This study examined the relationship among early childhood behavior, personality traits, and coping mechanisms among college students at the University of Perpetual Help System Laguna using a descriptive-correlational research design. Data were gathered from selected respondents through a structured questionnaire and analyzed using weighted mean and Pearson product-moment correlation coefficient (r) to determine the degree of relationship among variables. The findings revealed that respondents demonstrated generally positive early childhood behavior across social, emotional, and behavioral domains. In terms of personality traits, students exhibited high levels of openness, conscientiousness, and agreeableness, while extraversion and neuroticism were moderately observed. Coping mechanisms were found to be strong, particularly in emotional and academic domains, while social coping was comparatively lower. Correlation analysis showed that early childhood behavior had mostly weak and non-significant relationships with personality traits and coping mechanisms, with only limited significant associations observed in conscientiousness, extraversion, and behavioral regulation. In contrast, personality traits—particularly openness and conscientiousness—showed significant relationships with academic and emotional coping, while neuroticism demonstrated a negative relationship with emotional coping. These findings suggest that while early childhood behavior has minimal direct influence, personality traits play a more significant role in shaping coping mechanisms among college students. The study highlights the importance of strengthening adaptive personality traits and coping strategies through targeted interventions to support students’ academic performance and psychological well-being.
Marjorie Shaine Cristobal (Sat,) studied this question.