The Difference in Values and Beliefs between Adolescents in a Traditional Family

and a Non-Traditional Family

Background of the study:

The Philippines has a long history of being seen as a nation with deeply held
traditional beliefs. With the recent changes of time, society has developed which also
means that societal issues are being voiced out more often. Some of these issues being
brought up are the controversial ones that break the long-valued tradition such as
same-sex marriage, legalization of divorce, use of birth control and conversations about
safe sex, and even the concept of mental health itself. Moreover, such development led
to inevitable changes within society, specifically family culture. The Filipino family is
conceived to be one that lives in the same household, are physically together or are
emotionally attached, and one where each fulfill their own roles (Tarroja, 2010). In line
with this, there are a number of children and youth who belong in nontraditional families
such as having same-sex parents, a product of a broken family or extended family, or
being adopted. Still, there is a huge number of families who are considered to be
traditional, one that has long practiced and valued traditions and beliefs that was
passed on by ancestors (Heiphetz et al., 2014). With this understanding, it is important
to remember that the environment, especially the family and its culture, has a huge
impact on an individual’s behavior, values, and beliefs (DeFrain et al., 2010).

Because of these differences, conflicts often happen within society wherein

people argue and stand up for their own beliefs while they disagree to those who don’t
share the same idea as them. Additionally, this difference and conflict has affected more
progress within the nation. Hence, this study would like to focus on this study to have an
in-depth understanding of the phenomenon.

The study then aims to answer the following question:

 Is there a significant difference in values and beliefs between adolescents

who belong in a traditional family and those who belong to a nontraditional
family?
Research Methods: The study will use random sampling. There will be 30 participants
who will participate in the study should either belong to a traditional or a nontraditional
familial setup since these individuals are influence by their family culture (Tarroja,
2010). Participants who will join will be handed out with informed consent form to assure
their rights and responsibilities as participants.

References:

Tarroja, M. (2010). Revisiting the Definition and Concept of Filipino Family: A

Psychological Perspective. Philippine Journal of Psychology. 43(2), 177-193.

DeFrain, J., Brand, G., Burson, M., Friesen, J., Hanna, J., Nelson, M., Strasheim, C.,
Swanson, D., & Wert, L. (20120). Values, Beliefs, Behaviors, and Cultural
Differences. University of Nebraska – Lincoln Extension, Institute of Agriculture
and Natural Resources. NebGuide.

Heiphetz, L., Spelke, E., Harris, P., & Banaji, M. (2014). What do Different Beliefs Tell
us? An Examination of Factual, Opinion-Based, and Religious Beliefs. Cogn
Dev. 30, 15-29. doi: 10.1016/j.cogdev.2013.12.002
 The Student Athlete’s Time Management and Academic Performance

Background of the study:

Student athletes divide their time from training, practicing, and playing their
desired sport to performing activities, studying their lessons, and taking their exams. It is
understandable that a student athlete’s life is not an easy task. It is inevitable that some
student athletes may tend to focus their attention on their sport and let loose on their
academics Because of this, Wylleman et al. (2004) argued that it is important that
student athletes need to manage and commit their time in their academics. However, it
is not easy to commit to their academics especially that athletes are focused in
improving themselves for the game and to become better (Owen, 2016). Based from the
results from Ramos (n.d.), and Owen (2016) studies, they found out that there is not a
significant relationship between academic performance or GPA to their time
management. This means that most of the student athletes, whether they apply time
management or not, do not have a hard time coping with their responsibilities and are
able to do well in their academics. Meanwhile, Britton & Tesser (1991) found that time
management can has a relationship to a student’s academic success, suggesting that
having a sense of control allows them to accomplish their tasks. Hence, this is an issue
is a concern as student athletes may risk themselves from failing their class and there is
a need to have an understanding of such phenomenon. Being able to understand the
problem can then lead a way to find a solution, which can benefit the student athletes.

With this, the paper aims to answer the following questions:

 Is there a relationship between time management and academic

performance on collegiate student athletes?
 Do student athletes who consistently use time management have a higher
academic performance based on their GPA?

Research Methods: The participants for the study will be 20 student athletes in the
university. They will be the main focus as the concern is revolved around the student
athlete’s time management and academic performance, which is needed to provide an
in-depth understanding of the phenomenon (Diana, 2018). Moreover, random sampling
will be used in gathering the participants to lessen the bias. Informed consent form will
be provided to the participants so that they will participate in the study voluntarily.

References:

Britton, B. & Tesser, A. (1991). Effects of Time-Management Practices on College

Grades. Journal of Educational Psychology. 83(3), 405-410. doi: 10.1037/0022-
0663.83.3.405
Diana, R. (2018). Academic Achievement and Athletic Performance of Freshmen
Athletes in the Special Program for Sports of the Philippine Normal University
Academic Year 2013–2014. 2nd International Conference on Sports Science,
Health, and Physical Education. 1, 341-348.
Owen, J. (2016). Increasing Time Management Skills to Improve Student Athletes’
GPA. Capstone Projects and Master’s Theses. 77.
Ramos, P. (n.d.). Time Management and Study Skills of High School Student – Athlete.
Retrieved from
https://www.academia.edu/8605788/TIME_MANAGEMENT_AND_STUDY_SKIL
LS_OF_HIGH_SCHOOL_STUDENT_ATHLETE