Elmer B.

Miones
Carlo P. Mahinay
Bienjun T. Barba
Rommel Pinili
12 – Aphrodite

“Relationship Status: The Different Perceptions Of Students To Romantic Relationship

In Relation To Their Academic Performance”

Statement of the Problem

The relationship that an individual forms throughout their life affect their behavioural characteristics
and overall perception of themselves. Forming connections with their in one’s environment has the potential
to other one’s perception of the world around them. Brendgen, Vitaro, Doyle, Markiewics, and Bukauski
(2002) conducted a research study that analysed the effects of peer relations among adolescents; their
data concluded that relationships, both romantic and friendly, played a role in the way an individual views
him or herself. Significant take place in the composition of individuals’ associations or networks with peers
(Brendgen et al., 2002). This evidence indicated the importance that relationship development on an
individual’s well-being.
This study used the propensity score method to investigate the different perception of students to
romantic relationship to their academic performance. Frequent dating behaviours and early sexual
experiences showed significant negative impacts on both academic outcomes; moderate dating activities
had an estimated positive impact. Humans, particularly adolescents get involve in romantic relationships
with variety of reasons. Rest assured of the love and care given by the persons close to them, they are
secured with the trust and confidence that they are acceptable to individuals whom they can depend on for
the satisfaction of their needs. Raman (2010) stated that being in romantic relationship involves physical
contact which causes chemical arousal to the persons involved and at the same time gain love and
confidence in which they are longing for.
The literature on the romantic relationships of adolescent students, while not nearly as extensive as
the research examining family or peer relationships (Giordano et al., 2004) for young people, suggests that
such relationships can exert both positive and negative effects on a myriad outcomes. Researchers have
linked sexual behaviors by teens with problem behaviors, such as pregnancy (Santelli et al., 2004), risk of
sexually transmitted diseases (DiClemente & Crosby, 2003), and criminality (Haynie, Giordano, Manning, &
Longmore, 2005; McCarthy & Casey, 2008), with gender noted to condition several of those relationships.
On the other end of the spectrum, researchers have also identified the effects of romantic relationships to
serve as protective factors that decrease the likelihood of negative behaviors or can harbor positive
outcomes. While purely physical relationships can contribute to criminality, emotionally healthy
relationships can reduce the likelihood of engaging in criminality (Haynie et al., 2005).
The influence of family factors has been shown to exert an effect on college success, with parental
attachment shown to increase levels of adjustment for young students (Kolkhorst, Yazedjian, & Toews,
2010; Sarigiani, Trumbell, & Camarena, 2013) and to increase levels of psychosocial competence that are
linked with increased academic achievement (Fass & Tubman, 2002). Peer relationships have received
even more attention, with researchers concluding that the peers whom students spend time with while
attending college can influence their academic outcomes. Multiple studies have determined that peer
effects (typically operationalized in terms of the past academic achievements of one’s friends, roomates,
and classmates) can affect one’s college GPA and exam scores; students who interact with lower-
achieving peers can see their own achievement levels decrease (Carrell, Fullerton, & West, 2008;
Sacerdote, 2000; Stinebrickner & Stinebrickner, 2006). However, it is important to note that several of these
studies have identified nonlinear peer effects on achievement: Strong students seem to be impervious to
low-achieving peers, while weaker students are more likely to be negatively influenced by low-achieving
peers (Goethals, Winston & Zimmerman, 2004). Interestingly, the influence of peers has also been shown
to differ by gender, as one study determined that peers can increase the achievement for female students
but have the opposite effect for their male counterparts (Ullah & Wilson, 2007).

Research Objectives

The main purpose of this study is to determine the different perceptions of students to romantic
relationship in relation to their academic performance. Specifically, it attempts to answer the following
objectives:
1. To identify the different perceptions of students to romantic relationship in relation to (a)
academic performance, (b) administration and supervision, (c) teachers, and (d) classmates.

2. To find out the most pressing perception of students to romantic relationship in relation to (a)
academic performance, (b) administration and supervision, (c) teachers, and (d) classmates.

3. To determine the significant difference in the mean rant levels of students to romantic
relationship in relation to (a) academic performance, (b) administration and supervision, (c)
teachers, and (d) classmates.

Significance of the Study

This study is significant to the field of romantic relationship of students to their academic
performance because of the contribution in raising awareness on the impacts of parental and community
engagement on students academic performance. Specifically, the findings of this study will benefit the
following:

School Administrators. The findings of this study may help the school identify the policies and
strategies that could provide more opportunities for students who involved to romantic relationship.

Teachers. The results of this study will provide basic education teachers with relevant information
that would help them come up with interaction schemes and proposals that could possibly strengthen their

Parents. The findings of this study will also furnish information to parents on the kind of
engagement activities and relationships in school that support the students to study hard.

Students. The results of this study will primarily benefit the adolescence, providing them with
information on the areas where they are capable to maximize their academic performance.

Scope and Delimitations of the Study

This research focused on knowing the different perceptions of students to romantic relationship in
relation to their academic performance among grade 11 and 12 students in Nabunturan National
Comprehensive High School and the school administrations response this issue.

Definition of Terms

For a clear understanding of this study, the key terms used in this research are defined conceptually
and operationally:

Relationship Status. This term is generally referred to the students divided their attention to
education and romance, there was a negative outcome on the academic performance especially when they
take too much concern on their romantic relationships. This situation occurs mostly on girls because of the
“school romantic climate where romance is more valued. On the other hand, the study showed that boys
“academic well-being” is being slightly affected. The increased risk of sexual activity mainly affects this
situation (Crissey, 2006).

Different Perception. This term would refer to the internal psychological process of students
involving relationship and academic performance. As stated by Crissey (2006) in her study about impact of
romantic relationship on high school girls, there is really a challenge in “balancing romantic and academic
performance” in a teenager’s life.

Romantic Relationship. This term refers to the feelings of love of students, according to Lucas
& Curpuz (2007), “quality personal relationships that provide stability, trust, and caring such as romantic
relationships can increase lea mers’ sense of belonging self-respect and self-acceptance and provide a
positive climate for learning and thus increase academic performance.

Academic Performance. This term refers to the extent to which a student, teacher for
institution has achieve their short or long-term educational goals. Cumulative GPA and completion of
educational benchmarks such as secondary school diplomas and bachelor’s degrees represent academic
achievement.

Peer Relation. This term would refer to the acceptance represents social status or popularity
within a large group, whereas friendships represent relationships based on mutual respect, appreciation,
and killing. “Both peer relationships and friendships become increasingly important as children grow into
adolescence.