1

CHAPTER I
The Problem

Background of the Study

Nowadays, numbers of parents who are away from their children are

continuously rising and this may have an effect to their children. This research

reviews psychological theory and research critical to understanding the

psychological effects of absentee parents to their children’s personality

development.[1]

Parental care and presence are great shapers of a child’s personality. The

way of they are brought up gives us a pattern on how they interact with other

people and the way they deal with circumstances at hand. The absence of one’s

parents during the critical developmental stage of youth may be distressing. [2]

Parents are not always there for their children. In some cases, a parent

simply abandons the child entirely and is never seen again. In others, the parent

may be absent involuntarily because of incarceration or due to a military

deployment. Some parents die at a relatively young age. No matter what the cause

maybe, a child whose parent is absent suffers a number of negative effects, among

which can be a lowered sense of self-esteem.[3]

Parents are a source of comfort and warmth for their children. With one or

both the parents absent, the teen remains deprived of aforementioned

nourishments.
 2

It does not take them too long to get hit by the realization that they have

nobody at their back, which consequently makes them feel vulnerable. In order to

hide this vulnerability and possibly counter it, they become aggressive with the

intended motivation of intimidating others before becoming victim to it

themselves.[4]

Throughout the world, due to political upheaval, economic necessity or other

reasons, parents sometimes are compelled to travel away from home for months or

years at a time, leaving their children behind. In China, large numbers of workers

are migrating away from their children in pursuit of better jobs. Researchers

wanted to study how this migration has affected the millions of children who have

been left in the care of relatives for a period of more than six months without direct

parental care from their biological parents.[5]

One of the problems that the Philippines is facing now is the lack of jobs for

the citizens. This results for the citizens to migrate in other countries to find jobs.

According to “Migrate and Filipino Children Left Behind: A Literature Review”, a

working paper sponsored by United Nations Children’s Fund (UNICEF), the

Philippines is the major supplier of labor migrants in Asia to over 100 countries.

Most of the labor migrants in the Philippines have children which they don’t have a

choice but to leave behind and work abroad to support their needs. Based on

several studies done by non-governmental organizations, about nine million

Filipino children under the age of 18 are left behind by one or both parents to work

tentatively or live permanently abroad.[6]

 3

Many parents do not raise their children themselves because they are

working full-time and/or working in other cities/countries and must leave their

children with grandparents or other relatives. Even if they do live with their children,

parents may not pay enough attention to their child’s studies for a variety of

reasons. Psychological studies regarding this type of behavior have shown that

absent parents can make children feel unsafe, unloved, and unwilling to take

schoolwork seriously (Halpern 1990; Landry et al. 2003). Parental presence,

attention, and assistance for children during their early academic development

effectively help children build good study habits, enjoy healthy psychological

development, and establish clear goals and strong motivation to study. [7]

Whether it’s Mom or Dad who is absent from home, children without one or

both of their parents with them suffer. Some feel the effects tremendously and

others less, but many children suffer in life due to the absence of a parent. In a

perfect world, all children would live in happy homes with two loving, doting parents

who are comfortable both financially and emotionally. However, reality is much

different than fantasy, which means not all children have the same home life and

opportunities as others.

The study intends to establish the relationships between family issues,

particularly parents’ absenteeism in the home and behavioral performance of high

school students in Our Lady of the Abandoned Catholic School. The results of the

descriptive case study make clear the minimal effect of absentee parents on

personality development of high school students. Such result offer very relevant

information for better understanding and further discussion with the aim of
 4

preventing school failure and providing proper parental support during the students’

educational stage.

The researchers tackled about the related literatures about our topic like:

The relative lack of attention to the role of fathers in child and adolescent

psychopathology – Compared with mothers, fathers are dramatically

underrepresented in clinical child and adolescent research. The author reviewed

empirical and theoretical clinical child and adolescent literature to ascertain the

reasons for this underrepresentation. Four somewhat interrelated factors are

discussed: practical issues in participant recruitment, differential base rates of

paternal vs maternal psychopathology, theory-driven research based on sexist

theories, and research assumptions based on outdated societal norms.

Suggestions for future research are discussed, including parallel investigations of

paternal characteristics whenever maternal characteristics are investigated,

assessment of both similarities and differences in the role of fathers and mothers in

child and adolescent psychopathology, and investigation of parenting factors for

both fathers and mothers in relation to child and adolescent psychopathology.

The researchers discussed about the summaries of their findings,

conclusions and recommendations about the said problem like:

Children with absent fathers are more likely to develop behavioral problems.

These problems are often a shield that kids use to protect their deep issues of

abandonment, fear and unhappiness. For example, a child living in a fatherless

home is more likely to develop a careless attitude with a cocky swagger and mean
 5

persona to hide the fact that he really wants his father in his life. We suggest some

positive influences on the children’s development as long as the children’s

temporary guardians such as one parent, grandparents or relatives, schools or

community take initiatives to direct and guide the children toward appropriate

goals.

The reported tremendous cost of having an absent parent to the behavior of

their child triggered the researchers to focus in knowing whether the studied effects

are the same with the Grades 7-10 students of Our Lady of the Abandoned

Catholic School with absent parents. [8]

Statement of the Problem

The research sought to answer the questions regarding the topic “The

Psychological Effects of the Absentee Parents on the Personality Development of

High School Students”. The questions are as listed below:

1. What is the percentage of the absentee parents in Grades 7-10?

2. What are the classifications of absentee parents that the students have?

3. What are the psychological effects of having absentee parents to the

personality development of the students?

Scope and Delimitation

The study was conducted at the Our Lady of the Abandoned Catholic

School, Muntinlupa City and is limited only to the currently enrolled high school
 6

students particularly Grades 7-10. The range of the study is from July 2016 to

March 2017.

The study is focused on unearthing the underlying facts and effects of

parental absence during the critical stage of a child’s up to his/her high school

years on the personality of high school students, which haven’t been much

discussed about nowadays. The researchers are also touching the surface of

growing liberalism among mom/dad’s-away-so-why-the-heck-would-I-care high

school students and how does it relates to the personality of children left behind

that are not like them. How do they bear the social costs of being left behind,

ethical dilemma, separation anxiety and stunted psychological growth of students

are also addressed in this study.5

The study delimits to other schools in Muntinlupa City and also to the other

grade level particularly the grade school in OLACS. And at the same time, the

other kinds of effects having absentee parents. The researchers delimited this

research based only from their researches and the results of their survey

questionnaires given to chosen Grades 7-10 students of Our Lady of the

Abandoned Catholic School in Muntinlupa City. Some are the psychological effects

of the absentee parents such as the OFW, separated and deceased parents and

parents who are workaholic which leads to cases that they may have no time for

their children which may also be felt by other high school students of our age in

other schools.

Significance of the Study

 7

The study intends to establish the relationships between family issues,

particularly parents’ absenteeism in the home and behavioral performance of high

school students. The results of this descriptive case study make clear the minimal

effect of absentee parents on personality development of high school students.

Such result offer very relevant information for better understanding and further

discussion with the aim of preventing school failures and providing proper parental

support during the students’ educational stage.6

The study is truly important because with the help of this study, the students

will be more aware of their personality developments when it comes to issues

about their absentee parents.

For the students/children, they will grow more as individuals who are mature

enough to understand their situations and their personalities will develop well. The

study may help them not to suffer a number of negative effects.

For the absentee parents, they will understand more about the

psychological effects to the personality development of their children because of

their absences. They will also realize their importance to their children.

For the teachers, they will understand the situation of their students who

have absentee parents.

For the library, this will become the source of information and contribution of

grade 10 for the school.

For the school, this will be a good recommendation to the guidance office.
 8

The findings of the study will redound to the benefit of the society

considering that parents have very important roles especially in the lives of high

school students.
 9

NOTES

1) https://prezi.com/m/j-movqds9tko/effects-of-absentee-parents-to-the-

behavior-of/
2) https://www.scribd.com/mobile/doc/67272871-The-Psychological-

Effects-of-the- Absentee-Parents-to-the-Personality-Development-of-

College-Students

3) Greenwood, B. An Absent Parent and Self-Esteem in Children. Website:

http://oureverydaylife.com/absent-parent-selfesteem-children-9297.html

4) https://www.sciencedaily.com/releases/2015/11/151130084008.html

5) www.gmanetwork.com

6) Zhang, N. Y. National College Entrance Exam in China. Perspectives on

Education Quality and Equity. Website:

https://books.google.com.ph/books?id=S4N-

CwAAQBAJ&pg=PA68&dq=psychological+effects+of+the+absentee+par

ents+to+the+personality+development+of+high+school+students&hl=fil&

sa=X&ved=0ahUKEwjB7rq7xaLOAhUCF5QKHYHMD7QQ6AEIITAC#v=

onepage&q=psychological%20effects%20of%20the%20absentee%0par

ents%20to%20the%20personality%20development%20of%20high%20s

chool%20students&f=false
 10

CHAPTER II
Review of Related Literature and Studies
Presented in this chapter is a series of research that supports the evaluation

of the Psychological Effects of Absentee Parents to the High School Students in

OLACS. It also includes Conceptual and Theoretical Framework to fully understand

the research and lastly, the Definition of Terms for better comprehension.

Related Literature

The topic is mentioned on the literature oureveryday life. The website states

the behavioral effects of absent parents.[1]

“According to Edward Kruk, Ph.D. and associate professor other less home

is more likely to develop a careless attitude with a cocky swagger and mean

persona to hide the fact that he really wants his father in his life.”[2]

“Children who live with one parent are four times more likely to live in

poverty than children in two-parent homes, according to a March 2011 survey

performed by the U.S. Census Bureau. This information is more accurate when

considering one parent homes that consist of a mother and her children, rather

than a father and his children. This is largely due to the fact that in many cases, the

father is the breadwinner and supporter of the family, although this is not indicative

of all single-mother or single-father households. According to this survey, two-

parent families account for only 12 percent of the poverty-stricken population, while

single-mother families account for 44 percent of the poverty-stricken population.”[3]

 11

Another literature called livestrong.com discussed the social effects of

maternal abandonment on the child. The website states:

”The child who has lost his mother to abandonment experiences sadness

and confusion when he hears his friends talk about their mothers. It is difficult for

him to see other children experiencing a normal life with an intact family, according

to the site Bella Online. [4]

As he gets older and he has seemingly resigned himself to the continued

absence of his mother, he learns to explain to his friends that his mother is not a

part of his life.”[5]

The last literature that discussed the Psychological Effects of the Absent

Parents is called pyschologytoday.com however, the website discussed the effects

of absent fathers. The effects are as follows:

 Children’s diminished self-concept, and compromised physical and

emotional security (children consistently report feeling abandoned

when their fathers are not involved in their lives, struggling with their

emotions and episodic bouts of self-loathing)[6]

 Behavioral problems (fatherless children have more difficulties with

social adjustment, and are more likely to report problems with

friendships, and manifest behavior problems; many develop a

swaggering, intimidating persona in an attempt to disguise their

underlying fears, resentments, anxieties and unhappiness)[7]

 12

 Truancy and poor academic performance (71 per cent of high school

dropouts are fatherless; fatherless children have more trouble

academically, scoring poorly on tests of reading, mathematics, and

thinking skills; children from father absent homes are more likely to

play truant from school, more likely to be excluded from school, more

likely to leave school at age 16, and less likely to attain academic and

professional qualifications in adulthood)[8]

 Delinquency and youth crime, including violent crime (85 per cent of

youth in prison have an absent father; fatherless children are more

likely to offend and go to jail as adults)[9]

 Promiscuity and teen pregnancy(fatherless children are more likely to

experience problems with sexual health, including a greater likelihood

of having intercourse before the age of 16, foregoing contraception

during first intercourse, becoming teenage parents, and contracting

sexually transmitted infection; girls manifest an object hungerfor

males, and in experiencing the emotional loss of their fathers

egocentrically as a rejection of them, become susceptible to

exploitation by adult men)[10]

 Drug and alcohol abuse (fatherless children are more likely to smoke,

drink alcohol, and abuse drugs in childhood and adulthood)[11]

 Homelessness (90 per cent of runaway children have an absent

father)[12]
 13

 Exploitation and abuse (fatherless children are at greater risk of

suffering physical, emotional, and sexual abuse, being five times

more likely to have experienced physical abuse and emotional

maltreatment, with a one hundred times higher risk of fatal abuse; a

recent study reported that preschoolers not living with both of their

biological parents are 40 times more likely to be sexually abused)[13]

 Physical health problems (fatherless children report significantly more

psychosomatic health symptoms and illness such as acute and

chronic pain, asthma, headaches, and stomach aches)[14]

 Mental health disorders (father absent children are consistently

overrepresented on a wide range of mental health problems,

particularly anxiety, depression and suicide)[15]

 Life chances (as adults, fatherless children are more likely to

experience unemployment, have low incomes, remain on social

assistance, and experience homelessness)[16]

 Future relationships (father absent children tend to enter partnerships

earlier, are more likely to divorce or dissolve their cohabiting unions,

and are more likely to have children outside marriage or outside any

partnership)[17]

 Mortality (fatherless children are more likely to die as children, and

live an average of four years less over the life span)[18]

Researchers in China have found that children who have been left without

direct parental care for extended periods of time show larger gray matter volumes
 14

in the brain, according to a study being presented today at the annual meeting of

the Radiological Society of North America (2015).

According to Edward Kruk, Ph.D. and associate professor of social work at

the University of British Columbia (2013), children with absent fathers are more

likely to develop behavioral problems. These problems are often a shield that kids

use to protect their deep issues of abandonment, fear and unhappiness. For

example, a child living in a fatherless home is more likely to develop a careless

attitude with a cocky swagger and mean persona to hide the fact that he really

wants his father in his life.

Children who live with one parent are four times more likely to live in poverty

than children in two-parent homes, according to a March 2011 survey performed

by the U.S. Census Bureau. This information is more accurate when considering

one parent homes that consist of a mother and her children, rather than a father

and his children. This is largely due to the fact that in many cases, the father is the

breadwinner and supporter of the family, although this is not indicative of all single-

mother or single-father households. According to this survey, two-parent families

account for only 12 percent of the poverty-stricken population, while single-mother

families account for 44 percent of the poverty-stricken population.

Related Studies

A research was conducted by the college students of De La Salle University

- Dasmariñas entitled The Psychological Effects of the Absentee Parents to the

Development of College Students (2011). According to them “Personality of one’s

 15

individual is based on how they were brought up by their parents; hence it could

have a great impact in the development of their characters and its current state.”

Based on the results of their study, 19 out of the 30 participants were left to be

taken care of by their fathers, grandparents or relatives.[19]

According to the research entitled “The Impact of Divorce Upon Children”,

Faber and Wittenborn (2010) report that on average, children in divorced families and

stepfamilies, as compared to those in non-divorced families, are more likely to

exhibit behavioral and emotional problem, lower social competence and self-

esteem, less socially responsible behavior, and poorer academic achievement. [20]

According to Maruja M.B. Asis and Cecilia Ruiz-Marave (2011) this article

examines the link between parental migration and young children’s education using

data from the Philippine country study of the Child Health and Migrant Parents in

South-East Asia (CHAMPSEA) Project. The key research question probed here is:

what difference does parental migration make to the school outcomes of young

children? Specifically, it looks at factors that explain children’s school progression

(school pacing) and academic performance (school achievement) using multiple

regression analysis. These questions are explored using CHAMPSEA data

gathered from a survey of children under 12 years of age and their households in

Laguna and Batangas (n=487).

Based on several studies done by non-governmental and government

organizations, about nine million Filipino children under the age of 18 are left

behind by one or both parents to work tentatively or live permanently abroad.

 16

Penelope Leach, a psychologist and one of Britain's best known parenting

experts, has claimed young children can be 'damaged' by splitting their time

between their parents if they are separated parents who share the care of their

young children and allow them to stay overnight at both of their homes are

damaging them, a parenting expert has claimed. Penelope Leach, one of Britain's

leading childcare experts, said shuttling children backwards and forwards between

two homes and allowing them to 'sleepover' with the parent they do not normally

live with can affect the development of their brains.

Theoretical Framework

One of the factors that cause partial parental absence is the place of work of

the parents. In the Philippines, the amount of parents working abroad continuously

grows each year. In the 2004 statistics release of the Philippine Statistics Authority

(PSA) about the distribution of Overseas Filipino Workers (OFWs), it revealed that

about 2,295 Filipinos are currently working abroad as of 2013.[21]

Another factor is separation of married couples either by annulment or legal

separation. According to Calonzo and Cayabyab (2013), the number of marriage

annulment and nullity cases in the Philippines has been continuously growing for

the past 8 years. the Office of the Solicitor General (OSG).[22]

Researchers have found several disastrous effects of parental absence to

the children (Kruk, 2012). The dimensions are listed but are not limited to:

 Children’s diminished self-concept and compromised physical and

emotional security.
 17

 Behavioral problems such as difficulties with social adjustment and

problems with friendships.

 Truancy and poor academic performance.

 Delinquency and youth crime.

 Promiscuity and teen pregnancy.

 Drug and alcohol abuse.

 Exploitation and abuse.

 Physical health problems and mental health disorders.

 Future relationships.

 Mortality.

 Self-esteem.

The study was concentrated on the microsystem level of the model. It

was interpolated on how the interactions and activities between the adolescent’s

developments punctuated by the lack of parental emotional presence, through to

adolescent’s life in school with teachers are influenced. This included highlights on

negative psychological perceptions, both in the home and in school settings as

accrued by the infant through to adolescence. The following diagram illustrates the

conceptual framework:
 18

School:
Home
 Confident
Parental-emotional
Adolescent  Trusting
presence
 Peer pressure
 Self-
 Physical & assured
emotional  Disciplined
changes
 Academic
pressure
School:
 Bitter
 Less confident
 Lack of trust
 Undisciplined

Figure 1: Theoretical Paradigm

 19

Conceptual Framework

The study was concentrated on the effects of the absentee parents to the

personality development of high school students in Our Lady of the Abandoned

Catholic School in Muntinlupa City. It was interpolated on how the interactions and

activities between the adolescent’s developments punctuated by the lack of

parental emotional presence, through to adolescent’s life in school with teachers

are influenced. This shows the psychological effects on the high school students

who have OFW, separated, and deceased parents. By the means of psychological

effects, it is related to the mental and emotional state of a person. This also

contains the personality development of the high school students who have

absentee parents. This included highlights of their interaction with other people and

even to themselves. The following diagram illustrates the conceptual framework:

 20

Absentee Parents

Classification of Absentee Parents

Psychological Effects

Effects on Personality Development of High School

Students in OLACS

Figure 2: Conceptual Paradigm

 21

Definition of Terms

For better understanding, the following terms are defined literally and

operationally:

Absentee Parents - refers to non-custodial parent who is obligated to pay

partial child support and who is physically absent from the child's home. The

term also refers to a parent who has abandoned his or her child, and failed to

maintain contact with the child.

Delinquency - an offense or misdeed, usually of a minor nature, especially one

committed by a young person.[6]

Exploitation - is defined as the act of using resources or the act of treating

people unfairly in order to benefit from their efforts or labor.[7]

Intact Family - The term intact family is used to represent adolescents living

with both parents (father and mother).[8] The modern “intact” family concept is

destructive when it comes to healing family conflicts and problems. The “intact”

family concept is divisive, separating family members into “them” and “us.” This

type of “intact” family looks at their problems as “we” problems, depriving

themselves of the beneficial support that extended family members can

provide.[9]

Parent - a person who gives birth to or raises a child.

 22

Personality Development - is the development of the organized pattern of

behaviors and attitudes that makes a person distinctive. Personality

development occurs by the ongoing interaction of temperament, character, and

environment.

Promiscuity - is the practice of having casual sex frequently with different

partners or being indiscriminate in the choice of sexual partners.[10]

Psychological Disorder - A psychological disorder, also known as a mental

disorder, is a pattern of behavioral or psychological symptoms that impact

multiple life areas and create distress for the person experiencing these

symptoms.[11]

Psychology - is the science of the mind and behavior.

Self-loathing - Self-hatred (also called self-loathing) refers to an extreme

dislike or hatred of oneself, or being angry at or even prejudiced against

oneself. The term is also used to designate a dislike or hatred of a group,

family, social class, or stereotype to which one belongs and/or has.[12]

Swagger - to walk or act in a way that shows that you are very confident and

think that you are important.[13]

Truancy - It is absences caused by students of their own free will, and usually

does not refer to legitimate "excused" absences, such as ones related to

medical conditions. Truancy is usually explicitly defined in the school's

handbook of policies and procedures.[14]

 23

NOTES

1) http://www.oureverydaylife.com

2) http://www.livestrong.com

3) http://www.psychologytoday.com

4) https://orderinthequart.wordpress.com/2011/09/05/the-impact-of-divorce-

upon-children-a-thesis-study-in-grief-trauma-and-stress-children-face-when-

parents-divorce/

5) https://prezi.com/j-movqds9tko/effects-of-absentee-parents-to-the-behavior-

of/

6) www.dictionary.com/browse/delinquency

7) www.yourdictionary.com/exploitation

8) https://www.ukessays.com/essays/health-and-social-care/mediating-role-of-

intact-family- health-and-social-care-essay.php

9) http://grandparenting.org/resource/what-is-an-intact-family/

10) https://en.wikipedia.org/wiki/Promiscuity

11) https://www.verywell.com/what-is-a-psychological-disorder-2795767

12) https://en.wikipedia.org/wiki/Self-hatred

13) http://dictionary.cambridge.org/dictionary/english/swagger

14) https://en.wikipedia.org/wiki/Truancy
 24

CHAPTER III
Research Design and Methodology

This chapter presents the research methodology used in conducting the

study. These compromises of method, sources of data, research instrument and

data gathering procedure.

Research Method

The study was done at Our Lady of the Abandoned Catholic School –

Muntinlupa, City, inside the school premises particularly at the classrooms of all

Grades 7-10 students.

The necessary secondary information needed to accomplishing the

research was gathered through the aid of various related books, periodicals,

journals, articles and On-line sources. The survey was created to suit the needed

data to finish the study. The researchers used quantitative and qualitative method

to show the comparison and explain in detail of the data gathered.

The participants were the Grades 7-10 students who have absentee

parents. Based on the answers given by the participants, the researchers

considered the modal result of the and focused more on the relation of the

remittance parallel to the condition of the left-behind youth and their perception of

their parents. The researchers showed the percentage of scores to determine the

level of dispersion of the answers and how close one high school student feels to

another.
 25

The Grades 7-10 classrooms were visited by the researchers. Before

conducting the survey, the researchers asked the subject teacher’s permission to

enter and perform the survey on their own rooms. The survey lasted about 10-15

minutes, though other participants have been hesitant to answer. The behaviors

and gestures of the respondents are also kept on track by the researchers.

Sources of Data

Data was gathered through questionnaires. Thus, the primary sources of

this study will be the responses to the questionnaires. The respondents will be the

Grades 7-10 students who have absentee parents. Questionnaires will be based

on books and other related articles and materials that will provide insights and

information about the Psychological Effects of the Absentee Parents to the

Personality Development of High School Students.

Respondents of the Study

The respondents of the study were the Grades 7-10 students in Our Lady of

the Abandoned Catholic School with absentee parents. Each section from Grades

7-10 will be asked on 10 students who have absentee parents. The students were

given survey questionnaires regarding the topic. They are the ones who are

knowledgeable enough to answer the problems posed in the present study. They

answered the questionnaire that the researchers gave them which supplies the

information the researchers needed.

 26

Research Instrument

The instrument used was a researcher-made survey and questionnaire

checklist to gather the needed data for the students’ profile. The draft of the

questionnaire was drawn out based on the researcher’s readings, published and

unpublished thesis relevant to the study and previous studies. A letter for

respondents was prepared in preparation for the survey and the request letter for

the principal. In the preparation of the instrument, the requirements in the

designing of good data collection instrument were considered.

Data Gathering Procedure

The first step before having a survey is to make a request letter. Upon

approval, the researcher retrieves the request letter. The Principal, as well as the

class advisers and other faculty members were selected in the administration. In

administering the questionnaire, the researchers have been allowed to use the

vacant allotted time to avoid distractions of class discussions. The respondents

have been given enough time to answer the given questionnaire.

 27

CHAPTER IV

Presentation, Analysis and Interpretation of Data

In this chapter, the result of the survey questionnaire is presented through

textual and graphical forms. Included in this chapter is also the analysis and

explanation of the interconnection between and among the data.

Presentation, Analysis and Interpretation of Data

Figure 1: Percentage of High School Students in OLACS with Absentee

Parents

Students with absentee parents Students living with both parents

24%

76%

Based on Figure 1, it shows the percentage of the high school students in

OLACS who are living with only one parent/guardian. 24% or 88 out of 393 of the

absentee parents are divided into 3: OFW, Separated and Deceased. The

remaining 76% or 305 out of 393 are the students who are living with both parents.

All in all, there are 88 respondents out of 393 high school students in OLACS.
 28

Figure 2: Classification of Absentee Parents

Classification of Absentee Parents

80
60
40
20
0
OFW Separated Deceased
Series 1 64 18 4

Based on figure 2, it shows that 74.41% or 64 out of 88 respondents have

parents going in and out of the country to work overseas than the separated and

deceased ones, 20.93% or 18 out of 88 respondents’ parents are separated and

4.64% or 4 out of 88 respondents’ parents are deceased.

Figure 3: Most Number of Parents Living with their Children

Most Number of Parents Living

with their Children
40
30
20
10
0
Mother Father Guardian
Series 1 37 13 31

As shown in figure 3, most of the respondents are living with their mothers

(46.67% or 37 out of 88 respondents). Also, 38.27% or 31 out of 88 respondents

are living with their guardians and 16.04% or 13 out of 88 respondents are living

with their fathers.

 29

1. Effects on Personality Development

Personality of one’s individual is based on how they were brought up by

their parents; hence it could have a great impact on the development of their

characters and its current state.

Figure 4.1: Communication with Parents

Communication with Parents

45

40

35

30

25

20

15

10

0
Always Sometimes Never
Series 1 42 36 1

Figure 4.1 shows that 53.16% of the respondents always communicate with

their parents while 45.56% sometimes communicate with their parents and 1.26%

never got to communicate with their parents. In the opinion of the researchers, the

reason why some of the respondents answered “Sometimes” when communicating

with their parents is because their parents are either separated or an OFW who

were busy working overseas. Some of the respondents are only with their

guardian that’s why some students have a possibility of having no discipline.

 30

Figure 4.2: Involvement of Children in a Disciplinary Action

Involvement of Children in a
Disciplinary Action
40
39
38
37
36
Yes No
Series 1 39 37

Figure 4.2 shows the total number of the respondents with absentee parents

that have been involved in a disciplinary action. Figure 1.4 shows that 51.31% or

39 out of 88 respondents have faced disciplinary issues while 48.68% or 37 out of

88 respondents don’t.

Figure 4.3: Difficulties in Studies

Difficulties in Studies
44
42
40
38
36
34
32
30
Yes No
Series 1 35 42

Based on Figure 4.3, it shows that 54.54% or 42 out of 88 respondents don’t

have difficulties in their studies while they have absentee parents while 45.45% or

35 out of 88 respondents do have difficulties in their studies while they have

absentee parents.
 31

Figure 4.4: Children with Issues Currently Facing by Being Raised Without
Their Parents/Guardian

Children with Issues Currently Facing

by Being Raised Without Their
Parents/Guardian
50

40

30

20

10

0
Yes No
Series 1 33 42

Figure 4.4 shows that 42% or 33 out of 88 respondents don’t have issues

currently facing by being raise without their parents/guardian while 44% or 42 out

of 88 respondents do.

Figure 4.5: Children who Feel Like They Have Been Missed Out by Not
Having a Custodial Parent in Their Lives

Children who Feel Like They Have Been

Missed Out by Not Having a Custodial
Parent in Their Lives
45
40
35
Yes No
Series 1 37 40

Based on Figure 4.5, it shows that 51.94% or 40 out of 88 respondents

didn’t feel like they have missed out by not having a custodial parent in their lives

while 48.05% or 37 out of 88 respondents did.

 32

Figure 4.6: Children who Think that Their Parents’ Presence had a Major
Impact on Their Lives

Children who Think that Their

Parents' Presence had a Major
Impact on Their Lives
80
60
40
20
0
Yes No
Series 1 62 14

Figure 4.6 shows that 81.57% or 62 out of 88 respondents think that their

parent’s presence had a major impact on their lives while 18.42% or 14 out of 88

respondents don’t.

Figure 4.7: Good Relationship with Their Parents Even if They Don’t Live with

Them

Good Relationship with Their Parents Even

if They Don’t Live with Them
80
60
40
20
0
Yes No
Series 1 76 12

Figure 4.7 shows that 86.36% or 76 out of 88 respondents have a good

relationship with their parents even if they don’t live with them while 13.63% or 12

out of 88 respondents don’t.

 33

Figure 4.8: Students that Prefer Being with a Crowd

Students that Prefer Being with a

Crowd
41
40
39
38
37
Yes No
Series 1 38 40

Based on figure 4.8, there are 61.53% or 40 out of 88 respondents who don’t

prefer being alone and there are 38.46% or 38 out of 88 respondents who likes

being alone.

Figure 4.9: Students Having a Hard Time Opening-Up About their Problems

Students Having a Hard Time

Opening-Up About their Problems
100

50

0
Yes No
Series 1 55 23

Figure 4.9 shows that 70.51% or 55 out of 88 respondents are having a hard

time opening up about their problem. And the total number of respondents who are

not having a hard time opening up about their problems are 29.48% or 23 out of 88

respondents. Most of the respondents were having a hard time opening up about

their problems based on the results of the survey. In the opinion of the researchers,

some of the respondents are afraid to be scolded by their parents/guardians. They

 34

are afraid to be blamed in their own faults. Some of the respondents are more

comfortable opening up their problems with their friends because they feel that

their friends will understand them more.

Figure 4.10: Students that Prefer Being Alone

Students that Prefer Being Alone

60
50
40
30
20
10
0
Yes No
Series 1 30 48

Based on figure 4.10, it shows that 61.53% or 48 out of 88 respondents don’t

prefer being alone while 38.46% do prefer being alone.

Figure 4.11: Active Role of Their Parents in Their Lives as a Child

Active Role of Their Parents

in Their Lives as a Child
60
40
20
0
Yes No
Series 1 57 21

Figure 4.11 shows that 73.07% or 57 out of 88 respondents have parents

who had an active role in their lives as a child while 26.92% or 21 out of 88

respondents don’t have.

 35

CHAPTER V
Summary of Findings, Conclusions and Recommendations

In this chapter, the researchers presented the summary of research and

final conclusions. The researchers also gave the findings and results of the survey

questionnaire. Also included in this chapter is a brief explanation of the problem.

This chapter answers the question from Chapter 1 and lastly, the recommendation

for future researchers.

The research sought to answer the questions regarding the topic “The

Psychological Effects of the Absentee Parents on the Personality Development of

High School Students”. The questions are as listed below:

1. What is the percentage of the absentee parents in Grades 7-10?

2. What are the classifications of absentee parents that the students have?

3. What are the psychological effects of having absentee parents to the

personality development of the students?

The study was conducted at the Our Lady of the Abandoned Catholic School,

Muntinlupa City and is limited only to the currently enrolled high school students

particularly Grades 7-10. The range of the study is from July 2016 to March 2017.

The survey was created to suit the needed data to finish the study. The

researchers used quantitative and qualitative method to show the comparison and

explain in detail of the data gathered.

 36

Summary of Findings

In the study, most of the respondents have a parent working overseas and

we have proven that most of the children who have an incomplete family or living

with only just one parent/guardian in the household can affect the attitude of the

child psychologically. Both parents have great impact in the lives of their children,

so if one is not living with them it would be a great lost in the part of the child, it

would feel like a big part of their personality is missing and they would crave for the

attention that they need, they would depend on their friends or environment that

might lead them to the wrong path because of the absence of the guidance of their

own parents.

Conclusions

From the collected and analyzed data, the following conclusions were

drawn:

1. Based on the findings of the study, 24% of the high school students in

OLACS have absentee parents and the remaining 76% have both parents

present with them.

2. Least of the respondents are living only with their father.

3. Only 1% of the respondents never got to communicate with their parents.

4. Most of the respondents communicate with their parents daily (13/27).

Others are every other day, monthly, twice a month, and yearly.
 37

5. Only 12% of the respondents don’t have a good relationship with their

parents even if they don’t live with them.

6. Least of the respondents have deceased parents.

7. Most of the respondents are surrounded with their siblings while their

parent/s are not around, others are with their grandparents, aunt/uncles, and

mother or father.

8. Least of them have no involvement in a disciplinary action.

9. Least of the respondents prefer being with a crowd.

10. Most of them are having this feeling of loneliness when they can’t open their

problems or what they feel to their parent/s, they feel a sense of envy

towards other people who talks about their families’ relationship, and others

are seeking more attention from others because of their parent/s are not

being there.

11. Least of the respondents have difficulties in their studies.

12. Least of them have issues currently facing by being raised without their

parents/guardians.

13. Least of the respondents don’t think that their parents had an active role in

their lives as a child.

14. Least of them feel like they have been missed out by not having a custodial

parent in their lives.

15. Least of the respondents don’t think that their parents’ presence had a major

impact on their lives.

16. Least of the respondents are not having a hard time opening-up about their

problems maybe because they have more peers.

 38

17. The most likely scenario is that both boys and girls are adversely affected by

parental incarceration, but their modes of expressing their reactions differ.

Boys are more likely to exhibit externalizing behavior problems, while girls

are more likely to display internalizing problem.

Recommendations

It is recommended that similar researches should be conducted in other

places. Other families should also make inquiries on how it may affect the

personality development of children if they have absentee parents so that if similar

problems and deficiencies are found, concerted efforts may be exerted to help

improve the personality development of high school students that have absentee

parents in the country.

Based on the Findings and Conclusions of the study the following

recommendations are given:

1. Impacts of Absentee Parents on the Behavior of Teens

2. The Dangers of Present but Absent Parenting

3. Effects of Absent Father on Daughters

4. Problems Encountered by Students with OFW Parents

5. Family Conflict and its Effect on Children

 39

BIBLIOGRAPHY

Online Resources

1) Greenwood, B. An Absent Parent and Self-Esteem in Children.

Website: http://oureverydaylife.com/absent-parent-selfesteem-

children-9297.html

2) http://grandparenting.org/resource/what-is-an-intact-family/

3) http://www.livestrong.com

4) http://www.oureverydaylife.com

5) http://www.psychologytoday.com

6) https://en.wikipedia.org/wiki/Promiscuity

7) https://en.wikipedia.org/wiki/Self-hatred

8) https://en.wikipedia.org/wiki/Truancy

9) https://orderinthequart.wordpress.com/2011/09/05/the-impact-of-

divorce-upon-children-a-thesis-study-in-grief-trauma-and-stress-

children-face-when-parents-divorce/

10) https://prezi.com/m/j-movqds9tko/effects-of-absentee-parents-to-the-

behavior-of/

11) https://www.sciencedaily.com/releases/2015/11/151130084008.html

12) https://www.scribd.com/mobile/doc/67272871-The-Psychological-

Effects-of-the- Absentee-Parents-to-the-Personality-Development-of-

College-Students

13) https://www.ukessays.com/essays/health-and-social-care/mediating-

role-of-intact-family- health-and-social-care-essay.php
 40

14) https://www.verywell.com/what-is-a-psychological-disorder-2795767

15) www.dictionary.com/browse/delinquency

16) www.gmanetwork.com

17) www.yourdictionary.com/exploitation

18) Zhang, N. Y. National College Entrance Exam in China. Perspectives

on Education Quality and Equity. Website:

https://books.google.com.ph/books?id=S4N-

CwAAQBAJ&pg=PA68&dq=psychological+effects+of+the+absentee+

parents+to+the+personality+development+of+high+school+students

&hl=fil&sa=X&ved=0ahUKEwjB7rq7xaLOAhUCF5QKHYHMD7QQ6A

EIITAC#v=onepage&q=psychological%20effects%20of%20the%20a

bsentee%0parents%20to%20the%20personality%20development%2

0of%20high%20school%20students&f=false
 41

APPENDIX A
Letter of Request
OUR LADY OF THE ABANDONED CATHOLIC SCHOOL
Rizal St., Poblacion, Muntinlupa City

Dr. Victoria L. Honrada

School Principal

Dear Dr. Honrada,

Greetings of Peace!

In partial fulfilment of the requirements for the English 10 Research, we are

conducting a research entitled, “The Psychological Effects of the Absentee Parents

to the Personality Development of High School Students”. We are in the process of

gathering data through survey that will be used in our study. Regarding this issue,

we would like to ask your permission to distribute our survey questionnaires to the

Grades 7-10 students who have absentee parents that will help us obtain

information we need in relation to our topic. We would greatly appreciate your

consent at our request. Thank you for your time and positive action. Good day and

God bless!

Respectfully yours, Approved by:

Rumhina Jarmaine V. Arciaga Ms. Ma. Jafen B. Andes

Research Teacher
 42

APPENDIX B

LETTER TO THE RESPONDENTS

Good day! We are the Grade 10 students of Our Lady of the Abandoned Catholic School.
As a requirement for our course, we are currently conducting a survey about The Psychological
Effects of the Absentee Parents to the Personality Development of the High School Students in Our
Lady of the Abandoned Catholic School, Muntinlupa City.
In line with this, we have chosen you to be one of our respondents of this study. Rest
assured that all data gathered will be treated with utmost confidentiality and will be used for
academic purposes only. Thank you for your support and cooperation.

Respectfully yours,
Rumhina Jarmaine V. Arciaga
Mariane Josephine S. Ballener
Denise Yrah R. Bongulan
Anjhelic A. Carubio
Ericka P. Franco
Cyrell B. Mojica
Eileen Joyce O. Quinto
Julie Pearl R. Solema
Mary Grace D. Tividad
Danica Danyel C. Villafranca
Approved by:
_____________________
Ms. Ma. Jafen B. Andes
Research Teacher

APPENDIX C
SURVEY QUESTIONNAIRE
I. Checklist
1. Who is living with you?
 Mother  Father Guardian
2. How often do you communicate with your parents?
 Always  Sometimes  Never
3. How do you classify your family orientation?
a. OFW  Mother  Father
b. Separated
c. Deceased  Mother  Father
d. Extended (living with relatives)
e. Others (please specify): ______________
II. Yes or No
Questions Yes No
1. Do you have a good relationship with your mother/father even if you don’t live with
them?
2. Have you ever been involved in a disciplinary action?
3. Do you prefer being alone?
4. Do you prefer being with a crowd?
5. Are you having a hard time opening up about your problems?
6. Do you have difficulties in your studies?
7. Are there any issues you are currently facing by being raised without your
mother/father/guardian?
8. Did your mother/father play an active role in your life as a child?
9. Do you feel like you have missed out by not having a custodial mother/father in
your life?
10. Do you think that your mother/father’s presence had a major impact on your life?
43