Assessing the Role of Family Functioning in Fostering Grade 12 Students’ Resilience in The Academe

Abstract

This study examined the role of family functioning and resilience among one hundred fifty-four (154) Grade 12 students from a public senior high school, utilizing the McMaster Family Functioning Theory as the primary framework. The theory emphasizes seven (7) dimensions of family functioning: problem-solving, communication, roles, affective responsiveness, affective involvement, behavior control, and general functioning. Participants were selected through proportionate stratified random sampling. Results revealed that students generally perceived their family functioning as mostly healthy, except in the dimension of affective involvement. Notably, most respondents came from low-income families. Statistical analysis showed a significant difference in family functioning based on family type, but no significant difference when grouped according to family income. Furthermore, a weak negative correlation was found between family functioning and resilience, suggesting that while healthier family relationships tend to enhance resilience, other factors may also play a role.

A thematic analysis of qualitative responses identified key coping themes, including open and healthy communication, optimism and determination, consistent family support, and faith as effective resilience strategies. Additionally, sense of interconnectedness and family as a source of motivation emerged as vital family roles in fostering resilience. Overall, findings highlight that healthier family functioning contributes to stronger resilience among students. The study recommends the institutionalization of guidance services that strengthen parent-student linkages through homeroom learning sessions, alongside psychoeducational workshops for teachers and students to enhance less healthy family dimensions identified in this research.