among the respondents. Such high overall satisfaction is associated with positive
outcomes, including better mental health and academic performance (Amato, 2014).
In the evaluation of family structure among female individuals, the highest mean is associated with
the statement, "I am satisfied with the current family structure I have," scoring 4.30. This suggests
a high level of contentment among respondents regarding their family dynamics, emphasizing the
stability and satisfaction within their familial relationships. High satisfaction with family structure
has been linked to various positive outcomes, including enhanced psychological well-being and
life satisfaction (Pinquart & Sörensen, 2011).
to my family," with a score of 3.58. While still within the "High Level" category, this indicates a
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relatively lower level of ease in expressing emotions within the family context among the female
group. Open communication is crucial for maintaining strong family bonds and promoting
emotional well-being (Reczek et al., 2018).
The overall mean for family structure among female individuals is 4.01, reflecting a generally
positive perception across various dimensions. This suggests a favorable view of family support
among the respondents. The high overall mean aligns with research emphasizing the importance
of positive family dynamics for the well-being of female individuals, including emotional and
social dimensions (Silverstein et al., 2019).
According to Sex
Categories Male Female

Interpretatio Interpretatio
Mean Mean
B. Academic Stress n n
As a student…
time.
4.I can easily manage to balance
between academic pressure and 3.82 High Level 3.69 High Level
personal life.
5.I am anxious with my family Moderate Moderate
3.18 3.37
issues. Level Level
6.I am easily angered and irritated Moderate
3.50 High Level 3.43
due to health concerns. Level
concerns, ideas and thoughts to 3.54 High Level 3.50 High Level
others.
8.I feel upset when things do not
go along with what I am 3.54 High Level 3.71 High Level
expecting.
9.My friends support me in all my
dealings.
10.My teachers are considerate 4.04 High Level 3.70 High Level
with my shortcomings in school.
In the assessment of academic stress among male individuals, the highest mean is associated with
the statement, "My family pays my tuition on time," scoring 4.21. This highlights the significant
329
role of family financial support in alleviating stress related to academic expenses. Timely tuition
payments contribute to a more positive academic experience, aligning with research emphasizing
the impact of financial stress on students' well-being (El Ansari et al., 2013).
issues," with a score of 3.18. This indicates a relatively moderate level of anxiety related to family
issues among the male group. The findings suggest that, overall, family-related stressors may be
less prominent, potentially reflecting a supportive family environment or effective coping
strategies.
The overall mean for academic stress among male individuals is 3.79. While specific stressors
vary, the overall mean indicates that, on balance, respondents in the younger age group experience
a manageable level of academic stress. This aligns with contemporary research highlighting the
multifaceted nature of academic stressors and the importance of developing effective coping
mechanisms (Levecque et al., 2017).
In the evaluation of academic stress among female individuals, the highest mean is associated with
the statement, "My family pays my tuition on time," scoring 4.16. This indicates a high level of
satisfaction with family financial support, specifically regarding the timely payment of tuition fees.
Financial stability and support have been identified as crucial factors in reducing stress among
students, contributing to a more positive academic experience (El Ansari et al., 2013).
issues," with a score of 3.37. This suggests a relatively moderate level of anxiety related to family
issues among the female group. The finding implies that family-related stressors may be less
prominent among older individuals, potentially reflecting resolved or evolved family concerns as
they progress through life stages.
The overall mean for academic stress among female individuals is 3.72, reflecting a high level of
academic stress on average. The overall mean indicates that, overall, respondents in the female
group experience a manageable level of academic stress. This aligns with contemporary research
emphasizing the importance of recognizing and managing stressors to enhance the well-being of
older students (Levecque et al., 2017).
According to Specialization
Categories Primary Secondary

As a student…
1.I am satisfied with the current 4.24 High Level 4.36 High Level
family structure I have.
2.I receive emotional support from 3.93 High Level 4.17 High Level
my current family structure.
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3.My family provides all my 4.23 High Level 4.38 High Level
4.I perform well academically 4.24 High Level 4.23 High Level
5.My family provides moral and 4.16 High Level 4.32 High Level
spiritual support for my study.
7.My family helps me cope with
all the pressure I face.
8.I can easily confide what I feel
to my family.
9.My family is open with my 3.99 High Level 4.26 High Level
that arose with any member of our 3.76 High Level 3.77 High Level
family.
In the assessment of family structure within the primary context, the highest mean is associated
with the statement, "I am satisfied with the current family structure I have," scoring 4.24. This
indicates a high level of overall satisfaction among respondents regarding their primary family
dynamics, emphasizing contentment within this foundational unit. High satisfaction with family
structure is known to contribute to positive outcomes such as emotional well-being and academic
success (Amato, 2014).
to my family," with a score of 3.61. While still within the high range, this suggests a relatively
lower level of comfort in expressing emotions within the primary family structure. Effective
communication within the family is crucial for fostering strong bonds and promoting emotional
well-being (Reczek et al., 2018).
The overall mean for family structure in the primary context is 3.98, reflecting a moderate to high
level of satisfaction across various dimensions. The overall mean suggests that, on balance,
respondents in the primary family context experience a positive and supportive environment. This
aligns with contemporary research emphasizing the significance of family support for individual
well-being, particularly in the primary context (Hardie et al., 2018).
In the evaluation of family structure within the secondary context, the highest mean is associated
with the statement, "My family provides all my material and financial needs," scoring 4.38. This
indicates a high level of satisfaction among respondents regarding the economic and financial
support provided by their secondary family structure. Financial stability and support have been
consistently linked to positive well-being outcomes, including academic success and overall life
satisfaction (Amato, 2014).
331
to my family," with a score of 3.71. While still within the high range, this suggests a relatively
lower comfort level in expressing emotions within the secondary family structure. Effective
communication within the family is essential for building strong relationships and promoting
emotional well-being (Reczek et al., 2018).
The overall mean for family structure in the secondary context is 4.14, reflecting a high level of
satisfaction across various dimensions. The overall mean suggests that, on balance, respondents in
the secondary family context experience a positive and supportive environment. This aligns with
contemporary research emphasizing the importance of family support for individual well-being,
particularly in the secondary context (Hardie et al., 2018).
According to Specialization
Categories Primary Secondary

B. Academic Stress Mean Interpretation Mean Interpretation
As a student…
time.
4.I can easily manage to balance
between academic pressure and 3.61 High Level 3.79 High Level
personal life.
5.I am anxious with my family
3.35 Moderate Level 3.33 Moderate Level
issues.
6.I am easily angered and irritated 3.60 High Level 3.32 Moderate Level
due to health concerns.
concerns, ideas and thoughts to 3.53 High Level 3.49 Moderate Level
others.
8.I feel upset when things do not
go along with what I am 3.68 High Level 3.68 High Level
expecting.
9.My friends support me in all my
dealings.
10.My teachers are considerate 3.65 High Level 3.83 High Level
with my shortcomings in school.
332
In the evaluation of academic stress within the primary context, the highest mean is associated
with the statement, "My family pays my tuition on time," scoring 4.11. This suggests a high level
of satisfaction with family financial support, particularly in terms of timely tuition payments.
Timely financial support has been identified as a significant factor in reducing stress and
promoting positive academic experiences (El Ansari et al., 2013).
issues," with a score of 3.35. This indicates a relatively moderate level of anxiety related to family
issues within the primary family context. This finding suggests that family-related stressors may
be less prominent in the primary context, potentially reflecting a supportive family environment
or effective coping mechanisms.
The overall mean for academic stress within the primary context is 3.71, reflecting a moderate
level of academic stress on average. While specific stressors vary, the overall mean indicates that,
on balance, respondents within the primary family context experience a manageable level of
academic stress. This aligns with contemporary research highlighting the multifaceted nature of
academic stressors and the importance of developing effective coping mechanisms (Levecque et
al., 2017).
In the assessment of academic stress within the secondary context, the highest mean is associated
with the statement, "My family pays my tuition on time," scoring 4.21. This indicates a high level
of satisfaction with family financial support, particularly in terms of timely tuition payments.
Timely financial support is crucial for reducing stress related to academic expenses, contributing
to a positive academic experience (El Ansari et al., 2013).
On the other hand, the lowest mean is attributed to the statement, "I am easily angered and irritated
due to health concerns," with a score of 3.32. This suggests a relatively moderate tendency for
individuals within the secondary context to experience anger or irritation related to health
concerns. This finding may indicate effective coping mechanisms or a lower prevalence of health-
related stressors within the secondary family context.
The overall mean for academic stress within the secondary context is 3.75, reflecting a high level
of academic stress on average. While specific stressors may vary, the overall mean indicates that,
on balance, respondents within the secondary family context experience a manageable level of
academic stress. This aligns with contemporary research emphasizing the multifaceted nature of
academic stressors and the importance of developing effective coping mechanisms (Levecque et
al., 2017).
Comparative Analysis in the Level of Stress among 2nd Year Education Students according
to the Areas of Family Structure and Academic Stress when grouped according to the
Variables of Age, Sex, and Specialization
Table 10. Difference in the Level of Stress among 2nd Year Education Students in the Area of
Family Structure when grouped and compared according to the aforementioned variables
333
Mann
Mean p- Sig.
Variable Category N Whitney Interpretation
Rank value level
U
Younger 135 85.07 Not
Age 2304.000 0.337
Older 38 93.87 Significant
Male 28 103.50 Not
Sex 1568.000 0.056 0.05
Female 145 83.81 Significant
Primary 75 79.88 Not
Specialization 3141.000 0.101
Secondary 98 92.45 Significant
The difference analysis of stress levels among 2nd-year education students based on various
variables reveals interesting insights. When examining the variable of age, there was no
statistically significant difference in stress levels between younger (135 participants) and older (38
participants) students within the context of family structure (Mann Whitney U = 2304.000, p =
0.337). This suggests that age does not play a significant role in differentiating stress levels among
2nd-year education students in relation to their family structure. This finding aligns with previous
research indicating that stressors related to family structure may not necessarily vary significantly
across age groups, emphasizing the need for understanding of stressors in educational settings
(O'Connor et al., 2015).
Regarding the variable of sex, the analysis shows a marginally significant difference in stress levels
between male (28 participants) and female (145 participants) students (Mann Whitney U =
1568.000, p = 0.056). The trend suggests a potential gender difference in stress levels, with male
students experiencing slightly higher stress. This finding is in line with existing literature that
explores gender differences in stress perception and coping mechanisms, emphasizing the
importance of considering gender dynamics in understanding and addressing stress among students
(Matud, 2004).
The variable of specialization (primary vs. secondary family structure) also revealed no
statistically significant difference in stress levels among 2nd-year education students (Mann
Whitney U = 3141.000, p = 0.101). This implies that the type of family structure (primary or
secondary) does not significantly impact stress levels among students in the education field.
Table 11. Difference in the Level of Stress among 2nd Year Education Students in the Area of
Academic Stress when grouped and compared according to the aforementioned variables
Mann
Mean p- Sig.
Variable Category N Whitney Interpretation
Rank value level
U
Younger 135 88.28 Not
Age 2392.000 0.525
Older 38 82.45 Significant
0.05
Male 28 87.77 Not
Sex 2008.500 0.929
Female 145 86.85 Significant
334
Primary 75 85.25 Not
Specialization 3543.500 0.687
Secondary 98 88.34 Significant
The difference analysis of stress levels among 2nd-year education students in the context of
academic stress, considering various variables, yields insightful results. Examining the variable of
age, the analysis indicates no statistically significant difference in academic stress levels between
younger (135 participants) and older (38 participants) students (Mann Whitney U = 2392.000, p =
0.525). This implies that age does not play a significant role in distinguishing academic stress
levels among 2nd-year education students, aligning with the notion that stressors related to
academic pressure may be experienced similarly across age groups (Levecque et al., 2017).
Regarding the variable of sex, the analysis shows no statistically significant difference in academic
stress levels between male (28 participants) and female (145 participants) students (Mann Whitney
U = 2008.500, p = 0.929). This suggests that gender does not play a significant role in
differentiating academic stress levels among 2nd-year education students. This finding is
consistent with contemporary research that challenges traditional gender stereotypes related to
academic stress and performance (Dundar & Lewis, 1998).
The variable of specialization (primary vs. secondary family structure) also revealed no
statistically significant difference in academic stress levels among 2nd-year education students
(Mann Whitney U = 3543.500, p = 0.687). This indicates that the type of family structure does not
significantly impact academic stress levels.
Conclusion
Based on the findings of the study, the researchers were able to formulate the following
conclusions.
In conclusion, the level of stress among 2nd-year education students reveals several key insights.
For both family structure and academic stress, there is a clear call for comprehensive support
mechanisms tailored to the diverse experiences of students within their family context and
addressing various stressors encountered during their academic journey.
Regarding age, the findings emphasize the significance of fostering emotional openness within the
family for the well-being of younger individuals and highlight the positive impact of family
support on the satisfaction and contentment of older individuals. In terms of academic stress and
age, targeted interventions are crucial for promoting a positive academic experience among
younger students and supporting the well-being of their older counterparts.
The analysis of stress levels concerning sex underscores the importance of a positive family
environment for both males and females, serving as a foundation for overall well-being, academic
success, and ongoing support in various aspects of their lives. In the academic stress context, both
male and female students would benefit from targeted support mechanisms to enhance their overall
well-being.
335
Regarding specialization in family structure, the positive environment reflected in both primary
and secondary family structures suggests a foundational aspect contributing to overall well-being
and satisfaction. On the academic stress front, the analysis indicates a need for targeted
interventions to support the well-being of individuals, irrespective of their family structure
specialization.
In the difference analysis, age, sex, and specialization did not emerge as significant differentiators
of stress levels among 2nd-year education students in terms of family structure or academic stress.
This underscores the importance of considering multiple factors when understanding stress in
educational contexts, highlighting the complex nature of stressors and the necessity for tailored
interventions. Recognizing the universality of academic stressors is essential, and addressing these
stressors requires comprehensive support mechanisms that consider the diverse experiences of
students.
In conclusion, the impact of family structure on stress levels among 2nd-year Education students
is refined and complex. While overall satisfaction with family structure, emotional support, and
material provision contribute positively to students' well-being and academic success, areas such
as open communication and conflict resolution present opportunities for targeted interventions.
Recommendations
Based on the findings of the study, the researchers strongly recommend the following:
1. The researchers recommend that educational institutions implement family-oriented
support programs tailored to the diverse needs of students, emphasizing the importance of
fostering emotional openness within families.
2. The researchers recommend that targeted interventions be developed to address the unique
stressors faced by both younger and older students.
3. The researchers recommend the implementation of holistic support initiatives that
acknowledge the positive impact of a supportive family environment on the overall well-
being, academic success, and ongoing support for both male and female students.
4. The researchers recommend the development of specialized interventions to support the
well-being of students irrespective of their family structure specialization
5. The researchers recommend ongoing efforts to refine and expand support mechanisms,
recognizing that age, sex, and family structure specialization alone do not significantly
differentiate stress levels. Holistic approaches should consider the difficult interaction of
factors, and interventions should be continually adapted to the evolving needs of 2nd-year
education students.
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VOLUME II, ISSUE NO.

1 (2024) | ISSN: 2994-9521

Examining the Impact of Family Structure on Stress Levels

Dr. Juje C. Ramada

Dr. Adan A. Selomandin

Keywords: Family Structure, Academic Stress, Support mechanisms, Targeted interventions

Objectives of the Study

Specifically, this study seeks to answer the following questions:

This quantitative research utilized a descriptive research design. According to McCombes

Table 1: Profile of Respondents

Variables Categories Frequency Percentage

B. Academic Stress Mean Interpretation

Categories Younger Older

Categories Younger Older

Categories Male Female

A. Family Structure Mean Interpretation Mean Interpretation

Categories Male Female

Categories Primary Secondary

Categories Primary Secondary

Afifi, T. D., & Guerrero, L. K. (2015). Close encounters: Communication in relationships. In M.

Wang, L., & Chang, Y. (2018). "Technology-Mediated Family Communication: A Comprehensive

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