Challenges and Stress Coping Mechanisms Among Student Interns

Abstract

Background and Aim: Stress is a critical factor influencing students’ mental health, academic performance, and professional development, particularly among interns who must balance academic responsibilities with workplace demands. Despite the growing body of literature on student stress, limited studies have focused on provincial and faith-based institutions. This study aimed to identify the stress factors experienced by student interns, examine their coping mechanisms, and determine the relationship between these variables and selected socio-economic characteristics. Materials and Methods: This study employed a quantitative descriptive-correlational research design involving 40 student interns (n = 40) from Christ the King College de Maranding during the first semester of the 2025–2026 academic year. Data were collected using a validated three-part questionnaire covering socio-economic profile, stress factors, and coping mechanisms. Descriptive statistics, including frequency, percentage, and weighted mean, were utilized, while Chi-square and Pearson correlation tests were applied to determine significant relationships among variables. Results: Findings revealed that student interns experienced moderate to high levels of stress, particularly regarding parental pressure, academic workload, financial difficulties, and fear of failure. Commonly employed coping mechanisms included goal setting, accountability, acceptance of failure, and effective time management. Statistical analysis further indicated that socio-economic variables, stress factors, and coping mechanisms did not demonstrate significant relationships (p > 0.05). Conclusion: Student interns experience considerable stress regardless of socio-economic background; however, they demonstrate adaptive coping strategies that support resilience and academic functioning. The findings highlight the importance of institutional support programs aimed at strengthening emotional resilience, stress management, and professional preparedness among interns. Moreover, the study contributes to the limited body of literature concerning student stress and coping within provincial and faith-based educational settings.