PARENTAL SUPPORT AND PSYCHOLOGICAL WELL-BEING OF STUDENTS

WITH OFW PARENTS DURING COVID-19 PANDEMIC

JASMIEN MARATA

MARVIN ERFE

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
COLLEGE OF ARTS AND SCIENCES
AGOO, LA UNION

BACHELOR OF SCIENCE IN PSYCHOLOGY

JUNE 2021
 APPROVAL SHEET
This thesis, Parental Support and Psychological Well-Being of Students with

OFW Parents during Covid-19 Pandemic, prepared and submitted by Jasmien G.

Marata and Marvin S. Erfe, in partial fulfilment of the requirements for the degree

Bachelor of Science in Psychology was examined and passed on June 2021 by the Thesis

Committee composed of:

YEZZA E. SINDAYEN, M.S ZENAIDA D.C PASCUA, M.A

Chair Adviser

JESUS RODRIGUEZ, M.A MARIA ELENA MILAN, M.A

Panel Member Panel Member

MARK ANTHONY GAVINA

Language Critic

Accepted and approved in partial fulfilment of the requirements for the degree,
Bachelor of Science in Psychology.

ZENAIDA D.C PASCUA, M.A

Chairperson, Bachelor of Science in Psychology

Date Signed

RAQUEL D. QUIAMBAO
Dean, College of Arts and Sciences

ii
 ACKNOWLEDGMENTS

With the encouragement and assistance of many people, this study becomes a

reality.

We would like to express our heartfelt gratitude to each one of them.

First and foremost, we want to thank our Lord Jesus Christ for the knowledge and

wisdom he has bestowed upon us, as well as the strength and good health that has

enabled us to complete this study.

To Dr. Zenaida D.C Pascua, our research mentor, for her support and willingness

to share her ideas to enhance this research.

To Mrs. Yezza Sindayen, Mrs. Maria Elena V. Milan, and Mr. Jesus Rodriguez,

the members of the panel, for tirelessly sharing their comments and suggestions for the

betterment and improvement of this study.

To the researchers' families, for their unwavering support, prayers, love, and

affection.

iii
 TABLE OF CONTENTS

PRELIMINARIES Page

TITLE PAGE……..…………………………………………………………………..…..i

APPROVAL SHEET……………… ……………………………………………….…...ii

ACKNOWLEDGMENTS……………………………………………………..………...iii

TABLE OF CONTENTS………………...………………………………………...…….iv

LIST OF TABLES ……………………………………………………………………...vii

LIST OF APPENDICES …………………………………………………………….…viii

LIST OF FIGURES ……………………………………………………………………..ix

ABSTRACT ……………………………………………………………………….……x

CHAPTER

1 INTRODUCTION

Situational Analysis ……………………………………………………................1

Framework of the Study …………………………………………….…………..9

Research Paradigm ………………………………………………………….......17

Statement of the Problem ……………………………………………………….18

Definition of Terms ………………………………………………………….…19

iv
2 METHODOLOGY

Research Design ………………………………………………………………..20

Sources of Data ………………. …………………………………………........20

Instrumentation and Data Collection……………………………………..........21

Data Analysis …………………………………………………………………..23

3 RESULTS & DISCUSSION

Demographic Profile of the Respondents………………………………….…...26

Level of Psychological Well-Being per subscale of the respondents………… 28

Level of Parental Support received by the respondents……………………......30

Relationship between Demographic Profile and Psychological Well-Being......32

Relationship between Demographic Profile and Parental Support …………….33

Significant Correlation between Psychological Well-Being and Parental

Support............................................................................................................34

4 SUMMARY, CONCLUSIONS & RECOMMENDATIONS

Findings...……………………………………………….….……………….......35

Conclusions …………………………………………………….…..……..……..36

Recommendations …………………………………………………………….....36

LITERATURE CITED ………………………………………….….……………….…..38

v
APPENDICES

A Letter to the Respondents ..........................................................…................47

B Informed Consent form …………………………………………………..…48

C List of Tables ………………………………………………………………..49

D List of Figures ………………………………………………………….……50

E PWB Questionnaire …………………………….…………………...............51

F PS Questionnaire.………………………………………………………….…54

CURRICULUM VITAE ………………………………………………………………...56

vi
 LIST OF TABLES

Table Page

1 The Statistical Tools Used ………………………………………………………25

2 Demographic Profile of the Respondents …………..…………………….….26

3 Level of Psychological Well-Being per subscale/or dimensions of the respondents

………………………………………………………………...………….…..….28

4 Level of Parental Support received by the respondents…………….…….……..30

5 Relationship between Demographic Profile and Psychological Well-

Being………………………………………………………….………………….32

6 Relationship between Demographic Profile and Parental Support

………………………………………………………………….……………......33

7 Significant Correlation between Psychological Well-Being and Parental

Support………...…………….………………………………….………………..34

vii
 LIST OF APPENDICES
Appendix Page

A Letter to the Respondents ..........................................................….......................47

B Informed Consent form ……………………………………………………........48

C List of Tables …………………………………………………………………....49

D List of Figures ……………………………………………………….…...….….50

E PWB Questionnaire …………………………….………………….....................51

F PS Questionnaire.………………………………………………………...……....56

viii
 LIST OF FIGURES

Figure Page

1 Research Paradigm………………………………………………………..….…17

ix
 ABSTRACT

MARATA, JASMIEN G. and ERFE, MARVIN S. June 2021. Parental Support and

Psychological Well-Being of Students with OFW Parents during Covid-19

Pandemic, Bachelor of Science in Psychology Don Mariano Marcos Memorial State

University – South La Union Campus, College of Arts and Sciences, Agoo, La union.

Adviser: Pascua, Zenaida DC., M.A

This study aimed to determine the parental support and the psychological well-
being of the students and their OFW parents. The study made use of descriptive research
design and total enumeration sampling method. The questionnaire on parental Support
and Psychological Well-Being were used as instruments to gather the data. Frequency
Counts, Percentage, Median and the use of Spearman rho and Phi and Cramer’s V in
IBM SPSS Statistics 21 for the data analysis. Majority of the respondents are in 2 nd year
and 3rd year students, female, most of their parents working abroad are mothers and their
length of time in abroad is 2 to 3 years. There is a very strong relationship between
demographic profile and psychological well-being. There is also a very strong
relationship between demographic profile and parental support. Furthermore, there is a
significant yet direct relationship between parental support and psychological well-
being.

Keywords: Covid-19 pandemic, OFW parents, parental support, psychological well-

being

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 CHAPTER I

INTRODUCTION

Situational Analysis

According to Keyes (2002) and Linley (2009), a thorough empirical and

theoretical examination of psychological well-being has been conducted. There is no

universally accepted definition of psychological well-being at this time. Bradburn's

initial understanding of psychological well-being included a depiction of the distinction

between positive and negative affect. Subjective and psychological well-being are two

closely related but conceptually distinct constructs that share many ideas and approaches.

According to Barra E., Soto O., Schmidt K. (2013), subjective well-being is

concerned with vital satisfaction and happiness, which is defined as something that has

long-term positive effects over negative ones, whereas psychological well-being is

focused on more transcendental aspects of a person's life. According to Ryan and Deci

(2001), the Hedonic approach (subjective well-being) focuses on happiness and defines

well-being in terms of achievement and avoidance of pain, while the Eudaimonic

approach (psychological well-being) focuses on meaning and self-realization and defines

well-being in terms of a person's degree of full functioning.

According to Diener (1984), subjectivity, positive indicators, and the absence of

negative factors, such as a global assessment of life, characterize psychological well-

being. In this sense, psychological well-being is a reflection of the ability to overcome

difficult, painful, and conflicting processes (Cuadra and Florenzano, 2003).

1
As a result, it includes both affective and evaluative elements of analysis and reflection

(Vazquez and Hervas, 2008).

Ryff (1989) developed the "Multidimensional Model of Psychological Well-

Being," also referred to as the "Model of Constructive Multidimensionality". In 1995,

Ryff and Keyes proposed the concepts of acceptance of oneself, positive interpersonal

relationships, autonomy, environmental mastery, life purpose, and personal growth.

Acceptance of oneself entails a positive attitude toward oneself while also being aware of

one's limitations. People learn to accept themselves because they admit how they are in

various situations and circumstances, but they also consent because the experience has

taught us to value, appreciate, and ignore the scenarios to which they have been exposed.

Due to the fact that no one is always right, our actions can also be seen as

submission. In this sense, acknowledging and agreeing are not humiliating acts, but rather

admissions of not having learned correctly or sufficiently. Accepting oneself is a

significant fact of knowledge in and of itself, because understanding oneself correctly and

objectively is a prerequisite for understanding oneself. Positive Relationships with others

refers to the ability to maintain consistent relationships with others while also developing

trust and affection. The relationship with society is a dynamic process that evolves over

time, just as life does. Interactions between people produce a sense of surprise. The third

category includes the ability to emancipate, manage interests and priorities effectively,

and control behaviour. The autonomy of the will refers to a person's ability and right to

establish ethical standards for themselves and their interactions with others (Olivares,

Navarro, 2020).

2
 Personal needs, interests, and desires influence a person's ability to interact with,

adapt to, and influence the environment in the Domain of the Environment. It has become

one of the most important determinants of human psychological well-being because

individuals can choose and create environments that allow them to meet their own needs

and develop to their full potential (Ryff et al., 1989). The category of Purpose in life is

defined by the definition of attainable goals that represent the significance of past and

future experiences. The feelings, perceptions, and experiences we have within us, as well

as our interactions with the environment, context, and society, have all contributed to our

past experiences. The developed experiential identity is projected in the hopes of

improving, correcting, or discovering successful world studies, and this serves as the

starting point for subsequent practices. The final category is Personal Growth, which

includes strategies and skills for enhancing and optimizing one's abilities and potentials,

as well as the individual's growth and maturity path. Each person's fate is what allows

them to develop, to feel a desire to learn more about their path, and to appreciate and

enjoy everything that fullness entails (Ryan and Deci, 2001).

In this study, the researchers used the 42-item version of Ryff's multidimensional

model of psychological well-being (Ryff and Keyes 1995). According to Ryff (2008),

psychological well-being varies with demographic characteristics and changes in

response to life events, experiences, and transitions such as those related to a child's

transition to adolescence and a parent's transition to midlife. Ryff's multidimensional

model of psychological well-being has the most empirical support in this field (Ryff,

2014).

3
 Well-being has six dimensions, according to this perspective: (1) Autonomy, or

the ability to control our behavior, resist social pressure, and stick to our convictions,

even if they are unpopular; (2) environmental mastery, or the ability to exert control over

one's environment and daily activities; (3) personal development, which is the process of

realizing one's full potential over time, the ability to be open to new experiences as well

as a sense of progress over time (4) Developing close, trusting, and meaningful bonds

with others, as well as demonstrating concern for others' well-being and expressing

empathy, affection, and intimacy, are all examples of positive relationships with others;

and (6) Self-acceptance is defined as the ability to maintain a positive attitude and

feelings of satisfaction and acceptance of one's own characteristics, both good and bad.

Each of these dimensions encompasses what it means to be healthy, well, and fully

functional, as well as the various obstacles that people must overcome in order to achieve

positive outcomes. (Ryff and Singer, 2008).

In other words, people strive to maintain satisfying interpersonal relationships

(positive relationships with others), in their interactions with the context, they develop a

sense of self-determination and personal authority (autonomy), and strive to see

themselves positively despite their limitations (self-acceptance) in order to achieve their

goals (personal growth), master their environment to meet their needs (environmental

mastery), and find meaning in the effort they put in and the challenges they face in life

(life purpose) (Keyes et al., 2002). Previous research has found that psychological well-

being is a reliable predictor of health and long-term positive adjustment in adult

populations. People who are happier are less likely to become ill, live longer, and adopt

4
healthier habits. Longitudinal studies, on the other hand, have shown that aspects like

personal growth and life purpose tend to decline as we age (Clarke, 2000).

Every four years, the World Health Organization (WHO) collects data on children

aged 11 to 15 from over 40 North American and European countries for the Health

Behaviour in School-aged Children (HBSC) study, which aims to better understand well-

being in terms of life satisfaction (Inchley and Currie 2016). The findings of this study

revealed that adolescent happiness decreased with age in both sexes and that boys had

higher levels of life satisfaction than girls in terms of gender (Inchley et al., 2016). The

level of satisfaction with various aspects of life, such as school, family, friends,

schoolwork, appearance, and life in general, was used to assess well-being (Patalay and

Fitzsimons, 2018). Lower family income, strained parent-child relationships, a lack of

school ties, and higher cognitive ability were all found to be significant predictors of

these outcomes.

According to Booker (2018), happiness has been declining over time, especially

among girls. Happiness was measured using six domains of life: friends, family,

appearance, school, schoolwork, and overall life, as well as a measure of emotional and

behavioral problems. Girls, as they grow older, begin to socially compare themselves to

others and believe that others are better than them, potentially resulting in lower levels of

happiness than boys. According to Lerkkanen (2018), he discovered that different

profiles of well-being which are high, average, low well-being profile tended to improve

over time, and that future expectations or aspirations were a critical variable in examining

patterns and dynamics of a pattern change in 1,666 students' psychological well-being.

5
 As a result of the global pandemic, most parents, teachers, and educators are

concerned about how and when the pandemic will subside, resulting in lower grades and

achievements for children. Some parents are concerned that the achievement gap between

high and low achievers will widen. The current situation's problems, as well as other

reasons for the student's involvement in school-related issues, can provide us with insight

into how the Sars-Cov-2 (coronavirus) may affect students' academic performance. Due

to absenteeism, weather-related closures, and summer vacations, the majority of students

have a learning problem. The absence of a parent causes disruptions, changes, and

displacement in care giving arrangements. Such effects are more noticeable when the

mother works abroad than when the father works abroad, because families must make

more adjustments. There is always an emotional longing when parents leave their

children, especially for a long period of time. Regardless, having the family look after

their children who were left behind is a huge relief (Arias Rufo, 2008).

According to research, ensuring student success through parental support is an

effective strategy (Barnard, 2004; Desimone, 1999; Hill & Craft, 2003; Hill & Taylor,

2004; Zellman & Waterman, 1998). Other than academics, parental involvement has

many positive effects on students, including increased motivation, self-esteem, and self-

reliance, all of which can lead to academic success regardless of financial circumstances.

However, research shows that a lack of or inadequate parental support contributes to low

student achievement and engagement (Bower & Griffin, 2011). Parents, siblings, and

other close relatives can help children develop academically by creating rich learning

environments. Traditional forms of parental support include participation in school

activities such as PTA back-to-school nights, open houses, parent-teacher conferences,

6
and volunteerism at the school. Parental support through activities such as providing

nurturance to their children, instilling cultural values, and talking with their children

(Bower et al., 2011). They also states that “It does not align with traditional forms of

parental support as defined by the school."

The increasing number of students who are experiencing school life without the

presence of their parents has become a global phenomenon in today's world. Some

parents leave their comfortable homes in search of greener pastures. It is commonly

stated that migration is a solution to rising financial insecurity among families, but

persistent concerns about students left behind by such migration have gained increasing

attention and have grown into a global concern. Although many students' classroom

performance suffers when their parents are away, many have been found to perform

exceptionally well through various mechanisms. This reality has prompted many

politicians, educators, and academics to pay close attention to this issue and investigate

the circumstances that have reshaped the lives of these children who have been left

behind (Navarez and Diaz, 2017).

According to (Roberts and Crawford, 2008), children today require tangible

assistance as they face a variety of challenges that extend beyond the cognitive domain.

Children who are separated from their parents are more likely to have poor classroom

performance. Students may struggle to concentrate in class because they are concerned

about their health and well-being of their parents. These students, on the other hand, must

confront the reality that their parents have left them for a noble cause. Many parents

sought employment abroad to support themselves and their families back home due to

7
lower employment opportunities in most developing countries and higher demand for

low-wage workers in developed countries (Fassler, 2005).

Human well-being has been conceptualized and measured in different ways (Ryan and
Deci 2001; Keyes et al. 2002). In this study, we applied Ryff's multidimensional model of
psychological well-being (Ryff 1989; Ryff and Keyes 1995), which includes six distinct
components: positive evaluations of oneself and one’s past life (Self-Acceptance), a sense
of continued growth as a person (Personal Growth), belief that one’s life is purposeful
and
meaningful (Purpose in Life), the capability for empathy, affection, and intimacy, and
having high-quality relations with others (Positive Relations with Others), the capacity to
manage effectively one’s life (Environmental Mastery), and a sense of self-determination
(Autonomy). According to Ryff (2008), psychological well-being not only changes in
response to life events, experiences, and transitions such as those related to a child’s
transition to adolescence and a parent's transition to midlife, but also varies with soci
o-demographic characteristics. Therefore, we included parental age and education as
con
trol variables, and examined whether relations between studied predictors and well-being
dimensions differ for mothers and fathers
Human well-being has been conceptualized and measured in different ways (Ryan and
Deci 2001; Keyes et al. 2002). In this study, we applied Ryff's multidimensional model of
psychological well-being (Ryff 1989; Ryff and Keyes 1995), which includes six distinct
components: positive evaluations of oneself and one’s past life (Self-Acceptance), a sense
of continued growth as a person (Personal Growth), belief that one’s life is purposeful
and
meaningful (Purpose in Life), the capability for empathy, affection, and intimacy, and
having high-quality relations with others (Positive Relations with Others), the capacity to
manage effectively one’s life (Environmental Mastery), and a sense of self-determination
(Autonomy). According to Ryff (2008), psychological well-being not only changes in
response to life events, experiences, and transitions such as those related to a child’s
transition to adolescence and a parent's transition to midlife, but also varies with soci
odemographic characteristics. Therefore, we included parental age and education as con
trol variables and examined whether relations between studied predictors and well-being
dimensions differ for mothers and fathers
Human well-being has been conceptualized and measured in different ways (Ryan and
Deci 2001; Keyes et al. 2002). In this study, we applied Ryff's multidimensional model of
psychological well-being (Ryff 1989; Ryff and Keyes 1995), which includes six distinct
components: positive evaluations of oneself and one’s past life (Self-Acceptance), a sense
of continued growth as a person (Personal Growth), belief that one’s life is purposeful
and
meaningful (Purpose in Life), the capability for empathy, affection, and intimacy, and
having high-quality relations with others (Positive Relations with Others), the capacity to
manage effectively one’s life (Environmental Mastery), and a sense of self-determination
(Autonomy). According to Ryff (2008), psychological well-being not only changes in

8
response to life events, experiences, and transitions such as those related to a child’s
transition to adolescence and a parent's transition to midlife, but also varies with soci
o-demographic characteristics. Therefore, we included parental age and education as con
trol variables and examined whether relations between studied predictors and well-being
dimensions differ for mothers and fathers
According to (Wang and Zhang , 2020), they states that because of the pandemic,

the situation of families has changed dramatically in the home environment. Parents'

educational role in their children has dwindled in recent years. Some children have their

parents or guardians nearby to assist them with their homework and learning activities as

needed, and to encourage positive growth and new learning participation for toddlers,

preschoolers, and elementary school students. Schools and universities play an important

role in their student's lives, not only by providing learning activities and materials but

also by providing opportunities for students to socialize with their teachers and engage in

psychological interaction. Schools can integrate a health-conscious schedule, personal

hygiene lessons, and other health-related materials into their curriculum.

According to (Sprang and Silman , 2013), pandemic disasters and certain disease

control responses may impact the circumstances of families and children, and they may

find it stressful because pandemic are distinct and uncommon, and they do not provide

assembled sites for long assistance rescue, response, and recovery and pandemic planning

plans are needed to ensure behavioral health for families and children, as well as to

protect and know the needs and containment measures of pandemic-affected families.

The psychological well-being of students, as well as parental support from their

parents who work abroad, play a significant role in their lives. It is absolutely essential

that they live a healthy lifestyle and focus on improving it all at school.

9
Framework of the Study

This study is primarily anchored along withon the different theories and concepts

of Parental Support and Psychological Well-Being of Students with OFW Parents during

the Covid-19 Pandemic. The following are theories that contributed to the enlightenment

of this study.

Self-Determination Theory

According to the well-known and empirically supported Self-Determination

Theory (SDT), to fully functional and achieve well-being, one's basic psychological

needs includes autonomy, competence, and relatedness are met. Autonomy is a natural

human desire for self-advocated choices, self-volition, and critical thinking. The need for

competence is a need to perceive oneself as capable of overcoming even difficult

obstacles to have an impact on the environment. The third need, relatedness, is a natural

desire to be cared for as well as to care for others (Ryan and Deci, 2017).

The distinction between satisfaction and frustrations of needs has been

highlighted in recent literature on basic psychological needs, and they have been labeled

as distinct concepts. For example, one may experience low relatedness as a result of

pandemic-induced quarantine, which reduces life satisfaction.; Hhowever, if one feels

abandoned by others, he may experience a thwarting of his relatedness, which can lead to

distress (Adie and duda, 2008). As a result, need frustration occurs when a person's basic

psychological needs are thwarted by social surroundings or events. Low need

satisfaction does not always imply need frustration, as Vansteenkiste and Ryan (2013)

pointed out, but it does always imply low need satisfaction. To attain personal growth

10
satisfaction of the needs is essential, while their frustration is essential to maladaptation

and well-being.

This theory is applicable to our study because the respondents will be able to

become self-determined once they have control over the outcome and have mastered their

tasks or activities. Their desire to remain connected to their parents and to experience

caring for others, as well as their desire to be self-sufficient. This study is supported also

by this theory, which states that to achieve student's well-being, their psychological needs

for autonomy, competence, and relatedness must be fulfilled.

The Attachment Theory

This theory was formulated by a British psychiatrist John Bowlby (1903-1990)

and advanced by Mary Ainsworth, (1989). This theory is primarily based on ethological

theory, which is the science of human races and evolution; the way people interact with

one another; and the dynamics of long-term human relationships. The most important

tenet is that for social and emotional development to occur normally, children must

develop a relationship with at least one primary caregiver (Sigelman & Rider, 2009).

According to Engler (2009), that because of its consistent analytical emphasis on

every offspring's innate desire to develop a long-term relationship with at least one

primary caregiver for social and emotional development to occur, this theory was chosen

to inform this study. The attachment theory explains how the child's development is

influenced by the parent's relationship with the child. The positive formation of later

emotional and personality development is linked to the development of an emotional

attachment to a permanent caregiver. Events that disrupt attachment, such as abrupt

separation from familiar people or a significant inability of careers to be sensitive,

11
responsive, or consistent in their interactions, have both short and long-term negative

consequences for the individual. Bowlby's main point is that children should have a

warm, continuous, and intimate relationship with their parents, in which both parties find

satisfaction and enjoyment, and that if they don't, many people develop significant mental

and psychological health problems.

This theory was used to support this study because the researchers wanted to

know about the emotional bonds formed between the child and his or her mother or

others with whom they interact. The respondents' positive relationship with their parents

is very important to them. The relationships that the respondents form with their parents

or families become increasingly important to their psychological well-being as they grow

older.

Parenting Styles Theory

The researchers in this study used Diana Baumrind's (1971) authoritative and

permissive parenting styles to support the claim that OFW parents still have control over

their children and that their children have the freedom to do what they want in their lives

despite their parents' distance.

Diana Baumrind (1971) developed the most influential parenting style model,

which was later supplemented by Maccoby and Martin (1983). Parents who are

authoritative are both responsive and demanding. They establish clear, reasonable

standards for responsible behavior that are compatible with children's developing

abilities, enforce them firmly, and explain their positions. They are also compassionate,

warm, and responsive to the needs of children, and they are willing to work with them to

meet their goals. Parents who are permissive or indulgent are attentive but not

12
controlling. These parents are affectionate, accepting, and tolerant of their children's

whims. They also make few demands for mature behavior from the child, they do not use

a lot of punishment, and avoid asserting their authority. Permissive parents have recently

been distinguished from uninvolved-neglecting parents, who make few demands on their

children because they are disengaged and thus neither demanding nor responsive

(Baumrind, 1989)

According to research, parenting styles have a significant impact on children and

adolescents' development in many domains. Authoritative parenting has been linked to a

variety of positive outcomes in children and adolescents, including improved academic

performance, increased competence, autonomy, self-esteem, more advanced moral

development, less deviance, and less drug and alcohol use, less juvenile delinquency or

other antisocial behaviour, less anxiety and depression, and a more adaptive orientation to

peers. The advantages of authoritative parenting can be seen as early as preschool and

last through adolescence and early adulthood. Just as authoritative parents appear to be

able to strike a balance between their demands for conformity and their respect for their

children's individuality. As a result, adolescents raised in authoritative homes appear to

be able to strike a balance between external conformity and achievement demands and

their desire for individuation and autonomy (Baumrind, 1991; 1996).

Finally, fostering independence in children and adolescents is linked to increased

self-reliance, improved problem-solving skills, and improved emotional health. To

summarize, children raised by parents who provide a high level of warmth and emotional

availability combined with moderate restrictiveness in the form of reasonable limits,

13
while also allowing them reasonable autonomy to explore the environment, are more

competent than children raised by other parenting styles (Maccoby et al., 1983).

Ecological Systems Theory (EST)

The ecological systems theory (EST) describes a child's environment and human

development model in terms of interactions between the child's immediate environment,

such as their family or community (Knopf & Swick, 2008). Bronfenbrenner (1979), who

proposed an integrated theory of ecological systems in which growth and development

are explained as beginning in the context of the environment. Bronfenbrenner argued

that children's development and their immediate environmental systems interact with one

another and the surrounding community to influence and form relationships based on

environmental communication.

According to Bronfenbrenner, the ecological environments are made up of

"structures, one inside the other, like a set of Russian dolls". If one level of the

ecological system theory fails to function as a whole, it lays the groundwork for

children's development. As part of the ecological theory of development, He identified

four systems: microsystem, mesosystem, exosystem, and macrosystem; and he

maintained that each system must be considered in educational research because they all

apply to educational processes. According to Bronfenbrenner (1979) and Zygmunt-

Fillwalk (2006), both parents and teachers are members of a child's microsystem. In

EST, a child's immediate environment is referred to as the microsystem. The immediate

relationship and interaction process includes family, relatives, school, and so on. On the

other hand, many family therapists have hypothesized family system beliefs and

conclusions that are in line with the EST.

14
 The Family System, According to Amatea (2009), is "any perceived whole whose

elements hang together because they constantly affect each other over time and operate

toward some common purpose." This definition demonstrates that a child's family is a

group of people who work together to achieve a common goal and that because of

constant contact, this system helps shape a person's development.

According to Bronfenbrenner (1979), a child's well-being and academic

achievement are influenced by the family. The success or failure of a family system can

have a big impact on the rest of the family. A parent losing his or her job, for example,

will have a significant impact on the entire family structure because providing financial

support for the children will be extremely difficult. Every family has developed a system

for maintaining interactions with one another when forming relationships. He believed

that strong bonds between parents and their children were essential. Furthermore, the

development of effective relationships between a child and a parent allows the parent to

be active at home, participate in learning, and reinforce learning. The child will have a

better chance of academic success if this learning process takes place.

According to Gestwicki (2007) and Knopf et al., (2008), a schoolchild's

microsystem includes the school as the child's immediate environment. Teachers must

establish an effective relationship with their students and recognize that they are a

product of a family system. As a result, before attempting to assist children with their

academic needs, teachers must find innovative ways to build effective relationships with

them. Teachers can better understand the needs of the child and the family by

understanding the family dynamics. The level of interaction and the process of

attachment between the caregivers.

15
 The mesosystem is the second level of an ecological system, according to

Gestwicki (2007) and0 Hafizi & Papa (2012), it includes institutional interactions

between the home and the school. The teacher's role in a child's education is critical, but

so is parental participation. Teachers and parents interacting sets the tone for

collaboration, which is crucial in children's learning. Exosystem is the "higher level of a

social system in which the child does not directly function" in the ecological system.

Exosystems include community institutions. Schools should form community

partnerships to meet the basic needs of families. The community helps families by

providing resources and emotional support, allowing them to live productive lives. Food,

shelter, childcare, mental and medical clinics, drug prevention programs, and legal

services are just some of the available resources

According to Gestwicki (2007), the macrosystem level reflects the child's morals,

culture, values, and laws that have an impact on the child. Bronfenbrenner (1979) claims

that values and beliefs are linked to culture and influenced by all levels of the ecological

system. “The dominant cultural practices and belief systems around individual

achievement are influenced by what parents and teachers prioritize and value, as well as

how they organize their daily routines to achieve their goals”. This example

demonstrates how a child's academic performance can be influenced by cultural beliefs.

According to Bronfenbrenner's (1979) theory, a child's development and learning are

guided and supported when all of the systems work together. The interconnection

between each level surrounding the child and the family in this model is explained by

four systems: microsystem, mesosystem, exosystem, and macrosystem. Effective

16
collaboration is required to understand the child's overall development and to respect

each system's contribution to the child's learning.

Bronfenbrenner's ecological systems theory captures our study because it

provides a better understanding of how respondents grow and develop. It will be useful

in determining how inherent characteristics of a respondent's or an individual's

environment interact to influence how they grow and develop.

17
Paradigm of the Study

The Paradigm of the Study below shows the direction process in conducting this

study and serve as guide by the researchers.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

a. Demographic Profile as to:

Year Level
Gender
OFW Parent
The Length of time in Abroad

Level of Psychological
Well-Being

Level of Parental Support

Figure 1. Shows the paradigm of this study. This explain the process of which the

research is made regarding the Parental Support and Psychological Well-Being of

Students with OFW Parents during Covid-19 Pandemic.

18
Statement of the Problem

This research study aimed to determine the Parental Support and Psychological Well-

Being of Students with OFW Parents during Covid-19 Pandemic in particular, it sought

to answer the following:

1. What is the demographic profile of the respondents as to:

1.1. Year Level
1.2. Gender
1.3. OFW Parent
1.3.1. Father
1.3.2. Mother
1.3.3. Both
1.4. The Length of time in Abroad
1.4.1. Below 2 years
1.4.2. 2-3 years
1.4.3. 4-5 years
1.4.4. 6 years and above

2. What is the level of Psychological Well-being of the respondents?

3. What is the level of Parental Support received by the respondents?

4. Is there a significant relationship between the Demographic Profile and the

Psychological Well-being of the respondents?

5. Is there a significant relationship between the Demographic Profile and the Parental

Support received by the respondents?

6. Is there a significant relationship between the Parental Support and Psychological

Well-Being of the respondents?

19
Definition of Terms

For the study to be understood, the researchers used the conceptual and

operational definitions of terms in this research.

Covid-19 Pandemic. Refers to an infectious disease caused by a newly discovered

coronavirus that occurring worldwide, or over a very wide area, crossing international

boundaries and usually affecting a large number of people. (WHO)

Gender. Is the indication of being male or female of the respondents.

Psychological Well-Being. Individual's meaningful engagement in life, self-

satisfaction optimal psychological functioning, and development at one's true highest

potential. It has six dimensions that are autonomy, environmental mastery, personal

growth, positive relations with others, purpose in life, and self-acceptance of individuals

(Ryff, 1989)

Parental Support. Refers to parent’s emotional presence and consistent

dependability for their children in times of need.

OFW Parents. Refers to the biological parents of the respondents who are working

abroad.

Students. Refers to the BS Psychology from the first year to the fourth year who

was taken as the respondents

20
 CHAPTER II

METHODOLOGY

This chapter discusses the overall design and procedures used in this study. Such

are methods of data collection, data gathering tools, population and locale of the study

and the statistical tools to be used in data analysis.

Research Design

This study looked into the parental support of OFW Parents that contribute to

students’ psychological well-being in Don Mariano Marcos Memorial State University-

South La Union Campus. To achieve the objectives of this study, the researchers used a

quantitative approach specifically the descriptive research design. According to Gay

(1992), descriptive research design entails gathering data to test hypotheses or answer

questions about the current state of the subject of the study. It is a type of scientific

research that focuses on a specific area or population and uses a systematic approach to

describe events, phenomena, or facts. It focuses on responding to a research project's how,

what, when, and where questions.

Sources of data

The researchers requested from the Campus Student Body Organization Governor

and Mayor of College of Arts and Sciences for a list of students in the Bachelor of

Science in Psychology whose parents are OFW. From the first to fourth year level, there

are twenty (20) students in the Bachelor of Science in Psychology whose parents work

abroad. Respondents were chosen based on their ability to meet the criteria established by

21
the researchers. The researchers used a Total Enumeration Sampling method, in which

they chose to examine the entire population with a specific set of characteristics.

Instrumentation and Data Collection

Survey questionnaires were used by the researchers as the data gathering tools for

this study. The Psychological Well-Being questionnaire was an adapted tool that was

conceptualized by Carol Ryff, and the Parental Support questionnaire that was

constructed by the researchers. The total rating of the evaluators for the parental support

constructed questionnaire’s overall content validity is 3.85. It means that the constructed

questionnaire was reliable and valid. These questionnaires consist of a broad range of

questions aimed to gauge the parental support of OFW Parents received by the

respondents and their psychological well-being during the Covid-19 Pandemic. The type

of questionnaires is in rating scale form which the respondents’ were asked to evaluate

themselves through the given items/or statements and rate their response in the given

scale.

The researchers asked online participation of BS Psychology Students from the

first year to the fourth year. The researchers secured informed and asked for the consent

first to of the respondents about the purpose of the study the same as to what is indicated

in the said letter. The researchers’ also informed the respondents that they need to

answer for two types of scale, the scale for the Parental Support and the scale for

Psychological Well-Being. The content of the informed consent form was also discussed

especially the confidentiality of their identity and information they disclose in the survey

questionnaire. The respondents responded to two (2) sets of a survey- questionnaire for

22
parental support and psychological well-being of students with OFW parents during the

Covid-19 Pandemic.

Psychological Well-Being Survey Questionnaire

Carol Ryff has defined psychological well-being and developed self-report scales

to assess an individual's well-being in each of these six dimensions at any given time.

Individuals respond to statements by rating how true each statement is to them on a 6-

point Likert scale. Higher scores on each dimension of the scale indicate greater

happiness.

Meaning of the Scale Responses

Scale Numerical Rating Descriptive Rating

6 5.16- 6.00 Strongly Agree
5 4.35- 5.15 Agree
4 3.50- 4.34 Somewhat Agree
3 2.67- 3.49 Neither agree nor disagree
2 1.84- 2.66 Disagree
1 1.00-1.83 Strongly Disagree

A high score in each dimension indicates that the respondent has mastered that

aspect of his or her life. A low score, on the other hand, indicates that the respondent is

uncomfortable with that concept.

Parental Support Survey Questionnaire

This constructed questionnaire is made up of twenty (20) items/statements.

Meaning of the Scale Responses

23
 Scale Numerical Rating Descriptive Rating
6 5.16- 6.00 Strongly Agree
5 4.35- 5.15 Agree
4 3.50- 4.34 Somewhat Agree
3 2.67- 3.49 Neither agree nor disagree
2 1.84- 2.66 Disagree
1 1.00-1.83 Strongly Disagree

Agreeable people are friendly, cooperative, dependable, and warm. They are

people who are humble, supportive, and adaptable, and who form emotional bonds with

others (McCrae & John, 1992). Highly agreeable individuals are defined as dependable,

easygoing, frank, altruistic, and modest (Judge et al., 2002).

Data Analysis

The data which was obtained from the questionnaires were coded and entered into

the IBM SPSS Statistics 21 for analysis. Descriptive statistics were used to analyze

quantitative data. Descriptive statistics are used to summarize data in an organized

manner by describing the relationship between variables in a sample or population.

(Kaur P, Stoltzfus J, Yellapu V. 2018)

The data about the demographic profile of the respondents used the descriptive

analysis, particularly the frequency and percentage. The psychological well-being

questionnaire was categorized into six (6) subscales, seven (7) items in each subscale.

The researchers’ also used median for every item, and median for all the items for the

level of parental support and psychological well-being. The interpretation of all the items

in two (2) sets of questionnaires were classified into 3 categories ranging from (1.40-

2.82) as low, (2.83-4.25) as average, and (4.26-5.67) as high.

24
Table 1. Statistical Problem and Statistical Tools Used

Statistical Problem Statistical Tool

1. What is the demographic profile of the respondents as to:

1.1 Year Level

1.2 Gender

1.3 OFW Parent

1.3.1 Father

1.3.2 Mother Frequency counts and Percentage

25
 1.3.3 Both

1.4 The Length of time in Abroad

1.4.1 Below 2 years

1.4.2 2- 3 years

1.4.3 4-5 years

1.4.4 6 years and above

2. What is the level of Psychological Well-Being of the Median

respondents?
3. What is the level of Parental Support received by the

respondents? Median
4. Is there a significant relationship between the Demographic

Profile and the Psychological Well-Being of the respondents? Phi and Cramer’s V
5. Is there a significant relationship between the Demographic

Profile and the Parental Support received by the respondents? Phi and Cramer’s V
6. Is there a significant relationship between the Parental

Support and Psychological Well-Being of the respondents? Spearman Rho

26
 CHAPTER III

RESULTS AND DISCUSSION

This study sought to determine the Parental Support and Psychological Well-

Being of students with OFW Parents. Thus, this chapter contains the presentation,

analysis, discussion and interpretation of the gathered data.

Table 2. Demographic Profile of the Respondents

Frequency (f) Percentage (%)

Year Level
First Year 4 20
Second Year 7 35
Third Year 7 35
Fourth Year 2 10
Gender
Male 9 45
Female 11 55
OFW Parent
Father 4 20
Mother 12 60
Both 4 20
The Length of
time in Abroad
Below 2 years 4 20
2-3 years 7 35
4-5 years 4 20
6 years and above 5 25

The table 2 above shows the demographic profile of the respondents. Majority of

the respondents belonged to second year and third year with 7 or 35%, few belonged to

first year with 4 or 20% and only 2 respondents or 10% is fourth year.

27
 Majority of the respondents are females with 11 or 55% and the rest are males

with 9 or 45%. Moore Cabrillas (2012) stated children in migrant household had higher

levels of enrolment and lower dropout rates. Girls that has OFW parents were able to

improve their school performance but migration does not affect the education of boys and

he also conclude that there was no protective effect of migration- induced female

headship on academic outcomes for the girls.

Most of the respondents have mothers working abroad with 12 or 60%, followed

by fathers and both parents working abroad with 4 or 20%. In Philippines Statistic

Authority, the number of overseas Filipino workers who worked abroad at any time

during the year of 2014 there were more female OFW (50.5%) than male OFW (49.5%).

The OFW in age group 25 to 29 years in the single group (24.8%) as follow the age range

to 30 to 34 years (23.7%) and this shows that Female OFW are comparatively younger

than its opposite gender it is almost three in every female OFW (29.8%) were aged 25 to

29 year by comparison on (19.8%) or one in every five male OFW on the same group.

(PSA, 2015).

Most of the respondents’ parents have been working abroad in 2-3 years with 7 or

35%, followed by 6 years and above with 5 or 25%, and few of the parents have been

working for 2 years below with 4 or 20% and also 4-5 years with 4 or 20%. Moore

Cabrillas (2012), Determinants of Academic Performance of OFW Children in the

Division of San Jose City he stated that The Philippines initiated its overseas jobs

program at that time, which was supposed to be a stop gap measure to ease the country's

problems of high unemployment and foreign reform.

28
 Table 3. Level of Psychological Well-Being per subscale or dimensions of the
respondents
Parameters/ Items Mdn DR I

Autonomy
1. I am not afraid to voice my opinions, even when they are in opposition to the opinions of most people 4.00 SA A
7. My decisions are not usually influenced by what everyone else is doing 4.50 A H
13. I tend to worry about what other people think of me 3.00 N A
19. I tend to be influenced by people with strong opinions 3.00 N A
25. I have confidence in my opinions, even if they are contrary to the general consensus 4.00 SA A
31. It's difficult for me to voice my own opinions on controversial matters 2.50 D L
37. I judge myself by what I think is important, not by the values of what others think is important 4.00 SA A
Environmental Mastery
2. In general, I feel I am in charge of the situation in which I live 5.00 A H
8. The demands of everyday life often get me down 4.00 SA A
14. I do not fit very well with the people and the community around me 3.00 N A
20. I am quite good at managing the many responsibilities of my daily life 3.00 N A
26. I often feel overwhelmed by my responsibilities 3.00 N H
32. I have difficulty arranging my life in a way that is satisfying to me 3.00 N A
38. I have been able to build a home and a lifestyle for myself that is much to my liking 4.00 SA A
Personal Growth
3. I am not interested in activities that will expand my horizons 2.50 D L
9. I think it is important to have new experiences that challenge how you think about yourself and the world 6.00 SA H
15. When I think about it, I haven't really improved much as a person over the years 3.00 N A
21. I have the sense that I have developed a lot as a person overtime 4.50 A H
27. I do not enjoy being in new situations that require me to change my old familiar ways of doing things 3.50 SA A
33. For me, life has been a continuous process of learning,changing, and growth 6.00 SA H
39. I gave up trying to make big improvements or changes in my life a long time ago 4.00 SA A
Positive relations with others
4. Most people see me as loving and affectionate 4.00 SA H
10. Maintaining close relationships has been difficult and frustrating for me 3.50 SA A
16. I often feel lonely because I have few close friends with whom to share my concerns 3.30 N A
22. I enjoy personal and mutual conversations with family members or friends 5.50 SA H
28. People would describe me as a giving person, willing to share my time with others 5.00 A H
34. I have not experienced many warm and trusting relationships with others 4.00 SA A
40. I know that I can trust my friends, and they know they can trust me 5.00 A H
Purpose in Life
5. I live life one day at a time and don't really think about the future 4.00 SA A
11. I have a sense of direction and purpose in life 5.00 A H
17. My daily activities often seem trivial and unimportant to me 4.50 A A
23. I don't have a good sense of what it is I'm trying to accomplish in life 4.00 SA A
29. I enjoy making plans for the future and working to make them a reality 5.50 SA H
35. Some people wander aimlessly through life, but I am not one of them 3.50 SA A
41. I sometimes feel as if I've done all there is to do in life 3.00 N A
Self- Acceptance
6. When I look at the story of my life, I am pleased with how things have turned out 4.00 SA A
12. In general, I feel confident and positive about myself 4.50 A H
18. I feel like many of the people I know have gotten more out of life than I have 3.00 N A
24. I like most aspects of my personality 4.00 SA H
30. In many ways, I feel disappointed about my achievements in life 3.00 N A
36. My attitude about myself is probably not as positive as most people feel about themselves 3.00 N A
42. When I compare myself to friends and acquaintances, it makes me feel good about who I am 3.50 SA A
Overall Median 4.00 SA A

Legend: SD= Strongly Disagree; D= Disagree; N= neither agree/or disagree; SA = Somewhat Agree; A= Agree; SA=

Strongly Agree

29
 The median of each subscale item, as well as the overall median, is shown in table

3. The highest median is 6.00, indicating that the respondents strongly agree that life is a

never-ending process of learning, changing, and growing for them. Having new

experiences challenged them in terms of how they think and their ability to maintain a

constant relationship with others while developing trust and affection. Their relationship

with society is a continuous process in time, just as life progresses. The lowest median,

on the other hand, is 2.50, indicating that respondents disagree and are unhappy because

it is difficult for them to share their opinions with others and they are not interested in

activities that will broaden their horizons.

In the Philippines, fears of children left behind becoming spendthrift,

delinquent, addicted to drugs, and emotionally scarred have fueled concern (Asis, 2006;

ECMI-CBCP/AOS–Manila, SMC, & OWWA, 2004). Although one early study of 709

Filipino children aged 10 to 12 years concluded that the absence of the mother had the

most disruptive effect in terms of lower school grades and poorer social adjustment

(Battistella & Conaco, 1998), few studies have looked into the potentially different

impacts of absent mothers and absent fathers on the psychological well-being of left-

behind children.

30
Table 4. Level of Parental Support received by the Respondents
Parameters/ items Mdn DR I

1. My parents discussed the rationale behind the education of 4.00 SA A

children in the family
2. My parents feel proud when I do well in school 5.50 SA H
3. My parents always ask me how was my day in school 4.50 A H
4. My parents always gave us guidance in a educational ways 5.00 A H
5. My parents are always concerned about whether or not I 5.00 A H
am going to school
6. My parents always supports me whatever I’ll do in school 5.00 A H
7. My parents give me the feeling that being better in school 4.00 SA A
is something important
8. My parents are happy with me if I have tried my best 5.50 SA H
despite the result
9. My parents shows their effort in attending school events, 4.00 SA A
online meeting, and discussion even though it is pandemic
10. My parents view my mistakes as a part of learning 5.00 A H
11. My parents do not oblige me to perform household chores 4.50 A H
during my study period
12. My parents keep a place at home to make various reading 5.00 A H
materials like educational books
13. My parents always give me enough time to study my 5.00 A H
modules and answer my activities
14. My parents guide and monitor my accomplishment of 5.00 A A
assignment or activities
15. My parents ensure that I have enough materials for school 5.00 A H
projects or activities
16. My parents inspire me to exert more effort in my studies 5.00 A H
17. My parents are the kind of people I want to perform to 5.00 A H
the best of my abilities
18. My parents praise me when I get high grades 5.00 A H
19. My parents can look for ways for the continuity of 6.00 SA H
financial and material support for my education during
pandemic
20. My parents always ask me how was my module going 5.00 A H
Overall Median 5.00 A H
Legend: SD= Strongly Disagree; D= Disagree; N= Neither agree nor disagree; SA = Somewhat Agree; A=

Agree; SA= Strongly Agree

As seen in the table above, the highest median is 6.00 which indicates that the

respondents are strongly agreeable that their parents could look for ways in supporting

their needs in order for them to be satisfied with their lives during this time of pandemic.

31
While the lowest median is 4.00, this indicates that respondents agree in part that their

parents explained the purpose of their education and that they should perform well in

school, and that despite the pandemic, their parents are still making an effort to guide

them in school.

Academic self-efficacy and self-esteem are higher in adolescents who have

supportive parents. In the majority of cases, parental support entails being emotionally

present and dependable for the child in times of need. It is also critical to an adolescent's

well-being; it has a positive impact on children's self-efficacy, which is particularly

noticeable in girls (Felson, 1989). Low parental support, on the other hand, causes

adolescents to have low self-esteem and develop depressive symptoms (Van Roekel,

2011).

32
Table 5. Relationship between Demographic Profile and Psychological Well-Being
Value Interpretation
Year level
Phi 0.720 VS
Cramer’s V 0.415 VS
Gender
Phi 0.418 VS
Cramer’s V 0.418 VS
OFW Parent
Phi 0.471 VS
Cramer’s V 0.333 VS
Length of time Abroad
Phi 0.732 VS
Cramer’s V 0.423 VS
Legend: N or VW= No or very weak, W=Weak, M=Moderate, S=Strong, VS=Very Strong

As seen in the table above, since all the values are above 0.25 or Very Strong,

All the result in Phi and Cramer’s V between demographic profile as to year level,

gender, OFW Parent, Length of time in Abroad and Psychological Well-Being is Very

Strong in all aspects.

According to Bewick and colleagues (2010), the amount of psychological

stress, as an indicator of psychological well-being among students, is higher at the start of

the college year. As a result, first-year college students have lower psychological well-

being. Chow (2007) found a significant correlation between "psychological well-being

and academic performance" and "gender, vocational favorites, hours of study, parents'

educational degree, and physical health" using hierarchical regression; students at higher

academic levels, particularly females, showed a stronger sense of satisfaction.

33
Table 6. Relationship between Demographic Profile and Parental Support
Value Interpretation
Year level
Phi 0.907 VS
Cramer’s V 0.524 VS
Gender
Phi 0.500 VS
Cramer’s V 0.500 VS
OFW Parent
Phi 0.561 VS
Cramer’s V 0.396 VS
Length of time Abroad
Phi 1.093 VS
Cramer’s V 0.531 VS
Legend: N or VW= No or very weak, W=Weak, M=Moderate, S=Strong, VS=Very Strong

Table 6 above shows the value for Phi and Cramer’s V between the demographic

profile as to year level, gender, OFW Parent, Length of time abroad, and parental

support. Since all the values are above 0.25 this measures indicates a Very Strong effect

size.

According to research, the nature of parental support varies depending on the age

of the child. According to Gonzalez-Pienda et al. (2002), parental support declines as

children progress from primary to middle and then high school. Similarly, according to

Fan (2001), as children get older, they develop a sense of responsibility and improve their

performance. The study indicated that those students whose parents had higher

expectations for their children's academic achievement performed better from the

beginning of their academic career and accelerated faster in their academic progress

during the transition period of middle to high grades.

34
Table 7. Significant Correlation between Psychological Well-Being and Parental
Support

Parental Support

Spearman's rho Psychological Correlation Coefficient .495*

Well-being Sig. (2-tailed) .027
N 20
*. Correlation is significant at the 0.05 level (2-tailed).

As gleaned from the table, a significant yet direct correlation exists between the

respondents’ psychological well-being and their parental support (.495) at alpha 0.05

level of significance, two-tailed test. This implies that the respondents’ psychological

well-being is directly associated and may be affected by the parental support the

respondents are receiving. Hence, a low level of psychological well-being may imply

low level of parental support the respondents are getting.

Abundant studies focusing on Western cultural contexts have shown that Parental

Autonomy Support is positively associated with psychosocial adjustment in emerging

adults. For example, empirical research showed that autonomy support in close

relationships is an essential correlate of PWB (e.g., Demir et al., 2011). Similarly,

research shows that PAS is positively associated with higher levels of PWB in Belgian

emerging adults (Kins et al., 2009). Interestingly, a cross-cultural study showed that PAS

is related to PWB in Chinese and North American adolescents (Lekes et al., 2010),

suggesting that PAS is also beneficial to individuals from a collective setting.

35
 CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the salient findings of the study. In addition, conclusion

and recommendations of the salient findings are presented.

Salient Findings

With the analysis and results of the data, researchers have found that:

1. The respondents' demographic profile in terms of their year level, the majority of

them are in their second and third year, the majority of them are females, the

majority of their OFW parents are mothers, and their length of time in abroad is 2

to 3 years.

2. The researchers found out that the median of psychological well-being of the

respondents is 4.00 which means that the respondents has an average level of

mastery in all dimensions of their lives.

3. The researchers also found out that the median of parental support is 5.00,

indicating that they received a high level of support from their OFW parents.

4. The result shows that the demographic profile and psychological well-being have

a very strong relationship.

5. The result also shows that the demographic profile and parental support have a

very strong relationship

36
 6. There is a significant yet direct correlation exists between the respondents’

psychological well-being and their parental support.

Conclusion

Based on the foregoing salient findings, the following conclusions were drawn:

1. The majority of the respondents to their year level, most of them are in 2nd year

and 3rd year, female and most of their parent working abroad are mothers, and

their length of time abroad is 2 to 3 years.

2.  The researchers conclude that the respondents have an average level in all aspects

of psychological well-being.

3. The researchers also conclude that the respondents received a high level of

parental support from their OFW Parents.

4. Therefore, the researchers conclude that there is a significant yet very strong

relationship between demographic profile and psychological well-being.

5. The researchers also conclude that there is a significant yet very strong

relationship between demographic profile and parental support.

6. The researchers conclude that there is a significant relationship between

psychological well-being and parental support.

Recommendations

From the salient findings and conclusions, the suggestions and recommendations

are:

1. The researchers would like to recommend that the students should understand

the selfless act of their parents, ask them if they are doing well in other

37
 countries. Always communicate with them and make them feel that you

understand them. And continue to strive and study hard despite the absence

of their parents.

2. To the parents of the students, they may spare quality time with their children

and set a schedule for communicating with their children through social

media.

3. For the Teachers, ensure that the students with OFW parent will perform well

in school because teachers are the people who influence the future hope of

this country. Help them to be integrally and holistically develop a person

with dignity.

4. To the teacher, if ever they encounter such students with OFW Parent, help

them, educate them and make them feel that someone care for them to avoid

them from being neglect.

5. Help the students to understand why their parents have to go abroad. And

they should ask their children about certain things in their life.

6. To the Institution, they should provide the students the necessary guidance

and assistance in terms of counselling and activities that would lessen the

feeling of longing on the part of the students.

38
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47
 APPENDIX A

LETTER TO RESPONDENTS

Don Mariano Marcos memorial state university

South La Union campus
College of arts and sciences
Humanities and social sciences department
Agoo, La Union

DMMMSU-SLUC
College of arts and Sciences
Agoo, La Union

Dear Respondents,
We the undersigned 4th-year student are conducting a research entitled “Parental
Support and Psychological Well-Being of Students with OFW Parents during Covid-19
Pandemic” In this connection, may we request you to share your precious time with us in
conducting a questionnaire with you prepared by the undersigned researchers. All
information will be kept as confidential.
Your full cooperation and patience will surely make this research successful.
Thank you very much.

Respectfully yours,
(Sgd) Marata, Jasmien G.
(Sgd) Erfe, Marvin S.

Noted by:
Dr. Zenaida D.C. Pascua
Thesis adviser

48
 APPENDIX B

INFORMED CONSENT

Don Mariano Marcos Memorial State University

COLLEGE OF ARTS AND SCIENCES
Humanities and Social Sciences Department
South La Union Campus

I have decided to participate to the study entitled: Parental Support and

Psychological Well-Being of Students with OFW Parents during Covid-19 Pandemic. I

understand that…

o I have the right to choose the information that I will disclose to the researcher.

o I have to be cooperative in the interview/survey process.

o The researcher respects my personhood, so as I will respect him/her as well.

o The information I disclose will be used for research/studies but my identity will

not be revealed.

o The information I disclose will be kept confidential.

o I am informed about the purpose of undergoing research/study. o interview/survey

will only be conducted once.

Therefore, I give my consent, by affixing my signature below.

Signature over Printed Name Date

49
 APPENDIX C

LIST OF TABLES

Tables Page

Demographic Profile of the Respondents…………………………………….…….....25

Level of Psychological Well-Being per subscale of the respondents…………….…...27

Level of Parental Support received by the respondents………………………….....…30

Relationship between Demographic Profile and Psychological Well-Being……….…32

Relationship between Demographic Profile and Parental Support …………………...33

Significant Correlation between Psychological Well-Being and Parental

Support………………………………………………………………………………...34

50
 APPENDIX D

LIST OF FIGURES

Figures Page

1. Research Paradigm……………………………………………………..……18

51
 APPENDIX E

PSYCHOLOGICAL WELL-BEING QUESTIONNAIRE

Ryff’s Psychological Well-Being Scales (PWB), 42 Item version

Please indicate your degree of agreement (using a score ranging from 1-6) to the
following Sentences.
6- Strongly Agree
5- Agree
4- Somewhat Agree
3- Neither agree nor disagree
2- Disagree
1- Strongly Disagree

Item 1 2 3 4 5 6
1. I am not afraid to voice my opinions, even when
they are in
Opposition to the opinions of most people.
2. In general, I feel I am in charge of the situation in
which I live.
3. I am not interested in activities that will expand my
horizons.
4. Most people see me as loving and affectionate.
5. I live life one day at a time and don't really think
about the future.
6. When I look at the story of my life, I am pleased
with how things have turned out.
7. My decisions are not usually influenced by what
everyone else is doing.
8. The demands of everyday life often get me down.
9. I think it is important to have new experiences that
challenge how you think about yourself and the world.
10. Maintaining close relationships has been difficult
and frustrating for me.
11. I have a sense of direction and purpose in life.
12. In general, I feel confident and positive about

52
myself.
13. I tend to worry about what other people think of
me.
14. I do not fit very well with the people and the
community around me.
15. When I think about it, I haven't really improved
much as a person over the years.
16. I often feel lonely because I have few close friends
with whom to share my concerns.
17. My daily activities often seem trivial and
unimportant to me.
18. I feel like many of the people I know have gotten
more out of life than I have.
19. I tend to be influenced by people with strong
opinions.
20. I am quite good at managing the many
responsibilities of my daily life.
21. I have the sense that I have developed a lot as a
person over time.
22. I enjoy personal and mutual conversations with
family members or friends.
23. I don't have a good sense of what it is I'm trying to
accomplish in life.
24. I like most aspects of my personality
25. I have confidence in my opinions, even if they are
contrary to the general consensus.
26. I often feel overwhelmed by my responsibilities
27. I do not enjoy being in new situations that require
me to change my old familiar ways of doing things.
28. People would describe me as a giving person,
willing to share my time with others.
29. I enjoy making plans for the future and working to
make them a reality.
30. In many ways, I feel disappointed about my
achievements in life.
31. It's difficult for me to voice my own opinions on
controversial matters.
32. I have difficulty arranging my life in a way that is
satisfying to me.
33. For me, life has been a continuous process of
learning, changing, and growth.
34. I have not experienced many warm and trusting
relationships with others.
35. Some people wander aimlessly through life, but I

53
am not one of them
36. My attitude about myself is probably not as
positive as most people feel about themselves.
37. I judge myself by what I think is important, not by
the values of what others think is important.
38. I have been able to build a home and a lifestyle for
myself that is much to my liking.
39. I gave up trying to make big improvements or
changes in my life a long time ago.
40. I know that I can trust my friends, and they know
they can trust me.
41. I sometimes feel as if I've done all there is to do in
life
42. When I compare myself to friends and
acquaintances, it makes me feel good about who I am.

54
 APPENDIX F
PARENTAL SUPPORT QUESTIONNAIRE
Please indicate your degree of agreement (using a score ranging from 1-6) to the
following Sentences.
6- Strongly Agree
5- Agree
4- Somewhat Agree
3- Neither agree nor disagree
2- Disagree
1- Strongly Disagree

Item 1 2 3 4 5 6
1. My parents discussed the rationale
behind the education of children in the
family
2. My parents feel proud when I do well in
school
3. My parents always ask me how was my
day in school
4. My parents always gave us guidance in a
educational ways
5. My parents are always concerned about
whether or not I am going to school
6. My parents always supports me
whatever I’ll do in school
7. My parents give me the feeling that
being better in school is something
important
8. My parents are happy with me if I have
tried my best despite the result
9. My parents shows their effort in
attending school events, online meeting,
and discussion even though it is pandemic
10. My parents view my mistakes as a part
of learning
11. My parents do not oblige me to
perform household chores during my study
period

55
12. My parents keep a place at home to
make various reading materials like
educational books
13. My parents always give me enough
time to study my modules and answer my
activities
14. My parents guide and monitor my
accomplishment of assignment or activities
15. My parents ensure that I have enough
materials for school projects or activities
16. My parents inspire me to exert more
effort in my studies
17. My parents are the kind of people I
want to perform to the best of my abilities
18. My parents praise me when I get high
grades
19. My parents can look for ways for the
continuity of financial and material support
for my education during pandemic
20. My parents always ask me how was my
module going

56
 CURRICULUM VITAE

JASMIEN G. MARATA
09638582134
jasmien.gallardo@gmail.com

PERSONAL INFORMATION
Permanent Address: Camp One, Rosario, La Union
Date of Birth: June 23, 1999
Place of Birth: Camp One, Rosario, La Union
Mother: Flordeliza G. Marata
Father: Joel De Leon Marata
Civil Status: Single

EDUCATIONAL BACKGROUND

Tertiary Bachelor of Science in Psychology

Don Mariano Marcos Memorial State University South-La Union Campus
College of Arts in Sciences Humanities and Social Sciences Department
Consolacion Agoo La Union
2017 - 2021
Secondary Don Amadeo Perez National High School
Sison, Pangasinan
2014 - 2015
Primary Binmeckeg Elementary School
Sison, Pangasinan
2010-2011

57
TRAININGS/SEMINAR ATTENDED

November 22, 2017 Abnormal Psychology: An Overview

Don Mariano Marcos Memorial State University SLUC
Agoo, La Union
2017-2018 National Service Training Corps
Marcos Sports Complex, Don Mariano Marcos Memorial State
University- South La Union Campus Agoo, La Union
2018 Break the Stigma Mental Health Awareness Seminar
Don Mariano Marcos Memorial State University SLUC
Agoo La Union
2019 Lecture- Demonstration on First Aid and Basic Life Support to the
Member of the Disaster Risk Reduction and Management (DRRM)
Don Mariano Marcos Memorial State University- SLUC
Agoo, La Union
2019 Outreach Program Adopt a Child for a Day
Sta. Rita Central Agoo, La Union
2020 First Guidance and Counselors/ Facilitators Summit
Eriguel Hall, Don Mariano Marcos Memorial State University-
SLUC
Agoo La Union
March 19, 2021 Gender-based Violence: The LGBTQ Experience
Laguna State Polytechnic University- Santa Cruz Campus
March 19, 2021 “AKO NAMAN MUNA: A Journey of Finding Love within
Ourselves”
Laguna State Polytechnic University- Santa Cruz Campus
March 19, 2021 Ugnayan ng Pahinungod UP Baguio, Kasarian Gender Studies
Program UP Baguio, and Keep Going Baguio’s Mental
Health 101

58
March 19, 2021 Self-Empowerment

March 20, 2021 Managing Mental Health amidst Pandemic

Korean Food for the Hungry International Child
Development Program- Paliparan Center
March 22, 2021 Winning the Battle Within
March 26, 2021 Gender Sensitivity in the Workplace
NHCP Museo ng Libingan sa Ilalim ng Lupa ng
Nagcalaran(MLILN)
March 27, 2021 Half-full Optimism and Positive Thinking
University of the Cordilleras, Baguio City
March 27, 2021 AYAW MO MAGPA-GUIDANCE BECAUSE? The
Importance of Guidance Counseling
Central Luzon State University Science City of Munoz,
Nueva Ecija
March 27, 2021 COFFEE DISCUSSION: Stigmas on Mental Health and
Importance of Self-Awareness
Central Luzon State University Science City of Munoz,
Nueva Ecija
March 30, 2021 Mindfulness Stress Reduction
March 31, 2021 Mental Health in Time of Uncertainty
Museo ni Apolinario Mabini- PUP, Sta Mesa, Manila
April 1, 2021 breaking the Barriers: Transformational vocabulary for
self-development”
April 1, 2021 “Unleash the Leader in You”
April 3, 2021 “High Performance Mindset”

59
April 7, 2021 “Improving Self-Belief and Accomplishing Your Goals”
April 9, 2021 ANGER: A Fatal Posion

ORGANIZATIONAL AFFILIATION

2017- 2021 Isang Samahang pang ideolohiyang pangsikolohiya (ISIP)

Member

60
 CURRICULUM VITAE

MARVIN P. ERFE
09466828919
Charvince17@gmail.com

PERSONAL INFORMATION
Permanent Address: Bolasi, San Fabian Pangasinan
Date of Birth: March 1, 1994
Place of Birth: San Fabian, Pangasinan
Mother: Maribel P. Erfe
Father: Elizalde P. Erfe Sr.
Civil Status: Single
EDUCATIONAL BACKGROUND

Tertiary Bachelor of Science in Psychology

Don Mariano Marcos Memorial State University South-La Union Campus
College of Arts in Sciences Humanities and Social Sciences Department
Consolacion Agoo La Union
2017 - 2021
Secondary Mabilao National High School, Pangasinan
2009 - 2010
Primary Mabilao Elementary School,Pangasinan
2005-2006

61
TRAININGS/SEMINAR ATTENDED

November 22, 2017 Abnormal Psychology: An Overview

Don Mariano Marcos Memorial State University South La Union
Campus Agoo, La Union
2018 Break the Stigma Mental Health Awareness Seminar
College of Arts and Sciences Multi-Purpose Hall, DMMMSU-
SLUC Agoo La Union
2019 Lecture- Demonstration on First Aid and Basic Life Support to the
Member of the Disaster Risk Reduction and Management (DRRM)
Don Mariano Marcos Memorial State University- South La Union
Campus Agoo
La Union
2019 Outreach Program Adopt a Child for a Day
Sta. Rita Central Agoo, La Union
2020 First Guidance and Counsellors/ Facilitators Summit
Eriguel Hall, Don Mariano Marcos Memorial State University
South La Union Campus, Agoo La Union

March 19, 2021 Ugnayan ng Pahinungod UP Baguio, Kasarian Gender Studies

Program UP Baguio, and Keep Going Baguio’s Mental Health 101
March 19, 2021 Self-Empowerment
Live from United Kingdom Facebook Live and Stream Yard
March 25, 2021 10 Steps to Happiness
March 26, 2021 Gender Sensitivity In The Workplace
NHCP Museo ng Libingan sa Ilalim ng Lupa ng
Nagcalaran(MLILN)

62
March 27, 2021 AYAW MO MAGPA-GUIDANCE BECAUSE? The Importance
of Guidance Counselling
Central Luzon State University Science City of Munoz, Nueva
Ecija
March 31, 2021 Mental Health in Time of Uncertainty
Museo ni Apolinario Mabini- PUP, Sta Mesa, Manila
April 1, 2021 50 Ways to Leave Depression
April 2, 2021 Total Quality Management and Sustainable Development
Quality Director of ILearn Society Zohaib Hassan
April 20, 2021 Psychological Safety
Managing Director and Lead consultant Mrs. Elizha Corpus
May 1, 2021 Brain-Behaviour- Immune system Interaction
Dr. Rosalito De Guzman, RPsy

ORGANIZATIONAL AFFILIATION

2017- 2021 Isang Samahang pang ideolohiyang pangsikolohiya (ISIP)

Member

63