Date of Completion

5-2022

Document Type

Thesis

Degree Name

Bachelor of Science in Radiologic Technology

Keywords

coping, burnout

Abstract

This research study determined the coping mechanisms of radiologic technology students in dealing with academic burnout during school year 2021-2022. A descriptive research design was utilized, and data were gathered using a self-made questionnaire. A total population sampling technique was used for the respondents from first to third-year radiologic technology students from the College of Medical Imaging and Therapy of De La Salle Medical and Health Sciences Institute. Out of 315 students, only 255 participated in the study. The statistical treatment employed were frequency, percentage, mean, standard deviation, Kruskal Wallis H test, Mann-Whitney U Test, and Dunn’s Test.

The data gathered showed that most respondents are females aged 20 years old and below and from third-year level. The three coping mechanisms are problem-focused coping, which directly solves the root of the problem; emotion-focused coping, which manages stressful emotions; and adaptive coping mechanisms, which are a healthy way of coping that are all moderately utilized. Among the three categories, the most used coping mechanism is problem-focused coping, followed by adaptive and emotion-focused coping mechanisms. The coping mechanisms of the radiologic technology students in dealing with academic burnout are not significantly different, regardless of their age and sex. However, in terms of year level, there is a significant difference between 1st and 3rd years, and it shows that 1st-year students are found to use problem-focused coping better. Further, a significant difference between 2nd and 3rd-year students in problem-focused coping shows that 2nd-year students are better at using the problem-focused coping mechanism than third-year students

First Advisor

Lowela M. Alindayu

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