Social Support and Stress Management Strategies Among Business Students

Abstract

Social support represents an important psychosocial resource in helping university students manage academic demands and respond to stressful experiences. This study examined the relationship between social support and stress management strategies among business students in a university in Batangas Province. Specifically, social support was examined in terms of emotional, instrumental, informational, and appraisal support, while stress management strategies were assessed through problem-focused coping, emotion-focused coping, avoidance coping, and cognitive reframing. The study employed a descriptive-correlational research design using a researcher-developed questionnaire anchored on Social Support Theory and the Transactional Model of Stress and Coping. The instrument underwent content validation and reliability testing, with all subscales demonstrating excellent internal consistency. Descriptive and correlational analyses were used to examine the respondents' perceptions and the relationships among the study variables. Findings indicated that business students generally perceived the availability of social support from family members, peers, teachers, mentors, and other significant individuals. Respondents likewise reported using multiple strategies to manage academic stress. Significant positive relationships were observed between the dimensions of social support and the different stress management strategies, indicating that stronger perceived support was associated with greater use of coping responses. The findings underscore the value of supportive academic environments and suggest the importance of strengthening counseling services, faculty guidance, peer support, academic assistance, and recognition initiatives to promote student resilience and well-being.