Parental Support Thesis

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
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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 Ph.D

Chairperson, Bachelor of Science in Psychology
Date Signed
RAQUEL D. QUIAMBAO
Dean, College of Arts and Sciences
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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 Prof. Yezza Sindayen, Prof. Maria Elena V. Milan, and Prof. 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.
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DEDICATION
This thesis is wholeheartedly dedicated to our beloved parents, who have been
our source of inspiration and gave us strength when we thought of giving up, who
continually provide their moral, spiritual, emotional, and financial support.
To our panels and adviser, who shared their words of advice and encouragement
to finish this study.
And lastly, We we dedicated this thesis to the Lord Jesus Christ, for the guidance,
strength, power of mind, protection, skills and for giving us a healthy life. All of these,
we offer to him.
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LIST OF TABLES
Page
1. Demographic Profile of the Respondents …………..……………………………26
2. Level of Psychological Well-Being per subscale/or dimensions of the
respondents……………………………………………………………..………….......28
3. Level of Parental Support received by the respondents……….
……………………………………………………………………30
4. Relationship between Demographic Profile and Psychological Well-
Being…………………………………………………….……………….………….....31
5. Relationship between Demographic Profile and Parental Support
…………………………………………………………………………...……………..33
6. Significant Correlation between Psychological Well-Being and Parental Support
……………………………….………………………………………………………….35
v
LIST OF FIGURES
Page
1. Research Paradigm………………………………………………………18
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ABSTRACT
The study aimed to determine the parental support and the psychological well-
being of the students and their OFW parents. A quantitative method was used in
gathering and analyzing the data. For this purpose, survey questionnaires through the
use of google forms were distributed to students through online. It made use of twenty
(20) Bs psychology students whose parents are working abroad. The researchers used a
Total Enumeration Sampling Method. Majority of the respondents are second year -and
third year studentd , female, most mothers are working abroad and working abroad for
(2) two (2) to (3) three years (3). Furthermore, there is a significant relationship
between psychological well-being and parental support.
Keywords: parental support, psychological well-being, OFW parents, Covid-19
pandemic
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TABLE OF CONTENTS
TITLE PAGE……..…………………………………………………………………….. i
APPROVAL SHEET……………… ………………………………………………….. .ii
ACKNOWLEDGMENTS……………………………………………………..…………iii
DEDICATION.. ………………………………………………………………………...iv
LIST OF TABLES ………………………………………………………………………v
LIST OF FIGURES ……………………………………………………………………..vi
ABSTRACT …………………………………………………………………………….vii
CHAPTER 1: INTRODUCTION
Situational Analysis ……………………………………………………............1
Framework of the Study …………………………………………….………...10
Research Paradigm ………………………………………………………….....18
Statement of the Problem ……………………………………………………...19
Definition of Terms ……………………………………………………………20
CHAPTER II METHODOLOGY
Research Design ……………………………………………………………..,,.21
Sources of Data ………………. ………………………………………….........21
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Instrumentation and Data Collection…………………………………….............22
Data Analysis ……………………………………………………….…………...24
CHAPTER III RESULTS & DISCUSSION
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
CHAPTER IV SUMMARY, CONCLUSIONS & RECOMMENDATIONS
Findings...……………………………………………….….…………………...35
Conclusions …………………………………………………….…..…. ………36
Recommendations ……………………………………………….…..………….36
LITERATURE CITED ………………………………………….……………………38
APPENDICES
A Letter to the Respondents ……………………………..……….................41
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B Informed Consent form ……………………………………………………..42
C List of Tables ………………………………………………………………..43
D List of Figures ……………………………………………………………….44
E PWB Quetionnaire …………………………….………………….................45
F PS Questionnaire .……………………………………………………………47
CURRICULUM VITAE ………………………………………………………………...48
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CHAPTER I
INTRODUCTION
Situational Analysis
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 (Keyes et al., 2002; Linley et al., 2009). According to
Barra et al., (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. 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 Ryan and Deci (2001).
Subjectivity, positive indicators, and the absence of negative factors, such as a
global assessment of life, characterize psychological well-being (Diener, 1984). In this
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sense, psychological well-being is a reflection of the ability to overcome difficult,
painful, and conflicting processes (Cuadra and Florenzano, 2003). As a result, it
includes both affective and evaluative elements of analysis and reflection (Vázquez and
Hervás, 2008).
The "Multidimensional Model of Psychological Wellbeing," also known as the
"Model of Constructive Multidimensionality," was developed by Ryff (1989).
Acceptance of oneself, Positive Relationships with Others, Autonomy, Mastery of the
Environment, Purpose in Life, and Personal Growth were all proposed by Ryff and Keyes
in 1985. 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.
Similarly, because no one is always right, our actions can also be one of
submission. Recognizing and agreeing are, in this sense, not acts of humiliation, but
rather admissions of not having learned correctly or sufficiently. Accepting oneself is a
significant fact of knowledge in and of itself because knowing oneself correctly and
objectively is a prerequisite for knowing oneself. Being able to maintain constant
relationships with others, as well as developing trust and affection, falls under the
category of Positive Relationships with Others. The relationship with society is a
continuous process in time, just as life moves forward. People's interactions produce a
surprise. It enriches cognitively, grows emotionally, and perfectly shapes behavior
because it is the correspondence between tangible individuals. The ability to emancipate,
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properly manage interests and priorities and control behavior are all part of the third
category. The faculty and right of people to establish ethical norms of conduct for
themselves and their relationships with others are known as the autonomy of the will. The
Domain of the Environment reflects a person's ability to interact with, adapt to, and
influence the surrounding environment by personal needs, interests, and desires. An
individual can choose and create environments that allow them to meet their own needs
and develop to their full potential (Ryff, 1989), and it has become one of the most
important determinants of human psychological well-being (Ryan and Deci, 2001). The
definition of attainable goals that symbolize the importance of past and future
experiences defines the category of Purpose in life. These past experiences are the result
of our lived existence; the feelings, perceptions, and experiences we have within us, as
well as our interactions with the environment, context, and society. In terms of
subsequent practices, the starting point is the developed experiential identity, which is
projected in the hopes of improving, correcting, or discovering successful world studies.
Personal Growth is the last category, which includes strategies and skills for
strengthening and optimizing one's abilities and potentials, as well as the person's growth
and maturity path. The fate of each individual is what allows them to grow, to feel the
desire for a better understanding of their path, and to appreciate and enjoy all that fullness
entails.
In this study, the researchers used the 42-item version of Ryff's multidimensional
model of psychological well-being (Ryff 1989; 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
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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). According to this perspective, well-being has six dimensions: (1)
autonomy, or the ability to control our behavior, resist social pressure, and stick to our
convictions, even if they are contrary to popular opinion; (2) environmental mastery, or
the ability to control one's surroundings and daily activities; (3) personal growth, which
entails a continuous process of realizing full potential, the ability to be open to new
experiences, and the sense of progressing over time.; (4) positive relationships with
others are defined as the development of close, trusting, and meaningful bonds with
others, as well as demonstrating concern for others' well-being and expressing empathy,
affection, and intimacy.; (5) Setting objectives and goals that give meaning and direction
to our lives is referred to as purpose in life.; and (6) self-acceptance defined as the ability
to have a positive attitude and feelings of satisfaction and acceptance of oneself,
including both good and bad characteristics. Each of these dimensions encapsulates what
it means to be healthy, well, and fully functioning, as well as the various challenges that
people must overcome to achieve positive results (Ryff and Singer, 2008).
In other words, people seek to maintain satisfactory interpersonal relationships
(positive relationships with others), develop a sense of self-determination and personal
authority in their interactions with the context (autonomy), and try to view themselves
positively despite their limitations (self-acceptance), make the most of their talents and
abilities to achieve their goals (personal growth), manage their environment to meet their
needs (environmental mastery), and find meaning in the effort they put in and the
challenges they face in life (purpose in life) (Keyes et al., 2002). Previous research on
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the adult population has found that psychological well-being is a reliable predictor of
health and long-term positive adjustment (Ryff, 2017). Happier people are less prone to
illness, live longer, and engage in more healthy habits ( Ryff, 2017). However,
longitudinal studies have shown that as we get older, aspects like personal growth and
life purpose tend to decline (Clarke et al., 2000; Springer et al., 2011).
The World Health Organization (WHO) collects data on children aged 11, 13, and
15 in over 40 North American and European countries every four years for the Health
Behaviour in School-aged Children (HBSC) study, which aims to understand well-being
in terms of life satisfaction (Inchley et al., 2016). In terms of gender, 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 (Inchley et al., 2016). One of the study's
findings emphasizes the importance of interpersonal relationships in adolescent well-
being, stating that peers and parents serve as important protective assets in the lives of
young people. In a similar vein, Patalay and Fitzsimons (2018) discovered that well-
being was highly unstable in a sample of 9,553 adolescents aged 11 to 14 and that girls
were more likely to experience a decline in well-being over time. The satisfaction with
various aspects of life, such as school, family, friends, schoolwork, appearance, and life
in general, was used to determine well-being (Patalay and Fitzsimons, 2018). Lower
family income, a strained relationship with parents, a lack of school ties, and higher
cognitive ability were all significant predictors of these outcomes. Booker et al. (2018)
also discovered a downward trend in happiness over time, particularly among girls.
Happiness with six domains of life (i.e., friends, family, appearance, school, schoolwork,
and life as a whole) was used as a key variable to measure well-being, along with a
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measure of emotional and behavioral problems (Booker et al., 2018). According to these
authors, as girls get older, they begin to socially compare themselves to others and
believe that others are better than them, potentially leading to lower levels of happiness
than boys (Booker et al., 2018). Lerkkanen et al., (2018), on the other hand, discovered
that different profiles of well-being (e.g., 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.
The importance of parents and family members supporting their children's
academic efforts is well understood and documented. According to research. there is a
link between parental support and the psychological well-being of students. In addition,
studies show that when schools and teachers work together to include parents, student
well-being improves. Concerns have been raised about the effects of parental support for
some students, as schools may not be reaching out to all families and may not be aware of
how families from various cultures view schools and school staff. It's also clear that
understanding parental support as a developmental phenomenon is critical. Given the age
and maturity of students, more research is needed to determine the best forms of
involvement. Although parental support has a significant impact on students throughout
their education, parent support activities that are effective for elementary school students
may not be appropriate for high school students.
As of this Global pandemic, most parents, teachers, and educators share the same
common problem and these problems are: How and when the pandemic subside and kids
attain lower grades and achievements. Some concerns that the parents are worried about
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the gap between High-low achiever will increase. The problems of the present situation
and other reason that the student is involved at school-related problems that can give us
information on how the Sars-Cov-2 (coronavirus) may affect the academic performance
of the students. Most of the students facing a learning problem due to absenteeism,
weather-related closures, and summer vacations. Some research can show confirmation
that the Covid-19 will affect their school performance and achievements. Displacement,
disruptions, and changes in caregiving arrangements result from parental absence (Arias
Rufo, 2008). When it is the mother who works abroad, such effects are more noticeable,
as families must make more adjustments, than when it is the father who works abroad.
When parents leave their children, particularly for an extended time, there is always an
emotional longingness. Regardless, having the family look after their children who were
left behind is a huge relief.
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 support 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.
On the other hand, research shows that a lack of or insufficient parental support
contributes to low student achievement and engagement (Bower & Griffin, 2011). In
essence, parents, siblings, and other significant relatives can help children develop
academically by creating rich learning environments. Participating in school activities
(e.g., Parent Teacher Associations [PTA]), back-to-school nights, open houses, parent-
teacher conferences, and volunteering at the school are all examples of traditional forms
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of parental support. Parental support through activities such as providing nurturance to
their children, instilling cultural values, and talking with their children, according to
Bower and Griffin (2011), "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.
Children today require tangible assistance as they face a variety of challenges that
extend beyond the cognitive domain (Roberts and Crawford, 2008). According to Fassler
(2005), 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 concerns as well as the 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 lower employment opportunities in most developing
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countries and higher demand for low-wage workers in developed countries. According to
the United Nations Human Rights (UNHR, 2013), there are currently over 215 million
migrants worldwide, with many Filipinos among them. With this number of migrants,
one can already assume the difficulties experienced by children left behind.
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
and
odemographic characteristics. Therefore, we included parental age and education as con
trol variables and examined whether relations between studied predictors and well-being
and
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o-demographic characteristics. Therefore, we included parental age and education as con
trol variables and examined whether relations between studied predictors and well-being
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 (Wang et al., 2020).
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.
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Students' psychological well-being and parental support from their parents who
work abroad play an important role in their lives. It is critical for them to live a healthy
lifestyle and to make it a priority in school.
Framework of the Study
This Study is primarily anchored along with on 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 be fully functional and achieve well-being, one's basic psychological
needs (need for autonomy, competence, and relatedness) must be 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.
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. ; However, if one feels
abandoned by others, he may experience a thwarting of his relatedness, which can lead to
distress. As a result, need frustration occurs when a person's basic psychological needs
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are thwarted by social surroundings or events. Low need satisfaction does not always
imply need frustration, as Vansteenkiste and Ryan pointed out, but it does always imply
low need satisfaction. To attain personal growth satisfaction of the needs is essential,
while their frustration is essential to maladaptation and well-being.
This study is supported by this theory, which states that to achieve student's well-
being, their psychological needs for autonomy, competence, and relatedness must be met.
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).
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, 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
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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 (Engler, 2010).
Adolescents who have a sufficient amount of parental presence as they grow learn
to love others and remain sensitive to authority, according to this study. They are more
trusting and more likely to follow rules because they believe that the rules in society are
in their best interests. Children who grow up without parental presence, on the other
hand, are distrustful, may feel dejected, and are more likely to rebel against society. Due
to insensitive parenting, the school rules represent the social standards that they do not
adhere to. This may cause them to disobey school rules or engage in antisocial behavior
(Dowdney, 2011).
The researchers used this theory to support this study because the researchers
want to know the emotional bonds created between the child and the mother or those with
whom they interact.
Parenting Styles Theory
The researchers used Diana Baumrind's authoritative and permissive parenting
styles to support their findings. Preschoolers exhibited a wide range of behaviors,
according to Baumrind. Each type of behavior was strongly linked to a particular type of
parenting. According to Diana Baumrind, there is a strong link between the type of
parenting style and the type of child. Different parenting styles can lead to different child
development and child outcomes.
Baumrind first identified three parenting styles: authoritative parenting,
authoritarian parenting, and permissive parenting, based on extensive observation,
13
interviews, and analyses. Although Diana Baumrind is well-known for her work on
parenting styles classification, Maccoby and Martin (1983) were the first to use a two-
dimensional framework to expand the three-parenting-styles model. Baumrind claims
that authoritative parents have a few traits in common. They demonstrate the following
characteristics: applying fair and consistent discipline when rules are broken, allowing
their children to express their opinions, encouraging their children to discuss options,
expressing warmth and nurturing, fostering independence and reasoning, listening to their
children, setting limits, consequences, and a sense of fairness. While authoritative
parents have high expectations, they also tend to be flexible. If there are extenuating
circumstances, authoritative parents will respond appropriately. This parenting style
allows parents to adjust and adapt their approach based on the situation, their child's
needs, and other factors. Discipline, then, considers all factors, such as the child's
behavior, the situation, and so on.
Children raised by authoritative parents are more capable, happy, and successful,
according to research. According to Baumrind, children who have authoritative parents
are more confident in their ability to learn new things, develop good social skills, have
better emotional control and regulation, and have happier dispositions. Furthermore, their
children learn to control their emotions and comprehend others. Children with
authoritative parents are also allowed to make their own choices. This independence
teaches children that they can complete tasks on their own, which helps them develop
strong self-esteem and confidence. Permissive parents, on the other hand, set few rules
and boundaries for their children and are reluctant to enforce them. These
accommodating parents are warm and accommodating, but they don't like to disappoint
14
their children by refusing their requests. The children of permissive parents have the
worst outcomes: they are unable to follow rules, have poor self-control, exhibit
egocentric tendencies, and are more likely to be bullied.
According to some studies, the authoritative style isn't always linked to the best
academic performance among families of various ethnic (e.g. Asian, Black, Hispanic)
and socioeconomic backgrounds (e.g. income level, parental education, number of active
parents). According to one study, African-American students who had authoritative
parents but no peer support performed worse than those who had peer support. In some
studies, Asian-American students performed best in school when their parents were
authoritarian and their peers were supportive. A study in Spain found a link between
indulgent and authoritative parenting styles.
Ecological Systems Theory (EST)
This theory guided the research. 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) 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.
The ecological environments are made up of "structures, one inside the other, like
a set of Russian dolls," according to Bronfenbrenner (1979). If one level of the ecological
system theory fails to function as a whole, according to Bronfenbrenner, it lays the
15
groundwork for children's development. As part of the ecological theory of development,
Bronfenbrenner 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
(Bronfenbrenner, 1979; Swick, 2007). 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.
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. According to Amatea (2009), every family has developed a system for
maintaining interactions with one another when forming relationships.
Bronfenbrenner 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
16
learning. The child will have a better chance of academic success if this learning process
takes place. According to Gestwicki (2007), 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 (Knopf & Swick, 2008).
Teachers can better understand the needs of the child and the family by understanding the
family dynamics (Son & Morrison, 2010). The level of interaction and the process of
attachment between the caregivers.
The mesosystem is the second level of an ecological system, according to
Gestwicki (2007), and 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
(Hafizi & Papa, 2012). 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 (Gestwicki, 2007).
Exosystems include community institutions. According to Bronfenbrenner (1979),
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. For
example, Epstein (2011) and Gestwicki (2007) believe that the community plays an
important role in providing resources for families to meet their basic needs.
17
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. According to Amatea (2009), “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
collaboration is required to understand the child's overall development and to respect
each system's contribution to the child's learning. Through effective partnerships, each
system can share information and work toward common objectives while also supporting
children's development and academic learning (Gestwicki, 2007). Bronfenbrenner's
(1979) ecological theory can be used to help microsystems, mesosystems, exosystems,
and macrosystems form collaborative relationships. Effective partnerships between
parents and teachers pave the way for each system to work toward common goals and
support children's development and growth (Gestwicki, 2007).
18
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 Psychological Well-Being:
Gender Autonomy
OFW Parent Environmental Mastery
The Length of time in Abroad Personal Growth

Positive relations with others
Purpose in Life
Self-Aceptance
b. Parental Support
19
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.
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. 2 years and below
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?
20
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?
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. The physical and/or social condition of being male or female
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.
21
Students. Refers to the BS Psychology from the first year to the fourth year who
was taken as the respondents
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 using 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
22
The researchers requested a list of students in the Bachelor of Science in
Psychology whose parents are OFW from the Governor and Mayor of CSBO. From the
first to fourth year, 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 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
Two 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 Ryffs, and the Parental Support questionnaire was
constructed by the researchers. 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 for the participation of BS Psychology Students
from the first year to the fourth year. The researchers secured informed and asked for
consent first to the respondents about the purpose of the study the same as to what is
indicated in the said provided 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
23
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 parental support and psychological well-being of students with OFW
parents during the Covid-19 Pandemic.
Psychological Well-Being Survey Questionnaire
Carol Ryff (year of pub) 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. The PWB Scale has six subscales: Autonomy (e.g., "I have confidence
in my opinions, even if they are contrary to the consensus"); Environmental Mastery
(e.g., "In general, I feel I am in charge of the situation in which I live"); Personal Growth
(e.g., "I think it is important to have new experiences that challenge how you think about
yourself and the world"); Positive Relations With Others (e.g., "People would describe
me as a giving person, willing to share my time with others"); Purpose in Life (e.g.,
"Some people wander through life, but I am not one of them"); and Self-acceptance (e.g.,
"When I look at the story of my life, I am pleased with how things have turned out"). The
respondents will be required to answer ranging from 1.00-1.83 as Strongly Disagree,
1.84-2.66 as Disagree, 2.67-3.49 as Neither agree or disagree, 3.50-4.34 as Somewhat
Agree, 4.35-5.15 as Agree, and 5.16-6.00 as Strongly Agree. 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
24
This constructed questionnaire is made up of twenty (20) items/statements. The
frequency of parental support is scored on a scale of 1.00-1.83 for strongly disagree,
1.84-2.66 for disagree, 2.67-3.49 for neither agree nor disagree, 3.50-4.34 for somewhat
agree, 4.35-5.15 for agree, and 5.16-6.00 for strongly agree. 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). The total rating of the evaluators for the
constructed questionnaire's overall content validity is 3.85. It means that the constructed
questionnaire was reliable and valid.
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.
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. It uses the Phi and
Cramer’s V to see the relationship between the variables on the demographic profile,
25
parental support, and psychological well-being. And also the researchers used Spearman's
rho to see the relationship between parental support and psychological well-being.
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 1. 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
2 years and below 4 20
2-3 years 7 35
4-5 years 4 20
26
6 years and above 5 25
The table 1 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.
Majority of the respondents are females with 11 or 55% and the rest are males
with 9 or 45%. Moore (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%. Casas (2015) stated in “More
Mothers Work Abroad” That more than (10%) of our national population is Overseas
Filipino Working (OFW) and there are almost 5000 Filipino who are leaving the country
to find a job abroad and most of this are women. This gives the migrants organization a
call on public for those who are mothers that working overseas for their contributions and
efforts to Filipino community on behalf of their families and relatives.
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
27
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. (Angeles 2018)
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%. 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.
Table 2.
Level of Psychological Well-Being per subscale or dimensions of the respondents
Parameters/ Items Median Descriptive Rating Interpretation
Autonomy
1. I am not afraid to voice my opinions, even 4.00 Somewhat Agree Average
when they are in opposition to the opinions of
most people
7. My decisions are not usually influenced by 4.50 Agree High
what everyone else is doing
13. I tend to worry about what other people 3.00 Neither agree or Average
think of me disagree
19. I tend to be influenced by people with 3.00 Neither agree or Average
strong opinions disagree
25. I have confidence in my opinions, even if 4.00 Somewhat Agree Average
they are contrary to the general consensus
31. It's difficult for me to voice my own 2.50 Disagree Low
opinions on controversial matters
37. I judge myself by what I think is important, 4.00 Somewhat Agree Average
not by the values of what others think is
important
Environmental Mastery
2. In general, I feel I am in charge of the 5.00 Agree High
situation in which I live
8. The demands of everyday life often get me 4.00 Somewhat Agree Average
down
14. I do not fit very well with the people and 3.00 Neither agree or Average
the community around me disagree
20. I am quite good at managing the many 3.00 Neither agree or Average
responsibilities of my daily life disagree
26. I often feel overwhelmed by my 3.00 Neither agree or High
28
responsibilities disagree
32. I have difficulty arranging my life in a way 3.00 Neither agree or Average
that is satisfying to me disagree
38. I have been able to build a home and a 4.00 Somewhat Agree Average
lifestyle for myself that is much to my liking
Personal Growth
3. I am not interested in activities that will 2.50 Disagree Low
expand my horizons
9. I think it is important to have new 6.00 Strongly Agree High
experiences that challenge how you think about
yourself and the world
15. When I think about it, I haven't really 3.00 Neither agree/ or Average
improved much as a person over the years disagree
21. I have the sense that I have developed a lot 4.50 Agree High
as a person overtime
27. I do not enjoy being in new situations that 3.50 Somewhat Agree Average
require me to change my old familiar ways of
doing things
33. For me, life has been a continuous process 6.00 Strongly Agree High
of learning,changing, and growth
39. I gave up trying to make big improvements 4.00 Somewhat Agree Average
or changes in my life a long time ago
Positive relations with others
4. Most people see me as loving and 4.00 Somewhat Agree High
affectionate
10. Maintaining close relationships has been 3.50 Somewhat Agree Average
difficult and frustrating for me
16. I often feel lonely because I have few 3.30 Neither agree or Average
close friends with whom to share my concerns disagree
22. I enjoy personal and mutual conversations 5.50 StronglyAgree High
with family members or friends
28. People would describe me as a giving 5.00 Agree High
person, willing to share my time with others
34. I have not experienced many warm and 4.00 Somewhat Agree Average
trusting relationships with others
40. I know that I can trust my friends, and they 5.00 Agree High
know they can trust me
Purpose in Life
5. I live life one day at a time and don't really 4.00 Somewhat Agree Average
think about the future
11. I have a sense of direction and purpose in 5.00 Agree High
life
17. My daily activities often seem trivial and 4.50 Agree Average
unimportant to me
23. I don't have a good sense of what it is I'm 4.00 Somewhat Agree Average
trying to accomplish in life
29. I enjoy making plans for the future and 5.50 Strongly Agree High
working to make them a reality
35. Some people wander aimlessly through 3.50 Somewhat Agree Average
life, but I am not one of them
41. I sometimes feel as if I've done all there is 3.00 Neither agree or Average
to do in life disagree
Self- Acceptance
6. When I look at the story of my life, I am 4.00 Somewhat Agree Average
29
pleased with how things have turned out
12. In general, I feel confident and positive 4.50 Agree High
about myself
18. I feel like many of the people I know have 3.00 Neither agree or Average
gotten more out of life than I have disagree
24. I like most aspects of my personality 4.00 Somewhat Agree High
30. In many ways, I feel disappointed about 3.00 Neither agree or Average
my achievements in life disagree
36. My attitude about myself is probably not 3.00 Neither agree or Average
as positive as most people feel about disagree
themselves
42. When I compare myself to friends and 3.50 Somewhat Agree Average
acquaintances, it makes me feel good about
who I am
Median 4.00 Somewhat Agree Average
Legend: SD= Strongly Disagree (1.00-1.83); D= Disagree (1.84-2.66); N= Neither agree/or disagree (2.67-
3.49); SA = Somewhat Agree (3.50-4.34); A= Agree (4.33-5.15); SA= Strongly Agree (5.16-6.00)
The table 2 above shows the median of every item per subscale and the median of
all the items. The lowest median is 2.50, “It's difficult for me to voice my own opinions
on controversial matters” and “I am not interested in activities that will expand my
horizons”, according to the respondents that it is difficult for them to share their opinions
with other people and they are not interested in activities that will expand their horizons.
The highest median is 6.00, “For me, life has been a continuous process of learning,
changing, and growth” and “I think it is important to have new experiences that challenge
how you think about yourself and the world” according to the respondents they are
agreeing that life is a continuos process of learnings, change and growth and they
strongly agreeing that having a new experiences that may challenge how they think and
also the world is important to them. The respondents are being able to carry out a
constant relationship with others, developing trust and affection. Just as life progresses
continuosly, their relationship with society is a permanent process in time.
30
"Psychological well-being," according to Huppert (2009), is one's mental state
when things are going well in one's life. It's a mix of happiness and productivity.
Individuals do not have to be happy all of the time; negative or painful emotions (such as
disappointment, loss, and grief) are a normal part of life, and being able to manage these
negative or painful emotions is an important skill. Feeling good encompasses both
positive and negative emotions like curiosity, loyalty, confidence, and love, among
others. In a psychological context, effective functioning entails reaching one's full
potential, taking charge of one's life, providing a sense of purpose (e.g., working toward
worthwhile goals), and maintaining healthy relationships.
Table 3.
Level of Parental Support received by the Respondents
Parameters/ items Median Descriptive Interpretation
Rating
1. My parents discussed the rationale behind the 4.00 Somewhat Average
education of children in the family Agree
2. My parents feel proud when I do well in 5.50 Strongly agree High
school
3. My parents always ask me how was my day 4.50 Agree High
in school
4. My parents always gave us guidance in a 5.00 Agree High
educational ways
5. My parents are always concerned about 5.00 Agree High
whether or not I am going to school
6. My parents always supports me whatever 5.00 Agree High
I’ll do in school
7. My parents give me the feeling that being 4.00 Somewhat Average
better in school is something important Agree
8. My parents are happy with me if I have tried 5.50 Strongly High
my best despite the result Agree
9. My parents shows their effort in attending 4.00 Somewhat Average
school events, online meeting, and discussion Agree
even though it is pandemic
10. My parents view my mistakes as a part of 5.00 Agree High
learning
11. My parents do not oblige me to perform 4.50 Agree High
household chores during my study period
12. My parents keep a place at home to make 5.00 Agree High
31
various reading materials like educational
books
13. My parents always give me enough time to 5.00 Agree High
study my modules and answer my activities
14. My parents guide and monitor my 5.00 Agree Average
accomplishment of assignment or activities
15. My parents ensure that I have enough 5.00 Agree High
materials for school projects or activities
16. My parents inspire me to exert more effort 5.00 Agree High
in my studies
17. My parents are the kind of people I want to 5.00 Agree High
perform to the best of my abilities
18. My parents praise me when I get high 5.00 Agree High
grades
19. My parents can look for ways for the 6.00 Strongly High
continuity of financial and material support for Agree
my education during pandemic
20. My parents always ask me how was my 5.00 Agree High
module going
Median 5.00 Agree High
Legend: SD= Strongly Disagree (1.00-1.83); D= Disagree (1.84-2.66); N= Neither agree/or disagree (2.67-
3.49); SA = Somewhat Agree (3.50-4.34); A= Agree (4.33-5.15); SA= Strongly Agree (5.16-6.00).
The table 3 above presents the median of every item and the median of all the
items. It is clear that those parameters/ items that are presented in the table above,
majority of the descriptive rating is agree. The highest median is 6.00, the item stated
“My parents can look for ways for the continuity of financial and material support for my
education during pandemic”. 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.
Overseas Filipino Workers (OFWs) have issues with their families, according to
Mahilum (2013). Among the most concerned are the psychological well-being of OFWs'
children, OFWs' relationships with their partners, decision-making, and communication.
Although it is true that OFW children have good living conditions, it is also true that their
32
children are dissatisfied with what they have. Their children, in reality, need socio-
psychological assistance. And for their absence by spoiling them financially, i.e.,
offering them more money than is necessary. Likewise, OFW parents place a higher
priority on their children because OFWs experience anxiety and loneliness.
Table 4.
Relationship between Demographic Profile and Psychological Well-Being
Value
Year level
Phi 0.720
Cramer’s V 0.415
Gender
Phi 0.418
Cramer’s V 0.418
OFW Parent
Phi 0.471
Cramer’s V 0.333
Length of time Abroad
Phi 0.732
Cramer’s V 0.423
Legend: No or very weak (0), Weak (0.05), Moderate (0.10), Strong (0.15),
Very Strong (0.25)
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.
33
Table 5.
Relationship between Demographic Profile and Parental Support
Value
Year level
Phi 0.907
Cramer’s V 0.524
Gender
Phi 0.500
Cramer’s V 0.500
OFW Parent
Phi 0.561
Cramer’s V 0.396
Length of time Abroad
Phi 1.093
Cramer’s V 0.531
Legend: No or very weak (0), Weak (0.05), Moderate (0.10), Strong (0.15), Very Strong
(0.25)
Table 5 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.
34
Table 6.
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.
35
CHAPTER IV
FINDINGS, 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 demographic profile of the respondents as to their year level, most of them
are in 2nd year and 3rd year, most of them are females, in terms of their OFW
Parent, most of them 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 they are in average level.
3. The researchers also found out that the median of parental support received by the
respondents is 5.00 which means that they are in high level.
36
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
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 respondent’s psychological well-being is at an
average level.
3. The researchers conclude that the parental support received by the respondents is
at a high level.
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.
37
Recommendation
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
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.
38
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.
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www.parentingforbrain.com
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.
42
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
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.
43
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
APPENDIX C
LIST OF 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
44
Significant Correlation between Psychological Well-Being and Parental
Support………………………………………………………………………………...34
APPENDIX D
LIST OF FIGURES
Page
1. Research Paradigm………………………………………………………………18
45
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/or disagree
2- Disagree
1- Strongly Disagree
Item 1 2 3 4 5 6
46
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
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
47
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
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.
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/or 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
48
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
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
CURRICULUM VITAE
JASMIEN G. MARATA
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
Contact Number : 09638582134
E-mail Address : jasmien.gallardo@gmail.com
Institutional Affiliation : Don Mariano Marcos Memorial State University- South La
Union Campus
School Address: Consolacion, Agoo, La Union
49
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
TRAININGS/SEMINAR ATTENDED
November 22, 2017 “PSYCHED UP SEMINAR-SYMPOSIUM” with the topic
“Abnormal Psychology: An Overview”
Place Don Mariano Marcos Memorial State University South La Union
Campus Agoo, La Union
2017-2018 National Service Training Corps
Place: Marcos Sports Complex, Don Mariano Marcos Memorial State
University- South La Union Campus Agoo, La Union
2018 Break the Stigma Mental Health Awareness Seminar
Place: College of Arts and Sciences Multi-Purpose Hall, DMMMSU-SLUC
Agoo La Union
50
2019 Lecture- Demonstration on First Aid and Basic Life Support to the
Member of the Disaster Risk Reduction and Management (DRRM)
Place: Don Mariano Marcos Memorial State University- South La Union
Campus Agoo
La Union
2019 Outreach Program Adopt a Child for a Day
Place: Sta. Rita Central Agoo, La Union
2020 First Guidance and Counselors/ Facilitators Summit
Place: Eriguel Hall, Don Mariano Marcos Memorial State University South La
Union Campus, Agoo La Union
March 19, 2021 “Gender-based Violence: The LGBTQ Experience ”

Place Laguna State Polytechnic University- Santa Cruz Campus
March 19, 2021 “AKO NAMAN MUNA: A Journey of Finding Love Within
Ourselves ”
Place 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 ”
March 19, 2021 “Self-Empowerment ”
March 20, 2021 “Managing Mental Health Amidst Pandemic ”
Place 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 ”
Place NHCP Museo ng Libingan sa Ilalim ng Lupa ng
Nagcalaran(MLILN)
March 27, 2021 “Half-full Optimism and Positive Thinking ”
Place University of the Cordilleras, Baguio City
March 27, 2021 “AYAW MO MAGPA-GUIDANCE BECAUSE?: The Importance
of Guidance Counseling”
51
Place Central Luzon State University Science City of Munoz, Nueva
Ecija
March 27, 2021 “COFFEE DISCUSSION: Stigmas on Mental Health and
Importance of Self-Awareness
Ecija
March 30, 2021 “Mindfulness Stress Reduction”
March 31, 2021 “Mental Health In Time of Uncertainty ”
Place Museo ni Apolinario Mabini- PUP, Sta Mesa, Manila
April 1, 2021 “Breaking the Barriers: Transformational vocabulary for self
development ”; MentorMitr Co-Founder Vridhi Sharma
April 1, 2021 “Unleash The Leader In You”
April 3, 2021 “High Performance Mindset”
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
52
CURRICULUM VITAE
MARVIN P. ERFE
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
Contact Number: 09466828919
E-mail Address: Charvince17@gmail.com
Institutional Affiliation: Don Mariano Marcos Memorial State University- South La
Union Campus
53
School Address: Consolacion, Agoo, La Union
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
TRAININGS/SEMINAR ATTENDED
November 22, 2017 “PSYCHED UP SEMINAR-SYMPOSIUM” with the topic
“Abnormal Psychology: An Overview”
Place Don Mariano Marcos Memorial State University South La Union
Campus Agoo, La Union
2018 Break the Stigma Mental Health Awareness Seminar
Place: 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)
Place: Don Mariano Marcos Memorial State University- South La Union
Campus Agoo
La Union
2019 Outreach Program Adopt a Child for a Day
Place: Sta. Rita Central Agoo, La Union
54
2020 First Guidance and Counsellors/ Facilitators Summit
Place: 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”
Place: Live from United Kingdom Facebook Live and Stream Yard
March 25, 2021 “10 Steps to Happiness”
March 26, 2021 “Gender Sensitivity In The Workplace”
Place NHCP Museo ng Libingan sa Ilalim ng Lupa ng
Nagcalaran(MLILN)
March 27, 2021 “AYAW MO MAGPA-GUIDANCE BECAUSE?: The Importance
of Guidance Counselling”
Ecija
March 31, 2021 “Mental Health In Time of Uncertainty”
Place Museo ni Apolinario Mabini- PUP, Sta Mesa, Manila
April 1, 2021 “50 Ways to Leave Depression”; Mrs Cm Fraser
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
55
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PARENTAL SUPPORT AND PSYCHOLOGICAL WELL-BEING OF STUDENTS

WITH OFW PARENTS DURING COVID-19 PANDEMIC

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

BACHELOR OF SCIENCE IN PSYCHOLOGY

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

Committee composed of:

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

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

MARK ANTHONY GAVINA

ZENAIDA D.C PASCUA Ph.D

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

enabled us to complete this study.

to share her ideas to enhance this research.

betterment and improvement of this study.

continually provide their moral, spiritual, emotional, and financial support.

to finish this study.

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

2. Level of Psychological Well-Being per subscale/or dimensions of the

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

4. Relationship between Demographic Profile and Psychological Well-

5. Relationship between Demographic Profile and Parental Support

6. Significant Correlation between Psychological Well-Being and Parental Support

between psychological well-being and parental support.

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

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

LIST OF TABLES ………………………………………………………………………v

LIST OF FIGURES ……………………………………………………………………..vi

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

Framework of the Study …………………………………………….………...10

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

Statement of the Problem ……………………………………………………...19

Definition of Terms ……………………………………………………………20

Research Design ……………………………………………………………..,,.21

Sources of Data ………………. ………………………………………….........21

Data Analysis ……………………………………………………….…………...24

CHAPTER III RESULTS & DISCUSSION

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

CHAPTER IV SUMMARY, CONCLUSIONS & RECOMMENDATIONS

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

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

A Letter to the Respondents ……………………………..……….................41

C List of Tables ………………………………………………………………..43

D List of Figures ……………………………………………………………….44

E PWB Quetionnaire …………………………….………………….................45

CURRICULUM VITAE ………………………………………………………………...48

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

negative ones, whereas psychological well-being is focused on more transcendental

aspects of a person's life. The Hedonic approach (subjective well-being) focuses on

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 Ryan and Deci (2001).

Subjectivity, positive indicators, and the absence of negative factors, such as a

global assessment of life, characterize psychological well-being (Diener, 1984). In this

painful, and conflicting processes (Cuadra and Florenzano, 2003). As a result, it

The "Multidimensional Model of Psychological Wellbeing," also known as the

"Model of Constructive Multidimensionality," was developed by Ryff (1989).