Abstract

This study focuses on the impact of distance living on the social well-being and coping strategies of first-year students. The feelings of isolation and longing for home can lead to increased anxiety and stress, which may hinder academic engagement and social integration. This study is anchored on the theoretical support of the Transactional Model of Stress and Coping, which asserts that individuals undergo a cognitive appraisal process when they are facing stress (Lazarus and Folkman, 1984). The conceptual framework used is the input-process-output (IPO) model. This study assessed the impact of distance living on the social well-being and coping strategies of first-year students at Bestlink College of the Philippines. It used a quantitative descriptive design. An estimated 200 first-year students who met the study criteria were selected through purposive sampling. Data were collected using a survey questionnaire and analyzed using the statistical procedures specified in the study. Findings revealed that students who were still adjusting had generally lived in Manila for only 6 months. Physical separation affected emotional support, with a mean of 3.92. Respondents who relied on emotion-focused coping strategies when dealing with challenges related to living away from their hometown obtained a composite mean of 3.71. The findings highlight the emotional difficulties associated with living away from one’s family and the coping strategies students use to adapt to a new environment. Students are encouraged to adopt effective coping mechanisms regularly because these may promote social connections, alleviate loneliness, foster academic motivation, and improve life satisfaction. Many first-year students living away from their families experienced isolation, particularly when living alone.