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Cantilero, Kimberly Ann S.
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Mental Health Literacy among Health Sciences Students: A Causal-Comparative Study Gungon, Mharc Justine M.; Gamit, Allysa Denise G.; Lacap, Kimberly S.; Generalo, Robert V.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.04

Abstract

This study examined mental health literacy (MHL), defined as the knowledge and beliefs about mental disorders that facilitate individuals' recognition, management, and prevention of such conditions. This study recruited 326 undergraduate health sciences students from a private university in the City of San Fernando, Pampanga, Philippines. A causal-comparative design was employed, utilizing the Mental Health Literacy Scale (MHLS) to assess students’ knowledge, attitudes, and help-seeking behaviors related to mental well-being. An independent samples t-test revealed no significant difference in MHL scores between female students (M = 123.00, SD = 12.40) and male students (M = 122.00, SD = 13.40), t(324) = 0.812, p = .417, Cohen’s d = 0.09, indicating a negligible effect size. However, a one-way analysis of variance (ANOVA) indicated a statistically significant difference in MHL based on academic programs, F(3, 122) = 5.96, p < .001. Tukey’s post hoc comparisons showed that psychology students (M = 127.00, SD = 12.70) had significantly higher MHL scores than students in nursing (p < .001) and medical laboratory science (p = .004), but not pharmacy (p = .60). These findings suggest that while sex assigned at birth does not significantly influence MHL, academic exposure does. The results highlight the importance of integrating mental health literacy into all health sciences curricula to equip future healthcare professionals with the competencies necessary to support mental well-being in both personal and clinical contexts. This fosters sustainable well-being and strengthens the resilience and responsiveness of the healthcare system.
Comparative Study on Attention Span among Undergraduate Students Jacildo, Jiecel Aira Louise C.; Lopez, Joe Carlo C.; De Leon, Maria Queenie Joy M.; Almario, Maria Ryza I.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.25

Abstract

Students face challenges in maintaining attention span, potentially influenced by technology and multitasking habits demanded by the current school environment. Attention is the cognitive process that enables individuals to focus their senses on a specific stimulus, identify its characteristics, and extract meaningful information. This process is crucial in examining human behavior, as it impacts task performance, social interactions, and overall well-being. With the vast amount of information available on the internet, it has become increasingly challenging to navigate and generalize individual attention spans, especially in local contexts. Moreover, there are only a few studies regarding attention span among undergraduate students across year levels. This study employed a quantitative method, specifically a comparative design, to assess Filipino undergraduate students' capacity to sustain attention across different year levels at a private university in Pampanga, Philippines. The researchers employed a Kruskal-Wallis test to analyze data collected from 280 undergraduate students recruited through a quota-sampling technique. Findings revealed that there is no significant difference (p = 0.14) in the attention span of undergraduate students, leading to the conclusion that year level does not determine the attentional capacity of students. The findings emphasized the need for inclusive and adaptive teaching strategies that equally cater to all year levels. Furthermore, supporting students’ cognitive health across all stages of higher education, regardless of year level, promotes sustained academic performance and mental well-being.
A Comparative Study of Self-Stigma of Seeking Help among Filipino College Students Dizon, Andrea Algen C.; Mandap, Dasiree Nicole S.; David, Angela Ivonne S.; Intal, Shunpel Francine R.; Moran, Abigail Juliana A.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 9 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.09.06

Abstract

This study examined gender differences in self-stigma of seeking psychological help among Filipino college students, which was defined as negative beliefs and attitudes that individuals have that are significant barriers to seeking psychological help for mental health concerns. This study employed a causal-comparative design. About 210 students were recruited, with an equal 105 males and 105 females. Utilizing the Self-Stigma of Seeking Help Scale (SSOSH) to assess students' attitudes or behaviors related to seeking psychological or academic help often reflects their fear of stigma or embarrassment. An independent samples t-test indicated that males reported significantly higher self-stigma (M = 2.79, SD = 0.67) than females (M = 2.33, SD = 0.61), t(208) = -5.24, p < .001, d = 0.72 (large effect). Findings suggest the need for gender-sensitive interventions to reduce stigma and promote help-seeking behavior among male students. The observation of higher self-stigma in males indicates the influence of gender norms surrounding the stigma in seeking mental health support. To address this, culturally informed programs and mental health education may help encourage help-seeking behavior and reduce the stigma.
Mental Health Literacy among Health Sciences Students: A Causal-Comparative Study Gungon, Mharc Justine M.; Gamit, Allysa Denise G.; Lacap, Kimberly S.; Generalo, Robert V.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.04

Abstract

This study examined mental health literacy (MHL), defined as the knowledge and beliefs about mental disorders that facilitate individuals' recognition, management, and prevention of such conditions. This study recruited 326 undergraduate health sciences students from a private university in the City of San Fernando, Pampanga, Philippines. A causal-comparative design was employed, utilizing the Mental Health Literacy Scale (MHLS) to assess students’ knowledge, attitudes, and help-seeking behaviors related to mental well-being. An independent samples t-test revealed no significant difference in MHL scores between female students (M = 123.00, SD = 12.40) and male students (M = 122.00, SD = 13.40), t(324) = 0.812, p = .417, Cohen’s d = 0.09, indicating a negligible effect size. However, a one-way analysis of variance (ANOVA) indicated a statistically significant difference in MHL based on academic programs, F(3, 122) = 5.96, p < .001. Tukey’s post hoc comparisons showed that psychology students (M = 127.00, SD = 12.70) had significantly higher MHL scores than students in nursing (p < .001) and medical laboratory science (p = .004), but not pharmacy (p = .60). These findings suggest that while sex assigned at birth does not significantly influence MHL, academic exposure does. The results highlight the importance of integrating mental health literacy into all health sciences curricula to equip future healthcare professionals with the competencies necessary to support mental well-being in both personal and clinical contexts. This fosters sustainable well-being and strengthens the resilience and responsiveness of the healthcare system.
Comparative Study on Attention Span among Undergraduate Students Jacildo, Jiecel Aira Louise C.; Lopez, Joe Carlo C.; De Leon, Maria Queenie Joy M.; Almario, Maria Ryza I.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.25

Abstract

Students face challenges in maintaining attention span, potentially influenced by technology and multitasking habits demanded by the current school environment. Attention is the cognitive process that enables individuals to focus their senses on a specific stimulus, identify its characteristics, and extract meaningful information. This process is crucial in examining human behavior, as it impacts task performance, social interactions, and overall well-being. With the vast amount of information available on the internet, it has become increasingly challenging to navigate and generalize individual attention spans, especially in local contexts. Moreover, there are only a few studies regarding attention span among undergraduate students across year levels. This study employed a quantitative method, specifically a comparative design, to assess Filipino undergraduate students' capacity to sustain attention across different year levels at a private university in Pampanga, Philippines. The researchers employed a Kruskal-Wallis test to analyze data collected from 280 undergraduate students recruited through a quota-sampling technique. Findings revealed that there is no significant difference (p = 0.14) in the attention span of undergraduate students, leading to the conclusion that year level does not determine the attentional capacity of students. The findings emphasized the need for inclusive and adaptive teaching strategies that equally cater to all year levels. Furthermore, supporting students’ cognitive health across all stages of higher education, regardless of year level, promotes sustained academic performance and mental well-being.
A Comparative Study on Creative Self-Concept among Millennials and Gen Z Mabagos, Ninna Loise R.; Mallari, Erika F.; Manabat, Ivan Remoh Q.; Maulas, Zairah C.; Mirando, May B.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 8 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.08.07

Abstract

Creativity shapes how individuals solve problems, express themselves, and innovate. How individuals view creativity is vital as it shapes how they adapt, solve problems, and thrive in everyday situations. This study explored the creative self-concept of Millennials and Generation Z in Central Luzon, Philippines. Creative self-concept encompasses both creative self-efficacy and creative personal identity, referring to how individuals perceive their creativity. While generational differences in values and skills are widely studied, little is known about how Filipino Millennials and Generation Z perceive their creativity. Using a cross-sectional survey method, information was gathered from 300 respondents, evenly split between their generation group. The independent sample t-test revealed that there is no significant difference in creative self-concept between the participants’ generations (p = 0.19). Similarly, a non-significant result was also observed between respondents’ geographical locations (p = 0.12). However, results from ANOVA revealed that people with more schooling (F = 7.94, p < 0.001) had more creative ideas about themselves compared to those who had lower educational attainment. These results showed that educational experiences may have a bigger effect on how people think about creativity than their generational group or where they live. The study highlights the importance of incorporating activities that foster imagination in schools, enabling students of all ages to generate new ideas and feel confident in their abilities.
A Comparative Study of Self-Stigma of Seeking Help among Filipino College Students Dizon, Andrea Algen C.; Mandap, Dasiree Nicole S.; David, Angela Ivonne S.; Intal, Shunpel Francine R.; Moran, Abigail Juliana A.; Vergara, Jerald Q.; Cantilero, Kimberly Ann S.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 9 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.09.06

Abstract

This study examined gender differences in self-stigma of seeking psychological help among Filipino college students, which was defined as negative beliefs and attitudes that individuals have that are significant barriers to seeking psychological help for mental health concerns. This study employed a causal-comparative design. About 210 students were recruited, with an equal 105 males and 105 females. Utilizing the Self-Stigma of Seeking Help Scale (SSOSH) to assess students' attitudes or behaviors related to seeking psychological or academic help often reflects their fear of stigma or embarrassment. An independent samples t-test indicated that males reported significantly higher self-stigma (M = 2.79, SD = 0.67) than females (M = 2.33, SD = 0.61), t(208) = -5.24, p < .001, d = 0.72 (large effect). Findings suggest the need for gender-sensitive interventions to reduce stigma and promote help-seeking behavior among male students. The observation of higher self-stigma in males indicates the influence of gender norms surrounding the stigma in seeking mental health support. To address this, culturally informed programs and mental health education may help encourage help-seeking behavior and reduce the stigma.
Co-Authors Almario, Maria Ryza I. David, Angela Ivonne S. De Leon, Maria Queenie Joy M. Dizon, Andrea Algen C. Gamit, Allysa Denise G. Generalo, Robert V. Gungon, Mharc Justine M. Intal, Shunpel Francine R. Jacildo, Jiecel Aira Louise C. Lacap, Kimberly S. Lopez, Joe Carlo C. Mabagos, Ninna Loise R. Mallari, Erika F. Manabat, Ivan Remoh Q. Mandap, Dasiree Nicole S. Maulas, Zairah C. Mirando, May B. Moran, Abigail Juliana A. Vergara, Jerald Q.