Stress and Students Mindset

The purposes of the study were to investigate; firstly, the type of mindset did the students have either fixed or growth mindset; secondly, to examine the level of stress in relation to their academics; and thirdly, to know the relationship of mindset and students stress level. The data collected for this study has been gathered from all Senior High School students with a sample (n=245). The study used checklist-questionnaire composed of thirty five questions in examining students’ mindset, level of stress and its relationship. Results indicates that mindset of students doesn't have any relation to stress. Moreover, it has been found that most of the Senior High School students have growth mindset but neither of the two mindsets has to do with stress.


Rationale
Stress is a state of mental tension and worry caused by problems in your life, work, etc. Mindset is a particular way of thinking; a person's attitude or set of opinions about something (Merriam Webster). But improving one's response to stress may be a matter of shifting one's mindset. There are two types of mindset, fixed mindset in which people believe their qualities are fixed traits and growth mindset in which people have an underlying belief that their learning and intelligence can grow with time and experience (Dweck, 2006).
The researcher believes that studying the mindset; develop a mindset that has a direct sequel on the student's motivation to avoid stress. Increasing students' motivation to study, learn and build academic skills, they are better prepared to learn, perform in the future, and so avoids stress. When the students know their innate mindset and know how to use or change it for the better, the students won't worry too much about problems that include school related problems.
Students mindset brings achievement in studies (Mangels, Butterfield, Good, Lamb, & Dweck, 2006). However, in a world of fixed mindset, the substandard is effort. It means that a person is not splendid at all. In the realm of growth mindset, effort is what make superior in everything and growth mindset is not just about effort but also finding strategies to improve people's actual self (Dweck, Walton, & Cohen, 2006).
In this study, the researcher will know the relationship of mindset and stress level of students.

Theoretical Background
Carol S. Dweck proposed a theory in 2006 to be a way to understand the sequel of beliefs in intelligence and everyday doings Dweck wanted to figure the belief that ability can improve through embracing and facing challenges. The ability of mindset in developing a person's ability, intelligence, attitude, personality, and behavior. Out why some people achieve their implicit potential but equally talented person don't. Dweck come up with the thought that it is not about the ability that something that can be develop or improve, that is the reason why Dweck study the mindset (Dweck, 2006).
The Growth and Fixed mindset, growth mindset is the people beliefs that their learning and intelligence can grow with time and experience. The beliefs of a person that everything can be develop or improve by effort.
Fixed mindset is the people belief that their qualities are fixed traits. The belief of a person that their ability, intelligence, attitude, personality, and behavior are fixed or naturally occurred from the day they are born and can never be change.
Studying the mindset, the fixed and growth mindset may be an indication on how student cope up when facing stress or an indication that who most likely to get stress, the students who have a fixed or a growth mindset.

Statement of Purpose
The study intends to know the level of the mindset in terms of growth and fixed, then stress level of students, assess there is a relationship between mindset and stress level of students.

Review of Related Literature
Mindset has a very important role in adolescent special education students for it has an effect on students' self-efficacy and motivation (Rhew, Piro, Goolkasian, & Consentino, 2018). Building up beliefs is a way or the key to success (Gbollie & Keamu, 2017). If we consider the influence of mindset, it is possible to create a brighter future (Buchanan & Kern, 2018); affects academic achievement (Zhang, Kuusisto, & Tirri, 2017). But other study shows that mindset does not have an impact on students' academic achievement (Bazelais, Lemay, Doleck, Hu, Vu, & Yao, 2018). However, it has an impact on decision making but differs on individual differences (Barry & Halfman, 2016); important in developing people's ability and intelligence with effort and practice (Boaler, 2013).
By improving students'resiliency, mindset can predict students' psychological well-being and school engagement (Zheng, Hou, & Peng, 2016). Yet, the mindset of students can change with personality intervention (Schroder, Yalch, Dawood, Callahan, Donnellan, & Moser, 2017). Mindset considered as a belief of people and it has a direct impact to the students' self-efficacy and conceptions of learning (Sali & Dagyar, 2015). Self-efficacy is also a leading factor and influence students learning (Adams, Finkelstein, Pollock, & Wieman, 2005;Valentine, Dubois, & Cooper, 2004). And has an impact on students' behavior with mindset intervention (Orawiwathakul & Wichadee, 2017). It also affects students' success, those students with high efficacy have the possibility to improve and succeed than those students who have low-efficacy (Ahmad & Safaria, 2013). Students' beliefs have an impact on students' success by the power of demand characteristics and mindset intervention (Burgoyne, Moser, Hambrick, & Burt, 2018).

Design
This study used descriptive correlational as a design. The design described the correlation of mindset and the stress levels of students. The researcher used this design due to its suitability of the study.

Environment
The study was conducted at Senior High School building of Jagobiao National High School which located at Jagobiao, Mandaue City. This school offers K to 12 program (SHS), the Humanities and Social Sciences (HUMSS), Science, Technology, Engineering and Mathematics (STEM), General Academic Track (GAS), and Technical Vocational and Livelihood (TVL).

Respondents
The respondents of the study were the Senior High School students of Jagobiao National High School that composed of 245 students in which 148 are the grade 11 students and 97 are the grade 12 students. The respondents were chosen to answer the research purposes.

Data Gathering Procedure
The researcher asked permission from the school principal, Senior High School teachers and students particularly with Grade 12 and to 11 students to conduct the study.
The researcher used a checklist -questionnaire as a tool of this study. The respondents were given 10 minutes to answer the checklist -questionnaire that composed of 35 questions and after gathering the data, the researcher tabulated, analyzed and interpreted the results to achieve the goal of the study.

Instrument
The researcher used a checklist -questionnaire as a tool of this study. The tool composed of 35 questions in which 10 questions for fixed mindset, another 10 questions for growth mindset, and 15 questions for stress.
The respondents rate each indicator as 1-3 in which 1 for never, 2 for sometimes and 3 for always.

International Journal of Social Science Research
ISSN 2327-5510 2020, Vol. 8, No. 1 The table above shows the weighted mean of the level of students who have fixed mindset in Grade 11 and 12. The overall weighted mean is 1.90 which is interpreted as Sometimes. The three highest weighted mean are indicator no.9 "I easily think that I can't do it" which is 2.05, indicator no.10 "I get easily get tired when making outputs" which is 2.05 and indicator no.1 "I see workloads as a burden" which is 2.01, and the three highest indicators interpreted as "sometimes". While the three lowest of weighted means are indicator no. 5 "I criticize and judge others" which is 1.77, indicator no.8 "I believe that, if I am not good in a particular subject then I forever am" which is 1.78 and indicator no.3 "Easily quit or give up" which is 1.80 and these three lowest weighted mean interpreted as Sometimes. The table above shows the weighted mean of the level of students who have a growth mindset in Grade 11 and 12. The overall weighted mean is 2.54 which is interpreted as Always. The three highest weighted mean are indicator no.6 "I believe that effort and challenges can make me develop" which is 2.69, indicator no.1 "I believe that abilities can be develop" which is 2.67 and indicator no.7 "I believe that I can do everything through effort" which is 2.62, and the three highest indicators interpreted as "Always". While the three lowest of weighted means are indicator no.8 "I believe that I can do well in class even if there are problems" which is 2.34 interpreted as "Sometimes" indicator no.4 "I take risks" which is 2.39 and indicator no.2 "I accept and embrace challenges" which is 2.45 and the other two that had lowest weighted mean interpreted as "Always". In contrast, if a person has a growth mindset, students can easily understand the lessons (Dweck, Walton, & Cohen, 2014). And can easily cope in any challenges (Murphy & Thomas, 2008). The table above shows the weighted mean of the level of stress of students in Physical aspects. The overall weighted mean is 2.01 interpreted as "Sometimes". The highest weighted ISSN 2327-5510 2020 mean is indicator no.2"I have a nervous sweat or sweaty palms" which is 2.06 interpreted as "Sometimes". The lowest weighted mean is indicator no.5 "I get tension or muscle spasm in my face, jaw, neck, or shoulders" which is, 1.89 interpreted as "Sometimes". In addition, stress can cause over eating, depression and headaches in students (Bhargava & Trivedi, 2018). But stress can also be the reason for people survival by the involvement of preserving homeostasis of cells/species (Yaribeygi, Panahi, Sahraci, Johnston, & Sahebkar, 2017). The table above shows the weighted mean of the level of stress of students in Sleep aspects. The overall weighted mean is 1.88 which is interpreted as "Sometimes". The highest weighted mean is indicator no.5 "No matter how much sleep I get, I wake up feeling tired" which is 2.24 interpreted as "Sometimes". The lowest weighted mean is indicator no.2 "I take pills to go to sleep" which is 1.23 interpreted as "Never". Fatique can also be a result of stress (Kocalevent, Hinz, Brähler, & Klapp, 2011). And insomia is also a result of stress (Han, Kim, & Shim, 2012). The table above shows the stress level of students in emotional aspects. The overall weighted mean is 2.10 interpreted as "Sometimes". The highest weighted mean is indicator no.1 "I have trouble remembering things" which is 2.19 interpreted as "Sometimes". The lowest weighted mean are indicator no. 2 "I feel anxious or frightened about problems I can't really ISSN 2327-5510 2020 describe" and indicator no.4 "I have temper outburst I can't control" which have 2.04 weighted mean interpreted as "Sometimes". Stress affects people's memory (Vogel & Schwabe, 2016). And can cause anxiety (Khan S. & Khan R.A, 2017). The table above shows the value computed to test the significance and the association of mindset in stress specifically in physical, sleep, and emotional indicators of stress. The P-value (0.83) of physical indicator of stress is greater than the level of significance, alpha (0.05) which do not reject the null hypothesis (0.083<0.05) and the relationship between the two variables are not significant. This implies that students' mindset doesn't have any relation to the stress levels of students in physical aspects. In contrast, stress can caused diseases (Schneiderman, Ironson, & Siegel, 2005). And can cause disorders (Yarabeygi, Panahi, Sahraei, Johnston, & Sahebkar, 2017).

International Journal of Social Science Research
The P-value (0.080) of sleep indicator of stress is greater than the level of significance, alpha (0.05) which do not reject the null hypothesis (0.080 < 0.05) and the relationship between the two variables are not significant. Consequently, stress has an effect in sleep (Becker, Jesus, Marguilho, Viseu, Del Rio, Gualberto, & Casal, 2015). It can cause sleep disorder but can be avoided by managing everyday stress (Han, Kim, & Shim, 2012).
This implies that students mindset doesn't have any relation to stress in sleep aspects and the P-value (0.953) of emotional indicator of stress is also greater than the significance level alpha (0.05) which is do not reject the null hypothesis (0.953 < 0.05), the relationship between the two variables is also not significant. This implies that student's mindset doesn't have any relation to stress in emotional aspects. To sum up, mindset has nothing to do with stress. In addition, if a person is emotionally stressed, it can cause a severe effect in a person's health (Altaf, Noushad, Ahmed, Azher, & Tahir, 2014). And if students are more emotionally stress than physically stress, there's a possibility that it will distract their concentration and can cause behavioral stress (Jayakumar & Sulthan, 2013).

Findings
The main objective of the study is to know if students' mindset has an association on stress on the students of Jagobiao National High School.
The table no.1 shows the first variable mindset specifically on fixed mindset. It shows thatthe overall weighted mean is 1.90 which is interpreted as Sometimes. The table no.2 shows also the first variable that focused on growth mindset. It shows that the overall weighted mean is 2.54 which is interpreted as Always. The table no.3 shows the second variable that focused on Stress in physical aspects as an indicator.The overall weighted mean is 2.01 interpreted as "Sometimes". The table no.4 shows also the second variable that focused on Stress in sleep aspects as an indicator. The overall weighted mean is 1.88 which is interpreted as "Sometimes". The table no.5 focused on stress in emotional aspects as an indicator. The overall weighted mean is 2.10 interpreted as "Sometimes". The last table shows the association of mindset and stress with 3 indicators by the used of Anova. All 3 indicators of stress accepted the null hypothesis, not significant and don't have any relation to mindset.

Conclusion
Most of the students of senior high school hold a growth mindset. The belief in which, student believes that intelligence can improve by effort, dedication and hard work. It is the mindset that is capable in accepting failures and making it as a motivation to grow. Meanwhile, the students stress level interpreted as "sometimes" based on the overall weighted mean of the physical, sleep and emotional indicators of stress. When the students are stress, students mostly get nervous sweat or sweaty palms, waking up tired no matter how much sleep students get and have trouble remembering things. Stress can enhance mindset when the stress assessed as a challenge (Crum, Akinola, Martin, & Fath, 2017). It is not the effect of stress; it is how the students deal with stress to maintain a quality relationships and life (Lewandowski, Mattingly, & Pedreiro, 2014). Thus, having a growth mindset can help the students to improve students' self-efficacy and motivation (Rhew, Piro, Goolkasian, & Consentino, 2018).

Recommendation
The researcher recommends the students to have a growth mindset rather than fixed mindset for the students to have a good view of life that has an impact on their academic success, learnings and everyday lives. Research some strategies and techniques on how to cope up stress to avoid health (Physical, Emotional, Social, and Mental) and body issues.