Examining the Impact of Family Structure on Stress Levels among Students: A Quantitative Analysis
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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 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.
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