The Association between Geodemographics of Mapúa

SHS Students to their Lifestyle and Quality of Life in

Terms of Mental Health

by

Echavez, John Robyn E.

Lohongko, Kirby S.
Uchi, Mark Lester C.
Villacarlos, Jason Patrick C.

A Research Paper Submitted to the Mapúa Senior High School Department

in Partial Fulfillment of the Requirements for

Research Project (RES04)

Mapúa University
March 2023
Abstract

The recent outbreak of COVID-19 has brought significant changes to students' lives, particularly in
terms of their education and the transition to online classes. As schools and institutions have begun
to conduct back-to-school programs, commuting posed new challenges for students who have
grown accustomed to the online class modality. This study's objective aims to explore the
association between the geodemographics of Mapúa Senior High School students and their lifestyle
and quality of life regarding mental health. A quantitative correlational design using purposive
quota as a sampling method administered through survey questionnaires was employed. A total of
sixty respondents were collected, with thirty commuting and thirty non-commuting Mapúa Senior
high school students. Factors such as travel time, number of rides, distance, satisfaction, and
classification were analyzed through inferential parametric analysis, specifically multiple Linear
regression. The findings suggest that commuting students who travel eminent distances to class are
more vulnerable to the adverse outcomes of commuting on their quality of life. Exposure to
commuting significantly affects a student's mental and physical well-being, resulting in stress,
fatigue, sleep deprivation, and poor academic performance. Habitual behaviors can also affect
mental health, along with innate characteristics, living environment, and significant life events. The
emotional stability of an individual can be profoundly influenced by the regularity and extent of
their ride. Lengthy commutes exacerbate feelings of stress, fearfulness, and despair; this impedes
cognitive function and worsens an individual's physical health condition. As a result, this study
suggests that reducing commuting travel time could significantly improve one's mental health and
well-being. Nevertheless, this study revealed a modest connection between the predictors and other
response variables. In addition, further investigation should be conducted to analyze other
intermediate factors that were not considered in this study.

Keywords: Mapúa University, Geodemographics, Quality of Life, Lifestyle, Mental Health

 INTRODUCTION

Background of the Study

Geodemographics refers to the analysis of people based on their geographical area of

residence that uses clustering algorithms to create similarly classified demographic areas.

Geodemographics has been a prominent approach that has been around for the best part of 40 years,

connecting the fields of demography, geography, and the study of population dynamics and

geographical diversity of both physical and human occurrences (Barry Leventhal, 2015).

Geodemographic classification has been utilized to analyze the flows of student commuters and

non-commuters. In order to get a deeper understanding of a community's socioeconomic and

demographic dynamics, geodemographic analysis can be utilized (Grubesic et al., 2021), making it

significant as it influences lifestyle.

As the COVID-19 pandemic subsides, schools and institutions have begun to conduct back-

to-school programs, presenting a new challenge for students who have grown accustomed to online

class modality. They are no longer used to commuting, for it is time-consuming, especially for those

who live far away. As for students, the burden at school is different than before COVID-19 began.

Although commuter students make up a sizable component of the higher education system, they are

severely neglected and receive little assistance from higher learning institutions. It is also believed

that commuting students will be less motivated to succeed academically than their colleagues who

live on campus. However, many schools are oblivious to the fact that these commuting students

must juggle many identities in addition to their role as students. Many commuters, for instance,

must attend to personal responsibilities, such as caring for younger siblings or interpreting for their

parents. Regardless of what mode of transportation is utilized, students spend considerable time and

energy traveling to and from campus.

 It is difficult to be a commuting student who lives with their family in a system that is

designed for the residential experience. However, remaining at home might seem like an appealing

alternative, given the skyrocketing expenses of dormitories (Liz Lightfoot, 2018). Since many

students participate in after-school activities that take them to multiple locations, it encompasses

primarily the influence of morning travel (Richard Florida, 2019). Furthermore, according to

Inquirer and Philippine Start (2019), commuting to work, may have to deal with the physical effects

of traffic. Long commutes result in tired muscles, as well as cognitive stress.

To summarize, the researchers aim to examine and contrast the academic achievements of

senior high school students at Mapúa University who commuted and did not commute in relation to

their geodemographics. In order to address this, researchers will select a number of beneficial ideas

that are pertinent to the investigation. The study will be helpful to students because they are the

investigation's primary respondents. The results of this study will add to the understanding of how

the geodemographic characteristics of Mapúa SHS students are related to their lifestyle and quality

of life in terms of mental health, highlighting the need for intervention techniques that support

healthy living.

Review of Related Literature

This chapter will discuss numerous geodemographic parameters, such as those impacting

mental health, lifestyle, and quality of life, that contribute to the study among 21st-century students'

quality of life and lifestyle in terms of mental health.

Geodemographics

Staying inside School Premises

 According to Joseph (2021), a study conducted intends to know how a student's feeling of

belonging is impacted by their choice to reside in on-campus accommodation. According to the

study, students place a high priority on the personal connections formed while attending their

institutions. It has also been shown that students value the simplicity and accessibility provided by

on-campus facilities that living on campus. Allowing students to form relationships that foster a

sense of not only belonging but are desired and valued members of the campus community.

Notably, Najib et al. (2015) highlighted the provisions of on-campus student housing with superior

housing amenities and excellent housing services is one of the crucial issues of modern university

infrastructures and facilities. Providing students with a comfortable and entertaining campus and

student lifestyle in their on-campus accommodation influences students’ academic lifestyles.

Having a good educational atmosphere on campus, as well as the effect of outstanding on-campus

living services, might change students' perspectives (e.g., citizenship, intellectual, emotional,

physical, and moral).

On-campus living is said to provide access to a broad range of educational and community

activities that encourage spontaneous relationships amongst students and integrates them into

students' intellectual and social lives. Students who live on campus have a little edge over their

colleagues who travel from locations other than walking distance to the school in three ways: higher

participation in collaborative learning, talks with various people, and student-faculty connection.

Findings indicate that the residential students will have a more favorable social integration.

Compared to colleagues who lived within walking distance of the university, the benefits of on-

campus living were less obvious. On-campus students participated in a little more engaging variety

and maybe were more engaged in collaborative learning activities (Graham et al., 2018).

Staying at Dormitories and Condominiums

 It is often assumed that students can benefit academically from living on campus. Despite

popular assumptions, living off campus can aid students to perform better academically. Despite the

widely held idea that living on campus helps students do better in school, a literature review

indicates conflicting findings and a lack of these studies to account for the likely endogenous

decision students make about whether or not to live on campus. According to Murray (2010), being

able to live on or close to campus causes an increase in both semester Grade Point Average (GPA)

and cumulative. Factors that determine how well a student does are likely to influence a specific

student's decision of where to reside. In addition to estimating a typical model using Ordinary

Least-Squares (OLS), two instrumental variables were used to properly account for endogeneity:

distance and time. The model estimates using three instrumental variable approaches and assess the

evidence for endogeneity in each to guarantee the robustness of the results. Findings show that

living on campus does enhance student performance—evidence for an immediate effect—for

practically every estimating approach and specification testing.

Higher education schools draw students with their excellent academic programs, but most

students find it challenging to find apartments close to these institutions. Academic achievement is

important for academic institutions as well as students, as stated by Mbandlwa (2021). Academic

institutions with a strong record of accomplishment attract more prospective students and staff.

Institutions have varying opinions about what causes students to do poorly in college. According to

some academics, age, gender, and residence do not impact academic success. Others think a

student's living situation is crucial to academic success. This shows that people who live close to a

university may fare better than those who live farther away. Policymakers have recently begun to

pay more attention to how variables outside of the classroom affect a child's educational

performance. In fact, according to recent studies, the "poverty" achievement gap—that is, the
distinction between the academic performance of poor and non-poor children—has widened more

quickly than the racial achievement gap.

Commuting

A shorter commute time improves job satisfaction, leisure time satisfaction, and mental health.

Walking to work is said to have numerous advantages, including increased leisure time enjoyment

and reduced stress. Shorter commute times and walking commutes may contribute to increased

subjective well-being (SWB), via the release of free time. (Clark et al., 2019). According to

Mlagara (2016), most students currently walk on foot or take public transportation, which is often at

risk. Students must face the physical consequences of traffic. However, long commutes may result

in fatigued muscles, in addition to the trip's cognitive stress. Slugging fatigue is caused by both,

which may lead students to be left behind or underperform academically. Investigating adolescent

time usage concerning academic achievement, precisely one that distinguishes between school-

related and non-school-related activities, provides insights into how these activities affect youths'

academic performance, making leisure tune and academic achievement positively related

(Macalintal, 2020).

Secondary education is one of the primary drivers of human progress and national economic

success; thus, it demands a higher level of dedication than any other growth area. The issue of poor

academic performance at community secondary schools in Tanzania has been investigated via

various research projects. However, much Tanzanian research did not explicitly state how long

commutes affected academic achievement. For instance, Mchelu (2016) examined the impact of

educational management on students' performance in Tanzania. According to Mchelu (2016), the

study shows that prolonged commutes for students at day community secondary schools in Songea
municipality have led to various issues, including student tardiness, truancy, frequent student

transfers, dropout, and pregnancy among female students.

Long commutes have also contributed to kids falling behind in class and on their

assignments, hatred between students and instructors due to harsh punishments, and low academic

standards. All these difficulties impacted the student's academic achievement. The fact that

commuting is inevitable in day community secondary schools is one of the most significant

concerns. Additionally, while long commutes to school are one of the markers of low academic

success for a learner, traveling to school alone is not a good indication of academic achievement

(Mchelu).

In terms of time management

Effective time management is connected to higher academic achievement as it reduces

student anxiety levels. An investigation by Adams and Blair (2019) provides a systematic strategy

that separates the time management practices of undergraduate engineering students that affect their

academic success. Given this evidence, the current research literature suggests that how students

perceive time control correlates favorably with academic success. This concluded that students are

extremely interested in SGP but may lack tactical skills. Time management abilities are required to

achieve these objectives and priorities. Additionally, it was discovered that students are delaying

jobs they despise but must do, whereas time management habits impacted academic performance,

they only accounted for a modest proportion of the variability in the cumulative GPA, signifying

those additional characteristics, such as study skills, problem-solving, socioeconomics, and

personality, must be investigated.

 Time is the scarcest resource, and until it is handled, nothing else can be managed. Students'

lives are typically chaotic and stressful as they attend lectures, do homework, and study for

examinations. They have the daily routines and lifestyles required to balance academics and

extracurricular activities. On the other hand, finding time to complete everything at once may be

difficult and daunting. This is when solid time management abilities are used. This is a talent that

students must acquire. They must adopt the essential techniques to be more successful and

productive. As defined by Subramanian (2016), these abilities enable pupils to anticipate and

prioritize pending tasks and activities, which are vital in keeping pupils organized and avoiding

procrastination, leading to academic achievement.

Factors affecting Mental Health.

Mental health is a vital component at every stage of life, as it forms a significant aspect of

human health in determining one's general condition. These naturally emerging disorders can affect

how an individual behaves, thinks, and feels (Plumptre, 2021). This can affect one's well-being,

specifically one's physical, psychological, emotional, and social well-being. Monitoring these

situations is essential for public policy as these indicators measure an individual's living conditions

(e.g., the quality of their relationships, positive emotions, resilience, the realization of their

potential, or their overall satisfaction with life) (Centers for Disease Control and Prevention, 2018).

Psychological well-being

Psychological well-being (PWB) is commonly called one's subjective mental state, which

responds to how an individual experiences emotions and other sentiments, such as happiness or

satisfaction, as defined by Robertson (2022). In line with this, a study conducted by Zotov and

Karapetyan (2018), who investigated the socio-psychological features among a group of people
with different degrees of subjective well-being and health, discovered that psychological well-being

could lead to a feeling of balance, health, and subjective well-being. This makes them complex and

unique since it creates the foundation of one's well-being and aids in establishing ideal mental

health. Besides, having pleasurable experiences and fulfilling basic needs are important aspects of

psychological well-being, as these include subjective, social, and psychological factors to provide a

purpose and enabling people to achieve their goals.(Charry et al., 2020).

Physical well-being

Although the mind and body are frequently considered independent domains, mental and

physical health are strongly associated. Brennan (2021) stated that with good mental health, one's

physical health may favorably improve since mental health plays a large part in overall well-being.

Aside from that, the Canadian Mental Health Association (n.d.) also emphasizes the relationship

between physical health issues, mental health, and mental illness, indicating that both the mind and

the body are impacted by changes in physiological and emotional processes and social variables.

Accordingly, students attending universities are seen as being in a privileged position and immune

to sickness and disability. According to Hussain et al. (2013), university students are more likely to

suffer from psychiatric illnesses than their peer in the community. There are advantages and

disadvantages to studying at a distant institution as an undergraduate. Being on a smaller rural

campus alleviates some of the stress associated with large metropolitan universities' high housing

expenses and lengthy commutes, averting future health problems.

Social and emotional well-being

Social and emotional well-being is essential to overall health and well-being, according to

HealthierWork (2021). Recognizing your own abilities, managing life's typical challenges, working
effectively, and giving to your community are all signs of being socially and emotionally well.

Thus, emotional well-being necessitates identifying, developing, and operating from your strengths

rather than focusing on difficulties or deficiencies. In contrast, emotional well-being is enhanced by

social well-being as one must use appropriate communication methods to seek out supportive,

mutually beneficial connections, which may be described by how a person participates in other acts,

as indicated in an article by (AAEP, n.d).

In terms of one's social and emotional well-being, promoting mental health and emotional

well-being (EWB) in adolescents is critical for their psychosocial development, as defined by

Coverdale and Long (2019). In comparison, the use of the Social-Emotional Learning (SEL)

strategy is best when an equitable learning environment is provided in which all students feel

respected, valued, and acknowledged for their distinct interests, strengths, and social and cultural

identities (Pitlik, 2021). The relationship between social media usage and health is ambiguous and

inconclusive. As the utilization of social media becomes more common, Bekalu et al. (2019)

discovered early evidence that may help identify when social media use becomes beneficial or

harmful. Whereas regular consumption was connected to better health outcomes, the emotional

connection was linked to adverse outcomes.

Lifestyle

Concept of Lifestyle

Lifestyle refers to the way of life an individual chooses to live. These include the way and

style of doing things in life, according to Cam (2012). Correspondingly, it can also represent

individuals', families', or civilizations' activities, attitudes, values, and views, often indicating their
way of thinking; thus, they become the outcome of wants, needs, desires, and motivation (MBA

Skool, 2020).

In terms of Mental Health,

Individuals' mental health is influenced not just by trait indicators, general living situations,

and major life events but also by the simple everyday activities that can be modified. Regardless of

the evidence, lifestyle determinants positively affect the psychological domain, reducing depression

and anxiety while enhancing life satisfaction and self-perceived overall mental health. However,

there was a robust correlation between decreased psychological distress and an increase in

preventive lifestyle practices; the greater the number of health-promoting habits recorded, the better

the reported mental health results, according to Velten et al. (2014). Meanwhile, a healthy lifestyle

can be good for one's mental health. Identifying healthy lifestyle choices that promote psychological

well-being and reduce mental issues can thus aid in the prevention of mental diseases. An

examination of a wide range of lifestyle choices among students revealed that lifestyle has a

considerable impact on students' psychological, emotional, and social well-being, as well as

indications of mental health concerns (Velten et al., 2018).

Quality of Life

Concept of Quality of Life

Quality of life (QOL) is a broad, multi-dimensional concept that requires subjective

evaluations of both positive and negative aspects of life, as stated by the CDC (2018). Although

health is one of the most significant aspects of total quality of life, there are others. As defined by

Kagan (2022), quality of life is a relative measure of well-being that is a crucial factor in many life
choices. Financial stability, work satisfaction, family life, health, and safety are all factors that

influence one's quality of life, and they vary according to personal preferences.

In terms of mental health

Internet addiction is a big problem among university students globally; it affects them

physically and psychologically and poses social and environmental obstacles to their well-being. An

investigation by Almukhtar et al. (2020) into the levels of internet addiction among medical

students at a university located in Saudi Arabia and the quality of life among these students

discovered that medical students with moderate internet addiction levels have a better quality of

life. The conception of health-related quality of life and education combines the bio-psychosocial

viewpoint of health with the multifaceted potential of education for students' well-being. As

determined in the study conducted by Gil-Lacruz et al. (2020), educating adolescent people plays a

vital role in their well-being since education implies; knowledge, behavior, skills, and attitude that

can influence health and well-being, as well as how students’ educational level impacts their health-

related quality of life (HRQOL). Medical education has always been a difficult scenario that

compromises medical students' physical and psychological well-being. As stated in the study

conducted by Qiu et al. (2019), which was to explore the practicality of that form and assess

medical students' HRQOL and its effect variables, the health-related quality of life among medical

students at Sun Yat-sen University was identified as being low.

Toward students

Quality of life is the study of human happiness, strength, and life satisfaction for a better life

since this is an essential aspect of the growth and lives of individuals that correlates with many

factors. According to Sugara (2018), who researched students' quality of life in terms of academic
culture, students' quality of life is precisely associated with the attainment of life satisfaction in life

dimensions such as self-achievement, social functioning, personal growth, and community

participation. Consequently, Connel (2012) found a movement in mental health treatment away

from focusing on symptom reduction, which is based on a limited view of health and disease, and

toward a more comprehensive approach that considers well-being and functioning. Simultaneously,

there has been an increase in the use of generic measures of health-related quality of life in

assessing the benefits of health-care treatments, influencing service and payment decisions, and

determining patient-reported outcomes. Mental Health problems can harm students at any point in

their university careers, whether they are experiencing loneliness, anxiety, or depression. Students

with mental health issues may struggle to participate in academics, establish new peers, and

maximize their potential at university. Despite the fact that mental health issues may not directly

affect academic performance, they can affect a student’s overall identity and demeanor (Clark, n.d.)

Synthesis

The personal relationships formed at institutions are highly valued by students, as

demonstrated by a preference for on-campus resources. This allows for the creation of connections

that foster a sense of acceptance and belonging within the campus community (Joseph, 2021). One

of the challenges faced by modern universities is the provision of adequate on-campus housing with

enhanced amenities and services. On-campus housing significantly impacts students' academic

lives, contributing to a positive campus culture and atmosphere. Access to educational and

community activities through on-campus accommodation allows students to form spontaneous

relationships and integrate them into their intellectual and social lives (Joseph, 2021).
 Students who lived on campus had a slight advantage over their colleagues who traveled

from regions other than walking distance to the school in three ways: more vital participation in

collaborative learning, discussions with other people, and student-faculty relationships. Studies

have suggested that students who reside on campus have a slight advantage over their peers who

commute in terms of participating in collaborative learning, discussions with peers, and student-

faculty relationships. However, the benefits of on-campus living may need to be defined when

comparing students who live within walking distance to those who live on campus (Graham et al.,

2018).

Commuting also has a significant impact on student's well-being and academic success.

Their current lifestyle can negatively impact their mental health, personal habits, and academic

progress. Students may experience stress from being late for class, weariness, and anxiety

regardless of their proximity to campus. Many students currently rely on walking or public

transportation, which might be dangerous. The physical and cognitive stress of traveling to school

can cause musculoskeletal fatigue and cognitive stress, leading to academic underperformance

(Clark et al., 2019). Commuting is a persistent issue faced by students and can negatively affect

their mental health, personal lifestyle, and academic achievement. Furthermore, as highlighted by

Mchelu (2015), traveling to school is one of the indicators of a learner's low academic success;

going to school alone is not a good indicator of academic failure.

Research Gap

The personal relationships formed at institutions are highly valued by students, as

demonstrated by a preference for on-campus resources. This allows for creating connections that

foster a sense of acceptance and belonging within the campus community (Joseph, 2021). One of

the challenges modern universities faces is providing adequate on-campus housing with enhanced
amenities and services. On-campus housing significantly impacts students' academic lives,

contributing to a positive campus culture and atmosphere. Access to educational and community

activities through on-campus accommodation allows students to form spontaneous relationships and

integrate them into their intellectual and social lives (Joseph, 2021).

Research Objectives

The investigation sought to explore and correlate students' quality of life and lifestyle in

relation to mental health on a geodemographic basis. To validate the study, the researchers shall

compare students who commute by using transportation to school with students who do not

commute to determine whether any significant differences impact one's lifestyle and well-being

in terms of mental health. Nevertheless, the study's results will provide knowledge of the quality

of life and lifestyle of commuters and non-commuters, as well as other factors that might impact

students' well-being. The study will focus on the following:

1. Identify the relationship between Mapua University Senior High School commuting

students to their mental health:

1. Lifestyle

2. Quality of Life

2. Identify the relationship between Mapua University Senior High School non-commuting

students to their mental health:

1. Lifestyle

2. Quality of Life

Research Question
 The previous studies of the researchers and the gap led them to design the major goal of the

research on how students’ geodemographics can affect quality of life and lifestyle in terms of

mental health. The following are the research questions that will be addressed in this study:

1. How severely does commuting affect students’ quality of life and lifestyle in terms of

mental health?

2. How severely does non-commuting affect students’ quality of life and lifestyle in terms

of mental health?

3. What are the effects of commuting and non-commuting on the factors contributing to

students’ mental health?

Significance of the Study

This study seeks vital facts and understanding about the chosen issue from the

respondents, who would significantly benefit from finding how the Geodemographics of Mapúa

SHS affects their Quality of Life and lifestyle in terms of Mental Health. Daily commuting can

affect the lifestyle of students, and it can also affect how they work and socialize. The

researchers believe that the crisis in public transit also impacts students. In addition to attempting

to get to class on time while navigating the traffic, students also must manage their academics,

personal lives, and self-care. Parents and students are spending more money overall, not just on

transportation. Additionally, they are paying for a room, a motorcycle, or a carpool. Since the

national laws and regulations for commuters to have a better and faster method of transportation

to assist students in commuting are the federal government's responsibility, the government and

non-government organizations may gain from the current study. With the information acquired

for this study, the organization can increase funding for road enlargement and system

development by planning and constructing new projects that benefit commuters' quality of life
 and lifestyle. By adding new facilities or amenities, they will also be able to support academic

institutions and other agencies or organizations. The data gathered from this paper could let

students and other individuals decide how they can lessen the negative impacts of commuting on

their performances

When it comes to student housing, dorms are the standard choice. Thousands of dorm rooms

are available for rent in Manila alone, and many of them are close to businesses and educational

institutions. Co-living, which fulfills the functions of a dorm while offering condo-style facilities, is

another excellent option. Students can choose between renting or purchasing a condominium, which

can be a wise long-term investment. Second, this study may benefit the schools in how they can

manage the workload and give the students fair grades that they will provide according to their

performances. Through this paper, they would be able to adjust how they can improve the time

management they will use in schoolwork after being out for a long time from school and

commuting. Last but not least, this study could be helpful to the students themselves, who, despite

the circumstances, are still aiming for academic success. They may modify their academic routines

and think about practices that should be eliminated and those that could be enhanced with the help

of the knowledge this study might offer.

Scope and Delimitation

This study shall be limited and focus on the senior high school learners currently enrolled

at Mapúa University for better proximity and accessibility, covering both Grade 11 and Grade 12

students. In addition, this study will only concentrate on the stress that students may experience

due to missing schoolwork for commuters and non-students, which follows that the researchers

will focus on the effects of being a commuter and a non-commuter. Although the researchers

acknowledge that there may be many factors that influence students' motivation, the study will
only look at workload, travel time, safety, noise, anxiety, personal issues, and classroom

environment as variables that influence students' motivation to work hard in school. The study-

related questions the researchers used to ask the participants in person will no longer take up much

of their time. Since there will not be any online or in-person interviews, respondents will not have

the chance to react to open-ended questions, clarify their positions, or even offer some insightful

explanations. In other words, the researchers will not be able to collect in-depth accounts that

would support the study's conclusions. After obtaining the required outcomes, the researchers will

not perform a pretest and posttest that would fully monitor the success of their suggestions. Since

there is a time limit on the research, there will not be any more extensive changes to the academic

environment for a while.

The students. Students in the current generation will benefit most from the study since they will

reflect deeply on the topic. As students have different experiences going outside to go to school;

this topic reflects on students, giving them ideas about how other students are affected mentally

and physically on a daily lifestyle.

The parents. Parents have always been there for their children, from childhood to adolescence,

helping them grow to be better. Most parents can reflect on this topic as they can experience

mental health issues, mainly when their children are not yet home when it is late. Most parents'

love and care for their children can never be doubted, and this paper can give different ideas to

other parents on how they cope when their children are not yet by their side.

Theoretical Framework

A theoretical framework is formed by existing theories that are pertinent to the investigation. This

section of the research establishes and expands understanding between ideas and concepts important
to the issue to classify the factor and determine existing theories connected to it. This section

presents the collected ideas and existing concepts that have been recognized as important and

essential in the creation of the research.

Utility Theory

The views of utility theory are based on the desires of people (Saylordotorg, n.d.). It

is an economic theory proposed to explain individual behavior based on the idea that people

can consistently rank and order their options based on their preferences. Each person will

have various tastes that seem hard-wired inside them. As a result, we might say that people's

tastes are inherent. Utility theory is a positive theory that aims to explain the observable

behavior and decisions of humans. In the study of economics, the difference between

normative and positive components of a theory is critical—as some say that theories related

to economics should be normative, implying that they should instruct individuals on what to

do. This contrasts with a normative theory, which states that individuals must conduct

themselves in the way recommended. When imposed, certain constraints on those

preferences can be characterized analytically using a utility function—a mathematical

formulation that ranks an individual's preferences in terms of the satisfaction provided by

alternative consumption bundles. Thus, one may also assume that individuals behaved as if

they had a utility function and acted accordingly, based on the assumptions of utility theory

(Saylortog , n.d.).

A useful paradigm for understanding the distinction between theory and empiricism

was established by Ettema et al. (2010), who described the distinction between experienced

utility and decision utility (the value that the students experience before taking a decision,

wherein to travel or while traveling and the actual utility experienced when the decision has
 been made, i.e., when the student is commuting). The Utility theory, as described in theory,

serves as a framework for cost estimating of daily travel, which must be reinforced. Another

theory, specifically Subjective Well-Being (SWB), was integrated with behavioral analysis,

which was used to determine and obtain such information on people's evaluations of their

lives. It is stated in such papers that active travel (e.g., walking and cycling) is more

pleasurable than motorized modes of transportation (traveling using vehicles), thus making

subjective journey aspects like safety and convenience significant. It mimics the variations

in travel pleasure between active and motorized travel, attributing these differences to the

length of the trip in substantial part. The trip duration explains rush-hour impacts and why

those beginning their journeys from less wealthy and more difficult-to-reach locations are

less happy with their visits. This framework postulates that participation in goal-directed

activities, whether aided or hindered by travel, contributes to SWB, that the level of stress

incurred while engaging in these activities reduces SWB, and that the positive effects of

travel have an effect on SWB in and of themselves (Ettema et al., 2010)

Conceptual Framework
‘

Figure 1.0
 A conceptual framework is a model that assists investigators and readers in comprehending

the best extent of the chosen topic and how it may be linked to numerous factors relating to the

issue. The study can discuss how these factors are related to one another and how they operate in

supporting factual facts supplied by the researchers in line with their topic concerning the

association of geodemographics to students' lifestyles and quality of life in terms of mental health.

The correlational design utilized in this study restricts the scope of the investigation to two

significant variables: response and explanatory variables. The correlational design was considered

suitable for the study as it allows for examining the variables without manipulating or controlling

them. The response variables in this study are the lifestyle and quality of life of the SHS students,

which are dependent on their geodemographics for measurement. On the other hand, the

explanatory variable is the geodemographics of the students through active and motorized travel,

which will be used to explain or predict the response variables. The concept of the positive utility of

travel is incorporated into the study and is illustrated in Figure 1.0 as a guide for the researchers'

approach.
 METHODOLOGY

This section of the research paper will discuss the methodology used in conducting the

study. It includes the research design applied in the study, the setting of the study, the nature of the

participants, and the sampling technique used. This section will also discuss the data-gathering

procedure and the statistical analyses used to meet the study’s objectives.

Research Design

The research design refers to the framework of research methodologies and procedures

selected by the researcher to execute a study. In the study, researchers employed a quantitative

approach and utilized a descriptive-correlational design to precisely, and orderly exemplify the

correlations between the quality of life and lifestyle in terms of the mental health of students on a

geodemographic basis. To compare a sizable number of Senior High School students at Mapúa

University for the study as it will help determine the relationship between the two variables using

statistical data (Bhandari, 2022), e.g., the geodemographic (commuter and non-commuter) to

quality of life and lifestyle in terms of mental health.

Setting

The physical, social, or experimental context in which the research was conducted was

referred to as the research setting. The study took place at the Intramuros campus of Mapúa

University, located inside Intramuros, Manila, where the researchers evaluated and correlated

student commuters and students living in condominium or dormitories (non-commuters) regarding

the quality of life and lifestyles in terms of mental health. The study encountered different

perceptions of students’ experiences as it involved students who commuted from afar and may have
experienced road problems. Non-commuters, however, had different experiences because they lived

closer to the school and had minor issues.

Participants and Sampling Technique

The study's main objective was to examine the correlation between the lifestyle and quality

of life of senior high school students at Mapúa University based on their geodemographic status,

specifically those living in dormitories and condominiums (non-commuters) and those residing far

away (commuters). The researchers utilized a combination of non-probability purposive quota

sampling techniques and selected a specific subset of individuals comprising commuters and non-

commuters. The survey respondents were carefully chosen to ensure a particular profile or standard.

Through the purposive-quota sampling technique, the researchers collected quantitative responses

from selected senior high school students at Mapúa University, leading to more profound insights

and precise conclusions. Due to the purposive-quota sampling technique, the participants in this

study were proportionate, with a maximum of 30 respondents for commuters and non-commuters.

As there was no existing data to indicate the number of SHS students currently enrolled as

commuters or non-commuters, non-commuters were used as a benchmark. As this study involved a

statistical assessment of Mapúa University senior high school students' lifestyle and quality of life

based on their geodemographics, the researchers provided rates, which the respondents evaluated

and analyzed to form a conclusion.

Data Gathering Tools

In this study, the researchers used questionnaires as an instrument for collecting relevant

data since questionnaires are a quick, efficient, and inexpensive means to gather significant volumes

of information from an extensive sample population. Data gathering was in the form of a blended
approach since this was more efficient for the researchers in getting results. Because the researchers

employed a purposive quota sampling technique, the informants were chosen by the researchers,

and once the participants had been picked, the questionnaires were distributed at the participants'

choice, whether they wanted them directly or online. As for the survey questionnaires, they were

adapted and modified from an existing instrument that consisted of closed-ended questions together

with a 4-point ordinal Likert scale to assess the degree to which respondents agree or disagree based

on their attitudes, values, and perceptions. The survey questionnaires were delivered via Messenger

and MS Teams if they wanted them distributed online, while for the physical distribution of

questionnaires, the researchers personally handed out printed questionnaires for the students to

answer.

Research Procedures

In the study, the researchers utilized a quantitative approach to examine the correlation

between the quality of life and lifestyle in terms of students' mental health on a geodemographic

basis. The researchers implemented a descriptive-correlational design to present the correlations in

a precise and orderly manner. The data was collected at the Intramuros campus of Mapúa

University, where the researchers evaluated and correlated the quality of life and lifestyles of

student commuters and non-commuters residing in condominiums or dormitories. Using non-

probability purposive-quota sampling techniques, the researchers selected a specific subset of

people—commuters and non-commuters—based on a predetermined profile. The purposive-quota

sampling approach ensured that the study population was proportionate to each other, with a

maximum of 30 respondents for both commuters and non-commuters, with non-commuters as the

benchmark. The researchers utilized survey questionnaires as the primary instrument for data

collection, as questionnaires are a quick, efficient, and cost-effective way to obtain significant
amounts of information from a large sample population. A hybrid method was used for data

collection to obtain results more efficiently.

The researchers utilized the purposive quota sampling technique as their sampling method to

select qualified respondents based on the predetermined standard. Upon selection, the respondents

were given the option to receive the questionnaire either physically or online. The questionnaire

incorporated 29 Likert scale questions to assess the respondents' values and perceptions regarding

their quality of life and lifestyle. The survey consisted of a 4-point Likert scale as it was a closed-

ended questionnaire. The survey distribution was conducted through Messenger and MS Teams for

those who preferred online delivery. For those who chose printed questionnaires, the researchers

personally handed them out to the participants. Upon completion, the responses were analyzed by

the researchers to conclude.

Since the survey was made from scratch, the survey underwent a validity and reliability test

to assess if the gathered information or data was suitable and reliable for the researchers. Once the

questionnaire passed the validity test, the researchers proceeded with data collection.

Data Analysis

Data analysis uses statistical and logical tools to define, clarify, compress, recapitulate, and

assess data (Kelley, 2022). The current investigation utilized parametric inferential data analysis,

namely a multiple linear regression analysis, and examined the correlation study between students'

quality of life and lifestyle in terms of mental health on a geodemographic basis (commuters and

non-commuters). A multiple regression model is an approach that predicts the dependent variable

using two or more independent variables. The model approach not only aids in determining the

connection between the dependent (quality of life and lifestyle) and independent variables (Mapúa

SHS student's geodemographics) but also helps verify whether the predictor variables are adequate
for predicting the dependent variable (Bevans, 2022). This necessitates the development of both

null and alternative hypotheses by the researchers. Consequently, the researchers developed both

null and alternative hypotheses. The null hypothesis states that there is no significant difference in

the quality of life and lifestyle of students based on geodemographics (commuter and non-

commuter), while the alternative hypothesis suggests that the variables are significant. To perform

the analysis, the researchers utilized the following formula:

Ethical Considerations
The researchers' responsibility was to safeguard and secure the information and data that the

researchers gathered from the respondents for the study. In accordance with Republic Act 10173 of

the Data Privacy Act of 2012, all information and data collected from respondents were kept private

and utilized only for this study.

To guarantee that the study results were accurate, the researchers ensured that the

respondents were comfortable completing the questionnaire. Respondents were not to be forced in

any manner during the study's data-gathering phase. The respondent's involvement was optional.

Furthermore, they can withdraw or walk away at any moment and for any reason.

In maintaining transparency, the researchers ensured that the respondents are well-informed

on the study's goal. In order to provide the data's objectivity and authenticity, the researchers had

placed the utmost importance on the participants' desire to collaborate.

Even though the Mental Health Act covers involuntary psychiatric treatment, it is also

important to recognize that research ethics were not one-sided, even when patients cannot provide

meaningful permission. Proceeding without agreement is undoubtedly unethical, but if the

respondent does not want to participate in the study, they have the right to entertain or not entertain
the researchers. The collected data was not released or replicated for the exclusive purpose of this

study. Names and other details that might lead to their identity being revealed were optional.

RESULTS and DISCUSSIONS

In this section, the results of the study are presented and discussed in relation to the aim of

the study, which was to investigate the association between the geodemographics of Mapúa SHS

students and their lifestyle and quality of life in terms of mental health. The investigation utilized

Parametric inferential data analysis, particularly Multiple Linear Regression analysis, to determine

the correlation. Sixty (60) Mapúa SHS students whose responses were collected using purposive

quota sampling administered through the applied survey questionnaires formulated. The

quantitative approach was used to supplement the research questions threefold that correspond to

the research questions.

Multiple Linear Regression (MLR), also referred to as multiple regression, is a statistical

method that involves using several independent variables to predict the outcome of a dependent

variable. The goal of MLR is to model the linear relationship between the explanatory variables

(independent) and the response variable (dependent) (Hayes, 2022). MLR allows for predictions to

be made about one variable based on information known about another variable. For instance, it

was used to examine how geodemographics (commuting and non-commuting) are related to Quality

of Life (QoL) and Lifestyle factors, such as Mental Health. Five explanatory variables, namely:

travel time, the number of rides, distance, satisfaction, and classification, were utilized to determine

the relationship with the response variables: Quality of Life, Lifestyle, and Mental Health. One,

particularly explanatory classification variable, categorical variables (commuting and non-

commuting), represented using dummy variables. In this case, commuting was represented by the

numerical value of one (1), while non-commuting was represented by two (2).
RESULTS

Quality of Life

A sample comprised 60 respondents from SHS Mapúa University, composed of both 30

commuters and 30 non-computers data, was utilized to test the hypothesis. Table 1.1 and 1.2

presented the relationship of various expository variables to quality of Life, including classification

(Commuting and non-commuting), travel time, number of rides, distance, and satisfaction. Multiple

Linear regression (MLR) analysis was used in analyzing the gathered data of the study, and findings

revealed that the five independent variables collectively account for 84.6% of the variance in the

quality of life, F (5,54) = 59.5 p < .001. The results implied that the number of rides (β = 0.4, p

<.05) and the social class of geodemographics (β = 1.4, p < 0.001) significantly influences the

quality of life (QoL). Other noteworthy relationship including travel time (β = -0.006, p <.05) and

distance (β = -0.04, p <.05), shows significant negative effect on the quality of life. In contrast,

student commuters and non-commuter's level of satisfaction (β = .06, p = n.s.) did not have a

significant relationship to the quality of life, as it has a p-value of 0.319, respectively. As such, it

was deemed rejected as it has little to no correlation with quality of life.

Table 1.1 Multiple Regression Analysis with Quality of Life - Model Fit Measures

Overall Model Test

Model R R2 Adjusted R2 F df1 df2 p

1 0.933 0.870 0.858 72.2 5 54 < .001

Table 1.2 Multiple Regression Analysis with Quality of Life - Model Coefficients

Predictor Estimate SE β t p

Intercept 0.61237 0.50818 1.21 0.233

Classification 1.38717 0.26511 1.1901 5.23 < .001

Travel Time -0.00646 0.00306 -0.3387 -2.11 0.039

No. of Rides 0.39711 0.13466 1.0663 2.95 0.005

Distance -0.039290 0.01351 -0.4982 -2.44 0.018

Satisfactory 0.06930 0.06981 0.0607 1.01 0.319

Lifestyle

A sample comprised 60 respondents from SHS Mapúa University, including both 30

commuters and 30 non-computers data, was utilized to test the hypothesis. The performed multiple

linear regression (MLR) outcomes are presented in Tables 2,1 and 2,2. The relationship between

various explanatory variables to lifestyle, including classification (commuting and non-commuting),

travel time, number of rides, distance, and satisfaction, collectively account for 80.1% of the

variance in lifestyle, F (5,54) = .43.6, p < .001. As presented in table 2.2, results implied that the

predictor distance significantly influenced lifestyle negatively (β = -.02, p <.01). While the social

class of geodemographics' result implied that its significant relationship with lifestyle (β = 1.2, p =

< 0.001). On the other hand, other predictors, including time travel (β = -.003, p = n.s.), the number

of rides (β = 0.2, p= n.s.), and the level of satisfaction (β = .06, p = n.s.) did not have a significant
relationship with student's lifestyle. As such, having a p-value greater than 0.05, particularly having

a p-value of 0.489, 0.135, 0.282, which was deemed rejected as it is an insignificant relationship.

Table 2.1 Multiple Regression Analysis with Lifestyle - Model Fit Measures

Overall Model Test

Model R R2 Adjusted R2 F df1 df2 p

1 0.895 0.801 0.783 43.6 5 54 < .001

Table 2.2 Multiple Regression Analysis with Lifestyle - Model Coefficient Measures

Predictor Estimate SE β t p

Intercept 1.46579 0.60318 2.430 0.018

Classification 1.19975 0.31468 3.813 0.9859 < .001

Travel Time -0.00253 0.00363 -1.1270 -0.697 0.489

No. of Rides 0.24278 0.15984 0.6244 1.519 0.135

Distance -0.03216 0.016030 -0.4666 -2.006 0.050

Satisfactory -0.08886 0.08179 -0.0745 -1.086 0.282

Mental Health

The sample comprised 60 respondents from SHS Mapúa University, including both 30

commuters and 30 non-computer data, was utilized to test the hypothesis. Presented in table 3.1 and

3.2 is the relationship of various expository variables to Mental Health, including classification

(Commuting and non-commuting), travel time, number of rides, distance, and satisfaction,

collectively account for 87% of the variance in Mental Health, F (5,54) = 72.2, p <.001. Results
show that the predictor variable classification is significant to Mental Health. The analyses also

depicted another relationship, the number of rides which was also significantly influenced (β = 0.3,

p <.05). Additionally, distance also influenced mental health, significantly negatively affecting

Mental Health (β = -.03, p <.05). However, predictor variables such as travel time and satisfaction

rate did not have a significant relationship with students' mental health. As such, having a p-value

greater than 0.05, particularly having a p-value of 0.176 and 0.916, was deemed rejected as it is an

insignificant relationship.

Table 3.1 Multiple Regression Analysis with Mental Health - Model Fit Measures

Overall Model Test

Model R R2 Adjusted R2 F df1 df2 p

1 0.933 0.870 0.858 72.2 5 54 < .001

Table 3.2 Multiple Regression Analysis with Lifestyle - Model Coefficient - MH

Predictor Estimate SE β t P

Intercept 1.03844 0.46559 2.230 0.030

Classification 1.25816 0.24290 1.08420 5.180 < .001

Travel Time -0.00385 0.00280 -2.0239 -1.372 0.176

No. of Rides 0.29398 0.12338 0.79288 2.383 0.021

Distance -0.03172 0.01237 -0.48255 -2.564 0.013

Satisfactory 0.00672 0.06314 0.00591 0.106 0.916

DISCUSSION
 Mental health is a crucial component in every stage's life, as it plays a major role in defining

an individual's overall health. Naturally occurring psychiatric disorders can affect how an individual

behaves, thinks, and feels (Plumptre, 2021), leading to compromised physical, psychological,

emotional, and social well-being. Frequent exposure, both Short-term and long-term, to traffic-

related pollution puts commuters at considerable risk of various chronic lung diseases, including

coughing, or chest discomforts alongside headaches, thus rendering them vulnerable constantly.

Long-term exposure often leads to an increased likelihood of cardiovascular issues, respiratory

problems, and cancer which may also arise frequently associated with these air-borne particles

containing harmful contaminants causing irreparable damage within the lungs. Not only does this

cause harm physically but, more importantly, psychologically since being subject to polluted airs

toxins over time inhibits brain functions responsible for controlling one's emotions making

individuals far more susceptible to mental illnesses linked specifically ever-growing rates of anxiety

disorders, becoming increasingly prevalent throughout society today (World Economic Forum,

2022). According to Wong et al. (2018), modifying one's lifestyle choices and dietary habits could

immensely aid in alleviating negative symptoms. Traffic can trigger anger and aggression,

particularly in people who travel frequently. This also includes other factors that occur in traffic,

such as aggressive driving, road rage, and other negative behaviors on the road, which can result in

severe consequences for mental health and well-being. Not to mention, people who breathe polluted

air can also experience mental changes as emotions become more sensitive than usual.

Commuting time is an apparent link between sprawl and obesity, and the amount of time

spent is a crucial factor in health. Long journeys can occupy a significant amount of time, thus

inhibiting healthy activities. Engaging in physical activity or eating nutritious food becomes

challenging due to a lack of periods that could have been utilized otherwise. People who are
constrained by their commute time may have their meal preparation set to less priority, which

results in choosing more convenient and affordable options such as processed foods instead of

healthier homemade meals. On the other hand, the amount of time sleeps gradually reduces for

commuting individuals, leading to increased risk factors associated with sleep deprivation-related

obesity concerns. As presented in Table 3.2, results implied that the relation between distance and

mental health had significantly a negative effect (β = -0.4, p < .0.13), wherein the number of rides

had significantly influenced student commuter and non-commuter's mental health, (β = 0.7, p

< .021). Students with longer commutes travel experiences can significantly have more physical

difficulties, higher levels of stress, and an increased risk of accidents. However, the lack of sleep

can contribute to increased stress, anxiety, and depression, as well as impaired cognitive function

and overall well-being (Jamil et al., 2023). Furthermore, students with longer commute rides

seemed to have impacted the quality of their sleep more frequently than those with shorter commute

times, leading to an increase in experiences of fatigue that can negatively affect mental health that

encompasses various concerns such as stress, irritability, and decreased cognitive function.

Recognizing positive and negative aspects of one's life is fundamental to establishing

standards for quality of life. According to a report by CDC (2018), health plays an important role.

However, factors such as financial stability or family should also be considered when evaluating

QOL since preferences vary. Commuting patterns have varied effects depending on industry sectors

and households. Table 1.2 shows that travel time significantly affects commuting students' quality

of life with p=0.039. Long-distance trips often cause exhaustion which negatively impacts their

overall satisfaction level regarding college experience leading some individuals to feel isolated and

lower enjoyment levels towards extracurricular activities & gatherings, putting them under stress

which could result in poor performance academically besides being deprived of sleepless nights

hampering physical well-being even further. In contrast, non-commuting elements such as housing
and access to on-campus amenities can also influence the standard of living for SHS students.

Students may have better access to academic resources, social opportunities, and a sense of

community if they live on campus. Nonetheless, students may experience additional stress due to

high housing expenses and a lack of on-campus housing.

The number of rides required for commuting can significantly impact the quality of life of

SHS students. This suggests that multiple rides required for commuting can cause stress and anxiety

among students as students must factor in the time required to transition between rides, which might

cause delays and influence their punctuality due to their stress and frustration (Handy and Thigpen,

2019). Moreover, taking multiple rides can also increase the cost of commuting, putting stress and

financial strain on families and students and creating anxiety. It can be expensive to commute on

several rides, especially if students pay for multiple modes of transportation. High transportation

costs can make it harder for students to afford necessities, such as food and housing. They can

contribute to a sense of financial instability, according to Allen and Farber (2018). This means that

the number of rides that students take to commute can also impact their access to on-campus

resources. If students must take multiple rides to reach campus, it can make it harder for them to

participate in extracurricular activities, attend class hours or access academic resources such as

libraries and computer labs. According to Wong et al. (2018), students' exposure to potential safety

concerns may rise if they must take many rides traveling to school. Students who use several modes

of transportation may find it more challenging to maintain track of their stuff and may be more

likely to run into dangerous situations. Particularly for students who are new to the area or are not

familiar with the transit system, this might provide a feeling of uneasiness and discomfort. As

shown in Table 1.2, the number of rides p = 0.005 is evidence that there is a significant effect on the

Quality of Life of commuting students. This suggests that long commutes can reduce the amount of
time available for physical activity and exercise, which can contribute to a sedentary lifestyle and

potential health problems while also contributing to feelings of stress and anxiety.

Commuting students often means traveling long distances to get to their classes, which can

have a negative impact on their quality of life. Commuting can be time-consuming, tiring, and

stressful, primarily if students must deal with traffic congestion or public transportation delays.

Commuting students may also have to wake up early or stay up late to make it to their classes on

time, which can disrupt their sleep patterns and lead to fatigue and poor academic performance

(Nelson et al., 2016). Students, especially those from low-income households, may experience

financial burdens due to the cost of commuting. Gas, parking, and other transportation-related costs

can quickly add up, leaving students with less money to spend on other necessities like food and

textbooks. This financial pressure can aggravate stress and anxiety and push some students to think

about quitting school altogether.

On the other hand, non-commuting students who live on or close to campus could enjoy a

higher standard of living. These pupils have more free time to engage in extracurricular activities,

study, or interact with their classmates. Students who do not commute can more easily use school

facilities like academic counselors, computer labs, and libraries, which can help them excel

academically. The social lives of SHS students might also be impacted by distance. Whether they

rush to class or leave right after it, students who commute could have less chance to get to know

and communicate with their classmates. Contrarily, non-commuting students could have more

possibilities to get involved in campus activities, clubs, and organizations, which can help them

form friendships and a sense of belonging.

Individuals' mental health is impacted not only by innate features, living surroundings, and

significant life events but also by daily actions that may be changed. This suggests that following a
healthy lifestyle improves mental health by lowering depression and anxiety, increasing life

satisfaction, and improving overall self-perceived mental health. According to Velten et al. (2014),

there is a clear association between lower psychological distress and increased preventative lifestyle

activities; those who engage in more health-promoting behaviors have better mental health

outcomes. Identifying healthy lifestyle choices that enhance psychological well-being and help

avoid mental health concerns might therefore aid in preventing mental diseases. Additionally, a

person's routine might include various activities depending on their lifestyle and aspirations.

One of the most evident issues that the Philippines is currently experiencing is the growing

issue of "traffic congestion," which is mostly linked to a lack of a comprehensive transportation

system, causing substantial public concern that must be addressed (Polintan, 2022). The issue

extends beyond traffic congestion to the availability of public transportation for the millions of

commuters who rely on it daily. This daily commute is a burden for everyone, especially the

working class and students who must travel to their respective workplaces and institutions. For

commuters, being trapped in traffic for extended periods of time may be a tremendously unpleasant

and draining experience. Maintaining good mental health requires balancing work and other

elements of life, such as leisure time, family time, and social contacts. Notably, lifestyle aspects

such as nutrition, exercise, and sleep patterns all have a major impact on mental health (Zaman et

al., 2019). As a result, the current study sought to establish the relationship between students'

geodemographics and their mental health and lifestyle in terms of mental wellness. Travel time,

socioeconomic classification, distance, number of rides, and travel satisfaction were all included as

predictor variables.

Traveling has a considerable effect on an individual's lifestyle, yet it is essential to

understand that it may have a negative relation to lifestyle. As depicted in Table 2.2, the distance

traveled by student commuters and non-commuters shows a negative link with their lifestyle (β =
-.02, p <.01). This influence implied that the more the distance an individual must travel, the greater

the detrimental influence on their lifestyle. Long school trips have a negative influence on students'

well-being, particularly on sleep and activity, according to the research conducted by Voulgaris et

al. (2017), who measure various factors of high school students under lifestyles such as sleeping,

exercising, and engaging in six other activities: studying, socializing, watching television, working

a job, participating in extracurricular activities, and indulging in leisure (such as playing games or

using the computer). While many students participate in after-school activities that take them to

different locations, the study solely looked at the influence of morning travel.

People's lifestyles vary widely, challenging establishing a universal association. The

relationship between lifestyle and travel time may vary based on various factors. This does not

significantly influence lifestyle, as a person's lifestyle choices may or may not impact travel time. If

someone chooses to live in the country, they may have a longer commute time if their job is in the

city; however, if a person decides to live in a city center, they may have a shorter commute but a

longer travel time if they need to travel outside of the city for a job or pleasure (Balfour, 2013).

Regardless of a person's lifestyle choices, external circumstances impact travel time. Congestion,

weather, and transportation availability can affect how long it takes to get from one point to

another.

In addition, lifestyle considerations such as travel frequency, mode of transportation, and job

flexibility can influence journey duration (Mwale et al., 2022). Those who regularly travel for

leisure may benefit from living near stations to save travel time. Similarly, if a person has a flexible

work schedule, they can choose a more convenient route to avoid peak travel hours and reduce

overall travel time.

The number of rides is insignificant to the association of lifestyle. Examining the link

between student commuter and non-commuter lifestyles and the number of rides taken may not be
applicable based on the results. Students' number of rides may not be an appropriate measure of

their commuting status or lifestyle. Using the number of rides taken as a proxy for commuter status

may result in incorrect findings in this scenario.

Additionally, even if the number of rides taken is a reliable predictor of commuter status or

lifestyle, it is unlikely to be the only element to consider. Additional factors influencing a student's

commuting patterns include the distance from the university, availability of transit alternatives, and

personal preferences. By focusing exclusively on the number of rides taken, many subtleties and

intricacies in the link between commuting status and lifestyle may need to be noticed.

CONCLUSION

The research's concluding findings were made possible by the conclusions of the constructed

framework around which the study was conducted. This quantitative correlational design utilized a

purposive quota to analyze the association between the geodemographics of Mapúa SHS students

and their lifestyle and quality of life in terms of mental health. 60 respondents were collected, and

their responses were analyzed through inferential parametric analysis, specifically multiple Linear

Regression, also called multiple Regression. This statistical method involves using several

independent variables to predict the hypothesis of the dependent variable (Bevans, 2022). The

study's various explanatory variables—travel time, number of rides, distance, satisfaction, and

classification—establish their connection with the study's main objective.

One of the essential factors in determining students' mental health is through the relation of

geodemographics in terms of their quality of life and lifestyle. Though mental health is an important

aspect of a person's overall quality of life, it is not the only one. Kagan's (2022) concept of quality

of life as a relative measure of well-being emphasizes its importance in various life decisions.

Travel time significantly impacts the quality of life of commuting and non-commuting students; as
a result, commuting students who commute eminent distances to class are more vulnerable to the

adverse outcomes of commuting on their quality of life. Commuting can impact a student's well-

being by causing stress, weariness, sleep deprivation, and poor academic performance. It may also

make participating in extracurricular activities and social events difficult, leading to loneliness and

lower overall satisfaction with the college experience. Many journeys can induce tension and worry

by disturbing timetables and reducing punctuality; therefore, the number of rides necessary for

commuting is also essential in assessing a student's quality of life.

Regular behaviors can also affect mental health, along with innate characteristics, living

environment, and significant life events. For instance, keeping a healthy lifestyle can aid in treating

depression and anxiety. On the other hand, traveling may have beneficial and detrimental

consequences for an individual lifestyle. Results show that the distance traveled by students and

non-commuters is strongly related to their lifestyle. However, establishing a general association

between lifestyle and travel time is complex, given the multiple elements determining journey

lengths, such as transit availability, personal preferences, and occupational flexibility. As a result,

relying merely on the number of rides cannot oversimplify the link between commuting status and

lifestyle.

Nonetheless, the length and frequency of a student's travel or commute impacts their mental

health. It is said to have a significant relation to commuting and may increase the possibility of

physical issues, higher stress levels, and an increased chance of accidents. Long commutes can also

worsen stress, anxiety, and depression, impair cognitive performance, and harm general well-being.

As a result, lowering students' commuting hours could improve their mental health and general

well-being.

RECOMMENDATIONS
 The research is carried out to supply vital information and knowledge to future researchers.

When it comes to commuting students, the public transportation crisis also affects them. Students

must manage their studies, personal lives, and self-care and strive to attend class on time while

negotiating traffic. Parents and students are spending more money on non-transportation-related

items because the federal government is responsible for national laws and regulations for

commuters to have a better and faster mode of transportation to aid students in commuting. The

government may benefit from the current study. With the information gathered, the government can

fund road expansion and system improvement by planning and building new roads. Non-

commuting students or students who live in dorms, on the other hand, can rent or acquire a

condominium, which can be an excellent long-term investment. This research could be beneficial to

students who, despite their circumstances, strive toward academic success.

Future researchers should consider including other profiles that should have been considered

in the current study. This can improve the research and lead to a much more accurate finding.

Future studies should also consider a larger sample size to validate and generalize the results to a

broader population. A larger sample size can provide a more accurate representation of the

commuting population, which is essential for drawing overall conclusions. Furthermore, a

comparative study between urban and rural commuting should be conducted to determine if there

are significant differences in commuting-related stressors and their impact on mental health. This

can help identify unique challenges faced by students in different computing environments. By

identifying differences in commuting-related stressors and their effects on mental health outcomes,

the study can inform targeted interventions to improve students' well-being in urban and rural

areas.
 Future researchers may consider conducting a qualitative study to understand better how

commuting affects students' mental health, well-being, and academic performance. This can provide

valuable insights into students' subjective experiences and identify interventions tailored to their

needs. By identifying common themes and patterns in the data, the study will be more precise in

terms of the needs of students, utilizing the appropriate qualitative methods such as interviews and

surveys to collect its data. The use of open-ended questions allows for an in-depth exploration of

participants' experiences. Moreover, a study should investigate the effectiveness of interventions

that aim to mitigate the negative impact of commuting on mental health to identify strategies that

schools and institutions can implement to support commuting students' well-being. These strategies

may include on-campus mental health services, promoting active transportation, or offering

financial assistance to commuting students. By designing an accurate study, using evidence-based

interventions, and measuring reliable outcomes, the study can inform targeted interventions to

improve the mental health of commuting students.

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