STUDENT’S MARITAL SEPARATION BELIEF, COPING MECHANISM AND ACADEMIC GRIT BASIS FOR: PSYCHOLOGICAL WELL-BEING PROGRAM

The present study aimed to explore the extent of students’ beliefs regarding their parents’ marital separation, including peer ridicule and avoidance, maternal and paternal blame, fear of abandonment, hope of reunification, and self-blame. Additionally, the study investigated students’ coping mechanisms, including problem-focused, emotion-focused, and avoidant coping, and examined their relationship with academic grit. A census sampling method was employed to recruit 100 students of St. Michael’s College, Iligan City, with separated parents during the first semester of academic year 2022-2023. The study utilized a selfadministered survey questionnaire and employed descriptive statistics and correlation analysis to analyze the data. Results revealed that students’ beliefs regarding marital separation differed significantly in terms of the six identified beliefs, with self-blame being the most frequently reported belief. Moreover, students predominantly engaged in emotion-focused coping, followed by problem-focused and avoidant coping. Academic grit was significantly associated with problem-focused coping and hope of reunification, while no significant correlation was found with the beliefs on marital separation and other coping mechanisms. The findings of this study have implications for the development of psychological intervention aimed at students with separated parents. Specifically, the study suggests that interventions focused on building problem-focused coping skills and fostering hope of reunification may help improve academic grit among students. Moreover, the following are the treatment used of data, frequency, standard deviation, mean, Correlation Analysis and linear Regression The study highlights the resilience of students with separated parents, who despite experiencing hurt, are not shattered and can still achieve academic success. The study underscores the importance of addressing the psychological well-being of students in the context of their family background.