Jessica Platon - Thesis Revision for Panel Review

LAGUNA COLLEGE OF BUSINESS AND ARTS 149 SCHOOL OF GRADUATE STUDIES AN EXPLANATORY-SEQUENTIAL APPROACH ON PERMA AND RESILIENCE AMONG STUDENTS OF LOCAL COLLEGES IN THE PROVINCE OF BATANGAS ____________________ A Master‘s Thesis presented to the Faculty of the School of Graduate Studies Laguna College of Business and Arts ____________________ In partial fulfillment of the requirements for the Degree MASTER OF ARTS IN EDUCATION Major in Guidance and Counseling ____________________ By JESSICA R. PLATON June 2021

LAGUNA COLLEGE OF BUSINESS AND ARTS 14ii9 SCHOOL OF GRADUATE STUDIES APPROVAL SHEET This thesis hereto entitled: AN EXPLANATORY-SEQUENTIAL APPROACH ON PERMA AND RESILIENCE AMONG STUDENTS OF LOCAL COLLEGES IN THE PROVINCE OF BATANGAS prepared and submitted by JESSICA R. PLATON, in partial fulfillment of the requirements for the degree, Master of Arts in Education, has been examined and recommended for acceptance and approval for PUBLICATION. SHELLA R. GARCIA, RGC, LPT Adviser Approved by the Committee on Oral Examination with a grade of __________ DR. JEROME A. CHAVEZ Chairman DR. VIVIENE E. UNTALAN DR. MA. LORENA M. TAGALA Member Member Accepted in partial fulfillment of the requirements for the degree, Master of Arts in Education. MA. LORENA M. TAGALA, EdD Dean, School of Graduate Studies

LAGUNA COLLEGE OF BUSINESS AND ARTS 1i4ii9 SCHOOL OF GRADUATE STUDIES ACKNOWLEDGMENT The researcher wishes to whole-heartedly appreciate the invaluable assistance, support, guidance, and prayers of the following persons which has made this research reach this milestone. The Loving and Merciful God, for the blessings of knowledge, understanding, wisdom, patience, and perseverance, for giving the researcher a brave heart to surpass the challenges throughout the process of this study, and for showering the researcher the gift of faith to always believe in His perfect plan and timing; Ms. Shella R. Garcia, the researcher‘s very hands-on and approachable adviser. For her unwavering guidance and assistance, her promptness in providing meaningful comments, suggestions, and recommendations made the researcher enhanced the quality of the study; Dr. Ma. Lorena M. Tagala, Dean of the School of Graduate Studies, for relentless sharing of her expertise and giving of meaningful advice to encourage researchers to pursue their studies. All her persistent guidance is a great help for the students‘ research endeavors; Dr. Eulalia M. Javier, the Institutional Statistician of LCBA, for the statistical computation and analysis of the study. Her assistance is truly a big help for the success of the study; Ms. Ushas Richel R. Rino, the Qualitative Data Analyst. For her effort in checking and verifying the accuracy of the emerging themes of the study;

LAGUNA COLLEGE OF BUSINESS AND ARTS i1v49 SCHOOL OF GRADUATE STUDIES The Panelists, for providing their meaningful comments, suggestions, and recommendations to attain the best quality of the paper; Dr. Lorna L. Gappi, College Administrator of Colegio ng Lungsod ng Batangas, Mr. Mario Carmelo A. Pesa, College Administrator of Kolehiyo ng Lungsod ng Lipa, Mr. Arnold M. De Luna, Researcher Coordinator of KLL, and Mr. Michael E. Lirio, President and College Administrator of Tanauan City College, without their approval and assistance, the study will not materialize; Students of CLB, KLL, and TCC, for the time and effort to answer the survey questionnaire and to their participation in the Focus Group Discussion. Without their willingness and enthusiasm, it will be difficult to finish this study; Friends and colleagues, for extending the support to the researcher despite long-distance friendship and communication and for wishing the researcher the best of luck throughout this journey; And Beloved Family, Mama, Tatay in heaven, Ate, Juvy, Jasmine, Chalen, and Kuya Rico for the source of the researcher‘s inspiration to move forward despite unfortunate circumstances, for all the prayers for the researcher‘s endeavor, and for believing in the researcher‘s ability to do all these things. The unconditional support, love, and encouragement truly made the researcher keep the enthusiasm and determination to finish this educational journey. JRP

LAGUNA COLLEGE OF BUSINESS AND ARTS 1v49 SCHOOL OF GRADUATE STUDIES ABSTRACT Title : AN EXPLANATORY-SEQUENTIAL APPROACH ON PERMA AND RESILIENCE AMONG STUDENTS OF LOCAL COLLEGES IN THE PROVINCE OF BATANGAS Author : JESSICA R. PLATON Degree : Master of Arts in Education Major in Guidance and Counseling Year : 2020-2021 Laguna College of Business and Arts School : Shella R. Garcia, RGC, LPT explanatory-sequential, PERMA, resilience, local colleges, Adviser : province of batangas Keywords : The main purpose of this study was to determine the level of well-being and resilience level among students of Local Colleges in the Province of Batangas using the explanatory- sequential mixed methods design. As an output of the study, a mental health program anchored in the PERMA model was proposed. A total of 502 students were the respondents whereas the 10 students were the participants of the study. The PERMA Profiler, Brief Resilience Scale (BRS), and interview questionnaire guide were used in data collection. Using frequency distribution, weighted mean, and Pearson-r correlation coefficient, findings revealed that students‘ level of well-being in terms of PERMA elements and resilience level during the COVID-19 pandemic were all Normal. There was significant relationship between the level of well-being and resilience level of students.

LAGUNA COLLEGE OF BUSINESS AND ARTS 1v4i9 SCHOOL OF GRADUATE STUDIES Using interpretative phenomenological analysis, the superordinate themes that emerged were Mixed of Positive and Negative Emotions, Varied Activities during the Pandemic, Student‘s Support System, Students‘ Realizations of Life during the Pandemic, Students‘ Accomplishments during the Pandemic, and Students‘ Resilience and their Coping Strategies.

LAGUNA COLLEGE OF BUSINESS AND ARTS 1v4ii9 SCHOOL OF GRADUATE STUDIES TABLE OF CONTENTS Title Page PAGE Approval Sheet i ii Acknowledgment iii Abstract v Table of Contents vii List of Tables ix List of Figure x List of Thematic Charts xi List of Appendices xii CHAPTER THE PROBLEM AND ITS BACKGROUND 1 1 Introduction 5 Theoretical Framework 9 2 Conceptual Framework 10 Purpose Statement 11 Hypothesis 11 Scope and Delimitations 12 Significance of the Study 14 Definition of Terms REVIEW OF RELATED LITERATURE 16 Review of Related Literature and Studies 43 Synthesis

LAGUNA COLLEGE OF BUSINESS AND ARTS SCHOOL OF GRADUATE STUDIES 1v4ii9i 3 METHODOLOGY Research Design 51 Research Locale 51 Population and Sampling 52 Respondents of the Study 52 Participants of the Study 53 Research Instrument 54 Validation of the Instrument 55 Data Gathering Procedure 55 Treatment of Quantitative Data 56 Treatment for Qualitative Data 57 4 PRESENTATION, ANALYSIS, AND 59 INTERPRETATION OF DATA 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary of Findings 106 Conclusions 108 Recommendations 110 REFERENCES 112 APPENDICES 124 CURRICULUM VITAE 161

LAGUNA COLLEGE OF BUSINESS AND ARTS 1ix49 SCHOOL OF GRADUATE STUDIES LIST OF TABLES TABLE PAGE A Distribution of Respondents of the Study 49 B Distribution of Participants of the Study 50 1.1 The Level of Well-being among Students of Local 55 Colleges in the Province of Batangas during the COVID-19 pandemic in terms of Positive Emotion 1.2 The Level of Well-being among Students of Local 60 Colleges in the Province of Batangas during the COVID-19 pandemic in terms of Engagement 1.3 The Level of Well-being among Students of Local 66 Colleges in the Province of Batangas during the COVID-19 pandemic in terms of Relationship 1.4 The Level of Well-being among Students of Local 71 Colleges in the Province of Batangas during the COVID-19 pandemic in terms of Meaning 1.5 The Level of Well-being among Students of Local 77 Colleges in the Province of Batangas during the COVID-19 pandemic in terms of Accomplishment 2 The Resilience Level among Students of Local Colleges in 83 the Province of Batangas during the COVID-19 pandemic 3 Test of Significant Relationship between the Level of 91 Well-being and Resilience Level among Students of Local Colleges in the Province of Batangas during the COVID-19 pandemic

LAGUNA COLLEGE OF BUSINESS AND ARTS 1x49 SCHOOL OF GRADUATE STUDIES LIST OF FIGURE FIGURE PAGE 1 Research Paradigm 9

LAGUNA COLLEGE OF BUSINESS AND ARTS 1x4i 9 SCHOOL OF GRADUATE STUDIES LIST OF THEMATIC CHARTS THEMATIC PAGE CHART 57 A Mixed of Positive and Negative Emotions 63 B Varied Activities during the Pandemic 68 C Students‘ Support System 73 79 D Students‘ Realizations of Life during the Pandemic 86 E Students‘ Accomplishments during the Pandemic F Students‘ Resilience and their Coping Strategies

LAGUNA COLLEGE OF BUSINESS AND ARTS 1x4ii9 SCHOOL OF GRADUATE STUDIES LIST OF APPENDICES APPENDIX PAGE A Endorsement Letter 116 B Letters to the Respondents 117 C Letters to the Participants 118 D Survey Questionnaire 119 E Interview Guide Questions 124 F Verbatim Transcription 125 G Informed Consent 151

LAGUNA COLLEGE OF BUSINESS AND ARTS 149 SCHOOL OF GRADUATE STUDIES Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Since March 2020, the Philippines has been battling the pandemic. It has hit the world and society hard. The lives of people, including the lives of young people are drastically changing. The implementation of different community quarantine guidelines significantly and abruptly altered people‘s routine activities. The paradigm shift in teaching and learning in which the utilization and adoption of distance learning at all education levels were spurred by the pandemic. Socialization is highly discouraged and restricted. Overwhelming changes brought about by these circumstances are indeed tough and detrimental for Filipinos‘ social, physical and mental well-being. Transitioning to the new normal and enduring the setbacks caused too much uncertainty, fear, emotional distress, and anxiety for many, especially the learners who are directly affected. Uy (2020) mentioned that adapting to new realities and the huge change in the daily routine of adapting to the ―new normal‖ affects the mental health of every Filipino in general. There are already several studies that have explored the impact of COVID-19 on student education and well-being. From a global perspective, Dennon (2020) stated that college students continue to grapple with the educational fallout of the pandemic and more and more students report feeling stressed and anxious due to the coronavirus. Record levels of depression and anxiety have been recorded among college students. Forty-two percent (42%) of students said staying motivated to do well once courses moved online was a major problem for them. As

LAGUNA COLLEGE OF BUSINESS AND ARTS 1249 SCHOOL OF GRADUATE STUDIES mentioned by Shukla (2020), one study reported that approximately 25% of their sample reported experiencing anxiety symptoms, which were positively correlated with increased concerns about academic delays, economic effects of the pandemic, and impacts on daily life. One survey by Young Minds revealed that 83% of young respondents agreed that the pandemic worsened their pre-existing mental health conditions, mainly due to school closures, loss of routine, and restricted social connections. Comparably, according to Uy (2020), the National Center for Mental Health (NCMH) reported a spike in the number of Filipinos facing mental health issues due to the pandemic, receiving an average of 30 to 35 calls daily from March to May 2020 compared to 13 to 15 calls daily from May 2019 to February 2020. In addition, the monthly average calls related to suicide also increased to 45 calls per month as of 31 May 2020. Tee, M., Tee. C., Anlacan, J., Aligam, K., Reyes, P., Kuruchittham, V., and Ho, R. (2020) stated that during the early phase of the pandemic in the Philippines, one-fourth of the Filipino student-respondents reported moderate- to-severe anxiety and one-sixth reported moderate-to-severe depression and psychological impact. Meanwhile, seven in 10 (71 percent) girls and young women surveyed cited education as the aspect of their lives most impacted by COVID-19. Forty-nine percent (49%) said that they are worried by the ―slim chances of returning to school‖. Most girls and young women also said that the pandemic has also been affecting their health (both physical and emotional), economic capacity, mental health, and social skills and capacity. According to Ana Maria Locsin, Plan International Philippines Country Director, the pandemic has caused great anxiety and stress on girls and young women. Beyond the risk of getting infected, they worry about their families, about not having money to buy food and other basic necessities, and that their education would

LAGUNA COLLEGE OF BUSINESS AND ARTS 1349 SCHOOL OF GRADUATE STUDIES have to stop. She added that if these issues will not be addressed, the girls‘ and young women‘s ability to cope with and recover from the impact of this pandemic will be adversely affected (―Through Her Lens: The Impact of COVID-19 on Filipino Girls and Young Women‖, 2020). Given the toll on students‘ mental health and well-being that the pandemic has brought upon, Guidance Counselors and teachers need to help students look after their mental well-being and to provide support and guidance for students to thrive for continuous holistic development despite the pandemic. Their tough job made even tougher because of the current situation, however, Guidance Counselors‘ role according to Nelson, Tarabochia, & Koltz (2015) is to design, deliver, and evaluate comprehensive counseling programs that are focused on enhancing student development and success. King-White (2019) stated that school counselors are the leaders, advocates, and change agents within schools that have the qualities for supporting students with mental health challenges within the school setting. Therefore, maintaining and strengthening students‘ well-being is in the hands of the counselors with the assistance of the teachers. Similarly, as mentioned by Spencer (2019), part of the educators‘ duty is ensuring students are safe and are sufficiently educated on how to support and look after their well-being. Booth (2019) stated that teachers are in the fortunate position of spending a lot of time with the students, gaining a unique insight into students‘ behavior outside the home. This therefore allows the teachers to act as the first line of support in times of difficulty. Also, teachers can support students‘ well-being by creating and fostering a safe and positive learning environment. Lastly, collaborative efforts between counselors and teachers lead to maximizing their impact on students‘ well-being. Therefore, teacher-counselor partnership is essential for promoting students‘ well-being, development and success.

LAGUNA COLLEGE OF BUSINESS AND ARTS 1449 SCHOOL OF GRADUATE STUDIES As defined by the World Health Organization, mental health is a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively, and is able to make a contribution to his or her community. The World Health Organization emphasizes that mental health is ―more than just the absence of mental disorders or disabilities.‖ Peak mental health is about not only avoiding active conditions but also looking after ongoing wellness and happiness. In connection with this, it was mentioned that traditionally, psychology‘s major focus has been to relieve human suffering and great strides have been made in the understanding and treatment of mental health disorders. Relieving suffering, however, is not the same as flourishing. People want to thrive, not just survive. The skills that build flourishing are different from the skills that alleviate suffering. Removing the disabling conditions is not the same as building the enabling conditions that make life worth living (―PERMA Theory of Well-being and PERMA Workshops‖, 2020). Mead (2020) stated that Martin Seligman, a prominent Psychologist and the founder of positive psychology, created the PERMA Model of Well-being. This model is the breakdown of the individual elements in life that he believes can help cultivate greater happiness and well- being overall. Belyh (2019) mentioned that PERMA is an acronym that is an abbreviation of five as stated by Martin-key principles that everybody should be aware of to achieve their goals regarding happiness, fulfillment, and well-being – Positive Emotion, Engagement, Relationships, Meaning and Accomplishments. On the other hand, it is said that well-being is directly related to resilience. Several studies have shown the relationship between the two. American Psychological Association (APA) defined resilience as the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral

LAGUNA COLLEGE OF BUSINESS AND ARTS 1459 SCHOOL OF GRADUATE STUDIES flexibility and adjustment to external and internal demands. As mentioned by Lanuza, M., Rizal, R., Aligam, N., and Uy, R. (2020), studies indicate that resilience is fostered in the face of hardship that can be seen at home, in society, and education. Moreover, According to Gao, T., Ding, X., Chai, J., Zhang, Z., Zhang, H., Kong, Y., and Mei, S. (2017), general well-being was an effective predictor of resilience and mental health. Well-being and resilience are important in preventing the onset of mental health problems as well as potentially lessening the severity of existing mental health problems. Because good health is more than just the absence of sickness, focusing on wellbeing and building resiliency is important in establishing a holistic approach to health (―Wellbeing and resilience‖, 2020). The main purpose of this study is to determine students‘ level of well-being and resilience level during the COVID-19 pandemic in both quantitative and qualitative aspect. With all these challenges that are detrimental to our Filipino learners, they need to develop self- awareness and self-understanding when it comes to their mental well-being. Awareness of what keeps them sane and mentally healthy is an important factor not only in coping with distressing situations but also, in thriving to live a flourishing and meaningful life. This study aims to contextualize and materialize relevant mental health programs that will promote, enhance, and strengthen students‘ well-being and resilience. Theoretical Framework PERMA Well-being Theory Seligman (2011) hypothesized that PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) are the elements of well-being (Martin Seligman, 2018).

LAGUNA COLLEGE OF BUSINESS AND ARTS 1469 SCHOOL OF GRADUATE STUDIES According to Pascha (2020), Seligman developed a five core element of psychological well- being and happiness. Seligman believes that these five elements can help people work towards a life of fulfillment, happiness, and meaning. Seligman‘s theoretical model (PERMA) helps us understand these elements and what we can do to maximize each element to reach a life full of happiness. In addition, as mentioned by Kashdan (2017), Seligman argues that each of these five components is intrinsically rewarding, representing a valuable end game for any human activity. Together, these five indicators of well-being supposedly give rise to human flourishing. Maximum well-being leads to a state of flourishing. According to David (2020), flourishing is described as a state of thriving of being full of vitality, and prosper as individuals and as a group. According to Belyh (2019), positive emotion is something that is self-evident in a person or the world around us. It is said that having positive feelings and just being plain optimistic can not only improve our state of mind and body but also improve the feeling of people around us, which would in return, again, make us happier. Being optimistic is a trait that is considered to encourage resilience when we are being faced with hardship. Positive emotion is about feeling good and is the most direct path to being happy. When one feels good, one feels positive. However, it goes beyond flashing a great smile. It may even involve acceptance of the past regardless of how bad it was and anticipating positively what the future holds (Corporate Finance Institute, 2020). As mentioned by Belyh (2019), engagement implies the person‘s inclination to immerse oneself fully in activities that they are currently executing. It is a crucial factor in making us feel happy and peaceful. It also improves our intelligence in every possible way, increasing our skills and becoming more emotionally competent. As cited in Corporate Finance Institute (2020), it

LAGUNA COLLEGE OF BUSINESS AND ARTS 1479 SCHOOL OF GRADUATE STUDIES refers to something that an individual can get engrossed with or absorbed in. It is a very positive thing for a person‘s intelligence, emotions, and skills. In addition, according to Pascha (2020), we all need something in our lives that absorbs us into the current moment, creating a ―flow‖ of blissful immersion into the task or activity because this type of flow of engagement stretches our intelligence, skills, and emotional capabilities. As cited by the Corporate Finance Institute (2020), relationships are the third element of happiness and well-being. As human beings, it is our natural desire to want to be connected and be part of a group such as a clique, school organization, or a circle. We were wired to not just want but need love, affection, attention, and interaction. It is why people need to create relationships with family, co-workers, friends, and peers because it is from these groups that we can receive emotional support when things get rough. As stated by Pascha (2020), having an answer as to ―why are we on this Earth?‖ is a key ingredient that can drive us towards fulfillment. Belyh (2019) agreed that having meaning in life is something that keeps us going and makes us happier. According to Dutton (2017), people who have a meaning and a sense of purpose in life report a feeling of a life well lived with increased satisfaction with life and better health. Those with a more positive approach to challenges, who attribute meaning to adversity are more likely to experience post-traumatic growth following adversity. As stated by Belyh (2019), accomplishment is something that was achieved with success. When we achieve our goal, we feel a sense of pride and joy. As mentioned in the Corporate Finance Institute (2020), accomplishments strengthen our self-esteem and our confidence that we

LAGUNA COLLEGE OF BUSINESS AND ARTS 1489 SCHOOL OF GRADUATE STUDIES are worth something. Pascha (2020) stated that having accomplishments in life is important to push ourselves to thrive and flourish. Resilience Resilience theory is the conceptual framework for understanding how some individuals can bounce back in life after experiencing an adverse situation in a strength-focused approach (Parenting for Brain, 2020). According to Moore (2020), resilience theory argues that it‘s not the nature of adversity that is most important, but how we deal with it. This explains that when we face adversity, misfortune, or frustration, resilience helps us bounce back, survive, recover, and even thrive. As cited in Shean (2015), according to Rutter (2006), resilience is an interactive concept that is concerned with the combination of serious risk experiences and a relatively positive psychological outcome despite those experiences. One of the principles Rutter adheres to is that resilience is not related to individual psychological traits or superior functioning, but rather it is an ordinary adaptation given the right resources. It was also mentioned that Rutter takes a lifespan approach to resilience, as he states that resilience is ―not the chemistry of the moment‖ but something that is more evident at different times in one‘s life (Rutter, 2007). Rutter also asserts that individual differences such as genetics, personality, and temperament create differences in how each person responds to risk and protective factors. Rutter suggests that individuals who possess mental features such as planning, self-control, self-reflection, sense of agency, self-confidence, and determination have both control and success at changing events. It was also emphasized by Rutter the importance of social relationships. Factors such as maternal

LAGUNA COLLEGE OF BUSINESS AND ARTS 1499 SCHOOL OF GRADUATE STUDIES and sibling warmth and a positive atmosphere in the family serve as a protective factors against emotional and behavioral disturbances. On the other hand, as cited in Shean (2015), Garmezy defined resilience as, ―not necessarily impervious to stress. Rather, resilience is designed to reflect the capacity for recovery and maintained adaptive behavior that may follow initial retreat or incapacity upon initiating a stressful event‖ (Garmezy, 1991a). Garmezy held an ecological view of resilience that protective factors at the individual and familial levels, and external to the family, all influence resilience. These factors are individual, familial, and support factors. Individual factors include dispositional attributes such as temperament, how one meets new situations or positive responsiveness to others, and cognitive skills. Familial factors are the family cohesion and warmth, the presence of a caring adult in the absence of responsive parents, or concern by parents for the well-being of their children. Lastly, support factors are external to a family which includes the availability and use of an external support system by parents and children, a strong maternal substitute, a supportive and concerned teacher, or an institutional structure that fosters ties to the larger community such as church and social worker. Figure 1. Research Paradigm

LAGUNA COLLEGE OF BUSINESS AND ARTS 11409 SCHOOL OF GRADUATE STUDIES Figure 1 showed that the study utilized the mixed methods research design particularly the explanatory sequential approach. The researcher first conducted quantitative data collection on students‘ level of well-being and resilience level through the use of two standardized instruments – The PERMA Profiler and Brief Resilience Scale. Level of well-being will be determined in terms of Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment. Quantitative data were analyzed using appropriate statistical tools. To further explain and elaborate the quantitative results, the researcher then conducted qualitative data collection through the use of interview questionnaire guide in Focus Group Discussion (FGD). Qualitative data were analyzed using interpretative phenomenological analysis or thematic analysis. Afterwards, both quantitative and qualitative data were compared, contrasted, interpreted. Purpose Statement The main purpose of this study was to determine the level of well-being and resilience level among students of Local Colleges in the Province of Batangas during the COVID-19 pandemic. Specifically the study sought to discuss the following purpose statements. 1. Determine the level of well-being among students of Local Colleges in the Province of Batangas during the COVID-19 pandemic in both quantitative and qualitative aspect. 2. Determine the resilience level among students of Local Colleges in the Province of Batangas during the COVID-19 pandemic in both quantitative and qualitative aspect. 3. Determine if there is any significant relationship between the level of well-being and resilience level among students of Local Colleges in the Province of Batangas during the COVID-19 pandemic.

LAGUNA COLLEGE OF BUSINESS AND ARTS 1419 SCHOOL OF GRADUATE STUDIES 4. Propose mental health-related program based on the findings of the study. Hypothesis This hypothesis was tested for its significance: 1. There is no significant relationship between the level of well-being and resilience level among students of Local Colleges in the Province of Batangas during the COVID-19 pandemic. Scope and Delimitations The main purpose of the study was to determine the students‘ level of well-being and resilience level during the COVID-19 pandemic. Well-being and resilience were determined using the mixed methods research design. Well-being was measured in terms of PERMA elements: positive emotion, engagement, relationships, meaning, and accomplishment. Level of well-being and resilience level were measured through the use of two standardized tools - The PERMA Profiler and Brief Resilience Scale. Meanwhile, Focus Group Discussion was conducted to qualitatively determine the well- being and resilience of the students. Respondents of the study were the tertiary students aging from 18 to 22 years old from different programs and levels of Local Colleges in the Province of Batangas. Schools particularly Colegio ng Lungsod ng Batangas (CLB), Kolehiyo ng Lungsod ng Lipa (KLL), and Tanauan City College (TCC) were the research locale of the study. The method of data collection used was an internet-based data gathering procedure through Google Form. Aside from the current situation brought about by the pandemic where face-to-face interaction is discouraged and restricted especially in the educational institutions, the

LAGUNA COLLEGE OF BUSINESS AND ARTS 11429 SCHOOL OF GRADUATE STUDIES two instruments were only possible to administer through an online platform, hence, paper-and pencil administration was not possible. Focus group discussion (FGD) was also conducted online through Google Meet. Significance of the Study This study aimed to provide information and contribute additional knowledge that can be significantly utilized in the different fields and that can be beneficial to the following stakeholders of the society: Students. The results of this study will raise awareness of the well-being and resilience level of the students which could lead them to self-understanding. Awareness of the elements that make up their well-being which enables flourishing, can help them make informed choices to live a more meaningful and fulfilling life that is aligned with their values and interests. Also, students knowing their capacities to rebuild and grow from adversity is one of the key factors in achieving optimal mental and physical health. This study will also help them maintain and promote their well-being which are an essential role to achieve their academic and personal endeavors. Guidance Counselors. The results of this study will give meaningful input to the Guidance Counselors for it can be an additional reference in drafting comprehensive Guidance and Counseling Program to support all students in terms of promoting mental health and aiming for holistic development. As one of the mental health professionals in schools, this study will be an essential initiative in advocating for students‘ mental health. Teachers. The results of this study will promote teachers‘ awareness about their students‘ mental health which can help them in properly handling their students and in encouraging a positive and

LAGUNA COLLEGE OF BUSINESS AND ARTS 11439 SCHOOL OF GRADUATE STUDIES healthy learning environment. This study will guide the teachers as they support and assist the Guidance Counselors in implementing programs that advocates for students‘ mental health and holistic development. Parents. The results of this study will be beneficial to the parents since this will pave the way for them in knowing and understanding their children‘s well-being and resilience. Awareness of the elements that make up their children‘s well-being will help them to cultivate a positive environment at home and to proactively and deliberately utilize the elements to further develop and enhance their children‘s well-being. Local Colleges. The results of this study will help the higher educational institutions to know and understand their students‘ well-being. The results will help them identify important elements that promote their students‘ well-being and resilience. This can serve as a reference for the school and other mental health professionals of the institution to formulate policies, to develop relevant school-based programs and services, and to establish programs to enhance the students‘ ability to bounce back from different facets of adversities of life. These are essential in the promotion of mental health awareness and well-being and in fostering a productive and positive learning environment in the entire school community. LCBA. The results of this study will contribute additional knowledge to the LCBA community and will serve as an additional reference to the existing educational materials of the institution particularly in the field of mental health and positive psychology. Future Researchers. The results of this study will be beneficial to future researchers to utilize in their studies. It will serve as a reference to the researchers considering conducting studies related to the topic or of the same constructs.

LAGUNA COLLEGE OF BUSINESS AND ARTS 11449 SCHOOL OF GRADUATE STUDIES Definition of Terms For a better understanding of the study, various terms and constructs used in the study were operationally and conceptually defined. Accomplishment. It is the fifth element of the PERMA. It refers to a driving force for accomplishing or achieving personal goals (Eliüşük, 2018). Brief Resilience Scale (BRS). It is one of the measurement tools to be used in the study. It will be used two determine the resilience level of the students. This tool intends to measure one‘s ability to bounce back or recover from stress. Engagement. It is the second element of the PERMA. It refers to being fully engaged and immersed in the activities, duties, and tasks that fill our lives (Mead, 2020). Focus Group Discussion (FGD). It frequently used as a qualitative approach to gain an in-depth understanding of social issues. It aims to obtain data from a purposely selected group of individuals (Nyumba, T., Wilson, K., Derrick, C. & Mukherjee, N, 2018). In the study, this will be used to gather the qualitative data through the use of interview questionnaire guide. Local Colleges. Local College and Universities are higher educational institutions that are being run by local government units (LGUs) in the Philippines. It is the category to which the three locales of the study belong. Meaning. It is the fourth element of the PERMA. It is defined as defining the direction of life, connecting with something higher than oneself, feeling that one‘s life is valuable and important and believing that there is a purpose in someone‘s life actions (Eliüşük, 2018).

LAGUNA COLLEGE OF BUSINESS AND ARTS 11459 SCHOOL OF GRADUATE STUDIES PERMA. It stands for Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. PERMA Model. It is developed by Martin Seligman, one of the founders of positive psychology. It represents the five core elements of happiness and well-being. Seligman believes that these five elements are what people need to achieve a healthy sense of well-being, fulfillment, and satisfaction in life that can lead to finding life‘s true meaning. Positive Emotion. It is the first element of the PERMA. It refers to any emotions that make people feel good fall into the category of positive emotions, such as enjoyment, gratitude, peace, satisfaction, pleasure, inspiration, hope, curiosity, or love (Brhlik, 2020). Relationships. It is the third element of the PERMA. It refers to feeling supported, loved, and valued by other. It encompasses all the various interactions individuals have with partners, friends, family members, colleagues, and their community at large (Madeson, 2021). Resilience. It refers to the process of being able to adapt well and bounce back quickly in times of stress (Riopel, 2020). The PERMA Profiler. It is one of the measurement tools to be used in the study. It will be used two determine the level of well-being of the students. It is a general measure, developed for adults, which measures flourishing in terms of 5 domains: positive emotion, engagement, relationships, meaning, and accomplishment, following Dr. Seligman‘s well-being theory.

LAGUNA COLLEGE OF BUSINESS AND ARTS 149 SCHOOL OF GRADUATE STUDIES Chapter 2 REVIEW OF RELATED LITERATURE This chapter presented the related literature and studies that provided significant information pertinent and useful to the study. Elements of Well-being In a blog entitled The PERMA Model: Your Scientific Theory of Happiness, Pascha (2020) mentioned that Martin Seligman is one of the founders of positive psychology. He developed five core elements of psychological well-being and happiness that he believes can help people work towards a life of fulfillment, happiness, and meaning. As cited in Mulder (2018), Seligman describes the PERMA model as a foundation for happiness and well-being. The PERMA model helps to understand the elements of happiness. In addition, PERMA is the acronym for the five - according to Seligman - important building blocks of well-being and happiness: Positive emotion, Engagement, Relationship, Meaning, and Accomplishment. It was mentioned that Seligman indicates that each element of well-being and happiness has to have three characteristics itself, namely: every element has to contribute to well-being and happiness; all elements are equally important, and every element has to be determined and measured independently from the other elements. Pascha (2020) stated that positive emotion is perhaps the most obvious connection to happiness. Focusing on positive emotion more than smiling, is the ability to remain optimistic and view one‘s past, present, and future from a constructive perspective. Similarly, Mulder (2018)

LAGUNA COLLEGE OF BUSINESS AND ARTS 11479 SCHOOL OF GRADUATE STUDIES also mentioned that positive emotions seem almost obvious when talking about happiness and well-being. Eliüşük (2018) stated that positive emotion is positive feelings that correspond to hedonic happiness feelings like pleasure, fun, and joy. Additionally, according to Brhlik (2020), any emotions that make people feel good fall into the category of positive emotions, such as enjoyment, gratitude, peace, satisfaction, pleasure, inspiration, hope, curiosity, or love. She added that positive emotions are also about remaining optimistic in the face of challenges or even adversity. Focusing on these positive emotions in the present moment is a crucial building block of long-term happiness. As cited in Ascenso et al., 2018, positive emotion refers to the affective component or feeling well, in combination with a positive appraisal (Seligman, 2011). In a local context, as mentioned by the Filipino Times (2019), Filipinos are one of the most emotional people in the world, global analytics group Gallup said in its 2019 Global Emotions Report. Gallup survey showed that 6 out of 10 Filipinos said they experienced both positive and negative emotions. Positive emotions may range from being treated with respect, laughing or smiling, feel rested and learned something interesting. Whereas negative emotions may range from experiencing physical pain, sadness, worry, anger, and stress. Moreover, in an article entitled ―Quanrantine Survey Says Filipinos Feel More Positive Emotions, Concern for Others Tops Responses” written by Balibay, A. (2020), it was mentioned that Filipinos are finding more reasons to be positive in this time of lockdown to stop the spread of COVID-19 , with concern for others topping the Quarantine Survey responses. The Veritas Truth Survey (VTS) revealed three positive emotions topping responses from residents of the island of Luzon such as Concern for Others, Safe, and Helpful. Two other positive emotions, Relaxed and Thankful, complete the 5 positive emotions that account for 68.6% of all the

LAGUNA COLLEGE OF BUSINESS AND ARTS 11489 SCHOOL OF GRADUATE STUDIES emotions felt by the respondents. It can be supported by the article entitled “Understanding the Filipino Brand Happiness” written by Garcia, R. (2018) mentioning that even if in the midst of poverty, politics, and calamities, Filipinos seem to always see the silver lining. Likewise, Osorio, B. (2019) conducted a random survey among Facebook friends on ―what makes Filipinos happy‖. According to him, of the hundreds of responses generated, the sources of happiness of the Filipinos continue to be generally equated with 5Fs: family, friends, food, fund, and faith. On the other hand, as mentioned by Balibay, A. (2020), the survey showed that the negative emotions – Worried, Bored, Helpless, Sad and Stressed – at 31.4% denotes that overall Luzon respondents under home isolation see ECQ more positive rather than negative. As cited in Ascenso, S., Perkins, R., and Williamon, A. (2018), numerous reviews support the value of positive emotion across a range of life outcomes such as physical health, longevity, psychological stability, cognitive performance and, work productivity (Lyubomirsky et al., 2005; Howell et al., 2007; Huppert, 2009). As cited in Eliüşük (2018), according to Seligman (2011), we need a positive feeling in our lives to live well. Positive emotions like commitment, happiness, hopefulness, love and peacefulness, renew our energy and rejuvenate us. Likewise, Pascha (2020) mentioned that a positive view can help in relationships and work, and inspire others to be more creative and take more chances. Positive emotions help people to handle negative ideas and can only be assessed subjectively by the individual in question. Experiencing a range of positive emotions more frequently, developing an optimistic mindset, being able to view the past, present, and future in a positive perspective, and maximizing pleasurable experiences (itsmytime.org).

LAGUNA COLLEGE OF BUSINESS AND ARTS 1149 SCHOOL OF GRADUATE STUDIES On a different note, in an article entitled ―Students Emotional Development: Crucial in Times of COVID‖, Escorza (2020) mentioned that the COVID-19 pandemic reaffirms the need to prepare students on how to manage their emotions. Staying at home and doing their studies, in the best of cases by digital means, has already had emotional consequences for them. Dealing with the feelings of isolation, frustration boredom, anxiety, or stress brings with it a response of hopelessness, depression, or even anger. In terms of the relationship between positive emotion and well-being, according to ReachOut.com, a range of positive emotions can also increase focus and success and, over time, improve student well-being. It was mentioned that research shows that focusing on positive emotions has a range of benefits such as broadened ideas or activities, improved performance- related outcomes, improved general well-being, decreased feelings of stress, and reduced negative emotions. Encouraging positive emotions among students will build their resilience, which will have a positive impact on their overall well-being. Likewise, as cited in Pogosyan (2016), Dr. Barbara Fredrickson stated that ―Our day-to-day positive emotions function as nutrients for our overall well-being. Today‘s positive emotions do not simply exemplify today‘s well-being, they also help to create next month‘s increases in well-being.‖ In addition, several researches presented that emotions are involved and even contribute to well-being. As cited in Ford & Mauss (2020), this research has shown that people who experience more frequent positive emotions and less frequent negative emotions have higher well-being (e.g., Fredrickson, 1998; Lyubomirksy, King, & Diener, 2005), greater resilience to stress (Folkman & Moskowitz, 2000; Tugade & Fredrickson, 2004), and better social connection with others (Fredrickson, 1998). Also, as cited in Ackerman (2020), according to Kiken,

LAGUNA COLLEGE OF BUSINESS AND ARTS 12409 SCHOOL OF GRADUATE STUDIES Lundberg, & Fredrickson (2017), being mindful and taking the time to savor positive emotions can provide an extra buffer against symptoms of depression while boosting psychological well- being and life satisfaction. Meanwhile, positive emotion and resilience is also said to be interconnected. As cited in Pogosyan (2016), Dr. Fredrickson mentioned that research reveals that one way resilience is acquired is through daily experiences of positive emotions. Those who are more resilient experience more day-to-day positive emotions, and use these feelings to deal with the adversity and hassles we all face. She added that steady diet of positive emotions over time nourishes gains in resilience. Similarly, Ackerman (2020) cited a number of studies that proved the relationship of positive emotion and resilience. As cited in Ackerman (2020), Peng et al., (2014) found that positive emotions and resilience are positively correlated, indicating that one leads to the other or they share a bi-directional relationship. Just like the first study, Cohn et al., (2009) found that positive emotions have a direct effect on resilience, which in trun helps build a strong sense of life satisfaction. Experience of many positive emotions and the management of negative emotions allows some individuals to ―bounce back‖ better than others (Tugade & Fredrickson, 2004). Likewise, Ackerman (2020) mentioned that the more positive emotions a person experiences, the stronger their perception of a positive baseline state to ―bounce back‖ to after failure or tragedy. According to Belyh (2019), engagement implies the person‘s inclination to immerse oneself fully in activities that they are currently executing. Being immersed in an engaging activity can make us so present in the moment and in that particular task that we forget the world around us. She added that it is completely normal for us human being to have a desire for full

LAGUNA COLLEGE OF BUSINESS AND ARTS 12419 SCHOOL OF GRADUATE STUDIES engagement in our everyday lives because this kind of feeling can bring joy, focus, and peacefulness. Likewise, as cited in Ascenso, S., Perkins, R., and Williamon, A. (2018), engagement refers to a deep psychological connection to a particular activity, organization or cause. It is psychological state in which individuals are absorbed in a task (Forgeard et al., 2011) implying interest, intense involvement, effort and immersion. Also, Seligman (2011) points out, while the state of positive emotion is a present state, the subjective state for engagement is retrospective. It was also mentioned by Belyh (2019) that engagement, just like positive emotion, is a subjective feeling and each individual fully experiences it alone. And undoubtedly, being fully immersed in a task is a good thing for our state of mind. She mentioned that some researches show that being bored can lead to a lot of other physical and mental problems. In addition, Eliüşük (2018) mentioned that engagement comes from a feeling of full involvement in activities or from interactions that brings engagement. It is also referred to as ―flow‖ state (Csikszentmihalyi, 1990). Engagement is believed to improve power, devotion and commitment (Schaufeli et al., 2006). A flow state, according to Brhlik (2020), means fully immersing in the given activity to such extent that one forgets about time and remains focused on the present moment. Moreover, as stated by Pascha (2020), we all need something in our lives that absorbs us into the current moment, creating a ‗flow‘ of blissful immersion into the task or activity. This type of flow of engagement stretches our intelligence, skills, and emotional capabilities. In addition, it was mentioned that activities that meet our need for engagement flood the body with positive neurotransmitters and hormones that elevate one‘s sense of well-being. This engagement

LAGUNA COLLEGE OF BUSINESS AND ARTS 12429 SCHOOL OF GRADUATE STUDIES helps us remain present, as well as synthesize the activities where we can find calm, focus and joy. Concerning the pandemic situation, in an article entitled ―Students Say Staying Busy Helps Social Distancing Stress, Milnes (2020) reported that students have found that keeping busy combats the negative side effects of the COVID-19 outbreak. One of the students said that he likes to be busy because he hates to feel helpless in the situation. In the same way, The New York Times (2020) mentioned that Brenda Kim stated “I try my best to stay sane with blasting music and shows. Other times I call my friends to pass the time doing school assignments.” Also, Ryan Dawson stated “…because of the coronavirus, and while it is a reasonable action, it left an army of theatre students with nothing to do but vent through memes, TikTok, and other forms of social media. These coping mechanisms helped me, as well as my fellow company members…” Moreover, in terms of the relationship of engagement and well-being, as cited in Madeson (2021), Seligman et al. (2005) mentioned that research on engagement has found that individuals who try to use their strengths in new ways each day for a week were happier and less depressed after six months. As cited in Ascenso, S., Perkins, R., and Williamon, A. (2018), relationships refers to the perception of both quantity and quality of social connections. It implies the belief that one is cared for, loved and valued (Seligman, 2011). Social relationships have been considered the most central element of well-being (Berscheid and Reis, 1998). Pascha (2020) stated that relationships and social connections are crucial to meaningful live. She added that we thrive on connections that promote love, intimacy, and a strong emotional and physical interaction with other humans.

LAGUNA COLLEGE OF BUSINESS AND ARTS 12439 SCHOOL OF GRADUATE STUDIES Positive relationships with one‘s parents, siblings, peers, coworkers and friends is a key ingredient to overall joy. Strong relationships also provide support in difficult times that require resilience. Likewise, as cited in Eliüşük (2018), according to Butler and Kern (2016), as humans we are ―social beings‖ and good relationships form the essence of our well-being. People who have meaningful and positive relationships with others are happier than those who do not have. Forgeard et al., (2011) claim that relationships are important because people want to be loved and appreciated. Social relationships have positive effects on health and individuals‘ well-being (Tay et al., 2012). According to the Mental Health Foundation, a relationship is ―the way in which two or more people are connected, or the state of being connected.‖ Our need to feel that we belong is a major driving force behind our desire to seek out these connections. Not only does building positive relationships make us happier, improve our feelings of security, and provide meaning to our lives, it also affects both mental and physical health. Likewise, Brhlik (2020) mentioned that authentic social connections are fundamental to living a meaningful, happy life. Social connections also play a crucial role in human lives. Finding and cultivating meaningful connections help humans to experience pleasure, improve one‘s self, feel safe, and even to remain healthy. As social being, relationships are the main irreplaceable sources of well-being and satisfaction because it constitutes a source of support and protection (―The PERMA Model, a Scientific Theory of Happiness‖, 2020). Comparably, according to Mental Health Foundation, relationships play an important role in our mental health. Being a part of a positive relationship increases happiness and life satisfaction, improves psychological well-being and reduces risk of suicide and death. Likewise,

LAGUNA COLLEGE OF BUSINESS AND ARTS 12449 SCHOOL OF GRADUATE STUDIES there are numerous studies about the relationship between relationships and well-being. As cited in Tay & Tan (2020), scholars have long considered social relationships to be fundamental to happiness and well-being (Argyle, 2001; Myers, 2000). Researchers found out that the more social relationships people have, in general, the more positively their sense of well-being is impacted (Lucas, Dyrenforth, & Diener 2008). Similarly, Tan & Tay (2020) mentioned that in the study conducted by psychologist, Ed Diener and Martin Seligman, the happiest students were much satisfied with their relationships, including with close friends, family, and romantic partnerships. On the other hand, during this pandemic, as mentioned by The New York Times (2020), Carly Rieger said “Finding new ways to stay social has been essential. This was crucial in keeping our sanity.” However, it is said that in order for a well-being to be improved, a relationship should be a good one. In connection, it was also mentioned that happiness does not depend on having a dozens of friends, but rather on having at least a few close connections. To support this idea, as cited in Tan & Tay (2020), according to Tay & Diener (2011), a study found out that having a few high quality relationships was consistently linked with subjective well-being. Researchers have found out that higher friendship quality is associated with increased happiness (Demir & Weitekamp, 2007). High quality relationships between parents and children are also associated with increased happiness, both for teenagers (Gohm, Oishi, Darlington, & Diener, 1998) and adults (Amato & Afifi, 2006). Moreover, a variety of support is one of the things that one can get from his/her social relationship that greatly affects well-being and resilience. According to Lanquist (2016), research has shown that a strong support system can promote resilience and help someone manage stress

LAGUNA COLLEGE OF BUSINESS AND ARTS 12459 SCHOOL OF GRADUATE STUDIES during a difficult time. Similarly, Southwick, S., Sippel, L., Krystal, J., Charney, D., Mayes, L., and Pietrzak, R. (2016) reported that social support is a key correlate of psychological resilience, however, its effectiveness may vary by the type of support provided and the extent to which it matches an individual‘s need. Besides, it was mentioned that a large body of research has found that psychological resilience is generally fostered by environmental/caregiving conditions that are loving, emotionally responsive, consistent, and reliable. This work suggests that, when the environment also provides ample opportunities to master challenges and stresses, it can have an ―inoculating‖ or ―steeling‖ effect, which can help promote resilience. As cited in Belyh (2019), Victor Frankl (1992), an Austrian psychologist, said that having a meaning is a crucial part of our life. It gives us purpose, makes us develop standards, and the ability to judge our behavior and gives us a feeling of control in our lives. Similarly, as cited in Ascenso et al., 2018, meaning, closely linked to purpose, has been defined as the ―ontological significance of life from the point of view of the individual‖ (Crumbaugh and Maholick, 1964, p.201), or the feeling of belonging and serving something larger than the self (Seligman, 2011). Meaning provides a sense that one‘s life matters. It has been associated with better physical health, reduced mortality risk, and higher life satisfaction (Ryff et al., 2004; Boyle et al., 2009; Steger, 2012). Belyh (2019) agreed that we have to have a ―meaning of life‖ in order to be happier. Something that keeps us going. According to her, having a meaning makes us realize that there are things that are bigger than us alone and by striving towards those things and by aiming our focus on activities that build up that meaning for us we are more content with our place in this world and feel more joy.

LAGUNA COLLEGE OF BUSINESS AND ARTS 12469 SCHOOL OF GRADUATE STUDIES Likewise as cited in Eliüşük (2018), the sense of meaning is defined as defining the direction of life, connecting with something higher than oneself, feeling that one‘s life is valuable and important and believing that there is a purpose in someones life actions (Steger, 2012; Steger et el., 2008a). According to Butler and Kern (2016), meaning is about focusing on something bigger than ourselves or serving for a purpose. It is the desire of a person to believe that he/she is living or working for a greater purpose. In addition, just like positive emotion and engagement, she mentioned that meaning is an extremely subjective principle of the PERMA as it varies from person to person, and even from day to day and minute to minute. Moreover, Belyh (2019) also mentioned that having a special meaning or goal in life means that we become more persistent in reaching our objective. Having a meaning just makes life in general easier. People who don‘t have a meaning in life are statistically more depressed, stressed out and prone to experiencing anxiety and other issues. Brhlik (2020) agreed that having a reason for existence is a tricky element of happiness however, it varies from person-to-person, and the individual is the only one who can define the meaning of his/her life. Students‘ meaning of life is shattered during the pandemic however, as cited in Madeson (2021), Seligman (2012) mentioned that having a purpose in life helps individuals focus on what is important in the face of significant challenge or adversity. Comparably, as cited in Krok (2017), meaning in life has played an important role in research on well-being and quality of life in recent years (Park et al. 2010; Steger 2009; Wong 2012). In a research analyzing the relationship between meaning in life and psychological well-being, Alandete (2015) found out that meaning in life and psychological well-being are positively and significantly associated variables which indicates that the more experience of life,

LAGUNA COLLEGE OF BUSINESS AND ARTS 12479 SCHOOL OF GRADUATE STUDIES the greater psychological well-being. Also, regression analyses showed that meaning in life is an important predictor of psychological well-being. Similarly, as cited in Krok (2017), research on different facets of psychological well- being shows that meaning in life is associated with more optimal human functioning and health benefits (Ryff and Singer, 2008), achievement striving (Steger et al., 2008), and global happiness (Ryff and Keyes, 1995). Krok (2017) also mentioned that there were also positive associations between meaning in life and psychological well-being. Moreover, in a study conducted by Datu, J. & Mateo, N. (2015) entitled “Gratitude and Life Satisfaction among Filipino Adolescents: The Mediating Role of Meaning in Life”, the hierarchical multiple regression analyses showed that presence of meaning in life partially mediated the relationship between gratitude and subjective well-being. Correspondingly, in his study entitled “Presence of Meaning, Search for Meaning, and Happiness Among Filipino College Students”, Navarez, J. (2017) found out that the presence of meaning and search for meaning in life are both significantly related to subjective well-being. He concluded that meaning in life is an important component of subjective well-being. Accomplishment, by definition, according to Belyh (2019) is something that was achieved with success. And when we achieve our goal we feel a sense of pride and joy. This factor, as stated by Belyh (2019), also connect to the factor of meaning, as having a meaning and ambition helps us achieve our goals and thus makes us happier and more in tune with ourselves. She added that by setting goals and achieving them, we improve our sense of effectiveness and success, which in turn leads us to set more goals for ourselves that we can accomplish, and that makes us feel cheerful and capable. When we accomplish goals and set new ones that take us to another level we create a never-ending cycle of fulfillment. Similarly, Pascha (2020) stated that

LAGUNA COLLEGE OF BUSINESS AND ARTS 12489 SCHOOL OF GRADUATE STUDIES having goals and ambition in life can help us to achieve things that can give us a sense of accomplishment and that having accomplishments in life is important to push ourselves to thrive and flourish. As cited in Eliüşük (2018), accomplishment is a driving force for accomplishing or achieving personal goals (Seligman, 2011). According to Brhlik (2020), goal chasing – if it is done on a healthy, not too obsessed way – do contribute to a happier life. If someone reach their goals, they‘ll cause a sense of pride and fulfillment. Chasing and achieving feasible goals will bring bring up other elements of happiness. Reaching objective will cause a sense of accomplishment, which definitely triggers positive emotions. On the other hand, as cited in Ascenso, S., Perkins, R., and Williamon, A. (2018), according to Forgeard et al., 2011, accomplishment refers to success or mastery. Accomplishment encompasses both external indicators and internal goals. Although accomplishment can be defined in objective terms, this model places centrality on the perception of accomplishment (Seligman, 2011). Additionally, Belyh (2019) also mentioned that as well as most of the elements of the PERMA model, accomplishment is a subjective feeling. It is something that we can only rely on ourselves for and nobody can make you more ambitious than yourself. Moreover, one of the students‘ accomplishments can be their academic achievements. As they achieved their academic endeavors, they may feel a sense of pride and fulfillment. In a study conducted by Gräbel (2017), it was found out that there is a positive relationship between emotional and psychological well-being and academic achievement. Likewise, according to ReachOut.com, studies have shown that feeling a sense of accomplishment is an important element in students developing positive well-being over time. Similarly, as cited in Madeson

LAGUNA COLLEGE OF BUSINESS AND ARTS 1249 SCHOOL OF GRADUATE STUDIES (2021), Seligman (2012) stated that a sense of accomplishment is a great result of working toward and reaching goals, mastering an endeavor, and having self-motivation to finish what you set out to do. This contributes to well-being because individuals can look at their lives with a sense of pride. On a different note, this pandemic significantly affects many aspect of young people‘s live particularly education. Since the onset of the pandemic, education has experienced significant changes and transition when it comes to implementing the curriculum. Online learning has occurred and undeniably caused challenges to both educators and students. As mentioned by Burns, Dagnall & Holt (2020), the technological move could potentially compromise the notion of Accomplishment, one of the five tenets of Seligman‘s (2011) PERMA model. Each institution has different assessment methods which students have not experienced before. It is said that the uncertainty surrounding assessment will inevitably provoke anxiety with the student population. Burns, Dagnall & Holt (2020) also stated that graduation ceremonies were not exempt from cancellation, negating a significant life event that celebrates the student‘s achievements after years of hard work. This also calls into question the notion of Meaning stipulated in the PERMA model. Seligman (2011) posits that a state of flourishment can be attained by working for something that transcends oneself. Research has demonstrated that education and career are one of the main sources of meaning for undergraduate students (Hill et al., 2013). If students feel as if their work is not meaningful, especially given that their studies will occur in a predominantly isolated fashion, detrimental well-being could ensue. Similarly, because there is

LAGUNA COLLEGE OF BUSINESS AND ARTS 13409 SCHOOL OF GRADUATE STUDIES the absence of physical contact, accomplishing projects and performance tasks without friends or companions is a bit stressful and challenging. As cited in Burns, Dagnall & Holt (2020), according to Zhai and Du (2020), the likelihood students will experience more frequent and intense feelings of loneliness, anxiety and isolation is high, owing to the disconnectedness many will feel as a result of leaving the university campus. As stated by Richardson et al., (2017), loneliness has been found to be significantly associated with stress, anxiety and depression in students. In addition it was also cited that according to Hill et al., (2013), undergraduate students consider relationships as a main contributor to meaning, which is considered integral to well-being according to the PERMA model. Comparably, Khan, A., Sultana, M., Hossain, S., Hasan, M., Ahmed, H., and Sikder, M. (2020) found out that financial uncertainty, fear of COVID-19 infection, inadequate valid information on COVID-19, and excessive exposure to COVID-19 news on social and mass media had significant negative impact on students‘ mental health. On the other hand, The New York Times (2020) asked students how their lives have changed since the onset of this pandemic. Students mentioned that the dichotomy of chance freedom from school and yet the discombobulated feelings of helplessness and loneliness plague their time at home, working from home and their work habits are not the best because they tend to procrastinate, they find new ways to stay social to keep their sanity. Students also reported that physically, the pandemic is reducing their daily physical activity, emotionally, it has also been very straining, and they feel lonely often. However, there are students who mentioned that this pandemic gave them the opportunity to spend more time with their loved ones, learn more about themselves to a broader

LAGUNA COLLEGE OF BUSINESS AND ARTS 13419 SCHOOL OF GRADUATE STUDIES extent while strengthening their mental mindset. They have learned to become stronger mentally while also becoming creative on how they live their life without being surrounded by tons of people everyday. The following are some of the responses of the students as presented by The New York Times (2020). Brenda Kim stated “I manage to stay afloat, keeping in mind that everyone is doing their best. Despite no ostensible end in sight, I hope this quarantine brings out the best in me, in society, and nature.” Besides, Sela Jasim stated “The coronavirus is having a pretty significant impact on me. Physically, it’s reducing my daily physical activity …Emotionally, it has also been very straining. I am missing my closest friends a lot right now, and feel lonely often.” Moreover, Anthony Naranjo stated “Although we are going through a horrific time filled with all kinds of uncertainty, we are given the opportunity to spend more time with our loved family and learn more about ourselves to a broader extent while also strengthening our mental mindset. “ Similarly, Marlin Flores said “An upside to these past weeks of quarantine is being able to see my usually busy family more, especially my father. I’ve had more talks and laughs with my family the last few days than I’ve had in the past couple of months, which helped lighten such a stressful time in my opinion.” In addition, Anderson (2020) mentioned that uncertainty, instability, and self-doubt have been common themes in the lives of college students during 2020 as their education and career path shift due to the pandemic. In an open-ended survey conducted, it was identified that the various responses show that heightened stress and anxiety - whether about achieving academic success, finding future employment or paying for the next meal - is currently dominating the student psyche. Also, according to Anderson (2020), in a survey conducted through Google

LAGUNA COLLEGE OF BUSINESS AND ARTS 13429 SCHOOL OF GRADUATE STUDIES Form, it was noted that stress, anxiety, and loneliness were the top challenges most students identified they were dealing with. Resilience There are numerous definitions given to resilience. Resilience is defined by many as either as a trait or a process. Cohen (2020) defined resilience as how well a person can adapt to the events in their life. Similarly, Hurley (2019) defined resilience as the capacity to recover from difficult life events. Likewise, resilience, which is directly related to well-being, is about having the ability to cope with and adapt to new situations (―Well-being and Resilience‖, 2020). The above-mentioned definitions described resilience as an ability or trait. On the other hand, others defined resilience as a process. Riopel (2020) defined resilience as the process of being able to adapt well and bounce back quickly in times of stress. According to American Psychological Association (APA), resilience is the process and outcome of successfully adapting to difficult or challenging life experiences, especially through mental, emotional, and behavioral flexibility and adjustment to external and internal demands. With the same point of view, Fernández, A., Díaz, E., and Saez, I. (2018) cited that according to the American Psychiatric Association, resilience is the process of adapting well in the face of adversity, trauma, tragedy, threats or significant of stress. Moreover, as mentioned by Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018), resilience tends to have two somewhat distinct meanings. Resilience can mean the ability to resist being damaged or deformed by traumas or destructive forces and resilience can also mean readily ―bouncing back‖ or recovering from those traumas of destructive forces. The first

LAGUNA COLLEGE OF BUSINESS AND ARTS 13439 SCHOOL OF GRADUATE STUDIES definition perceives resilience as a trait an individual needs to survive and the second emphasizes resilience as a means of thriving. However, Hurley (2019) mentioned that Dr. Sood, the executive director of the Global Center for Resiliency and Well-being and creator of Mayo Clinic Resilient Mind, believes that resilience can be defined in terms of five principles namely gratitude, compassion, acceptance, meaning and forgiveness. Besides defining resilience as a trait and as a process, there are also factors that contribute in building and/or strengthening one‘s resilience. According to American Psychological Association (APA), a number of factors contribute to how well people adapt to adversities, predominant among them (a) the ways in which individuals view and engage with the world, (b) the availability and quality of social resources, and (c) specific coping strategies. Psychological research demonstrates that the resources and skills associated with more positive adaptation (i.e., greater resilience) can be cultivated and practiced. Similarly, as mentioned by Hurley (2019), protective factors such as social support, realistic planning, self-esteem, coping skills, communication skills and emotional regulation help build resilience by improving coping skills and adaptability. In addition, to help kids and teens build the skills to be happier and more resilient, Dr. Ginsburg developed the 7 Cs model: competence, confidence, connection, character, contribution, coping and control. This model illustrate the interplay between personal strengths and outside resources, regardless of age. Furthermore, as cited in Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018), it is accepted that resilience is inherently related to the resources that an individual can draw on to overcome adversity. These resources are called protective factors. They come in a wide variety of forms that combine to make a person resilient. Harms, P. D., Brady, L., Wood, D., & Silard,

LAGUNA COLLEGE OF BUSINESS AND ARTS 13449 SCHOOL OF GRADUATE STUDIES A. (2018) mentioned three protective factors: individual factors, social factors and community factors. Individual factors involves the psychological and neurobiological factors that can play a role in maintaining and recovering well-being after traumatic events or setbacks. It also involves investigations of personality and coping styles that mediate the relationship between adversity and well-being (Luthar et al., 2000; Masten, 2007). On the other hand, social factors concern the social relationships one has and whether an individual can call and expect support in times of crisis. These can involve family, friends, coworkers, or really anyone in one‘s social network who could provide social, emotional, and even financial support to the individual. Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018) stated that research has demonstrated that having such relationships can be an important determinant of whether an individual can cope with major stressors. Moreover, community factors goes beyond individual capacities and takes into account economic, institutional, ecological, and infrastructure capacities when evaluating which communities are most likely to be resilient in the face of tragedies such as terrorist attacks, natural disasters, or even economic downturns (Cutter et al., 2008; Norris, Stevens, Pfefferbaum, Wyche, & Pfefferbaum, 2008; Murphy, 2007). Resilient people possess certain characteristics that help them to become resilient and to maintain being one. According to Cohen (2020), a person with good resilience has the ability to bounce back more quickly and with less stress than someone whose resilience is less developed. He added that resilience doesn‘t mean the person doesn‘t feel the intensity of the event or problem. Instead, it just means that they‘ve found a pretty good way of dealing with it more quickly than others. Hurley (2019) argued that resilience is not a fixed trait. Flexibility, adaptability, and perseverance can help people tap into their resilience by changing certain

LAGUNA COLLEGE OF BUSINESS AND ARTS 13459 SCHOOL OF GRADUATE STUDIES thoughts and behaviors. In addition, she mentioned that being a resilient does not mean that people do not experience stress, emotional upheaval, and suffering. Resilient people do experience these things but they tap into their strengths and seek help from support systems to overcome challenges and work through setbacks. Resilience empowers them to accept and adapt to a situation and move forward. Hurley (2019) also mentioned that in general, resilient people have many characteristics such as locus of control, social support, problem-solving skills, optimism, coping skills, self-care, and self-awareness. Likewise, as cited in Riopel (2020), according to Conner and Davidson (2003), resilient people have certain characteristics which include viewing change as a challenge or opportunity, commitment, recognition of limits to control, engaging the support of others, close, secure attachment to others, personal or collective goals, self-efficacy, strengthening effect of stress, past successes, realistic sense of control/having choices, sense of humor, action-oriented approach, patience, tolerance of negative affect, adaptability to change, optimism, and faith. Additionally, Riopel (2020) also mentioned that having a good support system, maintaining positive relationships, having a good self-image, and having a positive attitude are some way to increase resilience. Other factors that contribute to resiliency include having the capacity to make realistic plans, being able to carry out those plans, being able to effectively manage feeling and impulses in a healthy manner, having good communication skills, having confidence in strengths and abilities, and having good problem-solving skills. Correspondingly, Everly (2018) pointed out that there are seven characteristics of highly resilient people. Characteristics such as active optimism; honesty, integrity, acceptiing responsibility for one‘s actions, willingness to forgive; decisiveness; tenacity; self-control; interpersonal connectedness; and présence d‘esprit.

LAGUNA COLLEGE OF BUSINESS AND ARTS 31649 SCHOOL OF GRADUATE STUDIES In contrast, according to Hurley (2019), people who lack resilience are more likely to feel overwhelmed or helpless, and rely on unhealthy coping strategies (such as avoidance, isolation, and self-medication). One study showed that patients who had attempted suicide had significantly lower resilience scale scores than patients who had never attempted suicide. As cited in McGillivray and Pidgeon (2015), according to DeRoseier et al. (2013), students with higher levels of psychological distress have reported lower levels of resilience. Stallman (2010) found that academic stress among students is associated with increased levels of psychological distress resulting in reduced academic performance and psychological well-being (Felston, 2004; Stroeber & Rambow, 2007). As cited in Fulton (2020), according to Dr. Maryland Pao, a psychiatrist, people tend to default to styles of coping. One can be an active coper or can be a passive coper. The active copers — the ones who pick up hobbies or take an interest in others and the world around them — generally have better mental health outcomes. This can be evident in the current pandemic situation. As presented by the The New York Times (2020), Jessica Griffin stated “…[T]his “corona-cation” has given me a lot of time to reflect.” Similarly, according to Magis (2020), one of the students stated “I find that I have a lot more time to myself which provides more reflection time...” Also, according to Falgui (2020), one of the students stated “In moments like these, I learned to count my blessings. To count what we’ve left. Counting our blessings gives us comfort and strength in times of crisis. It cushions our sufferings from any kind of loss or failure. Realizing that we still have a lot of things to look forward to and enjoy can give us a sense of hope.” Comparably, according to Magis (2020), one of the students stated “But I feel incredibly

LAGUNA COLLEGE OF BUSINESS AND ARTS 13479 SCHOOL OF GRADUATE STUDIES optimistic about the future, there is an antidote to fear, as it is HOPE that will pull us through these difficult times.” Relationship between Well-being and Resilience Well-being and resilience are important in preventing the onset of mental health problems as well as potentially lessening the severity of existing mental health problems. They are vital to developing efficient problem-solving skills, building and maintaining interpersonal relationships and realistic goal setting, all of which greatly enhance an individual‘s ability to perform and contribute meaningfully in daily life (―Well-being and Resilience‖, 2020). As cited in Harms, P. D., Brady, L., Wood, D., & Silard, A. (2018), resilience and well-being are fundamentally related and, in some instances resilience is even measured using well-being instruments (Davydov et al., 2010; Windle, 2011). Some researchers have argued that higher levels of well- being serve as an antecedent of resilience (e.g. Kuntz, Näswall, & Malinen, 2016). The study conducted by Camitan, D. & Bajin, L. (2021) entitled ―The Importance of Well-being on Resiliency of Filipino Adults During the COVID-19 Enhanced Community Quarantine: A Necessary Condition Analysis,” corroborated that all the five pillars of well-being are significant positive correlates of resiliency (p < 0.000) in quarantined adults. The results shown accomplishment (β = 0.447, p < 0.01) positively predicts resiliency. Positive Emotions, Meaning, and Accomplishment are significant and moderately necessary conditions of Resiliency. According to Camitan, D. & Bajin, L. (2021), this suggest that positive feelings like interest, joy, and contentment and pursuing a daily purpose, and regularly experiencing a sense of accomplishment are essential to quanrantined individual‘s ability to thrive in their present predicament. Such necessary conditions not only allow individuals to enjoy everyday

LAGUNA COLLEGE OF BUSINESS AND ARTS 13489 SCHOOL OF GRADUATE STUDIES experiences (Abiola et al., 2017) but also provide a sense that life matter, which replenishes depleted energy from adverse experiences, and are required in the development of resiliency. On the other hand, Engagement and Positive Relationships have small yet significant effect on Resiliency. As cited in Camitan, D. & Bajin, L. (2021), this infers that experiencing a state of ―flow,‖ or being absorbed in an activity (Nakamura and Csikszentmihalyi, 2014) and feeling loved, supported, and valued by others are also necessary to the quarantined individuals‘ capacity to recover quickly from their daily difficulties. This ties well with previous studies (Eaude, 2009; Svence et al., 2015; Abiola et al., 2017; Gerino et al., 2017; Roncaglia, 2017; Cobo-Rendón et al., 2020), where well-being elements were observed to be related with the occurrence of resiliency in individuals from a different context. Well-being elements allow quarantined individuals to focus their attention on alleviating harm, preventing negative mental health consequences, and finding positive outcomes in the presence of difficulty. Camitan, D. & Bajin, L. (2021) also believed that the result of their study found clear support to PERMA concept of Seligman (2011) as necessary ingredients of resiliency even for socially isolated individuals. Several studies have also shown the relationship between well-being and resilience. As cited in Svence & Majors (2015), several studies have shown that there is a close correlation between the well-being and resilience indicators. As mentioned by Taurina (2013), a mathematical and statistically significant correlation is found between the common indicator of resilience and eudaimonistic well-being (self-acceptance, positive relations with others, autonomy, the ability to affect the environment and society, purposefulness in life, personal growth and a sense of belonging, authenticity) and general well-being in the age group of early