CHAPTER I

INTRODUCTION

As teens grow and develop, the creation of peer relationships – both for friendship and

romance – is a major focus of their social and personal lives. The pursuit of romantic

relationships becomes increasingly important as teens mature physically and

emotionally, and explore how romance factors into their emergent identities. As digital

technologies like mobile phones and social media become ever-more deeply enmeshed

in teens’ lives, these tools are playing a role in all types of peer relationships, including

romantic attachments. As C.J. Pascoe writes in her qualitative study of youth: “Young

people are at the forefront of developing, using, reworking and incorporating new media

into their dating practices in ways that might be unknown, unfamiliar and sometimes

even scary to adults.”4 Understanding the norms that teens are constantly developing

(and revising) in relation to both changing expectations around gender roles and

relationship practices, and the rapidly changing technological landscape is critical for

parents, educators and policymakers.

This study examines the role of digital tools in teens’ romantic relationships – how teens

meet, flirt, ask out, hang out, hook up and break up with their significant others. The

structure of this report, like our previous report on teen friendships, follows the arc of a

relationship, from meeting and flirting to breakups.

The study explores how many American teens ages 13 to 17 are in relationship with

others and the variety of types of those relationships. It explores how teens research

prospective partners and flirt with others who interest them.

The report then focuses in on teens with romantic relationship experience (either current

or in the past). We refer to these teens as “teen daters” – they represent 35% of the teen

population. The study then looks at how teens ask someone out, what teens share with

each other online, where teens spend time together – in person or digitally – and what

sort of expectations romantic partners have for communication with each other.

Social media is the focus of the next section of the report. It looks at the positives of

social media and relationships, including an increased sense of connection to a partner

and a chance to see another side of one’s partner’s personality. And it probes the

negatives, which can include the way digital media is used to deliberately create jealousy

and uncertainty. This section also examines the way teens simultaneously use social

media to display and publicly “perform” affection in their relationship, but also how they

feel as though their online digital network is overly involved in their romantic

relationship.

Finally, it looks at breakups. What do teens consider an acceptable mode for breaking up

Objectives;

This study wants to know what is the cause and effect of the early relationship among

the junior high school student of Dalapitan High School;

1. What are the causes of early relationship among Junior High School Students of

Dalapitan High School

2. What are the effects of having early Relationship?

3. How to solve problem engaged with having a Early Relationship?

EARLY RELATIONSHIP AMONG JUNIOR HIGH STUDENT
OF DALAPITAN HIGH SCHOOL

DELA VEGA, GENESA

DELE, KEINIVY JAYREL
SAMILLANO, GERALD
SANTILLAN, MARK EUGENE

DECEMBER
 CHAPTER II
Review of Related Literature
Teen Relationship

This study used the propensity score method to investigate the effects of early teenage

relationships on academic performance to high school students. Frequent dating behaviors and

early sexual experiences showed significant negative impacts on both academic outcomes;

moderate dating activities had an estimated positive impact. Implications from this study may

help inform educators and families in developing appropriate policies and educational

conversations to guide youth toward a moderate, timely manner of dating.

Humans, particularly adolescents get involve in romantic relationships with variety of

reasons. According to Aristotle, humans are “social animals” which made them long to form an

intimate relationship in which love can be given and received freely which the psychologists

called “the need to belong” (Myers, 2010).

  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. (Koob & Bloom 1982) also

explained this by stating that the individuals who are in love release a number of chemicals

within the brain such as oxytocin, vasopressin and endorphins which cause “short-term” joy and

pleasure.

On the other hand, According to Arnet (as cited in Fincham& Cui, 2011) "late

adolescents" is the stage where teenagers experienced how to be totally and socially
independent. This is the time for curiosity & explorations in choosing and having a partner, and

explores this kind of curiosity that somehow leads to romantic relationship. However, this kind of

relationship may not lead to a pleasant and intense love affair. This is just a result of their

inquisitive mind and a sort of finding on how to fit into the world. “What is life all about?”

Questions such as these assume special significance during teenage years, as adolescents

seek to find their place in broader and social world. This quest takes adolescents along several

routes.

Luqman (2009) said that an adolescent relationship plays an important role to

adolescents as it develops the ability for committed relationships. Additionally, Pelt (2004)

stated that those relationships help develop personality. She also added that it is a way of

knowing one’s unique qualities of opposite sex and at the same time choosing the right life

partner. Moreover, researchers theorized that romantic relationship is essential to the

development of adolescents in different aspects such as “transformation of family relationships,

close relationships with peers, sexuality, and career planning” (Furman, 2002).

According to Lucas & Curpuz (2007), “quality personal relationships that provide stability, trust, and

caring such as romantic relationships can increase learners’ sense of belonging, self-respect and self-

acceptance, and provide a positive climate for learning” (p. 16) and thus increase academic performance.

According to the theory of incentive approach of motivation, the desirable properties of external stimuli – whether

grades, money, affection, food, or sex –account for person’s motivation.

Moreover, theorists suggested that romantic relationship has a great role in the academic performance

of adolescents. Vgotsky’s theory states that social interaction plays a very important role in the cognitive

development of an individual and could not be understood without looking into the social and cultural context.

Furthermore, Vygotsky’s ideas about “cognitive development” have become major influences in psychology

and education today (Lucas & Corpuz, 2007). Theorists suggested that romantic relationship has a great role in
the academic performance of adolescents. Parents, peers, and partners, on the other hand, cooperate,

collaborate and enrich the learning experience (Lucas &Corpuz, 2007). In this way, adolescents who are more

knowledgeable can help in the cognitive development of their partner.

In another way, romantic relationship gives more negative effects on the academic performance of

adolescents. Teens nowadays consider romantic relationship as the number one source of stress (Manning et

al., 2009). It results from the break-ups or conflicts with partner. Even those who give more importance on

academics, spending time with one’s partner may also serve as a distraction. Myers (2010) also said that:

 For university students, relationships consume much of life. How much of your waking life is spent

talking with people? One sampling of 10,000 tape recordings of half-minute slices of students’ waking hours

(using belt-worn recorders) found them talking to someone 28% of the time–and that doesn’t count the time they

spent to someone (Mehl&Pennebaker, 2003). In 2008, the average American 13-17 year-old sent or received

1742 text messages per month (pp. 393-394)

(Furman, 2002) Young people spend a great deal of time thinking about, talking about,

and being in romantic relationships, yet adults typically dismiss teenage dating relationships as

superficial. Young people do not agree: half of all teens report having been in a dating

relationship and nearly one-third of all teens said they have been in a serious relationship.

Although most adolescent relationships last for only a few weeks or months, these early

relationships play a pivotal role in the lives of the teens and are important to developing the

capacity for long-term, committed relationships in adulthood. (Teenage Research Unlimited,

2006)

(Barber & Eccles, 2003) The quality of adolescent romantic relationships can have long lasting

effects on self-esteem and shape personal values regarding romance, intimate relationships,

and sexuality. This article discusses the importance of romantic relationships to youth and youth

development, including the benefits of healthy relationships, the risks romantic relationships
may pose to adolescents, and the need for adults to support young people in developing healthy

relationships.

Healthy Romantic Relationships

Healthy teenage romantic relationships are characterized by open communication, high levels of

trust, and partners who are relatively close in age. Healthy relationships help youth refine their

sense of identity and develop interpersonal skills, and also provide emotional support.

Identity. One of the key developmental tasks of adolescence is forming a sense of identity.

Young people are in the process of refining their personal values and determining future goals.

Just like relationships with family and friends, romantic relationships can facilitate the process of

youth gaining a greater understanding of who they are and what they value.

Interpersonal Skills. Adolescent romantic relationships can also provide a training ground for

youth to develop interpersonal skills. Through their dating relationships, adolescents often refine

their communication and negotiation skills, develop empathy, and learn how to maintain intimate

relationships. The emotional ups and downs associated with getting together and breaking up

may also help youth develop important skills. While breakups may put some young people at

risk for depression, they may also help youth develop emotional resiliency and coping skills

needed to handle difficulties later in life (Barber & Eccles, 2003).

Emotional Support. As adolescents become more autonomous from their parents, their romantic

relationships increasingly become a source of emotional support. One study found that, among

tenth graders, only close friends provide more support than romantic partners (Furman, 2002).

The role of romantic relationships as a source of support and identity formation may be

especially important for sexual minority youth who are often compelled by social norms to keep

their sexual orientation secret from family and friends. For sexual minority youth, their romantic
partners may be the only people with whom they feel comfortable (and safe) sharing their

thoughts and feelings about their sexual identity (Barber & Eccles, 2003).

Risks of Adolescent Romantic Relationships

While healthy romantic relationships have many potential benefits for youth, unhealthy

relationships pose risks that may have long-lasting impact. Youth are particularly vulnerable to

becoming involved in relationships that include dating violence and risky sexual activity. In fact,

teens report dating abuse more often than any other age group (National Center for Injury

Prevention and Control, 2006).

Abuse. Adolescents in dating relationships are at great risk for experiencing verbal, emotional,

and physical abuse from their partners. A majority of teens (61 percent) who have been in

relationships report that a partner has made them feel bad or embarrassed about themselves.

More than one fourth (27 percent) of dating teens said that they have a partner call them names

or put them down. Nearly one third (30 percent) of teens who have been in relationships said

that they have worried about being physically hurt by a partner and 15 percent said they have

been hit, slapped, or pushed by a partner (Teenage Research Unlimited, 2006).

Dating violence is not limited to heterosexual youth. One study found that sexual minority youth

are more likely to have experienced dating violence than other students (Massachusetts

Department of Education, 2003). Involvement in abusive relationships can have lasting

consequences for youth. Teens that have experienced physical dating abuse are more likely to

be involved in intimate partner violence as adults (National Center for Injury Prevention and

Control, 2006).

STDs and Premature Pregnancy. Dating relationships also put teens at risk of sexually

transmitted infections and pregnancy (Furman, 2002). The strongest predictor for having sexual
intercourse is recent involvement in a romantic relationship (Bouchey & Furman, 2003). A

significant minority of teens in romantic relationships report feeling pressure to engage in sexual

activity. One out of four teens report that having sex is expected if you are in a relationship and

almost one-third of teen girls who had been in a relationship said that they have been pressured

to have sex or engage in sexual acts when they did not want to. Additionally, nearly one-fourth

of teen girls reported that they have gone further sexually in a relationship then they wanted to

(Teenage Research Unlimited, 2006).

Sexual activity can, of course, have long-term consequences. Almost one-third of sexually

active girls report having been pregnant (Suellentrop & Flanigan, 2006) and one out of two

sexually active young people can expect to become infected with an STD by age 25 (Center for

Health and Healthcare in Schools, 2004).

Acceptance of Unhealthy Relationships. Research suggests that some teens are accepting of

unhealthy relationships. Over one out of four youth say that it is okay for a significant other to be

“really jealous” at times (Teenage Research Unlimited, 2006). One study found significant

tolerance for sexual coercion among young teens (ages 12-14) with 34% of boys reporting that

it was okay to pressure a girl to have sex if they had previously had sex (Albert, Brown, &

Flanigan, 2003).

Effect on Academic Performance. Being in love with somebody has an effect in teenagers’

studies. It does occupy their minds. Students can't focus on the lecture because they keep on

thinking about their boyfriend or girlfriend especially when they have a lover's quarrel. *

Students being involved in a relationship spend most of their time texting and writing their

partner's name during class time * It is hard for them to concentrate.

Promoting Healthy Relationships

 The risks associated with adolescent romantic relationships can be minimized by helping

young people develop skills that support healthy relationships. Sexually active youth in healthy

relationships are more likely to engage in behaviors that minimize their risk of pregnancy and

STDs, can motivate in academic performance, including more consistent contraceptive use,

greater disclosure of sexual histories, and more sexual exclusivity (Manning, Giordano,

Longmore, & Flanigan, 2006).

Additionally, school and community-based programs that help youth recognize gender

based stereotypes, improve conflict-management and communication skills, and decrease

acceptance of partner violence have been shown to be effective in reducing dating violence in

adolescent relationships (Foshee, Bauman, Arriaga, Helms, Koch, & Linder, 1998).

Young people do not automatically know what constitutes right and wrong behavior in

dating relationships. Without a clear understanding of what a makes a healthy relationship,

youth are likely to tolerate relationships that put them at risk. For example, it may be easy for a

teen to interpret jealousy or constant text messaging as a sign of love rather than seeing the

behavior as a warning sign of abuse. Youth must be taught the characteristics of healthy

relationships, how to differentiate a healthy relationship from an unhealthy one, and how to seek

help if they find themselves in unhealthy relationships.

 CHAPTER II
REVIEW RELATED LITERATURE

This study used the propensity score method to investigate the effects of early teenage

relationships on academic performance to high school students. Frequent dating behaviors and

early sexual experiences showed significant negative impacts on both academic outcomes;

moderate dating activities had an estimated positive impact. Implications from this study may

help inform educators and families in developing appropriate policies and educational

conversations to guide youth toward a moderate, timely manner of dating.

Humans, particularly adolescents get involve in romantic relationships with variety of reasons.

According to Aristotle, humans are “social animals” which made them long to form an intimate

relationship in which love can be given and received freely which the psychologists called “the

need to belong” (Myers, 2010).

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. (Koob & Bloom 1982) also

explained this by stating that the individuals who are in love release a number of chemicals

within the brain such as oxytocin, vasopressin and endorphins which cause “short-term” joy and

pleasure.
On the other hand, According to Arnet (as cited in Fincham& Cui, 2011) "late adolescents" is the

stage where teenagers experienced how to be totally and socially independent. This is the time

for curiosity & explorations in choosing and having a partner, and explores this kind of