SOCIAL SUPPORT AND MENTAL WELL-BEING AMONG JUNIOR HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.55687/ste.v3i3.102Keywords:
Anxiety, Depression, Mental Well-Being, Severe, StressAbstract
This study explores the relationship between social support and mental well-being among junior high school students in San Agustin, Isabela, during the School Year 2023-2024. Utilizing a descriptive-correlational research design, the study employs purposive sampling to select participants from both public and private schools, ensuring a comprehensive analysis of social support dynamics. The Social Support Survey Instrument and the DASS-21 are used to measure levels of social support and mental well-being indicators. The findings reveal varying levels of social support across different dimensions, with notable strengths in emotional backing during crises and tangible assistance with tasks such as meal preparation. Conversely, weaknesses are observed in areas like private worry-sharing and task assistance during illness. Significant mental health challenges are identified among respondents, including elevated levels of depression, anxiety, and stress. Correlation analysis reveals a nuanced relationship between social support and mental well-being. Emotional support, particularly through interpersonal sharing, is significantly associated with lower stress levels, while other dimensions show mixed or limited correlations. These findings underscore the importance of specific types of support in addressing mental health concerns among junior high school students. This study provides valuable insights into the complex interplay between social support and mental well-being, contributing to the development of targeted interventions aimed at fostering positive social interactions and improving the overall well-being of junior high school students in San Agustin, Isabela.
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