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As mentioned in the previous study, as cited in Ricco, Sabet,and Clough (2009)

experienced of student mothers received a limited attention in educational and


psychological literature. Thus available literatures were used compared to the
present study. Results of the present study showed that four master themes
emerged that would described the lived experiences of college student mothers in
managing their dual roles, these are (1)Involvement of other people; (2) Struggles
experienced; (3)Motivation and outcomes of being student mother; and
(4)Adjustments to motherhood. Similar to the present study that was conducted by
Brown and Amankwaa (2007) that explored the life of college student mother’s
explanations of their situation are reflected in five themes: (1) Mother’s love for
the child, (2)Relationship with the child’s father, (3) Responsibility for their
education; (4) Friends and family involvement, and (5) The learned lessons, which
one theme that emerged to the present study - Involvement of other people was
similar to the theme Friends and family involvement of Brown and
Amankwaa(2007).Participants of the present study revealed that they were
experiencing difficulty in managing their time, which lead to difficulty to build a
close relationship with their baby. Taukeni(2014) asserts that the main challenges
of student mothers were the lack of time to manage studying and parenting roles.
More so, Marandet, and Wainwright (2010) also reported one of the main issues of
student with dependents was time and timing. Student mothers need to sacrifice
one role just to fulfill the other role. In the present study, participants give more
priority to their study rather than with their baby .Another emergent theme was
involvement of other people with the mother and the child. Two out of
3 participants have positive relationship with the father of their children, while
Steph had a difficulty in dealing with the father of the child. According to
Rosenberg and Wilcox (2006) one of the most important influences a father can
have on his child is indirect


Fathers influence their children in large part through the quality of their
relationship with the mother of their children. Similarly, father who have good
relationship with the mothers of the child tend to have children who is emotionally
and psychologically healthier. Fathers who treat the mothers of their children with
respect and deal with conflict within the relationship in an adult and appropriate
manner are more likely to have boys who understand how they are to treat women
and who are less likely to act in an aggressive fashion toward females. Girls with
involved, respectful fathers see how they should expect men to treat them and are
less likely to become involved in violent or unhealthy relationships. In contrast,
research had shown that husbands who display anger, show contempt for, or who
stonewall their wives
(i.e., “the silent treatment”) were more likely to have children who are anxious,
withdrawn, or antisocial. More so, all of the respondents shared the involvement of
other people or relatives in their life and child. Because of the respondents’
complex schedule, sometimes their child was mostly left for the relatives to care
for. All of the respondents had shared that they felt disconnected with their child
because they’re not always with their child. Virtually all infants living in normal
circumstances developed strong emotional attachments to those who cared for
them. Psychologists believe that the development of these attachments was as
biologically natural as learning to walk and not simply a byproduct of the parents’
provision of food or warmth. Rather, attachments had evolved in humans because
they promote children’s motivation to stay close to those who care for them and, as
a consequence, to benefit from the learning, security, guidance, warmth, and
affirmation that close relationships provide (Cassidy, 2008). In a study by Naomee
(2013) it reports the responding families; other members included grandparents,
siblings, uncle and aunt. Their roles actually differed depending on their age,
relationship and profession. Those who were students, didn’t get enough time with
the children; thus whenever they got time they usually played or spend leisure time
with the children. Sometimes they also tried to teach different things to the
children. The grandparents on the other hand, mostly taught manners and values to
the children. One of the emergent themes in this study was motivation. Motivation
is probably the most important factor that educators can target in order to improve
learning. In the case of the respondents of this study, there are several motivations
for the min continuing higher education. Student motivation is an essential element
that is necessary for quality education. How do we know when students are
motivated? They pay attention, they begin working on tasks immediately, they ask
questions and volunteer answers, and they appear to be happy and eager (Palmer,
2007) According to Lei (2010) There are different motivation students bring to
learning. It varies from different degrees of Intrinsic and Extrinsic Motivation.
Intrinsic motivational factors found to be at work with most students include the
desire to be involved, curiosity, challenge, and social interaction. Extrinsic
motivational factors include compliance (to meet another’s expectation, to do what
one is told); recognition (to be publicly acknowledged); competition; and work
avoidance (avoid more work than necessary). Individuals who are motivated
intrinsically tend to develop high regard for learning course information without
the use of external rewards or reinforcement. On the other hand, individuals who
are motivated extrinsically rely solely on rewards and desirable results for their
motivation, e.g., exams and grades. In line with the respondents motivation in
continuing higher education the outcomes they’re expecting also emerged as a
theme. Payne (2005) asserts that individuals from each socioeconomic group
demonstrate beliefs, values, and behaviors embraced by others in their
socioeconomic group. She concludes that those living in poverty often value
entertainment and relationships over education. Respondent #3 shared that she
wants to continue school for her child to live a comfortable life. Students from low
socioeconomic backgrounds are considered
to be at a disadvantage in many ways, but college can act as avariable that allows
for upward socioeconomic mobility (Pratt &Skaggs, 1989). Human beings were
naturally curious and self-directed, that was, and they want to learn, make choices,
and achieve (Truby, 2010). All of the respondents shared that continuing higher
education is their own choice, although motivated on things on such ‘fulfilling
mother’s dream’ or love for their child they all chose to continue education. All of
the respondents also shared they were proud that they are a student mother. Markus
(1973) reports that student returning to school after giving birth “have significantly
higher self -esteem” after giving birth and going back to school. In addition, it may
be hypothesized that women returning to school would demonstrate higher levels
of achievement motivation. Transition to being a mother is not easy, participants
shared that after giving birth to their baby they get irritated easily even to the small
things around them. According to Anderson, Fleming, Steiner (1994) there are
profound changes happened to women as result by pregnancy and motherhood,
which includes social, physical, and psychological factors. Smith (1999) claimed
that transition to motherhood is significant experience to woman life, which
personal, social and biological changes coincide. More so, used of coping
strategies was added to this theme. Coping strategies was used by the participants
to easily adjust to their situation, such as praying, positive self-thought and
ignoring people’s comments. As cited in Johnson and Nussbaum (2012) students
having multiple roles used the task-oriented coping strategies. Results was contrast
to the present study. As defined by Kariv and Heiman (2005) task-
oriented coping strategiesis problem focused, which involves direct action to alter t
hesituation and to decrease the level stress that the situation evokes.
Conclusions
Based form the results of the present study the researchers conclude that, student
mothers have difficulty in managing their time that lead to lack of time with their
baby, which resulted their baby is more closer to their main caregiver than to them.
More so, they are being judged by the society, since early pregnancy in the
Philippine culture is unusual scenario. Furthermore, based from the results one
parent role was being hampered because they need to fulfill the student role, or
vice versa.
Support from the other people helps to lessen student mother’s burden caused
by their situation. Despite of the negative notion when it comes to the experience
of student mothers, they were able to learn from their situation. And as challenges
arises student mothers used coping strategies in order to surpass it such as

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