Undergraduate Research Project
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14583/29
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Item Locus of control of male adolescents with imprisoned fathers: Its relation to their academic adjustmentBataan, Arminda A.; Losare, Anna Marie C. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2002-03)This study sought to determine the kind of locus of control of the respondents and the level of academic adjustment as seen in their grade point averages. The researchers aimed to find out if there exists a relationship between locus of control and academic adjustment of these male adolescents with imprisoned fathers. This study was patterned on a previous research on the relationship between the same variables but this study utilized a different instrument and respondents came from Iloilo province. Fifteen (15) college students whose fathers were imprisoned at the time that they were enrolled served as respondents of the study. All respondents came from Iloilo, 33% of which are from Iloilo City and the remaining 67% are from the municipalities. Their ages range from 17-24. Respondents were selected using the snowball method. Respondents were asked to answer the Trice Academic Locus of Control Scale. The scale is composed of 28 items answerable by true or false determined the kind of locus of control of these male adolescents with imprisoned fathers. In addition, the respondents were asked to submit their copy of grades of the previous semester to determine how well they adjust academically. The computed Pearson Product Moment Correlation is r=0.26 with a rcrit=0.441 at 0.05 alpha. This signifies that indeed there is a significant relationship between locus of control and academic adjustment of male adolescents with imprisoned fathers. However, it revealed a weak positive correlation between locus of control and academic adjustment. The findings imply that locus of control is not the sole cause or factor for academic adjustment. The cause or source of a well-adjusted academic performance of male adolescents with imprisoned fathers may therefore be attributed to other factors such as economic and social support coming from family and friends. Such factors could even lead to a poor academic performance. Lastly, academic adjustment and locus of control vary among the respondents, which suggest individual differences among themItem Perceived stress, social support and coping strategies on retired teachers' psychological well-beingBarcelona, Mary Racelyn T. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2015-05)Retirement poses significant changes in the lives of the old age population. Along with this are changes in social networks, activities and life outcomes. To examine perceived stress, social support, coping strategies and psychological well-being among retired teachers in Tigbauan, Iloilo, qualitative and quantitative measures were conducted to 41 retired teachers. In general, retired teachers perceive low levels of stress. Factors that contribute to perceived stress are health conditions, financial concerns, family problems and current activities. Social support, which is provided primarily by family and friends, is experienced in high levels. In terms of coping, emotion-focused coping is engaged in by the majority. The leading specific coping strategy they employ is praying or going to church. The majority experience positive levels of psychological well-being, which can be predicted using the variable of social support, as revealed by regression analysis.Item Disorientation and queering action in distance education: The queer lived experiences of the queer Filipino teacherBalensoy, Timoteo C., III (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2022-05)Queer studies highlight that beyond the idea of gender and sexuality, queerness branches through a vast field of disciplines and focus, urging scholarly interest towards the queer phenomenological question regarding the peculiar and confusing experiences an individual acquires when occupying a particular space as well as the actions they do in a space. Utilizing Ahmed’s Queer Phenomenology (2006) as the theoretical anchor for this inquiry, this study explored queer lived experiences through the experiences of disorientation and the queering actions of queer Filipino teachers; specifically, the mechanisms, the experiences, and the outcomes as queer Filipino teachers become challenged by the normativity of distance education, and how they addressed the challenges they experienced from the disorientation. Through interviews with eight (8) self-identified queer DepEd High School teachers from the provinces of Antique and Capiz from ages 24 to 42, this study identified that in the context of distance education during the COVID-19 pandemic, queer Filipino teachers experience disorientation through the challenges brought about by norms in the learning setup that prescribes specific actions, practices and strategies to avoid and to prioritize. As they reflect on their disorienting experiences, the queer Filipino teacher recognizes a need to change their perspective and pedagogies to orient themselves in the space of distance education. This leads them to enact queering actions through a pedagogical performance of going beyond what are obligated and expected of them, as informed by their identities as queer people, as teachers, and as queer teachers.