Self - belief and interpersonal relationship as predictors of psychological well-being of out-of-school youth in the alternate learning system (ALS) program in Indang, Cavite /
by April Joy B. Anacay.
- Indang, Cavite : Cavite State University- Main Campus, 2013
- xiv, 135 pages : illustrations ; 28 cm.
Thesis ( BS Psychology ) Cavite State University
Includes bibliographical references.
College of Arts and Sciences (CAS) College of Arts and Sciences (CAS)
ANACAY, APRIL JOY BUHAY. Self-Belief and Interpersonal Relationship as Predictors of Psychological Well-Being of Out-of-School Youth in the Alternative Learning System (ALS) Program in Indang, Cavite. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State University. April 2013. Thesis Adviser: Cecilia B. Banaag, PhD. The study sought to determine if self-belief and interpersonal relationship are predictors of psychological well-being of out-of-school youth (OSY) in the Alternative Learning System (ALS) Program in Indang, Cavite. The study was conducted in two districts of Indang: Indang I and Indang II. Estimated, there were about 150 out-of-school youth on the whole town but only 100 OSY were active in the ALS program. Since the age of the OSY was considered in the study, the 100 OSY were down to 89 whose ages ranged from 14-23 years old. The study found out that OSY have high level of self-esteem and self-efficacy. Similarly, out-of-school youths have high interpersonal relationship with their parents, peers, and ALS teacher. They also have high psychological well-being in terms of autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Moreover, self-esteem was found to be significantly related to OSY's relationship with their parents but not related with peer relationship and relationship with their teacher. Likewise, there is a significant relationship between OSY' s self-efficacy and interpersonal relationship with their parents, peers, and teacher. On the other hand, self-esteem and psychological well-being are significantly related. Likewise, self-efficacy was found to be positively related to psychological well-being in terms of autonomy, environmental mastery, positive relations with others, purpose in life, and self-acceptance, but not to personal growth. Similarly, out-of-school youth's (OSY) relationship with their parents was significantly related to psychological well-being but not with personal growth dimension again. Furthermore, peer relationship and psychological well-being in terms of environmental mastery, positive relations with others, and self-acceptance is significantly related. However, out-of-school youth's relationship with their ALS teacher was not related to their psychological well-being. With regards to the predictors of OSY’s psychological well-being, the study revealed that self-efficacy was a predictor of autonomy and environmental mastery. On the other hand, self-esteem can significantly contribute to personal growth while peer relationship, self-esteem, and relationship with parents were strong predictors of positive relations with others. To add, purpose in life and self-acceptance can be predicted by self-esteem and self-efficacy. In general, self-esteem, self-efficacy, and relationship with parents were predictors of OSY's psychological well-being. Coupled with this is the need to maintain and enhance those skills by engaging the OSY in different programs and activities that may be provided by the ALS curriculum, and great motivation, encouragement and enthusiasm coming from the people around them, will help them see and appreciate more their own skills and capabilities, set and achieve their own goals, as well as build harmonious connection with their parents and with other people.