Assessing Family System, Emotional Well-Being, And Academic Performance of Grade 10 Students

Abstract

Rosalina U. Duran, Anna Marie A. Somera and Danilo S. Vargas

This research was conducted to determine the relationship between family system characteristics and individual well- being on the academic performance of Grade 10. The instrument used in the study was a questionnaire checklist. Included in the questionnaire were the socio-demographic characteristics, the characteristics of a family system, the well-being, and the respondents' academic performance. The results showed that most respondents were females aged 15 to 18 years whose parents were high school graduates and employed. The average monthly income of the parents was Php 20,651.00. The family system assessment indicates that the respondents' families always observed most statements in different categories, such as communication patterns, boundaries and privacy, and problem-solving and decisionmaking. The emotional well-being results also imply that respondents often feel good about themselves and the environment where they exist. The majority of the respondents also got an outstanding rating. Findings revealed that when a family has open communication among family members, they can freely discuss their opinions, issues, and concerns. This also implies that it can affect their behaviors positively. Regarding emotional well-being, results strongly suggest that when a mother is employed, children tend to be emotionally stable and generally feel good and content with their lives, providing a potential solution for promoting emotional stability. To further enhance family dynamics and emotional well-being, the study recommends developing programs that encourage open communication and mothers' employment, as these factors have been shown to influence family relationships and emotional stability positively.

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