i

PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE SENIOR

HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY BUUG

JADE D. LACHICA
MEACH B. BANTILING
DENICE A. FUENTES
JEROTH MAY B. LIBATO

APRIL 2025
PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE SENIOR
HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY BUUG

A Research Paper
Presented to the Faculty of the Senior
High School Department
MINDANAO STATE UNIVERSITY BUUG
Datu Panas, Buug, Zamboanga Sibugay

In Partial Fulfillment of the

Requirement for the
Investigation, Inquiries, and Immersion

JADE D. LACHICA
MEACH B. BANTILING
DENICE A. FUENTES
JEROTH MAY B. LIBATO

April 2025
 APPROVAL SHEET

This study entitled, "PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE
SENIOR HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY
BUUG", prepared and submitted by JADE D. LACHICA, MEACH B. BANTILING,
DENICE A. FUENTES, and JEROTH MAY B LIBATO, in partial fulfilment of the
requirement of the course Applied (Research in Daily Life 2) has been examined and
recommended for approval and acceptance.

RICO R. TACHADO, LPT

Adviser
___________________
Date

Approved by the Committee on Oral Defense on March 2025 with the grade of _____.

NORHANIE D. MACARAO, MAEd, MAELS ROVY M. BANGUIS, Ph.D.

Panel Member Panel Member
___________________ ___________________
Date Date

MARK ANTHONY A. DALUMPINES,LPT, MAEd

Panel Chairman
______________________
Date

Accepted in partial fulfilment of the requirements for the course of Investigation, Inquiries,
and Immersion.
,

MARK ANTHONY A. DALUMPINES, LPT, MAEd ROVY M. BANGUIS, Ph.D.

SHS Principal Vice Chancellor for Research and Extension

____________________ ____________________

Date Date
 DEDICATION

This study is humbly and wholeheartedly dedicated to:

Our Almighty God

Who gave His protection and guidance to us to make all things smooth and clear.

Our beloved parents, Mr. Dennis B. Lachica and Mrs. Jona D. Lachica, Mr. Meshach

D. Bantiling and Mrs. Lolita B. Bantiling, Mr. Relmar M. Fuentes and Mrs. Ronila A.

Fuentes, Mr. Roy A. Libato and Mrs. Jedith B. Libato, have been the source of our

inspiration and have supported us until the end.

Our sisters, brothers, and friends, and for those who have always been there to show

love and support.

Jade, Meach, Denice, and Jeroth

 ACKNOWLEDGEMENT

The researchers would like to express their heartfelt and sincerest gratitude to

various individuals who contributed to this research.

To the researcher’s parents, family, and friends for their prayers, unconditional

love, and support in difficult times while conducting this research.

To Sir Rico R. Tachado, LPT, the research adviser, for his invaluable guidance,

expertise, unwavering support, and advice. His insightful feedback, constructive

criticism, and encouragement have been instrumental in shaping this research and

enhancing its quality.

To Mr. Charly C. Bongabong, Msci, our statistician, who provided advice,

shared his skills, and helped the researchers by assisting with data processing and

statistical calculations. The researchers would also like to express their gratitude to the

following panel members, Maam Rovy M. Banguis, Ph.D., Prof. Norhanie D.

Macarao, MAEd, MAELS; and Prof. Mark Anthony A. Dalumpines LPT, MAEd for

the useful comments, remarks, and suggestions.

Above all, to the Almighty God, for providing strength, courage, wisdom and

opportunity to undertake this research. Without him, this achievement would not have

been possible.

- Jade, Meach, Denice, and Jeroth

 PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE SENIOR
HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY BUUG

JADE D. LACHICA
MEACH B. BANTILING
DENICE A. FUENTES
JEROTH MAY B. LIBATO

Mindanao State University Buug

Email Address: lachicaj283@gmail.com
meachbantiling9@gmail.com
jerlibato@gmail.com
fuentesdenicealarcon@gmail.com

Abstract

Parental presence plays a fundamental role in shaping a child's emotional and

psychological well-being. However, many students experience varying degrees of
parental absence due to factors such as migration, family separation, or school-related
living arrangements. This study examines the relationship between parental absence
and the mental well-being of senior high school students at Mindanao State University
Buug. Using a quantitative approach, it aims to determine (1) the level of parental
absence among students, (2) their level of mental well-being, and (3) whether a
significant relationship exists between the two variables. The findings reveal that most
students perceive their parents as actively involved in their lives, with a low level of
parental absence (M = 2.48, SD = 0.58). Additionally, the students reported a moderate
level of mental well-being (M = 2.74, SD = 0.54), indicating emotional stability with
room for improvement. Correlation analysis (r = 0.1819, p = 0.2612) showed no
statistically significant relationship between parental absence and mental well-being,
suggesting that other factors, such as peer relationships, school environment, and
personal resilience, may play a more substantial role in students’ emotional health.
These findings highlight the importance of fostering a supportive academic and social
environment to promote student well-being. The study recommends strengthening
mental health programs in schools, encouraging emotional connections between
parents and children regardless of physical presence, and exploring other factors
influencing adolescent mental health in future research. By addressing these aspects,
educators, parents, and policymakers can create a more holistic approach to student
well-being.
.

Keywords: parental absence, mental well-being, student resilience, senior high school students
 TABLE OF CONTENTS

Pages
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGMENTS iv
ABSTRACT vii
TABLE OF CONTENT viii
LIST OF TABLES ix
LIST OF FIGURES x

CHAPTER 1 INTRODUCTION
1.1 Background of the Study 1
1.2 Theoretical Framework 2
1.3 Conceptual Framework 3
1.4 Statement of the problem 4
1.5 Hypothesis 5
1.6 Scope and Limitations 5
1.7 Significance of the Study 6
1.8 Operational Definition of Terms 8

2 REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Parental Absence 10
2.2 Mental Well-Being 13
2.2.1 Different Types of Mental 15
Well-Being
2.3 Parental Absence and the Mental Well-Being 15

3 RESEARCH METHODOLOGY
3.1 Research Design 21
3.2 Locale of the Study 21
3.3 Research Respondents 22
3.4 Sampling Design and Procedure 22
3.5 Data Gathering Procedure 23
3.6 Research Instruments 23
3.7 Research Ethics 24
3.8 Statistical Tools 24
3.8.1 Descriptive Statistics 25
3.8.2 Inferential Analysis 25
3.9 Data Analysis 26
 4 RESULTS AND DISCUSSIONS
4.1 Descriptive Analysis on the Parental Absence 27
4.2 Descriptive Analysis on the Mental Well-Being 28
4.3 Correlation Analysis on the Relationship between 29
Parental Absence and Mental Well-being

5 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary 30
5.2 Conclusions 30
5.3 Implications 31
5.4 Recommendations 32

REFERENCES ` 34

APPENDICES

Appendix A Letter to the Dean 38

Appendix B Letter to the Respondents 39
Appendix C Letter of Intent and Informed Consent Form 40
Appendix D Questionnaire 41
Appendix E Results of Validity Test and Pilot Test 43

CURRICULUM VITAE 46
 LIST OF TABLES

Table No. Title Pages

1 Descriptive Analysis on the parental absence among surveyed 27

Senior High School students of MSU Buug.

2 Descriptive Analysis on the mental well-being among surveyed 28

Senior High School students among MSU Buug.

3 Correlation Analysis on the relationship between parental 29

Absence and mental well-being among senior high school

students of MSU Buug.

 LIST OF FIGURES

Figure Title Pages

1 Conceptual model 3

2 Locale of the Study 22

 Chapter 1

Introduction

1.1 Background of the Study

Parental care in early childhood is viewed as one of the most important factors

that help foster children's cognitive and non-cognitive abilities (Mao et al., 2020).

According to the study of Talabis et al. (2023), parental absence is the absence of one

or more parents, whether temporary or persistent. According to the study by Luecken

(2004), types of adversity commonly thought to increase long-term vulnerability

include abusive treatment, neglectful parenting, and family disruptions resulting from

divorce, abandonment, or the death of a parent. Also, the overseas migration of

parents has resulted in increasing numbers of long-term separations of parents from

each other and their children, a phenomenon observed in contexts like the Philippines

and beyond (Arguillas & Williams, 2018).

Jokhan (2007) asserts that while acknowledging several reasons parents may be

absent, there appears to be little insight into parental absence as a consequence of

migration, which seems severely understated despite its increasing global prevalence.

Based on the study of Mao et al. (2020), students with parental absence tend to have a

lower self-assessment of their behavior and campus life, such as being more likely to

be late for school, less likely to receive praise from the head teacher, and problems

with class integration and social interaction with others. Emotionally, children may

experience feelings of abandonment, rejection, loneliness, and low self-esteem (Lessie,

2024).
 According to Mao et al. (2020), further mechanism analyses suggest that

parental absence reduces students’ mental health by increasing the likelihood of being

depressed or unhappy. Also, consequences can be clinical in nature. For example,

anaclitic depression, separation anxiety, and various behavioral problems and behavior

disorders can ensue (Mwai, 2018). Previous studies have shown that those with an

absent parent reported attachment issues and trust issues in their own relationship

(Langlais, 2024).

Previous studies by Zhou et al. (2020) have also suggested that due to lengthy

separation from their parents, left-behind children show poorer well-being than

nonleft-behind children. Also, the study of Liu and Hannum (2023) stated that the

absence of a mother tends to be associated with greater disadvantages than the absence

of a father. Students separated from both parents tend to face the most academic

disadvantages.

The study aims to explore the relationships between parental absence and the

mental well-being of Senior High School students of Mindanao State University Buug

and provide insights into how parental absence affects the students' emotional and

psychological mental well-being.

1.2 Theoretical Framework

The assumptions of this study are based on the attachment theory of John

Bowlby (1969) emphasizes the importance of a secure bond between a child and their

primary caregivers. This theory provides a framework for understanding how

disruptions in these attachments, such as parental absence, can negatively impact a

child's mental well-being. It can be applied to understand that secure attachment with
 PARENTAL ABSENCE
Highly Manifested
Moderately Manifested
caregivers forms the basis for healthy emotional and social development. When this
Rarely Manifested
Least Manifested
bond is disrupted, students may experience attachment anxiety, insecurity, and various

negative psychological outcomes, such as increased anxiety and depression, offering

insights into the potential psychological impact of parental absence on senior high

school students at MSU Buug.

Attachment Theory provides a robust theoretical foundation for exploring the

complex and multifaceted impact of parental absence on the mental well-being of

senior high school students. This theory enables a deeper understanding of the

individual and environmental factors contributing to the mental health outcomes of

students experiencing parental absence, offering valuable insights for educators,

parents, and policymakers.

1.3 Conceptual Framework

This study explored the impact of parental absence on the mental well-being of

SHS students at MSU Buug during the School Year 2024-2025.

In this study, two (2) variables were used: Students' Parental Absence

(independent variable) and Students' Mental Well-Being (dependent variable).

Mental Well-Being
Very Poor
Poor
Good
Very Good

Figure 1: The relationship between Parental Absence and Mental Well-being.

 Parental absence and well-being of the respondents as independent variables

refer to the student's inclination towards parental absence, which he or she can readily

connect with without difficulty or impediment. It is divided into four levels: highly

manifested, manifested, mostly manifested, and least manifested. On the other side, the

respondent’s Well-being as a dependent variable refers to the mental health of the

respondent, such as depression and anxiety. It is classified into four levels: very good,

good, poor, and very poor.

1.4 Statement of the Problem

This study sought to understand the relationship between parental absence and

the mental well-being of the Senior High School as the target respondents of

Mindanao

State University Buug, School Year 2024-2025.

Specifically, the study answered the following questions:

1. What is the level of parental absence of the senior high school students of

MSU Buug?

2. What is the level of mental well-being of the senior high school students of

MSU Buug?

3. Is there a significant relationship between parental absence and the mental

wellbeing of the senior high school students of MSU Buug?

1.5 Hypothesis

The hypothesis was tested at 0.05 level of significance.

Ho: There is no significant relationship between parental absence and the mental

wellbeing of the senior high school students of MSU Buug

1.6 Scope and Limitations of Study

This study focuses on the effects of parental absence, particularly due to work

migration, separation, or abandonment on the wellbeing of the senior high school

students of MSU Buug, specifically in terms of their emotional health, academic

performance, social behavior, and self-esteem. The limitations of the study is it does

not include all causes of parental absence, such as death or imprisonment, and is

confined to a specific age group which may affect the generalizability of the findings.

1.7 Significance of the Study

The study was highly significant as it provided critical insights into how

parents' absence affected adolescents' mental and emotional health. This research was

essential for informing school policies and support systems to better cater to the needs

of these students, potentially enhancing their academic performance and overall well-

being. Additionally, it raised community awareness about the challenges faced by

students with absent parents and underscored the importance of family involvement in

adolescent development. The findings could also guide policymakers in developing

programs and resources to support affected students and serve as a foundation for

further research on related issues.

The study’s findings highlighted the significant role of collaboration between

educators, students, and parents, along with ongoing support, in fostering students'

mental well-being and enhancing their academic success.

For students, understanding the impact of parental absence on their mental

well-being provided them with a newfound educational purpose, highlighting the

importance of expanding strategies to balance their social involvement with academic

performance.

Teachers could utilize insights from this study to adjust their teaching

techniques, addressing students' emotional and psychological needs to promote a

supportive learning environment and improve overall well-being and academic

outcomes.

To the parents, by securing a deeper understanding of how their absence

affected their children’s mental well-being, educational outcomes, and social

development, they could make wiser decisions and take careful steps to address these

challenges. This understanding promoted improved communication, stronger

relationships, and effective strategies to address challenges, fostering overall well-

being and support.

For future researchers, this study could serve as a valuable resource by

providing insights and findings that can guide their work. It also highlights knowledge

gaps for further investigation, serving as a foundation for future research and

innovation.
 For the Office of Student Affairs, this study provided valuable insights into

how parental absence affected the mental well-being of students, allowing the office to

implement evidence-based programs and interventions to address these challenges. By

understanding the specific needs of students, the OSA was able to create tailored

support systems, enhance counseling services, and develop policies that fostered a

supportive school environment. These efforts ultimately contributed to better mental

health, improved academic outcomes, and stronger engagement among students.

For the guidance counselor, this study helped them understand the emotional

challenges students faced due to parental absence. With this knowledge, they were able

to provide better support, offer advice, and create programs to help students cope. It

also allowed counselors to guide students in managing their emotions and improving

their mental well-being.

1.8 Definitions of Terms

Parental absence refers to the extent of the absence of one or more parents,

which can be due to various reasons such as annulment, working outside the region,

working abroad, or students who temporarily lived in a boarding house. It is not only

about physical absence but also encompasses emotional unavailability and a lack of

active involvement in the child's life, which could impact their emotional development

and relationships in adulthood. Highly Manifested refers to Parental absence that is

extremely noticeable and significantly impacts the student. The parent is never present

physically, emotionally, or financially in the student’s life. Manifested refers to

Parental absence that is noticeable and relatively impacts the student. The parent
provides limited support, creating a gap in parenting and obtaining average scores

within the range of

3.25 – 4.00. Moderately Manifested refers to the parental absence that displays a

moderate level of impact on the student and receives average scores within the range

2.50 - 3.24. Rarely Manifested refers to Parental absence being less severe. The

parent is present at times but is unavailable or does not fully fulfill their

responsibilities to achieve average scores within the range of 1.75 - 2.49. Least

Manifested refers to minimal parental absence and low impact on the student. The

parent is mostly available but rarely unavailable due to work or other reasons and

receives average scores within the range of 1.00 - 1.74.

Mental Well-being refers to the emotional and psychological status that

enables individuals to manage stress, maintain relationships, make decisions, and

maintain a positive sense of self. Very Good refers to the student showing high

emotional stability and maturity levels. Parental absence has little to no impact on their

mental well-being. They are confident, independent, and able to form healthy

relationships, with scores ranging from 3.25 – 4.00. Good refers to the student

showing resilience and being able to cope with the absence of a parent. Emotional

well-being is not significantly impaired, with scores ranging from 2.50 - 3.24. Poor

refers to the student showing noticeable struggles with emotional struggles and coping

mechanisms. They may feel withdrawn,

abandoned, or insecure, but the distress is less severe than in the “very poor” category.

The performance in daily life is less affected, with scores ranging from 1.75 – 2.49.

Very poor. It refers to the student's experiencing intense negative emotions that
severely impact daily functioning. There may be feelings of low self-esteem, trust

issues, abandonment, and symptoms of mental health disorders such as depression,

etc., with scores ranging from 1.00 - 1.74.

 Chapter 2

Review of Related Literature and Studies

This chapter discussed the literature and the findings of other relevant studies

that the current study was connected to or was related to. This provided the author with

sufficient context to comprehend the study.

2.1 Parental Absence

Several studies have defined parental absence in various contexts, highlighting

its different forms and impacts on children. According to UNICEF (2006), parental

absence refers to the prolonged physical separation of a child from one or both parents,

particularly due to labor migration. In line with this, Bowlby’s Attachment Theory

(1969) stresses the importance of continuous care from a primary caregiver, suggesting

that any disruption or absence may significantly affect a child’s emotional and social

development. Supporting this view, Zhou, Murphy, and Tao (2014) define parental

absence specifically as the absence of a parent due to work-related migration, often

resulting in children being left in the care of relatives such as grandparents.

Furthermore, in the context of divorce, Amato and Keith (1991) describe

parental absence as the diminished presence or involvement of the non-custodial

parent, which can influence a child’s emotional adjustment and academic performance.

Similarly, Cluver and Gardner (2007) examine parental absence in terms of the

permanent loss of one or both parents due to death, emphasizing the profound
psychological effects on the child’s well-being. Meanwhile, Gonzalez and Wolters

(2006) approach the concept from a different angle by discussing parental absence as a

lack of parental involvement, even when parents are physically present, thereby

affecting adolescents’ academic motivation and emotional stability.

According to the study by Langlais et al. (2024), growing up with an Absent

Parent: A Mixed-Methods Approach to Parental Absence, Well-Being, and Romantic

Relationship Processes. Individuals with absent parents frequently experience guilt,

depression, and attachment issues, which is a big factor that becomes a hindrance to

their relationships and trust in others. Similarly, this research explores how parental

absence may affect the mental well-being of SHS students of MSU Buug, particularly

during their developmental years.

Also, according to Van Schaick and Stolberg's (2001) findings, parental marital

status greatly affects the trust levels in young adults’ intimate relationships. Individuals

from divorced families are most likely to have lower trust compared to those from

complete families. In the same way, the emotional gap and longing for parental care

coincide with the trust issues seen in individuals from broken families.

According to Wu and Zhang (2017), parental absence significantly affects

children’s cognitive achievement. Moreover, the study of Zhang et al. (2014) showed

that having both parents absent significantly affects children's cognitive development,

reducing their achievement by 5.4 percentile points in math and 5.1 percentile points

in Chinese. In contrast, being left behind by only one parent has much smaller and

statistically insignificant effects.

 Additionally, the study of DeWaard et al. (2018) of Migration and parental

absence. Transnational families and children's well-being in migrant-sending countries

is growing, but comparable data on parental absence due to migration remains scarce.

Their findings revealed that 7-21% of children live in transnational families with a

migrating parent, a rate exceeding that of parental absence due to union dissolution or

death in several populations. Although children in these families show a lower

likelihood of co-residence with extended family and may possess more household

assets, the study highlights the need for further research, given data limitations and the

significant prevalence of migration-related parental absence.

The study of Fatima et al. (2021) explored the relationship between emotional

maturity and perceived loneliness among adolescents about the presence or absence of

parents. It was hypothesized that parental presence or absence would influence these

psychological factors. The study included 250 adolescents (125 males and 125

females) aged 13-18 years (M=16.63; SD=0.87), selected through purposive

convenient sampling. Emotional maturity and loneliness were assessed using the

Emotional Maturity Scale and the UCLA Loneliness Scale V-III. Findings revealed

that adolescents living with guardians experienced higher perceived loneliness than

those living with their parents, whereas those living with parents demonstrated lower

emotional maturity. A weak to moderate negative correlation (r=-.28) was found

between perceived loneliness and emotional maturity. These findings have practical

implications in clinical settings, where they can aid in counseling adolescents

experiencing emotional conflicts due to absent or step-parents, loneliness within their

parental homes, or emotional maturity challenges. Additionally, this study contributes

to the psychological community by offering insights into potential interventions for

addressing these issues.

Parental care during early childhood is widely recognized as a crucial factor in

fostering children's development (Mao et al., 2020). This study, based on two

nationally representative datasets from China, investigates the impact of parental

absence on both the short-term in-school performance and long-term educational

attainment of leftbehind children. The findings indicate that parental absence

negatively affects children's development, as evidenced by lower cognitive and

academic test scores and a reduced likelihood of attending college. Notably, the

absence of a mother has particularly persistent adverse effects on a child's

development. Mechanism analyses suggest that parental absence may contribute to

poorer mental health and decreased academic effort among children. However, no

significant evidence was found to suggest that the presence of left-behind children in a

classroom negatively affects the academic outcomes of their peers.

Yang et al. (2022) found that parental absence during infancy and early

childhood has negative impact on both cognitive development and mental health later

in life, as evidenced by data from the China Family Panel Studies (CFPS).

Specifically, children who experienced parental absence showed lower mathematics

performance and higher depression scores when assessed eight years later. These

effects were particularly significant among females, urban residents, and individuals

with higher levels of education, suggesting that certain demographic factors may

intensify the consequences of early parental absence.

 The study of Graham and Jordan (2011) analyzed the psychological health of

left-behind children in Indonesia, the Philippines, Thailand, and Vietnam using data

from the CHAMPSEA study. Caregiver reports from the Strengths and Difficulties

Questionnaire (SDQ) were used to assess differences among children under 12 based

on their household migration status (N = 3,876). The results showed no consistent

pattern across the four countries, but in Indonesia and Thailand, children with migrant

fathers were more likely to experience poor psychological well-being compared to

those in non-migrant households. However, this trend was not observed in the

Philippines or Vietnam, highlighting the need for more context-specific research on the

effects of parental migration.

The 2021 Young Adult Fertility and Sexuality Study (YAFS5) by the

University of the Philippines Population Institute revealed that only 67% of Filipino

youth were raised by both biological parents, marking a decline from previous years.

Factors contributing to this trend include parental absence due to work (45%), marital

separation (38%), and parental death (17%). Notably, the study found that youth not

raised by both parents are more likely to experience early school leaving, teenage

pregnancy, cohabitation, and report lower levels of self-esteem, life satisfaction, and

happiness, underscoring the impact of parental absence on mental well-being.

The study "The Children Are Alright: Revisiting the Impact of Parental

Migration in the Philippines" by Pajaron et al. (2020) examines the effects of parental

migration on the welfare of left-behind children. Utilizing nationally representative

data and advanced analytical methods, the research finds that while children with

migrant parents may experience positive outcomes in education and behavior, they are
more prone to physical health issues. These findings highlight the need for targeted

government policies to address the health vulnerabilities of children affected by

parental absence due to labor migration.

The UNICEF Migration Country Brief for the Philippines highlights that an

estimated 2 to 9 million Filipino children are left behind as their parents migrate for

work, often under the Overseas Filipino Workers program. This separation can place

children at heightened risk of emotional distress, social isolation, and exposure to

protection issues such as neglect or exploitation. The report underscores the necessity

for targeted policies and support systems to address the unique vulnerabilities of these

children and safeguard their mental well-being.

The study of Khalid et al. (2022) explores the effects of parental migration on

left-behind children (LBC) in rural China. It reveals that although financial support

from migrant parents can enhance academic performance, the emotional quality of the

parent-child relationship has a stronger influence on children’s well-being. The

research highlights that frequent communication and emotional connection with

parents are key to maintaining children’s mental health despite physical absence.

These findings emphasize the importance of parental involvement beyond financial

provision to support the holistic well-being of students. Similarly, the study Asis and

Ruiz-Marave (2013) explored the impact of parental migration on the academic

outcomes of children under 12 in Laguna and Batangas. The findings showed that

children from transnational households, particularly those with fathers abroad and

mothers as primary caregivers, perform as well as or better than their peers in two-

parent households. The study concludes that consistent emotional and psychological
support from the remaining caregiver, alongside financial provision, is essential in

promoting the well-being and academic success of left-behind children. The study of

Rendeza (2017) agrees with the first two by highlighting the emotional impact of

parental absence on children, despite the benefits of financial support for academic

performance. It further emphasizes the importance of emotional and psychological

care from the remaining caregiver to mitigate these effects, supporting the need for

both financial provision and emotional involvement in the well-being of left-behind

children.

The World Health Organization (WHO) defines mental well-being as a state in

which individuals are able to realize their abilities, cope with normal life stresses,

work productively, and contribute to their communities (WHO, 2018; WHO, 2024).

This broad and inclusive definition encompasses emotional, psychological, and social

aspects of functioning, emphasizing that mental well-being is more than just the

absence of mental disorders. It reflects resilience, autonomy, competence, and the

capacity to maintain positive relationships. WHO (2024) further asserts that mental

well-being is closely connected to physical health and life satisfaction, influenced by

both biological factors, such as genetics, and environmental factors, including family

support and community engagement. Mental well-being is a fluid and dynamic state

that requires supportive environments, equitable resources, and access to mental health

care to ensure its promotion and protection. Adolescents experience a range of mental

health challenges that can impede their development and quality of life. The World

Health Organization (WHO, 2021) identifies depression, anxiety, and behavioral

disorders as some of the most prevalent mental health conditions in this demographic.
These conditions are often compounded by the pressures of academic expectations,

social relationships, and the transition to adulthood. Mental well-being in adolescents

is shaped by various factors at the individual, familial, academic, and societal levels.

WHO (2024) emphasizes that academic pressure and declining family support

especially among girls—are significant risk factors for mental health struggles. Studies

by Xu and Zhang (2022) and Sun and Lu (2023) further confirm that academic

pressure is linked to heightened anxiety, stress, and behavioral issues among teens.

Peer pressure also plays a crucial role in shaping mental health during adolescence,

with social comparison, bullying, and exclusion contributing to low self-esteem and

mental distress (Mentally Healthy Schools, n.d.). WHO (2024) adds that

socioeconomic inequality, digital media exposure, and community support systems are

additional external influences that can affect adolescent mental well-being. Addressing

these factors requires a comprehensive approach, including better family dynamics,

reduced academic pressures, and creating safe social environments for adolescents.

Effective measurement of mental well-being is essential for identifying individuals at

risk and evaluating the success of interventions. One of the most widely used tools is

the WHO-5 Well-Being Index, a brief and validated measure of subjective well-being

that includes five positively framed questions related to feelings of happiness, vitality,

and emotional well-being (WHO, 2024; Topp et al., 2015). It is particularly useful in

large-scale epidemiological studies and clinical settings. Another commonly used tool

is the Patient Health Questionnaire-9 (PHQ-9), which screens for symptoms of

depression. The PHQ-9 has been validated for use in adolescents, with a modified

version the PHQ 9 for teens considering the specific developmental needs of younger
populations (University of Washington, 2023; AACAP, 2010). These tools help

identify mental health concerns early, allowing for prompt intervention. The mental

well-being of adolescents is pivotal not only for their present health but also for their

future development. Adolescence is a time of rapid physical, cognitive, and emotional

growth, and mental well-being during this period influences long-term academic,

social, and health outcomes (WHO, 2024). Promoting mental well-being builds

resilience, reduces the likelihood of substance use, and lowers the risk of mental health

conditions in adulthood (Embrace U, 2023; Mindful Health Solutions, 2023).

Furthermore, the importance of mental well-being in adolescence extends to healthy

decision-making, emotional regulation, and the ability to form strong interpersonal

relationships. WHO (2024b) stresses that addressing mental health issues early in

adolescence can significantly improve not only individual outcomes but also broader

societal well-being by fostering a generation of individuals who are emotionally and

socially capable. Adolescent mental well-being is an essential aspect of overall health,

with profound implications for individual development and societal outcomes. The

factors influencing mental health during this stage are multifaceted and require

comprehensive, targeted interventions. Mental health challenges, including depression

and anxiety, are increasingly prevalent among youth and are compounded by academic

pressures, peer influence, and social environments. Reliable measurement tools, such

as the WHO-5 Well-Being Index and the PHQ-9, play a crucial role in identifying at-

risk adolescents and guiding effective interventions. Promoting mental well-being

during adolescence not only enhances immediate quality of life but also lays the

foundation for lifelong health, resilience, and success

 2.2 Mental Well-being

According to Diener, as cited by Hernandez-Torrano et al. (2020), mental

wellbeing refers to the positive aspects of mental health, focusing on fulfillment,

personal growth, and purpose rather than simply the absence of mental illness.

Mental health and well-being are critical components of adolescent

development. The bibliometric study of Hernandez-Torrano et al. (2020) provides an

extensive overview of the research in this field, highlighting the significant growth in

studies since 2010 and the interdisciplinary nature of the literature. This study reveals

that mental health research spans psychology, psychiatry, and education, emphasizing

its broad relevance.

The bibliometric mapping identified seven key research themes: positive

mental health, mental disorders, substance abuse, counseling, stigma, stress, and

mental health measurement. These themes offer a comprehensive understanding of the

various factors influencing mental health and well-being. The study also highlights the

fragmented nature of the research community, suggesting a need for more integrated

approaches.

Parental absence can significantly affect a student's mental health and

wellbeing. Insights from the bibliometric study, such as the emphasis on stress and

mental disorders, help frame our investigation into how parental absence contributes to

these issues. Understanding these parallels enables us to draw meaningful connections

and deepen our analysis.

According to a study of Dhanabhakyam and Sarath (2023), psychological

wellbeing is a crucial aspect that contributes significantly to an individual's overall

health and happiness. Their systematic literature review, published in the International

Journal of Advanced Research in Science Communication and Technology, highlights

the importance of understanding the various dimensions and factors that influence

psychological well-being (Dhanabhakyam & Sarath, 2023). This review serves as a

foundational reference for examining how parental absence might affect the

psychological well-being of senior high school students of MSU Buug.

A recent review of Khalid (2024) examined the antecedents and consequences

of employees' mental health and well-being at three interconnected levels: macro,

meso, and micro. This extensive review of 341 studies identified various factors that

either inhibit or facilitate mental well-being at each level, providing a holistic

framework for understanding mental health in the workplace.

Applying a similar multi-level approach to the study of parental absence

reveals important parallels: Macro-Level: Societal and cultural influences on students’

wellbeing, such as societal expectations, economic conditions, and educational

policies. Meso-Level: The role of the school environment and community, including

the availability of school support systems, the quality of peer relationships, and access

to community resources. Micro-Level: Direct family dynamics and individual factors,

such as the psychological impact of parental absence, coping mechanisms, and

personal resilience.

2.2.1 Different Types of Mental Well-being

Mental well-being was categorized into subjective well-being (SWB)

and psychological well-being (PWB). SWB focuses on hedonic perspectives

 like feelings of happiness and life satisfaction. PWB is based on eudaimonic

perspectives, which focus on personal growth and purpose (De Cates, 2015).

2.3 Parental Absence and Mental Well-Being

2.3.1 Studies Linking Parental Absence to Mental Health

Outcomes

According to the article from Valparaiso Journal of Mass Media Studies (n.d.),

this study investigates how the presence or absence of parents affects adolescents'

emotional maturity and perceived loneliness. Using a sample of 250 adolescents aged

13–18, the study found that those living with guardians reported higher levels of

loneliness compared to those living with their parents. However, adolescents living

with their parents showed lower emotional maturity. A weak to moderate negative

correlation was found between loneliness and emotional maturity. These findings

suggest that while parental presence may reduce loneliness, it does not necessarily

promote emotional maturity. The results have implications for clinical practice and

psychological support for adolescents dealing with parental absence, conflict, or

emotional difficulties. According to Fitzsimons, E., & Villadsen, A. (2019), this study

investigates how a father's permanent departure from the household during childhood

affects children's mental health, using data from a large UK longitudinal survey of

6,245 children aged 3 to 14. By employing fixed effects models, the researchers

control for unobserved confounders and analyze both internalizing (e.g., anxiety,

depression) and externalizing (e.g., aggression) symptoms. They explore differences

based on gender, maternal education, and the timing of the father’s departure. Key
findings show that paternal departure negatively impacts mental health, especially

internalizing problems. Timing matters: early childhood departures have minimal

short-term effects, but departures in later childhood significantly increase internalizing

symptoms for both genders and externalizing symptoms for boys. Maternal education

does not appear to buffer these effects. According to Mao, M., Zang, L., & Zhang, H.

(2020) this study explores how parental absence affects the educational outcomes of

left-behind children in China, using two nationally representative datasets. The

findings reveal that parental absence is linked to lower cognitive and academic test

scores, as well as a reduced likelihood of college attendance. Notably, a mother's

absence has particularly lasting negative effects. The study suggests these outcomes

may stem from poorer mental health and reduced classroom effort among affected

children. However, the presence of left-behind peers in class does not appear to impact

other students' academic performance.

According to Yosuke Inoue et al., (2022) This study investigates the long-term

mental health effects of childhood parental absence among adults in rural Vietnam,

a country where many children were separated from parents during and after the

Vietnam War. Using data from 3,000 individuals aged 40–60, the study found that

parental absence—especially before age 3—was significantly associated with

higher rates of depressive symptoms in adulthood. The strongest association was

linked to parental outmigration, rather than death or divorce. While limitations

include possible recall bias and lack of information on alternative caregivers, the

findings underscore the lasting psychological impact of early parental separation.

 According to Annor, F., et al (2024) study examines the impact of childhood

parental absence— defined as a parent being away for six months or more—on

mental health and substance use in young adulthood across sub-Saharan Africa. It

finds that parental absence is linked to increased psychological distress and

substance use and contributes additional risk beyond other adverse childhood

experiences (ACEs). These results highlight parental absence as a significant and

distinct factor affecting youth wellbeing in this region.

This study analyzes the impact of parental absence on left-behind children in

China, using two nationally representative datasets. Base on Mao, M., Zang, L., &

Zhang, H. (2020) Findings show that children separated from their parents—

especially their mothers—exhibit lower cognitive and academic performance and

are less likely to pursue higher education. These negative outcomes appear linked

to poorer mental health and reduced classroom effort. However, the presence of

left-behind peers does not negatively affect the academic performance of other

students.

As highlighted in Australian Bureau of Statistics. (2020-2022) This report

highlights the widespread impact of mental health disorders in Australia, noting

that 42.9% of people aged 16–85 have experienced a mental disorder in their

lifetime, and 21.5% had a disorder in the past year—most commonly anxiety

(17.2%). Among young people aged 16–24, the rate rises to 38.8% for 12-month

mental disorders. Mental health, deeply influenced by socioeconomic conditions

such as access to services, employment, and living standards, significantly affects

individuals, families, and communities. The Australian Bureau of Statistics

 emphasizes respectful, non-stigmatizing reporting and recognizes that individuals

with mental health concerns can lead meaningful, fulfilling lives..

According to Poelhlmann, J., et al (2010) this article addresses the challenges

faced by the approximately 1.7 million U.S. children with incarcerated parents,

emphasizing their increased risk for behavioral issues, academic struggles, and

substance abuse. A central concern is maintaining parent–child contact during

incarceration. The authors propose a conceptual framework for understanding this

contact, review recent research on its effects, and offer initial recommendations to

guide supportive practices. They also highlight the need for further interventions

and research to better support the wellbeing of these vulnerable children and their

families.

A study by Lobos and Juliata (2019) showed that adolescents with absent

parents often experience “longing for parental love and care and facing the negative

consequences of parental absence.” This study highlights the important effect of

parental absence on adolescent well-being.

Parental absence has been proven to affect the mental well-being of

adolescents in various contexts. A study conducted by Annor et al. (2024) in sub-

Saharan Africa revealed that parental absence during childhood was common,

affecting 30.5% of females and 25.1% of males. The absence of parents during

childhood was strongly associated with poor mental health outcomes and increased

substance use among both genders, even after accounting for conventional Adverse

Childhood Experiences (ACEs). Specifically, females who experienced parental

absence were found to have 1.52 times higher odds (95% CI = 1.02–2.26) of facing
moderate to severe psychological distress compared to their peers who did not

experience such absence. These findings emphasize the important role that parents

play in shaping the mental health of young individuals, making it a key consideration

in examining the mental well-being of Senior High School students at Mindanao State

University Buug.

The findings of the study Lei and Chae (2024) about the long-term effects of

parental absence during childhood on intergenerational solidarity in adulthood in

China (2024) revealed that parental absence negatively impacts emotional and

associational solidarity. The duration of parental absence significantly exacerbates this

negative impact, and the absence of one parent can negatively affect the relationship

with the other parent.

Parental absence during childhood was associated with a significantly

increased prevalence of depressive symptoms in middle adulthood (Inoue et al., 2022).

The results of this study showed a significantly higher prevalence rate of depressive

symptoms among those experiencing parental absence, particularly before age 3 (1.41

times higher) and between ages 3-15 (1.21 times higher). Out-migration was the

strongest predictor of the higher rate of depressive symptoms.

As indicated in the study of Liu and Hannum of Parental absence and student

academic performance in cross-national perspective (2023), their findings revealed

that students separated from both parents experience the greatest academic

disadvantage, followed by those separated from their mothers. However, this

disadvantage was lessened when grandparents were present in the household,

particularly in cultures supportive of multi-generational living and in nations with net

emigration.

The study of Jiang et al. (2022) analyzed data from 3,464 Chinese adults (aged

18-36) to investigate the long-term effects of parental absence during childhood and

adolescence on adult health. Their findings indicate that individuals who did not live

with their parents during their teenage years are reported to have noticeably worse

physical and mental health in adulthood, as measured by self-reported physical health

and the Center for Epidemiologic Studies Depression scale. This negative impact

varied across different age groups and was particularly common among women. The

researchers concluded that parental absence has long-term consequences for children's

well-being and proposed governmental interventions to prevent such separations.

The study of Fu et al. (2017) about the academic performance of left-behind

children in rural China, a population significantly impacted by the country's rapid

urbanization and rural-to-urban migration. They compared the academic achievement

of 3,076 children—1,761 non-left-behind and 1,315 left-behind—across Chinese,

mathematics, and English subjects. The results revealed a difference in academic

performance based on parental absence status, wherein left-behind children exhibited

significantly lower scores on academic examinations compared to the non-left-behind

children.

According to Gou's study of Parental Migration in Childhood and Individual

Wellbeing in Adulthood (2023), the long-term effects of parental absence due to

migration on young adults' mental wellbeing, physical health, and cognitive ability,

particularly in the context of developing countries like China. The findings in her
study revealed that those who experienced the absence of both parents during

childhood report poorer mental and physical health in early adulthood.

The study of Han (2023) examines the complex relationship between family

structure and the well-being of children, focusing on single-parent and stepfamilies.

The results show that children in single-parent families often face challenges related to

the lack of dual parental support, affecting their academic performance, relationships,

and overall life satisfaction. Step families also present additional complexities

affecting children's well-being, with mental well-being identified as an important

factor influencing their ability to cope and thrive. The review emphasizes the need for

further research on interventions tailored to diverse family structures and highlights

the importance of evidence-based policies and practices to support children's

development regardless of their family composition.

Parental divorce or separation is increasingly common worldwide, particularly

in Western countries, and is linked with various challenges for children and

adolescents. Children of divorced or separated families are at a higher risk for

academic difficulties, such as lower grades and increased likelihood of school dropout

(D’Onofrio & Emery, 2019). They are also more prone to disruptive behaviors,

including conduct issues and substance use problems, as well as experiencing

depressed mood. Additionally, these individuals are more likely to engage in risky

sexual behavior, live in poverty, and encounter instability in their own future

relationships. While many children show resilience, even those without significant

psychological problems often report lingering emotional distress, especially around

family events involving both parents. Factors such as lower income and parental
conflict are linked to both the likelihood of divorce and the challenges children face

after that. While controlling for these variables reduces the associated risks, it does not

completely eliminate them, suggesting a potential causal relationship between parental

divorce and child adjustment issues.

The systematic review of Miralles et al. (2021) investigates the long-term

emotional consequences of childhood exposure to parental alienation in individuals

from divorced families, focusing on adult outcomes. Despite known impacts in

childhood and adolescence, research on adult consequences remains limited. Analysis

of thirteen studies, including twelve journal articles and one doctoral thesis, were

reviewed. Findings indicate that adults exposed to parental alienation during childhood

frequently experience depression, anxiety, higher psychopathology risk, low

selfesteem, substance abuse, relationship difficulties, insecure attachment, and

diminished life quality. These individuals also report repeating alienating behaviors

with their own family.

The results of the study of Račaitė et al. (2024) found that LBC reported

significantly higher problem scores on the YSR across all problem scales compared to

non-LBC children. In contrast, the CBCL scores reported by parents/caregivers

showed no significant differences between LBC and non-LBC children. Furthermore,

when comparing self-reports from LBC with their parents' assessments, LBC

consistently reported higher total problem scores. Their analysis revealed that those

LBC who were female, had school-related difficulties, and were from rural areas

showed higher problem scores in the regression analysis. These factors—gender, living

environment, and school-related issues—emerged as main influences on the emotional

 and behavioral outcomes of LBC. These findings highlight the complex and

multifaceted nature of the emotional and behavioral challenges faced by LBC. It

highlights the importance of considering not only the status of being left behind but

also various sociodemographic factors that may shape children's experiences. These

findings suggest a need for targeted interventions that address the unique needs of

LBC, with particular attention to their emotional well-being and the contextual factors

that influence their development.

The result of the study of Ren et al. (2025) revealed that various forms of

parental absence had a significant impact on depression, anxiety, and stress.

Specifically, the combined impact of divorce and left-behind children (DLC) creates a

synergistic effect, resulting in psychological risks (OR = 1.623-1.725, all p < 0.001),

that are significantly higher than those associated with either factor individually

(LBC/DC). Further analysis identified additional risk factors, including senior high

school (OR = 1.486, p < 0.001), boarding school (OR = 1.155, p = 0.037), and girls

(anxiety OR = 1.213, p < 0.001), all showing significant associations with adverse

mental health outcomes.

2.3.2 Protective Factors That Reduce Negative Effects (Strong Family Ties, Good
Communication, School Support)

This study examined how family and school protective factors relate to adolescent risk

behaviors among over 9,600 Croatian teens. As shown by Mihić, J., et al (2022) Findings

showed that strong school attachment and commitment were consistently linked to lower

levels of gambling, substance use, and violence. While family satisfaction was associated

with reduced gambling in one model, overall, family factors showed weaker and less
consistent associations with risk behaviors—especially in the subsample that included

sexual risk behavior. The results underscore the key role of school-based protective factors

in preventing adolescent risk behaviors and highlight the value of fostering school

engagement.

According to Robson, D. (2024, November 24) This narrative underscores the

importance of early intervention and mental resilience training in addressing mental health

challenges, particularly among adolescents. The author reflects on their struggle with

depression starting at age 16 and the delayed help-seeking that led to prolonged suffering,

emphasizing the benefits they experienced after engaging in cognitive behavioural therapy

(CBT). This personal account supports a growing public health philosophy: prevention is

better than cure. Experts and organizations like the WHO advocate for early mental health

support, especially since many mental health conditions emerge before age 18. One

promising approach is mindfulness-based cognitive therapy (MBCT), an intervention that

encourages non-judgmental awareness and has been shown to alleviate depression and

prevent relapse. However, delivering effective, scalable interventions remains a key

challenge.

This study explored whether mathematics and test anxiety in schoolchildren are

distinct from general anxiety or simply specific expressions of it (Mammarella, I. C., et al

2021). An analysis of 664 students in grades 3 to 6 revealed three distinct anxiety profiles

based on varying levels of general, test, and math anxiety. Findings showed that personal

protective factors like self-concept and resilience played different roles: lower self-

concept was linked to higher anxiety risk, while resilience remained relatively stable until
 anxiety reached moderate levels. These insights suggest that targeted interventions could

help reduce anxiety by strengthening students' self-concept and resilience.

2.3.3 Gender Differences in Impact (Are Girls or Boys More Affected?)

According to Fitzsimons, E., & Villadsen, A. (2019) study, using longitudinal data

from the UK Millennium Cohort Study, found that a father’s permanent departure from

the household negatively impacts children's mental health, particularly internalising

symptoms like anxiety and depression. The effects are most pronounced when the

departure occurs in later childhood, with males also showing increased externalising

behaviors such as aggression. Gender differences were significant, and maternal education

did not buffer these negative outcomes. The findings highlight the importance of timing

and duration of paternal absence in shaping children’s mental health trajectories.

According to Annor, F. B.,et al (2024) Parental absence during childhood—defined

as a parent being away for six months or more—is linked to increased risks of poor mental

health and substance use in young adulthood across five sub-Saharan African countries.

This study, using data from over 10,000 young adults aged 18–24, found that parental

absence is both common and significantly associated with psychological distress,

particularly among females. Importantly, these effects persist even when controlling for

other adverse childhood experiences (ACEs), indicating that parental absence contributes

uniquely to poor outcomes and should be recognized as a distinct and impactful ACE.

Parental absence in early childhood, especially the absence of mothers, is linked to

negative effects on children's cognitive development, academic performance, and long-

term educational attainment in China (Mao, M., Zang, L., & Zhang, H. 2020). Analysis of
two nationally representative datasets reveals that left-behind children—those whose

parents migrate for work—score lower on cognitive and academic tests and are less likely

to attend college. The mechanisms underlying these outcomes include poorer mental

health and reduced classroom engagement among left-behind children. However, the

presence of these children does not appear to negatively affect the academic outcomes of

their peers.
 Chapter 3

Research Methodology

This chapter presented the research methodology employed to examine the

relationship between parental absence and the mental well-being of students at MSU

Buug. It outlined the research design, sampling procedures, data collection methods,

and ethical considerations that guided the study.

3.1 Research Design

This study used a quantitative approach to assess the relationship between

parental absence and the mental well-being of the Senior High School students at

Mindanao State University Buug. It aimed to provide an understanding of the levels of

parental absence and the mental well-being of the students. The quantitative aspect

sought to answer the question of whether there was a relationship between these two

variables, particularly how parental absence levels might have affected the students'

mental well-being.

3.2 Locale of the Study

This study was conducted at Mindanao State University Buug. MSU Buug is

one of the campuses in the Mindanao State University System. The school is located in

Datu Panas, Buug, Zamboanga Sibugay, approximately 600 meters away from the

national highway. MSU Buug is an institution that offers undergraduate and graduate

degree programs, including high school education.

 Figure 2. Showing the Map of Mindanao State University-Buug Campus
Source: MSU-Buug Land Use Development and Infrastructure Plan (LUDIP), 2023

3.3 Respondents of the Study

The respondents of this study were the 40 Senior High School students of

Mindanao State University Buug who were officially enrolled for the school year

20242025. The selection of these respondents was based on the criteria that they were

boarding students or had OFW (Overseas Filipino Worker) parents.

3.4 Sampling Procedure

Due to the limited number of respondents, not all senior high school students

of Mindanao State University Buug were included in the survey. Thus, the researchers

used purposive sampling to determine the sample size drawn to represent the whole

population of the SHS students.

3.5 Data Gathering Procedure

To begin with, the researchers requested approval to perform the study at

Mindanao State University's Buug Campus from the Office of the Vice Chancellor for

Research and Extension (OVCRE). The researchers then proceeded to gather the data

on the level of Parental Absence and the level of Mental Well-Being of the College of

Education students. The level of Parental and Mental Well-Being were tested through

survey questionnaires to the students. Then, the researchers move on to data analysis

after obtaining the necessary data. The investigators ensured that the accuracy of the

data analysis was monitored to determine its validity.

3.6 Research Instruments

In this study, a survey questionnaire was used as a research tool to collect data

on students' parental absence and mental well-being. The questionnaire is divided into

three (3) parts: Part I, contains the respondents’ information, Part II was used to assess

the students' Parental Absence, and Part III assessed their Mental Well-Being, which

was a self-constructed questionnaire designed by the researchers. The panelists

validated the questionnaire, and to ensure the reliability of the questionnaire, the

researchers underwent pilot testing with the College of Education, as the respondents.

To ensure that every student in each section has an equal chance to be included in the

sample, purposive sampling was used. The researchers asked the students if their

parents are working abroad or if they are temporarily living in a boarding house.

3.7 Research Ethics

 Ethical considerations played an important role in the research. The primary

aim of the research was to seek truth and prevent mistakes while disseminating

original information. This ethical aspect involved responsibility, trust, mutual respect,

and fairness among all research participants. The ethical treatment of participants was

considered during data collection.

Some of the ethical issues observed in this study were the following:

(1) avoiding or minimizing anything that might cause bodily or mental harm to

respondents. (2) guaranteeing that the information submitted by the

respondents was kept confidential by anybody other than the researchers. (3)

The researchers did not allow personal discernment and opinions to interfere

with the data collection process. (4) presented the data as accurately, validly,

and objectively as possible; and (5) the researchers should not be biased in all

aspects of the study. To ethically address emotional triggers during the

surveying process, informed consent is ensured, and monitoring of the

participant's well-being was done, minimizing harm.

3.8 Statistical Tools

This section presents the statistical tools used in analyzing the data that was

gathered in this study. The study used descriptive statistics and inferential analysis.

3.8.1 Descriptive Statistics

This calculated the frequency and percentage distributions for

categorical variables such as parental status (e.g., number of parents absent).

Mean (Average):

Standard Deviation:

3.8.2 Inferential Analysis

To determine the strength and direction of the relationship between

parental absence and mental well-being, this study used Pearson’s correlation

coefficient. This statistical tool measured the degree to which two variables are

linearly related.

Pearson’s Correlation Coefficient:

3.9 Data Analysis

The data collected through the survey instrument was analyzed using the

following steps. For the first research question, "What is the extent of parental absence

among the students of MSU Buug?", a descriptive analysis was conducted. Frequency

distribution tables was created to show the number and percentage of students

experiencing various levels of parental absence, such as no parent absent, one parent

absent, or both parents absent. Additionally, measures of central tendency (mean,

median, mode) and measures of variability (range, variance, standard deviation) was

calculated to summarize the data on parental absence. To address the second research

question, "What is the level of mental well-being of the students?", descriptive

statistics was used again. The level of mental well-being was assessed using the mean,

median, mode, range, variance, and standard deviation of the mental well-being scores

obtained from the survey. Frequency distribution tables was also created to show the

number and percentage of students within various ranges of mental well-being scores.

For the third research question, "Is there a significant relationship between parental

absence and mental well-being of the senior high school students of MSU Buug?",

inferential analysis was employed. Pearson’s correlation coefficient was calculated to

determine the strength and direction of the relationship between parental absence and

mental wellbeing.

Chapter 4

Results and Discussion

 This chapter presented the analysis and interpretation of the data gathered from

40 students of the Senior High School Department at MSU Buug. The data were

collected using a survey questionnaire from which the conclusions, implications, and

recommendations were based.

4.1 Level of Parental Absence of the SHS Students of MSU Buug

Table 1. Descriptive Analysis on the Parental Absence among Surveyed Senior

High School Students of MSU Buug.

Variable Mean SD Interpretation Description

Parental Absence 2.48 0.58 Disagree Low level of Parental

Absence
See Standard Interpretation for Political Awareness, SD-Standard Deviation

Table 1 shows the result of descriptive analysis on parental absence among

surveyed senior high school students of MSU Buug. The mean and standard deviation

are used to summarize the overall parental absence score of the respondents and assess

their response variation to the mean score. Based on the result, the computed mean

score for parental absence of the respondents is 2.48, which falls within the category of

"Rarely Manifested". This corresponds to a low level of parental absence. This shows

that most students reported that their parents are generally present or involved in their

lives. Moreover, the relatively low standard deviation of 0.58 (which is below 1)

suggests that the responses were somewhat consistent among the respondents. The

result implies that parental absence is not a common experience among the surveyed

students.

This finding aligns with the study of Ðurišic and Bunijevac (2017), which states that

strong parental involvement leads to positive academic and social outcomes. It

reinforces the idea that students with present parents are more likely to experience

stability and success.

4.2 Level of Mental Well-being of the SHS Students of MSU Buug

Table 2. Descriptive Analysis on the Mental Well-being among Surveyed Senior

High School Students of MSU Buug.

Variable Mean SD Interpretation Description

Mental Well-being 2.74 0.54 Agree Moderate level of Mental

Well-being

See Standard Interpretation for Political Awareness, SD-Standard Deviation

Table 2 presents the descriptive analysis of the mental well-being of the

surveyed senior high school students at MSU Buug. The mean score for mental

wellbeing is 2.74, with a standard deviation of 0.54. According to the interpretation

scale used, the mean score falls under the "Good" category. This indicates a moderate

level of mental well-being among the surveyed students. This suggests that, in general,

the students feel mentally and emotionally stable, though there is still room for

improvement. Moreover, the standard deviation of 0.54 shows that responses were

relatively consistent, with most students sharing similar perceptions of their mental

well-being. This result reflects a fairly positive but not optimal mental health status

among the respondents. This finding coincides with the study of Mao et al. (2020),
which did not find any significant relationship because the exposure of children with

absent parents in class lowers the in-school outcomes of children.

4.3 Relationship Between Parental Absence and Mental Well-being of the SHS

Students of MSU Buug

Table 3. Correlation Analysis on the Relationship between Parental Absence and

Mental Well-being among Senior High School Students of MSU Buug.

Variables r P-value Conclusion

Parental Mental Well- 0.1819 0.2612 Not Correlated

Absence being

Table 3 presents the result of Pearson’s r correlation in examining the

relationship between parental absence and the mental well-being of the senior high

students of MSU Buug. As observed, the computed r value is 0.1819 with an

associated p-value of 0.2612 which exceeds the level of significance at 5%. Therefore,

there is not enough evidence to conclude that the students' parental absence and mental

well-being are significantly correlated. It means that the parental absence experienced

by senior high school students has no measurable statistical connection with their

mental wellbeing. The study of Spear and Kulbok (2001) supports this finding by

showing that adolescent health behaviors are influenced by multiple factors such as

gender, family structure, and attitudes, rather than solely parental presence, suggesting

that other factors may play a more significant role in the mental well-being of children.
 Similarly, the study of Asis (2007) on left-behind children in the Philippines

highlights that while parental absence may cause emotional challenges, it also fosters

independence and adaptability, which means that children can develop coping

mechanisms that mitigate negative mental health effects.

Chapter 5

Summary, Conclusions, Implications, And Recommendations

 This chapter presented the summary, conclusion, and recommendations of the study.

5.1 Summary of Findings

The study was conducted to assess the relationship between parental absence

and the mental well-being of senior high school students at MSU Buug.

The total respondents of the study are forty (40) senior high school students of

Mindanao State University, Datu Panas, Buug, Zamboanga Sibugay. The data was

collected using a checklist questionnaire.

The Data Revealed that: (1) The mean parental absence score was 2.48 (SD =

0.58), categorized under “Rarely Manifested,” indicating a low level of parental

absence. This suggests that most students perceived their parents as present or

involved in their lives. (2) Meanwhile, the mean mental well-being score was 2.74 (SD

= 0.54), categorized under “Good,” indicating a moderate level of mental well-being

among the respondents. (3) Lastly, the correlation analysis between parental absence

and mental well-being yielded an r-value of 0.1819 and a p-value of 0.2612, which is

above the 5% significance level. This result indicates no significant correlation

between parental absence and mental well-being among the surveyed students.

5.2 Conclusions

Based on the findings, the researchers arrived at the following conclusions: (1) The

majority of senior high school students at MSU Buug experience low levels of parental

absence, implying that most parents are actively involved in their children’s lives. (2) The

students generally report a moderate level of mental well-being, suggesting that while they are
emotionally stable, there is still room for improvement in their overall mental health. (3)

There is no statistically significant relationship between parental absence and mental well-

being, indicating that other factors may play a more substantial role in shaping students'

mental well-being beyond parental presence or absence.

5.3 Implications

Based on the findings of the study, the researchers arrived at the following

implications. For Students: The findings suggest that mental well-being is influenced

by multiple factors beyond parental presence. This implies that fostering resilience,

seeking social support, and engaging in self-care practices are essential for students’

well-being. For Educators and School Administrators: Since students generally have

moderate mental well-being, schools should continue to implement programs that

promote students' emotional and psychological health. Therefore, implementing stress

management workshops and mental health initiatives can enhance students' overall

well-being. For Parents: The lack of a significant correlation between parental absence

and mental well-being suggests that quality communication and emotional support

may be more critical than physical presence. This implies that parents should focus on

maintaining strong emotional bonds with their children, even if they are not physically

present. For Future Researchers: Since parental absence was not significantly linked to

mental well-being, future studies should explore other potential influences.

5.4 Recommendations

From the valuable findings and conclusions, the researchers recommend the

following to key stakeholders: (1) For Students: Engage in activities that promote
mental well-being, such as mindfulness exercises, hobbies, and social interactions.

Continue to seek support from school counselors, teachers, or peers when facing

emotional or psychological challenges. (2) For Educators and School Administrators:

Maintain mental health programs and resources in schools to ensure students have

access to professional guidance and support. Maintain initiatives that foster a

supportive school environment, such as mentorship programs or mental health

awareness campaigns. (3) For Parents: Focus on maintaining strong emotional bonds

with their children through open communication and support, even if physical

presence is limited. Encourage their children to develop independence and coping

skills to navigate challenges effectively. (4) For Future Researchers: (5) Conduct

further studies to explore additional factors influencing students’ mental well-being,

such as family dynamics, academic stress, and financial conditions. Utilize qualitative

approaches to gain deeper insights into students' personal experiences regarding

parental absence and mental health. By addressing these recommendations, students,

educators, and parents can work together to enhance the mental well-being of senior

high school students, regardless of parental presence or absence.

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 51

Appendix A – Letter to the School Head

January 24, 2025
ALDIN PAUL S. GENOVIA, EdD., JD.
Dean, College of Education
Mindanao State University Buug
Datu Panas, Buug, Zamboanga Sibugay

Sir:

Greetings of Peace!

In partial fulfillment of the requirement for investigation, inquires and, Immersion, we the
STEM students from the Senior High School Department of
Mindanao State university- Buug Campus, currently conducting a study titled
“PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE SENIOR
HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY BUUG”.
The main instrument in gathering the needed data for the study is a survey
questionnaire. The researcher will be using a self-made questionnaire in identifying
the relationship between parental absence and the mental well-being of the students.
However, to ascertain the validity and reliability of such an instrument, the researcher
must conduct a pilot test for the survey questionnaire.
In line with this, we would like to ask your humble office to allow us to
conduct the said pilot testing of the research instrument among selected 15 students
from the College of Education of Mindanao State University Buug Campus. Rest
assured that the information to be gathered will be treated with utmost confidentiality.
We hope your positive response and approval of conducting the pilot test will be
greatly appreciated.
Thank you for your consideration.

Respectfully yours,
JADE D. LACHICA

MEACH B. BANTILING

DENICE A. FUENTES

JEROTH MAY B. LIBATO

Noted by:
RICO R. TACHADO, LPT
Thesis Adviser
Appendix B – Letter to the Respondents
 52

March 05, 2025

LETTER OF INFORMED CONSENT FORM

PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF THE SENIOR HIGH SCHOOL
STUDENTS OF MINDANAO STATE UNIVERSITY BUUG

Researchers: Jade D. Lachica, Meach B. Bantiling, Denice A. Fuentes, Jeroth May B. Libato

A. PURPOSE AND BACKGROUND. We are STEM 12 students from the SHS Department of Mindanao State
University - Buug Campus, we are conducting a study titled “PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF
THE SENIOR HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY
BUUG.” The purpose of your participation in this research is to help the researchers determine the level of parental
absence and mental well-being among the students. You are one of the selected students to participate in our data
gathering.

B. RISKS. There are no possible risks that you will encounter upon your participation in the study.

C. CONFIDENTIALITY. The records from this study will be kept as confidential as possible. No individual
identities will be used in any reports or publications resulting from the study. All questionnaires will be given
codes and stored separately from any names or other direct identification of participants. Research information
will be kept in locked files at all times. Only researchers will have access to the files and only those with an
essential need to see names or other identifying information will have access to that particular file. After the
study, the collected questionnairechecklists will be cut into small pieces and properly disposed of.

D. BENEFITS OF PARTICIPATION. There will be no direct benefit to you from participating in this research study.
The anticipated benefit of your participation in this study is that you will be able to assess your level of self-
medication practice.

E. VOLUNTARY PARTICIPATION. Your decision whether or not to participate in this study is voluntary and will
not affect your relationship with the Mindanao State University-Buug Campus. If you choose to participate in
this study, you can withdraw your consent and discontinue participation at any time without prejudice.

Ethics Informed Consent Form:

I have read and understand the provided information and have had the opportunity to ask questions. I understand that
my participation is voluntary and that I am free to withdraw at any time, without giving a reason and without cost.

L es
 53

Signature Over Printed Name of the Respondents

Appendix C – Letter of Intent and Informed Consent Form
January 15, 2025
ROVY M. BANGUIS, PhD
Vice Chancellor for Research and Extension
Mindanao State University – Buug Campus
Datu Panas, Buug, Zamboanga Sibugay

Through: MARK ANTHONY A. DALUMPINES, MAEd

Senior High School Principal
Madam:
Greetings of Peace!
We, researchers from Science, Technology, Engineering, and Mathematics (STEM) are writing to
request permission to conduct the study titled “PARENTAL ABSENCE AND THE
MENTAL WELL-BEING OF THE SENIOR HIGH SCHOOL STUDENTS OF
MINDANAO STATE UNIVERSITY BUUG”. As you may be aware, the study seeks to
identify the relationsheep between the parental absence and mental well-being among the senior
high school students of MSU-Buug.
This study will explore the level of parental absence and mental well-being among the SHS
students.
This study will be conducted through a test questionnaire that will be administered to the Senior
High School students of Mindanao State University Buug Campus. The survey will be voluntary,
and it will not involve any disruption or interventions to regular school activities. The data to be
collected will be kept confidential, and the results will be presented in an aggregate form to
ensure the privacy of individual respondents.
We hope for your positive response and approval of conducting the study.
Thank you for your consideration.

Respectfully yours,
JADE D. LACHICA
MEACH B. BANTILING
DENICE A. FUENTES
JEROTH MAY B. LIBATO
 54

Noted by:
RICO R. TACHADO, LPT
Research Adviser
 Appendix D – Questionnaire

PARENTAL ABSENCE AND THE MENTAL WELL-BEING OF SENIOR

HIGH SCHOOL STUDENTS OF MINDANAO STATE UNIVERSITY
BUUG

JADE D. LACHICA
MEACH B. BANTILING
DENICE A. FUENTES
JEROTH MAY B. LIBATO

QUESTIONNAIRE

The questionnaire is divided into three parts: Part 1 covers the Profile, Part 2
assesses the Level of Parental Absence, and Part 3 examines the Level of Mental
Well-being of the SHS students at MSU Buug.

PART I: PROFILE
Questionnaire No.:____ Year and Section:_______
Name (Optional): _____________________ Score:______

PART II. LEVEL OF PARENTAL ABSENCE

Direction: Check the box that best reflects yourself in relation to each satement.
Statement Strongly Agree Disagree Strongly
Agree (3) (2) Disagree
(4) (1)
1. My parent/s are not present during
important moments in my life.
2. I rarely spend time with my parent/s at
home.
3. My parent/s are often busy with their own
work or activities.
4. I feel that my parent/s are not available to
talk when I need them.
5. My parent/s rarely ask about how I’m doing
in school or life.
6. I live separately from my parent/s due to
school or other reasons.
7. My parent/s are physically away for most of
the week or month.
8. I rarely do activities together with my
parent/s.
9. I often feel that my parent/s are not present
in my daily life.
10. My family are often absent for long periods
because of their personal commitments.

PART III. LEVEL OF MENTAL WELL-BEING

Statement Strongly Agree Disagree Strongly
Agree (3) (2) Disagree
(4) (1)
1.I feel more in control of my emotions and
reactions when facing stressful situations.
2. I feel confident about making decisions.
3. I am able to calmly handle overwhelming
situations.
4. I have a good relationship with others.
5. I am proud with myself and my
achievements.
6. I easily recover my energy and composure
fast from challenges or failures.
7. I feel happy or at peace at all times.
8. I am motivated to work hard to achieve my
goals.
9. I solve my problems effectively.
10. I control my emotions well.

Appendix E – Results of Validity Test and Pilot Test

 ITEM ANALYSIS RESULT

“Reliability” refers to the degree to which a questionnaire measures the

concepts of interest consistently or precisely. One way to measure the scale reliability
of an item is to find its cronbach’s alpha. Cronbach’s alpha is a measure of internal
consistency, that is, how closely related a set of items are as a group. The higher the
value the better.
The rule of thumb in interpreting the cronbach’s alpha is presented in Table 1.

Table 1. The Rule of Thumb in Interpreting Cronbach’s Alpha Cronbach’s

𝜶 ≥ 𝟎. 𝟗
Alpha Internal Consistency

𝟎. 𝟗 > 𝜶 ≥ 𝟎. 𝟖
Excellent

𝟎. 𝟖 > 𝜶 ≥ 𝟎. 𝟕
Good

𝟎. 𝟕 > 𝜶 ≥ 𝟎. 𝟔
Acceptable

𝟎. 𝟔 > 𝜶 ≥ 𝟎. 𝟓
Questionable

𝟎. 𝟓 > 𝜶
Poor
Unacceptable
Source : https://bit.ly/3tmdnwc

Table 2 Reliability Coefficient of items under PARENTAL ABSENCE

Interpretation: All 10 items under parental absence have a computed cronbach’s
alpha of more 0.90 which corresponds to “excellent” internal consistency. It means
that the 10 items under parental absence measure the concept of parental absence
consistently. They are excellent to be used to get the necessary data about parental
absence from the respondents.

Table 3 Reliability Coefficient of items under MENTAL WELL-BEING

Interpretation: Similarly, all 10 items under mental well-being have a computed

cronbach’s alpha of more 0.90 which corresponds to “excellent” internal consistency.
It means that the 10 items under mental well-being also measure the concept of mental
well-being consistently. They are excellent to be used to get the necessary data from
the respondents.
Standard Interpretation (transfer to methods)

Score Score Description Interpretation for Interpretation for

Range Parental Absence Mental Well-being

1 1.00-1.75 Strongly very low level of very low level of

Disagree parental absence mental well-being

2 1.76-2.50 Disagree low level of low level of mental

parental absence well-being

3 2.51-3.25 Agree moderate level of moderate level of

parental absence mental well-being

4 3.26-4.00 Strongly high level of high level of mental

parental absence well-being
Agree
 CURRICULUM VITAE

JADE D. LACHICA

Poblacion, Diplahan, Zamboanga Sibugay

lachicaj283@gmail.com

09667444626

PERSONAL INFORMATION

BIRTHDATE : August 25, 2007

BIRTHPLACE :Poblacion Diplahan Zamboanga Sibugay

CIVIL STATUS : Single

RELIGION : Roman Catholic

EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL : Science, Technology, Engineering,

Mathematics (STEM)
: Mindanao State University-Buug Campus
2025

JUNIOR HIGHSCHOOL : Diplahan National High School

: Poblacion Diplahan Zamboanga Sibugay
2023

ELEMENTARY : Diplahan Cental Elementary School

: Poblacion Diplahan Zamboanga Sibugay
2019
 CURRICULUM VITAE

MEACH B. BATILING

Alicia, Zamboanga Sibugay

meachbantiling9@gmail.com

09072073992

PERSONAL INFORMATION

BIRTHDATE : June 28, 2007

BIRTHPLACE : Pagadian City

CIVIL STATUS : Single

RELIGION : Roman Catholic

EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL :Science, Technology, Engineering

Mathematics (STEM)
: Mindanao State University-Buug Campus
2025

JUNIOR HIGHSCHOOL : Alicia National High School

: Alicia Zamboanga Sibugay
2023

ELEMENTARY : Alicia Central Elementary School

: Alicia Zamboanga Sibugay
2019
 CURRICULUM VITAE

BIRTHDATE : May 28, 2007

BIRTHPLACE : Villacastor, Buug, Zamboanga Sibugay

CIVIL STATUS : Single

RELIGION : Roman Catholic

EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL : Science, Technology, Engineering,

Mathematics (STEM)
: Mindanao State University-Buug Campus
2025

JUNIOR HIGHSCHOOL : Villacastor National High School

: Villacastor, Buug, Zamboanga Sibugay
2023

ELEMENTARY : Villacastor Elementary School

: Villacastor, Buug, Zamboanga Sibugay
2019
 CURRICULUM VITAE

JEROTH MAY B. LIBATO

Poblacion, Tampilisan Zamboanga del Norte

jerlibato@gmail.com

09753383061

PERSONAL INFORMATION

BIRTHDATE : May 04, 2007

BIRTHPLACE : Sindangan District Hospital Zamboanga del

Norte

CIVIL STATUS : Single

RELIGION : Roman Catholic

EDUCATIONAL ATTAINMENT

SENIOR HIGH SCHOOL : Science,Technology, Engineering,

Mathematics (STEM)
: Mindanao State University-Buug Campus
2025
JUNIOR HIGH SCHOOL :Tampilisan National High School
: Poblacion, Tampilisan Zamboanga del Norte
2023

ELEMENTARY : Tampilisan Central School

: Poblacion, Tampilisan Zamboanga del Norte
2019