Edited Full Theisis 2, March 5.docx

Title Page PSYCHOLOGICAL WELL ̵ BEING OF CHILDREN WITH PARENTS AND CHILDREN WITH ABSENTEE MOTHER

A Thesis Submitted to The Faculty of the Graduate School Saint Columban College Pagadian City

In Partial Fulfillment Of the Requirements for the Degree Master of Arts in Guidance and Counseling

By CHRISTINE A. CONCEPCION March 2019

ii

Approval Sheet

Abstract

3 Cagadas, Araceli G. (2016). School Administrator’s Transformational and Transactional Leadership Styles and Teacher Morale. Unpublished Master’s Thesis, Saint Columban College, Pagadian City, March 2016.

The success of any school critically begins with a transformational school head who is responsible for ensuring that all teachers and students meet challenging task and the desired standard level in education. The study aimed to explore the level of transformational and transactional leadership style of school administrators and their correlation with teacher morale.This descriptive correlational research was conducted in the City West District of the Division of Pagadian Cityduring the second semester of school year 2015-2016 utilizing elementary school teachers as research participants. To test the statistically significant relationshipbetween transformational leadership style and teacher morale and transactional leadership style and teacher morale, Pearson Coefficient of Correlation is utilized. Based on the findings of the study, it is thereby concluded that the practice of transformational leadership style influenced teacher morale (Pearson “r” = 0.634; p-value = 0.0006). The school administrators of City West District always practiced all the components of transformational leadership style. The study also implied that transactional leadership style practice was evident among school administrators. However, transactional leadership style did not establish significant correlation with teacher morale (Pearson “r” = 0.182; p-value = 0.087). Furthermore, teachers have very high morale especially when rapport with the school principal and among teachers were always established and satisfaction with teaching was evident.Thus, school heads should possess good and transformational leadership styles and behavior and maximize their efforts in creatinga positive school climate which can contribute to teacher morale and thereby motivate them to work better andconsequently produce quality performance.

Keywords:

descriptive correlational research, school administrators,teacher morale, transactional leadership style, transformational leadership style

4 Acknowledgement The researcher wishes to express much gratitude, admiration and respect to the following people who in one way or another helped and gave their full support in completing this study, to wit: Dr. Alma L. Carbonilla, the thesis adviser, for sharing her knowledge and expertise; Dr. Nora G. Agustero, the thesis writing instructor and panelist, for her guidance and constant encouragement; Dr. Gilbert A. Celesio, Engr. Rodrigo D. Barnido,and Dr. Filomena G. Montealto for sharing their proficiency, meaningful critiques and recommendations for the improvement of this study; The Dean of the Graduate School and the Chairman of the Thesis Committee, Dr. Rosario U. Saniel for letting the researcher feel her motherly care, genuine love and for passionately giving her suggestion; The research participants, for allowing their requested participation in the completion of this research; My parents MR. PEDRO PAGARAN CAGADAS and MRS. ANTONIA GASCAL CAGADAS and my entire loving and inspiring family for their unconditional love, prayers, and support; Above all, to the Divine Providence, the Almighty God, Jesus Christ, for all the grace, blessings, and strength.

5 Dedication

This book is dedicated to my parents, brothers and sisters, nephews, niece, friends and to the Heavenly Father, the ultimate provider of all the strength and source of life and inspiration.

Ara ‘76

Table of Contents Table of Contents

6 Title Page.......................................................................................................................... i Approval Sheet................................................................................................................. ii Abstract........................................................................................................................... iii Acknowledgement........................................................................................................... iv Dedication........................................................................................................................ v Table of Contents............................................................................................................. vi List of Tables.................................................................................................................. viii List of Figure.................................................................................................................... ix Chapter 1......................................................................................................................... 1 The Problem.................................................................................................................1 Introduction............................................................................................................... 1 Perspective of the Researcher..................................................................................3 Conceptual Framework.............................................................................................5 Statement of the Problem.........................................................................................7 Hypotheses............................................................................................................... 8 Scope and Limitations of the Study...........................................................................9 Significance of the Study.........................................................................................10 Definition of Terms...................................................................................................11 Structure of the Thesis............................................................................................12 Chapter 2....................................................................................................................... 14 Review of Related Literature......................................................................................14 Children with Parents..............................................................................................14 Children with Absentee Mother...............................................................................15 Psychological Well-Being........................................................................................19 Chapter 3....................................................................................................................... 25 Research Methods.....................................................................................................25 Research Design....................................................................................................25 Research Environment............................................................................................26 Research Participants.............................................................................................27 Sampling Techniques..............................................................................................27 Instrumentation.......................................................................................................28 Data Gathering Techniques.....................................................................................28 Ethical Considerations in Research........................................................................29

7 Statistical Treatment................................................................................................29 Chapter 4....................................................................................................................... 30 Presentation, Analysis and Interpretation of Data.......................................................30 Psychological Well-Being of Children with Parents.................................................30 Psychological Well-Being of Children with Absentee Mother...................................36 Testing of the Hypotheses.......................................................................................42 Chapter 5....................................................................................................................... 51 Summary of Findings, Conclusion and Recommendations.........................................51 Summary of Findings..............................................................................................51 Conclusion.............................................................................................................. 54 Recommendations..................................................................................................55 REFERENCES............................................................................................................... 56 Appendix A. Letter to the Principal.................................................................................59 Appendix B. Informed Assent.........................................................................................60 Appendix C. Research Instrument.................................................................................56 Appendix D. Data Processing and Analysis...................................................................58 Appendix E. Plagiarism Test...........................................................................................59 Curriculum Vitae............................................................................................................. 60

List of Tables

8 Table

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Title

Research participants Psychological well-being of children with parents in terms of selfacceptance. Psychological well-being of children with parents in terms of personal growth. Psychological well-being of children with parents in terms of purpose in life. Psychological well-being of children with parents in terms of positive relations with others. Psychological well-being of children with parents in terms of environmental mastery. Psychological well-being of children with parents in terms of autonomy. Summary data on psychological well-being of children with parents. Psychological well-being of children with absentee mother in terms of self-acceptance. Psychological well-being of children with absentee mother in terms of personal growth. Psychological well-being of children with absentee mother in terms of purpose in life. Psychological well-being of children with absentee mother in terms of positive relations with others. Psychological well-being of children with absentee mother in terms of environmental mastery. Psychological well-being of children with absentee mother in terms of autonomy. Summary data on psychological well-being of children with absentee mother. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of personal growth. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of purpose in life. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of positive relations with others. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of environmental mastery. Test of difference in psychological well-being of children with

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27 31 31 32 33 34 35 36 37 37 38 39 40 41 42 43 44 45 46 47 48

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parents and children with absentee mother in terms of autonomy. Test of difference in overall psychological well-being of children withparentsand children with absentee mother.

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List of Figure

Figure

1

Title

The Conceptual Framework of the Study

Page

5

Chapter 1 The Problem Introduction The family is the most important social structure of any society. It is a key factor in the prosocial development of children, adolescents and young adults. They are the single source of emotional support, learning opportunities and upright guidance, for developing self-esteem and providing physical necessities. A strong, affectionate tie between child and parent is one of the fundamental means by which to establish societal bonds and thus insulates children, adolescents and young adults from engaging delinquency and other problem behaviors (Knoester and Hynie, 2005). A parent is a model towards their children. Thus parents have much influence over their child's behavior (Barnes, 2006). Parental support is behaviors toward the child that he or she is valued and loved. According to Cawson (2000), the psychological well-being of children having parents by their side depends on the situation, whether those children have abusive parents or not, for example, their parents fail to show love and acceptance. The consequences might have greatly affect their development or educational problems, socialization and behavior (Lieberman, 2008). According to Sumulong and Zhai (2008), there are several reasons why most women want to stay working with other countries; a freedom of women in destination countries to devote their time to household activities and improvement in the social status of women in labor. In Sri Lanka, there are greater number of female members being away from their families for several years, the reason of economic factors such as

2 severe economic hardships, indebtedness, increasing living cost, and a compelling desire for a better standard of living (Shaw, 2008). Accordingly, the women working overseas influenced many children have become vulnerable to abuse and suffer from malnutrition and proper health care (Asian Migration News 1 ̵ 15, March 2007). In the Philippines, the absentee of mothers has fueled worries about children becoming spendthrift, delinquent, addicted to drugs, and emotionally scarred (Asis, 2006), whereas, compared it to those children having parents by their side who can guide them throughout their challenges. Relatively, according also to Parreñas (2008), the absentee of the mother especially adult children identified emotional insecurities. Negative outcomes in the psychological well-being of the children may vary across stages and over individual’s life course. It might have a disruptive effect in terms of, poorer social adjustment in such cases, today, there are children who wouldn’t want to talk or they want attention from others. It may be at greater risk in the psychological wellbeing of children. Many young adults who have a mother working overseas felt neglected or abandoned. They do not see their fathers performing the role in the family, rather they pass over the caring responsibilities to other women in the family, more often the eldest daughter in which it affects the performance in school (Parrenas, 2006). Children have much higher expectations for mothers to provide the care for the family even if they are working abroad. Though they recognize the economic benefits they are gaining, they do not recognize it as a form of care. Children have different levels of acceptance of the situation in which it depends on their conscious mental activities. For young children, they only see it as a form of abandonment, while adolescents may either be receptive or resentful. The effects of mothers’ absence to children, where children have varied reactions to the absentee situation depending on the age of the child ̵ i.e. for pre ̵ school children (0 ̵ 5 years old),

3 somewhat accepted easily since no bonding has yet established but the adjustment for those children 6 ̵ 18 years of age is more difficult because they already establish affection with their mother (Carandang, 2007). This study aims to extend the understanding of the psychological well-being of the children with parents and children with absentee mother in Saint Ambrose High School, Tabina, Zamboanga Del Sur and Upper Panikian Elementary School, Pitogo, Zamboanga Del Sur. It will examine in which area of the psychological well-being (selfacceptance, personal growth, purpose in life, positive relation with others, environmental mastery and autonomy) might have the great impact in the children. It is necessary to give attention in this study because the researcher have personally observed issues affecting the well-being of children like to have more difficulties academically and performed more poorly in terms of their physical and emotional health (Asis, 2006).This study will be in need because there is no definite result in some studies in which particular area of psychological well-being might have the great effect in the children with parents and children with absentee mother or if there is, or it might be affected not today but when they grow up. Perspective of the Researcher The researcher is currently residing in Purok 2, Upper Panikian, Pitogo, and Zamboanga Del Sur. She was born on December 12, 1996, and her hobbies include reading, writing, painting, sketching and listening to music. The researcher finished her elementary education in Upper Panikian Elementary School in Upper Panikian Pitogo Zamboanga Del Sur. She pursued her secondary education in Saint Ambrose High School inTabina, Poblacion Zamboanga Del Sur and graduated in 2012. She earned her Bachelor in Elementary Education (BEED) at Saint

4 Columban College, Pagadian City in 2016. At the same year, she took Shield Metal Arc Welding (SMAW) NCII. She passed the Licensure Examination for Teachers in 2017. She is currently working in Mindquest Tutorial and Review Center in C3 mall in Pagadian City as a tutor teacher in different grade levels. In connection to the researcher's interests in her job as a tutor teacher, she observed that learners have their problem with their psychological well-being. An example, the researcher has a learner in grade 6, whose mother was working abroad. She's living with her father and brother or sometimes her aunts because; according to the student, her father doesn't care about what they want or what they did. When the researcher asked about her mother, the student replied: "I do not like my mother, and she irritates me so much." There was one time when she talked about the arrival of her mother from Japan but instead of being happy, she talked terrible things about her. Having poor performance in school is also a problem because her environment does not help because her classmates bullied her for not being able to read, she doesn't listen to the opinion of others and just stared blankly. Hence, from the personal observation of the researcher to her student, she finds this study relevant in knowing the extent of effects on the psychological well-being of children whose mother are in abroad, whereas, compared to the student whose parents always support him, the psychological wellbeing of that student has a great impact in which he is top in his class and champions all the competitions he is in. This study may help educators, psychologists, teachers, and parents to have a broader understanding of the challenges of children with parents and children with absentee mother that affects their psychological well-being. The interpretivist as a paradigm posits that children having psychological wellbeing considered as a happy and satisfied person but people interpret that those children without mother may actually don’t have self-acceptance, a purpose in life,

5 positive relations with others, environmental mastery and autonomy unlike those children having their parents. It might have a great impact in their personality when they grow up. This study will investigate the impact of absentee mother and children with parents psychological well-being in terms of self-acceptance, personal growth, purpose in life, positive relation with others, environmental mastery and autonomy in Saint Ambrose High School Tabina and in Upper Panikian Elementary Pitogo Zamboanga Del Sur. Conceptual Framework

The conceptual framework of this study is presented in the Figure 1. As shown, this study will focus to determine in which area of psychological wellbeing that affect the children with parents and children with absentee mother. Result of the study will be a basis for guidance intervention program of children enhancing and maintaining their healthy psychological well-being like selfacceptance, personal growth, purpose in life, positive relations with others,

environmental mastery and autonomy.

6 Figure 1. The Conceptual Framework of the Study

This study is anchored in the theory of Carol Ryff which is her model on psychological well-being comprising of six criteria namely: self-acceptance, personal growth, purpose in life, environmental mastery, autonomy and positive relation with others, and the theory of Diana Baumrind which her theory of parenting style that also influences psychological well-being and personality of adolescents. It is a psychological construct representing standard strategies that parents use in their child rearing. In this theory, Ryff and Diana discusses the importance of the six area of psychological well-being and the parenting style in which might have a great impact to children. In Ryff theory, the six area are: self-acceptance in which having a positive attitude towards oneself in the way of acknowledging and accepting multiple aspects; personal growth means of having feeling at continued development and being open to new experiences; purpose in life means of having a goals and sense of direction in life, feeling that both present and past experiences are meaningful; holding beliefs that give a purpose in life; environmental mastery means of feeling competent and able to manage a complex environment, choosing and creating personally suitable contexts; autonomy means of being self-determining, independent and regulating behavior internally, resisting social pressures to think and act in a certain ways and will evaluate oneself by personal standards; and positive relations with others means of having warm, satisfying, trusting relationship, being concerned about others welfare and being capable to

7

strong empathy, affection, intimacy, and understanding give and take human relationships. While in the theory of Diana which is the parenting style is a psychological construct representing standard strategies that parents use in their child rearing. According to Madhu Gupta, Dimple Mechtani (2015), in their study explained that child rearing patterns nurtures the child physically and contributes to overall well-being. Their research findings indicated that an authoritative parenting

style

produced

positive

developmental

outcomes. The

study

recommended parents to show concern to their children and develop Psychological and social positions. Statement of the Problem This study will be assessing in which area of psychological well-being of children with parents and children with absentee mother in Saint Ambrose High School Tabina and in Upper Panikian Pitogo, Zamboanga Del Sur that may have greatly affected. This study will focus on children with parents and children with absentee mother who are enrolled in Saint Ambrose High School Tabina and in Upper Panikian Elementary School Pitogo, Zamboanga Del Sur. The study will be conducted during the year of 2018 to 2019. Specifically, it aims to answer the following queries: 1. What is the level of psychological well-being of children with parents in terms of: 1.1 self-acceptance;

8 1.2 personal growth; 1.3 purpose in life; 1.4 positive relations with others; 1.5 environmental mastery; and 1.6 Autonomy? 2. What is the level of psychological well-being of children with absentee mother in terms of: 2.1 self-acceptance; 2.2 personal growth; 2.3 purpose in life; 2.4 positive relations with others; 2.5 environmental mastery; and 2.6 Autonomy? 3. Is there significant difference in psychological well-being of children with parents and children with absentee mother in terms of: 3.1 self-acceptance; 3.2 personal growth;

9 3.3 purpose in life; 3.4 positive relations with others; 3.5 environmental mastery; and 3.6 Autonomy? 4. Is there significant difference in the overall psychological well-being of children with parents and children with absentee mother? 5. Based on the findings, what Guidance Intervention Program that the findings can be given? Hypotheses The hypotheses below were tested using 0.05 level of significance: 1. There is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of: 1.1 self-acceptance; 1.2 personal growth; 1.3 purpose in life; 1.4 positive relations with others; 1.5 environmental mastery; and 1.6 Autonomy.

10 2. There is no significant difference in the overall psychological well-being of children with parents and children with absentee mother. Scope and Limitations of the Study The scope and limitations of the study will focus on the children psychological well-being of children with parents and children with absentee mother. Subject Matter. This study will focus on the psychological well-being of the children with parents and children with absentee mother in Saint Ambrose High School Tabina and in Upper Panikian Elementary School, Pitogo, Zamboanga Del Sur. Research Environment and Timeline. This study will be conducted in Saint Ambrose High School Tabina and Upper Panikian Elementary School Pitogo, Zamboanga Del Sur. This will be conducted in school year 2018 to 2019. Research Participants. The children whose mother working overseas and children with parents in Saint Ambrose High School Tabina and in Upper Panikian Elementary School Pitogo, Zamboanga Del Sur will be assigned as respondents in this study. Research Design. This study will be using the survey method in generating the necessary data for this study. Research Methods. This study will apply a quantitative research method by means of survey questionnaire. The quantitative method is used to determine psychological well-being of the children with parents and children with absentee mother. Sampling Technique. To get the respondents who are qualified in the study, the researcher will use the snowball sampling in choosing research samples.

11 Statistical Treatment. The study employed the weighted mean and independent samples t-test to determine the significant difference between psychological well-being of children with parents and children with absentee mother. Significance of the Study This study will come up possible ways in dealing the psychological well-being of children that significantly beneficial to Administration, Children, Parents, Guidance Counselor, Teachers, OFW and other researchers. Administrators. The study will help the administrators to identify the psychological well-being of the children with parents and children with absentee mother. This will also guide them to formulate a program of the psychological well-being of children to have a positive outcome in their lives. Teachers. The study will give them the knowledge in assisting the children with parents and children with absentee mother upon knowing their psychological well-being in school setting. This will also guide the teachers in teaching, designing a certain pedagogy that will promote healthy the psychological well-being of the children. Children. The study will be able to help the children on how they will help themselves. This will make them aware how these psychological well-being affecting their growth and development in their daily activities. OFW Parents. The study will provide them to know the psychological well-being of their children, and they can guide and help them in shaping their psychological wellbeing.

12 Parents. This study will provide them the knowledge and awareness of the psychological well-being of their children, and they can guide them throughout their psychological well-being problems. Guidance Counselors. The study will help them for the possible guidance program that will cater the psychological well-being of the children with parents and children with absentee mother. This study will lead in developing guidance services that caters children's well-being in gaining and maintaining healthy lifestyle. Other Researcher. The information gathered will served as a reference point for other researchers who will conduct similar research. Definition of Terms The following terms will be using operational and conceptual study and shall be taken according to the definition given below: Autonomy. Refers of the expressions of internal locus of evaluation, thus not looking to others from approval but evaluating oneself by personal standards (Ryff, 1995). Children. It refers to those living with their parents and those with mother working overseas. Environmental Mastery. Refers to the individual’s ability to choose or create environments suitable to his or her psychic conditions (Ryff,1995). OFW Mothers. Refers to those who work abroad to seek the need of those left behind at a historical period.

13 Personal Growth. Refers in emphasizing the continued growth and confronting the new challenge or task at different periods of life (Ryff,1995). Positive relations with others. Refers of having strong feelings of empathy and affection for all human beings and as being capable of greater love, deeper friendship, and more complete identification and warm relating to others (Ryff, 1995). Purpose in Life. Refers of having goals, intentions and a sense of direction, all of which contribute to the feeling that life is meaningful (Ryff, 1995). Psychological Well-being. Refers to a very subjective term but form all the research that has been carried out, the term is used throughout the health industry as kind of a ‘catch-all phrase’ meaning contentment, satisfaction with all elements of life, self-actualization (a feeling of having achieved something with one’s life), peace and happiness ( Ryff, 1989) . Self-Acceptance. Refers in emphasizing the acceptance of the self and of one’s past life (Ryff,1995). Structure of the Thesis The study will consist of five chapters:

Chapter 1 The Problem, Chapter 2

Review of Related Literature, Chapter 3 Research Methodology, Chapter 4 Presentation, Analysis and Interpretation of Data, and Chapter 5 Summary of Findings, Conclusions and Recommendations. Chapter 1 The problem includes the introduction of the problem, perspective of the researcher, conceptual framework, statement of the problem of the study, hypotheses, scope and limitations, significance of the study, definition of terms, and the structure of the thesis.

14 Chapter 2 Review of the Related Literature discusses the variables of the study which will provide the bases for the interpretation of the data that shall be gathered later. Chapter 3 Research Methodology covers the research design of the study, research environment, research subjects/or respondents,

sampling techniques,

instrumentation, data gathering techniques, and the statistical treatment. Chapter 4 Presentation, Analysis and Interpretation of Data presents the analyses and interpreting the data. Chapter 5 Summary and Findings, Conclusion and Recommendations presents the summary of findings, the conclusion and the recommendation suggested based on the findings of the study

Chapter 2 Review of Related Literature This chapter reviews the literature related to the psychological well-being of the children with parents and children with absentee mother in which will provide bases for the interpretation of the data that shall be gathered later. Children with Parents A parent is a model towards their children. Thus, parents have much influence over their child's behavior (Barnes, 2006). Parental support is very important to child's psychological well-being, such as praising, encouraging and giving affection. They show the child that he or she is valued and loved because as the child grow up they need more affection. Having parents by the side of children depend on the situation because many parents today are abusive and don’t see their children as their own. Based on the study of Cawson (2000), children living with abusive parents are like not having a parents at all because they fail to show their love and acceptance. The psychological wellbeing of those children may somewhat like those children with absentee mother, they feel the anxiety, anger and also it increases the risk of low self-esteem and aggression (Berzenski, 2011). According to Lieberman (2008), the consequences of parents who maltreated their children might have their development or educational problems, socialization, difficult behavior and later violence.

15 Children with Absentee Mother In the Sri Lanka, according to Shaw (2008), the reason of greater number of female members being away from their families for several years was an economic factor such as severe economic hardships, indebtedness, increasing living cost, and a force desire for a better standard of living. Accordingly, the women working overseas influenced many children become vulnerable to abuse and suffer from malnutrition and proper health care (Migration News 1 ̵ 15, March 2007). In Asia, particularly the Philippines, the major supplier of labor settler to over 100 countries and leading was female. More than 8 million (10%) out of the 85 million Filipinos working abroad. While 12 % were women, which they work as domestic helpers, nurses, caregivers, and entertainers. With this huge number of Filipino abroad, a more pressing concern is with regards to children. Though there is no systematic data on the number of children, it is estimated to be 9 million or 27% of the total youth under the age of 18(NGO's and Migration in the Asia ̵ Pacific Region, 2005). The absentee of the mother may provoke children's in popular anxieties about a care crisis and the future of the family such as Philippines (Asis, Huang and Yeoh, 2004). They may be especially prone to anger, feeling of being abandoned or unloved, confusion and worries (Parrenas, 2008). The teachers, primary careers and religious leaders indicated that most children whose mother were absent, regardless of age, found that they have difficulty to perform in academic activities. They failed to utilize additional help offered by teachers. Abusive fathers also prevented children attending school which result in disinterest and have a poor performance due to lack of encouragement and moral support received from motherless homes.

16 Children whose mother was absence to seek for work in other countries at a historical period for the need of economic and social development, as a result of which the number of the children becomes increasingly huge. People have been on the move since human life began, working abroad is neither a new phenomenon, a failure of development, nor a substitute or development. Individuals move as part of their effort to improve their lives and the lives of their families, to learn a new skill to gain new experiences, to find a job or to flee insecurity, disaster or famine (Melanie M. Reyes 2005). The family unit is a key factor in the prosocial development of children, adolescents and young adults. It is the principal social unit during the formative years of early childhood. They bare the sole source of emotional support, learning opportunities, moral guidance, for developing self-esteem, and providing physical necessities. When the family fails to fulfill these responsibilities, the children typically suffer (Kesler et. al, 2010). Family dysfunction (e.g. family history of violence, favorable attitudes towards problem behaviors, poor socialization, poor supervision, poor discipline, family disorganization, family isolation or family disruption) is an important influence in the future delinquent and antisocial behavior. Children living in homes where mothers’ absence are more likely to display problem behaviors (Barnes 2006). According to De Silva (2006), traditionally, women had to perform multiple activities including nurturing and household tasks, but did not receive economic or noneconomic benefits except mental satisfaction. Moreover, traditional norms acted as a barrier for women participating in economic activities. However, it changed over the years due to several social and economic changes. In the Philippines, according to Asis (2006), it is a national obsession to work abroad. In the past decade more mothers working overseas who leave young children. This become an occurrence in some countries but not all. In the Philippines and

17 Indonesia, the women outnumbered men among the documented overseas workers. Regarding the social norms, the role of women as mothers will nurture the children and meet their expectations. These lead us to expect that children have a greater impact of the psychological well-being. Although an early study of 709 Filipino children age 10 to 12 years above concluded that the absence of the mother has the most disruptive effect in terms of poor performance in school and social adjustment (Parrenas, 2008). Children with absentee mother around the world have also been the object of study by different Non-Governmental Organizations (NGOs), including the Department for International Development (DFID), United Nations Economic and Social Commission for Asia and the Pacific (ESCAP), United Nations Children Fund (UNICEF), and Save the Children. Overall, these groups appear to echo one another in publishing generally bleak findings on the impact of the absentee on children particularly when mothers away, children were reported to suffer from psychological and emotional stress are non-susceptible to deviant behaviors, and criminal offenses whilst expressing feelings of abandonment or resentment (Tobin, 2008). According to Koester and Hynie (2005), the affectionate tie between child and mother is one of the fundamental means by which to establish societal bonds and thus separate adolescents from engaging in delinquency and other problems. According to some studies children with absentee mother are unable to get warm affection or normal custody of the parents since their mother seek for work. Furthermore, due to irresponsible care, or limited capacity of entrustment the consequence children are prone to a lot of problems in terms of school work, psychological well-being and behavioral habits. The lack of complete family education is an important reason for the psychological well-being of children. Education of parents has a direct, sustaining and unconscious influence upon growth of the children the parent child relationships plays a crucial role in the process of their growth.

18 Studies analyzing the effects of such family arrangements have emphasized the negative effects of family separation on children's general well-being (Dreby, 2007). Prolonged to the separation from mother can place a substantial psychological burden on children. Let see for example the Swedish film director Lucas Moodysson described this dilemma in his 2009 film Mammoth, which featured a young, successful, hardworking New York couple who employed a Filipino lady to take care of their 7-yearold daughter, while the nanny’s two sons were taken care of by their grandmother in the Philippines. The oldest boy missed his mother so much that he tried different ways to earn the money so that she could come home, but he ended up being robbed and severely injured. That is the impact of the children left behind when parent, or both parents migrated or there can be worse. The study of Zhou Zongkui (2003), finds that a quite a large part of children has the sense of alienation after their mother absentee. They even refuse to talk with others during a certain period of time. As they do not get mother care and protection in the process of growth, they are prone to deviation, cognition, values and abnormity in the development of personality. Children may become timid, coward, internally closed, emotionally indifferent, behaviorally solitary and lacking of love and the initiative in communication as they feel they are lacking of security and full of doubts in all around them. In 2003 Philippine study shows that children with absentee mother are mainly enrolled in private schools. Those with absent mothers have tendency to lag of the other groups. Though mothers remit money to invest in their children’s education, their children often up not performing well as well as owing to their presence. According to Ansell and Young (2003), children have different levels of acceptance or tolerance of the situation depending on their conscious mental activities, for young children they only see it as a form of abandonment, while adolescents may

19 either be receptive or resentful because they had already known and established affection with their mother. They also experiencing higher anxiety, loneliness, angry, unloved, unfeeling, afraid, different from other children and worried. Children with mother abroad tend to angrier, confused, apathetic and more afraid than another child. It is also asserted that the absence could be the most disruptive in the life of the children with the absence of mother (Migrante Anak Pamilya Foundation, 2005). According to Parrenas (2001), children whose mother working overseas don’t have any problem, in terms of money. Children claims to move easily because the material security provide by their parent or both parents and can affords the luxury of demanding greater emotional security. The absence of mother may bring outside information into the home which is helpful for the children’s education which relatively the exposure to the outside world could lead the overseas to learn more about the importance of investing in education, and how best to educate the children in their own household (Lee and Park, 2010). Psychological Well-Being Well-being is a positive outcome that is meaningful for people and for many sectors of society because it tells that people perceive that their lives are going well. It generally includes global adjustments of life satisfaction and feelings ranging from depression to joy (Martin Seligman, 2011). Psychological well-being includes esteem, positive affect, daily activities, satisfaction, absence of suicidal ideas, personal control, social support, absence of tension, and general efficiency (Bhogle and Prakash, 1995). According to Huppert (2009), psychological well-being is about lives going well with a combination of feeling good and functioning effectively. Sustainable well-being

20 does not require individuals to feel good all the time; the experience of emotions (e.g. failure, sadness, disappointment etc.) is a normal part of life, and being able to manage these negative or painful emotions, is essential for long term well-being. The concept of feeling good incorporates not only the positive emotions of happiness and contentment, but also such emotions as interest, engagement, confidence and affection. The concept of functioning effectively involves the development of one’s potential, having some control over one’s life, having a sense of purpose (e.g. working towards values goals) and experiencing positive relationship in the community. Forgas (2006) found that people experiencing positive emotions evaluate themselves and others more positively, make more lenient attributes, and behave in a more confident, optimistic and generous way in interpersonal situations. Many children today have behavioral problems, both school and elsewhere. Aggression was prominent. They are prone to quarrel with and hurt others. The poor tolerance towards others lead to frequent fights and poor acceptance of them as a friends. Cruelty towards animals was comparatively more among these children. They forcibly took others belongings, even stole from teachers, were jealous of others, spoil others work, and did not like teachers and careers praising other children. Some were hyperactive and could not be controlled by teachers and primary careers while others unusually loud and some use obscene language. Disruptive behavior was commonly seen, destroyed belongings of other children and of the class. Both teachers and primary careers found these children ill ̵ disciplined, disobedient and adamant, others also are timid, won't participate in most school and social events, others are sulking staring blankly and have a poor communication with teachers and peers (Journal of Child Health, 2012). The parenting style influences psychological well-being and personality of adolescents. Example the authoritarian parenting leads to adolescent aggressiveness,

21 conduct disorders and rebellion. Children of indulgent parents had low hope, higher psychotic, involved in drug use, development of conduct disorder and antisocial personality. Adolescents from neglectful parents show symptoms of depression, behavior problems, impulsive, involve in delinquent behavior, drug abuse (Steinberg 2001). So, it really depends on how parents handle children that cannot affect their psychological well-being. The separation is perhaps most concerning when it involves children by the absentee of the mother in the care of others (Asis, 2006). Children's well-being comprises a variety of elements, the impact from mother absence and effects of different characteristics of the care environment are complex. Due to lack of mother care, the children are lack of correct guidance and assistance by the mother in the outlook on life and moral values in the growth and their emotion is in a state of "mother hunger", thus easily causing learning problems and a variety of psychological problems of which the insufficient learning motivation, social anxiety, loneliness and other issues or prominent, compared to those whose mother or parents are employed in the country. An early study according to Parrenas (2008), 709 Filipino children age 10 to 18 years below concluded that the absence of the mother had the most disruptive effect in terms of lower school grades and poorer social adjustment compared to the children whose parents are always present. The life of children whose mother are away was less satisfied with their life, un ̵ self ̵ confident, aloof and isolated in studies, compared to those children whose mothers are employed in the country, (Xiajun, 2005). Self-acceptance. Due to mother absence Mr. Thomas Hammarberg, the Commissioner for Human Rights of the Council of Europe, recognized that poverty, and discrimination do have social consequences, and that “gaps in the schooling reduce the chances of future employment. The feeling of not belonging and the lack of hope about

22 the future contribute to a destructive atmosphere. He further stressed of the connection between welfare policies and harmony that is having mutual respect between individuals in society. Children’s that don’t have acceptance in his or her ability can result a negative impact in their performance in school as well as finishing and meeting school requirements. And when in school, children's experience bullying from other children. They have difficulty in socializing due to language barriers, cultural differences, and their physical differences. Personal Growth. It states that the family environment, in an atmosphere of happiness, love and understand is best for the full and harmonious of the child’s personality (United Nations Convention on the Rights of the Child, 2010). The children with absentee mother showed higher social anxiety scores unlike those children with parents, and multiple linear regression models showed that their higher social anxiety was associated with lower quality of life, poorer family function and physical abuse (UNICEF, 2010). Psychology study shows all children are inclined to be attached to their mother. Attaching is the interpersonal relationship that is formed the earliest after an infant is born. The nature of attaching has a direct effect on the sense of trust of a child in the surrounding world affects their feelings, social behavior, and personality feature. As their mother do not live together with them, the children have no one to depend on or to get strong protection from. Hence, their internal annoyance and conflicts neither have place to pour out nor get any guidance which makes them lack sense of security and sense of trust in the external world Purpose in Life. In China a meta-analysis found that children whose mother working abroad associated with increased of mental health problems. Children also shown to be prone to loneliness, low ̵ life satisfaction and depression, low self-esteem and behavioral problems in China and globally. During the long periods, of parent child

23 separation, children of all ages may develop negative emotions and feelings that disrupt attachments and peaceful life which lead of not having sense of direction in life. Lack of role models, especially for boys, was identified as a difficulty faced in steering their lives in an appropriate direction. Fathers and male relatives abused narcotic drugs or alcohol, gambled, had extramarital affairs and lacked regular employment (Journal Child Health 2012). Environmental Mastery. Healthy development depends on the quality and reliability of young child's relationships with one important people in his or her life, both within and outside the family (Ross A. Thompson, 2009). Young children experience their world as an environment of relationship and these relationships affect virtually all aspects of their development ̵ intellectual, social, emotional, physical, behavioral and moral. The absentee of the mother may greatly effect on developing children's human relationships in early years of foundation for a wide range of final development outcomes of their; self-confidence, motivation to learn, achievement in school, the ability to control aggressive impulses, knowing the difference of right and wrong, and having the capacity to develop and sustain casual friendships or intimate relationships (UrieBrofenbrenner, 2009). Autonomy. The absence of mother who’s working abroad, children had difficulties in sustaining relationships and making new relationships. Social acceptance of some children was poor, mainly due to poor physical hygiene, hyperactivity, aggression, and cruelty. They seemed lonely and indulged in their own thoughts, neglecting others. Some children found it difficult to maintain healthy relationship with the father (Journal Child Health, 2012). Positive Relations with Others. Philippine society has been characterized in research as highly collective, hierarchical, and family oriented (Root, 2005). But the parental absence due to mother working abroad has been linked to problems such as

24 juvenile delinquents, drug addiction, dropping out of school, teenage pregnancy and early marriage among the children of the absentees. The new findings depart from the result of previous studies in the Philippines suggesting that mother absentee in the households results more difficulties, anxieties and a poor performance in school compared to the children having parents present (ECMI/ADS ̵ Manila, SMC and OWWA; 2004). Filipino children with absent mothers showed also poorer social adjustment and suffered from impeded social and psychological development. Psychological well-being of the children with parents and children with absentee mother is very important for it will depend on how they are treated with their environment that will make their personality, the surroundings that will judge of what they want to become, the stressful world that might them fall in a bad influence without the guidance of their mother or even they have parents. Yes, it is true that in many related studies or of what our generation today, when the absentee of the mother seeks to work to have a luxury and don’t have a problem when in terms of money to those who are left behind but then family is the basic foundation in our society they are the one that will guide their children’s future. Some studies also tell that many children might have encounter psychological well-being distress because of the absence of mother or even they have their parents because every child need attention specially the adolescence today. The foregoing theories, concepts and results thereby provide insights as bases for proposals to focus on the differences between the psychological well-being of the children living with their parents and children with absentee mother.

Chapter 3 Research Methods This chapter presents the research methodology of the study.

It includes

discussion on the research design and research methods covering the research environment, research participants, sampling techniques, instruments, data gathering techniques, and statistical treatment. Research Design This quantitative study will employ descriptive-comparative research design utilizing the survey method. It aimed at discovering how many people think, act or feel in a specific way. The data is supplied in a numerical format, and can be analyzed in a quantifiable way using statistical methods, in survey however there is ̵ for instance people who are satisfied or dissatisfied with a service may asked different questions subsequently. Specifically, this study seeks to determine if there is a significant difference between the psychological well-being of children with parents and children with absentee mother. According to Denscombe (2003), survey approach has advantages when it comes to the representatives of the data that it can produce, but on the other side, the emphasis on wide and inclusive coverage limits the degree to which the researcher can check on the accuracy of the responses, its focus on producing data based on a wide and inclusive coverage, can become obsessed with the data to the exclusion of an adequate account of the implications of those data for relevant issues, problems or theories, and the data that are produced are likely to lack much by way of detail or depth on the topic being investigated.

26 However, survey research is associated with getting information’s “straight from the horse’s mouth”. And more than this, the search is purposeful and structured, tends to focus on data more than theory, and involves the idea of a span of vision which is wide and inclusive. This, in turn, gives credibility to generalize statements made on the basis of the research, generate large volumes of quantitative data that can be subject to statistical analysis, and can set a finite time-span for this, which is very useful when it comes to planning the research and delivering the end-product. Research Environment This study will be conducted in Saint Ambrose High School Tabina and Upper Panikian Elementary School Pitogo Zamboanga Del Sur. The Saint Ambrose High School was located in Tabina Zamboanga Del Sur. It was the only private secondary school in the municipality of Tabina. The place is famous of their tourist spots: Tambunan Beach and Marine Sanctuary, Talisay Beach and Barangay Malim Marine Sanctuary, Pod-ok Mangrove Boardwalk, Baliti Beach Resort, BOULEVARD of broken dreams. The school is being supervised by Rev. Fr. Pepito M.Suarin with the help of their principal Mrs. Albina S. Cañete. The Upper PanikianPitogo Zamboanga Del sur was located in the last province of Pitogo. This place is famous of their island, the Turtle Island in which many people visited because of the beauty that lies behind that island but due to the garbage that people throw after they visited and the mystery that was discovered, it was officially closed for the safety of the animals.

27 Research Participants The target of this study are those children with parents and children with absentee mother. Table 1. Research participants School

Upper Panikian ES

Children with Parents 15

Saint Ambrose HS

Children with Absentee Mother

Age

5

11-15 years old

30 20

12-18 years old

School

Total

35

35

70

The research participants in this study will be the children with parents and the children with absentee mother from the age of 12 to 18 years old in Upper Panikian Elementary Pitogo Zamboanga Del Sur and in Saint Ambrose High School Tabina Zamboanga Del Sur. Sampling Techniques This study will be using the snowball sampling in which is based on referrals from initial subjects to generate additional subjects. Therefore, when applying this sampling method, members of the sample group are recruited via chain referral. It is appropriate in this study to recruit hidden populations, to collect primary data in a cost-effective

28 manner, can be completed in a short duration of time and a very little planning is required to start primary data collection process. Instrumentation This study will be using the Ryffs Psychological Well Being Scales (PWB)were designed to measure six theoretically motivated constructs of psychological well-being: autonomy – independence and self-determination; environmental mastery – the ability to manage one’s life; personal growth – being open to new experiences; positive relations with others– having satisfying high quality relationships; purpose in life – believing that one’s life is meaningful; and self-acceptance – a positive attitude towards oneself and one’s past life. The response format for all items comprised six ordered categories labelled from 'disagree strongly' to 'agree strongly'. Twenty PWB items were positively worded and 22 negatively worded. Prior to analysis, negatively worded items were reverse scored so that high values indicated well-being. This made it easier to identify floor and ceiling effects. The rating will be in need to complete in 18 to 20 minutes only. The questionnaire was set in a six-point scale: 1- strongly disagree, 2- disagree, 3- slightly disagree, 4- slightly agree, 5- agree, and 6- strongly agree. The mean scores were interpreted based on the hypothetical mean range as follows: 1.00 - 1.83 – Extremely Low, 1.84 - 2.66 – Very Low, 2.67 - 3.49 – Somewhat Low, 3.50 - 4.32 – Somewhat High, 4.33 - 5.15 – Very High, and 5.15 - 6.00 – Extremely High. Data Gathering Techniques Prior to the collection of data, permission to conduct the study will be obtained from Saint Ambrose High School and Upper Panikian Elementary School administrators. Upon approval to conduct the study, the researchers will give informed consent of the

29 research participants. The informed consent will state the objectives of the study, the participants’ important involvement in the study and the terms for privacy and confidentiality. The inform consent will tell the participants that have the right to withdraw or discontinue their participation in the study at any time. Further, it as well state that participants have also the right to refuse in responding to the items in the questionnaire that they wished not to answer. And most importantly, the informed consent will specify that participants’ privacy and anonymity will be maintained in all published and written data. Ethical Considerations in Research Ethical standards protect the confidentiality and anonymity of the subjects. This study will ensure the accurate accounts of participant perceptions in talking or writing. The researcher will ask permission from the head of the Saint Ambrose High School and in Upper Panikian Elementary School as to get the participants of the study. After the approval to conduct the survey. The participants were assured that the data gathered from them will be held confidential to protect from the public discrimination. The researcher has the responsibility of the data that will be collected from the participants. And finally, in case of damaged caused by the researcher, the researcher will be held accountable. Statistical Treatment The data were collected from the tabulated results of the questionnaires. The statistical treatments used were the descriptive statistics, which established the statuses of the variables under investigation. Inferential statistics specifically independent samples t-test is used to test the hypotheses that stipulated the significant difference

30 between the psychological well-being of children with parents and children with absentee mother. All the data will be processed by a software Statistical Package for Social Sciences (SPSS version 20.0), to ensure the accuracy and reliability of the results of the hypotheses.

Chapter 4 Presentation, Analysis and Interpretation of Data This chapter presents, analyzes and interprets the data gathered concerning on psychological well-being of children with parents and children with absentee in which conducted by the researcher supported by questionnaires which were administered to the children’s. The presentation, analysis, and interpretation of the data are presented through tables and texts according to the order of the sub-problems.

Psychological Well-Being of Children with Parents This variable in this study was assessed using the following indicators: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life and self-acceptance.

Table 2 shows the psychological well-being of children with parents in terms of self-acceptance. The data revealed that the self-acceptance of the children with parents have an over – all weighted mean of 3.99 interpreted as somewhat high. The table also presents that item # 2 that the children in general feel confident and positive about themselves as marked the highest weighted mean of 4.03 interpreted as somewhat high. Items # 4 the children with parents somewhat don’t like most aspects of their personality posted as the lowest weighted mean of 3.96.

31

Table 2. Psychological well-being of children with parents in terms of selfacceptance. Items 1. 2. 3. 4. 5. 6. 7.

When I look at the story of my life, I am pleased with how things have turned out. In general, I feel confident and positive about myself. I feel like many of the people I know have gotten more out of life than I have. I like most aspects of my personality. In many ways, I feel disappointed about my achievements in life My attitude about myself is probably not as positive as most people feel about themselves. When I compare myself to friends and acquaintances, it makes me feel good about who I am. Overall Mean

Mea n

SD

Interpretation

4.01

0.64

Somewhat High

4.03

0.62

Somewhat High

3.97

0.68

Somewhat High

3.96 4.01

0.64 0.65

Somewhat High Somewhat High

3.97

0.64

Somewhat High

4.01

0.63

Somewhat High

3.99

0.64

Somewhat High

Hypothetical Mean Range: 1.00–1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Table 3 displays the psychological well-being of children with parents in terms of personal growth with an over - all weighted mean of 4.26 interpreted as somewhat high. This further explains that children with parents have a positive development towards themselves and developed a lot as a person.

Table 3. Psychological well-being of children with parents in terms of personal growth. Items 1. 2. 3.

I am not interested in activities that will expand by horizons. I think it is important to have new experiences that challenge how you think about yourself and the world. When I think about it, I haven’t really improved much as a person over the years.

Mea n

SD

Interpretation

4.28

0.65

Very High

4.24

0.62

Very High

4.23

0.63

Very High

32 4. 5. 6. 7.

I have a sense that I have developed a lot as a person over time. I do not enjoy being in new situations that require me to change my old familiar ways of doing things. For me, life has been a continuous process of learning, changing and growth. I gave up trying to make big improvements or changes in my life a long time ago. Overall Mean

4.29

0.65

Very High

4.26

0.66

Very High

4.26

0.65

Very High

4.28

0.67

Very High

4.26

0.65

Somewhat High

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

This further explains thus item # 4 the children have developed a lot as a person got the highest weighted mean of 4.29. Item # 3 the children think that they haven’t really improved as a person displays the lowest weighted mean of 4.23. Table 4 presents the psychological well-being of children with parents in terms of purpose in life with an over – all weighted mean of 4.21 interpreted as very high.

Table 4. Psychological well-being of children with parents in terms of purpose in life. Items 1. 2. 3. 4. 5. 6. 7.

I live life one day at a time and don’t really think about the future. I have a sense of direction and purpose in life. My daily activities often seem trivial and unimportant to me. I don’t have a good sense of what it is I’m trying to accomplish in life. I enjoy making plans for the future and working to make them a reality. Some people wander aimlessly through life, but I am not one of them. I sometimes feel as if I’ve done all there is to do in life. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

4.23

0.71

Very High

4.23 4.23

0.72 0.68

Very High Very High

4.23

0.71

Very High

4.23

0.69

Very High

4.23

0.71

Very High

4.23

0.73

Very High

4.21

0.71

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

33 Thus, the children have a goals and direction in life in which the table shows that all items have the same weighted mean of 4.23 interpreted as very high. Table 5 reveals the psychological well-being of children with parents in terms of positive relations with others with an over – all weighted mean of 4.11. the table also reveals that children with parents has warm and satisfying relationships towards others as that all items have the same mean of 4.23 interpreted as very high.

Table 5. Psychological well-being of children with parents in terms of positive relations with others. Items 1. 2. 3. 4. 5. 6. 7.

Most people see me as loving and affectionate. Maintaining close relationships has been difficult and frustrating for me. I often feel lonely because I have few close friends with whom to share my concerns. I enjoy personal and mutual conversations with family members or friends. People would describe me as a giving person, willing to share my time with others. I have not experienced many warm and trusting relationships with others. I know that I can trust my friends, and they know they can trust me. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

4.23 4.23

0.77 0.76

Very High Very High

4.23

0.81

Very High

4.23

0.77

Very High

4.23

0.78

Very High

4.23

0.77

Very High

4.23

0.76

Very High

4.11

0.77

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

34

Table 6 shows the psychological well-being of children with parents in terms of environmental mastery with an over – all weighted mean of 3.42 interpreted as somewhat low.

Table 6. Psychological well-being of children with parents in terms of environmental mastery. Items 1. 2. 3. 4. 5. 6. 7.

In general, I feel I am in charge of the situation in which I live. The demands of everyday life often get me down. I do not fit very well with the people and the community around me. I am quite good at managing the many responsibilities of my daily life. I often feel overwhelmed by my responsibilities. I have difficulty arranging my life in a way that is satisfying to me. I have been able to build a home and a lifestyle for myself that is much to my liking. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

4.23

0.61

Somewhat Low

4.23

0.62

Somewhat Low

4.23

0.59

Somewhat Low

4.23

0.61

Somewhat Low

4.23 4.23

0.62 0.61

Somewhat Low Somewhat Low

4.23

0.62

Somewhat Low

3.42

0.61

Somewhat Low

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

All items of the children with parents rated as to have difficulty in managing everyday affairs in their surroundings of the weighted mean of 4.23 interpreted as somewhat low.

35 Table 7 display the psychological well-being of children with parents in terms of autonomy with an over – all weighted mean of 3.71 interpreted as somewhat high. All items have the same mean result of 4.23 in which children able to resist social pressures.

Table 7. Psychological well-being of children with parents in terms of autonomy. Items 1. 2. 3. 4. 5. 6. 7.

I am not afraid to voice my opinions, even when they are in opposition to the opinions of most people. My decisions are not usually influenced by what everyone else is doing. I tend to worry about what other people think of me. I tend to be influenced by people with strong opinions. I have confidence in my opinions, even if they are contrary to the general consensus. It’s difficult for me to voice my own opinions on controversial matters. I judge myself by what I think is important, not by the values of what others think is important. Overall Mean

Mea n

SD

Interpretation

4.23

0.54

Very High

4.23

0.50

Very High

4.23

0.53

Very High

4.23

0.52

Very High

4.23

0.51

Very High

4.23

0.52

Very High

4.23

0.49

Very High

3.71

0.52

Somewhat High

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Summary Data on the Psychological Well-Being of Children with Parents.

The

data on the six indicators are summarized in table 8. As shown in the table, psychological well-being of children with parents have the overall weighted mean of 3.95 as interpreted as somewhat high. The personal growth ranked first among the 6 indicators with a mean of 4.26. It was followed by purpose in life with a weighted mean of 4.21, positive relations of others with a weighted mean of

36 4.11, self-acceptance with a weighted mean of 3.99, autonomy with a weighted mean of 3.71 and the lowest weighted mean is 3.42 the environmental mastery.

Table 8. Summary data on psychological well-being of children with parents. Sub-variables 1. 2. 3. 4. 5. 6.

Self-Acceptance Personal Growth Purpose in Life Positive Relations with Others Environmental Mastery Autonomy Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.99 4.26 4.21 4.11 3.42 3.71 3.95

0.64 0.65 0.71 0.77 0.61 0.52 0.65

Somewhat High Somewhat High Somewhat High Somewhat High Somewhat Low Somewhat High Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Psychological Well-Being of Children with Absentee Mother This variable in this study was assessed using the following indicators: selfacceptance, purpose in life, positive relations with others, personal growth, environmental mastery and autonomy.

Table 9 showsthe psychological well-being of children with absentee mother in terms of self-acceptance. The data revealed that the children possesses a positive attitude towards their self with an overall weighted mean of 3.72 interpreted as somewhat high.

Specifically item # 1 displays that the children is pleased on how the things have turned out in their life marked as the highest weighted mean of 3.75. Item # 4 the

37 children somewhat don’t like most aspects of their personality which revealed the lowest weighted mean of 3.68.

Table 9. Psychological well-being of children with absentee mother in terms of selfacceptance. Items 1. 2. 3. 4. 5. 6. 7.

When I look at the story of my life, I am pleased with how things have turned out. In general, I feel confident and positive about myself. I feel like many of the people I know have gotten more out of life than I have. I like most aspects of my personality. In many ways, I feel disappointed about my achievements in life My attitude about myself is probably not as positive as most people feel about themselves. When I compare myself to friends and acquaintances, it makes me feel good about who I am. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.75

0.68

Somewhat High

3.69

0.67

Somewhat High

3.71

0.68

Somewhat High

3.68 3.71

0.64 0.65

Somewhat High Somewhat High

3.73

0.64

Somewhat High

3.74

0.63

Somewhat High

3.72

0.66

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Table 10 displays the psychological well-being of children with absentee mother in terms of personal growth with an overall weighted mean of 4.11. The table also presents that the children in item # 6 has a feeling of continuing to develop and expand their experiences as marked the highest weighted mean of 4.15. Item # 5 the children somewhat do not enjoy being in new situations that require them to change their old familiar ways posted the lowest weighted mean of 4.05.

Table 10. Psychological well-being of children with absentee mother in terms of personal growth.

38

Items 1. 2. 3. 4. 5. 6. 7.

I am not interested in activities that will expand by horizons. I think it is important to have new experiences that challenge how you think about yourself and the world. When I think about it, I haven’t really improved much as a person over the years. I have a sense that I have developed a lot as a person over time. I do not enjoy being in new situations that require me to change my old familiar ways of doing things. For me, life has been a continuous process of learning, changing and growth. I gave up trying to make big improvements or changes in my life a long time ago. Overall Mean

Mea n

SD

Interpretation

4.12

0.75

Somewhat High

4.09

0.71

Somewhat High

4.08

0.63

Somewhat High

4.14

0.82

Somewhat High

4.05

0.66

Somewhat High

4.15

0.72

Somewhat High

4.11

0.81

Somewhat High

4.11

0.73

Somewhat High

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Table 11 presents the psychological well-being of children with absentee mother in terms of purpose in life with an overall weighted mean 3.85 interpreted as somewhat high.

Table 11. Psychological well-being of children with absentee mother in terms of purpose in life. Items 1. 2. 3. 4. 5. 6. 7.

I live life one day at a time and don’t really think about the future. I have a sense of direction and purpose in life. My daily activities often seem trivial and unimportant to me. I don’t have a good sense of what it is I’m trying to accomplish in life. I enjoy making plans for the future and working to make them a reality. Some people wander aimlessly through life, but I am not one of them. I sometimes feel as if I’ve done all there is to do in life. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low

Mea n

SD

Interpretation

3.85

0.71

Somewhat High

3.85 3.81

0.72 0.68

Somewhat High Somewhat High

3.88

0.71

Somewhat High

3.84

0.69

Somewhat High

3.86

0.71

Somewhat High

3.87

0.73

Somewhat High

3.85

0.71

Somewhat High

3.50 – 4.32 – Somewhat High

39 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

The table also shows that children in item # 4 don’t have a good sense of what they were trying to accomplish in life as posted the highest weighted mean of 3.88. Item # 3 shows that the children with absentee mother somewhat their daily activities feels unimportant to them marked as lowest weighted mean of 3.81. Table 12 reveals the psychological well-being of children with absentee mother in terms of positive relations with others with an overall weighted mean of 3.97 interpreted as somewhat high.

Table 12. Psychological well-being of children with absentee mother in terms of positive relations with others. Items 1. 2. 3. 4. 5. 6. 7.

Most people see me as loving and affectionate. Maintaining close relationships has been difficult and frustrating for me. I often feel lonely because I have few close friends with whom to share my concerns. I enjoy personal and mutual conversations with family members or friends. People would describe me as a giving person, willing to share my time with others. I have not experienced many warm and trusting relationships with others. I know that I can trust my friends, and they know they can trust me. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.99 4.02

0.65 0.64

Somewhat High Somewhat High

3.98

0.67

Somewhat High

3.97

0.63

Somewhat High

3.99

0.63

Somewhat High

3.92

0.63

Somewhat High

3.94

0.74

Somewhat High

3.97

0.66

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

The table also present item # 2 that maintaining close relationship has been difficult and frustrating to them posted as the highest weighted mean of 4.02. The

40 children in item # 6 tells that they don’t experienced many warm and trusting relationship with others posted as the lowest weighted mean of 3.92 interpreted as somewhat high.

Table 13 reveals the psychological well-being of children with absentee mother in terms of environmental mastery with an overall weighted mean of 3.51 interpreted as somewhat high.

Table 13. Psychological well-being of children with absentee mother in terms of environmental mastery. Items 1. 2. 3. 4. 5. 6. 7.

In general, I feel I am in charge of the situation in which I live. The demands of everyday life often get me down. I do not fit very well with the people and the community around me. I am quite good at managing the many responsibilities of my daily life. I often feel overwhelmed by my responsibilities. I have difficulty arranging my life in a way that is satisfying to me. I have been able to build a home and a lifestyle for myself that is much to my liking. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.45

0.57

Somewhat Low

3.51

0.56

Somewhat High

3.53

0.59

Somewhat High

3.49

0.61

Somewhat Low

3.47 3.57

0.57 0.61

Somewhat low Somewhat High

3.56

0.62

Somewhat High

3.51

0.59

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

The table shows that item # 6 have difficulty in arranging their life that satisfy their way marked as the highest weighted mean of 3.57 interpreted as somewhat high.

41 The children in item # 1 feels that they are in charge of the situation in which they are live in marked as the lowest weighted mean of 3.45 interpreted as somewhat low. Table 14 reveals psychological well-being of children with absentee mother in terms of autonomy with an overall weighted mean of 3.55 interpreted as somewhat high. Item # 5 have the power of confidence in their opinions as marked the highest weighted mean of 3.60. The table also shows that children in item # 3 and 4 tend to worry and influenced about what the others think and opinions posted as the lowest weighted mean of 3.52 interpreted as somewhat high.

Table 14. Psychological well-being of children with absentee mother in terms of autonomy. Items 1. 2. 3. 4. 5. 6. 7.

I am not afraid to voice my opinions, even when they are in opposition to the opinions of most people. My decisions are not usually influenced by what everyone else is doing. I tend to worry about what other people think of me. I tend to be influenced by people with strong opinions. I have confidence in my opinions, even if they are contrary to the general consensus. It’s difficult for me to voice my own opinions on controversial matters. I judge myself by what I think is important, not by the values of what others think is important. Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.57

0.62

Somewhat High

3.58

0.61

Somewhat High

3.52

0.53

Somewhat High

3.52

0.52

Somewhat High

3.60

0.61

Somewhat High

3.55

0.52

Somewhat High

3.53

0.68

Somewhat High

3.55

0.58

Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Summary Data on the Psychological Well-Being of Children with Absentee Mother.

The data on the six indicators of psychological well-being of children with

absentee mother are summarized in table 15.

42 As shown in the table, the psychological well-being of children with absentee mother have an overall weighted of 3.78 interpreted as somewhat high. The personal growth is in the first rank as weighted mean of 4.11 followed by positive relations with others with a weighted mean of 3.97, purpose in life with a weighted mean of 3.85, selfacceptance with a weighted mean of 3.72, autonomy with a weighted mean of 3.55 and posted as the lowest weighted mean of 3.51 the environmental mastery.

Table 15. Summary Data on psychological well-being of children with absentee mother. Sub-variables 1. 2. 3. 4. 5. 6.

Self-Acceptance Personal Growth Purpose in Life Positive Relations with Others Environmental Mastery Autonomy Overall Mean

Hypothetical Mean Range: 1.00 – 1.83 – Extremely Low 1.84 - 2.66 – Very Low 2.67 - 3.49 – Somewhat Low

Mea n

SD

Interpretation

3.72 4.11 3.85 3.97 3.51 3.55 3.78

0.66 0.73 0.71 0.66 0.59 0.58 0.65

Somewhat High Somewhat High Somewhat High Somewhat High Somewhat High Somewhat High Somewhat High

3.50 – 4.32 – Somewhat High 4.33 – 5.15 – Very High 5.16 – 6.00 – Extremely High

Testing of the Hypotheses The following hypotheses were tested in this study using the 0.05 level of significance.

Hypothesis No.1. There is a no significant difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy.

43 Self-Acceptance. The hypothesis was tested using the independent samples ttest which showed the result of the significant difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance as shown in Table 16.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance(t-value = 2.358; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 16. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance. Variables

Mean

SD

Children with Parents Children with Absentee

27.94 26.03

4.465 4.586

t– value 1.769

df 68

p– value 0.081

Remarks No Significa

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have established there is no big difference of the psychological well-being of children with parents and children with absentee mother in terms of self-acceptance. According to the Commissioner for

44 Human Rights of the Council of Europe, children’s that don’t have acceptance in his or her ability can result a negative impact in their performance in school as well as finishing and meeting school but based on the findings that the researcher conducted children with parents correlates with those children with absentee mother in terms of their selfacceptance. These findings imply that the psychological well-being of children with parents and children with absentee mother have a positive impact of their psychological wellbeing in terms of self-acceptance. Which it means that the children’s were able to accept their self whether they have parents or with the absence of mother. Positive self-esteem can be a protective factor that contributes to positive social behavior and act as a buffer against the impact of negative influences (Mann et al., 2004)

Personal Growth. The hypothesis was tested using the independent samples ttest which showed the result of the significant difference in psychological well-being of children with parents and children with absentee mother in terms of personal growth as shown in Table 17.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of personal growth(t-value =.918; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 17. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of personal growth. Variables

Mean

SD

Children with Parents Children with Absentee

29.83 28.77

4.534 5.082

t– value .918

df 68

p– value 0.362

Remarks No Significa

45

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have established strong correlations the psychological well-being of children with parents and children with absentee mother in terms of personal growth. Growth-promoting relationships are based on the child’s continuous give-and-take (“serve and return” interaction) with a human partner who provides what nothing else in the world can offer – experiences that are individualized to the child’s unique personality style; that build on his or her own interests, capabilities, and initiative; that shape the child’s self-awareness; and that stimulate the growth of his or her heart and mind, (National Scientific Council on the Developing Child, 2004). These findings imply that children with parents and children with absentee mother have the same positive effect in their personal growth. Children personal growth depends in every situation to where the child grown up, because even if they have parents in their side or there is the absence of their mother and yet they feel security and safe towards the relationship of other person then certain absence of a parent will not hinder the child developing positive personal growth. As the National Scientific Counsel on Developing Child (2004) stated that Children who experience greater peer acceptance and friendship tend to feel more positively about the school experience and perform better.

Purpose in Life. The hypothesis was tested using the independent samples t-test which showed the result of the significant difference in psychological well-being of

46 children with parents and children with absentee mother in terms of purpose in life as shown in Table 18.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of purpose in life(t-value = 2.090; p-value < .05). Thus, there is sufficient evidence to reject the null hypothesis and accept the alternative hypothesis that children’s purpose in life is significantly affected by the absence of their mothers.

Table 18. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of purpose in life. Variables

Mean

SD

Children with Parents Children with Absentee

29.46 26.97

4.996 4.956

t– value 2.090

df 68

p– value 0.040

Remarks With Significa

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have established significance between the psychological well-being of children with parents and children with absentee mother. The child with absentee mother in all ages may develop negative emotions and feelings that disrupt attachments and peaceful life which lead of not having sense of direction in life. Lack of role models, especially for boys, was identified as a difficulty faced in steering their lives in an appropriate direction (Journal Child Health 2012).

47 These findings imply the psychological well-being in terms of purpose in life has affected the children with absentee mother than children with parents. The study shows that the children with absentee mother showed higher social anxiety unlike those children with parents (UNICEF, 2010). The absence of a mother figure can have a significant impact on the development of the child. However, the extent of the harm will depend on their environment and how the situation is managed. A child with absentee mother in his life may suffer from feelings of shame, leading to a lack of confidence. He may conclude that he is unlovable, or not worthy of love, explains Gerlach. This may lead to a fear of developing bonds with other adults, because he is scared they will abandon him, too. Adolescents who have an absentee mother may use unhealthy activities, such as promiscuity or criminal behavior, to find love, acceptance and security.

Positive Relations with Others. The hypothesis was tested using the independent samples t-test which showed the result of the significant difference in psychological wellbeing of children with parents and children with absentee mother in terms of positive relations with others as shown in Table 19.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of positive relations with others(t-value =.809; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 19. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of positive relations with others. Variables Children with Parents

Mean

SD

28.77

5.424

t– value .809

df 68

p– value 0.421

Remarks No

48

Children with Absentee

27.80

4.588

Significa

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have established correlations between the psychological well-being of children with parents and children with absentee mother. The new findings depart from the result of previous studies in the Philippines suggesting that mother absentee in the households results more difficulties, anxieties, poor performance in school and a loner compared to the children having parents present (ECMI/ADS ̵ Manila, SMC and OWWA; 2004). But it depends in the surroundings because if the people that surround them are an open minded they won’t have any problem at all. Children are very sensitive and one of the factor that can change their attitude was the people that surround them even they have parents or having an absentee mother.

This findings imply there is no difference of the psychological well-being of children with parents and children with absentee mother in terms of positive relations with others. Children’s relationships are important contributors to the quality of both children's current lives and their future development. Research shows relationships are central to children developing acceptance, self-esteem and higher functioning thinking skills that contribute to positive learning and life outcomes (Kids Matter Early Childhood).

Environmental Mastery. The hypothesis was tested using the independent samples t-test which showed the result of the significant difference in psychological wellbeing of children with parents and children with absentee mother in terms of

49 environmental mastery as shown in Table 20.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of environmental mastery (t-value = -.569; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 20. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of environmental mastery. Variables

Mean

SD

Children with Parents Children with Absentee

23.97 24.54

4.287 4.111

t– value -.569

df 68

p– value .571

Remarks No Significa

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have established correlations between children with parents and children with absentee mother in terms of environmental mastery. Healthy development depends on the quality and reliability of young child's relationships with one important people in his or her life, both within and outside the family (Ross A. Thompson, 2009). Children psychological well-being depends on how their environment affect to their individual ability either having a parents or with the absence of mother. These findings imply that psychological well-being of children have a positive effect on developing children's human relationships in early years of foundation for a wide range of final development outcomes of their; self-confidence, motivation to learn, achievement in school, the ability to control aggressive impulses, knowing the difference

50 of right and wrong, and having the capacity to develop and sustain casual friendships or intimate relationships (Urie Brofenbrenner, 2009).

Autonomy. The hypothesis was tested using the independent samples t-test which showed the result of the significant difference in psychological well-being of children with parents and children with absentee mother in terms of autonomy as shown in Table 21.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of autonomy(t-value = 1.216; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 21. Test of difference in psychological well-being of children with parents and children with absentee mother in terms of autonomy. Variables

Mean

SD

Children with Parents Children with Absentee

25.94 24.83

3.605 4.047

t– value 1.216

df 68

p– value .228

Remarks No Significa

Mother

nt Differenc e

* Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have a positive correlations between the psychological well-being of children with parents and children with absentee mother in terms of autonomy. According to the Journal Child Health (2012) children with absentee mother seemed lonely and indulged in their own thoughts, neglecting others but in the relations with the findings it will depends because there are parents who are abusive in result that children will be lonely.

51 These findings imply that there is no difference of their psychological well-being between the children with parents and children with absentee mother in terms of autonomy in which few children and adolescents experience enduring problems even children with absentee mother or children with parents by their side, for example the children with absentee mother experience loneliness relies on the judgement of others but those children with parents may actually also feel this way.(Ann Mooney, 2009). . Hypothesis No.2. There is no significant difference in the overall psychological well-being of children with parents and children with absentee mother.

The hypothesis was tested using the independent samples t-test which showed the result of the significant difference in psychological well-being of children with parents and children with absentee mother in terms of autonomy as shown in Table 22.As reflected in the table, the t-test for independent samples establishes that there is no significant difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance(t-value = 1.734; p-value > .05). Thus, there is insufficient evidence to reject the null hypothesis.

Table 22. Test of difference in overall psychological well-being of children with parents and children with absentee mother. Variables

Mean

SD

Children with Parents Children with Absentee

27.65 26.49

3.088 2.484

Mother

t– value 1.734

df 68

p– value 0.087

Remarks No Significa nt Differenc

52

e * Significant at the 0.05 level

*N = 35

Parallel to this finding of the study, many researchers have a correlations between the children with parents and children with absentee mother. Adolescents from neglectful parents and whose mother is absence show symptoms of depression, behavior problems, impulsive, involve in delinquent behavior, drug abuse (Steinberg 2001). The results implied that it really depends on how parents handle children that cannot affect state of their psychological well-being. Moreover, the findings answers that children either with parent or absentee parent may have equal chances of developing a healthy psychological well- being.

Chapter 5 Summary of Findings, Conclusion and Recommendations This chapter presents the summary of findings on the six variables measured in this study, the conclusion reached by this thesis writer based on the strength of the findings and recommendations forwarded relative to the results of this investigation. Summary of Findings The following findings were specifically arranged according to the order in the presentation of the research problems. 1. What is the level of psychological well-being of children with parents in terms of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy? The psychological well-being of children with parents always vary on how their surroundings move accept them. All the components in psychological well-being such as: self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery and autonomy got different weighted mean but were most likely interpreted as somewhat high. Self-acceptance. How the psychological well-being of the children with parents displays the feeling of confident and positive about themselves, possesses a positive attitude toward the self; acknowledges and accepts multiple aspects of self, including good and bad qualities; feels positive about past with the overall weighted mean of 3.99 interpreted as somewhat high. (cf. Table 2)

52 Personal Growth. The psychological well-being of the children with parents have a positive development towards themselves and developed a lot as a person but other children also think that they haven’t really improved as a person with the overall weighted mean of 4.26 interpreted as somewhat high (cf. Table 3) Purpose in Life. The psychological well-being of children with parents has goals in life and a sense of direction, feels there is meaning to present and past life, holds beliefs that give life purpose, aims and objectives for living with the overall weighted mean of 4.21 interpreted as somewhat high. (cf. Table 4) Positive Relation with Others. The psychological well-being of children with parents has a warm satisfying, trusting relationships with others, concerned about the welfare of others and is capable of strong empathy, affection, and intimacy; understands give and take of human relationships with the overall weighted mean of 4.11 interpreted as somewhat high. (cf. Table 5) Environmental Mastery. The psychological well-being of children with parents have difficulty in managing their everyday life affairs in their surroundings with the overall weighted mean of 3.42 interpreted as somewhat low. (cf. Table 6) Autonomy. The overall weighted mean of 3.71 interpreted as somewhat high the psychological well-being of children that they are able to resist the social pressure and they become independent. (cf. Table 7) 2. What is the level of psychological well-being of children with absentee mother in terms of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy?

53 The psychological well-being of children with absentee mother depends on where they lived. All the components in psychological well-being such as: selfacceptance, personal growth, purpose in life, positive relations with others, environmental mastery and autonomy got different weighted mean but were most likely interpreted as somewhat high. Self-acceptance. As the psychological well-being of the absentee mother of the children with an overall weighted mean of 3.72 interpreted as somewhat high, the study showed that they are pleased on how the things have turned out in their life but they just don’t like most of the aspect of their personality. (cf. Table 9) Personal Growth. Children’s with absence of their mother feel a continuity of development and expanding their experiences in life but some children don’t enjoy being in the new situations that require them to change their old familiar way with the overall weighted mean of 4.11 as interpreted as somewhat high . (cf. Table 10) Purpose in Life. The psychological well-being of the children with the absence of their mother don’t have a sense of what they are trying to accomplish in life and feels that there daily activities are unimportant to them with the overall weighted of 3.85 interpreted as somewhat high. (cf. Table 11) Positive Relation with Others. The children’s psychological well-being without the presence of their mother has been difficult and frustrate them upon maintaining close, trusting and warm relationships with others with the overall weighted mean of 3.97 interpreted as somewhat high. (cf. Table 12) Environmental mastery. The psychological well-being of children with the absence of their mother have been difficult in arranging their life that will satisfy them

54 and they also feel that they are responsible of the situation that they are in with the overall weighted mean of 3.51 interpreted as somewhat high. (cf. Table 13) Autonomy. The psychological well-being of the children with the absence of their mother shows the power of confidence in their opinions and some tend to worries about what others opinions with the overall weighted mean of 3.55 interpreted as somewhat high. (cf. Table 14) 3. Is there significant difference in psychological well-being of children with parents and children with absentee mother in terms of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy? The psychological well-being of children with parents and children with absentee mother in terms of self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery and autonomy. Self-acceptance. Children’s psychological well-being in terms of self-acceptance shows that they possess a positive attitude towards life as the result (t-value = 2.358; pvalue > .05) that there is no significant difference between children with parents and children with absentee mother. (cf. Table 16) Personal Growth. Children’s psychological well-being displays that they are continuing to develop and face new experiences in their life as there is no significance difference in the result as (t-value =.918; p-value > .05).(cf. Table 17) Purpose in life. Psychological well-being of the children’s in terms of purpose in life believe that life has a purpose as the result that (t-value = 2.090; p-value < .05)

55 shows that there is significant difference in between the children with parents and children with absentee mother. (cf. Table 18) Positive Relations with Others. The children’s psychological well-being shows somewhat they are capable to feel of strong empathy, affection, and intimacy as the result shows (t-value =.809; p-value > .05) that there is no significant difference to children with parents and children with absentee mother. (cf. Table 19) Environmental Mastery. Psychological well-being of the children with parents and with the absence of mother shows that those children with mothers somewhat have difficulty but manage their environment as the result shows (t-value = -.569; p-value > . 05) that there is no significant difference between children with parents and children with absentee mother. (cf. Table 20) Autonomy.

The psychological well-being of children’s in terms of autonomy

shows (t-value = 1.216; p-value > .05) that there is no significant difference between children with parents and children with absentee mother, that they somehow become independent and can resist the social pressure. (cf. Table 21) 4. Is there significant difference in the overall psychological well-being of children with parents and children with absentee mother? The result of the study revealed the difference of the psychological well-being of children with parents and children with absentee mother. The testing is provided using the independent samples t-test 0.05 level of significance. Thus, the hypothesis was rejected and concluded that there is no significant difference of the overall psychological well-being of children with parents and children with absentee mother. A new study from UCLA suggests that a loving parental figure may alter neural circuits in children that

56 could influence health throughout a lifespan. The researchers say, “It is well recognized that providing children in adverse circumstances with a nurturing relationship is beneficial for their overall wellbeing. So even if the absentee of mother the children may also have a positive impact of the psychological well-being because of the uses of the technology nowadays. Also having parents will not assure that children may not feel on what the children with absentee mother felt. 5. Based on the result, what Implication to Guidance Program that the findings can be given? Based on the result, the proposed guidance program of the schools focused on two guidance services which are Individual Inventory and Assessment and Appraisal. It has been found out that the children with absentee mother in psychological well-being in terms of purpose in life have a difficulty in developing goals and direction in life. There have been cases children with absentee mother showed higher social anxiety unlike those children with parents. Absentee mother in all ages may develop negative emotions and feelings that disrupt attachments and peaceful life which lead of not having sense of direction in life. Lack of role models was identified as a difficulty faced in steering their lives in an appropriate direction. Those it proposed the Individual inventory services to facilitate self-awareness, self-understanding and decision making of the children with absentee mother who are having difficulty in developing goals and direction in life including adjustment to situational problems, understanding of the consequences of personal behavior to create appropriate plans of his or her life. Assessment and Appraisal is included to the proposed guidance implications. Assessment comprises instrument and procedures to gather data for appraisal. Appraisal encompasses the process of helping the children discover, asses and

57 understand their potentials, values, interest, abilities, aptitudes and their personality. It can be helpful to maintain an awareness of their overall psychological well-being. It help children’s identify the things that have an impact on how they are doing and give them more power in improving positive functioning. Counselling sessions is also included to help the children’s issues that are going on in their life causing them to feel a disruption within. Result of the assessment and appraisal to be conducted will be the basis of guidance services to help the psychological well-being of children with parents and children with absentee mother.

Conclusion Throughout the positive findings in this research of children with parents and children with absentee mother, the results of the six areas of the psychological wellbeing have a positive impact. In this study, the purpose in life of the children with parents seem to have difference in children with absentee mother. Those children with absentee mother in all ages develop negative emotions and feelings that disrupt attachments and peaceful life which lead to not having a sense of direction unlike those children with parents whom did not feel a disrupt of peaceful life. But throughout the overall result the behavioral, emotional, environmental and social was also thought to show differences in outcome scores, but did not. Instead the different areas in psychological well-being, (self-acceptance, personal growth, purpose in life, positive relations with others, environmental mastery, and autonomy) resulted that there is no significant difference in psychological well-being scores, suggesting that these areas are important to children’s positive functioning.

58 Recommendations Based on the aforementioned summary, implications and conclusions, the following recommendations are made: 1. Teachers need to have a knowledge of those factors that affect children psychological well-being, to better understand the behaviors and attitudes of the children they are teaching. 2. Institutions need to understand that the psychological well-being of children with absentee mother and children with parents need schools that are warm, nurturing, and structured. This sense of security will enhance their emotional, social, and academic competence. This way, children will have a positive impact in their psychological wellbeing. 3. Counselors need to help the children’s psychological well-being in coping those negative aspects in their everyday activities in life, create an open, accepting and friendly environment for the child to explore his or her issues, and use a variety of counseling techniques to help them deal with their problems. 4. Parents need to help their children’s so in the future there psychological well-being will not disrupt and cause a negative effect as they grow up. The parents love to their children may protect them from the impact of abuse on adult biological risk for health problems. 5. Children need to be an open minded to their co children who experience a negative impact on their psychological well-being. It can be in the form of listening their experiences because children need to express feelings, interact with others, build and

59 sustain positive relationships, and manage challenging situations. Children who are emotionally healthy are more likely to enter school ready to learn, succeed in school, be physically healthy, and lead productive lives. 6. Future researchers may conduct studies regarding the psychological well-being (Selfacceptance, personal growth, purpose in life, positive relations with others, environmental mastery and autonomy) of the children with parents and children with absentee mother. They may also try conducting about the significance of psychological well-being of children with absentee mother in rural and urban areas. One can also try to use the case study method in order to expand the knowledge in connection to this kind of topic.

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Asis M.B. (2006). Looking after the left-behind families of overseas Filipino workers: The Philippine experience. http://dx.doi.org/10.5339/ qproc.2013.fmd.4 Bakker, C., Pels, M.E., & Reis, M. (2009). The Impact of Migration on Children in the Caribbean. https://www.unicef.org/easterncaribbean/Impact_of_Migration_Paper.pdf Bălţătescu, S., Hatos, A., &Oșvat, C. (2014, September 15).The effects of parental migration on subjective well-being of children: the case of Romania. www.isciweb.org BCV Senaratna (2012). Left-behind children of migrant women: Difficulties encountered and strengths demonstrated. Sri Lanka Journal of Child Health. Retrieved from file:///C:/Users/pc2/Downloads/4394-15670-1-PB.pdf Botezat, A., & Pfeiffer, F. (2014, May).The Impact of Parents Migration on the Well-being of Children Left Behind – Retrieved from ftp://ftp.zew.de/pub/zewdocs/dp/dp14029.pdf Boyle, P., Cooke, T., Halfacree, K., & Smith, D. (2002, June 17). The effect of longdistance family migration and motherhood on partnered women's labor-market activity rates in Great Britain and the USA. Environment and Planning. DOI:10.1068/a35138 Brenda S.A. & Lam, T. (2011). The Costs Of (Im) Mobility: Children Left Behind And Children Who Migrate With A Parent. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.532.5379&rep=rep1&type=pdf Carlson, (2008). How Parents Influence Deviant Behavior among Adolescents: An Analysis of their Family Life, their Community, and their Peers. Retrieved from https://cola.unh.edu/sites/cola.unh.edu/files/student-journals/P12_Carlson.pdf Cotton, C., &Beguy, D. (2010). The Effects of Mother’s Migration on Family Dynamics and Child Residence: Experiences from the Informal Settlements of Nairobi, Kenya. Retrieved from http://paa2013.princeton.edu/papers/130569 Dierendonck, D.V., Dı´az, D., Raquel, R.–C., Blanco, A., & Bernardo, M.-J., (2007). Ryff’s Six-factor Model of Psychological Well-being, A Spanish Exploration. DOI 10.1007/s11205-007-9174-7 Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing. doi:10.5502/ijw.v2i3.4

57 Garcia, Nima, A. - A., &Kjell, N.E. (2014). The affective profiles, psychological wellbeing, and harmony: environmental mastery and self-acceptance predict the sense of a harmonious life. PeerJ2:e259; DOI 10.7717/peerj.259 Graham, E., & Jordan, L. (2008). Migrant Parents and the Psychological Well-Being of Left-Behind Children in Southeast Asia. DOI:10.1111/j.1741-3737.2011.00844.x Guanchen, S., &Shijie, S. (2014). Study on the Psychological Problems of Left-Behind Children in Rural Areas and Counter measures. Studies in Sociology of Science. http://citeseerx.ist.psu.edu/viewdoc/download? doi=10.1.1.676.3470&rep=rep1&type=pdf Guzman, M.-R. (2014, April 20). Yaya: Philippine Domestic Care Workers, the Children They Care for, and the Children They Leave Behind. http://digitalcommons.unl.edu/famconfacpub/97 Haemmerlie, F., Steen, S., &Benedicto, J. (1999). Undergraduates Conflictual Independence, Adjustment, and Alcohol Use: The Importance of the MotherStudent Relationship. Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2230&context=rtd Huppert, F.A. (2009). Psychological Well-being: Evidence Regarding its Causes and Consequences†. doi:10.1111/j.1758-0854.2009.01008.x Jacquemin, S. P., & Chantal, Z.-G. (2017, April 28.). Siblings: parent-child attachments, perceptions, interaction and family dynamics. https://hal-univ-tlse2.archivesouvertes.fr/hal-01498767 Lam, T., Yeoh, B. S., & Hoar, L. A. (2013, September). Transnational Migration And Changing Care Arrangements For Left Behind Children In Southeast Asia: A Selection Literature Review In Relation To The CHAMPSEA Study. http://www.ari.nus.edu.sg/wps/wps13_207.pdf Lewis, C., Campbel, J., Frabutt, J., & Lamb, M. (2002). Marital Conflict and Boys’ Peer Relationships:The Mediating Role of Mother–Son Emotional Reciprocity. DOI: 10.1037//0893-3200.16.466 Literature Review A Product Of The Model Programs Guide (2014). Family Therapy. Retrieved from https://www.ojjdp.gov/mpg/litreviews/AlternativesToDetentionandConfinement.pdf National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Working Paper No. 1. Retrieved from http://www.developingchild.net. Nguyen Van Luot, & Nguyen Ba Dat, (2017). The Psychological Well-Being among LeftBehind Children of Labor Migrant Parents in Rural Northern Vietnam. Open Journal of Social Sciences. http://www.scirp.org/journal/jss Owusu, B., (2009). Living Daily with Parental Migration: Experiences of Children LeftBehind, Migrated Parents. http://www.childhoodstoday.org/download.php?id=74

58 Reyes, M. (2008, July 12). Migration and Filipino Children Left-Behind: A Literature Review. https://www.unicef.org/philippines/Synthesis_StudyJuly12008.pdf Ryff, C. (1989). Ryff’s Psychological Well-Being Scales (PWB). Retrieved from https://pcyc.formstack.com/forms/pwb Ryff, C., & Keyes, C.-L. (1995). The Structure of Psychological Well-Being Revisited. Journal of Personality and Social Psychology. Retrieved from http://midus.wisc.edu/findings/pdfs/830.pdf Su, S., Li, X., Lin, D., Xu, X. & Zhu †, M.(2017, June 8). Psychological adjustment among left-behind children in rural China: the role of parental migration and parent–child communication. Child: care, health and development Original Article.https:// id=10.1371/.0178743. Sun*,X., Tian*,Y., Zhang, Y., Xie, X., Heath, M., & Zhou, Z. (2015). Psychological development and educational problems of left-behind children in rural China. School Psychology International. DOI: 10.1177/0143034314566669 Ukwatta, S. (2010, January). Economic And Social Impacts Of The Migration Of Sri Lankan Transnational Domestic Workers On Families And Children Left Behind. https://digital.library.adelaide.edu.au/dspace/bitstream/2440/63080/8/02whole.pdf Wainright, J.-L. , Russell, S.-T., & Patterson, C.J. (2004). Psychosocial Adjustment, School Outcomes, and Romantic Relationships of Adolescents With Same-Sex Parents. Child Development. http://people.virginia.edu/~cjp/articles/wrp04.pdf Yan, L., Zhu, Q., Tu, X., Zuo, X., Yu, C., Lou, C., &Lian, Q. (2018). Bullying victimization and child sexual abuse among left-behind and non-left- behind children in China. DOI 10.7717/peerj.4865 Zhang, B., & Xu, M. (2015). Investigation of Current Situation of Learning Motivation, Social Anxiety and Loneliness of the Left-behind Children in Rural Primary School. http://www.shs-conferences.org Zhao, C., (2017). Impact of parental migration on the psychosocial wellbeing of leftbehind children in two Chinese provinces: individual experiences, family characteristics, and community contexts. http://discovery.ucl.ac.uk/1555598/9

59

Appendix A. Letter to the Principal

Saint Columban College Pagadian City GRADUATE SCHOOL

November 22, 2015

MARCOM F. BORONGAN, EdD Schools Division Superintendent Division of Pagadian City

Sir: The undersigned, Araceli G. Cagadas, a masterand of Saint Columban College Graduate School shall conduct this semester a research on the“School Administrators’ Transformational and Transactional Leadership Style and Teacher Morale”in the West District of Pagadian City as part of the requirements for the Degree Master of Arts in Education major in Educational Management and to generate necessary data for this study. Your support in this endeavor shall go a long way in improving quality education in our district through relevant research.

Sincerely yours,

60

ARACELI G. CAGADAS Researcher

Recommending Approval:

ROSARIO U. SANIEL, EdD. Dean of Graduate School

Approved:

MARCOM F. BORONGAN, EdD Schools Division Superintendent Appendix B. Informed Assent

SAINT COLUMBAN COLLEGE Pagadian City

61 -oOoGRADUATE SCHOOL

INFORMED ASSENT

I volunteer to participate in a research study conducted by CHRISTINE A. CONCEPCIONfromSaintColumban College, Pagadian City. I understand that the project is designed to gather information on thePsychological Well Being of Children with Parents and Children with Absentee Mother in Upper Panikian Elementary and MindQuest Tutorial and Review Center. The Participants will be those children with parents and absentee mother.

1. My participation in this project is voluntary. I understand that I will be not paid for my participation. I may withdraw and discontinue participation at any time without penalty. If I decline to participate or withdraw from the study, no one in my school will be told.

2. I understand that most interviewees will find the discussion interesting and thoughtprovoking. If, however, I feel uncomfortable in any way during the interview session, I have the right to decline to answer any question or to end the interview.

3. I understand that the researcher will give the survey questionnaire and about 25-30 minutes is the estimated time to conduct, and that my confidentiality as a participant in this study will remain secure. Subsequent uses of records and data will be subject to standard data and policies which protect the anonymity of individuals and institutions.

62 4. I understand that this research study has been reviewed and approved by the Graduate School of Saint Columban College.

5. I have read and understood the explanation provides to me. I have had all my questions answered to my satisfaction, and I voluntarily agree to participate in this study.

6.I have been given a copy of this assent form.

__________________________________

______________________________

Participant’s Signature over printed name

Date

__________________________________

______________________________

Guardian’s Signature over printed name

Date

Name:CHRISTINE A. CONCEPCION______________________________ Contact # 09207261422 Email: [email protected]

Signature of the Investigator

63

Appendix C. Research Instrument

RYFF’SPSYCHOLOGICAL WELL-BEING SCALE (PWB) (http://pcyc.formstack.com/forms/pwb)

57

58 Appendix D. Data Processing and Analysis

PSYCHOLOGICAL WELL-BEING WITH PARENTS

PSYCH OLOGICAL WELL-BEING WITH ABSENTEE MOTHER

57

DATA PROCESSING AND ANALYSIS SELF-ACCEPTANCE

Group Statistics Group SelfAcceptance

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

27.94

4.465

.755

With Absentee Mother

35

26.03

4.586

.775

Std. Deviation

Std. Error Mean

PERSONAL GROWTH

Group Statistics Group PersonalGrowth

N

Mean

With Parents

35

29.83

4.534

.766

With Absentee Mother

35

28.77

5.082

.859

PURPOSE IN LIFE

Group Statistics Group PurposeinLife

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

29.46

4.996

.845

With Absentee Mother

35

26.97

4.956

.838

57

POSITIVE RELATIONS WITH OTHERS

Group Statistics Group PositiveRelation

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

28.77

5.424

.917

With Absentee Mother

35

27.80

4.588

.775

ENVIRONMENTAL MASTERY

Group Statistics Group EnvironmentalMastery

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

23.97

4.287

.725

With Absentee Mother

35

24.54

4.111

.695

58

AUTONOMY

Group Statistics Group Autonomy

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

25.94

3.605

.609

With Absentee Mother

35

24.83

4.047

.684

OVERALL PSYCHOLOGICAL WELL-BEING

Group Statistics Group Oveall_Well_Being

N

Mean

Std. Deviation

Std. Error Mean

With Parents

35

27.6526

3.08846

.52204

With Absentee Mother

35

26.4909

2.48451

.41996

59 Appendix E. Plagiarism Test

PLAGSCAN TEST RESULT

Curriculum Vitae Personal Data Name

:

Araceli GascalCagadas

Date of Birth

:

August 21, 1976

Place of Birth

:

Makilala, Cotabato

Religion

:

Roman Catholic

Civil Status

:

Single

Home Address

:

PurokSantan, Sta. Maria, Pagadian City

Father

:

Pedro PagaranCagadas

Mother

:

Antonia MalanogGascal

:

PD 907 (Honor Graduate)

Eligibility

LET (Licensure Examination for Teacher) Taken August 21, 1997

Educational Background Graduate Studies

:

Saint Columban College Pagadian City March 2016

College

:

Bachelor of Elementary Education With concentration in Guidance and Counseling University of Southern Mindanao Kabacan, Cotabato

Secondary

:

Notre Dame of Makilala Makilala, Cotabato

Elementary

:

Buena Vida Elementary School Buena Vida, Makilala, Cotabato

Work Experiences Principal – II

Balangasan Central Elementary School Balangasan, Pagadian City July 24, 2015-Present

61

Principal – I

Camp Abelon Elementary School Lumbia, Pagadian City February 8 – July 23, 2015

Principal – I

Manga Elementary School Manga, Pagadian City October 1, 2013 – February 8, 2015

Principal – I

Lison Valley Elementary School Lison Valley, Pagadian City May 18, 2012 – September 30, 2013

Head Teacher – III

Tata Mong Memorial Elementary School Ditoray, Pag 1st District -Zamboanga del Sur May 13, 2010 – May 17, 2012

Teacher I

Pagadian City Pilot School 2009-2010 San Jose Elementary School 2007 – 2009 Poloyagan Elementary School March 4, 2005 – May 2006 A. Mabini Elementary School Bangkal, Davao City July 9, 1999 – March 3, 2005