Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Copyright

The Journal of Behavioral Science

Vera, and©Jaimee Felice Caringal-Go
Behavioral Science Research Institute
2024, Vol. 19, Issue 1, 1-17 ISSN: 1906-4675 (Print), 2651-2246 (Online)

The Journal of Behavioral Science (TJBS)

Original Article

Coping Behaviors of Filipino Students During the COVID-19 Pandemic: A

Contextual Application of the PERMA-H Framework

Christian Anton Ng1, Angelo Christian Ferrer Lasala1, John Frederick Sumangil De Vera1, and Jaimee
Felice Caringal-Go2*

Author Affiliation Abstract

1
Graduate of AB Psychology, This study utilized an interdisciplinary approach within behavioral
Department of Psychology, science to understand the coping behaviors among undergraduate
Ateneo de Manila University, students in a low- and middle-income country (the Philippines)
Philippines. during the occurrence phase of a global crisis. In the context of the
2
Assistant Professor, Department COVID-19 pandemic, this period was marked by strict physical
of Psychology, Ateneo de Manila restrictions and a shift to remote learning. The PERMA-H framework
University, Philippines. was utilized to identify the coping behaviors of students and how
these behaviors improved their well-being through each domain of
* Corresponding author e-mail: the framework: positive emotions, engagement, relationships,
jfgo@ateneo.edu
meaning, accomplishments, and physical health. Qualitative data was
gathered from 110 undergraduate students through an online survey
Article Information
about their coping behaviors during the community quarantines in
Received: 31.7.23
Revised: 13.9.23
2020. Deductive thematic analysis yielded 17 themes across the six
Accepted for initial review: 14.9.23 domains. Examples of themes include indulging in personal hobbies,
practicing self-improvement, and reconnecting with family and
Keywords friends, with the behaviors producing positive effects relative to the
Coping behaviors, COVID-19, domain (e.g., behaviors under positive emotions enhanced feelings
PERMA-H, Philippines, students of joy, productivity, comfort, and companionship; behaviors under
engagement led to greater control and involvement in their lives).
The study highlighted the relevance of the PERMA-H framework in
understanding the impact of actions on the well-being among
students during a crisis, as well as the importance of including the
physical health domain within the framework. Findings suggest
various ways to enhance well-being among students in rapidly
changing environments, such as providing opportunities for extra-
curricular activities, promoting physical health, and enhancing
relationships.

The well-being of undergraduate students declined during the COVID-19 crisis. They reported
difficulty transitioning to remote learning (Waters et al., 2022) due to increased unpredictability (Tsamakis
et al., 2021), restrictive measures (Knight et al., 2021), as well as important mental health services and peer
support being cut off (Waters et al., 2022). Many students experienced a lack of confidence in their
academic performance, a reduction in social interactions, and increased worry towards their own health and
that of their loved ones (Son et al., 2020). As a result, the majority reported an increase in feelings of stress,
depression, and anxiety, especially at the onset of the pandemic (Tsamakis et al., 2021).

Coping behaviors such as meditating, exercising, and socializing with loved ones (Ogueji et al.,
2021) have been observed to improve well-being in varying ways (Son et al., 2020), such as increasing

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 PERMA-H: Student Coping During COVID-19

positive emotions and deepening family ties (Waters et al., 2022). Reinforcing the importance of coping
behaviors within educational institutions can build both academic and well-being skills among students
while forwarding the traditional outcomes of schooling (Seligman & Adler, 2019).

Given that a majority of studies on well-being have been conducted in the Global North (Mahali et
al., 2018), further research on well-being among university students in low- and middle-income countries
(LMIC) are warranted to ensure proper representation and the development of culturally-relevant programs
for students (Hernández-Torrano et al., 2020). This study was conducted in the Philippines, an LMIC in the
ASEAN region (Ong et al., 2023). Presently, literature on coping among Filipino undergraduate students
appears to be limited, and recent studies on the topic mainly focused on the process of coping (Serrano &
Reyes, 2022) and utilized methods with smaller and less diverse sample sizes (Asiones, 2023). As such,
this study contributes to nascent literature on coping by focusing on the behaviors of undergraduate students
in an LMIC. Through the use of an online qualitative survey, it was able to gather data from a wider sample
size while still ensuring depth from the qualitative data (Braun et al., 2021).

The purpose of this study was to understand the coping behaviors that undergraduate students
utilized to improve their well-being during the crisis occurrence phase of the COVID-19 pandemic
(Pedersen et al., 2020). It utilized the PERMA-H framework from the field of positive psychology
(Seligman, 2011) to identify ways of coping, and how these affect specific dimensions of well-being. By
integrating knowledge from various disciplines such as psychology and education, relevant approaches that
improve the quality and effectiveness of the educational system can be formulated to better equip learners
with the skills needed to thrive and cope in a rapidly changing world (Wilaphan et al., 2023).

Literature Review

This section provides an overview of the PERMA-H model of well-being, coping, and the coping
behaviors of students. It also describes the research setting to provide context that shaped the coping
behaviors.

Positive Psychology and the PERMA-H Model

Positive psychology has emerged as a relatively new yet highly relevant field that can be integrated
within one’s life to support mental well-being during crises (Mosanya, 2021). It is the scientific study of
optimal human functioning that examines various factors that allow individuals and communities to thrive
(Morgan & Simmons, 2021; Seligman, 2011).

Seligman (2011) proposed the PERMA model, a well-being theory that consists of five essential,
measurable elements: positive emotions, engagement, relationships, meaning, and accomplishment. The
theory posits that all individuals pursue these five elements for their own sake in various areas of their lives
(Seligman, 2011). Recently, the PERMA model has subsequently been extended to PERMA-H to recognize
the importance of physical health in overall well-being (Morgan & Simmons, 2021). In this study, the
PERMA-H framework was used to understand how specific coping behaviors used by Filipino
undergraduates during the pandemic increased well-being relative to a specific domain. Each of the
domains are described in the subsequent paragraphs.

Under the domain of positive emotions, happiness and life satisfaction are used as subjective
measures of well-being (Seligman, 2011). Positive emotions are commonly associated with feelings of joy,
pleasure, and love (Buchanan et al., 2022). Among undergraduate students, performing activities that foster
positive emotions is an effective way of combating daily challenges in both their personal lives and
academic responsibilities (Chu, 2022).

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

Engagement pertains to a condition called “flow”, a state wherein individuals often lose their
thoughts, feelings, and awareness with time because they are completely absorbed in or connected to their
current activity (Buchanan et al., 2022; Miksza et al., 2022). For example, undergraduate students
experience the flow state when applying their skills towards academic challenges such as difficult problems
or complex tasks (Chu, 2022).

Relationships represent social connections to other individuals through feelings of love and care
(Miksza et al., 2022). This domain involves nurturing positive and supportive relationships (Kern et al.,
2015). In school environments, having positive and meaningful relationships amongst instructor-to-student
and student-to-student interactions can foster positive learning outcomes (Chu, 2022).

Meaning pertains to a sense of purpose within one’s life and a contribution to something bigger than
oneself that makes one feel like they matter (Miksza et al., 2022; Buchanan et al., 2022). Among students,
this domain can train them to apply their strengths towards greater opportunities and purpose even through
adverse events (Chu, 2022).

Accomplishments pertain to one’s achievement of tasks and intrinsically defined goals (Miksza et
al., 2022). Feeling one’s capability to perform activities and attain goals allows students to see their own
potential for growth even amidst academic and personal struggles (Chu, 2022; Kern et al., 2015).

As a critical factor affecting well-being, physical health is an extension of the PERMA framework
that acknowledges positive feelings in relation to one’s physical health (Morgan & Simmons, 2021). The
inclusion of this domain can complement the emotional, social, and psychological aspects of overall well-
being (Morgan & Simmons, 2021). Sustaining or increasing levels of physical activity can aid in supporting
the mental health of students amidst the adverse effects of the pandemic (Rodríguez-Romo et al., 2022).

Coping Behaviors During the COVID-19 Crisis

Coping entails behavioral and cognitive efforts to reduce, minimize, or tolerate stress (Serrano et
al., 2022). It helps people manage emotional distress and address “the troubled person-environment
relationship” (Lazarus & Folkman, 1987, p. 147). This requires either a problem-focused coping approach,
where the source of the stress is reduced or eliminated, or an emotion-focused coping approach, where
strategies are used to regulate emotional distress (Serrano et al., 2022). The relevance of the relationship
between the person and the environment in the understanding of stress and coping (Lazarus & Folkman,
1984) aligns with Lewin’s (1939) field theory, which emphasizes how behavior can be understood as a
function between a person and the environment or their “life-space” (p. 878). According to field theory, a
person’s society, including one’s social relationships and situations, influences his or her attitudes and
actions (Lewin, 1939). Thus, it is important to investigate how the mental burden and stress caused by the
COVID-19 crisis influenced one’s coping behaviors relative to his or her social context (Eiroa-Orosa,
2020).

During the pandemic undergraduate students utilized both adaptive and maladaptive strategies to
cope with the academic and social struggles caused by remote learning. For example, they sought a more
conducive environment, borrowed learning materials, and reached out to peers to deal with the sudden loss
of access to learning resources and social interactions (Rotas & Cahapay, 2021). Students also coped by
having a positive outlook and perceiving the pandemic as temporary (Serrano et al., 2022). Meanwhile,
some reported engaging in maladaptive and avoidant coping strategies (Serrano et al., 2022; Ogueji et al.,
2021). Though these behaviors may have provided relief, they may also have negative effects. For example,
consuming alcohol to cope with stress may be a risk factor for developing further health complications from
the pandemic (Ogueji et al., 2021). Given that different people utilize different strategies to meet intra- and
interpersonal demands (Karmakar et al., 2021), this study adopted a multidisciplinary approach that
considers context in examining adaptive behavior in stressful situations.

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 PERMA-H: Student Coping During COVID-19

Study Setting
As coping may be understood in relation to the person and the environment, it is imperative to
describe the context in which these coping behaviors were utilized. In this section, we describe the national
context of the Philippines, and changes that occurred during the crisis occurrence phase of the COVID-19
pandemic that impacted students’ lives.

Much of the literature on the well-being of university students is from research conducted in
developed countries such as the United States (Hernández-Torrano et al., 2020). However, it is important
to consider context in the study of well-being (Eiroa-Orosa, 2020). This study is situated in the Philippines,
an LMIC with issues such as limited health care accessibility (Ong et al., 2023; Mendoza & Valenzuela,
2022). It is a collectivist society which places emphasis on group dynamics and social harmony (Hofstede,
1980). Temporally, the study focused on the onset of the COVID-19 pandemic, otherwise known as the
crisis occurrence phase (Pedersen et al., 2020). This is when the crisis had already hit, prompting
organizations to respond in various ways (Pedersen et al., 2020). Students reported experiencing increased
stressors, anxiety and confusion at the beginning of the pandemic (Son et al., 2020; Serrano & Reyes, 2022).

The Philippines has been described as having one of the longest and strictest lockdowns in the world
(See, 2021). On March 17, 2020, the government implemented the Enhanced Community Quarantine
(ECQ), the highest tier of restriction, in an effort to curb the rise of cases at the onset of the pandemic (See,
2021). Mass gatherings were prohibited, transportation was restricted, and schools and non-essential
businesses were closed (Mendoza & Valenzuela, 2022). A number of lockdowns with varying levels of
restrictions were subsequently implemented throughout 2020 depending on the transmission rates
(Mendoza & Valenzuela, 2022).

The study focused on the experiences of students during the first year of the pandemic because this
was the critical period where undergraduate students were required to adapt amidst sudden changes in
lifestyle (Tsamakis et al., 2021). Most notably, the transition to remote learning restricted the learning
experience of students, limited interaction with peers and mentors, and depleted the financial resources of
lower-income groups (Barrot et al., 2021).

Research Questions
The negative impacts from a crisis among the youth, especially undergraduate students, is higher
than other age groups due to increased risks of psychological distress leading to mental health disorders or
risk behaviors such as self-harm and suicidal behavior (Serrano & Reyes, 2022). Finding effective coping
behaviors are therefore crucial in mitigating or preventing psychological distress among an already
vulnerable demographic during very stressful situations like the COVID-19 crisis (Serrano & Reyes, 2022).
Thus, the purpose of this study is to examine the coping behaviors of Filipino undergraduates relative to
the domains of well-being in the PERMA framework during the crisis occurrence phase of the COVID-19
pandemic. Amidst studies showing the value of physical health to well-being (Morgan & Simmons, 2021),
the study contributes to literature by including the physical health dimension in the PERMA framework.
As such, it utilizes a more holistic approach in assessing students’ coping behaviors during this critical
period.

Extant literature on well-being draws mostly from experiences in the Global North (Mahali et al.,
2018). However, the impact of COVID-19 on countries in the Global South may differ due to socio-
economic contexts (Mahali et al., 2018). Thus, the study contributes to the fields of positive psychology
and education by examining well-being in the context of an LMIC with a collectivist culture, the
Philippines. Conducting studies about well-being in higher education institutions in developing countries
allows for a deeper understanding of how to support students in a contextually-relevant manner (Hernández-
Torrano et al., 2020)

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

Lastly, literature has highlighted the relevance of the PERMA framework in educational institutions
(Kovich et al., 2023), showing its value in providing a foundation for improving well-being in school
settings (Kern, 2022; Morgan & Simmons, 2021). Indeed, Kovich et al. (2023, p. 3) have highlighted that
“well-being should be assessed regularly across university and college campuses to inform development of
strategies to enhance college student well-being”. As such, findings of the study on student coping
behaviors may be useful for professionals in the field of education by providing information relevant to the
development of programs, interventions and policies to better care for their students, promote positive
behaviors, and enhance their well-being during periods of stress and uncertainty.

In this study, the following research questions were asked:

1. What coping behaviors did undergraduates in the Philippines utilize to improve their well-being
during the crisis occurrence phase of the COVID-19 pandemic?
2. How do the coping behaviors reflect positive emotions, engagements, relationships, meaning,
accomplishments, and health?

Method

Research Design
A qualitative research design was utilized. An online survey with open-ended questions was used
to gather qualitative data from undergraduate students who were studying in the Philippines at the onset of
the pandemic. Thematic analysis was used to analyze the data. This flexible method of analysis is not bound
to a pre-existing framework; as such, it allowed for alignment with the guiding framework of this study
(PERMA-H) and ensured fit with the research questions (Braun & Clarke, 2006).

Participants/ Sample
The following inclusion criteria were used: participants must be at least 18 years old, and were
undergraduate students, studying and residing in the Philippines at the time of the 2020 community
quarantines due to the COVID-19 pandemic. A total of 110 participants met the inclusion criteria and
completed the online questionnaire. One participant was not included in the dataset due to their non-
inclusion of pertinent demographic information. In terms of gender, 48% were male, 44% were female, 5%
identified as non-binary, and 3% preferred not to say. The average age was 21 with ages ranging from 20
to 23. Participants came from nine regions in the Philippines: 63% from National Capital Region, 17% from
Calabarzon, 7% from Central Luzon, 4% from Ilocos, 3% from Caraga, 2% from Western Visayas, 2%
from Northern Mindanao, 1% from Zamboanga Peninsula, and 1% from Davao. Among the participants,
32% were first-year, 60% were second-year, 5% were third-year, and 3% were fourth-year students during
the time period covered. Additionally, the participants were studying under five different undergraduate
fields: 63% were in social sciences, 18% were in sciences and engineering, 12% were in business and
entrepreneurship, 6% were in humanities, and 1% were in education.

Data Collection and Instrument

Purposive sampling was utilized, and recruitment was done through social media platforms. An
online Google Form survey was utilized to gather qualitative data between January to February 2023.
Online qualitative surveys are an underutilized but useful tool in qualitative research, producing a rich
dataset from a large and diverse sample that tends “to be densely packed with relevant information, more
focused and ‘on target’ than interview data”, while giving participants more control over their participation
in the study (Braun et al., 2021, p. 644). Indeed, this data-gathering approach was utilized in previous
research that examined behaviors during the pandemic (see for example Teng-Calleja et al., 2020 for coping
behaviors of employees).

Information about the study and the rights of participants were provided on the consent form in the
survey’s first page. Respondents who signified consent proceeded to the second page where they were

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 PERMA-H: Student Coping During COVID-19

asked to recall their experiences during the 2020 community quarantine period (March 17, 2020 to
December 31, 2020). In particular, the questions were divided according to each domain of the PERMA-H
model. Each domain had a set of two questions, and each was operationalized beforehand to establish their
definitions. The first question asked participants about the specific coping behaviors they performed during
the 2020 community quarantines as associated with the domain. The second question asked how their
indicated coping behaviors improved well-being in line with the specific qualities of the domain. For
example, the domain of positive emotions was operationalized as being commonly associated with positive
feelings of joy, pleasure, and life satisfaction. The questions that followed were: (1) “What did you do
during the 2020 community quarantine period of the COVID-19 pandemic that increased positive
emotions? Kindly elaborate.” and (2) “What changes in your positive emotions did you observe after doing
these activities?” After the domains, participants were asked to elaborate on what specific difficulties during
the 2020 community quarantine period led them to do these coping strategies. The questions were open-
ended, and participants were allowed to freely type their qualitative responses based on their reflections
and personal experiences. Finally, demographic information was collected to ensure fit with inclusion
criteria.

Data Analysis
Thematic analysis is a flexible method of analyzing qualitative data, which can be useful across
different research questions in the field of psychology (Braun & Clarke, 2006). It has similarly been used
to examine qualitative data from surveys in studies conducted during and after the COVID-19 crisis (see
for example Teng-Calleja et al., 2020). In this study, deductive/theoretical thematic analysis was used to
analyze the data in line with the PERMA-H framework. It employed a semantic approach, which examines
the explicit meanings of the data, and seeks to describe (i.e., organize, present patterns, and summarize)
and interpret the data to depict its importance and implications (Braun & Clarke, 2006).

Data cleaning was done to remove the responses of participants who did not fit the inclusion criteria.
Then, the thematic analysis steps of Braun and Clarke (2006) were followed. This involves the following:
familiarization with data, generating initial codes or patterns, searching for themes, reviewing themes,
defining and naming themes, and producing the report.

To enhance data validity and rigor, data was first coded and analyzed independently by three
researchers prior to intercoding (Agius, 2013). Afterwards, identification, modification, and clarification of
themes were done to enhance consistency and coherence of analysis (Yardley, 2007). To demonstrate
trustworthiness, quotations from the dataset were used to expound on themes and sub-themes presented in
the results section (Agius, 2013) and descriptions of context were included in the report (Nowell et al.,
2017). Additionally, team meetings were documented across the different steps (Nowell et al., 2017). The
respondent numbers were noted in parentheses to indicate the source.

Ethical Considerations
Prior to data gathering, the study underwent review and received approval in accordance with the
research ethics policies of University Research and Ethics Committee of the Ateneo de Manila University
(protocol ID: DREC-Psyc_B308) on November 9, 2022.

Results

The analysis of coping behaviors yielded a total of 17 themes across the six domains: two under
positive emotions, three under engagement, three under relationships, four under meaning, three under
accomplishments, and two under health. Some themes repeated across domains, highlighting that the impact
of coping behaviors is not limited to a single domain of PERMA-H. Repeating themes were described in
the context of the unique characteristics of the domain, especially with regards to the specific activities

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

performed and their corresponding effects. Prior to the description of the themes on coping, the difficulties
that led to coping will first be described to provide further context.

Difficulties that Lead to Coping

In order to better contextualize the results of each domain, there was an array of answers gathered
regarding the specific difficulties that led to these coping strategies. A number of students cited feelings of
hopelessness as they were “wasting away what could have been [their] prime years” (2), “missing out on
[their] true college experience” (45), and “feeling… no direction in life” (27). Anxiety was the most
common difficulty mentioned as they would have “fear of the future” (106) for themselves and their family
due to constant exposure to negative news “during a period of uncertainty” (42). Some of this anxiety also
manifested as frustration towards the local leadership as respondents said “how the government handled
the pandemic was depressing” (77) and that they did “an ill job at mitigating the pandemic” (45) with an
“inefficient government response, and malicious political propaganda” (53).

These difficulties made the students feel like they “had no control over what was happening in [their
lives]” (1) and that they were “trapped at home” (90). Transitioning into the remote setting meant that “the
work space was now also [their] rest space” (75), blurring their boundaries and making their environments
and “every day [blend] into each other” (102). Being confined to the household meant frequent contact with
family members and contact with others in the online setting became common, but students still had
“feelings of loneliness, missing out and family problems” (74). Respondents said “the lack of physical and
face to face interactions [were] definitely a hindrance to [their] sanity” (14), as the feeling of loneliness
[were] still apparent “even though [they] talked to [their] friends a lot” (39).

When it came to self-reflection, a number of students felt “unhappy with the current state [they
were] in” (60), leading them “to focus on the things over which [they had] control” (66) as they “wanted to
do something to help [themselves]” (100). The pandemic also instilled feelings of boredom which “forced
[them] to make these changes in [their] life” (6), which was a clear option for most as “[they] had much
more time during the pandemic” (31). They tackled this boredom by “[taking] up new hobbies” (43) because
these outlets allowed them to distract [themselves] from negative and pessimistic feelings” (9) and “take
[their] mind off of the horrible reality of the pandemic” (26).

Positive Emotions
There were two themes under the domain of positive emotions: indulging in personal hobbies and
maintaining social connections. Results found that students experienced feelings of productivity, joy,
comfort, and companionship after performing the coping behaviors.

Indulging in Personal Hobbies

Students coped through hobbies like watching different “films and series” (100), “reading” (5), and
“journaling” (110). These increased feelings of productivity, which “in turn made [them] feel better” (39).
Students also felt more joyful with their time in quarantine. As another respondent said, “it honestly felt
like a high because I was happy with what I was doing” (82). Indulging in these also eased the students’
feelings and helped in bringing out more positive emotions. As one reported, “[engaging in hobbies] really
helped me stay afloat, …doing something new created that uptick in my positive emotions” (2). These
personal hobbies also served as a way of combating negativity during the first year of the pandemic. One
student highlighted how “doing one of these activities also comforted [her] that while things and events are
not the best, [she is] doing well. Doing one of the activities also distracted [her]... so [her] anxiety was more
manageable” (53).

Maintaining Social Connections

Staying connected with friends and family also arose as a prevalent way of feeling positive
emotions. Students reported that being with others cultivated feelings of “happiness and belongingness

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 PERMA-H: Student Coping During COVID-19

amidst the restraints and distance” (14). Another reported that they saw “an increase in joy” (28) after being
able to spend more time with their family. Because of the restrictions set during the community quarantines,
feelings of isolation were expressed. However, many reported feeling “less alone” (32) through spending
time with their loved ones, whether physically or virtually. It also became an opportunity for them to
become closer with their family and as a result “made [them] thankful that [they had] them” (18).

Engagement
Three themes were found under the domain of engagement: practicing self-improvement activities,
indulging in personal hobbies, and doing non-academic work. Through these activities, students gained
greater involvement and control over their lives.

Performing Self-Improvement Activities

Reading self-help books and practicing self-reflection were some ways students found a greater
sense of engagement. As a result, there was a desire “to be more involved with the things [they were]
currently doing in [their] life” (66) and to “become more focused on every activity in which [they] would
involve [themselves]” (66). Another respondent noted that by trying to improve as a “student, family
member, and person as a whole” (87), he was able to experience “a greater sense of agency or control” (87)
over his life amidst the pandemic.

Indulging in Personal Hobbies

Engaging in hobbies such as “edit[ing]..photos” (88) and “baking” (89) were also found to have
improved students’ engagement. Many reported exploring their different interests while some shared
discovering new ones. This helped students become absorbed in their activities and gain agency over their
lives. Exploring new hobbies gave students a “sense of fulfillment” (89), and the realization of enjoying
“something [they] loved versus something [they] had to do” (88). This also helped students create a
“purpose and plan” (102) to gain control of their situation “despite the ongoing health crisis” (102).

Doing Non-Academic Work

Doing non-academic work deepened self-awareness and meaning. For example, “undertaking
projects or internships” (50) helped students become “more engaged to do something bigger than
[themselves]” (36) and being an “[organization] officer” (67) made them feel “more ‘active’ in school”
(81). Working in professional roles also increased satisfaction as students felt their “energy was going
towards something concrete” (50).

Relationships
The study identified three themes under the domain of relationships: bonding with family at home,
socializing with friends and online, and reconnecting with family and friends. Given the physical
restrictions of the quarantine, interactions with family members in the immediate household were primarily
physical while interactions with friends were digital. Many students also attempted to reconnect with family
members or friends whom they may have lost touch with in the past. Effects of these coping behaviors
include strengthening relationships, reducing loneliness, and rekindling past connections.

Bonding with Family

Family members in immediate households were in constant “close proximity” (27) during
quarantine. This allowed for “more time spent together” (80) through communal activities such as
“watching TV” (22) and “game nights” (36). These activities “deepened relationships” (27) and allowed
many to “realize the importance of family relationship” (19).

Socializing with Friends Online

Friends utilized online platforms such as Facebook, Zoom, and Discord as opportunities to “get
closer together as a group” (6). Online interactions with friends were done either through “chat or video

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

calls” (30), with common activities including “video games” (49), and “watching movies” (85). Majority
of the students reported that their “friendships became deeper over time” (85), while some cited that these
engagements made them “feel less lonely” (29) and more “present in [their] friends’ life” (49).

Reconnecting with Family and Friends

Students also took the effort to reconnect with people whom they may have lost touch with. This
allowed many to “rekindle and strengthen [past] connections” (93). As shared by one student, “I reached
out and reconnected with two of my old friends. We would often have watch-parties and just spend time
together in a call. I observed that my relationship with my friends have somewhat improved because we
were constantly in contact” (1). For others, reconnecting with friends had the effect of maintaining
relationships. As another student shared, “I set up game nights with families and friends, reconnected
through video calls, and [messaged] junior high school friends. The quality wasn't made better but the
maintenance was consistent to keep our friendship thriving until now” (36).

Meaning
Behaviors that involved service, self-reflection, self-improvement, and creativity were found to
enrich the sense of meaning among participants. Service-oriented initiatives cultivated purpose, while self-
directed activities increased clarity and boosted self-awareness. Creative endeavors were found to increase
both fulfillment and enthusiasm.

Participating in Service-Oriented Initiatives

Supporting organizations and participating in advocacy-based volunteer programs cultivated a
greater sense of purpose among students. Examples of these involvements included “outreach programs
[that provided] goods for deprived communities” (6), “fundraisers” (50), and donation drives for “COVID-
19 and typhoon victims” (21). These behaviors deepened students’ sense of meaning by allowing them to
“help people who weren’t in [their] immediate circle” (50) and “communicate and involve [themselves]
with society” (9). One student shared that engaging in these initiatives “widened [her] perspective about
[her] purpose in life or the meaning [she was] always trying to find” (21), while another shared that his
“existence had more meaning” (50) and that doing these “helped [him] feel that [he] was making positive
change even if he was confined in his home” (50).

Practicing Self-Reflection
Engaging in self-reflection deepened self-insight and widened perspectives. Common areas of
reflection were about one’s “future…goals…and values” (53), as well as one’s “identity…and career” (74).
Regular reflection allowed students to “rethink positively about the meaning of life” (53). Activities such
as “prayer, journaling, and meditation” (2), also resulted in a “greater sense of meaning” (68) and
“perspective in life” (19). One shared that by reading more books, she “found clarity on who [she wanted]
to be in this world” (5).

Performing Self-Improvement Activities

Doing various activities that developed one’s “skills, talents, and overall well-being” (46) enriched
one’s sense of direction in life. According to one student, “I journaled a lot for self-growth” (9). Another
shared that by learning another language, exercising, and planning for the future, he “felt that there was
more meaning to living life” (46), while another stated that by improving on his martial arts skills, he felt
that he was “leveling up in real life” (81).

Engaging with Creative Endeavors

Creative activities were found to increase enthusiasm. Creating art made students feel that “life had
more meaning beyond studying and finding a job” (1) and enriched their “overall outlook” (16) and
“satisfaction in life” (43). For some, making art deepened their sense of fulfillment in life, with one student
sharing that “[he] felt it was [his] calling” (99).

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 PERMA-H: Student Coping During COVID-19

Accomplishments
Three themes were identified under accomplishments: accomplishing academic responsibilities,
doing non-academic work, and indulging in personal hobbies. The second theme has two sub-themes:
participating in extracurricular activities and working in professional roles. Students mostly mentioned that
fulfilling their responsibilities throughout the pandemic made them feel more accomplished. They were
able to find a sense of achievement, growth, and pride through their personal hobbies with more time at
home.

Accomplishing Academic Responsibilities

Due to the difficult transition to the online setting, one student mentioned that when she “had online
school, [she] felt like it was one of the few things [she] had commitment to and a chance at feeling some
sense of accomplishment” (2). Another expressed that the “sense of achievement became more evident
because practicing proper time management allowed [her] to get good grades in [her] requirements despite
how online classes were taking a toll on [her] mental health” (85). This sense of accomplishment through
academics brought an initial wave of validation, but students also “felt much more motivated to continue
improving” (14) and “achieving more” (21). This was highlighted by a student who said, “I became more
confident in my abilities from gaining good grades” (7).

Doing Non-Academic Work

Apart from academic responsibilities, a number of students voluntarily committed themselves to
non-academic work too. Committing to additional responsibilities and developing new skills boosted a
number of the students’ confidence in their own capabilities.

Participating in Extracurricular Activities. Experiences in school organizations and

extracurricular activities fostered varying levels of self-growth. For example, a student said it “increased
[her] self-worth and independence" (65), and one mentioned that they were “motivated to push [their]
boundaries even farther and get back to being more org active” (58). Some also expressed positivity from
leadership roles, with one student saying he believed “[he] stepped up as leader by joining school
organizations” (72). Another said these roles made her “more open to growing because [she] was more
open to putting [herself] in uncomfortable situations” (30) by becoming a committee head in her
organization.

Working in Professional Roles. Taking on professional roles helped a student feel “more fulfilled
with [herself] and with what activities [she’s] done during the time of the CQ” (45). Another felt increased
pride because she “learned new skill sets that [she] could use in the future” (28). Additionally, these
experiences also increased “self-worth and independence” (65), with one student feeling like he was
“getting older engaging in activities that count as ‘the real world” (3). Formal occupations also helped some
“[provide] for [their] family” (19) and brought about “career advancement and clarity” (33).

Indulging in Personal Hobbies

Students also experienced achievement through personal hobbies. One student shared that he “felt
overall more achieved and accomplished since [he] was doing an activity that [he] was passionate about”
(50). This sense of accomplishment was also felt because students were “going for activities [they] never
had the time for” (36) prior to the pandemic. Additionally, these activities helped some feel rewarded. One
student stated that “gaining in-game awards and improving [his] ‘rank’ in certain games felt rewarding”
(42), while another was “able to earn through [her] skills & talents” (16). All of these factors led to a
“motivation for growth” (53) for students that “picked up new hobbies… they enjoyed” (26).

Health
The study identified two themes under the domain of health: engaging in physical exercise, and
practicing a healthier lifestyle. The first theme was observed to have two sub-themes: committing to

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

exercise routines and exercising with others. Due to the increasing fear of COVID-19, students became
more conscious of their physical health. This influenced students to build healthier habits, leading them to
feel rejuvenated and more confident.

Engaging in Physical Exercise

Lockdown restrictions meant that students were isolated in their homes, which limited their physical
movement. This may have encouraged students to take initiative and compensate for lost physical activity
by engaging in physical exercise. Whether alone or in groups, students that exercised felt an increase in
motivation and agency.

Committing to Exercise Routines. The added responsibility of being physically active increased
a sense of initiative. A student shared that “making a strict workout routine for [himself] helped increase
[his] feeling towards physical health” (50). Another stated “it reminded me that this was also a way of
taking care of myself” (15). Students cited various benefits from their exercise routines as well. The stated:
“I lost a lot of weight, and I managed to tone my physique by myself” (9), “my body became stronger”
(10), “I felt more confident in my body” (52), and “I became less prone to getting tired easily” (16).

Exercising with Others. The motivation to perform physical activity seemed to be enhanced in
social settings. Positive feelings about physical health came from having a “communal sense of healthy
living” (14) with friends, and especially family. Consequently, this “was very contagious and positively
motivated everyone in the family to live a healthier lifestyle” (14). Some students witnessed that their peers
or family “started working out a lot during the beginning of the pandemic so this inspired [them] to join
them as well” (21). Engaging in these shared experiences “helped [them] be accountable to each other” (88)
and “allowed [them] to have fun and to have a positive mind during the pandemic” (59).

Practicing a Healthier Lifestyle

Apart from engaging in exercise, students also made it a point to practice a healthier lifestyle through
their dietary intake and routines. They felt safer and more confident as they were improving their physical
well-being in hopes of mitigating or preventing effects of COVID-19. Many described “getting back into
developing healthy eating habits” (35) as a common form of coping mechanism to help them “feel a lot
better physically” (81). This healthy consumption involved “[staying] hydrated” (87) and “taking vitamins”
(90) which benefited them as they “felt stronger and healthier” (22). Forming new routines also improved
confidence in their physical health. Particularly, self-care in the form of “getting lots of rest and sleep [and]
listening to [their] body's needs” (106) was practiced. As some shared, a “more regular sleep schedule led
to … feeling much more refreshed” (105) because it “promotes and renews positive feelings” (19). In regard
to perceptions of bodily changes as an effect of these new lifestyles, one mentioned that she “cared a lot
less about [her] physical appearance” (31), while another “felt stronger and better about [her] health” (86).

Discussion and Conclusion

The use of the PERMA-H framework allowed for a multi-dimensional examination of the various
coping behaviors of students during the occurrence phase of the COVID-19 pandemic in relation to each
of the domains. Some coping behaviors, such as socializing with loved ones, practicing a healthier lifestyle,
and meditation, are similar to those found in existing literature (Ogueji et al., 2021). However, the study
also uncovered novel coping behaviors like partaking in service-oriented initiatives, doing non-academic
work, and practicing self-reflection. Findings reinforce the notion in positive psychology that individual
actions can buffer mental distress and build positive capacity (Waters et al., 2022) amidst negative situations
through adaptive coping styles (Valladolid, 2021). They also highlight the connection between well-being
and education (for example, feelings of frustration and hopelessness prompted students to organize outreach
programs and donation drives, while participating in extra-curricular activities improved self-worth and

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 PERMA-H: Student Coping During COVID-19

motivation.) The various coping behaviors and their effects on well-being through each domain are
discussed.

In the domain of positive emotions, students were able to combat the difficulties of hopelessness
and anxiety caused by isolation and fear of infection by doing different hobbies (Son et al., 2020). Doing
these increased productivity and positivity given their increased time at home. Interestingly, maintaining
social connections also arose as a prevalent theme within this domain even though it seems more aligned
to the third domain of relationships. However, students reported that because face-to-face interaction was
diminished (Waters et al., 2022), staying connected with family or with friends cultivated joy and
community amidst physical restrictions. Its inclusion within the first domain emphasizes the integral role
of relationships in experiencing joy, pleasure, and satisfaction in spite of challenging circumstances.

Meanwhile, in engagement, students found ways to stay absorbed in creating new daily routines as
their prior ones brought about feelings of boredom. Focusing on the self by reading self-help books and
practicing self-reflection allowed them to significantly gain agency over their lives amidst the crisis.
Consistent with literature, personal hobbies also became an avenue for students to fulfill their interests and
maximize their time (Morse et al., 2021). They used this opportunity to find new hobbies and revisit old
ones. Lastly, despite physical limitations, students found a notable sense of engagement through
extracurricular activities and professional work where they felt more absorbed in their roles and
responsibilities.

Amidst limitations in physical interactions, it was a concern that students would have encountered
challenges in cultivating relationships as feelings of loneliness and a lack of connection were commonly
felt. However, results indicated that despite physical restrictions, students maintained, rekindled, and even
strengthened social relationships. This was primarily due to the accessibility of digital communication
platforms. This supports the findings of Ogueji et al. (2021) that online interaction with loved ones was a
way of coping amidst the stress and anxiety caused by the pandemic. Another significant finding is that
quarantine restrictions proved to be a double-edged sword: while it decreased physical interactions among
friends, it increased time with family members at home. This was found to both deepen relationships within
the family and increase awareness of its importance, supporting existing literature that positive practices
within the family can protect and increase well-being in families during COVID-19 (Waters et al., 2022).
These behaviors that strengthen relationships with in-groups, in addition to coping behaviors in other
domains that were “others-oriented” or communal in nature (for example, exercising with others or working
on extra-curricular activities with colleagues), appear to highlight the collectivist culture of the Philippines
(Hofstede, 1980).

Within the domain of meaning, the increased time at home made life feel meaningless and yet
created opportunities for purposeful initiatives that heightened sense of purpose, and meaningful activities
that improved skills and direction in life. While connecting students to causes beyond the self can reduce
negative feelings (Chu, 2022), this study expands literature to highlight that pursuing meaningful activities
can also positively impact one’s well-being through purpose and insight. Service-oriented initiatives, self-
directed activities, and creative endeavors were all reported to boost fulfillment and self-clarity among the
students. It is worth noting that self-reflection may have led to the aforementioned coping behaviors, as the
increased time for reflection granted students the opportunity to deepen perspectives and rethink positively
about their goals and meanings in life. Interestingly, being physically disconnected from the world did not
reduce students’ capacity to positively impact it. Rather, it encouraged them to be more critical and
proactive by widening their perspectives on various issues and advocacies and finding solutions to relevant
problems occurring within their communities.

Due to the sudden shift to the online setting and boredom from the routinary nature of isolation,
students felt that their capabilities were being restricted by the limitations imposed by the pandemic (Knight

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

et al., 2021). Though there was a lack of confidence in academic performance (Son et al., 2020), the results
of this study suggest that this self-doubt can also be the source of increased confidence once they disprove
their prior apprehensions and perform more positively. The findings suggest that even with this abrupt
change, they still persisted and some even reported a higher sense of accomplishment because of milestones
like gaining academic excellence in spite of the pandemic context. Moreover, these milestones also
consisted of non-academic commitments that students volunteered for, as developing new skills and a sense
of progression bolstered confidence in their capabilities. Hence, students are not limited to their academics
when it comes to increasing their sense of accomplishment. Consequently, personal hobbies also produced
a similar effect through exploration, growth, and passion. This further reinforces literature on hobbies being
significant mitigators of negative emotions (Son et al., 2020).

During the start of the pandemic, students were fearful of their physical health (Son et al., 2020). In
the Philippines, the lack of collaboration between the government and the healthcare industry intensified
these feelings (See, 2021), leading them to seek a sense of control by implementing their own means of
mitigating health concerns. However, instead of a decline in physical health, the consciousness of one’s
own physical health increased. Literature suggested that exercise and healthy eating boosted student well-
being during the pandemic (Ogueji et al., 2021). These align with the findings of the study that students
exert effort to become healthier in order to cope with perceived dangers. Subsequently, students that felt
progress in their physical health experienced positive feelings about their health and the motivation to
continue their efforts. This emphasizes that the value and perception of one’s physical health significantly
contributes to overall well-being (Morgan & Simmons, 2021).

The study also discovered different themes to have overlapped across multiple domains. Firstly,
indulging in personal hobbies reoccurred the most among the multiple domains, supporting the idea that
actively pursuing one’s interests greatly contributes to the betterment of overall well-being (Son et al.,
2020). Next, the notion that well-being can also be bolstered by completing complex tasks to achieve one’s
self-imposed goals despite adverse situations is strengthened (Chu, 2022). Here, the overlap of doing non-
academic work suggests that this concept is not limited to academic tasks, but also includes performing
extracurricular and professional tasks students voluntarily take on. Lastly, performing self-improvement
activities overlapped in the domains of engagement and meaning. This suggests that undergraduates felt
more connected to activities that were done with the intention of self-growth, resulting in increased self-
purpose that benefited their well-being.

In line with the various coping behaviors performed to manage the stress and mental burden from
the COVID-19 crisis, many students adopted an emotion-focused approach to alleviate the “troubled
person-environment relationship” (Lazarus & Folkman, 1987, p. 147). Given the numerous difficulties
faced by students, such as feelings of anxiety, hopelessness, loneliness, and dissatisfaction, many actively
committed to healthier habits, learned new hobbies, and cultivated stronger relationships to lessen their
emotional distress. This supports the notion that students’ growth and educational experiences are not
limited to what is cognitively learned in the classroom, but also include the behavioral and psychological
strategies developed to enhance their well-being (Kovich et al., 2023).

Overall, the findings are in line with Lewin’s (1939) field theory and point to how behaviors that
enhance well-being are shaped by the environment and the person (i.e., a person’s life-space). That is, how
students coped with stressors during the onset of a crisis was a function of their environmental context. This
includes difficulties brought about by national restrictions, the government response, and the abrupt shift
to online classes. The environment can also pertain to the availability of resources such as technology,
online applications and extra-curricular programs, which all helped facilitate coping. Personal factors also
provide context to the students’ coping behaviors. These include their life stage (such as being in their
“prime years” and wanting a “true college experience”), feelings towards the situation, and what they value
as students.

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 PERMA-H: Student Coping During COVID-19

Limitations
There are a few limitations to the study. First, the study focused on the onset of a long and uncertain
pandemic. As students faced sudden lifestyle adjustments and great emotional impacts, memories of their
experiences from this period may be more durable (Williams et al., 2022). Nonetheless, one limitation of
the study is that the data was gathered much after the quarantine period; thus, the reliability of the data was
dependent on the accuracy of the participants’ memory. Given that crises are said to have different phases
(Pedersen et al., 2020), further studies can be conducted to evaluate the effectiveness of coping behaviors
in the subsequent phases of the pandemic, taking into account the adaptability of students and the changing
contexts (for example, during the return to face-to-face classes). Second, a limitation of utilizing online
surveys is the digital divide that prevents the participation of groups without technological access (Braun
et al., 2021). Future research can utilize different data-gathering methods and endeavor to diversify the
sample to ensure representation from various groups (for example, regions or socio-economic classes).
Relatedly, cross-cultural studies may also be valuable for understanding the different domains in relation
to cultural contexts (Hernández-Torrano et al., 2020). Finally, researchers can utilize other methods to
measure the impact of the coping behaviors on well-being and other related variables.

Implications for Behavioral Science

Given evidence of positive relationships between coping strategies and well-being among students
both during (Valladolid, 2021) and prior to the pandemic (Campbell et al., 2022), developing and
reinforcing positive coping behaviors in academic institutions will be beneficial for student well-being
regardless of the season. The study’s findings may be utilized by researchers and policymakers to integrate
positive education in schools through programs and policies that support the well-being of individuals
(Kovich et al., 2023). Service engagements and volunteer programs may be introduced to deepen students’
sense of purpose, while physical education programs may be implemented to promote health (Rodríguez-
Romo et al., 2022), and extracurricular activities may be initiated to boost confidence and build
interpersonal collaboration (Chapman et al., 2023). The findings may also be used to promote the role of
the teacher. As the primary contact points between school and student, teachers implement school-initiated
programs while catering to the individual needs of students (for example, Lertladaluck et al., 2021). Given
the unique circumstance of each student, teachers may contextualize the behaviors identified in the study,
such as encouraging participation in internships among senior students. On the individual level, students
can continuously cultivate their coping strategies and capitalize on the helpful resources available (Pedrelli
et al., 2014). Simultaneously, students, especially student leaders with the capacity to communicate
organizational needs (Wilaphan et al., 2023), may collaborate with their school administrations in
developing and evaluating programs aimed at enhancing capacity to thrive in stressful situations (Kovich
et al., 2023).

Conclusion
In dealing with crises, undergraduate students find various ways of coping to improve well-being
amidst increased stress and anxiety. These coping behaviors can be understood in light of students’ personal
and environmental contexts. The PERMA-H framework, with its six domains, provides a useful lens for
examining these helpful behaviors and their impact on well-being. The inclusion of health as the sixth
domain also provided new insights into the value of physical health towards one’s well-being, especially in
the context of a global pandemic. Lastly, the study highlights the relevance of adopting an interdisciplinary
approach within education through the integration of positive psychology. Understanding the levels of well-
being in students, including the actions taken to improve mental health and lessen emotional distress within
one’s context, is integral to identify key areas that can be targeted by university programs (Kovich et al.,
2023). The findings support the importance of adopting positive approaches and its potential in helping
integrate positive education in universities to promote psychological care and readiness among students.

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 Christian Anton Ng, Angelo Christian Ferrer Lasala, John Frederick Sumangil De Vera, and Jaimee Felice Caringal-Go

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