1
Chapter I
Introduction
Background of the Study
Globally, it is recognized that each human comes from a group of people
considered as family, also known as the basic unit of society. Sociologists
characterize the family as comprising two guardians in a committed relationship,
living alongside their children (Thompson, 2016). According to the Health Resources
and Services Administration (2023), a family is defined as a group of two or more
persons related by birth, marriage, or adoption who live together; all such related
persons are considered members of one family. Article 16, Section 1 of the Universal
Declaration of Human Rights (1948) states that every human has the right to marry
and have a family if they wish. However, while the UDHR does not explicitly mention
divorce, Section 3 implies that the emphasis on free will includes the right to leave a
marriage.
In the Philippines, the family is considered the foundation of social life and is
exceedingly cherished by most Filipinos (Thompson, 2016). In fact, most households
have second-generation family members living with their parents because bonds are
often tightly knit among extended family members (Scroope, 2017). Aside from the
Vatican, the Philippines is the only country where a married couple cannot legally end
their marriage, even in cases of infidelity or domestic abuse. While divorce remains
illegal for the majority of the population, marital separations occur through legal
mechanisms such as annulment, legal separation, and declaration of nullity, which
are governed by the Family Code of the Philippines.
According to Saikia (2017), a family begins to break down when one of its
members gives up, leaving the others to accept and let go. Several reasons can lead
to a broken family, including third-party involvement, alcoholism, and financial
problems. However, while existing research on broken families often focuses on the
2
difficulties faced by students impacted b\y family breakdown, there is a need for a
broader understanding.
When parents separate, a lack of guidance often ensues. Common
behavioural issues among students from broken families include going home late at
night, absenteeism, and conflicts with peers (Magpantay et al., 2014). There are
various reasons why couples break up. An article identifies common causes of broken
families as differing beliefs, domestic violence, unresolved grudges, disrespect,
divorce, financial struggles, or illness (Zitzman, 2019). Broken families are not
uncommon; rather, they are familiar and often encountered around us (Saikia, 2017).
According to Aktar (2013), as cited by Lanozo (2021), family breakup has become a
common feature of contemporary society.
A broken family can significantly affect the lives of their children. It may result
in children feeling misled. This is one of the family factors contributing to why some
children become rebellious in school and struggle to focus on achieving personal
goals due to the problems they face at home. A study conducted at Jagobiao National
High School by Lanozo et al. (2021) observed that students from broken families tend
to be problematic, easily irritated, and experience anxiety. Students from broken
families demonstrate different behaviours compared to those from intact families.
Moreover, the study also found out that most students from broken families
are more rebellious than those from intact families because they yearn for attention
from their parents and seek validation. Moreover, in academics, they often show a
lack of interest in learning, as they are easily tempted to engage in negative
behaviours due to a lack of guidance from elders. Additionally, they may exhibit
aggression in pursuing their desires, some of which may involve harmful practices
like smoking or drinking alcohol. Students from broken homes often lack affection
from their parents.
As a result, they seek attention from their parents, even if it is not reciprocated.
Some students from broken families use their family problems as motivation to
3
succeed in life. While some students are independent enough to take care of
themselves, others struggle. Furthermore, individuals from broken homes are more
likely to associate with delinquent peer groups than those from intact families
(Moneva et al., 2020).
According to Saxena (2017), children who receive adequate attention,
communication, and interaction from their biological parents demonstrate more
stability and consistency in their academic performance. When parents pay more
attention to their children, it helps reduce negative impacts on their academic
performance. However, few studies focus on the positive and resilient strategies that
students from broken families develop. There is a lack of understanding regarding
how these students manage their emotions, build support networks, and adapt to
their new family structures. Thus, existing studies reveal gaps that need to be
investigated.
While some research acknowledges the negative impacts of broken families,
many unanswered questions remain regarding the long-term consequences for
students who experience family breakdown, as well as the positive and resilient
strategies employed by these students. Some studies emphasize the increased risk
of mental health issues, such as anxiety and depression, highlighting the need for
more research on the specific types of mental health challenges faced by students,
particularly those in Grade 11. There is also a lack of understanding about the
underlying mechanisms behind these issues. Most studies have focused on the
negative impacts of family breakdown, and some indicate that a negative effect is
that some students struggle with socialization after the breakdown, feeling that
isolation is preferable to opening up to others. Johnson (2020) notes that if feelings
of emptiness intensify, it can lead to a toxic isolation that hinders the development of
healthy relationships.
Therefore, this research needs to explore the impact on socioeconomic
outcomes. By addressing these knowledge gaps, concerned people can better
4
understand the complexities of family breakdown and develop more effective ways
to support individuals and families affected by it.
Having a broken family can affect students' educational performance.
However, according to Widyastuti (2017), even though students from broken families
face these issues, some can view their circumstances positively and demonstrate
resilience.
The stability of a family creates a foundation for children to progress
throughout life (Felisilda et al., 2020). However, when a family breaks apart, children
often face significant challenges in coping with emotional distress, social
adjustments, and academic performance. Adolescents, particularly Grade 11
students, are at a critical stage of development, making them vulnerable to the effects
of family separation. While some students develop effective coping mechanisms,
others struggle with the emotional burden, leading to academic difficulties and social
withdrawal.
Despite the growing awareness of the effects of broken families on students,
limited research exists on how these students cope with their situations. Existing
studies indicate gaps or factors that need investigation: (1) exploring the different
coping mechanisms among Grade 11 students and (2) examining the lived
experiences of Grade 11 students during the 2024-2025 school year.
This study aims to understand and identify the different coping strategies
among Grade 11 students from broken families. It is crucial to explore how these
adolescents handle their emotional and social challenges. Understanding these
strategies can aid in developing support systems and educational practices and
improve our understanding of their mental health conditions to provide better
assistance in overcoming the effects of a broken family.
5
Research Questions
This study will explore the lived experiences of grade 11 students on coping
mechanisms from broken home families for school year 2024-2025.
Specifically, this study sought to answer the following questions:
1.
What are the Lived Experiences of Grade 11 students who came from
a broken family?
2.
What are the Coping Mechanisms of Grade 11 students who came from
a broken family?
Significance of the Study
The family plays a crucial role in a child's development and socialization,
which can impact their academic performance (Felisilda et al., 2020). This means that
coming from a broken family can significantly affect a Grade 11 student's education.
This research would then be specifically significant and beneficial to the following:
To the Students: This study would significantly benefit students who come
from broken families, providing them with practical coping mechanisms to improve
their well-being and academic performance.
To the Parents and Guardians: This research empowers parents and
guardians by providing them with insights into adolescent coping strategies, enabling
them to offer more effective support during challenging times.
To the Educators and School Counsellors: This research equips
educators and school counsellors with the knowledge to identify at-risk students
early, providing them with the tools to offer appropriate emotional and academic
support, and implement effective coping strategies.
To the Mental Health Professionals: This research provides mental health
professionals with valuable insights into the unique challenges faced by students from
6
broken families, enabling them to develop tailored strategies for promoting mental
stability and coping skills.
To the Future Researchers: This research serves as a valuable resource for
future researchers exploring the impact of family breakdown on students, identifying
existing gaps and providing a foundation for further investigation.
Scope and Delimitation of the Study
In understanding the exploration of the Coping Mechanisms of Grade 11
students who came from broken family, researchers will delve on how Grade 11
students in Guiuan National High School from broken family manage their emotions
in a particular situation which includes or connects to being a part of broken family.
The researchers choose to gather data at Guiuan National High School
(GNHS) from the different Grade 11 strands under Technical Vocational Livelihood
(TVL) and Academic Strands. Through gathering different ideas of experiences from
the different participants under Grade 11, there will be sufficient data for our research
study. The researchers aim to collect data from our participant with the guide of ethics
in research so they will not hesitate to share their perceptions or information about
this study.
Definition of Terms
The following are necessary terminologies used in this study that were defined
to enlighten the readers and lessen confusion and establish a solid ground on how
they will be used in the course of this paper. The following words are conceptually
and/or operationally defined.
Broken Family. Saikia (2017) describes a broken family as a household
where one or both parents are absent due to separation, divorce, or other reasons,
which can significantly impact a child's emotional and social growth. In this study, this
term refers specifically to families with separated parents.
7
Coping Mechanisms. This refers to the thoughts and behaviours that
individuals use to manage internal and external stressful situations (Baumstarck et
al., 2020). In this study, this term refers to the strategies or behaviours individuals
use to manage stress or challenging situations.
Lived Experiences. Lived experiences are people's subjective, first-hand
engagement within their social and cultural settings, influencing how individuals see
and develop their environment, relationships, and identity (Coopamootoo et al.,
2022). In this study, 'lived experiences' refers to how individuals understand and feel
about the events they experience.
8
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides a summary of existing research studies that provide
context for the current study.
Lived Experiences of a Broken Family
According to Wang and Scofer (2018), a report on divorce percentages from
eighty-four countries worldwide examined social factors that might contribute to
marital breakdown, including educational attainment, job descriptions, earnings, and
age at marriage. However, they found that a broken family can negatively affect all
domains of a child's development.
A parental divorce is a stressful event for children (Green, 2015). While
broken families generally have negative outcomes, students from broken families can
also experience positive things, develop resilience, and achieve great things despite
the challenges they face (Widyastuti, 2017).
Moreover, Lopez et al. (2018) stated that students' responses to these
difficulties vary. Some students struggle with their issues, finding solace in sharing
their thoughts with peers. Others strengthen their faith in God, accept the situation,
and move forward.
Re-evaluating one, even after growing up in a broken family, can be achieved
through therapies that help individuals move on from traumatic experiences
(McCormack et al., 2017). A recent study from Korea demonstrated that students
from broken families can excel in areas like sports. The study showed that student
athletes from broken families were assertive and hardworking in their daily practice
and excelled at finding solutions to overcome their difficulties in their chosen sport
(Shin & Kim, 2019).
9
Separation of parents causes problems and difficulties for children,
particularly in their academic performance. Students from broken families often
struggle with academic performance, self-confidence, and behaviour. One major
factor that affects how well or poorly students react to the trauma of separation is the
presence of depression and anxiety, which are common in students from broken
families (Child & Family Blog Editor, 2019). These can create a cycle of poor grades
and low self-confidence that can be difficult for students to overcome (Oxford
Learning, 2017).
Financial problems such as struggles in meeting the basic needs of the
children or family, and loneliness, as the predominant feeling among parents, are
common problems and experiences (Ramos & Tus, 2020).
A broken family can significantly impact a person's perspective and lifestyle
(Lobert et al., 2016). Behavioural issues, such as bad temper, moodiness, and
rebelliousness, are often observed in students after their parents' separation, leading
to negative feelings and emotions (Ariston, 2019). Students may also struggle with
expectations due to a lack of security, care, and discipline (Olokuntoye).
A broken family can have harmful effects on children because of the lack of
attention (Lanozo et al., 2021). Students from broken families often face serious
challenges related to finances, emotions, social dynamics, and behaviour,
contributing to poor academic performance. They may also experience an identity
crisis, leading to frustration and deviant behaviour (Lanozo et al., 2021).
According to Peduca et al. (2023), growing up in a broken family presents
continuous challenges, as individuals often experience emotional distress, trauma,
and other mental health issues resulting from their family circumstances. These
experiences can have a profound psychological and physical impact, making daily
life increasingly difficult.
Furthermore, financial constraints pose an additional burden, as many
individuals are required to work after school to support their basic needs, particularly
10
their educational expenses. These emotional hardships may contribute to
behavioural issues that impede social development. The findings underscore the
necessity of a holistic and compassionate approach to supporting students from
broken families. Educational institutions and communities should prioritize
addressing their emotional, financial, and social needs. Establishing inclusive and
supportive environments that acknowledge their unique circumstances and strengths
is essential in enabling them to realize their full potential. By providing comprehensive
support systems, students from broken families can be empowered to overcome
challenges and succeed academically, emotionally, and socially.
Moreover, Sarnoto et al. (2024) highlight the widespread issue of broken
homes—caused by parental separation, divorce, or single-parent households—and
their significant impact on adolescent development and academic performance.
Quantitative analysis shows a clear link between broken home conditions and lower
levels of attentional control, persistence, and academic engagement in adolescents.
These effects remain even after accounting for factors like socioeconomic status and
parental involvement, emphasizing the unique influence of family disruptions on
academic outcomes.
Qualitative insights further reveal the emotional struggles adolescents from
broken homes face, including insecurity and difficulty balancing academic
responsibilities amid family instability. These findings have important implications for
education, policy, and intervention efforts. By recognizing the specific challenges
these adolescents encounter and implementing evidence-based support strategies,
educators, policymakers, and stakeholders can create more inclusive and supportive
environments that foster their academic success and overall well-being.
Additionally, Digon (2023) examined how children from broken families
experience emotional distress and how it affects different aspects of their lives. Since
the family is a child’s first social environment, its breakdown can shape their views
on relationships and personal well-being. The study identified four major themes that
11
influence young adults’ perceptions of marriage: fear from negative experiences, trust
issues, low self-worth, and attachment difficulties.
Despite their experiences, many young adults base their understanding of
marriage on examples of healthy relationships rather than the hardships they faced
in their own families. Parental separation doesn’t just affect the parents; it also deeply
impacts the child. The grieving process varies from person to person, with some
experiencing emotions in a different order, such as feeling depressed before getting
angry or skipping certain stages entirely.
This highlights how individuals process and adjust to family changes in unique
ways. The study led to the following conclusions: (1.) many participants whose
parents separated during their school years turned to vices like smoking, drinking, or
drugs. Acts of rebellion often stemmed from their inability to process and express
their emotions at the time. (2.) As adolescents grow, parental influence tends to
decrease due to the increasing impact of peer relationships and spending less time
at home. (3.) The separation either strengthened or weakened their bonds with
parents, siblings, relatives, and friends, depending on their personal experiences. (4.)
All participants went through the grief stages of denial, anger, bargaining, depression,
and acceptance but not necessarily in a set order. And (5), Most found comfort and
stability by spending time with friends and turning to prayer, which helped them cope
with their emotions.
Furthermore, Lanozo et al. (2021) explained that their primary goal was to
assess the lived experiences of students from broken families amidst the pandemic.
Specifically, they sought the following objectives: (1) to describe the positive
experiences of students from broken families, (2) to describe the challenges of the
students from broken families experience and why they consider those as challenges,
and (3) to describe the effects on academic performance of the students coming from
broken families. Statistics showed that 30 percent more of the students from broken
12
families have many absences, being late, and skip classes than those with stable
families.
Furthermore, being in a rebellious and curious stage, exposing students to
drugs, alcohol drinking, and smoking. Due to the parent's inability to pay attention to
their children, there is a possibility that students lose focus on learning due to the
environment they see in their homes. Their academic performance can suffer, and
they begin engaging in some forms of deviant behaviour like associating with the
wrong friends and acting up during class. Students whose parents are separated are
more likely to leave home, not wanting to be involved in the problem facing their
parents, and deciding to live independently.
Cebuano et al. (2024) highlight that students from broken families often
struggle with feelings of exclusion and a sense of being different from their peers who
come from stable, happy homes. The added responsibilities placed on them can lead
to overwhelming pressure, resulting in anxiety and depression. The study concludes
that broken family relationships significantly impact students' attitudes toward their
academic pursuits.
Many respondents from broken families face major challenges, including
emotional distress, depression, and insecurity, especially when comparing
themselves to students from complete and supportive families. These difficulties
negatively affect their academic performance, self-confidence, and behaviour.
Several studies have confirmed that students from broken families tend to experience
setbacks in their education, emotional well-being, and social interactions. These
challenges stem from factors such as a lack of parental support, financial struggles,
and emotional instability. Research also indicates that children from intact families
generally achieve higher academic success due to the emotional and academic
guidance they receive from their parents.
Moreover, Mugiraneza et al. (2024) examine the link between depression and
being raised in broken families among children in Rwanda's Northern Province. The
13
research focuses on how family structure affects children's well-being, mental health,
and advocacy efforts. The findings indicate that children from broken families are
significantly impacted, with 69.4% of participants diagnosed with depression. These
children face a higher risk of mental illness, while those from stable families tend to
have better psychological, social, and physical well-being. The study recommends
collaboration with policymakers, including the Northern Province Administration, the
Ministry of Health, the Rwandan Government, and the Ministry of Youth, to advocate
for children's rights, improve policies, and implement child-centred therapies. It also
emphasizes the role of mental health professionals as the most qualified experts to
lead these efforts.
Moneva et al. (2020) delve into the relationship between a broken family
background and students' performance on academic tasks. The study found that
students from broken families reported performing differently compared to those from
complete families. They often lacked confidence in class participation and social
interactions. However, statistical analysis showed no significant correlation between
academic performance and socialization among students from broken families. The
findings suggest that family background influences students' academic performance
and social interactions in different ways. Students from complete families tend to be
more confident in engaging with peers and teachers, whereas those from broken
families often feel uncomfortable communicating with their classmates and
educators. The study recommends that students participate in activities that enhance
their confidence. Teachers should support and encourage these students in both
social and academic settings, while students themselves should seek ways to stay
motivated despite family challenges.
Wakhley (2024) explores the behavioural issues experienced by children from
broken families and identifies several risk factors that can have long-term negative
effects on their lives, particularly in early childhood. The study highlights four key
factors contributing to behavioural challenges in these children: (1) Parental Conflicts
14
- Children exposed to family conflicts may experience mental trauma as they grow
and begin to understand these issues. (2) Lack of Emotional Support – Children from
broken families often struggle with emotional difficulties due to insufficient support
from parents or caregivers (3) Socio-Economic Strain – Financial struggles are
common among children from broken families, particularly in middle- and lowerincome households, though this is not always the case. (4) Self-Esteem and
Internalizing Issues – Many children from broken families experience low self-esteem
and internal emotional struggles, which can affect their overall well-being. The study
concludes that school-aged children from broken families face unique challenges
compared to those from intact families. A lack of support and motivation is a major
factor contributing to emotional distress and internalizing behaviours.
Angreini et al. (2024) investigate how family dysfunction in broken homes
affects adolescent attitudes and resilience. The study’s findings highlight noticeable
behavioural changes in children after learning about their parents' divorce. Some
adolescents developed negative habits such as smoking, skipping school, and, in
extreme cases, experiencing suicidal thoughts. These behaviours, as reported by the
participants, suggest that their sense of identity, which could have been shaped
positively, was instead influenced negatively. However, not all children from broken
homes struggled with long-term emotional conflict. Some used their experiences as
motivation to grow into more confident individuals, set new life goals, and move
forward, even without parental support.
Susgaleni et al. (2024) discuss how low self-efficacy can lead to a lack of
motivation to study, self-doubt, difficulty distinguishing right from wrong, and trouble
making decisions. Students experiencing low self-efficacy often feel neglected,
disappointed, and uncertain about their choices. To address this, many students
turned to peer counselling services offered by their campus. These sessions provided
a supportive environment where they could express their thoughts without fear of
judgment.
15
As a result, they felt heard, valued, and more confident. The study highlights
that peer counselling plays a crucial role in improving students’ self-efficacy by
boosting their confidence and decision-making skills. The research also points out
that parental divorce or separation has a major psychological impact on children,
affecting their daily lives and academic performance. Many struggle with self-doubt,
problem-solving, and commitment to tasks, which further disrupts their education.
Initially, counselling services were only provided by faculty members, which led to
unequal access and reluctance among students to seek help. Many felt more
comfortable opening up to peer counsellors, who were closer in age and could relate
to their experiences. After participating in peer counselling, students reported feeling
supported and more optimistic about their abilities.
Ezeugo et al. (2023) found out that growing up in a broken home can impact
an adolescent's self-esteem. Their study explored the effectiveness of two behaviour
modification therapies: Acceptance-Commitment Therapy (ACT) and Rational
Emotive Behaviour Therapy (REBT). The results showed significant improvements in
self-esteem among adolescents who received these interventions, with REBT
proving to be more effective than ACT. Additionally, there was no significant
difference in self-esteem improvements between male and female participants.
Based on these findings, the study recommended using ACT and REBT to support
adolescents from broken homes. It also highlighted that self-esteem varies among
adolescents exposed to these therapies compared to a control group. Overall, the
study reinforced that broken homes can negatively affect children's self-esteem, with
potential long-term consequences into adulthood. However, gender did not appear to
play a significant role in these effects.
Furthermore, Bice (2021) explores that most students from broken families
experience academic and social challenges. Many are still adjusting to their situation
and hoping for their parents to reunite. The key finding of the research is that financial
difficulties are the primary cause of parental separation, which, in turn, negatively
16
impacts students' academic performance. They feel their home environment is no
longer suitable for studying and struggle with loneliness due to the lack of support
from both parents. However, some students believe that if their parents were
together, they would have less freedom to socialize, as they would either spend more
time with their family or face restrictions on being with friends.
In addition, Maurpaung (2024), indicates that broken homes arise due to
several key factors, including financial difficulties, poor communication, and infidelity.
These issues have a significant impact on children's mental, emotional, and social
well-being. Affected children often struggle with loneliness, emotional instability, and
a lack of motivation for education. Additionally, insufficient parental care and support
contribute to feelings of insecurity and disrupt a stable family environment. In one
case, an individual even exhibited self-harming behaviour due to emotional distress.
This research highlights the crucial role of parents in providing guidance, love, and
psychological support to reduce the negative effects of broken homes. The findings
emphasize the urgent need to improve family communication and foster resilience as
both preventive and recovery strategies.
Additionally, Ebagat et al. (2022) state that parents and guardians support
their children by providing financial and material assistance. They also offer guidance,
moral encouragement, and help with academic tasks. Additionally, government
policies should strengthen collaboration among education stakeholders to better
support these learners. Students from broken homes often face academic challenges
such as unstable internet access, incomplete assignments, and disruptive household
or neighbourhood noise. To cope, they adjust their sleep schedules and seek support
from trusted peers. In response to low academic performance, researchers
developed a remediation plan for Social Studies, which can also be adapted for other
subjects. This plan was reviewed and validated by experienced Social Studies
educators.
17
Coping Mechanisms of a Broken Family
Hughes et al. (2015) found that children between six and eight years old can
understand divorce and deal with its effects. They might feel sad about the changes
in their family and miss the parent who's no longer living with them. They might even
think the absent parent doesn't want them anymore, which can hurt their self-esteem.
If one parent talks badly about the other, the child might feel like part of them is bad.
They often really want their parents to get back together and try to make that happen
when they see them. Even though they're sad, they might try to take care of their
parents, showing that they still need their love and attention.
In the research of Zafra and Ariana (2024), the study found that teenagers
from broken homes struggle to define happiness. These young people often perceive
life as a combination of vice, destruction, loneliness, freedom, enjoyment, and selfdoubt, making it difficult for them to experience true happiness. According to Hafiza
and Mawarpury (2018), there are aspects of happiness in children who experience a
broken home, namely: a pleasant life, a meaningful life, and self-involvement.
Another research by Faizah (2022) identified three aspects of happiness: fun,
meaningful, and interesting life. Moreover, Syayidah and Basaria (2023) also
revealed aspects of happiness such as feeling positive emotions using their power in
fulfilling their desires, and achieving their goals by using kindness and pleasant
feelings. While these studies offer valuable insights into the complex experience of
happiness, they lack a cohesive framework for understanding the diverse ways
children experience and achieve happiness. According to Ikhsan and Santosa (2024),
teenagers with broken homes often strive to establish good relationships with others
as a way to achieve happiness.
According to Umam and Maemonah (2021), teenagers often try to achieve
happiness by forgetting past disappointments, seeking wisdom from challenges, and
preparing themselves for a new life. These studies delve into the strategies teenagers
18
utilize to attain happiness, suggesting positive relationships, active participation in
life, and finding meaning as key elements.
However, these studies fail to adequately address the challenges and
obstacles faced by teenagers from broken homes in their pursuit of happiness. A
deeper exploration of these challenges, along with the support systems they require,
would enrich the understanding of their experiences. Overall, while these studies
contribute to the understanding of happiness within the context of broken families,
they lack a comprehensive and nuanced approach to the subject. Future research
should focus on a more holistic framework that addresses the diverse aspects of
happiness, the complexities of achieving happiness, and the challenges teenagers
face in their journey.
Ananda's (2023) research defines a "broken home" as a family structure
disrupted by parental separation due to divorce, death, or prolonged conflict. This
disruption often leads to negative consequences for children, affecting their
emotional, social, and behavioural development. Ananda identifies five key
dimensions impacted by broken homes: emotional, social, cognitive, behavioural,
and social support. However, it's important to remember that while parental
separation is a stressful event for both parents and children, it doesn't dictate a
predetermined outcome. As Docena (2015) emphasizes, Filipino culture emphasizes
independence and resilience. Filipinos are known for their ability to move forward
from difficult situations, focusing on positive action rather than dwelling on past
events. This cultural perspective highlights that while broken homes present
challenges, they don't necessarily preclude the possibility of growth and recovery.
Family dynamics play a crucial role in a student's educational journey.
Whether a student excels or struggles in their studies is often influenced by their
family environment. According to Wood (2019), parental separation can have a
positive impact on students, and Lopez et al. (2018) recognize that students respond
to such challenges in diverse ways. Some students find solace in connecting with
19
peers, while others seek comfort in their faith or by accepting the situation and moving
forward.
However, the impact of a broken family extends beyond the students
themselves. De Lina (2020) notes the increased financial stress that often
accompanies family separation, which can significantly impact a student's ability to
afford education fees and daily expenses. This highlights the multifaceted impact of
family dynamics on a student's academic experience.
Asriandari (2015) points out that teenagers respond to parental divorce in a
variety of ways, with some adopting positive coping mechanisms and others
exhibiting negative behaviors. Some teens find motivation to achieve goals or
express their emotions through positive hobbies, while others act out through
rebellious or disruptive behavior. The impact of parental divorce on adolescents is
unique and varied, resulting in a spectrum of responses. Ilahi and Hartini's (2015)
study in Surabaya examined the connection between self-esteem and coping
strategies in teenagers who had experienced parental divorce. Their research,
conducted on 33 adolescents aged 18-21, revealed that those who had been through
a divorce for one to four years had lower self-esteem than those who had experienced
divorce for five to six years. This finding suggests that self-esteem initially dips after
a parental divorce, but gradually increases as the individual adapts to the new
circumstances.
The Effectiveness of Social Support and Coping Mechanisms
Yazon et al. (2017) highlights that people live in a complex world where
stressors are common, leading to stress and tension. To manage these stressors,
people rely on coping skills, which are strategies for minimizing their impact. Two
main categories of coping strategies are identified: problem-focused and emotionfocused. Within these categories, eight distinct dimensions exist: Confrontive Coping
it is taking direct action to face the problem; Seeking Social Support which is seeking
20
information and emotional aid from others; Positive Reappraisal which is reframing
the situation positively and focusing on personal growth; Distancing it is expecting the
problem to resolve itself and emotionally detaching; Accepting Responsibility which
is embracing the situation and taking ownership of one's role in it; Self-Controlling
which is regulating one's emotions and actions; and Escape-Avoidance is avoiding
the situation through behavioural struggles or wishful thinking.
The impact of parental divorce on adolescents is a complex issue with farreaching consequences, significantly impacting their emotional well-being and
development. Understanding how adolescents cope with this significant life change
is crucial to mitigating negative outcomes and fostering resilience. Yárnoz and
Garmendia (2016) highlight the significant stress experienced by children following
parental separation, emphasizing the disruption to their familiar family structure and
the resulting emotional upheaval.
This stress is frequently exacerbated by a lack of adequate support from
family and community networks (Hakim & Rahmawati, 2015), leading to increased
feelings of isolation and vulnerability. This lack of support further compounds the
challenges adolescents face in coping with the emotional and practical ramifications
of their parents' divorce, a point underscored by Yamos and Garmendia
(2016). Therefore, the effectiveness of various coping mechanisms becomes a
central focus in understanding adolescent adjustment after parental separation.
The effectiveness of coping mechanisms is central to adolescent adjustment
after parental divorce. Social support plays a vital role, offering both emotional and
instrumental assistance. Emotional support provides empathy, understanding, and
encouragement, helping teenagers feel validated and less alone. Instrumental
support, conversely, offers practical help, such as guidance in problem-solving and
assistance in navigating the logistical complexities of a changed family structure.
In addition to social support, proactive planning emerges as a key coping
strategy. This involves actively considering ways to address and overcome the
21
stressors associated with divorce (Zahra & Kawuryan, 2016), such as setting goals
to improve relationships with parents or increase parental involvement. The
effectiveness of these strategies is directly linked to the adolescent's ability to
manage stress and navigate the challenges of a changed family dynamic.
This emphasis on effective coping strategies is further highlighted by the
significant impact of parental involvement on a child's self-esteem, especially within
the context of a broken home. Arma (2019) emphasizes the importance of parental
participation in early childhood education, showcasing the collaborative efforts of
parents and teachers in fostering a supportive learning environment. The study's
findings indicate that a lack of parental attention and love can negatively affect a
child's
self-esteem,
leading
to
feelings
of
inadequacy
and
behavioural
problems. Conversely, active parental involvement in a child's education can
significantly bolster their self-esteem, positively influencing their behaviour and social
interactions. The effectiveness of parental involvement as a coping mechanism is
evident in its ability to provide stability and support during a period of significant
change.
The challenges faced by adolescents from divorced families are further
complicated by the developmental stage of adolescence itself. This period of selfdiscovery and identity formation is already marked by significant challenges, and the
added stress of parental separation can create unique difficulties (Yanti, 2020). While
adolescents from broken homes may face unique difficulties, they share similar
developmental phases with their peers, navigating new developmental tasks and
identity exploration alongside the specific hardships of their family situation.
However, the ability to develop resilience is crucial for navigating these
disruptions. Reivich and Shatte (2018) define resilience as the capacity to respond to
challenges in a healthy and productive manner, enabling individuals to cope with
stressful situations, overcome difficulties, and recover from traumatic experiences.
22
The effectiveness of resilience as a coping mechanism is evident in its ability to
promote positive adaptation and well-being.
The development of resilience is not predetermined; it is shaped by
environmental factors (Reivich & Shatte, 2022). Mashudi (2018) emphasizes that
resilience is a universal quality, accessible to all, including teenagers from
challenging family backgrounds. Despite the stressful environment of a broken home,
these young people can develop strong resilience, which serves as a critical source
of strength. Interestingly, research suggests that broken homes can even have some
positive impacts. For example, Sigiro et al. (2022) found that navigating parental
conflict can foster greater maturity, resilience, and independence in children.
Similarly, Dedy Kasingku et al. (2022) suggest that the experience of
navigating daily life without full parental support can lead to a deeper understanding
of life's complexities and foster an independent spirit. The effectiveness of these
unexpected positive outcomes highlights the resilience and adaptability of
adolescents.
However, the capacity for resilience is not uniformly distributed. Apriani (2019)
found that emotional intelligence is a strong predictor of resilience among
adolescents in orphanages, with high emotional intelligence correlating with higher
levels of psychological resilience. This suggests that further research is needed to
explore the dynamics of resilience in teenagers from broken homes, examining
factors such as gender, length of parental separation, and number of siblings to
understand their influence on resilience and emotional intelligence. Understanding
these factors is crucial to developing effective interventions to support resilience.
Different coping strategies are employed by adolescents facing these
challenges. Muller, Brewer, et al. (2019) found that newcomer refugee youth utilized
both emotion-focused and problem-focused coping strategies, adapting their
approach to the specific stressor. Furthermore, Du Plooy and Rensburg (2015)
categorized
coping
themes
into
four
areas:
communication,
cognitive,
23
distraction/avoidance, and spiritual coping, each with its own set of strategies and
challenges. The effectiveness of these various strategies underscores the need for a
multifaceted approach to support adolescents navigating parental divorce. Effective
communication, beyond mere social support, is crucial for successful coping after
parental separation. The study also highlighted hindering factors such as poor parentchild communication, parental conflict, and environmental disruptions.
Understanding the factors that influence adolescent well-being after parental
separation is crucial. Karela and Petrogiannis (2018) identified risk factors such as
rejection, hostility, high parental stress, and conflict, as well as protective factors
including supportive communication, parental satisfaction, strong social networks,
and parental emotional openness. These factors highlight the importance of a
supportive environment in fostering resilience and thriving.
Parental involvement plays a critical role, with positive parental attitudes
fostering better relationships and supportive reactions encouraging emotional
exploration (Deng et al., 2022). Conversely, non-supportive behaviors can negatively
impact emotional development. The effectiveness of these interventions hinges on
their ability to foster positive coping mechanisms.
The rising divorce rate has significant consequences for children. Divorce
brings change and reorganization, often accompanied by negative emotions such as
loneliness, anger, guilt, and resentment. Consequently, self-esteem, influenced by
both innate factors and the environment, can suffer in adolescents from broken
homes, potentially leading to feelings of worthlessness (Ekeanya et al., 2023).
Infrequent parental contact can further exacerbate these issues, leading to
feelings of abandonment and hindering relationship development (Kelly &
Dupasquier, 2016). For these adolescents, the concept of "home" becomes redefined
as a place of comfort, care, and love, rather than simply a physical location (Firdausi
et al., 2020).
24
Furthermore, reduced educational support can lead to decreased motivation
and attendance (Wulandari et al., 2023). Ultimately, these experiences can shape
young adults' perspectives on marital relationships, potentially leading to negative
views stemming from witnessing parental conflict and a lack of love and respect
(Malda et al., 2019; Angjelkoska, 2015). The effectiveness of intervention strategies
must therefore focus on building coping skills and fostering resilience.
Family as a Foundation of Children
Several studies have shown that a broken home significantly affects
adolescent personality development. Based on research, the number of divorces in
Samarinda has reached an alarming rate over the years. From 2014 to 2016, divorce
cases have steadily increased. In 2014, the Court of Justice received 2,138 cases,
while in 2015, the Samarinda City Religious Court handled 2,063 cases. The most
drastic increase occurred in 2016, with 2,310 cases recorded.
According to van de Rakt as cited by Fauzan and Widodo (2019), youth have
approximately a 1% chance of engaging in negative behavior each year. However,
this probability triples under certain circumstances, including family instability.
Divorce disrupts household peace, leading to emotional disturbances in adolescents.
Those initially cheerful and outgoing may become moody, lazy, dishonest, or even
rebellious. A lack of parental compassion and attention exacerbates these behavioral
changes (Mukhlis Aziz, 2015).
A 2016 study from Finland found that children of divorced parents are more
likely to experience the same marital issues in adulthood. This suggests that parental
influence shapes future relationship patterns. Additionally, Azumah (2017)
highlighted that exposure to parental violence—whether verbal or physical—can
cause severe emotional trauma in children. Growing up in an environment filled with
rage rather than love significantly impacts mental and emotional health.
25
Self-worth is defined as an individual's internal value rather than external
attributes (Firestone, 2016). Parents play a crucial role in building a child's sense of
security, love, and belonging. When a home lacks unity and care, self-worth
diminishes, leaving children feeling incomplete and undeserving. Adolescents from
broken homes often struggle with self-acceptance, isolation, and feelings of being a
burden to others. This can also affect their ability to form intimate relationships, as
they may develop attachment issues and become overly dependent on romantic
partners (Angjelkoska, 2015; LaDolce, 2017).
Achilike (2017) defines a stable home as one consisting of both parents, free
from separation, divorce, or single parenthood. Social support plays a crucial role in
helping individuals navigate difficulties. According to Abdullah & Singh (2019), social
support includes material and emotional resources provided by family, friends, and
communities, fostering resilience and self-esteem.
Wilis (2015) associated broken homes with a lack of affection and attention,
which can lead to child neglect, emotional distress, and increased vulnerability to
delinquency. Many divorced parents fail to recognize the psychological toll of their
conflicts on children, particularly during adolescence, a crucial developmental stage
(Setyawan, 2016). Wulandri et al. (2019) further emphasized that broken homes
negatively impact children’s academic performance, quality of life, and mental health,
forcing them to adapt to family crises.
Coping mechanisms vary among individuals facing family disruptions.
Adolescents often experience emotional instability, rebellion, and identity struggles
(Umami, 2019). Studies show that broken home experiences contribute to moral
decline and increased juvenile delinquency in Indonesia (Karlina, 2020). Guidance
and counseling services in schools play a vital role in helping students from broken
homes navigate their challenges (Zulfani et al., 2023). Counseling aids in emotional
regulation, improving self-worth, and fostering social well-being (Rismayanti &
Nuryanto, 2020).
26
Children are often referred to as the future of a nation, emphasizing the
importance of their upbringing. Ideally, a child grows up in a complete family
environment. However, due to various factors, not all children receive adequate
parental love and care. The term "broken home" extends beyond divorce and
includes dysfunctional families marked by conflict, neglect, or absence of parental
guidance (Ardilla & Cholid, 2021; Fauzi, 2020). Such conditions negatively impact
children’s mental health, leading to stress, self-doubt, and social withdrawal
(Rohmatillah, 2022). Research further indicates that family separation can cause
aggressive behavior and difficulties in learning (Daulay & Nuraini, 2022; Rodriguez &
Velastequi, 2019).
Domestic disputes are a primary cause of divorce in Indonesia, often resulting
in adverse effects on children’s emotional well-being (Maharani, 2020; Novita Sari,
2018). While some children manage to adapt, others struggle with lasting trauma
(Makarim, 2020). Hilmi et al. (2018) stressed that family structure plays a significant
role in shaping student behavior and academic performance. Schools, through
guidance and counseling programs, must offer support to students from broken
homes (Zulfani et al., 2023). Counselors help address emotional and psychological
challenges, enhancing motivation and moral development (Daulay & Nuraini, 2022).
A supportive learning environment can mitigate the adverse effects of broken homes
and foster resilience among students (Wati & Purnomo, 2022).
Though families are vital in cultivating social values that encourage a culture
of giving among children, their current influence is considered moderate, indicating a
need for further development in this area (Elsayed, 2024). Family serves as the
foundation during childhood for developing healthy thoughts, behaviours, and
relationships. A child's level of well-being significantly influences their educational
performance, employment competence, and interpersonal communication skills in
the future (Han, 2023)
27
There is a famous African proverb that says, “It takes a village to raise a child.”
This essentially means that raising a child is a communal effort. No matter what this
village may look like—friends, family, or other trusted loved ones—the idea is that its
efforts will impact the child. However, according to The Center for Parenting
Education, understanding the concept of values and the importance of teaching of
parents to their children gives parents a powerful way to influence their children and
to shield them from the adverse forces they may encounter in the outside world.
In the study of Mao et al. (2020), parental care in early childhood is viewed as
one of the most important factors that help foster children’s abilities. Left-behind
children have a lower cognitive test score and academic test score, and they are also
less likely to attend a college. In particular, a mother’s absence seems to have
persistent negative effects on children’s development. Mechanism analyses show
that parental absence may result in a less healthy mental status of children and
reduce children’s efforts in class. However, the study does not find significant
evidence that the exposure to left-behind children in class lowers the in-school
outcomes of children.
Decades of research have consistently demonstrated that parental
involvement in education positively influences student attendance, social skills, and
behavior. Furthermore, according to The Annie E. Casey Foundation (2022), such
involvement aids children in adapting more effectively to the school environment.
In conclusion, broken homes profoundly impact adolescent personality
development, self-worth, academic achievement, and mental health. Effective
intervention strategies, including counseling and social support, are essential in
helping affected individuals navigate their challenges and build a stable future.
The Effect of Broken Family
The parents, marriage, and children form the basis of the family, which is the
most fundamental social unit. Everyone wants a home of their own and a family that
28
is harmonious in both body and mind. In general, Married parents with kids are seen
as full households. However, the situation isn't always like that. Broken families are
not unusual; rather, they are widespread and frequently seen in our surroundings.
The majority of students from dysfunctional households face significant obstacles due
to financial, emotional, behavioural, social, and mental issues that impede their
academic success.
The lives of students from broken families during the pandemic are examined
in Buhay Estudyante according to Lanozo et al., 2021) at St. Paul University Surigao's
HUMSS Senior High School Students' Coping Strategies to new normal. The pupils'
emotional and problem-focused coping strategies were determined by these
characteristics. When it comes to the coping method of HUMSS students, emotionfocused coping has been observed frequently, but problem-focused coping is still
employed by students to confront and relieve their anxiety.
Additionally, a student's coping strategy differs depending on their sex when
it comes to emotion focused and problem-focused approaches stated by (Plaza et
al., 2022). According to the University of Gul & Nadeemullah (2017), they stated that
children from broken homes are roughly five times more likely to experience harmful
mental health issues than children whose parents are together. The home is the first
and immediate unit into which a child is born and is regarded as a complete member
of the family. The rate of divorce is rising quickly and has an impact on a person's
entire life. The study of "Performance Tasks and Socialization of Student with Broken
Family" are stated that the family consists of the parents and their offspring or two or
more people who share goals and values in life. It is important and something that
should never be taken for granted, it is the people who you can count on no matter
what. In the modern stage of the family there are two kinds of families: the complete
and the broken family.
A broken family can affect the life of their children. It might be the reason that
the children will be misled. It is the one of the family factors why other children are
29
getting rebellious in school and they cannot focus because of the problems they
encountered at home. In Jagobiao National High School, it was observed that the
students who have broken family tend to be problematic, easily irritated and
experience anxiety at times. They do not have a peace of mind and cannot focus on
their studies because of the problem they encountered at home. Students who came
from a broken family are different compared to the students who came from a
complete family. They have an opposite action. Most of them are hiding themselves
and emotion into their naughty actions. They want to socialize and gain more friends
in which it served as their comfort zone.
Seeking Social Support
Riemann (2024) expanded on Optimal Matching Theory (OMT) and existing
research on supportive, unhelpful, and mixed social support. Through constant
comparison of data from 43 in-depth, semi-structured interviews, the study identified
six types of helpful support messages, six unhelpful types, and four mixed types. The
study found that messages prioritizing the recipient's needs were more helpful than
those focusing on the sender's emotions, potentially at the recipient's expense.
Demonstrating presence, thoughtfulness, and intentionality in communication
positively impacts a person's overall well-being, regardless of relationship strength.
The study introduced the "broken engagement message stoplight" to categorize
messages as supportive, detrimental, or requiring careful consideration.
Moreover, Suciati (2023) found that caretakers in the study provided
significant support by avoiding criticism, interruptions, and consistently attending to
the communication of the individuals they were supporting. However, elements of
superiority and dishonesty were also present. Similar patterns of support intertwined
with superiority and interruption were observed in a second pair of informants.
Research on supportive communication for adolescents from divorced
families identified these beneficial messages: (1) avoiding excessive self-blame; (2)
30
maintaining perseverance; (3) not fearing new romantic relationships; and (4)
avoiding excessive resentment toward parents.
Furthermore, Putri et al. (2021) investigated the effectiveness of self-talk and
thought-stopping techniques in reducing academic anxiety among students from
broken homes. Results from State Junior High School 6 Metro showed both
techniques were effective, but self-talk group counseling proved more effective than
thought-stopping.
Similarly, Retnowati (2022) defined a broken home as lacking parental care
or affection due to death, divorce, or relationship issues. In a study of informants from
the Hamur Inspiration Community, social media's role in challenging the stigma
surrounding adolescents from broken families was highlighted. The use of verbal,
visual, and audiovisual content conveyed positive messages, enhanced aesthetic
appeal, and improved clarity, countering negative perceptions.
Moreover, Haryati et al. (2021) found that research participants developed
positive self-concepts through self-acceptance, despite diverse family situations. This
self-acceptance stemmed from adaptability, openness to feedback, and a recognition
of their personal growth potential. Self-awareness, expectations, and self-evaluation
were key dimensions of this positive self-concept.
In addition, Natalie et al. (2024) found that the absence of a parental figure
can lead to persistent social anxiety in children, impacting adult relationships and
psychological well-being. Resilience is crucial for young adults from broken homes to
manage stress and trauma. A multiple regression model revealed that social anxiety
disorder and hardiness significantly contributed to psychological well-being (53.8%
of total variance). Interventions should focus on detecting social anxiety and fostering
hardiness.
Likewise, Prayeti et al. (2022) studied nonsuicidal self-injury (NSSI) among
100 college students from broken homes. A significant negative correlation between
coping strategies and NSSI was found, indicating that stronger coping mechanisms
31
reduced self-injury. Most students exhibited moderate levels of both coping strategies
and NSSI, highlighting the need to promote positive coping mechanisms.
In the study of Ningrum et al. (2024), they defined a broken home as a family
disrupted by divorce or parental death, with children as primary victims. Their study,
involving students and guidance counselors, highlighted the role of Islamic
counseling in providing preventive, curative, and developmental support, boosting
motivation and self-confidence.
Moreover, Zalta et al. (2021) analyzed 176 studies (over 88,000 individuals)
examining the relationship between social support and PTSD severity. Social
support's impact was weaker for natural disasters than for combat or interpersonal
violence. Negative social reactions had a stronger effect on PTSD severity than
positive support, with veterans showing greater effects than civilians. Methodological
and contextual factors complicated this relationship, highlighting the need for tailored
interventions.
Furthermore, Gultom et al. (2025) explored the link between peer social
support and career decision-making difficulties among adolescents from broken
homes. High levels of peer support correlated with fewer difficulties, but excessive
reliance on uninformed peers could lead to poor choices. While peer support
compensates for parental guidance, professional counseling is essential.
The impact of negative overthinking on young people, particularly concerning
suicide is explored as an escape and barriers to seeking help. Challenges included
stigma, emotional expression difficulties, lack of parental support, and ineffective
school interventions. Cyberbullying had a more severe impact than traditional bullying
due to its persistent nature. Interventions promoting emotional competence and
strengthening support networks are crucial (Dennehy et al.,2020).
Bamamba et al. (2021) examined the relationship between broken homes
(separation, divorce, death) and social support among secondary school students.
Using Pearson Product Moment Correlation (PPMC), they found a significant
32
relationship, recommending workshops emphasizing parental unity and preventing
broken homes.
Theoretical Background
Theoretical Background Theoretical Background This study is anchored in
Lazarus and Folkman’s Transactional Model of Stress and Coping Mechanisms
(1984) as cited by McLeod (2016), which explains how individuals respond to stress
through different coping strategies. Adolescents experiencing family separation may
employ problem-focused coping, where they attempt to change their situation, or
emotion-focused coping, where they manage their emotional responses to stress.
Grade 11 students from broken families may use coping mechanisms such as
seeking social support, engaging in extracurricular activities, or developing personal
resilience to adjust to their circumstances.
Additionally, Erikson’s Psychosocial Development Theory (1950) as cited by
Maree (2021) highlights the stage of identity vs. role confusion, which occurs during
adolescence. At this stage, family instability can lead to emotional distress,
uncertainty, or self-doubt, affecting students’ ability to cope with challenges.
Furthermore, Bandura’s Social Learning Theory (1977) as cited by McLeod
(2024) posits that individuals learn behaviors and coping strategies by observing role
models in their environment. Adolescents from broken families often learn coping
strategies from those around them. If they have supportive relationship with teachers,
friends, or other positive role models, they may develop healthy coping mechanism.
However, if they're exposed to negative influences, they might adopt unhealthy or
destructive behaviour as a cope.
By integrating these theoretical perspectives, this study seeks to explore how
Grade 11 students from broken families develop coping mechanisms, focusing on the
internal and external factors that influence their ability to adapt to family-related stress
33
Chapter III
METHODOLOGY
This chapter presents the research methodology used to explore the coping
mechanisms of Grade 11 students from broken families. Since this study aims to
understand their lived experiences, a qualitative phenomenological design was
chosen to capture in-depth insights from participants. This chapter outlines the
research design, participant selection, data collection methods, and analysis
procedures to ensure the validity and reliability of the study.
Research Design
This study employs a qualitative research design, specifically using a
transcendental phenomenology approach to explore the lived experiences and
coping mechanisms of Grade 11 students from broken families. According to Husserl,
Transcendental Phenomenology is a research design for qualitative research that
deals with defining human experience (Moustakas, 1994) as cited by Neubeur (2019).
Furthermore, Witkop and Varpio (2019) define transcendental phenomenology as a
qualitative research method that examines individuals' lived experiences within their
environment. This approach seeks to capture the core essence of a phenomenon by
analyzing it through the lens of those who have personally encountered it. A key
aspect of this methodology is the deliberate effort to set aside the researcher's biases,
ensuring a more authentic understanding of participants' perspectives. Thus, this
study aims to re-estate the statements of the participants.
This research will use Transcendental Phenomenology for the lived
experiences of the participants in this study because the researchers aim is only to
present the coping mechanisms of a broken family among grade 11 students in
Guiuan National High School. The lived experiences will only be quoted as well as
34
the coping mechanisms of the students. Furthermore, there will be no interpretations
of the results that will be shown in chapter four of this study.
Locale of the Study
This study will be conducted in Guiuan, Eastern Samar, more specifically in
Guiuan National High School in Barangay Cogon Guiuan, Eastern Samar.
The Researchers chose this locale to gathered data to the Grade 11 Senior
High School Students who have experienced parental separation. Seven different
strands divided into 15 sections are covered in this study enumerating; Automotive
Servicing (AS), Electrical Installation and Maintenance (EIM) 1, Electrical Installation
and Maintenance (EIM) 2, Family and Consumer Sciences (FCS) 1, Family and
Consumer Sciences (FCS) 2, Information Communication Technology (ICT);
Accountancy Business Management (ABM) 1, Accountancy Business Management
(ABM) 2 and Accountancy Business Management (ABM) 3, Humanities and Social
Sciences (HumSS) 1, Humanities and Social Sciences (HumSS) 2, Humanities and
Social Sciences (HumSS) 3, and Humanities and Social Sciences (HumSS) 4 and
Science Technology Engineering Mathematics (STEM) 1 and Science Technology
Engineering Mathematics (STEM) 2. A purposive sampling method will be used to
select five participants from broken families who meet the following criteria: (1) Grade
11 students currently enrolled at Guiuan National High School; (2) from broken
families (separated or divorced parents); and (3) willing to voluntarily participate and
share their experiences. This approach will allow for an in-depth exploration of their
experiences while ensuring manageability in data collection and analysis.
The following are the inclusion and exclusion for choosing the locale of the
study for the qualitative data gathering:
The inclusion criteria involves the following: (a) A senior high school offering
Grade 11 education; (b) A school with a diverse student population, including
35
students from broken families; (c) An institution that allowed researcher access to
conduct interviews or data collection; and (d) A safe and ethical environment where
participants could openly share their experiences.
The exclusion criteria includes the following: (a) Schools that do not have
Grade 11 students; (b) Institutions that restrict or prohibit research involving personal
or family-related topics; (c) Locations where participants may feel unsafe or
uncomfortable discussing their experiences; and (d) Schools that lack diversity in
student backgrounds, limiting the range of perspectives in the study.
Research Participants
The respondents of the study are the Grade 11 Senior High School Students
from Broken families that experienced parental separation in Guiuan National High
School for the school year 2024-2025. There are seven different strands covered in
this study enumerating, Automotive Servicing (AS), Electrical Installation and
Maintenance (EIM) 1, Electrical Installation and Maintenance (EIM) 2, Family and
Consumer Sciences (FCS) 1, Family and Consumer Sciences (FCS) 2, Information
Communication Technology (ICT); Accountancy Business Management (ABM) 1,
Accountancy Business Management (ABM) 2 and Accountancy Business
Management (ABM) 3, Humanities and Social Sciences (HumSS) 1, Humanities and
Social Sciences (HumSS) 2, Humanities and Social Sciences (HumSS) 3, and
Humanities and Social Sciences (HumSS) 4 and Science Technology Engineering
Mathematics (STEM) 1 and Science Technology Engineering Mathematics (STEM)
2.
The inclusion and exclusion of choosing the participants of the study for the
data gathering are listed:
36
The inclusion criteria includes the following: (a) Grade 11 students
currently enrolled in Guiuan National High School; (b) Students who come from a
broken family (e.g., separated parents, single-parent households, or under the care
of guardians due to family separation); (c) Willingness to participate voluntarily in the
study; (d) Ability to provide informed consent (or parental/guardian consent if
required); And (e) Students who can articulate their experiences and coping
mechanisms effectively in an interview setting.
The exclusion criteria includes: (a) Students who are not in Grade 11; (b)
Students who do not come from a broken family; (c) Those who declined or withdrew
their participation in the study; (d) Students experiencing severe emotional distress
or undergoing therapy that may be negatively affected by participation; (e) Individuals
who lack the ability or willingness to communicate their experiences effectively.
Defining saturation remains challenging, even when authors address these
concerns. Equating saturation with other aspects of research rigor is unhelpful, as it
differs from coding descriptions, the analysis process, and informant validation.
Additionally, situational constraints that necessitate ending analysis are real, often
leaving researchers with no choice but to accept a theoretical framework that is less
developed than desired (Low, 2019).
The sampling technique that they will used is the purposive sampling method
that used to select five participants from broken families who meet the following
criteria: (1) Grade 11 students currently enrolled at Guiuan National High School; (2)
from broken families (separated or divorced parents); and (3) willing to voluntarily
participate and share their experiences. This approach will allow for an in-depth
exploration of their experiences while ensuring manageability in data collection and
analysis.
37
Data Collection Methods
Data collection is a critical component of research, as it provides the
necessary information to analyze and draw conclusions. Proper data collection
ensures the accuracy, reliability, and validity of research findings. Research by
Creswell & Creswell (2018) has shown that the method used to collect data
determines how precise and consistent the results are. According to their findings,
structured surveys provide standardized responses that are easier to analyze,
whereas unstructured interviews may introduce subjective interpretations. If data
collection is not done correctly, errors such as response bias or measurement errors
can occur. In this study, two methods are used for collecting data:
1.
In-Depth Interviews: Semi-structured interviews will be conducted to
allow participants to share their experiences openly. The questions will focus on their
emotional responses, coping strategies, and support systems.
2.
Focus Group Discussion (FGD): A small group discussion may be
conducted to facilitate shared experiences and discover common themes.
To address the research objectives, the study employed a survey with five
questions, each question being represented to participants in ten different variations.
Research Instrument
The research instrument helped the researchers find answers to the specific
problem discussed. The study used an interview guide, which consisted of a semistructured questionnaire prepared to guide the interviews. Additionally, audio
recording and transcription were employed; interviews were recorded (with consent)
and transcribed for analysis. A semi-structured interview has been referred to as a
‘conversation with a purpose’ (Burgess, 1984), the characteristics of which include:
(a) interviewer and respondents engage in a formal interview.
The interviewer
develops and uses an interview guide. This is a list of open-ended questions and
topics that need to be covered during the conversation, usually in a particular order.
38
The open ended nature of the question defines the topic under investigation but
provides opportunities for both interviewer and interviewee to discuss some topics in
more detail. It often includes prompts to help the interviewee to answer. The
interviewer follows the guide, but is able to follow relevant lines of enquiry in the
conversation that may stray from the guide when they feel this is appropriate.This
approach ensured a better understanding of and deeper exploration of the
participants’ experiences.
The researchers generated five interview questions for every main questions:
“What are the Lived Experiences of Grade 11 students who came from a broken
family?” and “What are the Coping Mechanisms of Grade 11 students who came from
a broken family?” there will be five interview questions.
The questions in the interview guide underwent content validation to verify
their reliability through proofreading and editing of a professional validator.
Furthermore, considering ethical considerations, a consent letter was sent to the
participants and reviewed beforehand.
Data Gathering Procedure
The researchers utilized a communication letter to collect data that was
given to the participants, Students, and the School Principal. This study collected
qualitative data through interview questionnaire consisting of closed question.
Data Analysis
According to Clarke and Braun (2017) Thematic analysis (TA) is a technique
for finding and interpreting patterns, or "themes," in qualitative data. Unlike some
other qualitative approaches, TA is more of a tool or method than a rigid, theorybound framework. This doesn't mean TA is atheoretical or only based on a realist
perspective. Instead, TA can be used within various theoretical frameworks and
research paradigms.
39
Here's how researcher apply Collaizzi's Thematic Analysis to research on
coping mechanisms among Grade 11 students from broken families. The researcher
will follow the steps in Collaize's Thematic Analysis: familiarized the interview
transcripts multiple times to gain a deep understanding of the participants' stories,
will identify the key sentences or phrases that express the core meaning of each
participant's experience, cluster similar significant statements together and form them
into meaning units. These units represent the core meanings and insights expressed
by the participants, group related meaning units together based on their shared
themes and relationships, formulating Themes: develop overarching themes that
capture the essential experiences and coping strategies of the participants, organize
the themes into a hierarchical structure that reflects the relationships and connections
between them, and lastly seeking validation: the researcher will present the emerging
themes and structure to participants to ensure that they accurately reflect their
experiences.
Colaizzi's thematic analysis is perfectly suited for case studies that delve into
the experiences of individuals. Rooted in phenomenology, Colaizzi's method allows
for a profound understanding of personal, subjective experiences, perfectly aligning
with the detailed and immersive nature of case studies (Bangles, 2025). Researchers
will use Collaizzi's Thematic Analysis to uncovering the essence of lived experiences.
This method will help for analyzing qualitative data to identify the core meanings,
interpretations, and understandings that individuals make of their experiences.
Collaizi's method for data analysis
1. Read and re read all the transcribed interviews in order to make sense on
them.
2. Extract significant statements. These are phrases or sentences that directly
pertain to the investigative phenomenon.
40
3. The process of giving meaning to the statements. During the process,
pertinent quotes are broadly characterized, subsequently themes are generated
based on multiple statements that convey their similar meaning
4. Repeat steps 1-3 for each interview then the researcher can begin to create
themes based off the formulated meanings.
5. Compile an exhaustive description of everything generated in steps 1-4.
6. Summarize the exhaustive description so that there is identification of
fundamental structure of the phenomenon. 7. Credibility of the data is ensured though
discussion in the experts and independent reviewers
Enhancement of Trustworthiness
Ensuring trustworthiness is crucial in qualitative research, particularly in
transcendental phenomenology, where the goal is to explore and describe the lived
experiences of participants with depth and authenticity. This chapter outlines the
strategies employed to establish trustworthiness in this study, focusing on credibility,
transferability, dependability, and confirmability, with an emphasis on triangulation as
a key validation method.
Credibility ensures the accuracy and believability of the findings, reflecting the
true experiences of participants. To enhance credibility, this study employed
triangulation, where multiple sources of data, such as interviews, field notes, and
researcher observations, were analyzed to corroborate findings. Additionally,
member checking was utilized, allowing participants to review and validate the
interpretations of their lived experiences, ensuring that their perspectives were
accurately represented.
Transferability refers to the extent to which the findings can be applicable to
other contexts while acknowledging the uniqueness of individual experiences. To
enhance transferability, the study provides rich, thick descriptions of participants’
41
backgrounds, settings, and experiences. This allows readers to determine the
relevance and applicability of the findings to similar settings or populations.
Dependability ensures that the research process is consistent and can be
replicated by future researchers. To establish dependability, a detailed audit trail was
maintained, documenting the research steps, methodological choices, and data
collection processes. Additionally, peer debriefing sessions were conducted with
qualitative research experts to review and provide feedback on the methodology.
Confirmability ensures that the research findings are shaped by the
participants’ experiences rather than researcher bias. To achieve confirmability, a
reflexive journal was maintained throughout the research process, documenting the
researcher’s thoughts, biases, and reflections. This practice minimized personal
influence and ensured a neutral interpretation of the data.
By employing triangulation, the study strengthened the validity and reliability
of the findings, reducing potential biases and enhancing the overall rigor of the
research.
This chapter outlined the various strategies implemented to enhance the
trustworthiness of the study. Through credibility measures such as triangulation and
member checking, transferability through rich descriptions, dependability via audit
trails, and confirmability through reflexive journaling, this study ensures the integrity
of its findings. These efforts collectively enhance the rigor of the transcendental
phenomenological approach, ensuring that the lived experiences of participants are
accurately and meaningfully represented.
Ethical considerations are necessary to protect participants' rights and uphold
research integrity. Through informed consent, anonymity, risk mitigation, and ethical
approval, the study ensures adherence to ethical guidelines, enhancing the credibility
and trustworthiness of the research.
42
CHAPTER VI
REFERENCES
Aktar, S. (2013). Effects of family breakup on children: A study in Khulna City, from semantic
scholar.
Bangladesh
e-Journal
of
Sociology,
10(1). http://www.bangladeshsociology.org/
Ananda, R. (2023). The impact of broken home on mental health and child development.
Journal of Family Psychology, 11(2), 45-60.
Angjelkoska, S. (2015). Self-image in children of divorced parents. (IJCRSEE) International
Journal of Cognitive Research in Science, Engineering and Education Vol. 3, No.2,
Retrieved from http://oaji.net/articles/2015/1014- 1451053992.pdf
Angreini, D., Tadjuddin, A., & Herman. (2024). Resilience of adolescents experience with
broken home. International Journal of Education and Social Science, 5(1), 166-174.
Ariston, N. (2019). A teachers' journey: Phenomenological study on the puritive behavioral
standards
of
students
with
broken
family.
Scribd.https://www.scribd.com/document/426510935/A-Teachers-Journey
Asriandari, E. (2015)."Resilience of Adolescent Victims of Parental Divorce." Guidance and
Counseling, 9(4)
Azumah, F.D., Nachinaab, J.O., & Adjei, E.K. (2017) Effects of Broken Marriages of
Children’s Well-being: A Case Study in Nobewam Community –Kumasi,Ghana.
International Journal of Innovate Research and Devolopment, 6(6), 152-157.
Bamamba, Y., Ijale M., & Abubakar H. (2021), Broken-home and Social Support among
Senior Secondary School Students in Giwa Educational Zone, Kaduna State,
Prestige Journal of Education, 4(1), 77-85
Batool, M. (2017). Impact of broken family system on academic achievements of the
students. http://121.52.159.154:8080/jspui/handle/123456789/1696
Berja, C., & Cruz, G. (2008). Roots of delinquency. New York: Barnes and Noble/Harper and
Row.
43
Bice, E., Callo, E., & Nihei, S. (2021). SCHOOL PERFORMANCE AND SOCIALIZATION OF
COLLEGE STUDENTS FROM BROKEN FAMILY. IChild & Family Blog. (2019).
Children of divorce: The key role of self-esteem in recovering from the
trauma. https://www.childandfamilyblog.com/child-development/children-of-divorceself-esteem/
Conger, R., Cui, M., Bryant, C., & Elder, G. G. Jr. (2000). Competence in early adult romantic
relationships: A developmental perspective on family influences. Journal of
Personality and Social Psychology, 79(2).
Coopamootoo, K. P. L., Mehrnezhad, M., & Toreini, E. (2022). "I feel invaded, annoyed,
anxious and I may protect myself": Individuals' feelings about online tracking and their
protective behaviour across gender and country. USENIX Security Symposium.
Retrieved
from https://www.usenix.org/conference/usenixsecurity22/presentation/coopamooto
o
Dennehy, R., Meaney, S., Cronin, M., & Arensman, E. (2020). The psychosocial impacts of
cybervictimisation and barriers to seeking social support: Young people’s
perspectives.
Children
and
Youth
Services
Review,
111,
104872. https://doi.org/10.1016/j.childyouth.2020.104872
De Lina, J. (2020). Facing daunting challenges in PH basic education. Manila
Bulletin. https://mb.com.ph/2020/09/28/facing-daunting-challenges-in-ph-basiceducation/
Digon, K. C. (2023). Behind the eyes of adolescents from broken families. Journal of
Humanities
and
Education
Development,
5(2). https://creativecommons.org/licenses/by/4.0/
Doherty, W. J., & Needle, R. (1991). Psychological adjustment and substance use among
adolescents before and after a parental divorce. Child Development, 62(2), 928-337.
44
Docena, P. S. (2015). Adaptive coping, resilience, and absence of anxiety among displaced
survivors.
Philippine
Journal
of
Psychology,
48(2),
27-
49. https://www.pap.org.ph/sites/default/files/pdf/PJP1502_Fina1_2Docena.pdf
Ebagat, W., & Caballes, D. (2022). The Lived Experiences of Learners from Broken Home
with Insignificant Progress Amidst Pandemic: Basis in Designing A Remediation Plan.
International
Multidisciplinary
Research
Journal,
4(1),
238–
249. https://doi.org/10.54476/iimrj29
Ezeugo, B., Adeniyi, S. O., & Longe, O. (2023). Effectiveness of acceptance-commitment
and rational emotive behaviour therapies on self-esteem of adolescents from broken
homes in Orgun State, Nigeria. Department of Educational Foundations, University
of Lagos, 12(1).
Felisilda, M. & Torreon L. (2020). Effects of broken family on pupil’s behavioral development
and academic success. International Journal of Research –GRANTHAALAYAH,
8(10), 216-223. https://doi.org/10.29121/granthaalayah.v8.i10.2020.1526
Firestone
(2016).The
Importance
of
Self-Worth.
Retrived
from https://www.psychalive.org/self-worth
Galang, D. G. (2015). The family members' personal vulnerabilities to natural calamities in
Pasacao, Camarines Sur, Philippines.
Gul, A., & Nadeemullah, M. (2017). Psycho-social consequences of broken homes on
children: A study of divorced, separated, deserted, and blended families. Pakistan
Journal of Applied Social Sciences, 16(1), 17-36.
Gultom, M. J., & Wibowo, D. H. (2025). Peer Social Support and Career Decision-Making in
Adolescents from Broken Homes: A Career Counseling Perspective. Jurnal
Bimbingan
Dan
Konseling
Terapan,
9(1),
47–
60. https://doi.org/10.30598/bkt.v9i1.17109
Han, M. (2023). Influence of family structure on children's well-being – Challenges and
pathways to promote positive development. SHS Web of Conferences, 180.
45
Haryati A., Andini U., Beta H., & Anggraini M., (2021), The Application of Crisis Counseling
in Shaping the Adolescent Self-Concept of the Family Broken Home, JURNAL
ILMIAH SYIAR, 21(2), 108-115
Health Resources and Services Administration. (2023). What is a family? U.S. Department
of Health and Human Services.
Ilahi, F. R.,& Hartini, N. (2015). Hubungan antara self-esteem dengan sepanjang koping
pada remaja akhir yang mengalami perceraian orang tua. Jurnal Psikologi Klinis Dan
kesehatan Metal, 4(3).
Irechukwu, E. N. (2024). Life events and depression among children from broken families in
Northern Province of Rwanda. International Journal of Research and Innovation in
Social Science. https://dx.doi.org/10.17772/1JR/SS-2024-8100087
Jacinto, J. W. (2023). Resilience, independence, and struggle: Lives experience of college
students from broken families. The Threshold, 15(1).
Johnson, E. B. (2020,). You’re not crazy. You came from a dysfunctional home. Lady
Vivra.https://medium.com/lady-vivra/overcoming-a-dysfunctional-childhood85b1785d89c2
Johnson, L. (2020). The effects of family breakdown on children's socialization. Child
Psychology Review, 12(3), 145-160.
Japar M., (2021), SELF-TALK AND THOUGHT STOPPING GROUP COUNSELING
EFFECTIVENESS TO REDUCE ACADEMIC ANXIETY IN STUDENTS WITH THE
BROKEN HOME FAMILY, European Journal of Psychological Research, 8(1), 20574794
Karela, C., & Petrogiannis, K. (2018). Risk and resilience factors of divorce and young
children’s emotional well-being in Greece: A correlational study. Journal of
Educational
and
Developmental
88. https://doi.org/10.5539/jedp.v8n2p68
Psychology,
8(2),
68-
46
Kim, S.Y. (2019). A narrative inquiry regarding the growth, overcoming hardship, and social
adjustment of student athletes from broken families. Journal of the Korea
Convergence Society, 10(5), 267-278. https://doi.org/10.15207/JKCS.2019.10.5.267
Lanozo, J. G., Tabieras, L. G., Solmiono, B., Made, E. M., Paras, N. E., & Tus, J. (2021).
Buhay Estudyante: The lives of students from broken families amidst the pandemic.
Lanozo, R. (2021). Understanding family dynamics in modern society. Philippine Journal of
Sociology, 45(2), 78-92
Lopez, A., Matarong, P., & Nagrama, M. (2018). Difficulties encountered by senior high
school students having a broken family on Sagay National High School.
Scribd. https://www.scribd.com/document/385113016/DIFFICULTIESENCOUNTERED-BY-SENIORHIGHSCHOOL-STUDENTS-HAVING-A-BROKENFAMILY-ON-SAGAY-NATIONALHIGHSCHOOL
Magpantay, M., Malabrigo, P., Malijan, R., & Mararin, M. (2014). Behavioral problems and
coping strategies of selected adolescents belonging to a broken family. CAM
Research Journal, 2(1), 112-135.
Magpantay, R., Al, J., & Santos, E. (2014). Behavioral issues among students from broken
families. Philippine Journal of Education Research, 36(1), 10-25.
Makarim., F. R. (2020). dampak perceraian orang tua dengan kesehatan mental
anak. https://www.halodoc.com/artikel/dampak-perceraian-orangtua-dengankesehatan-mental-anak
Mao, M., Zang, L., & Zhang, H. (2020). The effects of parental absence on children
development: Evidence from left-behind children in China. International Journal of
Environmental Research and Public Health, 17(18).
Marpaung S., & Kustiawan W., (2024), ANALYSIS OF THE CONDITION OF CHILDREN
EXPERIENCED FROM BROKEN HOME FAMILIES IN JANJIMATOGU VILLAGE,
LUBUK BARUMUN DISTRICT, PADANG LAWAS DISTRICT, Sangkép: Jurnal
Kajian Sosial Keagamaan, 7(3)
47
Maharrani,
A.
(2021).
Ini
sejumlah
alasan
pasangan
Indonesia
bercerai.
Lokadata. https://roboguru.ruangguru.com/question/tabel-berikut-menunjukkanfaktor-penceraian-pasangan-suami-istri-di-indonesia-dari-tahun_QU-YI8G6P7Y
McCormack, L., White, S., & Cuenca, J. (2016). A fractured journey of growth: making
meaning of a 'broken' childhood and parental mental ill-health. Community, Work &
Family, 20(3), 327-345. https://doi.org/10.1080/13668803.2015.1117418
McLeod, S. (2018). Erik Erikson's stages of psychosocial development. Simply Psychology.
Retrieved from https://www.simplypsychology.org/Erik-Erikson.htm
Moneva, A., De Guzman, M., & Reyes, J. (2020). Peer influence and delinquency in
adolescents from broken families. International Journal of Adolescent Medicine and
Health, 32(2), 95-102.
Moneva, J., Bantasan, M., Vertulpe, B., & Vertulfo, R. (2020). Performance tasks and
socialization of students with broken family. https://doi.org/10.5296/ijssr.18.2.16789
Morin, A. (2019). The psychological effects of divorce on children. Very Well
Family. https://verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170
Mugiraneza, J. P., & Irechukwu, E. N. (2024). Life events and depression among children
from broken families in Northern Province of Rwanda. International Journal of
Research and Innovation in Social Science. https://dx.doi.org/10.17772/1JR/SS2024-8100087
Mukhlis., A (2015). Social behavior of adolescent children victims of broken home in various
perspectives.http://download.portal garuda.org/article.php?article=359004&val=824
0(September 12, 2018)
Natalie H., Christina J., Widhigdo, (2024), Psychological well-being among broken home
young adults: The role of social anxiety disorder and hardiness, Humanitas, 21(2),
157-171
Nurnainngsih, Yuzarion, Purwadi, & Hayati, E. N. (2022). Psychological well-being of young
lady from a broken home family in Tana Toraja. Jurnal Psikologi, 11(1), 125-134.
48
Oxford
Learning.
(2017).
Why
do
students
procrastinate? https://www.oxfordlearning.com/why-do-kids-procrastinate/
Peduca, I. M., Mutia, H., Esperanza, J. K., Magting, A. M., Nodalo, H. M., Galleposo, K., &
Jacinto, J. W. (2023). Resilience, independence, and struggle: Lives experience of
college students from broken families. The Threshold, 15(1).
Petrogiannis, K. (2018). Risk and resilience factors of divorce and young children’s emotional
well-being in Greece: A correlational study. Journal of Educational and
Developmental Psychology, 8(2), 68-88. https://doi.org/10.5539/jedp.v8n2p68
Plaza, A., Pongcol, A. M., Ariar, M., Casio, P. J., & Gagala, Z. (2022). Coping mechanism of
the HUMSS senior high school students of St. Paul University Surigao in the new
normal. International Journal of Science and Management Studies (IJSMS, 15(5).
Prayeti., Y. & Widyatno, A. (2022). The Relationship Between Coping Strategy and
Nonsuicidal Self-injury on College Students with Broken Home Family Background.
KnE Social Sciences. https://doi.org/10.18502/kss.v7i18.12380
Putri R., Wilbowo M., & Japar M., (2021), SELF-TALK AND THOUGHT STOPPING GROUP
COUNSELING
EFFECTIVENESS
TO
REDUCE
ACADEMIC
ANXIETY
IN
STUDENTS WITH THE BROKEN HOME FAMILY, European Journal of
Psychological Research, 8(1), 2057-4794
Ramos, E. S., & Tus, J. (2020). Beating the Odds: An Exploratory Study on Single Mothers'
Lived Experiences in Child-Rearing Practices. Asian Journal of Current Research,
5(1), 58-70. https://doi.org/10.6084/m9.figshare.13377443.v1
Raskauskas, J., & Huynh, A. (2015). The process of coping with cyberbullying: A systematic
review.
Aggression
and
Violent
Behavior,
23,
118-
125. https://doi.org/10.1016/j.avb.2015.05.019
Retnowati, Y. (2022). Countering broken home stigma of adolescents on social media.
Advances in Social Science, Education and Humanities Research/Advances in
Social
Science,
Education
Research. https://doi.org/10.2991/assehr.k.220705.019
and
Humanities
49
Rhoades, G. K., Kamp Dush, C. M., Atkins, D. C., Stanley, S. M., & Markman, H. J. (2011).
Breaking up is hard to do: The impact of unmarried relationship dissolution on mental
health
and
life
satisfaction.
Journal
of
Family
Psychology,
25(3),
366. https://doi.org/10.1037/a0023627
Richards, G. (2007). Cultural tourism: Global and local perspectives.
Rickwood, D., Deane, F. P., Wilson, C. J., & Ciarrochi, J. (2005). Young people’s helpseeking for mental health problems. Australian e-journal for the Advancement of
Mental Health, 4(3), 218-251.
Rickwood, D. J., Deane, F. P., & Wilson, C. J. (2007). When and how do young people seek
professional help for mental health problems? Medical Journal of Australia, 187(7
Suppl), S35-39.
Riemann, W. (2024). A qualitative analysis and evaluation of social support received after
experiencing a broken marriage engagement and impacts on holistic health.
Qualitative
Research
in
Medicine
&
Healthcare,
8(1). https://doi.org/10.4081/qrmh.2024.11603
Roostin, E. (2018). Family influence on the development of children. Primary Edu - Journal
of Primary Education, 2(10). https://doi.org/10.22460/pej-v11.i.654
Saikia, R. (2017). Broken family: Its causes and effects on the development of children.
International Journal of Applied Research, 3(2), 945-948.
Saikia, S. (2017). Family structure and its effects on children: A study of broken families.
Asian Journal of Family Studies, 3(1), 35-50.
Salmivalli, C., & Poskiparta, E. (2012). Making bullying prevention a priority in Finnish
schools: The KiVa antibullying program. New Directions for Youth Development,
2012(133), 41-53. https://doi.org/10.1002/yd.20006
Sarnoto, A. Z., Rahmawati, S. T., Yulianti, S., Mardiani, E., & Normansyah. (2024). Metaanalysis of the STEM-based think pair share (TPS) model on students' 21st-century
thinking abilities in Indonesia. Indonesia Journal of Engineering and Education
Technology, 2(2), 205-213.
50
Sari, D. K., & Maningtyas, R. T. (2020). Parents’ involvement in distance learning during the
COVID-19 pandemic. Advances in Social Science, Education and Humanities
Research, 487, 94-97. https://doi.org/10.2991/assehr.k.201112.018
Saxena, A. (2017). The role of parental involvement in academic achievement. Educational
Psychology Review, 29(4), 763-780.
Saxena, N. (2017). Effect of broken families on the academic performance of children.
Academia. https://www.academia.edu/35665339/Effect_of_Broken Families on the
Academic Performance of Children
Schramme, Thomas. (2023). Health as complete well-being: The WHO definition and
beyond, Public Health Ethics, phad017. https://doi.org/10.1093/phe/phad017
Scott, S. B., Rhoades, G. K., Stanley, S. M., Allen, E. S., & Markman, H. J. (2013). Reasons
for divorce and recollections of premarital intervention: Implications for improving
relationship education. Couple and Family Psychology: Research and Practice, 2(2),
131-145. https://doi.org/10.1037/a0032025
Seraj, S., Blackburn, K. G., & Pennebaker, J. W. (2021). Language left behind on social
media exposes the emotional and cognitive costs of a romantic breakup. Proceedings
of
the
National
Academy
of
Sciences,
118(7). https://doi.org/10.1073/pnas.2017154118
Setyawan,
D.
(2016).
Kasus
Anak
Korban
Perceraian
Tinggi.
ΚΡΑΙ. https://www.kpai.go.id/publikasi/kasus-anak-korban-perceraian-tinggi
Shawn, A. (2008). Wish I could be there: Notes from a phobic life.
Shin, S.H.,& Kim, S.Y. (2019). A narrative inquiry regarding the growth, overcoming hardship,
and social adjustment of student athletes from broken families. Journal of the Korea
Convergence Society, 10(5), 267-278. https://doi.org/10.15207/JKCS.2019.10.5.267
Shochat, T., Cohen-Zion, M., & Tzischinsky, O. (2014). Functional consequences of
inadequate sleep in adolescents: A systematic review. Sleep Medicine Reviews,
18(1), 75-87. https://doi.org/10.1016/j.smrv.2013.03.005
51
Sigal, E., Tali, H., & Dorit, O. S. (2013). Teachers’ perceptions, beliefs and concerns about
cyberbullying.
British
Journal
of
Educational
Technology,
44(6),
1036-
1052. https://doi.org/10.1111/j.1467-8535.2012.01363.x
Slevin, M. L., Nichols, S. E., Downer, S. M., Wilson, P., Lister, T. A., Arnott, S., Maher, J.,
Souhami, R. L., Tobias, J. S., Goldstone, A. H., & Cody, M. (1996). Emotional support
for cancer patients: what do patients really want? British Journal of Cancer, 74(8),
1275-1279. https://doi.org/10.1038/bjc.1996.529
Slonje, R., & Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian
Journal of Psychology, 49, 147-154.
Smith, P. (2019). Research on cyberbullying: Strengths and limitations. In H. Vandebosch &
L. Green (Eds.), Narratives in research and interventions on cyberbullying among
young people, Springer International Publishing, Cham, Switzerland.
Smith, P., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008).
Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child
Psychology and Psychiatry, 49, 376-385.
Soulsby, L. K., & Bennett, K. M. (2015). Marriage and psychological wellbeing: The role of
social
support.
Psychology,
6(11),
1349-
1359. https://doi.org/10.4236/psych.2015.611132
Sourander, A., Brunstein Klomek, A., Ikonen, M., et al. (2010). Psychosocial risk factors
associated with cyberbullying among adolescents: A population-based study.
Archives
of
General
Psychiatry,
67(7),
720-
728. https://doi.org/10.1001/archgenpsychiatry.2010.79
Sprecher, S., & Felmlee, D. (1992). The influence of parents and friends on the quality and
stability of romantic relationships: A three-wave longitudinal investigation. Journal of
Marriage and the Family, 54(4), 888-900. https://doi.org/10.2307/353170
Spears, B., & Kofoed, J. (2013). Transgressing research binaries: Youth as knowledge
brokers in cyberbullying research. In P. Smith & G. Steffgen (Eds.), Cyberbullying
52
through the new media: Findings from an international network, Psychology Press,
London.
Spears, B., Slee, P., Campbell, M. A., & Cross, D. (2011). Educational change and youth
voice: Informing school action on cyberbullying (Centre for Strategic Education
Seminar Series 208). Centre for Strategic Education, Melbourne, Australia.
Spears, B., Taddeo, C. M., Daly, A. L., Stretton, A., & Karklins, L. T. (2015). Cyberbullying,
help-seeking and mental health in young Australians: Implications for public health.
International
Journal
of
Public
Health,
60(2),
219-
226. https://doi.org/10.1007/s00038-014-0642-y
Spears, B., & Zeederberg, M. (2013). Emerging methodological strategies to address
cyberbullying: Online social marketing and young people as co-researchers. In S.
Bauman, D. Cross, & J. L. Walker (Eds.), Principles of cyberbullying research:
definitions, measures, and methodology, Routledge, New York.
Stow, C. A. H. (2016). When" I Do" Becomes" I Don't": Exploring Communication Behaviors
and Dialectical Tensions in Broken Engagements. 10242295. Doctoral Dissertation,
University of Denver. Proquest.
Stroebe, M. S., & Stroebe, W. (1983). Who suffers more? Sex differences in health risks of
the widowed. Psychological Bulletin, 93(2), 279-301. https://doi.org/10.1037//00332909.93.2.279
Sullivan, K. T., Pasch, L. A., Johnson, M. D., & Bradbury, T. N. (2010). Social support,
problem solving, and the longitudinal course of newlywed marriage. Journal of
Personality
and
Social
Psychology,
98(4),
631–
644. https://doi.org/10.1037/a0017578
Susgaleni, F., & Ridliwan, M. K. (2024). Peer counseling to increase self-efficacy of students
who experience broken homes. Jurnal Konseling Pendidikan Islam, 5(2), 557-554.
Tadjuddin, A., & Herman. (2024). Resilience of adolescents experience with broken home.
International Journal of Education and Social Science, 5(1), 166-174.
53
Taylor, S. E. (1990). Victims’ perceptions of social support: What is helpful from whom?
Journal
of
Personality
and
Social
Psychology,
58(1),
80-
89. https://doi.org/10.1037//0022-3514.58.1.80
Thompson,
K.
(2016).
What
is
the
family?
Revise
Sociology. https://revisesociology.com/2016/08/08/defining-the-family/
Thoits, P. (1995). Stress, coping and social support processes: What Are we? What next?
Journal of Health & Social Behavior, 53-79. https://doi.org/10.2307/2626957
Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of
research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277287. https://doi.org/10.1016/j.chb.2009.11.014
Toreini, E. (2022). "I feel invaded, annoyed, anxious and I may protect myself": Individuals'
feelings about online tracking and their protective behaviour across gender and
country.
USENIX
Security
Symposium.
Retrieved
from https://www.usenix.org/conference/usenixsecurity22/presentation/coopamooto
o
Townsend, M. (2019). Mothers and children suffer the most in family breakups. The
Guardian.
Tran, K., Castiglioni, L., Walper, S., & Lux, U. (2023). Resolving relationship dissolution—
What
predicts
emotional
adjustment
after
breakup?
Family
Process,
e12914. https://doi.org/10.1111/famp.12914
Tuffour, I. (2017). A critical overview of interpretative phenomenological analysis: A
contemporary qualitative research approach. Department of Midwifery and
Healthcare, College of Nursing, University of West London, UK.
Tus, J. (2020). Beating the Odds: An Exploratory Study on Single Mothers' Lived
Experiences in Child-Rearing Practices. Asian Journal of Current Research, 5(1), 5870. https://doi.org/10.6084/m9.figshare.13377443.v1
Uchino, B. N., Carlisle, M., Birmingham, W., & Vaughn, A. A. (2011). Social support and the
reactivity hypothesis: Conceptual issues in examining the efficacy of received support
54
during
acute
psychological
stress.
Biological
Psychology,
86(2),
137-
142. https://doi.org/10.1016/j.biopsycho.2010.04.003
Universal Declaration of Human Rights. (1948). The right to marriage and family life. United
Nations.
University of Missouri. (2016). Helping Preschoolers and Elementary-Age Children Adjust to
Divorce.
Vaillancourt, T., Faris, R., & Mishna, F. (2017). Cyberbullying in children and youth:
Implications for health and clinical practice. Canadian Journal of Psychiatry. Revue
canadienne
de
psychiatrie,
62(6),
368-
373. https://doi.org/10.1177/0706743716684791
Valkenburg, P. M., & Peter, J. (2011). Online communication among adolescents: An
integrated model of its attraction, opportunities, and risks. Journal of Adolescent
Health, 48(2), 121-127. https://doi.org/10.1016/j.jadohealth.2010.08.020
van der Wal RC, Finkenauer C, & Visser MM (2019). Reconciling mixed findings on children’s
adjustment following high-conflict divorce, Journal of Child and Family Studies, 28.
van der Watt, A. S., Roos, A., Lesch, E., & Seedat, S. (2023). Factors associated with
breakup distress following a romantic relationship dissolution among emerging adult
students.
Journal
of
Psychology
in
Africa,
33(2),
183-
188. https://doi.org/10.1080/14330237.2023.2190232
van Geel, M., Vedder, P., & Tanilon, J. (2014). Relationship between peer victimization,
cyberbullying, and suicide in children and adolescents: A meta-analysis. JAMA
Pediatrics, 168(5), 435-442. https://doi.org/10.1001/jamapediatrics.2013.4143
Varjas, K., Talley, J., Meyers, J., & A. (2019). The impact of family structure on the health of
children:
Effects
of
divorce.
Linacre
Quarterly,
81(4),
357-
372. https://doi.org/10.1080/00243639.2014.970617
Vaughan, D. (1986). Uncoupling: Turning points in intimate relationships. Oxford University
Press.
55
Vedder, P., van Geel, M., & Tanilon, J. (2014). Relationship between peer victimization,
cyberbullying, and suicide in children and adolescents: A meta-analysis. JAMA
Pediatrics, 168(5), 435-442. https://doi.org/10.1001/jamapediatrics.2013.4143
Vertulfo, R. (2020). Performance tasks and socialization of students with broken family.
10.5296/ijssr.18.2.16789.
Visser MM (2019). Reconciling mixed findings on children’s adjustment following high-conflict
divorce, Journal of Child and Family Studies, 28.
Wakhley, G. D. (2024). Interventions for behavioral problem of students belonging to the
broken family in middle secondary school. Journal of Humanities and Education
Development, 6(2). https://dx.doi.org/10.22161/jhed.6.2.10
Walker, K. N., MacBride, A., & Vachon, M. L. (1977). Social support networks and the crisis
of
bereavement.
Social
Science
&
Medicine
(1967),
11(1),
35-
41. https://doi.org/10.1016/0037-7856(77)90143-3
Wallen, N. E. (2009). How to design and evaluate research in education (8th ed.). McGraw
Hill.
Wang, C. L., & Schoofer, E. (2018). Coming out of the penumbras: World culture and crossnational variation in divorce rates. 97(2), 675-704.
Wanzer, M. B., & Czapla, J. (2022). “I looked it up and you’ll probably be fine”: Cancer
survivors’ perceptions of helpful and unhelpful support messages and sources.
Communication
Quarterly,
70(4),
382-
406. https://doi.org/10.1080/01463373.2022.2074303
Wati, R. A., & Purnomo, H. (2022). Peran Guru Bimbingan dan Konseling dalam
Pembelajaran Guna Untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar
Kelas IV SD Inpres Kerora. Jurnal Penelitian Dan Pengembangan Pendidikan, 5(2),
46–53. http://ejournal.upg45ntt.ac.id/index.php/ciencias/index
Wester, K. L. (2010). Coping behaviors, abuse history, and counseling: Differentiating
college students who self-injure. Journal of College Counseling, 13(2), 141–154.
doi:10.1002/j.2161-1882.2010.tb00055.x
56
Wester, K. L., Downs, H. A., & Trepal, H. C. (2016). Factors linked with increases in
nonsuicidal self-injury: A case study. Counseling Outcome Research and Evaluation,
7(1), 3-20. https://doi.org/10.1177/2150137816632849
Wester, K. L., & Trepal, H. C. (2015). A cross-sectional matched sample study of nonsuicidal
self-injury among young adults: Support for interpersonal and intrapersonal factors,
with implications for coping strategies. Child and Adolescent Psychiatry and Mental
Health, 9(1), 36. https://doi.org/10.1186/s13034-015-0070- 7
White, S. (2016). A fractured journey of growth: making meaning of a 'broken' childhood and
parental
mental
ill-health.
Community,
Work
&
Family,
20(3),
327-
345. https://doi.org/10.1080/13668803.2015.1117418
Widjastuti, T. (2017). Resilience of a child from broken-home family: A phenomenology
study. International E-Journal of Advances in Social Sciences, 3(9), 10291039. https://doi.org/10.18769/ijasos-370052
Widyastuti, A. (2017). Resilience in children from broken families: A qualitative study. Journal
of Child and Family Studies, 26(5), 1325-1335.
Widyaasriningrum, N., & Daulay, N. (2024). THE ROLE OF GUIDANCE AND COUNSELING
TEACHERS IN OPTIMIZING LEARNING MOTIVATION FOR BROKEN HOME.
Jurnal
Pendidikan
(Teori
Dan
Praktik),
9(2),
105–
112. https://doi.org/10.26740/jp.v9n2.p105-112
Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological
Bulletin, 98(2), 310-357. DOI: https://doi.org/10.1037//0033-2909.98.2.310
Wibowo, D. H. (2025). Peer Social Support and Career Decision-Making in Adolescents from
Broken Homes: A Career Counseling Perspective. Jurnal Bimbingan Dan Konseling
Terapan, 9(1), 47–60. https://doi.org/10.30598/bkt.v9i1.17109
Wilson, C. J. (2005). Young people’s help-seeking for mental health problems. Australian ejournal for the Advancement of Mental Health, 4(3), 218-251.
Wilson, C. J. (2007). When and how do young people seek professional help for mental
health problems? Medical Journal of Australia, 187(7 Suppl), S35-39.
57
Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological
Bulletin, 98(2), 310-357. DOI: https://doi.org/10.1037//0033-2909.98.2.310
Woessmann, L. (2020). Covid-19 and educational inequality: How school closures affect lowand
highachieving
students.
Europen
Economic
Review,
140,
1-
21. https://doi.org/10.1016/j.euroecorev.2021.103920
Wood,
A.
(2019,
July
26).
The
positive
impact
of
divorce
on
children.
Beanstalk. https://beanstalkmums.com.au/the-positive-impact-of-divorce-onchildren/
Woosley, J., Dennis, C. J., Robertson, K., & Goldstein, J. (2009). Perceived psychological
well-being of children from divorce and non-divorced families. Journal of
Undergraduate Research, 19, 34-39.
Wright, K. (2016). Social networks, interpersonal social support, and health outcomes: A
health
communication
perspective.
Frontiers
in
Communication,
1,
10.
DOI: https://doi.org/10.3389/fcomm.2016.00010
Wright, K. B., & Miller, C. H. (2010). A measure of weak-tie/strong-tie support network
preference.
Communication
Monographs,
77(4),
500-517.
DOI: https://doi.org/10.1080/03637751.2010.502538
Wulandari, D., & Fauziah, N. (2019). Pengalaman Remaja Korban Broken Home (Studi
Kualitatif
Fenomenologis).
Jurnal
EMPATI,
8(1),
1–
9. https://doi.org/10.14710/empati.2019.23567
Xu, Y., & Burleson, B. R. (2001). Effects of sex, culture, and support type on perceptions of
spousal social support: An assessment of the “support gap” hypothesis in early
marriage.
Human
Communication
Research,
27(4),
535-566.
DOI: https://doi.org/10.1111/j.1468-2958.2001.tb00792.x
Yeo, L. S., Ang, R. P., Chong, V. H., & Huan, V. (2007). Gender differences in adolescent
concerns and emotional well-being: Perceptions of Singaporean adolescent
students. The Journal of Genetic Psychology, 168(1), 63-80.
58
Yulianti, S. (2024). Meta-analysis of the STEM-based think pair share (TPS) model on
students' 21st-century thinking abilities in Indonesia. Indonesia Journal of
Engineering and Education Technology, 2(2), 205-213.
Yuzarion, (2022). Psychological well-being of young lady from a broken home family in Tana
Toraja. Jurnal Psikologi, 11(1), 125-134.
Zalta A., Tirone V., Orlowska D., Blais R., Lofgreen A., Klassen B., Held P., Stevens N., &
Adkins E., Dent A., (2021), Examining Moderators of the Relationship Between Social
Support
and
SelfReported PTSD
Symptoms:
A Meta-Analysis,
American
Psychological Association, 2-85
Zang, L. (2020). The effects of parental absence on children development: Evidence from
left-behind children in China. International Journal of Environmental Research and
Public Health, 17(18).
Zhang, H. (2020). The effects of parental absence on children development: Evidence from
left-behind children in China. International Journal of Environmental Research and
Public Health, 17(18).
Zierow, L. (2020). Covid-19 and educational inequality: How school closures affect low- and
highachieving
students.
Europen
Economic
Review,
140,
1-
21. https://doi.org/10.1016/j.euroecorev.2021.103920
Zitzman, R. (2019). Common reasons for family breakdown. Family Law Journal, 45(1), 5570.