Parental Absence and Its Impact on Learners’ Self-Esteem, Social Skills, and Cognitive Development
DOI:
https://doi.org/10.69569/jip.2025.436Keywords:
Bohol, Cognitive development, Parental absence, Self-esteem, Social skillsAbstract
The study examined the impact of parental absence on the self-esteem, social skills, and cognitive development of learners in public elementary and secondary schools of San Miguel District, Bohol, during the 2024–2025 school year. It aimed to determine the profile of the respondents in terms of age, sex, grade level, socio-economic status, parental absence status, reason, and duration of absence; their levels of self-esteem, social skills, and cognitive development; the significant relationship between the selected variables; and the significant differences of their perceptions when grouped according to profile variables. This study employed a descriptive survey research design using standardized tools, specifically the Rosenberg Self-Esteem Scale (RSES), the Social Skills Improvement System (SSIS), and the Metacognitive Awareness Inventory (MAI). A total of 115 learners were purposively selected for the study. The data were analyzed using descriptive statistics, including independent samples t-tests, ANOVA, and Chi-Square Test. Results indicated that most learners originated from middle-income families and frequently experienced parental absence due to work-related migration. These learners demonstrated moderate levels of self-esteem and cognitive development. Notably, their social skills—especially in communication and empathy—were well-developed, suggesting resilience despite the familial challenges they faced. A significant link was found between the duration of parental absence and developmental outcomes, although no differences were observed across sex, age, or grade level. Thus, the study concludes that while learners display resilience, prolonged parental absence poses challenges to their self-esteem, social skills, and cognitive development. These challenges are evident in areas such as memory functions and emotional control, which may influence their academic performance. These findings underscore the need for school-based support programs, regular communication between parents and children, and targeted counseling to help mitigate the impact of parental absence on learners. A collaborative effort among schools, families, and communities is essential to safeguard the overall well-being and development of affected learners.
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