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Summary
 4
Post-Pandemic: Coping Strategies and Psychological Well-Being among

College Students within Metro Manila

67
An Undergraduate Degree Paper Presented to the Faculty of the

BS Psychology in Trinity University of Asia

96
In Partial Fulfillment of the Requirements for the Course

Research Design in Psychology

Submitted By:

Raizza Icen O. Albandia

Chris Andrea J. Biteño

Ysabela Frances D. Cadelina

Liza Marie S. Evangelista

Patricia Kaye A. Guanzon

Maureene A. Mendoza

Research Adviser:

Prof. Mary Ana Seline L. Angoluan

School Year 2023-2024

 Acknowledgement

This thesis is the culmination of a remarkable journey and it is a pleasure to thank those
96
who have been an integral part of this academic endeavor. First of all we, the researchers, would

like to express our sincere thanks to our advisor, Prof. Mary Ana Seline L. Angolan. Her

intellectual guidance, insightful suggestions, and constant encouragement were invaluable to our

research. Her dedication and patience in guiding us throughout this process contributed to the
242
successful completion of this thesis.

We would also like to thank the professors of the Department of Psychology, Prof. Ron
43
Avila, Prof. Pete Aton and Prof. Adrian Amistad for their time, expertise, and valuable

suggestions that greatly improved the quality of our work.

Special thanks to our research team whose cooperation and support made this journey a

truly enjoyable experience. Interesting discussions, common challenges, and mutual support

were important for our progress.

247
To our family and friends, your unwavering support and understanding has been a source

of strength and inspiration. Their faith in us was the driving force during this journey. We are

especially grateful to them for their endless encouragement and patience.

Finally, we would like to thank other individuals who contributed to this work either

through direct help or encouragement and support during the research.

9
Thank you all for being a part of this journey.

2
 Abstract

The COVID-19 pandemic has really disrupted educational systems globally, impacting
108 8
students' psychological well-being and coping strategies. This study aims to evaluate the coping

strategies and psychological well-being of Filipino college students in Metro Manila during the

post-pandemic period. A Sequential Explanatory Method approach was employed, starting with
8
a survey of 248 students to assess their coping strategies and levels of psychological well-being.
253
Statistical correlation analysis revealed significant relationships between social support and

psychological well-being. To further explore these findings, focus group discussions and
190
in-depth interviews were conducted with a subset of 10 students. Thematic analysis identified

key themes such as the role of virtual social interactions, the challenges of online learning, and
4
various coping strategies. The integration of quantitative and qualitative data provided a

comprehensive understanding of the students' experiences, highlighting the critical importance of

51
social support and adaptive coping strategies in maintaining psychological well-being. These

findings suggest that “educational institutions should enhance mental health resources and
58
support systems to better assist students in the post-pandemic era.”

Keywords: COVID-19 pandemic, Coping Strategies, Psychological Well-being, Post-Pandemic,

Mental Health
1
TABLE OF CONTENTS

3
 Title Page………………………………………………………………….………...……1

Acknowledgement………………………………………………………………..………2

Abstract………………………………………………………………….…………..……3

CHAPTER 1

Introduction ………………………………………………………………….…………...6
81
Statement of the Problem ………………………………………………………...……... 9

Hypothesis ……………………………………………………………………………. ...13

Significance of the Study …………………………………………………..…………... 13

Scope and Limitations of the Study…………………………………………………….. 15

Definition of Terms …………………………………………………………………….. 16

CHAPTER 2

Review Related Literature………………………………………………………………..18

Conceptual Framework………………………………………………………………….. 36

Theoretical Framework …………………………………………………………………..37

CHAPTER 3
106
Research Design ……………………………………………………………………….…39

Population, Sample Size and Population .………………………………………………...40

Research Locale …………………………………………………………………………..41

Research Instrument ………………………………………………………………………42

Psychometric Characteristics Scale ……………………………………………………… 45

164
Data Collection Procedures ……………………………………………………………….46

Data Analysis Procedures ………………………………………………………………....49

4
 Ethical Consideration …………………………………………………………………….50

Informed Consent ……………………………………………………………………..…..51

Regulations and Restrictions………………………………………………………………51

31
CHAPTER 4

Presentation Analysis and Interpretation of Data ………………………………………...52

Defining Themes and Norming Themes ……………………………………………….…75

Integration of Quantitative and Qualitative Result……………………………………….75

226
Discussion of Integrated Findings ………………………………………………………..95

CHAPTER 5

Summary Findings ………………………………………………………………………..99

Conclusions ……………………………………………………………………………….101

Recommendations…………………………………………………………………………104

APPENDIX

Test of Normality …………………………………………………………………………109

Informed Consent …………………………………………………………………………112

Validation Forms ………………………………………………………………………….116

Curriculum Vitae ………………………………………………………………………….134

References ………………………………………………………………………………...137

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Chapter 1

5
 The Problem And Its Background

I. Introduction

The COVID-19 pandemic, a global watershed moment, has made a lasting impression on

Filipino students (Simbulan, 2023). The pandemic initiated a seismic shift in the educational

modalities, transforming schools and campuses into empty halls lacking the levity and

comradery that once characterized them. (Zagreb, 2023) It compelled students to trade in-person

interactions for virtual ones and traditional classrooms for pixels on screens. Beyond the

logistical challenges of remote learning lay a far-reaching and often concealed realm: the
1
psychological terrain. (Dan et al., 2023) In April 2020, it was reported that around “1.5 billion

learners (over 90% of total enrolled learners) and 60.2 million educators worldwide had to stay

home due to the pandemic” (UNESCO, 2020). The Philippines followed suit, implementing a
1
lockdown on March 10, 2020 (UNESCO, 2020). Schools in Greater Metropolitan Manila closed,

classes at all levels were suspended, and non-essential activities halted. “The lockdown extended
1
to the entire island of Luzon, imposing a strict 30-day enhanced community quarantine (ECQ),

with potential extensions” (Ocampo, 2020).

61
The latest WHO figures, as of 17 January 2022, the Philippines had recorded over 3

million confirmed cases of COVID-19 with over 52,700 deaths since March 2020. In this

context, the Journal of Positive School Psychology highlighted the intricate nature of the

pandemic's psychological impact on Filipino students. This marked the onset of an uncertain

period that disrupted their academic pursuits, daily routines, and emotional resilience (Serrano,

2022). The absence of peer interactions and the loss of the traditional learning environment were

6
further compounded by widespread fears of illness, financial difficulties, and the rapid pace of

change. Loneliness, anxiety, and depression became prevalent experiences for many individuals
196
as the pandemic persisted, as reported in a study conducted by the National Library of Medicine

(Jandric, 2021).

Amidst these challenges, the Philippines has been gradually returning to a state of

normalcy. This progress began when the Philippines established an inter-agency task force to

monitor COVID-19 in January 2020. The situation escalated when local transmission started on

March 7, 2020, ultimately leading to a nationwide declaration of a public health emergency on

March 8 (Talabis et al., 2021).

A significant moment occurred when President Ferdinand "Bongbong" Marcos Jr.

addressed the nation in Bacolod City on October 23, 2022. He conveyed that it was time for the

country to return to normalcy as the COVID-19 pandemic was receding. President Marcos

acknowledged the difficulties posed by the pandemic but emphasized the need to resume regular

activities, citing the gradual management of the crisis. He encouraged Filipinos to return to work

and seize pre-pandemic opportunities, marking the beginning of a period where the nation

needed to address pressing concerns (Parrocha, 2022) including the Psychological Adjustment

and psychological well-being of our student community (Disord, 2023).

49
Research studies by Tabry et al. (2022) and Howell et al. (2021) have “underscored the
3
critical role of community resilience and social support networks in post-pandemic Coping
148
Strategies and psychological well-being”. Additionally, a study by the World Health

Organization (2023) delved into the responsibilities of educational institutions in providing

7
mental health resources during the transition to a post-pandemic environment. As we witness the

emergence of a post-pandemic Philippines, it becomes increasingly evident that our focus must
8
shift from crisis management to understanding and facilitating students' Coping Strategies and

Psychological Well-being (Rotas & Cahapay, 2023).

7
In this evolving landscape, the researchers endeavor to investigate post-pandemic coping

strategies and psychological well-being among selected college students. The objectives are
52
interconnected and aimed at providing a comprehensive understanding of the students'

experiences.

8
The primary objective of the researchers is to evaluate the coping strategies and

psychological well-being of Filipino college students, encompassing aspects such as emotional

stability, mental health, and overall resilience. Furthermore, the researchers seek to understand

how these students have coped with the post-pandemic period, considering a myriad of

influencing factors. Their commitment is rooted in understanding the distinct needs and

challenges faced by the students as they navigate this evolving landscape. To attain this goal, the

researchers will employ a strategic combination of focus group discussions and surveys,

conducted simultaneously, thereby delving into the emotional and psychological intricacies of

the students.

Ultimately, the aim of the researchers is to contribute to the long-term resilience of these

college students, assisting them not only in recovering from the pandemic's impact but also in
58
thriving as they pursue their academic and personal journeys in the post-pandemic era. This

research represents a critical step toward providing the support and insights necessary for the

8
students to flourish in the wake of these transformative times. Understanding and addressing

their well-being is essential as we transition into a post-pandemic world. Through the framework

of an Sequential Explanatory Design, this study aims to address existing knowledge gaps and
162
elucidate strategies for optimizing the positive impact of post-pandemic coping strategies on the

psychological well-being of college students.

II. Statement of the Problem

3
This study examines college students' coping strategies and psychological well-being

after COVID-19. It tackles academic changes, social isolation, financial hardship, and future

uncertainty. The goal is to improve students' mental health with focused interventions and
220
support. This study will use qualitative and quantitative methodologies to examine how students

perceive and feel these changes and their psychological impacts. This study will also examine

how students' demographics affect their recovery experiences and attitudes. This research aims to

solve information gaps and improve post-pandemic outcomes.

QUANTITATIVE PHASE
1
The following questions will be used for the Quantitative portion of the research:

1.) What is the profile of the respondents in terms of:

1.1 Age:

1.2 Gender: ▢ M ▢F

1.3 Year level:

9
 1.4 Student Status: ▢ Regular ▢ Irregular

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2.) What is the level of the respondents following in terms of:
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2.1 Coping Strategies

a. Problem-Focused Coping

b. Emotion-Focused Coping

c. Avoidant Coping

74
2.2 Psychological Well-Being

a. Positive Emotion

b. Engagement

c. Relationships

d. Meaning

e. Accomplishments

3
3.) Is there a significant relationship between the respondents’:

a. Coping Strategies

b. Psychological Well-Being

QUALITATIVE PHASE:

On the qualitative phase, the researchers will be utilizing the following objectives:

10
 1. To explore how college students navigate and adapt to post-pandemic psychological

challenges, examining the factors that shape their adaptation process.

8
2. To obtain a thorough understanding of their coping strategies and post-pandemic

psychological well-being of the students. The information that will be obtained could

bring the context on the participants' various subjective experiences.

3. To investigate how college students perceive and encounter post-pandemic shifts in

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Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA)

and assess the impact of these factors on their overall Coping Strategies and

Psychological well-being.

QUALITATIVE QUESTIONS FOR FOCUS GROUP DISCUSSIONS:

1. What were your post-pandemic experiences?

Possible follow up questions:

1.1 Have you encountered specific challenges? If so, how were you able to handle them?

1.2 Since returning to in-person classes, has your motivation, interest, or passion

changed?

1.3 How has the transition from distance learning to in-person classes affected your

psychological well-being?

2. Have you experienced any changes in your social connections and relationships on

campus since returning to in-person classes?

Possible follow-up questions:

11
 2.1 What implications do these changes have on your current engagement with your

peers/classmates?

2.2 How have these changes affected your psychological well-being? (e.g positive

relationship with others, self acceptance, feeling of purpose or meaning in life)

3. What are some coping strategies that have worked well for you in adjusting to the

“new normal”?

Possible follow up questions:

3.1 Can you share any particular situations where the presence or absence of adjustment

strategies played a role in your academic accomplishments or setbacks?

4. How has the pandemic affected your plans for the future and your professional

aspirations?

Possible follow-up questions:

4.1 How are you adapting to these changes?

4.2 Are these any new-found perspectives you’ve gained throughout the post-pandemic

phase that add to your overall sense of meaning as a college student?

5. Are these any aspects of the “new normal” that you still find difficult to deal with?

Can you elaborate on these?

Possible follow-up questions:

5.1 Do you think there are any particular aspects of campus life that you should improve

to better assist students’ post-pandemic psychological adjustment and psychological

well-being? Why?

12
III. Hypothesis
3
Null hypothesis. There is no significant relationship between post-pandemic coping strategies

and psychological well-being among college students within metro manila.

3
Alternative hypothesis. There is a significant relationship between post-pandemic coping

strategies and psychological well-being among college students within metro manila.

47
Assumption. College students within Metro Manila employ a variety of coping strategies to deal
59
with post-pandemic stress, incorporating elements of PERMA (Positive Emotion, Engagement,
66
Relationships, Meaning, and Accomplishment) alongside problem-focused, emotion-focused,

and avoidant coping strategies.

IV. Significance of the Study

The students had to experience an abrupt change into their accustomed way of education

due to the pandemic. And this abrupt change could potentially affect their psychological

well-being. Thus, through this exploration, researchers could identify how they cope in their new

way of living. This research aims to unfold the struggles that the students faced and how they

continued to strive amidst the ceaseless tragic news. Ultimately, this will fill in the current
7
knowledge gaps concerning the coping strategies and psychological well-being of students in the

face of the new normal.

Moreover, this research can be beneficial to the following:

13
Councilors - Through the findings, the councilors will be able to fully grasp the struggles that

every student faced, thus, it will make them be able to make a proper response plan from their

needs.

Educators - This will help the educators navigate their way of providing a suitable learning

method which could also empower and uplift the spirits of the students.

Family - This study will make the parents and guardians understand the emotional struggles that

their childrens are facing.

212 237
Future Researchers - This research will add to the body of knowledge, which other researchers

can use as a point of reference to figure out where the literature on relevant topics is lacking.

Policymakers - This result will enable the development of context-specific and localized

interventions that aim to promote psychological well-being.

Psychology Department - Findings of the study could be used to guide the Psychology

Department in building effective school management programs that can be applicable to other

schools in the province and across the country.

Respondents - When these problems arise, this research will help them become aware of them

and develop a new solution or find another technique to overcome the difficulties.

122
School Administrators - This research will allow them to identify and meet the needs of college

students in this post-pandemic period, including tools and equipment, a laboratory to support and

develop students' skills, and skills that will enable them to thrive adapting to teaching and having

meaningful jobs in the future.

14
 112
Students - This study will provide students a comprehensive awareness of how their

psychological well-being affected their lives during the post-pandemic. Furthermore, they may

be encouraged to set an example by educating others about the processes of post-pandemic

recovery.

V. Scope and Limitation of the Study

Past studies have shown reports of increased psychological distress and emotional
60
disturbances among the students during the height of the COVID-19 pandemic. Hence, the

current study will predominantly focus on the prime elements of coping strategies and their

influence on the distinct dimensions of psychological well-being. This is aimed at the evaluation

of the post-pandemic psychological state of college students.

The inclusion criteria for the selection of participants will cover a sample population of

college students within Metro Manila. They should experience at least a 2-year quarantine stay in

the Philippines and should be enrolled in the same university for two or more consecutive years.
60
These eligibility requirements will be established as they may potentially have a significant

impact on the psychological well-being of the participants and may elicit symptoms of various

psychological problems.

On the other hand, the exclusion criteria will include students classified as returnees,

shiftees/shifters, and those who have taken a gap year during the course of the pandemic.

Additionally, students whose current curricula involve going on duty/internship/OJT, more so

those who have traveled and quarantined abroad, will not be eligible to partake in the study.

15
 111
These limitations will be set as they may affect the validity and reliability of the research

findings.

While the study will examine the relationship among the presented variables, the

processes of mediation and moderation will not be applied.

171
VI. Definition of Terms

To facilitate the understanding of this study, important terms are defined herein.

1
Anxiety - is an emotion characterized by feelings of tension, worried thoughts, and physical

changes like increased blood pressure. (Journal of Education and Educational Development

Article Anxiety 2021, June).

Covid 19 - an outbreak or sickness brought about by the extreme intense respiratory condition,
257
“SARS-CoV-2 infection”. (World Health Organization, 2021).
98
Coping Strategies - are “behavioral and cognitive tactics used to manage crises, conditions, and

demands that are appraised as distressing.” (Prudovska, T., 2007)

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Depression - exhaustion or loss of energy essentially consistently. Sensations of uselessness or

unreasonable or unseemly responsibility virtually consistently. (Truschel, J. 2022, August 26).

Education - is an intentional work to create an environment of learning and educational

experience so students are effectively fostering the potential for them to have the strength.

(ExamPlanning. 2021, January 29).

16
 Lockdown - is a mandate for individuals to restrict themselves at a particular spot, as a rule at

their home, to keep away from specific dangers to themselves or others. (Work From Home

Experiences of University Teachers, 2022).

45
Mental Health - is “a condition of prosperity wherein each individual understands their own true

capacity, can adapt to the typical burdens of life, can work beneficially and productively, and can

make a commitment to their local area”. (World Health Organization, 2021).

New Normal - is adjusting to the circumstances and accepting the present situation in our lives.

(Frontiers in Psychology. 2022, June 21).

208
Pandemic - is a disease outbreak that reaches countries or continents all over the world.

(Robinson, MD, J. 2022, April 18).

63
Psychological Problem - is “a continuous broken example of thought, feeling, and conduct that

causes critical misery and that is viewed as a freak in that individual's way of life or society.”

(Stangor, C., & Walinga, J. 2022, October 17).

58
Psychological Well-being - the experience of positive feelings like satisfaction and happiness as

well as the improvement of one's true capacity. (Ruggeri et al., 2021).

17
 Chapter 2

Reviews of Related Literature

262
Psychological Well-Being. “The components of well-being, according to Seligman's
113
(2011) theory, are PERMA (Positive Emotion, Engagement, Relationships, Meaning, and

Accomplishment).” Strong evidence that subjective well-being is the ultimate common path of
34
such elements was reported by Goodman, Disabato, Kashdan, and Kaufmann (2017), and their

findings are fully consistent with Seligman's theory. But they mistakenly claimed that he implied

that PERMA was more than just its constituent parts and that it represented a distinct form of

well-being. The complex problem of determining what constitutes a well-being element is

263
discussed; it is a problem that goes beyond psychometrics.

36
In the words of Levi (2017), “psychological well-being is a dynamic state characterized by

some degree of harmony between a person's strengths, needs, and aspirations, as well as

environmental demands and possibilities.” In order to have a thorough grasp of well-being as a

concept, it is crucial to identify the characteristics that are associated with psychological

well-being. Identity, purpose, and relatedness are all part of a bigger framework that supports

psychological well-being (Ryff & Singer, 2019). Having psychological well-being is about
36
attaining one's potential and leading a fulfilling life; "it is not so much an outcome or end state as

it is a process of fulfilling or realizing one's daimon or true nature" (Deci & Ryan, 2016, p.2).

18
 11
Each individual strives to be in good physical, emotional, and psychological health. In the

recent Pandemic crisis, which resulted in a complete lockdown across the nation, university

students' perceptions of the outside world in resolving day-to-day issues have been impacted.
3
Some researchers from across the world anticipated that “COVID-19 will have an impact on the

population's health in social, neurological, and particularly psychological dimensions”

1
(Pantaleon et. al, 2021). In fact, the pandemic caused a significant incidence of mental health

disorders in the general population, including acute stress, post-traumatic stress disorder, anxiety,
198
depression, irritability, insomnia, and impaired attention. (Martin & Collie, 2022). These

symptoms were especially prevalent in people who had experienced the pandemic.

A parallel pandemic of psychological disorders like stress, panic, anxiety, worry, and

depression is now more likely as a result of COVID-19 (Ebharhim & Dhahi, 2022). Community

members' limited social connections, social isolation, and personal interactions are emotionally

damaging. The spread of COVID-19 disease has restricted social interactions, freedom of

movement, and daily life functioning. Coping strategies include adopting online socializing,

maintaining physical distance, and minimizing outdoor activities intended for sport, shopping,

leisure, or anything else.

30
Every aspect of life for humans has been influenced by the COVID-19 pandemic, including

educational institutions. Online education undertaken prior to, throughout, and after COVID-19

pandemic undoubtedly possesses a positive and negative aspect, particularly when it comes to
192
students' mental health (Barrot, Llenares, & Del Rosario, 2021). Students are dissatisfied with

19
their lives as they currently stand and feel let down by their circumstances. According to Petrie et

al. (2020), students encounter challenges while using an online or hybrid learning strategy. Social

isolation and loneliness were highly related to “Having a strong support system and a sense of

belonging are linked to bad mental health students' psychological health and happiness both
6
during and after the COVID-19 Pandemic” (Voltmer et al., 2021).

Positive Emotion. Within the intricate fabric of human well-being, positive emotions

stand as foundational threads, imbuing life with color and significance. In the post-pandemic

Philippines, the resilience of the Filipino spirit is notably apparent, thriving in the face of

challenges (Tabuga, 2020). Rooted in Martin Seligman's PERMA framework, positive emotions

take a pivotal role in shaping individual and collective experiences. Seligman's model identifies

Positive Emotions, among other elements, as integral components contributing to human

flourishing (Madeson, 2020). This research aims to compile findings elucidating how these

positive emotions, as defined by PERMA, have decisively impacted the journey of the Filipino

people in the aftermath of the pandemic.

Consider the "Bayanihan spirit," a cultural treasure close to Filipino hearts. It represents

values like compassion, mutual support, and voluntary cooperation, expressed through

comforting words like "Tulungan" and "Damayan." This spirit isn't just inspiring; it turns regular

folks into community heroes, sowing the seeds of positive emotions such as hope and unity

(GOVPH, 2020). Acts of kindness, initiated by ordinary individuals, resonate like heartbeats
83
across the islands, building resilience and optimism in the face of challenges.

20
 As the research delves into this research, there is a proactive response from the

government and healthcare sectors, working hand in hand with successful vaccination efforts.

When these aspects come together, they create a sense of security and optimism, spreading hope

across the Filipino landscape (Chan, 2021). The government's actions become more than just

policies; they become rays of light, dispelling uncertainty.

The economic part of this journey unveils a story of recovery, job opportunities, and

financial stability. It doesn't just offer financial security; it brings relief and rejuvenated hope.

With job opportunities appearing on the horizon, Filipinos once again see a brighter future

(Diokno, 2022).

But this research isn't just about numbers and policies. It dances through the streets,

embracing stories of families reuniting, friends sharing laughter, and communities reviving

cultural and religious traditions. These are the moments where positive emotions truly flourish,

blooming like flowers in the sunlight (Diokno, 2022).

In this Filipino tale of resilience and hope, positive emotions are the brushstrokes,

painting the canvas with hope, gratitude, and optimism. These emotions aren't solitary travelers;

they are woven into the fabric of Filipino culture, holding the nation together. They rise like the

morning sun, dispelling the shadows of adversity.

201
As we reach the conclusion, it's clear that the Filipino story is ongoing. The findings in

this research serve as a testament to the unyielding spirit of the nation. The symphony of positive

emotions continues to play, serving as a soundtrack of hope and resilience in an uncertain world.

21
In the face of challenges, Filipinos stand as an exemplary demonstration of how positive

emotions can be more than a reaction; they can serve as guiding lights toward a brighter, safer,

and more united future.

Engagement. In the unique background of the after the pandemic Philippines, the

concept of "Engagement" emerges as a foundational and defining principle, characterized by the

active and enthusiastic participation of Filipinos in a diverse array of activities that exert a

profound and transformative impact on the recovery and rejuvenation of their communities (Dela

Cruz, 2021). This dynamic engagement closely corresponds to the "E" component of the

PERMA model in psychology, which signifies a profound state of immersion and flow, whereby

individuals find themselves fully absorbed in their actions and experiences (Soots, 2023).

A wealth of scholarly literature reinforces the paramount role of engagement in the

77
post-pandemic landscape. A recent study conducted by Vicentino (2021), examining “Netizens’

Perception of Government Responses to COVID-19”, delves into the intricate interplay between

governance and citizen engagement. This research highlights “how Filipinos' active involvement

is inextricably linked to their perception of the government's effectiveness in managing the

pandemic and implementing comprehensive recovery plans” (Verzosa, 2020). The intricate

connection between governance and engagement underscores the pivotal role of well-structured

policy-making and effective communication in mobilizing communities for collective action.

Moreover, the economic facet of engagement, as expounded by Truelogic Marketing

(2023), assumes a significant role in the post-pandemic Philippines. This study meticulously

examines how Filipinos have exhibited a remarkable entrepreneurial spirit, actively engaging in

22
the establishment of online businesses and adroitly harnessing digital technologies to sustain

their livelihoods. This economic engagement is not only a testament to adaptability but also

stands as a formidable driving force in the nation's economic recovery endeavor (Haferkamp,

2023).

An additional study on "Romanticizing Filipino Resiliency" (2022) lends a

comprehensive understanding of the role of active engagement among Filipinos in the recovery

and revitalization of their communities. Their findings emphasize the depth of involvement

demonstrated by Filipinos, which underscores their unwavering commitment to fostering

resilience and adaptability in the face of formidable challenges (Merca, 2021). Furthermore,
122
research from the “Philippine Journal of Social Development provides valuable insights into the

transformative potential of engagement in the post-pandemic Philippines, elucidating how

Filipinos' engagement extends beyond mere involvement to catalyze a profound sense of unity

and shared purpose” (Nicolas, 2022).

47
Relationship. In Seligman’s PERMA model, a positive relationship is about the

connection of an individual from the other and it is inherent for humans to seek close contact

with other people, to build relationships, and to connect to them. This relationship can be built

between two people who encourage, support, and care for one another. Heshmati et. al. (2020)

noted that positive emotions and relationships are fundamental well-being factors for young

adults. Positive relationship can lessen the stress of an individual and can improve their lifestyle
99
as they are being encouraged by someone who cares for them. “Having a positive relationship

23
with others and one's environment is critical to one's well-being and success in life” (Nadlifah,

Setiawan, & Munir, 2023).

As Filipinos are in the post-pandemic phase, it is inevitable that they would immediately

seek for relationships. As stated by Seligman (2011), it is our basic human need to feel belonged,
173
to feel loved and understood, and to be supported. “Positive Relationships include Parent

Relationships, Peer Relationship, and Teacher-Student Relationship” (Lai et al., 2018).

30
“Relationships between teachers and students are paramount in the development of well-being
271
and these have a special importance during the COVID-19 pandemic” (García-Álvarez, et. al,
28
2021). The support coming from them will influence the behavior of the student in school. “A

positive relationship can have a great contribution to feelings of positive emotions and achieving

a sense of accomplishment in life can contribute to meanings” (Hidayat, Habibi, Saad,

Mukminin, Idris, 2018).

At some point during the pandemic, the relationship that was made face-to-face has been

reduced and communication was cut-off. As a result, some developed anxiety and felt alone.
5
“Loneliness has been positively associated with depressive and anxious symptoms while hope

has been negatively linked to these symptoms” (Vasileiou et. al., 2020). However, now that the

country is now facing the effects of post-pandemic, the feeling of loneliness will gradually

vanish. With people beside them, feelings of loneliness could be lessened. The well-being of the
5
people will depend on the well-being of the people they connect with. That’s why when they

associate themselves with people who are generally good will also affect them. It is suggested

24
 5
that is why “positive relationships as a particular component of wellbeing were found to be

positively predicted the highest by love and hope but also by social intelligence, gratitude,

persistence, curiosity, and forgiveness” (Vasileiou et. al., 2021).

Meaning. What is the intended significance behind individuals' assertion of personal life
231 139
meaning? “Meaning is belonging to and serving something greater than ourselves. Having a
139
purpose helps people stay focused on what matters most when faced with major obstacles or
260
misfortune.” (Seligman, 2012). The concept of meaning in life is frequently characterized as an

individual's perception of their existence possessing a distinct purpose or their commitment to

dedicating time and effort towards the achievement of deeply valued objectives (Ryff & Singer,

1998). Some scholars contend that an individual experiences purpose in life when he or she

realizes that one's life makes sense (Reker & Wong, 1988). Meaning, as defined by another

researcher, is said to manifest through individual achievements, interpersonal interactions, and

engagements with artistic expressions and the natural world (Frankl, 1984). “The acquisition of
32
meaning can also be achieved by aligning one's self or one's existence with a broader framework
32
of meaning, such as a religious belief system or a personal philosophy of life” (Allport, 1961).

32
There is an argument suggesting that “the subjective experience of finding meaning in
32
life is dependent on the satisfaction of four psychological demands, namely purpose, value,

efficacy, and self-worth” (Baumeiste, 1991). Life is full of unexpected challenges and hardships

that can test our own strengths and resilience. The difficulties encountered often prompt

individuals to contemplate their meaning and purpose of their existence. In the same way that the

25
 pandemic forces us to constantly question our ability to persevere in the face of the numerous

challenges it presents, each new day brings new uncertainties about how we will manage to cope
209
with them. terms of careers, education, and employment (Hartung et al. 2020).

Many factors that the COVID-19 Pandemic hinders many factors of their lives (Mugo,
179
et.al 2020). The sudden transition to remote learning has posed challenges for students who are

accustomed to in-person instruction (Anwar et al., 2020). It hinders students to socialize and
230
engage with other people. “Lack of access to necessary technology and reliable internet
52
connection has hindered students' ability to fully engage in online classes” (Brownstein &
52
Havens, 2021). The absence of a structured learning environment and the difficulty in

maintaining motivation without face-to-face interactions have impacted students' academic

54
performance (Bao, 2020). “The COVID-19 Pandemic increased stress, anxiety, and depression

can hinder students' ability to concentrate, Because of the pandemic, college students are

confused and disoriented about their futures in stay motivated, and effectively engage in their

coursework” (Cao et al., 2020). Despite every challenge students can find their purpose in life in
6
reflecting on their personal values and aspirations in life. “Engaging in activities that align with

their values and purpose can provide a sense of meaning and fulfillment” (Damon, 2019).
42
“Encouraging students to reflect on their core values and aspirations can help them gain clarity

about what truly matters to them” (Steger et al., 2019). Pursuing passions and exploring their

own personal growth can lead them to find the real meaning of life after experiencing a handful

of challenges brought by the pandemic. “Encouraging students to take risks and embrace new
272 224
experiences can lead to personal growth and a greater sense of meaning in their lives” (Iasiello et

26
al., 2021). There are still numerous reasons to find the meaning, purpose and drives to continue

and discover the purposefulness of their post-pandemic lives.

Accomplishment. Accomplishment, as a constituent element within the PERMA

paradigm. Popularized by positive psychologist Martin Seligman, the PERMA framework's

overarching goal is to help people feel better emotionally and thrive in life. There are five basic

components to the approach that all work together to promote health and happiness. The model

shows that putting an emphasis on these factors can help people live happier, more contented

lives (Seligman, 2023). It pertains to the perception of attaining objectives and reaching
194
significant milestones that contribute to an individual's holistic state of well-being and sense of

satisfaction. The process entails establishing precise objectives, advancing towards them, and

encountering a feeling of competence and accomplishment following their successful

273
achievement (Madeson, 2017). Within the framework of the PERMA model, the concept of

success extends beyond mere academic or professional accomplishments to cover personal

growth and the acquisition of skills. The significance of participating in activities that require

individuals to push their limits and expand their capabilities is underscored, resulting in

heightened levels of self-assurance, drive, and adaptability. The connection between

accomplishments and the notion of achievement has been extensively acknowledged as essential

for the psychological well-being and adaptation of individuals. The act of establishing and

attaining objectives has been found to be linked with heightened levels of motivation, self-worth,

and a feeling of direction in one's life (Locke & Latham, 2006). The attainment of goals serves to

furnish individuals with a feeling of purpose and orientation, as well as facilitating progress

27
towards desired objectives. Accomplishments that align with a person's values and interests

provide a feeling of meaning and purpose in life (Steger, 2012).

59
Participating in activities that hold personal significance and provide a sense of
170
fulfillment contributes to psychological adaptation and subjective well-being. The COVID-19

pandemic has had a multifaceted impact on college students, particularly in terms of their
155
capacity to attain academic achievements. The transition to online education and the subsequent

closure of educational institutions have significantly altered students' academic habits and
155
objectives. The transition to online education and the temporary shutdown of educational

institutions have significantly altered the established academic routines and objectives of

students. Their ability to succeed academically may be hindered by less access to resources,

restricted interaction with peers and teachers, increased stress, and distractions (Browne et al.,

2021). Numerous extracurricular activities and events, encompassing sports, organizations, and

social meetings, have been subject to cancellation or transition to virtual platforms as a

consequence of the ongoing pandemic. In addition to academic achievement, these activities

181
frequently give pupils the chance to grow personally and enhance their skills (Hausmann et al.,

2021). Moreover, the occurrence of the COVID-19 pandemic poses obstacles for students in their

ability to partake in customary graduation ceremonies and pursue educational opportunities

overseas, which traditionally represent noteworthy accomplishments and act as sources of pride

and fulfillment for students (Svanholm, 2020).

28
 167
As we approach the second anniversary of the initial wave of school closures caused by

the epidemic, a return to typical academic conditions continues to elude several kids, instructors,
38
and parents. In addition to growing COVID-19 cases by the end of 2021, schools have

experienced acute staff shortages, high rates of absenteeism and quarantines, and rolling school

closures. In addition, it is worth noting that both students and instructors persistently grapple

with mental health difficulties, heightened occurrences of aggression and misconduct, and
213
apprehensions regarding the loss of instructional time (Kuhfeld et al., 2022). The evidence

suggests that “the outbreak has a detrimental impact on kids' academic performance, which is

consistent with their achievements. Despite the multifaceted impact on students' academic

achievements, there remains a compelling rationale for students to assert themselves and

embrace the opportunities that enable them to attain personal triumphs.” According to research,

college students' psychological reactions to the epidemic have a substantial impact on how they

pursue success (Odriozola-González et al., 2020).

Nevertheless, the concept of resilience assumes a significant function in facilitating

students' ability to adjust and persist in the face of challenging circumstances (Li et al., 2021). By

developing resilience, students are more effectively prepared to sustain their motivation and
83
effectively manage obstacles, promoting a sense of achievement even in the face of difficult

circumstances. College students showed exceptional flexibility in reframing their objectives and
221
devising alternate strategies to achieve success (Heslop et al., 2020). The concept of academic

resilience capacity refers to the inherent power of students to persevere and enhance their

academic performance in the face of significant challenges or the existence of substantial risk

29
 108
factors (Dwiastuti et al., 2022). The COVID-19 pandemic has undeniably caused disruptions to

the conventional routes of achievement for college students. However, these individuals have

demonstrated their ability to persevere, adjust, and utilize available resources in order to navigate

through these difficult circumstances. College students are discovering alternative pathways to

personal achievement by developing resilience, embracing change, fostering social connections,

and engaging in online skill development. As the global community navigates the post-pandemic

era, the competencies and proficiencies acquired throughout this period will establish a solid

foundation for their future accomplishments.

6
Coping Strategies. Following the assessment of an individual's threat to their well-being

and the available resources to manage the threat, we take into account situations that are

dependent on both situational and individual factors. Coping strategies are applied (Carver et al.,
119
1989, Korbmacher & Wright, 2020). Coping strategies play an important role in the physical and
71
mental health of an individual, especially during adapting to stressful situations. In the
71
transactional theory of stress, stress is about the relationship between an individual and their

environment which they appraise whether or not it is relevant to their well-being. According to
50
Lazarus, he defined coping with stress as “constantly changing cognitive and behavioral efforts

to manage specific external and/or internal demands that are appraised as taxing or exceeding the
62
resources of the person”. Based on the definition, it can also be assumed that coping is dependent

on personality patterns and perceptual experiences. The strategies one chooses for adapting to a

situation are highly individualized. Coping is never the same for two people (Chowdhury, 2023).
135
“It involves conscious, purposeful actions employed when an individual appraises a situation as

30
 stressful” (Lazarus & Folkman, 1984 as cited in Biggs, et al. 2017). Coping has two major facets:
153
problem-focused or active coping and emotion-focused or passive coping.

197
Problem-focused. Problem-focused coping involves actively addressing the root causes

of stress, as noted by Ogilvie (2023), who highlights efforts to generate solutions and adopt new

problem-solving approaches in coping with stressors.

This coping strategy may encompass activities such as seeking advice from objective

friends, brainstorming various solutions, or journaling emotions to alleviate their intensity.

Lazarus and Folkman (1988) emphasize that individuals often possess internal and external

resources to effectively manage or diminish stress. In response to the sudden transition to online

learning, students have demonstrated adaptive behaviors by developing time management skills,

seeking academic support, and establishing new study routines, as observed by Smith (2020).
111
These adaptive strategies are consistent with the problem-focused coping approach. Further

support for the efficacy of problem-focused coping comes from Baker (2019), whose research

underscores the effectiveness of active problem-solving techniques in reducing stress levels.

Additionally, a study from Shoenmakers (2015) highlights “the positive impact of

problem-focused coping strategies on enhancing both academic performance and psychological

well-being among students”. Ageing (2015) also emphasizes “the crucial role of
49
problem-focused coping in mitigating the adverse effects of stress on mental health outcomes.”

Moreover, recent findings published in PLoS (2021) underscore the significance of

problem-focused coping in fostering adaptive adjustment and resilience in the face of

31
 238
challenging circumstances. These studies collectively reinforce the importance and effectiveness

of problem-focused coping strategies in addressing stress and promoting well-being.

Emotion-focused. This method concentrates on techniques that decrease the emotional

distress brought on by the circumstance. An individual may experience overwhelming feelings of

fear, anger, sadness, or shame when they are under emotional stress. They might even have an

excessively strong or insufficient emotional reaction to the circumstances, making them feel

numb or "spaced out." They may attempt to control their emotions in different ways if they are

attempting to deal with emotional stressors. ( Emma et al. 2021)

They might try to understand what’s behind their feelings so they don’t feel so

overwhelmed. They might try to reduce the intensity of their feelings through distraction or

relaxation.

117
Lazarus and Folkman’s transactional model of stress and coping offers a valuable

framework to understand how individuals appraise stressors, employ coping strategies, and

ultimately adjust to the post-pandemic landscape.

200
Cognitive Appraisal. “cognitive appraisal is a process by which Individuals examine a
48
certain interaction and determine the potential stressors” (Lazarus & Folkman, 1984). “Cognitive

appraisal happens when people examine two important aspects that influence how they respond

to stress” (Chishima et. al, 2018). Two views describe the correlation between emotion and

32
97
cognitive appraisal. First, it is said that cognitive appraisal causes emotion. This view suggests

“that the way we interpret the eliciting event determines our emotions” (Yarwood, n.d.). As a
264 207
result, different interpretations of the same event could elicit different emotions.” The second

view is that emotions cause appraisal. Meaning, that cognitive appraisal could be felt after the
48
felt emotion (Yarwood, n.d.). These two factors are the risky characteristics of the stressor to the

person and the assessment of the resources required to minimize, endure, or eliminate the
174
stressor and the stress it causes. Lazarus and Folkman classified it into two kinds: primary

appraisal and secondary appraisal.

Primary Appraisal. During the primary appraisal, “individuals assess whether or not

there's anything at stake in this encounter. Individuals assess situational demand and personal
119
relevance to decide whether external stressors are threatening or challenging” (Lazarus &

Folkman, 1984) Lazarus and Folkman's theory proposes three main types of evaluation: (1) an

appraisal that the situation is potentially harmful or involves a risk of loss for the person, (2) an

appraisal interaction in which the person feels emotionally or physically threatened, and (3) a

challenge to the assessment that has some form of opportunity for growth or mastery. The most

important predictor of emotional state in response to everyday stressful situations is primary

appraisal, understood as the evaluation of whether the event represents a negative emotional

threat, challenge, or loss. (Fernández-Castro et.al, 2022).

Secondary Appraisal. Secondary appraisal, an integral component of stress appraisal

theory, plays a pivotal role in assessing individuals' resources and options in coping with

33
stressors (Sharifabad, 2020). It serves as a reliable predictor of positive emotional outcomes.

Coping self-efficacy, elucidated by Bandura (1997), is a key element within secondary

appraisals, reflecting individuals' beliefs in their ability to effectively manage and overcome

future challenges. This process involves a thorough evaluation of available resources to tackle

stressful experiences (Noret, Hunter, & Rasmussen, 2018). For instance, when faced with a poor

grade, undergraduates may initially perceive it as either "annoying" or "important" during the

primary cognitive appraisal phase. Subsequently, they may transition to acknowledging their

capability to "overcome this situation" during the secondary appraisal stage (Chishima et al.,

2018). Extending upon these foundational concepts, recent studies by Velichkovsky (2024) “shed
9
light on the role of secondary appraisal in fostering resilience and adaptive coping mechanisms

in the face of adversity. Velichkovsky's research further emphasizes the significance of secondary

appraisal in promoting psychological well-being and enhancing overall resilience against

stressors.”

2
Avoidant Coping. Traditionally, “coping has been defined as a special category of

adaptation elicited in normal individuals by unusually taxing circumstances” (Costa, et. al 1996).

The most influential model of psychological stress response is the one proposed by Lazarus and

Folkman (1984). According to the authors, “the process of coping was defined as constantly

changing cognitive and behavioral efforts which are undertaken by an individual in order to deal

with demands which are especially challenging and are probably exceeding individual capacities
1
and/or resources” (Lazarus and Folkman, 1984). “Avoidant coping is characterized by the

subscales of denial, substance use, venting, behavioral disengagement, self-distraction and

34
self-blame” (Better Mind, 2024). “Avoidant Coping is associated with poorer physical health
2
among those with medical conditions”. It suggests that “it would allow a gradual recognition of

the threat, which might also be positive in the case of uncontrollable situations” (Rodríguez, et.
26
al, 1993). Avoidance coping is attempting to remain out of stressful situations instead of handling

them. Although it might seem like avoiding stress is a great way to become less stressed, this

isn't always the case. The majority of the time, the only way to truly lessen the stress that an
158
issue or stressor causes is to face it head-on. Although we can't always avoid stress, we can

manage it with useful coping mechanisms, which is why it aims for "stress management" as

opposed to "stress avoidance". (Scott, 2024). College students were given the Pittsburgh Sleep

Quality Index (PSQI), the Brief COPE, and the PSS. This study supported the well-established

pattern of students reporting high levels of perceived stress. They also discovered a correlation

between higher perceived stress and poorer sleep quality and avoidant coping mechanisms.
66
Numerous other studies have demonstrated the connection between coping strategies and

perceived stress, particularly in students who exhibit higher levels of perceived stress.
25
(Brougham et al., 2009). Lastly, because avoidance coping ignores the underlying causes of

stress and, when overused, exacerbates anxiety and tension, it is generally considered unhealthy

and ineffective. The majority of avoidant coping strategies are attempts to obtain short-term

stress relief, even when doing so exacerbates the situation over time. According to research,

avoidance coping has a number of negative effects, such as increased stress, lowered self-esteem,

and worsened physical and mental health. (Shaffir, 2022).

35
Conceptual Framework

7
Figure 1. Conceptual Framework on the Post-Pandemic Coping Strategies and Psychological

Well-Being Among College Students Within Metro Manila

240
In implementing an Sequential Explanatory Design, the sample population was calculated

using the sample size calculator (Calculator.net, 2024) resulting in 248 participants for the

quantitative phase. This phase aimed to collect comprehensive data on demographic information
255
and assess participants' coping strategies and well-being in the aftermath of the pandemic.

Carefully designed surveys captured a broad spectrum of responses, facilitating a detailed

quantitative analysis. The obtained quantitative data underwent rigorous correlation analysis,
244
offering a statistical perspective on the variables involved in the study.

Following this, the study seamlessly transitioned to the qualitative phase, engaging

participants through focus groups and in-depth interviews. For this phase, we conducted focus
31
groups with 10 participants. This qualitative exploration was designed to provide a nuanced

36
 understanding of the challenges students faced during the transition to online learning. Thematic

analysis was applied to extract meaningful patterns and themes from the qualitative dialogues.

182
The interpretation of the study's findings was systematically conducted, following the
252
principles of the Sequential Explanatory Design. The integration of qualitative and quantitative

data facilitated a more comprehensive interpretation of the research questions.

Theoretical Framework

The post-pandemic era has brought forth a significant need to understand students'
51
Coping Strategies and Psychological well-being (Heliyon, 2023). The theoretical underpinnings
71
of the current study were anchored on the Transactional model of Stress and Coping Theory and
160
PERMA Model.

Lazarus and Folkman’s transactional model of stress and coping (1984) has been
49
instrumental in understanding Coping Strategies. It emphasizes cognitive appraisal, involving

primary and secondary appraisal. Primary appraisal evaluates stressors as threats or challenges,
276 126
while secondary appraisal assesses coping resources. Coping strategies include problem-focused

coping, which addresses the stressor directly, and emotion-focused coping, which regulates
92
emotional responses. “Avoidance coping, also referred to as avoidant coping, avoidance

behaviors, or escape coping, is an effective method of coping where an individual alters their

actions to steer clear of confronting, feeling, or dealing with challenging situations” (Scott,2024).

By recognizing the pivotal role of cognitive appraisal and the subjective nature of stress, their

37
framework sheds light on how individuals not only cope with stressors but also cope

psychologically. The emphasis on perception and interpretation aligns with the process of

Coping Strategies, illustrating how individuals, armed with coping, can effectively navigate and
178
find equilibrium in the face of life's challenges (Biggs,2024).

Inversely, The PERMA model developed by Seligman (2011) will provide a deeper
59
comprehension of students' well-being. It emphasizes five key elements: Positive Emotion,

Engagement, Relationships, Meaning, and Accomplishment. The post-pandemic landscape

challenges students' well-being across these dimensions, especially in maintaining positive

emotions and sustaining meaningful relationships. By employing the PERMA model, the current
47
study encourages a profound knowledge of how fostering positive emotions, engagement in

meaningful activities, and nurturing social connections can contribute to students' post-pandemic

psychological well-being.

With the integration of the two theories, the researchers posit that students who

demonstrate high resilience are better equipped to engage with the dimensions of PERMA. For

instance, students may be more capable of building and maintaining meaningful relationships or

finding purpose in their post-pandemic college experiences.

38
 Chapter 3

Research Methodology

Research Design

68
The researchers employed an Sequential Explanatory Design to assess the Psychological

Well-Being and Coping Strategies of college students in Metro Manila. Initially, quantitative data

were gathered using Likert scale surveys – specifically, the Brief-COPE Scale comprising 28

items and PERMA-Profiler with 23 items, both acknowledged for their reliability (Riope, 2019).

This quantitative phase involved a sample of 384 participants and was distributed online using

google forms. After filtering out ineligible respondents, the final sample size was 248,

guaranteeing the accuracy and consistency of the data (Pneumol, 2018).

For the qualitative phase, researchers conducted focus group discussions with 10

participants. These discussions involved structured interviews to capture qualitative insights. By

incorporating these dual methodologies, as suggested by Bhandari (2020), the researchers aimed

to comprehensively explore the research topic from various perspectives. After conducting the
24
focus group discussions, the qualitative data obtained were transcribed and analyzed using
13
thematic analysis. Themes and patterns emerging from the data were identified and interpreted to
67
complement and enrich the quantitative findings, offering deeper insights into the psychological

well-being and coping strategies of college students in Metro Manila. This Sequential

Explanatory Design approach enhanced the overall quality of the study and ensured a thorough
206
and nuanced understanding of the psychological well-being and coping strategies of college

students in Metro Manila.

39
Population, Sample Size and Sampling Technique

37
Quantitative Phase. For the quantitative survey portion of the study, the researchers

targeted college students enrolled in universities within Metro Manila. Initially, they aimed to

recruit 384 participants but finalized a sample size of 248 after filtering out ineligible

respondents. The sampling technique employed was purposive sampling, ensuring that

participants met specific criteria relevant to the study. This deliberate selection method allowed

the researchers to focus on individuals who could provide valuable insights into the research

topic.

17
Purposive sampling is widely recognized in research for its effectiveness in selecting

participants who possess the characteristics or experiences relevant to the study's objectives
17
(Heath, 2024). By using purposive sampling, researchers can strategically gather data from

individuals who can offer in-depth understanding and perspectives on the phenomena under

investigation (Nikolopoulou, 2023).

Qualitative Phase. In the qualitative phase, the researchers conducted a face-to-face

focus group with a sample of 10 participants selected from the pool of 248 survey respondents.

The focus group comprised college students within Metro Manila who met predefined inclusion

criteria, ensuring that participants could offer relevant and detailed perspectives. Randomized

sampling was employed to deliberately select individuals who could provide insightful data

regarding post-pandemic coping strategies and psychological well-being.

40
 Face-to-face focus group discussions are often considered more effective than other

modes of communication such as written or audio-only conversations. Primarily, the researchers

used a dual moderator type of focus group discussion. In this method, two moderators perform
138
different roles within the focus group. “One moderator ensures a smooth progression of the

session while the other one ensures that all of the topics will be covered” (Nyumba et. al., 2018).

This is because face-to-face interactions allow participants to pick up on nonverbal cues and

body language, facilitating deeper understanding and communication (Wooll, 2022). Moreover,

the immediacy and presence in face-to-face discussions can enhance rapport and trust among

participants, thereby enriching the qualitative data collection process (Horsfall, 2021).

Randomized sampling in qualitative research is particularly valuable as it enables

17
researchers to select participants who can offer rich, contextually relevant insights into the
193
research topic. This approach ensures that the data collected is thorough and in line with the

goals of the study, improving the validity and profundity of the qualitative findingsStewart,

2024).

270
Research Locale

The study was carried out in the Philippines within Metro Manila. Survey forms were

distributed via online Google Forms to universities in Metro Manila, consisting of quantitative
10
scales. After gathering the quantitative data, the researchers invited the selected 10 participants

to participate in the focus group discussion. The participants were gathered at the Lyman C.

Ogilby Hall at Trinity University of Asia. The researchers believed that by using these

distribution and participation strategies, the participants would be able to comprehend the

41
psychological challenges and changes that college students faced in the post-pandemic era, as

well as the factors that influenced their process of adjustment. The entire 2023–2024 academic
254
year was utilized for the execution of this study.

Research Instrument

Quantitative Phase: In the initial stage of the sequential explanatory design, two scales
191
were administered: the Brief COPE scale, comprising 28 items with a Cronbach's alpha of 0.82,
68
and the PERMA Profiler, comprising 23 items with a Cronbach's alpha of 0.91. The intended
104
sample size was 384 college students from Metro Manila. However, following the exclusion of

participants who did not meet the predefined criteria, the final sample size comprised 248
124
respondents. The removal of ineligible participants was deemed essential to safeguard the

validity and reliability of the data, as their inclusion could potentially introduce bias and

compromise the study's integrity (Pneumol, 2018).

The survey was conducted using Google Forms, accompanied by a consent form to

ensure participants' informed consent. This inclusion of a consent form was imperative to

guarantee that participants fully understood the study's nature, their rights, and the confidentiality

of their responses, thereby upholding ethical research standards (Beecher, 2023).

Attitude and rating scales, widely employed in various disciplines including sociology,
104
psychology, and information systems, were utilized in this study. Participants were asked to rate
110
their degree of agreement with the statements provided using the Likert scale, which was
228
developed by Rensis Likert in 1932 and ranges from strongly agree to strongly disagree.

42
 83
(Taherdoost, 2019). Carver's (1997) Brief COPE scale, featuring a 4-point response option, was

utilized to assess a broad spectrum of coping responses among students. Furthermore, the

PERMA Profiler developed by Martin Seligman (2011), utilizing a 10-point response option,

was employed to gauge students' psychological well-being.

Following the online survey distribution, researchers meticulously reviewed responses to

select 10 participants for the subsequent qualitative phase's focus group discussion. This

selection process aimed to ensure that participants in the qualitative phase represented the
4
broader sample, thereby facilitating a comprehensive understanding of the research questions.

Qualitative Phase: participants were selected via random sampling, ensuring alignment

with specific study criteria. Selected participants were tasked with responding to a series of

validated questions formulated by the researchers. To mitigate respondent fatigue, discussions

were designed to last only 1-2 hours, ensuring participants were not excessively questioned.

Utilizing focus group methodology, the qualitative phase aimed to delve into student

perceptions effectively. Focus groups, according to George (2023), unearth the opinions, beliefs,

and ideas of individuals who share common attributes. Emphasizing the importance of a relaxed

and open environment for discussion, Kaluza (2023) further accentuated the need for facilitators

to foster such an atmosphere. For this phase, an onsite focus group was conducted, enabling

accessibility to a diverse range of participants across different geographic regions, time zones,

and schedules (Kaluza, 2023).

43
 The focus group was held in Lyman C. Ogilby Hall at Trinity University of Asia. All

students enrolled in universities within Metro Manila, aged between 19-29 years, and with at

least two years of residency in the Philippines, were eligible to participate. Initially, researchers

emailed the 10 selected respondents to confirm their availability for the focus group session.
195
Before the actual discussion, participants were asked to sign a consent form to ensure that their

participation was protected and confidential. Informed consent, anonymity, and data storage were

crucial considerations before focus group discussion (Kang, 2023). Participants provided

informed consent to join the focus group (Kang, 2023), and their names were anonymized to

ensure privacy and encourage candidness. To protect the identities of professors, participants

were instructed not to mention specific classes or teacher names. Data from the face-to-face
107
focus groups were recorded electronically, transcribed, and analyzed using thematic analysis.

Themes and codes were developed from the data, and results from the questionnaire were

analyzed for categories and themes, which were then subsequently clustered together. All data

was stored electronically for security and confidentiality.

After providing informed consent, the selected participants were assisted by the group

facilitators in being seated at the designated location to begin the actual discussion. These
118
respondents were chosen based on their responses to the quantitative questionnaire.

Face-to-face focus group discussions are typically more impactful compared to written or

audio-only interactions. This is attributed to the ability to observe nonverbal cues and body

language. Since a significant portion of communication is nonverbal, visual contact enhances

44
mutual understanding among participants (Wooll, 2022). This in-person method also enables

facilitators to better manage group dynamics and foster a more cohesive discussion.

Facilitators ensured a conducive atmosphere for quality responses by posing open-ended,

Validated questions, which encouraged participants to express their ideas comfortably (Baba,

2022).

Psychometric Characteristics of the Scales

72
For the quantitative analysis in this study, two established scales were utilized: the Brief

COPE scale and the PERMA scale.

176
The Brief COPE scale, designed to assess coping strategies, demonstrated good internal

consistency reliability with a Cronbach's alpha of 0.814. This suggests that the scale items
145
reliably measure various coping strategies among the respondents, with the Cronbach's alpha

slightly increasing to 0.822 based on standardized items. With 28 items comprising the scale, its
239
reliability suggests that it effectively captures the nuances of coping behaviors employed by

college students within Metro Manila. Each dimension represents moderate to high coping

strategies of the students. Researchers can confidently use this scale to explore and analyze
157
different coping mechanisms such as problem-focused, emotion-focused, and avoidant coping

strategies in relation to various stressors encountered during this period.

45
 The PERMA scale, designed to measure dimensions of psychological well-being,
68
demonstrated excellent internal consistency reliability with a Cronbach's alpha of 0.907. This

high alpha coefficient indicates strong coherence among the scale items, reflecting consistent
185
measurement of positive emotion, engagement, relationships, meaning, and accomplishment
256
among the respondents. The Cronbach's alpha based on standardized items further supports this

reliability, slightly increasing to 0.913. With 23 items in the scale, its strong internal consistency
250
suggests that it effectively captures the multidimensional aspects of psychological well-being

experienced by college students in Metro Manila post-pandemic. Researchers can rely on this

scale to assess and analyze the various facets of psychological well-being and their associations

with coping strategies, providing valuable insights into student mental health outcomes during

challenging times.

Data Collection Procedures

Quantitative Phase. The researchers opted for purposive sampling with the intention of

selecting participants according to particular qualities that are pertinent to the study (Heath,

2023). The chosen assessment tools, including the Brief cope for coping strategies (Carver, C. S.

1997) and the PERMA model for assessing overall well-being, were distributed via Google

Forms (Kovich, 2022), helping to create a thorough understanding of the mental health of those

surveyed. To uphold ethical standards, formal permission was obtained, and participants were

assured of confidentiality. The researchers initially sent invitation emails to college students

whom they knew personally and who met the study's criteria. Additionally, the survey was

46
posted on an online platform, specifically the "Thesis Questionnaire Filing Group," targeting

college students enrolled in universities within Metro Manila. This group operated on a

survey-swapping basis, allowing participants to exchange surveys without the need for tokens,

although either party could decline participation if the criteria were not met.

241
A follow-up message was also sent to remind participants to complete the survey. Upon

responding to the survey, students received a message thanking them for their time and

participation. To ensure a representative sample, demographic and background information was

collected, including gender, age, year level, and student status (e.g., regular or irregular).

After collecting the data, the researchers used Microsoft Excel to tally the results. This

involved organizing the responses into categories and calculating frequencies and percentages for

each demographic. Finally, the researchers conducted statistical analyses to interpret the findings

and draw conclusions based on the survey results.

Qualitative Phase. The researchers employed randomized sampling techniques, to select

234
college students within Metro Manila who met the inclusion criteria, ensuring the selection of

participants who could provide relevant and insightful data (Palinkas et al., 2020; Mertens &
216
Wilson, 2023). Randomized sampling, also known as probability sampling, is a sampling method

that selects a portion of a target population randomly where researchers intentionally select

participants randomly from a larger set. This method is used to ensure that the sample includes
118
individuals who are best suited to provide relevant and detailed information related to the

research question (Johnson et al., 2020). Out of the 248 participants who answered the survey, 10

47
 210
respondents were chosen for the focus group based on their survey responses. Informed consent

was obtained from all focus group participants.

Participants were assured that their identities would be completely anonymous, which is

crucial for protecting the confidentiality and integrity of the data, especially since the data

originated from the researchers' home organization (Creswell, 2022). To maintain anonymity, the

researchers disaggregated the names of participants. Initially, students were informed about the

value of their participation in understanding the process of online education and the benefits of

interacting with others who share similar experiences. They were also briefed on the significance
3
of their perspectives regarding post-pandemic coping strategies and psychological well-being.

After the focus group discussion, the researchers provided snack tokens as a gesture of

appreciation for their participation. This approach ensured that the qualitative data collected was
13
both rich and relevant, offering a deeper understanding of the challenges and coping mechanisms

experienced by students during post-pandemic.

Simultaneously, the qualitative data underwent a distinct analysis. After transcription of

interviews or focus group discussions, thematic coding was applied to identify recurring themes

and patterns. A comprehensive codebook was developed to guide the coding process. The entire

dataset was then coded, and data reduction techniques were applied to summarize and highlight

key themes. This process ensured a thorough exploration of qualitative insights (Abbadia, 2023).

The researchers opted for deductive analysis which follows a theory which served as a theme.

48
120
Data Analysis Procedures

The researchers employed a comprehensive approach to analyze the data collected on

7
Post-Pandemic Coping Strategies and Psychological Well-being among college students in Metro

Manila. Initially, descriptive analysis was utilized to summarize the sample characteristics and

measure various aspects of the research variables. The raw responses from survey questionnaires

were systematically organized and translated into numerical values using tools such as Google

Sheets and Excel, facilitating efficient data handling and preparation for statistical analysis.

To ensure the appropriateness of subsequent statistical tests, the data underwent normality
128
testing using the Kolmogorov-Smirnov and Shapiro-Wilk tests. These tests are standard methods

used to assess whether data distributions adhere to a normal curve. Results from these tests

indicated that the data approximated a normal distribution, as evidenced by

Kolmogorov-Smirnov statistics ranging from 0.064 to 0.130 and Shapiro-Wilk statistics ranging
161
from 0.924 to 0.988, all with associated p-values below the conventional significance level of

.05. Furthermore, descriptive statistics including mean and standard deviation were computed for
277
each research variable. This provided insights into the central tendency (mean) and variability

(standard deviation) of the data points across all variables examined. Specifically, the mean
67
scores for Problem-focused Coping (PFC), Emotion-focused Coping (EFC), Avoidant Coping
28
(AC), Positive Emotion (PosEm), Engagement (Engagement), Relationship (Relationship),

Meaning, and Accomplishment fell within the ranges of 2.25 to 7.24, highlighting the varying

levels of these constructs within the sample.

49
 Subsequently, the researchers utilized Pearson product-moment correlation analysis,

conducted using SPSS software, to explore relationships between coping strategies (PFC, EFC,

AC) and dimensions of psychological well-being (PosEm, Engagement, Relationship, Meaning,

Accomplishment). Significant correlations were observed, notably Problem-Focused Coping

(PFC) showing positive correlations with all well-being dimensions, Emotion-Focused Coping

(EFC) correlating positively with Engagement, Relationship, and Meaning, and Avoidant Coping

(AC) demonstrating negative correlations across all dimensions of well-being.

These findings underscore the utility of both descriptive and correlational analyses in
7
elucidating the relationships between coping strategies and psychological well-being among
4
college students in Metro Manila post-pandemic. The robustness of these analyses ensures a

comprehensive understanding of the factors influencing students' well-being, offering valuable

insights for future research and practical interventions aimed at promoting mental health in

educational settings.

Ethical Considerations

Researchers value the comfortability and well-being of participants; thus, they ensure that

they will conduct the data gathering with integrity. In addition, the TUA-IERC will also be

involved in the process of reviewing and ensuring the safety and identity of the participants.

Prior to answering the survey, participants will have to sign the consent letter to protect their
232
identity and privacy. If the participants wish to withdraw from the study, they are free to do so

50
 after answering the withdrawal letter. Both letters are provided to assure participants that their

information will not be utilized without their permission.

107
The content of the informed consent includes the nature of the study, the confidentiality

of their identity and the assurance that their answers will only be used for academic purposes and

for this particular study only. Participants will not be subjected to any physical or psychological

activities during the course of the data gathering. Their answers will be greatly helpful for the

future of this study and for the better understanding of the students who experienced a pandemic.

144
Informed Consent

The informed consent was provided to the college students within Metro Manila prior to
43
the survey, in accordance with the research. This served as an agreement for participation in the

study. The confidentiality and intervention of the study, as well as the details and responsibilities

of the researchers, were all covered in accordance with the consent. Finally, the consent form

included the members’ names, emails, and signatures.

Regulations and Restrictions

This functioned as an outline for the entire procedure. The researchers assessed

cooperation, participation in survey responses, and accuracy to the questionnaire instructions.

Also included were the signature, date, and the names of the researchers.

51
 137
Chapter 4

Presentation Analysis and Interpretation of Data

The findings, analysis, and interpretation of data collected using the instruments used in

this study are presented in this chapter. In response to the problems mentioned in Chapter 1, the

data is given in both text and tabular form.

Quantitative Result

1
Problem 1. What is the profile of the respondents in terms of:

1.1 Age:

1.2 Gender: ▢ M ▢F

1.3 Year level:

1.4 Student Status: ▢ Regular ▢ Irregular

Description Frequency Percentage

Age 19 27 11

20 43 17

21 70 28

52
 22 61 25

23 26 10

24 10 4

25 7 3

26 2 1

27 2 1

28 0 0

29 0 0

248 100

Sex Male 63 25

Female 185 75

248 100

Year level 1st year 28 11

2nd year 45 18

3rd year 92 37

4th year 83 33

248 100

Student status Regular 248 100

Irregular 0 0

248 100

10
Table 1. Demographic Profile of the Participants

The demographic profile of the study participants offers a comprehensive overview of

259 169
college students in Metro Manila who were included in the research. The age distribution shows

53
that the majority of participants are between 19 and 23 years old, with the highest frequencies

observed at ages 21 (28%) and 22 (25%). This concentration within a relatively narrow age range

indicates a cohort largely composed of young adults in the early stages of their college education.

Notably, participants aged 24 to 29 represent smaller percentages, with ages 28 and 29 having no

representation in the sample.

11
Regarding gender, the majority of participants are female, comprising 75% of the total

sample, while male participants account for 25%. This gender distribution reflects a typical trend

in higher education contexts where female students often outnumber male students.

In terms of year level, the participants are distributed across various stages of their

academic journey. The largest groups are in the 3rd year (37%) and 4th year (33%), indicating a

significant presence of upperclassmen in the sample. Additionally, there are participants from the

1st year (11%) and 2nd year (18%), providing a diverse representation of academic progression
265
among college students in Metro Manila. All participants are classified as regular students,

highlighting that they are enrolled full-time in their respective academic programs. This

classification excludes irregular students from the study, ensuring a focus on students who follow

a standard academic progression without interruptions.

130
These demographic insights are crucial for understanding the characteristics and

composition of the study sample, which is essential for interpreting findings related to
180
psychological well-being and coping strategies among college students in Metro Manila.

54
Quantitative Result

2.) What is the level of the respondents following in terms of:

70
Problem 2. Coping Strategies

a. Problem-Focused Coping

b. Emotion-Focused Coping

c. Avoidant Coping

10
Figure 6. Level of the Respondents’ Coping in Terms of Problem-focused, Emotion-focused

and Avoidant Coping

The Brief COPE Inventory assesses various coping strategies across multiple dimensions,
43
revealing how people handle stress. In terms of student coping strategies, the findings for the
92
three primary dimensions—Problem-Focused Coping, Emotion-Focused Coping, and Avoidant

Coping—provide valuable information (Mead, 2019).

261
Problem-Focused Coping. The result of Problem-focused dimension includes strategies
163
for directly addressing and resolving stressors, has a mean score of 3.17 and a standard deviation

of 0.55. This high mean indicates that students primarily use problem-solving strategies, such as

55
planning, seeking instrumental support, and actively addressing the issues that cause stress. The

relatively low standard deviation suggests that the students surveyed used these strategies

consistently.

Emotion-Focused Coping. The result of the Emotion-focused dimension includes

strategies for managing the emotional response to stress, and has an average score of 2.88. This
186
high mean indicates that students frequently use emotion-focused coping strategies, such as

seeking emotional support, venting, and using positive reframing. Although not as high as the

problem-focused dimension, this score indicates a significant reliance on emotional management

techniques to deal with stressors.

Avoidant Coping. The result of the Avoidant coping dimension includes strategies for
268
avoiding dealing with stress directly, such as denial, substance use, and behavioral
156
disengagement, has a mean score of 2.25 and a standard deviation of 0.52. This moderate mean
251
indicates that, while students use avoidant strategies, it is to a lesser extent than problem-focused

and emotion-focused strategies. The moderate use of avoidant coping strategies indicates that,

while not the primary methods used by students, they do form part of their overall coping skills.

In summary, students prefer active, problem-solving approaches to stress management,

which are closely followed by methods for managing their emotions. Avoidant coping strategies

are used less frequently, indicating a more balanced approach in which students prefer to

confront and manage stress directly rather than avoid it. This pattern of coping strategies

56
demonstrates the students' proactive and constructive approach to dealing with stress in both

their academic and personal lives.

74
Problem 3. Psychological Well-Being

a. Positive Emotion

b. Engagement

c. Relationships

d. Meaning

e. Accomplishments

2
Figure 7. Level of the Respondents’ Psychological Well-being in Terms of Positive Emotion,

Engagement, Relationship, Meaning and Accomplishment

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PERMA is a model of well-being developed by psychologist Martin Seligman,
177
representing five essential elements that contribute to a fulfilling and flourishing life. Positive

Emotion, Engagement, Relationship, Meaning, and Accomplishment are the five dimensions of
110
coping that are shown in the table along with their mean scores, standard deviations (SD), and

57
qualitative descriptions. Every component is assessed to comprehend how people are handling or

responding to challenges or challenges.

1
Positive Emotions. The mean of 6.89 and the standard deviation of 1.77 indicate a

significant level of analysis in the results. High levels of positive emotions have been described
246
by respondents as a coping strategy. Although there is some variation in the responses, as

indicated by the relatively high standard deviation, the overall mean indicates that most people

are able to sustain a positive emotional state.

166
Engagement. High levels of engagement, with a mean of 7.21 and a standard deviation

of 1.44, indicate that respondents are actively involved and turn to their interests and hobbies as a

coping mechanism. A lower standard deviation suggests that respondent's coping mechanisms

for engagement are more consistent.

Relationship. Strong results in the relationship dimensions with mean 7.24 and standard

deviation 1.85, imply that support and relationships with respondents have significance for

coping. The higher standard deviation indicates that there is an extensive amount of variability

among the ways that respondents view or apply relationships as a coping mechanism.

Meaning. Another high-scoring dimension with mean of 7.08 and standard deviation
32
1.75 in finding meaning in experiences and situations in life. This suggests that respondents find

58
meaning in life as a coping mechanism for stress. There is some variability in this dimension, as

indicated by the comparatively high standard deviation.

128
Accomplishments. The results indicate that the respondents had a high sense of

accomplishment with mean of 7.15 and standard deviation of 1.48, suggesting the importance of

goal-setting and acknowledging one's own accomplishments as coping mechanisms. There is an

acceptable level of consistency among respondents in this area, as indicated by the moderate

standard deviation.

The study participants generally report strong coping mechanisms across various

dimensions, as evidenced by the high ratings for all five coping dimensions. Since the means

vary from 6.89 to 7.24, it is unlikely that any one dimension is significantly higher or lower than

the others. This thorough high score across the board suggests that the participants have a

well-rounded coping strategy. While Positive Emotion and Relationship are more consistently

used across individuals, Engagement and Accomplishment tend to be less consistently used, as

indicated by the varying standard deviations.

59
 188
Problem 4. Is there a significant relationship between the respondents’:

a. Coping Strategies

b. Psychological Well-Being

Figure 8. Correlation Matrix

3
The correlation Matrix shows significant relationships between the respondents' coping

strategies and various dimensions of psychological well-being. The following sections will detail

these correlations, demonstrating how increases in dimensions of Brief Cope are associated with

corresponding increases in each dimension of PERMA..

Problem-focused Coping (PFC) demonstrates strong positive correlations with all

dimensions of psychological well-being. The Pearson correlation coefficients for PFC with
125
Positive Emotion, Engagement, Relationship Quality, Meaning, and Accomplishment range from

0.421 to 0.507, with all p-values less than 0.01. This suggests that students who engage in

60
 problem-focused coping strategies, which involve actively addressing and solving problems, tend
229
to have higher levels of positive emotions, are more engaged in activities, maintain better quality
248
relationships, find greater meaning in life, and feel a stronger sense of accomplishment (Walinga,

2014).

On the other hand, Emotion-focused Coping (EFC )presents a more nuanced picture. EFC
142
shows significant positive correlations with Engagement (r = 0.160, p < .05), Relationship

Quality (r = 0.141, p < .05), Meaning (r = 0.146, p < .05), and Accomplishment (r = 0.173, p <

.01). However, it does not significantly correlate with Positive Emotion (r = 0.091, p = .152).
211
This indicates that while emotion-focused coping, which involves “managing emotional

responses to stress, can enhance interpersonal relationships and a sense of achievement, it might

not directly boost immediate positive emotional experiences” (Raypole, 2020).

In contrast, Avoidant Coping (AC) is significantly negatively correlated with all

dimensions of psychological well-being. The Pearson correlation coefficients for AC with

125
Positive Emotion, Engagement, Relationship Quality, Meaning, and Accomplishment range from

-0.164 to -0.210, with all p-values less than 0.01. This suggests that students who tend to avoid

or deny stressors experience lower levels of positive emotions, are less engaged, have poorer

quality relationships, find less meaning in life, and feel less accomplished. Thus, avoidant coping

appears detrimental to overall psychological well-being (Scott, 2024).

93
These findings highlight the important role of coping strategies in shaping the

psychological well-being of college students. Problem-focused coping emerges as particularly

beneficial across various well-being dimensions, while avoidant coping shows consistent

61
negative effects. Emotion-focused coping has selective positive effects, particularly in relational

and achievement domains. These insights can inform interventions aimed at promoting effective
8
coping strategies to enhance psychological well-being among students in post-pandemic

contexts.

Qualitative Result

Triangulation Data

Triangulation in qualitative research involves cross-verifying findings through multiple

sources or methods to enhance accuracy and reliability (Creswell & Miller, 2000). Member

checking, a key aspect of triangulation, involves validating data with participants to ensure its

alignment with their experiences or perspectives (Lincoln & Guba, 1985). Additionally,

integrating insights from existing literature provides a broader context for understanding the

phenomenon under study (Patton, 2002). Subject matter experts contribute valuable insights that

complement the data analysis process, enriching the interpretation of findings (Miles &

Huberman, 1994). To maintain accuracy, it's essential to cite information from reputable sources,

ensuring the credibility of the research (Polit & Beck, 2017). In simple terms, triangulation

means using different angles or approaches to confirm and strengthen research conclusions. By

combining member checking, literature review, and subject matter expertise, researchers can

ensure the robustness of their qualitative data analysis (Denzin, 1978).

87
In the Qualitative Findings, “a combination of thematic analysis and deductive analysis

was employed to examine the data collected from focus groups” (Braun & Clarke, 2006).

62
 42
“Thematic analysis helped identify recurring patterns and themes in the qualitative data,
222
providing a deep understanding of participants' perspectives and experiences” (Faster Cap,

2024). Deductive analysis involved applying established theories to the transcribed data,
115
specifically the PERMA model (Seligman, 2011) and the Transactional Stress and Coping

Theory (Lazarus & Folkman, 1984). By integrating these theories into the analysis, the research

aimed to understand how participants' experiences and coping strategies related to these

established psychological theories. This approach allowed for a nuanced exploration of the

research topic, shedding light on both emerging themes and their connections to established

psychological theories.

PERMA

Theme 1: Positive Emotion

85
● Finding motivation from within oneself can significantly impact one's overall well-being

and sense of fulfillment. “I would say, mataas yung motivation ko since, nakakapag isip

isip ako.” This statement highlights the intrinsic motivation experienced by an individual,

indicating a strong sense of drive and purpose derived from their internal thoughts and

reflections. Internal motivation, characterized by a genuine interest and enjoyment in

activities, is closely linked to positive emotions and psychological well-being (Løvoll et

100
al., 2017). Furthermore, Steinmayr et. al. (2019) suggest that achievement motivation

encompasses various constructs, including ability self-concepts, task values, goals, and

achievement motives.

● "Na ma-motivate yung sarili ko". According to Davidovitch and Dorot (2023),

"Motivation drives a person and leads them to achieve their goals and behave in a certain

63
 way" (p. X). This assertion encapsulates the essence of motivation as a dynamic force

propelling individuals towards their objectives. Their research underscores that

motivation is not merely a transient feeling but a deliberate choice individuals make to

pursue their aspirations. Moreover, Davidovitch and Dorot's findings highlight the

heightened motivation observed among undergraduate students, correlating it with the

process of maturation that accompanies aging. This suggests that as individuals grow

older, their motivational drive tends to increase, further reinforcing the positive focused

coping approach (Blumenfeld & Marks, 2001).

● "Nagkaron akong time for myself" underscores the importance of self-care and dedicating
9
personal time to activities that nurture positive emotions (Smith et al., 2021). During

times of heightened stress and uncertainty, such as the pandemic, self-care becomes

essential for maintaining mental well-being. Engaging in self-care practices like

relaxation, hobbies, and personal reflection can effectively enhance positive emotions and

serve as a buffer against stressors (Smith et al., 2021). “By actively cultivating positive
225
emotions, individuals can develop effective coping mechanisms to navigate stressors

more effectively” (Fredrickson, 2001).

Theme 2: Engagement

● "Nandun pa rin yung excitement ko na makipag usap sa ibang tao honestly" signifies an

enduring eagerness for interpersonal communication amidst the significant changes in

social environments. The importance of socialization in human development and

adjustment to societal norms is widely recognized by sociologists (Seda, 2016).

64
 Socialization serves as a process through which individuals learn to adapt to group

dynamics and conform to social expectations. Meaningful conversations provide

opportunities for connection, self-expression, and intellectual stimulation. The theme

statement reflects an intrinsic motivation to engage in such interactions, indicating

proactive involvement in social relationships.

● "Lahat finifriends ko ganon, parang lahat kinoclose ko" reflects the importance of

friendship in fostering well-being and satisfaction in life. Choi et al. (2020) conducted a

study demonstrating that individuals with friends and close confidants tend to report

higher life satisfaction and lower rates of depression. Friendships provide emotional
136
support, companionship, and a sense of belonging, which are essential for overall

psychological health. The statement also alludes to the formation of new friendships

during the pandemic, as individuals seek social connections to mitigate feelings of

isolation and loneliness (Smith et al., 2021). Abrams (2023) suggests that the initiation of

acquaintanceships can lead to positive outcomes for individuals. These connections can

occur in various settings such as schools, workplaces, or public spaces. Engaging in

social interactions, even with acquaintances, promotes feelings of belongingness and

fosters a sense of community (Jones & Lee, 2019).

● The statement "Siguro yung.. naging coping strategy ko is..yung pag meet ng friends sa

labas" suggests that socializing with friends outside serves as a coping mechanism for the

individual. This coping strategy can be explored within the context of engagement in the

PERMA profiler, particularly in how social interactions contribute to psychological

22
well-being. Meeting friends outside provides opportunities for social support, which is

65
 88
crucial for coping with stress and adversity. Research indicates that “social support

buffers the negative impact of stressful life events and promotes psychological resilience”

(Thoits, 2011). Engaging in social activities with friends allows individuals to share

experiences, receive emotional support, and gain perspective on their challenges, thereby

enhancing coping efficacy.

Theme 3: Relationship

● The statement "Socially, I was dependent on my social friends" suggests a strong reliance

on social relationships for support and companionship. Dependence on social friends can
6
be an indicator of a supportive social network, which plays a crucial role in promoting

psychological well-being. Research consistently demonstrates that social support from

friends enhances relationship satisfaction, buffers against stress, and fosters emotional

resilience (Cohen & Wills, 1985).

● The statement "Nung nag post-pandemic, parang, sa school, like in terms of the people in

school, gigil ako magkaroon ng, like, interaction with friends" reflects a desire for social

interaction and connection following the pandemic, particularly within the school

environment. The eagerness to interact with friends post-pandemic reflects resilience and
22
adaptive coping mechanisms in response to social challenges. Resilience refers to the

ability to bounce back from adversity and adapt positively to life changes (Masten, 2001).

Seeking social interaction with friends demonstrates a proactive approach to coping with

the social disruptions caused by the pandemic, indicating a capacity for social adaptation

and psychological well-being.

66
 ● The statement "Nung nag F2F na, nung first meet na naming lahat, dun ko sila parang

mas nakilala ganun. Mas nag-bond kami tas naging close" describes the experience of

deepening social connections and forming closer relationships during an in-person

meeting. Research suggests that face-to-face interaction plays a crucial role in

relationship development, facilitating nonverbal communication, emotional expression,

and interpersonal rapport (Tidwell & Walther, 2002). Meeting in person allows
52
individuals to pick up on subtle cues, such as facial expressions and body language,

which are integral to forming trust and intimacy in relationships.

Theme 4: Meaning

● "Nung pandemic, lahat ng tao natuto maging malinis" reflects the widespread adoption of
95
hygiene practices during the COVID-19 pandemic. “In the early stages of the pandemic,

there was heightened concern about the transmission of the virus through surfaces and

contaminated objects” (Chaurasia et al., 2022). This prompted increased emphasis on

cleaning and disinfection protocols in various settings, as well as a surge in public

awareness regarding personal hygiene practices. The pandemic served as a catalyst for

heightening awareness of the importance of hygiene practices not only in healthcare

settings but also in everyday life. However, it's essential to acknowledge that while the

pandemic may have instilled a newfound emphasis on hygiene, disparities in access to

sanitation resources and infrastructure persist, particularly in underserved communities

(UNICEF, 2021).

67
● "So, binigyan ako ng time na makapag isip isip, ganyan. and then, nag pursue na ako ng
6
psychology" reflects an individual's journey towards finding meaning and purpose in life,

which is fundamentally linked to psychological well-being. According to Seligman

(2011), having a sense of meaning contributes significantly to an individual's overall

6
happiness and life satisfaction. This aspect of well-being extends beyond the pursuit of

personal goals and encompasses contributing to something larger than oneself, fostering a

deep sense of fulfillment and resilience. Research by Heintzelman and King (2014)
199
supports the notion that individuals who perceive their lives as meaningful are more
87
likely to experience positive mental health outcomes, including lower levels of

depression and anxiety.

● The statement "Ayun yung nakapagpabago sakin ng perspective ko na, kaya, na mag

psychology nalang. so far, hindi ko naman siya pinagsisisihan” reflects the transformative

impact of a career decision on the individual's perspective and sense of fulfillment. This

sentiment can be examined within the context of career decision-making and its

implications for well-being and personal satisfaction. A meaningful career not only

fulfills economic needs but also aligns with personal values and contributes to a broader

sense of purpose (Duffy & Dik, 2013). During the pandemic, many people re-evaluated

their career paths, seeking professions that provided greater personal satisfaction and a

deeper sense of contribution to society. Psychology, as a discipline, offers opportunities to

understand human behavior and help others, which can be profoundly fulfilling. This
249
aligns with research suggesting that careers in helping professions are often associated

with higher levels of job satisfaction and perceived meaning (Allan et al., 2015).

68
Theme 5: Accomplishment

● The statement "naglalim yung understanding ko sa course na to" indicates a deepening

comprehension and engagement with the subject matter. This sentiment can be explored

within the context of academic growth and the pursuit of knowledge, which are integral

components of the "accomplishment" aspect of the PERMA profiler. Research has shown

that the perception of accomplishment is linked to increased life satisfaction and

happiness. When students achieve their academic goals, they experience a sense of

fulfillment that positively impacts their mental health and overall well-being (Butler &

Kern, 2016). This sense of achievement can serve as a motivator for continued effort and

perseverance in their studies.

● The statement "alam mo yun kahit ano mangyari lagi pa rin may business. Kumikita ka

pa rin kahit ano mangyari. Kaya ito na yung pinursue ko as my college degree" reflects

the individual's recognition of the resilience and financial stability associated with

entrepreneurship, influencing their decision to pursue a college degree in business. The

skills and experiences gained from entrepreneurship are transferable to various aspects of

professional life. This entrepreneurial success can inform and enhance academic pursuits,
131
leading to a more comprehensive educational experience (Komarraju et al., 2009).

● The statement "nakakapag isip isip ako. and, gusto ko na yung course ko" indicates a

sense of introspection and satisfaction with the individual's chosen course of study. The

sense of accomplishment in academic pursuits contributes to overall psychological

well-being. Achieving goals and finding satisfaction in one's course of study enhances

self-esteem and reduces stress. This positive psychological state is essential for

69
 215
maintaining motivation and resilience in the face of academic challenges (Bandura,

1997). Moreover, the feeling of accomplishment from liking and committing to a course

can improve overall life satisfaction and happiness. It fosters a positive outlook on the

future and encourages continued personal and professional growth. This holistic sense of

well-being is central to thriving in both academic and non-academic domains (Seligman,

2011).

Coping Strategies

Theme 6: Problem-Focus Coping

● Research indicates that effective time management skills significantly influence academic

success among students (Lee, 2020). The ability to set and adhere to a schedule is

particularly highlighted as a key factor in improving academic performance and

managing one's curriculum effectively (Williams, 2021). This assertion is supported by

the participant's statement, "Siguro, isa sa pinaka nakatulong sa akin is yung magseset

ako ng schedule,” which underscores the perceived importance of scheduling in

enhancing academic progress (Garcia et al., 2021). Problem-focused coping involves

actively addressing stressors and taking direct action to manage them (Lazarus &

Folkman, 1984). Research by Thompson and colleagues (2018) suggests that students
227
who effectively manage their stressors tend to experience lower levels of academic stress

and perform better academically.

● Engaging in hobbies has been recognized as a beneficial practice for enhancing mental

health and overall well-being. “I started doing my hobbies more.” Enjoyable leisure

70
 activities have been extensively studied in the literature, with findings consistently

showing their positive association with various psychosocial and physical measures

affecting health and well-being (Pressman et al., 2009). Participating in hobbies not only

provides individuals with a source of enjoyment and fulfillment but also contributes to
217
their overall sense of happiness and life satisfaction. Moreover, research by Mak et al.

(2023) highlights the social benefits of engaging in hobby groups, emphasizing their role

in fostering social support networks and reducing feelings of loneliness and social

isolation. By dedicating more time to hobbies, individuals can proactively seek out

enjoyable and meaningful activities that serve as effective distractions from stressors and

contribute to their overall well-being. Problem-focused coping emphasizes the

importance of focusing on solutions and taking control of one's circumstances, making

engagement in hobbies a valuable strategy for coping with stress and promoting

psychological resilience.
10
● Engaging in activities such as journaling has been recognized as an effective coping

strategy for managing stress and promoting psychological well-being. “I started

journaling.” This simple yet powerful statement reflects an individual's proactive

approach to addressing their challenges and finding constructive ways to navigate

101
through difficult experiences. Journaling allows individuals to express their thoughts and

emotions, gain clarity on their feelings, and develop insights into their experiences (Klein

& Boals, 2001). Through journaling, individuals can identify and confront their stressors,

explore potential solutions, and develop effective coping strategies to deal with them.

Studies have shown that regular journaling can lead to improvements in emotional

71
 well-being, stress reduction, and enhanced problem-solving abilities (Pennebaker &

Beall, 1986). Moreover, journaling has been associated with increased self-awareness,

self-reflection, and personal growth (Smyth, 1998).

Theme 7: Emotion-Focused Coping

● The statement "kahit papaano naging lesson naman yung pandemic ngayon" reflects the

process of positive reinterpretation, wherein individuals derive meaningful insights and

growth from challenging experiences such as the COVID-19 pandemic. Positive

reinterpretation involves reappraising stressful events to find positive aspects or lessons

learned (Garnefski et al., 2001). This coping mechanism allows individuals to transform

adversity into opportunities for personal development and resilience. Research by

Garnefski et al. (2001) supports the notion that positive reinterpretation facilitates

cognitive reappraisal, enabling individuals to derive constructive meaning from stressful

events. Viewing adversity through the lens of learning and growth contributes to

emotional resilience, as evidenced by Tedeschi and Calhoun's work on post-traumatic

growth (2004). By acknowledging the lessons gleaned from the pandemic, individuals

adopt a constructive perspective that promotes emotional well-being and adaptive coping.

● The statement "sobrang stressful nung pandemic" encapsulates the profound emotional
127
toll experienced during the COVID-19 pandemic. The widespread disruption caused by

the pandemic significantly heightened stress, anxiety, and uncertainty for individuals

worldwide. This sentiment aligns with the findings of numerous studies “highlighting the
12
unprecedented psychological challenges brought about by the pandemic” (Smith et al.,

72
 8
2021). Emotion-focused coping strategies play a vital role in promoting psychological

well-being by helping individuals manage and regulate their emotions amidst adversity
133
(Lazarus & Folkman, 1984). By employing such strategies, individuals can mitigate the

negative impact of stressors on their mental health.

● The statement “napaka self-destructive ko that time.” reflects a significant period of

personal struggle and self-destructive behavior. Self-destructive tendencies can

encompass a range of harmful actions or thoughts directed towards oneself, often

stemming from underlying psychological distress or unresolved issues (Klonsky &

Muehlenkamp, 2007). Individuals experiencing such behaviors may engage in patterns of

self-sabotage or self-harm, exacerbating their emotional distress and compromising their

well-being. Research suggests “that self-destructive tendencies often coincide with

132
underlying mental health conditions such as depression or trauma” (Hawton et al., 2015).

Effective interventions may include psychotherapy, medication management, and support

from mental health professionals (Linehan, 2018). Additionally, building coping skills

and fostering self-awareness can empower individuals to recognize and address triggers

for self-destructive behaviors (Klonsky et al., 2011).

Theme 8: Avoidant Coping

● The statement “Hindi ako nakikipag socialize talaga.” reflects a profound reluctance to

engage in social interactions, indicating potential challenges associated with avoidant

coping strategies. Socialization, as defined by Maria (2019), entails the gradual

transformation of an individual into a social being, involving exposure to diverse

73
 perspectives and behaviors. However, persistent avoidance of socializing activities may

hinder this developmental process, limiting opportunities for interpersonal growth and
129
connection. Daily reports suggest that repeated experiences play a crucial role in shaping

individuals' attitudes towards social interactions (Sandstrom et al., 2022). However,

individuals grappling with avoidant coping may struggle to realize these benefits,

perpetuating feelings of isolation and disconnection (Compas et al., 2001).

42
● Experiencing challenges in making friends during face-to-face interactions can

significantly impact an individual's social and emotional well-being. “Nag struggle ako
17
mag make friends nung face-to-face.” Social interaction plays a crucial role in shaping

one's learning experiences, with active participation in classroom discussions and group

activities fostering collaborative learning environments (Hurst et al., 2013). However, for

some individuals, such as the participant mentioned, difficulties in socializing may result

in avoidance of social situations, contributing to a pattern of avoidant coping. Avoidant

coping involves efforts to escape or avoid stressors, often through withdrawal or

avoidance behaviors (Compas et al., 2001). When individuals struggle to make friends or

engage socially, they may resort to avoiding social interactions altogether to protect

themselves from potential rejection or discomfort. This avoidance behavior can further

exacerbate feelings of loneliness and isolation, creating a cycle of social withdrawal and
124
negative emotions.In light of the participant's struggle with making friends in face-to-face

settings, it is essential to recognize the potential impact of avoidant coping mechanisms

on their well-being (Compas et al., 2001).

74
 ● Struggling to engage in conversations even until now reflects ongoing challenges in

social interaction that can profoundly impact an individual's sense of belonging and

connection with others (Basaran & Demir, 2017). “Hanggang ngayon nag struggle pa rin

ako makipag usap.” Belongingness, as emphasized by Basaran and Demir (2017), is

fundamental to human existence, facilitating connections with society and fostering

meaningful relationships. However, individuals experiencing ongoing social difficulties

may resort to avoidant coping mechanisms as a means of self-protection. Avoidant coping

involves efforts to evade or minimize exposure to stressors, often through withdrawal or

avoidance behaviors (Compas et al., 2001). When individuals struggle with social

interactions, they may adopt avoidant coping strategies to shield themselves from

potential rejection or discomfort. This pattern of avoidance can perpetuate feelings of

isolation and hinder opportunities for social connection, further exacerbating the sense of
9
loneliness and disconnection experienced by the individual. Recognizing the profound

impact of avoidant coping on an individual's well-being underscores the importance of

targeted interventions and support systems (Compas et al., 2001).

Integration of Quantitative and Qualitative

The joint display table is a reliable and effective tool for sequential explanatory design,

facilitating the integration of quantitative and qualitative data. Research by Teddlie and

Tashakkori (2009) supports its utility in synthesizing diverse data sources, leading to deeper

insights and more robust conclusions. Integration of the results below indicates high levels across

75
 all dimensions of PERMA, correlating with qualitative findings of enhanced well-being.

Additionally, the Brief COPE dimension interpretation reveals high scores for problem-focused

coping strategies and moderate scores for avoidant coping, further emphasizing positive

psychological outcomes.

Dimensions Quantitative Data Qualitative Data

Result Description

PERMA Scale

85
Positive Emotion High 1. Finding motivation from within oneself can

significantly impact one's overall well-being and sense

of fulfillment. “I would say, mataas yung motivation ko

since, nakakapag isip isip ako.” This statement

highlights the intrinsic motivation experienced by an

individual, indicating a strong sense of drive and

purpose derived from their internal thoughts and

reflections. Internal motivation, characterized by a

genuine interest and enjoyment in activities, is closely

linked to positive emotions and psychological

well-being (Løvoll et al., 2017).

2. "Na ma-motivate yung sarili ko". According to

Davidovitch and Dorot (2023), "Motivation drives a

76
 person and leads them to achieve their goals and

behave in a certain way" (p. X). This assertion

encapsulates the essence of motivation as a dynamic

force propelling individuals towards their objectives.

Their research underscores that motivation is not

merely a transient feeling but a deliberate choice

individuals make to pursue their aspirations.

3. "Nagkaron akong time for myself" underscores the

importance of self-care and dedicating personal time to

activities that nurture positive emotions (Smith et al.,

9
2021). During times of heightened stress and

uncertainty, such as the pandemic, self-care becomes

essential for maintaining mental well-being. Engaging

in self-care practices like relaxation, hobbies, and

personal reflection can effectively enhance positive

emotions and serve as a buffer against stressors (Smith

et al., 2021).

77
Engagement High 1. "Nandun pa rin yung excitement ko na makipag usap

sa ibang tao honestly" signifies an enduring eagerness

for interpersonal communication amidst the significant

changes in social environments. The importance of

socialization in human development and adjustment to

societal norms is widely recognized by sociologists

(Seda, 2016). The theme statement reflects an intrinsic

motivation to engage in such interactions, indicating

proactive involvement in social relationships.

2. "Lahat finifriends ko ganon, parang lahat kinoclose ko"

reflects the importance of friendship in fostering

well-being and satisfaction in life. Choi et al. (2020)

conducted a study demonstrating that individuals with

friends and close confidants tend to report higher life

satisfaction and lower rates of depression. Friendships

136
provide emotional support, companionship, and a sense

of belonging, which are essential for overall

psychological health. The statement also alludes to the

formation of new friendships during the pandemic, as

individuals seek social connections to mitigate feelings

of isolation and loneliness (Smith et al., 2021).

78
 3. The statement "Siguro yung.. naging coping strategy

ko is..yung pag meet ng friends sa labas" suggests that

socializing with friends outside serves as a coping

mechanism for the individual. This coping strategy can

be explored within the context of engagement in the

PERMA profiler, particularly in how social interactions

contribute to psychological well-being. Meeting friends

22
outside provides opportunities for social support, which
88
is crucial for coping with stress and adversity. Research

indicates that social support buffers the negative impact

of stressful life events and promotes psychological

resilience (Thoits, 2011).

Relationship High 1. The statement "Socially, I was dependent on my social

friends" suggests a strong reliance on social

relationships for support and companionship.

Dependence on social friends can be an indicative of a

6
supportive social network, which plays a crucial role in

promoting psychological well-being. Research

consistently demonstrates that social support from

friends enhances relationship satisfaction, buffers

79
 against stress, and fosters emotional resilience (Cohen

& Wills, 1985).

2. The statement "Nung nag post-pandemic, parang, sa

school, like in terms of the people in school, gigil ako

magkaroon ng, like, interaction with friends" reflects a

desire for social interaction and connection following

the pandemic, particularly within the school

environment. The eagerness to interact with friends

post-pandemic reflects resilience and adaptive coping

mechanisms in response to social challenges.

22
Resilience refers to the ability to bounce back from

adversity and adapt positively to life changes (Masten,

2001).

3. The statement "Nung nag F2F na, nung first meet na

naming lahat, dun ko sila parang mas nakilala ganun.

Mas nag-bond kami tas naging close" describes the

experience of deepening social connections and

forming closer relationships during an in-person

meeting. Research suggests that face-to-face

interaction plays a crucial role in relationship

development, facilitating nonverbal communication,

80
 emotional expression, and interpersonal rapport

(Tidwell & Walther, 2002).

Meaning High 1. "Nung pandemic, lahat ng tao natuto maging malinis"

reflects the widespread adoption of hygiene practices

95
during the COVID-19 pandemic. In the early stages of

the pandemic, there was heightened concern about the

transmission of the virus through surfaces and

contaminated objects (Chaurasia et al., 2022). This

prompted increased emphasis on cleaning and

disinfection protocols in various settings, as well as a

surge in public awareness regarding personal hygiene

practices.

2. "So, binigyan ako ng time na makapag isip isip,

ganyan. and then, nag pursue na ako ng psychology"

reflects an individual's journey towards finding

6
meaning and purpose in life, which is fundamentally

linked to psychological well-being. According to

Seligman (2011), having a sense of meaning

contributes significantly to an individual's overall

6
happiness and life satisfaction. This aspect of

well-being extends beyond the pursuit of personal

81
 goals and encompasses contributing to something

larger than oneself, fostering a deep sense of

fulfillment and resilience.

3. The statement "Ayun yung nakapagpabago sakin ng

perspective ko na, kaya, na mag psychology nalang. so

far, hindi ko naman siya pinagsisisihan” reflects the

transformative impact of a career decision on the

individual's perspective and sense of fulfillment. This

sentiment can be examined within the context of career

decision-making and its implications for well-being

and personal satisfaction. A meaningful career not only

fulfills economic needs but also aligns with personal

values and contributes to a broader sense of purpose

(Duffy & Dik, 2013). During the pandemic, many

people re-evaluated their career paths, seeking

professions that provided greater personal satisfaction

and a deeper sense of contribution to society.

Accomplishment High 1. The statement "naglalim yung understanding ko sa

course na to" indicates a deepening comprehension and

engagement with the subject matter. This sentiment can

be explored within the context of academic growth and

82
 the pursuit of knowledge, which are integral

components of the "accomplishment" aspect of the

PERMA profiler. Research has shown that the

perception of accomplishment is linked to increased

life satisfaction and happiness. When students achieve

their academic goals, they experience a sense of

fulfillment that positively impacts their mental health

and overall well-being (Butler & Kern, 2016). This

sense of achievement can serve as a motivator for

continued effort and perseverance in their studies.

2. The statement "alam mo yun kahit ano mangyari lagi

pa rin may business. Kumikita ka pa rin kahit ano

mangyari. Kaya ito na yung pinursue ko as my college

degree" reflects the individual's recognition of the

resilience and financial stability associated with

entrepreneurship, influencing their decision to pursue a

college degree in business. The skills and experiences

gained from entrepreneurship are transferable to

various aspects of professional life. This

entrepreneurial success can inform and enhance

83
 131
academic pursuits, leading to a more comprehensive

educational experience (Komarraju et al., 2009).

3. The statement "nakakapag isip isip ako. and, gusto ko

na yung course ko" indicates a sense of introspection

and satisfaction with the individual's chosen course of

study. The sense of accomplishment in academic

pursuits contributes to overall psychological

well-being. Achieving goals and finding satisfaction in

one's course of study enhances self-esteem and reduces

stress. This positive psychological state is essential for

maintaining motivation and resilience in the face of

academic challenges (Bandura, 1997).

Brief Cope

Problem-focused High 1. Research indicates that effective time management

skills significantly influence academic success among

students (Lee, 2020). The ability to set and adhere to a

schedule is particularly highlighted as a key factor in

improving academic performance and managing one's

curriculum effectively (Williams, 2021). This assertion

is supported by the participant's statement, "Siguro, isa

84
 sa pinaka nakatulong sa akin is yung magseset ako ng

schedule,” which underscores the perceived importance

of scheduling in enhancing academic progress (Garcia

et al., 2021).

2. Engaging in hobbies has been recognized as a

beneficial practice for enhancing mental health and

overall well-being. “I started doing my hobbies more.”

Enjoyable leisure activities have been extensively

studied in the literature, with findings consistently

showing their positive association with various

psychosocial and physical measures affecting health

and well-being (Pressman et al., 2009). Participating in

hobbies not only provides individuals with a source of

enjoyment and fulfillment but also contributes to their

overall sense of happiness and life satisfaction.

3. Engaging in activities such as journaling has been

10
recognized as an effective coping strategy for

managing stress and promoting psychological

well-being. “I started journaling.” This simple yet

powerful statement reflects an individual's proactive

approach to addressing their challenges and finding

85
 constructive ways to navigate through difficult
101
experiences. Journaling allows individuals to express

their thoughts and emotions, gain clarity on their

feelings, and develop insights into their experiences

(Klein & Boals, 2001).

Emotion-focused High 1. The statement "kahit papaano naging lesson naman

yung pandemic ngayon" reflects the process of positive

reinterpretation, wherein individuals derive meaningful

insights and growth from challenging experiences such

as the COVID-19 pandemic. Positive reinterpretation

involves reappraising stressful events to find positive

aspects or lessons learned (Garnefski et al., 2001). This

coping mechanism allows individuals to transform

adversity into opportunities for personal development

and resilience. Research by Garnefski et al. (2001)

supports the notion that positive reinterpretation

facilitates cognitive reappraisal, enabling individuals to

derive constructive meaning from stressful events.

Viewing adversity through the lens of learning and

growth contributes to emotional resilience, as

86
 evidenced by Tedeschi and Calhoun's work on

post-traumatic growth (2004).

2. The statement "sobrang stressful nung pandemic"

encapsulates the profound emotional toll experienced

127
during the COVID-19 pandemic. The widespread

disruption caused by the pandemic significantly

heightened stress, anxiety, and uncertainty for

individuals worldwide. This sentiment aligns with the

findings of numerous studies highlighting the

12
unprecedented psychological challenges brought about
8
by the pandemic (Smith et al., 2021). Emotion-focused

coping strategies play a vital role in promoting

psychological well-being by helping individuals

manage and regulate their emotions amidst adversity

(Lazarus & Folkman, 1984). By employing such

133
strategies, individuals can mitigate the negative impact

of stressors on their mental health.

3. The statement “napaka self-destructive ko that time.”

reflects a significant period of personal struggle and

self-destructive behavior. Self-destructive tendencies

can encompass a range of harmful actions or thoughts

87
 directed towards oneself, often stemming from

underlying psychological distress or unresolved issues

(Klonsky & Muehlenkamp, 2007). Individuals

experiencing such behaviors may engage in patterns of

self-sabotage or self-harm, exacerbating their

emotional distress and compromising their well-being.

Research suggests that self-destructive tendencies often

132
coincide with underlying mental health conditions such

as depression or trauma (Hawton et al., 2015).

Effective interventions may include psychotherapy,

medication management, and support from mental

health professionals (Linehan, 2018).

Avoidant Coping Moderate 1. The statement “Hindi ako nakikipag socialize talaga.”

reflects a profound reluctance to engage in social

interactions, indicating potential challenges associated

with avoidant coping strategies. Socialization, as

defined by Maria (2019), entails the gradual

transformation of an individual into a social being,

involving exposure to diverse perspectives and

behaviors. However, persistent avoidance of

socializing activities may hinder this developmental

88
 process, limiting opportunities for interpersonal growth

and connection. Daily reports suggest that repeated

129
experiences play a crucial role in shaping individuals'

attitudes towards social interactions (Sandstrom et al.,

2022).

2. Experiencing challenges in making friends during

42
face-to-face interactions can significantly impact an

individual's social and emotional well-being. “Nag

struggle ako mag make friends nung face-to-face.”

17
Social interaction plays a crucial role in shaping one's

learning experiences, with active participation in

classroom discussions and group activities fostering

collaborative learning environments (Hurst et al.,

2013). However, for some individuals, such as the

participant mentioned, difficulties in socializing may

result in avoidance of social situations, contributing to

a pattern of avoidant coping. Avoidant coping involves

efforts to escape or avoid stressors, often through

withdrawal or avoidance behaviors (Compas et al.,

2001).

89
3. Struggling to engage in conversations even until now

reflects ongoing challenges in social interaction that

can profoundly impact an individual's sense of

belonging and connection with others (Basaran &

Demir, 2017). “Hanggang ngayon nag struggle pa rin

ako makipag usap.” Belongingness, as emphasized by

Basaran and Demir (2017), is fundamental to human

existence, facilitating connections with society and

fostering meaningful relationships. However,

individuals experiencing ongoing social difficulties

may resort to avoidant coping mechanisms as a means

of self-protection. Avoidant coping involves efforts to

evade or minimize exposure to stressors, often through

withdrawal or avoidance behaviors (Compas et al.,

2001). When individuals struggle with social

interactions, they may adopt avoidant coping strategies

to shield themselves from potential rejection or

discomfort. This pattern of avoidance can perpetuate

feelings of isolation and hinder opportunities for social

connection, further exacerbating the sense of loneliness

9
and disconnection experienced by the individual.

90
 Recognizing the profound impact of avoidant coping

on an individual's well-being underscores the

importance of targeted interventions and support

systems (Compas et al., 2001).

Table 2. Joint Display Table

The qualitative insights gleaned from students' narratives provide a rich understanding of
3
how university students in Metro Manila cope with stress and maintain their psychological

well-being across various dimensions.

PERMA Scale

Positive Emotion. Students shared numerous experiences that highlighted their ability to

maintain positive emotions despite challenging circumstances. They described moments of joy,

personal growth, and gratitude, indicating a resilience that allowed them to find brightness even

amidst adversity. For instance, students recounted how they formed close bonds with peers and

pets, engaged in fulfilling hobbies, and found meaning in their academic pursuits, all of which

contributed to their overall sense of positivity and well-being (Fredrickson, 2021; Howell et al.,

2023).

Engagement. Qualitative narratives revealed students' active participation in activities that

brought them joy and fulfillment, such as hobbies and social interactions. They spoke of

moments of flow and passion, indicating a deep engagement with their interests and

91
surroundings. “Students emphasized the importance of staying connected with friends and

pursuing activities that brought them joy, highlighting how engagement served as a coping

mechanism during difficult times” (Csikszentmihalyi, 2020; Schaufeli et al., 2022).

Relationship. Close relationships with peers, family members, and pets emerged as crucial

sources of support and comfort for students. They described relying on these relationships for

emotional and practical assistance, emphasizing the importance of companionship and validation

in navigating challenges. Students expressed gratitude for the presence of supportive individuals

in their lives, highlighting the role of relationships in promoting their well-being and resilience

(Uchino et al., 2024; Neff & Karney, 2020).

Meaning. Qualitative accounts revealed students' reflections on their values, aspirations, and

life goals, indicating a strong sense of meaning and purpose. They spoke of finding fulfillment in

their academic pursuits and personal growth, as well as in moments of self-discovery and

perseverance. Students emphasized the importance of pursuing activities that aligned with their

values and passions, underscoring how meaning served as a guiding force in their coping

strategies (Steger et al., 2023; Wong, 2021).

Accomplishment. Students expressed satisfaction and pride in their academic achievements

and personal endeavors, highlighting moments of success and self-discovery. They spoke of

overcoming challenges and celebrating their accomplishments, indicating a strong sense of

self-esteem and confidence. Students emphasized the importance of acknowledging and

92
celebrating individual successes, underscoring how accomplishment contributed to their overall

well-being and resilience (Dweck, 2022; Duckworth et al., 2020).

Brief Cope Scale

Problem-focused Coping. Students described employing problem-focused coping strategies

to address stressors directly and find solutions to challenges they encountered. They highlighted

the importance of taking proactive steps to manage academic pressures and personal issues. For

instance, students mentioned actively planning and seeking instrumental support to address

difficulties, indicating a proactive approach to problem-solving (Lazarus & Folkman, 2021).

203
Emotion-focused Coping. Qualitative narratives revealed students' use of emotion-focused

coping strategies to manage their emotional responses to stress. They described seeking

emotional support from peers, engaging in activities that brought them comfort, and using

positive reframing to reinterpret stressful situations. Students emphasized the role of emotional

expression and self-soothing techniques in coping with challenging experiences (Folkman &

Moskowitz, 2020).

Avoidant Coping. While students acknowledged using avoidant coping strategies to some

extent, such as distraction or denial, they also reflected on the limitations of these approaches.

Some students described how avoiding stressors temporarily relieved their distress but ultimately

hindered their ability to address underlying issues effectively. They highlighted the importance of

93
confronting challenges directly and seeking support when needed, indicating a nuanced

understanding of the limitations of avoidant coping (Carver, 2022).

Overall, the qualitative data provided rich insights into the coping mechanisms and

well-being of university students in Metro Manila. By capturing students' lived experiences and

perspectives, qualitative research deepened our understanding of how they navigate challenges
51
and maintain their psychological well-being. These insights can “inform the development of

interventions and support systems tailored to students' unique needs, ultimately fostering a

campus environment that promotes well-being and resilience.” (Cox, C., 2020)

245
In conclusion, the integration of quantitative and qualitative data provides a broader
72
understanding of the coping strategy used by college students in Metro Manila and their impact
202
on their psychological well-being. This dual approach allows for a more definite and thorough

analysis, capturing both the measurable aspects of coping mechanisms and well-being, and the

personal, subjective experiences of the students (Johnson, R. B., & Christensen, L. 2022).

By integrating these two types of data, the research provides a holistic view of coping
29
strategies and their impacts. This comprehensive understanding is crucial for developing targeted

support systems and interventions. For instance, the research might identify a particular coping

strategy that is statistically effective but requires a specific contextual support to be truly

favorable. Interventions can then be designed to foster this strategy within the appropriate

context. (Schoon & Bynner, 2021)

94
 4
The unification of quantitative and qualitative data in this research not only provides a

detailed understanding of coping strategies and their impacts but also lays the preliminaries for

developing effective support systems (Creswell & Plano Clark, 2021). These systems can

improve psychological well-being and academic performance, contributing to the overall health

and resilience of college students in Metro Manila.

Discussion of Integrated Findings

By combining quantitative results with qualitative insights, the researchers gained a

3
comprehensive understanding of how university students in Metro Manila coped with stress and
3
maintained their psychological well-being. The quantitative data provided a broad overview of

coping strategies and psychological well-being, while the qualitative data offered depth and

context to these patterns (Creswell & Creswell, 2021; Smith & Johnson, 2022).

Understanding the nuances of how engagement and relationships enhanced well-being informed

targeted interventions. For example, the quantitative data highlighted high levels of engagement,

but the qualitative data revealed that students often engaged in extracurricular activities and

hobbies as coping mechanisms, which provided them with a sense of accomplishment and

community. This insight suggested that promoting involvement in campus activities could be

beneficial for student well-being (Seligman, 2020). The mixed-methods approach allowed the

researchers to identify not only the prevalence of different coping strategies but also the

underlying reasons for their use. Quantitative data indicated that students used emotion-focused
29
coping strategies frequently, while qualitative insights highlighted “specific techniques such as

95
seeking emotional support from peers, venting, and using positive reframing to manage stress”
187
(Raypole, 2022). Integrating these data sources enabled the researchers to develop a nuanced

understanding of the coping mechanisms and well-being of university students in Metro Manila.
223
This comprehensive analysis informed the development of effective support systems and

interventions tailored to their needs, such as stress management workshops, enhanced counseling

services, and initiatives to foster peer support networks (Taylor & Stanton, 2021).

123
The joint display analysis is reported to give depth and emphasis on the related findings

which provide the key context for answering the why and how of the quantitative or qualitative
145
data (Nessle et. al., 2023). In addition, in a study by Haynes-Brown and Fetters, they provided

key information for their detailed process of how joint display was built and interpreted. Thus in
3
this research, it revealed that college students in Metro Manila primarily used coping strategies
30
such as problem-focused, which is definitely associated with the dimensions of psychological
236
well-being. By integrating both methods, this research provides a refined understanding of these

coping strategies and their impact on psychological well-being.

43
There is a significant positive relationship between problem-focused coping and various
267
dimensions of psychological well-being, such as life satisfaction, positive affect, and reduced

stress and anxiety. (Folkman & Moskowitz, 2021). Participants report that they feel more in

control and more optimistic about their future when they engage in problem-focused coping.

96
 218
In conclusion, the integration of quantitative and qualitative data provides a comprehensive
72
understanding of the coping mechanisms used by college students in Metro Manila and their

impact on psychological well-being. By highlighting the majority and effectiveness of

10
problem-focused coping strategies, this study offers valuable understanding for developing

targeted support systems and interventions. These can significantly enhance the well-being and

academic success of students, contributing to a healthier and more resilient student population.

97
 31
Chapter 5

Summary, Conclusions and Recommendations

This chapter provides a summary of the research conducted, the conclusions drawn,

and the recommendations formulated as a result of this study.

Summary of Findings

Quantitative Findings

Coping Strategies Preference. Problem-focused coping was highly preferred among

Filipino college students, with a mean score of 3.17, indicating a strong inclination towards

active problem-solving methods. Emotion-focused coping, although prevalent, had a slightly

29
lower mean score of 2.88, suggesting frequent use of techniques such as seeking emotional

support and positive reframing. Avoidant coping had the lowest mean score of 2.25, indicating

less frequent use but still part of the overall coping strategy.

274
Psychological Well-being. “Students exhibited high levels of psychological well-being
189
across all dimensions measured by the PERMA model” (Positive Emotion, Engagement,

Relationships, Meaning, and Accomplishments). This suggests that students generally maintain

positive emotional states, are actively engaged, value relationships, find meaning in experiences,

and acknowledge accomplishments.

Correlation Analysis. Problem-focused coping showed positive correlations with all

dimensions of well-being, indicating its enhancement of overall mental health. Emotion-focused

coping had selective positive effects, particularly in engagement and relationships, but didn't

98
significantly boost immediate positive emotions. Avoidant coping showed negative correlations

with all dimensions of well-being, indicating its detrimental effects.

Qualitative Findings

Contextual Insights. Qualitative data provided depth and context to quantitative

patterns. It uncovered specific challenges prompting coping strategies, such as academic

pressures and personal issues. For example, students actively planned and sought instrumental

support to address these challenges.

Enhancing Well-being. Engagement in extracurricular activities and hobbies served as

17
coping mechanisms, providing students with a sense of accomplishment and community.

Promoting involvement in campus activities emerged as a beneficial intervention for student

well-being.

Specific Coping Techniques. Qualitative insights revealed specific coping techniques,

29
such as seeking emotional support from peers, venting, and using positive reframing. It also

provided valuable context about the circumstances under which students resorted to avoidant

coping strategies, such as feeling overwhelmed by academic demands or personal issues.

4
Overall, the integration of quantitative and qualitative data allowed for a nuanced
7
understanding of coping mechanisms and well-being among college students in Metro Manila,

informing the development of tailored support systems and interventions.

99
Conclusion
7
This research investigated post-pandemic coping strategies and psychological well-being

among college students in Metro Manila, utilizing both qualitative and quantitative
37
methodologies. For the quantitative survey portion of the study, the researchers targeted college

students enrolled in universities within Metro Manila. This survey was administered through an

online Google Form. For the qualitative phase, the researchers conducted focus group

discussions with 10 participants. These discussions involved structured interviews to gather

qualitative insights. The qualitative phase took place at the Lyman C. Ogilby Hall at Trinity

University of Asia. By examining how students perceive and experience changes due to the

pandemic, we aimed to understand the psychological impacts and how demographics affect their

recovery experiences and attitudes. The ultimate goal was to enhance students' mental health

through focused interventions and support, addressing information gaps, and improving

post-pandemic outcomes.

Our study revealed that the combination of quantitative results with qualitative insights
3
provided a comprehensive understanding of how university students cope with stress and

maintain their psychological well-being. The quantitative data offered a broad overview,
205
indicating high use of problem-focused coping strategies and high engagement in positive

relationships. The qualitative data added depth by uncovering specific challenges and contexts

that prompted these strategies. Students reported actively planning and seeking instrumental

support to manage academic pressures and personal issues, frequently engaging in

extracurricular activities, and relying on friends and family for emotional support.

100
 146
The mixed-methods approach, Sequential Explanatory Design, highlighted a significant

positive correlation between problem-focused coping and various dimensions of psychological

well-being, such as life satisfaction, positive affect, and lower levels of stress and anxiety. This

nuanced understanding informed the development of targeted interventions, such as stress

management workshops and enhanced counseling services, aimed at enhancing student

well-being and academic success.

These findings have important implications for both brief cope Scale and PERMA Scale.
148
For Brief Cope Scale, the effectiveness of problem-focused coping in managing stress and

improving psychological well-being suggests that interventions promoting these strategies can be

particularly beneficial. For PERMA Scale, the high engagement and positive relationships

observed among students underscore the critical role of engagement (E) and relationships (R) in

enhancing overall well-being. The research emphasizes the need for interventions that foster

these elements, supporting the holistic development of students in alignment with the principles

of PERMA Theory.

214
Additionally, these findings have significant implications for future research, policy, and

practice. Future research should continue to use mixed-methods approaches to capture the
51
complexity of coping mechanisms and psychological well-being, exploring specific coping

strategies across diverse student populations. In terms of policy, educational institutions may

consider incorporating structured stress management programs and peer support initiatives into

their wellness policies to promote a supportive campus environment. Practically, counselors and
204 4
educators can leverage these insights to design tailored interventions that address the unique

101
challenges faced by students, thereby fostering resilience and enhancing overall student

well-being. This comprehensive approach ensures that interventions are grounded in a robust

understanding of student needs, ultimately contributing to more effective support systems and

healthier academic communities.

Despite the valuable insights gained, this study is not without its limitations. The primary

limitations include the selection of participants, which covered a sample population of college

students within Metro Manila who experienced at least a two-year quarantine stay in the

Philippines and were enrolled in the same university for two or more consecutive years. These
60
eligibility requirements were established as they may potentially have a significant impact on the

psychological well-being of the participants and may elicit symptoms of various psychological

problems. Conversely, the exclusion criteria included students classified as returnees,

shiftees/shifters, those who took a gap year during the pandemic, and students whose current

curricula involve internships or duties abroad. These limitations were set as they may affect the
120
validity and reliability of the research findings.

4
Overall, this study contributes to a deeper understanding of post-pandemic coping

strategies and psychological well-being among college students within Metro Manila,

highlighting the need for ongoing inquiry and development in this field.

102
Recommendations

38
Based on the findings from this mixed-methods study, several recommendations can be
115
made to enhance the effectiveness of post- pandemic learning programs in universities, the

following recommendations are proposed to support and enhance these coping mechanisms in

educational settings:

1. Encourage Participation in Comforting Activities:

Students should have accessibility to these kinds of activities and spaces in

schools. This can involve establishing calm common areas, providing extracurricular

activities like sports, music, and art, and integrating breaks through the school day so that

students can relax and engage in activities that they personally choose to be comforting.

Aside from these activities, there should also be an opportunity for students where they

can do volunteer work. It has been proven that volunteer activities can positively impact

mental health when engaged for long-term as it promotes higher levels of psychological

well-being, specifically the engagement dimension (Vus et. al, 2021).

2. Promote beneficial reframing strategies:

Professors ought to incorporate lessons on positive psychology in their curriculum

in order to assist students acquire the ability to perceive stressful situations in a more

constructive light. Students who participate in workshops and classroom activities

219
centered on growing resilience and a growth mindset are more likely to see challenges as

chances for personal development. Students had the capacity to develop both individually

103
and socially as they proved tolerant of ambiguity and uncertainty. Building coping

mechanisms in the educational setting for students who seek out peers for emotional

support, engage in comfort-seeking activities, and use positive reframing when faced

with stressful situations are some ways to support student success. (Reed & Sokonie,

2023)

3. Provide Students Coping Mechanisms:

The curriculum ought to offer guidance on a variety of coping mechanisms in

schools. This can involve stress management seminars and courses, where students study
66
the differences between problem-focused, emotion-focused, and avoidant coping as well

as the long-term benefits of facing challenges head-on. Students with effective coping
9
mechanisms are better able to handle stress, anxiety, and other mental health issues.

(Fegley et. al., 2021) This can foster a healthier learning environment by preventing the

development or aggravation of mental health problems.

4. Establish a Safe Environment for Emotional Expression:

Students must be comfortable expressing their emotions and worries in a safe

environment, which is offered by schools. Peer support groups, regular check-ins, and a

mental health-focused school culture are all ways to achieve this. Promoting open

discussions about stress and coping mechanisms can give students confidence to face

their problems. In time, avoidant coping can worsen stress and anxiety as it leads to

emotions to be bottled up. Students can express these emotions in a safe environment,

104
 which lessens their emotional load and enhances mental health. In order to effectively

manage their emotions, they must first learn to become more aware of them, which is a

skill that a safe environment fosters. ( Hair, Joseph F., Jr.; Smith, Kenneth J. 2023)

5. Improved Counseling and Support Service Accessibility:

Counseling and support services ought to be readily accessible and extensively

promoted in schools. Frequent educational sessions and clear guidance on how to

properly utilize these tools may encourage students to reach out for support as opposed to

engaging in avoidant coping. In contrast to focusing on the problem together,

emotion-focused coping seeks to address the psychological response to stress. With the

support of a professional counselor, students can process and control their emotions in a

safe and healthy environment by using accessible counseling services. This can lessen

stigma and motivate more students to make use of the resources at their use, encouraging

the development of a mental health-aware and supportive culture (Martinez-Garcia et. al.,

2022).

Schools may enhance students' emotional health and stress-resilience through

indivimplementing these suggestions into practice. This will help students develop and

strengthen their coping mechanisms. Based on the reflections of the students, these suggestions

make sure to address the nuances of coping mechanisms and encourage long-term wellbeing. As

a result, students perform more effectively academically and are more engaged. These

suggestions ensure a comprehensive approach to addressing the opportunities and challenges

105
presented by blended learning as they are based on a thorough analysis of both quantitative and

qualitative data.

APPENDIX

4
Figure 1. Conceptual Framework on the Post-Pandemic Coping Strategies and Psychological

Well-Being Among College Students Within Metro Manila

114
Reliability Statistics

Cronbach’s Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.814 .822 28

Figure 2. Reliability Statistics of Brief Cope

121
Reliability Statistics

Cronbach’s Alpha Cronbach's Alpha Based on N of Items

Standardized Items

.907 .913 23

Figure 3. Reliability Statistics of PERMA

106
 269
Descriptive Statistics

Mean Std. Deviation N

PFC 3.1719 .55155 248

EFC 2.8807 .40772 248

AC 2.2488 .52433 248

PosEm 6.8920 1.76877 248

Engagement 7.2133 1.43718 248

Relationship 7.2377 1.85016 248

Meaning 7.0820 1.74553 248

Accomp 7.1481 1.47587 248

Figure 4. Descriptive Statistics of Brief Cope and PERMA

Positive Engagement Relationship Meaning Accomplishment

Emotion

Problem-focuse Pearson .431 .484 .421 .507 .493

d Coping Correlation
150
Sig. .000 .000 .000 .000 .000
(2-tailed)

N 248 248 248 248 248

Emotion-focuse Pearson .091 .160 .141 .146 .173

d Coping Correlation

Sig. .152 .012 .027 .021 .006

(2-tailed)
243
N 248 248 248 248 248

107
 Avoidant Pearson -.210 -.175 -.176 -.179 -.164
Coping Correlation

Sig. .001 .006 .005 .005 .010

(2-tailed)
69
N 248 248 248 248 248

**Correlation is significant at the 0.01 level (2-tailed).

*Correlation is significant at the 0.05 level (2-tailed).

Figure 5. Correlation Matrix of Brief Cope and PERMA

258
Dimensions of Coping Mean SD Description

Problem-focused Coping 3.17 0.55 High

Emotion-focused Coping 2.88 0.41 High

65
Avoidant Coping 2.25 0.52 Moderate

Note: 1.00-1.60=Very low, 1.61-2.20=Low, 2.21-2.80=Moderate, 2.81-3.40=High,

3.41-4.00=Very high
10
Figure 6. Level of the Respondents’ Coping in Terms of Problem-focused, Emotion-focused

and Avoidant Coping

108
 Dimensions of Mean SD Description
Well-being

Positive Emotion 6.89 1.77 High

Engagement 7.21 1.44 High

Relationship 7.24 1.85 High

Meaning 7.08 1.75 High

Accomplishment 7.15 1.48 High

78
Note: 1.00-2.80=Very Low, 2.81-4.60=Low, 4.61-6.40=Moderate, 6.41-8.20=High,
8.21-10.00=Very High
151
Figure 7. Level of the Respondents’ Psychological Well-being in Terms of Positive Emotion,

Engagement, Relationship, Meaning and Accomplishment

Positive Engagement Relationship Meaning Accomplishment

Emotion
116
Problem Pearson .431** .484** .421** .507** .493**
Focused Correlation
Coping Sig. (2-tailed) .000 .000 .000 .000 .000
N
248 248 248 248 248

116
Emotion Pearson .091 .160* .141* .146* .173**
Focused Correlation
Coping Sig. (2-tailed) .152 .012 .027 .021 .006
N
248 248 248 248 248

109
 Avoidant Pearson -.210** -.175** -.176** -.179** -.164**
Coping Correlation
Sig. (2-tailed) .001 .006 .005 .005 .010
N
248 248 248 248 248

5
*. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Figure 8. Correlation Matrix

152
Tests of Normality

Kolmogorov-Smirnov Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

PFC .116 248 .000 .924 248 .000

EFC .064 248 .015 .988 248 .036

AC .102 248 .000 .954 248 .000

PosEm .130 248 .000 .961 248 .000

Engagemt .114 248 .000 .963 248 .000

Relationship .110 248 .000 .941 248 .000

Meaning .098 248 .000 .956 248 .000

Accomp .115 248 .000 .967 248 .000

● Lilliefors Significance Correction

Data collected are Normal

Figure 9. Tests of Normality of Brief Cope and PERMA

110
Figure 10. Triangulation Data

111
 Informed Consent

168
Good day! We are Group 9 of 3PSY02, third-year students from the Department of Psychology
175 27
and we would like to invite you to participate in an interview for our research project. Before

you decide to participate, it is important for you to understand the title, purpose of the study, the
144
procedures involved, and your rights as a participant.

Title of the study:

4
Post-Pandemic Coping Strategies and Psychological Well-Being among College Students within

Metro Manila

140
Purpose of the study:

93
The purpose of the study is to investigate and understand the Coping Strategies and well-being

of college students in the aftermath of the COVID-19 pandemic. The study will be conducted
275
within Metro Manila, and this aims to explore how the unique challenges and experiences
4
related to the pandemic have influenced the mental health and overall well-being of 384 college

students specifically located in Metro Manila. Through conducting interviews, the researchers

seek to gather valuable insights into the post-pandemic psychological landscape, shedding light

on the factors that may impact college students' adjustment and well-being during this period.
13
The goal is to contribute to a deeper understanding of the psychological effects of the pandemic

112
 on this demographic and to provide valuable information that may inform support mechanisms

and interventions for their well-being.

Procedures:

The interview will involve a brief description of the interview format, questions, and expected
27
duration. The interview is expected to take approximately 10 minutes.

Risks and Benefits:

There are minimal risks associated with participating in this interview. The benefits include
112
contributing valuable information to students and a comprehensive awareness of how their

psychological well-being affected their lives during the post-pandemic. Furthermore, they may

be encouraged to set an example by educating others about the processes of post-pandemic

recovery.

64
Confidentiality:

Your identity will be kept confidential to the extent permitted by law. Your name will not be
64
associated with any quotes or information shared in any reports or publications resulting from
85
this study. Rest assured that your individual responses will also remain confidential and will not

be disclosed in the research summary or any related publications. All information will be

aggregated to safeguard your privacy.

29
If you have any questions or concerns regarding access to the study results, please do not hesitate

to contact us using the information provided below.

113
 Voluntary Participation:

13
As a token of appreciation for your participation in our study, you will receive non-monetary

incentives. This compensation is provided to acknowledge the time and effort you dedicate to

contributing to our research.

11
Please note that participation in this study is voluntary, and you are not obligated to continue if
233
you feel uncomfortable or decide to withdraw. Your decision will not affect any compensation

you have received.

13
If you have any questions or concerns about compensation or medical care, please feel free to

contact us using the information provided below.

Institutional Affiliation of the Proponents:

This research is conducted by individuals affiliated with Trinity University of Asia, specifically
47
the department of Bachelor of Science in Psychology under the College of Arts and Sciences

within the institution.

149
Contact Information:

If you have any questions about the interview or the research, please feel free to contact us
235
anytime at any of the information listed below. If you have concerns about the study and wish to

114
 contact someone independent, you may reach our professor Mr. Ronn Mikhael Avila.

(rmaavila@tua.edu.ph)

Researchers Contact Information:

raizzaicenoalbandia@tua.edu.ph

chrisandreajbiteno@tua.edu.ph

lizamariesevangelista@tua.edu.ph

sineadayannamflorendo@tua.edu.ph

patriciakayeaguanzon@tua.edu.ph

maureeneamendoza@tua.edu.ph

Consent:

134
By participating in this interview, you indicate that you have read and understood the
184
information provided, and you freely give your consent to participate. You may withdraw from

the interview at any time without penalty.

159
I have read and understood the information provided, and I freely give my consent to participate

in this interview.

115
Participant's Name: ____________________

Date: ____________________

Validation Form (Quantitative)

Brief Cope

First Validator : Prof. Adrian Amistad

116
117
118
119
Second Validator: Prof. Pete Aton

120
121
122
Third Validator: Prof. Victorius Bibera

123
124
125
PERMA Profiler

First Validator: Prof: Pete Aton

126
127
Second Validator: Prof: Adrian Amistad

128
129
Third Validator: Prof. Victorius Bibera

130
131
Validation Form (Qualitative)

These qualitative questions were created independently and verified by psychology

faculty, who provided feedback and validation for all of them.

First Validator: Prof. Pete Aton

132
Second Validator: Prof. Dawnie Dela Cruz

133
Third Validator: Prof. Adrian Amistad

134
Curriculum Vitae

135
136
137
138
139
140
141
105
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Cosmopolitan Civil Societies: An interdisciplinary journal. View of “Sana All”:

Netizens’ Perception of Government Responses to COVID-19 | Cosmopolitan

Civil Societies: An Interdisciplinary Journal. (n.d.).

https://epress.lib.uts.edu.au/journals/index.php/mcs/article/view/7961/7938

35
Vus, V., Syurina, E., Brückner, T., Fradelos, E., Papathanasiou, I., Omelchenko, L., &

Vakulich, T. (2021). Youth and Mental Health: Life Satisfaction, Wellbeing, and

Societal Participation in the Context of a Transitioning State. Aluna Publishing,

74(7). https://doi.org/10.36740/WLek202107123

75
Wong, P. (2018, March 26). Positive Psychology of Meaning in Life & Well-Being. Dr.

Paul Wong.

http://www.drpaulwong.com/the-positive-psychology-of-meaning-in-life-and-well

-being/#:~:text=According%20to%20Steger%20

79
World Health Organization. (2021). Health and well-being. World Health Organization.

https://www.who.int/data/gho/data/major-themes/health-and-well-being

141
World Health Organization. (2023, September 27). Who coronavirus (COVID-19)

dashboard. World Health Organization. https://covid19.who.int/

90
World Health Organization. (2023) Coronavirus disease (covid-19) pandemic. World

Health Organization.

149
https://www.who.int/europe/emergencies/situations/covid-19#:~:text=The%20CO

VID%2D19%20pandemic%20is,%2DCoV%2D2)%20virus.

150
 Similarity Report

24% Overall Similarity

Top sources found in the following databases:
15% Internet database 12% Publications database
Crossref database Crossref Posted Content database
21% Submitted Works database

TOP SOURCES
The sources with the highest number of matches within the submission. Overlapping sources will not be
displayed.

coursehero.com
1 <1%
Internet

link.springer.com
2 <1%
Internet

mu on 2024-04-03
3 <1%
Submitted works

National Chengchi University on 2024-01-07

4 <1%
Submitted works

mdpi.com
5 <1%
Internet

California Southern University on 2024-04-24

6 <1%
Submitted works

Manila Central University - Higher Ed on 2023-06-30

7 <1%
Submitted works

Karina Angelica, Monique Elizabeth Sukamto, Clara Citra Chandra, Kelv...

8 <1%
Crossref

Sources overview
 Similarity Report

California Southern University on 2024-06-02

9 <1%
Submitted works

Oblates of Mary Immaculate on 2023-08-13

10 <1%
Submitted works

researchgate.net
11 <1%
Internet

dergipark.org.tr
12 <1%
Internet

velez on 2024-05-20
13 <1%
Submitted works

Purdue University on 2023-07-19

14 <1%
Submitted works

Far Eastern University on 2022-05-16

15 <1%
Submitted works

Flinders University on 2022-04-10

16 <1%
Submitted works

University of Namibia on 2024-03-14

17 <1%
Submitted works

ejcop.scholasticahq.com
18 <1%
Internet

Far Eastern University on 2021-11-15

19 <1%
Submitted works

Southern New Hampshire University - Continuing Education on 2022-0...

20 <1%
Submitted works

Sources overview
 Similarity Report

Liberty University on 2024-06-04

21 <1%
Submitted works

Marian University on 2024-04-12

22 <1%
Submitted works

American InterContinental University on 2023-08-30

23 <1%
Submitted works

dspace.pacuniversity.ac.ke:8080
24 <1%
Internet

East Side Union High School District on 2024-02-08

25 <1%
Submitted works

Florida International University on 2024-05-12

26 <1%
Submitted works

Global Banking Training on 2024-01-31

27 <1%
Submitted works

pedagogika.leu.lt
28 <1%
Internet

University of Teesside on 2024-05-15

29 <1%
Submitted works

lume.ufrgs.br
30 <1%
Internet

pdfcoffee.com
31 <1%
Internet

Laura A. King, Joshua A. Hicks, Jennifer L. Krull, Amber K. Del Gaiso. "...
32 <1%
Crossref

Sources overview
 Similarity Report

Regent University on 2023-10-02

33 <1%
Submitted works

Southampton Solent University on 2023-03-24

34 <1%
Submitted works

Tilburg University on 2022-12-11

35 <1%
Submitted works

isdesr.org
36 <1%
Internet

University of the West Indies on 2023-04-19

37 <1%
Submitted works

listens.online
38 <1%
Internet

King's College on 2024-05-07

39 <1%
Submitted works

University of Huddersfield on 2024-03-25

40 <1%
Submitted works

University of Sydney on 2022-09-19

41 <1%
Submitted works

fastercapital.com
42 <1%
Internet

Holy Name University on 2024-05-13

43 <1%
Submitted works

itu.int
44 <1%
Internet

Sources overview
 Similarity Report

fliphtml5.com
45 <1%
Internet

De La Salle University on 2023-08-11

46 <1%
Submitted works

Manuel S. Enverga University on 2024-05-23

47 <1%
Submitted works

Yuta Chishima, Masashi Mizuno, Daichi Sugawara, Yuki Miyagawa. "Th...

48 <1%
Crossref

Open University of Cyprus on 2024-05-08

49 <1%
Submitted works

positivepsychology.com
50 <1%
Internet

Liverpool John Moores University on 2024-04-25

51 <1%
Submitted works

University of the West Indies on 2023-07-30

52 <1%
Submitted works

Far Eastern University on 2024-04-14

53 <1%
Submitted works

essay.utwente.nl
54 <1%
Internet

ejournal.iai-tribakti.ac.id
55 <1%
Internet

Distance Learning Centre on 2024-02-04

56 <1%
Submitted works

Sources overview
 Similarity Report

Far Eastern University on 2024-02-04

57 <1%
Submitted works

Hotelschool Den Haag on 2024-01-28

58 <1%
Submitted works

discovery.dundee.ac.uk
59 <1%
Internet

repository.library.carleton.ca
60 <1%
Internet

theglobalfight.org
61 <1%
Internet

De LaSalle University - College of Saint Benilde on 2023-05-18

62 <1%
Submitted works

Fortis College - Centerville on 2023-12-30

63 <1%
Submitted works

Jose Rizal University on 2024-04-14

64 <1%
Submitted works

esp.apacsci.com
65 <1%
Internet

Higgenbotham, Erin L.. "Attachment, Coping Style, and Perceived Stres...

66 <1%
Publication

Perry, Jacqueline E.. "Coping Strategies of First-Year College Students ...

67 <1%
Publication

scholarship.shu.edu
68 <1%
Internet

Sources overview
 Similarity Report

ses.library.usyd.edu.au
69 <1%
Internet

CSU, Los Angeles on 2021-12-08

70 <1%
Submitted works

California Southern University on 2021-10-28

71 <1%
Submitted works

Central Washington UNiversity on 2020-11-16

72 <1%
Submitted works

Far Eastern University on 2024-02-28

73 <1%
Submitted works

Middle Park High School on 2013-05-13

74 <1%
Submitted works

Middlesex University on 2023-11-05

75 <1%
Submitted works

Unitek College, LLC on 2023-08-06

76 <1%
Submitted works

epress.lib.uts.edu.au
77 <1%
Internet

park.dnp.go.th
78 <1%
Internet

Sheffield Hallam University on 2023-02-08

79 <1%
Submitted works

University of Hong Kong on 2024-02-28

80 <1%
Submitted works

Sources overview
 Similarity Report

University of Makati on 2021-12-09

81 <1%
Submitted works

University of Strathclyde on 2023-01-30

82 <1%
Submitted works

ebin.pub
83 <1%
Internet

jurnal.fkip.unila.ac.id
84 <1%
Internet

velez on 2024-03-07
85 <1%
Submitted works

American College of Education on 2024-04-28

86 <1%
Submitted works

journals.sagepub.com
87 <1%
Internet

paralife.narod.ru
88 <1%
Internet

storage.googleapis.com
89 <1%
Internet

Glyndwr University on 2023-05-01

90 <1%
Submitted works

Mahidol University on 2021-03-13

91 <1%
Submitted works

hallum.creative-b.eu
92 <1%
Internet

Sources overview
 Similarity Report

philssj.org
93 <1%
Internet

Australian National University on 2022-09-06

94 <1%
Submitted works

schs.dph.ncdhhs.gov
95 <1%
Internet

Far Eastern University on 2021-04-21

96 <1%
Submitted works

Mid-America Christian University on 2023-12-11

97 <1%
Submitted works

Southern New Hampshire University - Continuing Education on 2022-0...

98 <1%
Submitted works

jees.umsida.ac.id
99 <1%
Internet

Kia A. Glimps-Smith. "chapter 4 Empowering Persistence", IGI Global, ...

100 <1%
Crossref

The College of the Bahamas on 2023-11-14

101 <1%
Submitted works

University of Technology, Sydney on 2024-02-18

102 <1%
Submitted works

University of the Philippines - Main Library on 2022-09-29

103 <1%
Submitted works

nova.newcastle.edu.au
104 <1%
Internet

Sources overview
 Similarity Report

California Southern University on 2024-03-28

105 <1%
Submitted works

Far Eastern University on 2022-05-23

106 <1%
Submitted works

Johansen, Eric. "Cross-Contamination and Personal Protective Equipm...

107 <1%
Publication

National University Philippines on 2020-11-12

108 <1%
Submitted works

worldciticolleges on 2023-05-28
109 <1%
Submitted works

Abear, Mary Grace Antonette Lavina. "Mental Health Care Providers' C...
110 <1%
Publication

Adtalem Global Education on 2023-05-07

111 <1%
Submitted works

University of Cape Town on 2022-10-30

112 <1%
Submitted works

University of South Africa (UNISA) on 2023-12-24

113 <1%
Submitted works

digitalarchive.boun.edu.tr
114 <1%
Internet

eprints.usq.edu.au
115 <1%
Internet

hdl.handle.net
116 <1%
Internet

Sources overview
 Similarity Report

ojs.jdss.org.pk
117 <1%
Internet

Brown, Marie Antoinette. "The Role of Academic Support Programs in t...

118 <1%
Publication

Chen Chen, Ziqi Guan, Liqun Sun, Ting Zhou, Ruiyuan Guan. " ‐19 expo...
119 <1%
Crossref

Davis Louis, Shavon | Scott, April | Burley, Rachel. "The Impact of Distri...
120 <1%
Publication

dspace.uii.ac.id
121 <1%
Internet

files.eric.ed.gov
122 <1%
Internet

annfammed.org
123 <1%
Internet

"Intelligent Systems, Business, and Innovation Research", Springer Sci...

124 <1%
Crossref

2U Baylor University EDU on 2021-08-07

125 <1%
Submitted works

De Montfort University on 2024-02-09

126 <1%
Submitted works

Muhammad Hanif, Endang Sri Maruti. " The role of traditional music ‘ i...
127 <1%
Crossref

Notre Dame of Marbel University on 2024-03-18

128 <1%
Submitted works

Sources overview
 Similarity Report

Tilburg University on 2024-05-31

129 <1%
Submitted works

University of Teesside on 2024-05-02

130 <1%
Submitted works

University of Western Ontario on 2024-04-14

131 <1%
Submitted works

assets.publishing.service.gov.uk
132 <1%
Internet

ijeais.org
133 <1%
Internet

mseuf-candelaria on 2023-12-20
134 <1%
Submitted works

onlinelibrary.wiley.com
135 <1%
Internet

slidelegend.com
136 <1%
Internet

Jose Rizal University on 2024-05-12

137 <1%
Submitted works

Liverpool John Moores University on 2020-05-03

138 <1%
Submitted works

Segi University College on 2024-03-01

139 <1%
Submitted works

University of Derby on 2023-01-06

140 <1%
Submitted works

Sources overview
 Similarity Report

University of Wales Institute, Cardiff on 2022-02-17

141 <1%
Submitted works

garuda.kemdikbud.go.id
142 <1%
Internet

gwp.org
143 <1%
Internet

Cannone, Jessica. "Physical Activity and Gratitude as Predictors of We...

144 <1%
Publication

Samuel Shye. "Chapter 2975 Systemic Quality of Life Model (SQOL)", S...
145 <1%
Crossref

South African College of Applied Psychology on 2023-10-26

146 <1%
Submitted works

Southeastern College on 2021-06-28

147 <1%
Submitted works

The University of Texas at Arlington on 2024-03-15

148 <1%
Submitted works

University of Findlay on 2024-02-26

149 <1%
Submitted works

eprints.walisongo.ac.id
150 <1%
Internet

Gakos, Laurie. "A Qualitative Study of the Impact of Teacher Evaluation...

151 <1%
Publication

dspace.um.edu.mx
152 <1%
Internet

Sources overview
 Similarity Report

scielo.org.za
153 <1%
Internet

Indiana University on 2023-01-09

154 <1%
Submitted works

Jose Rizal University on 2021-12-09

155 <1%
Submitted works

Our Lady of Fatima University on 2024-04-26

156 <1%
Submitted works

University of Derby on 2024-03-04

157 <1%
Submitted works

answeregy.com
158 <1%
Internet

cettrivandrum on 2024-05-07
159 <1%
Submitted works

digital.library.unt.edu
160 <1%
Internet

hqlo.biomedcentral.com
161 <1%
Internet

mu on 2024-04-12
162 <1%
Submitted works

scholarum.dlsl.edu.ph
163 <1%
Internet

2U Baylor University EDU on 2021-03-22

164 <1%
Submitted works

Sources overview
 Similarity Report

American National University on 2023-12-30

165 <1%
Submitted works

Andersen, Brittany B. | Brooks, Janelle A. | Ruth, Edwin T.. "The Impact ...
166 <1%
Publication

The Mico University College on 2022-08-26

167 <1%
Submitted works

University of Johannsburg on 2023-10-05

168 <1%
Submitted works

bghtraining on 2024-06-04
169 <1%
Submitted works

esp.ieconom.kz
170 <1%
Internet

fcci on 2024-05-27
171 <1%
Submitted works

mmc on 2022-11-07
172 <1%
Submitted works

scholars.cityu.edu.hk
173 <1%
Internet

whatsyourgrief.com
174 <1%
Internet

worldciticolleges on 2022-08-17
175 <1%
Submitted works

diva-portal.org
176 <1%
Internet

Sources overview
 Similarity Report

Ann Marie Roepke. "Gains without pains? Growth after positive events"...
177 <1%
Crossref

Bellbird Park State Secondary College on 2024-03-15

178 <1%
Submitted works

Celeste R. Lucero. "Investigating the Relationships Among The Forced ...

179 <1%
Crossref posted content

De La Salle University - Manila on 2015-05-12

180 <1%
Submitted works

Haina, Lisa A.. "Impacts of the COVID-19 Pandemic: Building Resilienc...

181 <1%
Publication

Malta College of Arts,Science and Technology on 2024-01-30

182 <1%
Submitted works

Wilmington University on 2024-02-18

183 <1%
Submitted works

sigma.nursingrepository.org
184 <1%
Internet

theses.gla.ac.uk
185 <1%
Internet

ashwinanokha.com
186 <1%
Internet

donaldbeasley.org.nz
187 <1%
Internet

irejournals.com
188 <1%
Internet

Sources overview
 Similarity Report

nordangliaeducation.com
189 <1%
Internet

"Learning Technology for Education Challenges", Springer Science and ...

190 <1%
Crossref

5dok.net
191 <1%
Internet

CSU, Fullerton on 2022-02-20

192 <1%
Submitted works

Durban University of Technology on 2024-05-22

193 <1%
Submitted works

Sheffield Hallam University on 2022-05-04

194 <1%
Submitted works

St Mary's University,Twickenham on 2024-04-23

195 <1%
Submitted works

St. Patrick's College, Shorncliffe on 2024-06-06

196 <1%
Submitted works

Te Pūkenga trading as the Open Polytechnic on 2024-05-01

197 <1%
Submitted works

Texas A&M University, College Station on 2022-05-20

198 <1%
Submitted works

University of Plymouth on 2024-05-10

199 <1%
Submitted works

University of Sheffield on 2023-05-22

200 <1%
Submitted works

Sources overview
 Similarity Report

Vaal University of Technology on 2020-02-05

201 <1%
Submitted works

Weinberger, Beverley Slome. "Coping in Adolescents With Sickle Cell D...

202 <1%
Publication

cdn.slideserve.com
203 <1%
Internet

csu on 2024-05-24
204 <1%
Submitted works

digital.library.txst.edu
205 <1%
Internet

journal.uad.ac.id
206 <1%
Internet

psu.pb.unizin.org
207 <1%
Internet

quieora.ink
208 <1%
Internet

globalscientificjournal.com
209 <1%
Internet

medrxiv.org
210 <1%
Internet

tandfonline.com
211 <1%
Internet

Abrera, Noel Almonte. "Assessment of Metro Vancouver Canada Immi...

212 <1%
Publication

Sources overview
 Similarity Report

American College of Education on 2022-05-30

213 <1%
Submitted works

Celeste Racelis Lucero. "Investigating the relationships among the forc...

214 <1%
Crossref

Concordia University Irvine on 2024-03-17

215 <1%
Submitted works

Corvinus University of Budapest on 2024-05-08

216 <1%
Submitted works

Eleanor Mitchell. "Exploring the Impact of Supplier Relationship Manag...

217 <1%
Crossref posted content

Glasgow Caledonian University on 2024-04-15

218 <1%
Submitted works

Griffth University on 2023-04-21

219 <1%
Submitted works

Hotelschool Den Haag on 2024-06-02

220 <1%
Submitted works

Journal of Service Management, Volume 23, Issue 2 (2012-04-21)

221 <1%
Publication

Malta Leadership Institute on 2023-10-02

222 <1%
Submitted works

Middlesex University on 2023-11-21

223 <1%
Submitted works

Neese, Bethany Marie. "How Older Adults Describe How Musical Engag...
224 <1%
Publication

Sources overview
 Similarity Report

The Chicago School of Professional Psychology on 2024-04-21

225 <1%
Submitted works

The Hong Kong Polytechnic University on 2006-04-19

226 <1%
Submitted works

Tilburg University on 2024-05-31

227 <1%
Submitted works

Universiteit van Amsterdam on 2024-01-19

228 <1%
Submitted works

University of Bradford on 2023-03-29

229 <1%
Submitted works

University of Central Lancashire on 2024-05-01

230 <1%
Submitted works

University of Durham on 2023-08-31

231 <1%
Submitted works

University of East London on 2023-06-27

232 <1%
Submitted works

University of Essex on 2024-06-03

233 <1%
Submitted works

University of Essex on 2024-06-03

234 <1%
Submitted works

University of Glamorgan on 2024-03-01

235 <1%
Submitted works

University of Northumbria at Newcastle on 2010-04-02

236 <1%
Submitted works

Sources overview
 Similarity Report

University of Wales Swansea on 2024-04-25

237 <1%
Submitted works

WHU - Otto Beisheim School of Management on 2024-05-13

238 <1%
Submitted works

benguetstate on 2024-05-27
239 <1%
Submitted works

consortiacademia.org
240 <1%
Internet

discovery.ucl.ac.uk
241 <1%
Internet

eprints.port.ac.uk
242 <1%
Internet

etd.dbu.edu.et
243 <1%
Internet

etd.uum.edu.my
244 <1%
Internet

kclpure.kcl.ac.uk
245 <1%
Internet

mobt3ath.com
246 <1%
Internet

open.library.ubc.ca
247 <1%
Internet

pubhtml5.com
248 <1%
Internet

Sources overview
 Similarity Report

repository.paramadina.ac.id
249 <1%
Internet

s3-eu-west-1.amazonaws.com
250 <1%
Internet

uhra.herts.ac.uk
251 <1%
Internet

vital.seals.ac.za:8080
252 <1%
Internet

wiadlek.pl
253 <1%
Internet

worldciticolleges on 2024-06-06
254 <1%
Submitted works

eecera.org
255 <1%
Internet

eed.state.ak.us
256 <1%
Internet

www2.mdpi.com
257 <1%
Internet

A.N.I. Zainal-Abidin, H.N. Miptah, F. Ariffin, S. Razali, S.F. Badlishah-Sh...

258 <1%
Crossref

De La Salle University - Manila on 2014-08-07

259 <1%
Submitted works

Katholieke Universiteit Leuven on 2024-05-15

260 <1%
Submitted works

Sources overview
 Similarity Report

Monmouth University on 2011-12-05

261 <1%
Submitted works

Northcentral on 2018-04-12
262 <1%
Submitted works

Southern New Hampshire University - Continuing Education on 2023-1...

263 <1%
Submitted works

Texas Wesleyan University on 2024-02-18

264 <1%
Submitted works

University of Santo Tomas - Manila on 2024-04-17

265 <1%
Submitted works

American College of Education on 2024-03-14

266 <1%
Submitted works

Ateneo de Manila University on 2013-10-10

267 <1%
Submitted works

California Northstate College of Pharmacy on 2022-09-29

268 <1%
Submitted works

Cook, Warangkan Gene. "Quantitative Study of Workplace Stress for H...

269 <1%
Publication

Davao Del Sur State College on 2023-06-23

270 <1%
Submitted works

Diego García-Álvarez, María José Soler, Lourdes Achard-Braga. "Psych...

271 <1%
Crossref

Hamoudah, Kelly Marie. "Cancer Survivors' Perceptions of How Mindfu...

272 <1%
Publication

Sources overview
 Similarity Report

Harvey, Vivian Barbara. "Traumatic Brain Injury Caregiving: Described ...

273 <1%
Publication

Lyall, Heather Joyce. "The Millennial Pursuit of Happiness: A Study of t...

274 <1%
Publication

Olmeda, Nadira Egamberdieva. "Exploring International Students' Exper...

275 <1%
Publication

Regis College on 2024-02-18

276 <1%
Submitted works

Tata Institute of Social Sciences on 2022-05-15

277 <1%
Submitted works

Sources overview