Support Systems and Parental Involvement as Factors Affecting Adaptive Emotional Coping Capability in Junior High School Learners

Shiena Mhae V. Antonio^1*, Amor Q. Viernes^2*, & James L. Paglinawan³
^1,2Teacher III, Division of Valencia City, Department of Education, Philippines
³Professor, Central Mindanao University, Department of Professional Education, Philippines
DOI – http://doi.org/10.37502/IJSMR.2025.81030

Abstract

This study explores how the external environment of Junior High School learners from Catumbalon National High School, specifically their Support Systems and Parental Involvement, affects their ability to cope with emotions adaptively. Understanding the factors that build resilience is crucial, given the challenges adolescents face. The research found that learners generally experience strong levels of both social supports and parental engagement. The data acquired established a strong positive relationship between both factors and the adaptive coping skills of learners. It means that when learners receive more support or experience greater parental involvement, their emotional coping capability tends to improve. While both factors are vital, the overall network of Support Systems is the single most influential factor in predicting a learner’s ability to cope effectively. This research highlights that strong support networks and involved parents are crucial for building the emotional well-being and resilience of young adolescents.

Keywords: Support Systems, Parental Involvement, Adaptive Emotional Coping Capability, Junior High School Students.

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