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Report: Abstract
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Report: Abstract
Abstract
Abstract
This quantitative study examines the relationship of Social Behavior and

1
Emotional Well-being of grade 8 students with a total of 60 respondents during
2 3
the school year 2023-2024. To determine the result of this study, the
2,4
descriptive-correlational design was used. The findings revealed that there was
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a significant relationship in social behavior level and emotional well-being level
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among students. Based on the findings, the researchers recommend for
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parents to check upon their children regularly, the establishment of social and
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emotional learning, and for teachers to implement positive support system.
Keywords: Social Behavior, Emotional Well-being
SOCIAL BEHAVIOR AND EMOTIONAL WELL-BEING OF STUDENTS
SEAN MAIKHEL R. BURATA

WENIE A. CAPARIDA JR.

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ADRIAN CLINT P. CAYETUNA

KRICH GORGONIA
JHON CLYDE D. HUSAYAN
JOE RAY T. NACORDA
OWEN B. MARTILLANO
JASMINE C. PATEÑO
ASHLEY KATE G. VERANO
275
A QUANTITATIVE RESEARCH PRESENTED TO THE FACULTY OF

THE SENIOR HIGH SCHOOL DEPARTMENT, CENTRAL
BUKIDNON INSTITUTE, INC. IN PARTIAL FULFILMENT
OF THE REQUIREMENTS FOR THE
APPLIED SUBJECT
PRACTICAL RESEARCH 2

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NOVEMBER 2023
275
Republic of the Philippines

Department of Education – Region X
Division of Valencia City
CENTRAL BUKIDNON INSTITUTE, INC.
Bagontaas, Valencia City, Bukidnon.
SENIOR HIGH SCHOOL DEPARTMENT
APPROVAL SHEET
7 8
The Qualitative Research attached here to entitled “SOCIAL BEHAVIOR AND
8
EMOTIONAL WELL-BEING OF STUDENTS” prepared and submitted by SEAN
MAIKHEL R. BURATA, WENIE A. CAPARIDA JR., ADRIAN CLINT P. CAYETUNA,
KRICH GORGONIA, JHON CLYDE D. HUSAYAN, JOE RAY T. NACORDA, JASMINE C.

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9
PATEÑO, OWEN B. MARTILLANO, ASHLEY KATE G. VERANO in partial fulfilment
10
of the requirements for the applied subject Practical Research 2, is hereby
endorsed.
REIN BERYL R. GAJE, LPT
Adviser, Research Advisory Committee
Date:
DOMINIQUE L. YAÑEZ, RN, LPT

Member, Research Advisory Committee
Date:
275
SHARY MAE SELORIO

Member, Research Advisory Committee
Date:
276 11 12 13
Approved in partial fulfilment of the requirements for the applied subject
Practical Research 2.
DOMINIQUE L. YAÑEZ, RN, LPT LEODEGARIO L. ELONA, PhD

Senior High School Coordinator Research Coordinator
Date: Date:
SAMUEL ORVILLE JIM B. BULAHAN, RN

School Director
Date:

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Date of Completion:
CURRICULUM VITAE
Sean Maikhel R. Burata was born on May 13, 2006, at Malaybalay City,
Bukidnon. He is the second child of Mr. Mel Nathaniel L. Burata and Mrs.
Sherryl Lloid R. Burata. He finished his primary education at Bagontaas
14
Adventist Elementary School. He spent his junior high years at Central
275 15
Bukidnon Institute, Inc. (CBI). At present, he is a senior high school student in
16 17
the same school enrolled in GAS. He is planning to pursue his dream of
becoming a Bachelor of Arts in Political Science graduate.
Wenie A. Caparida Jr. was born on February 23, 2006, in Purok-8, Upper Sugod,
276
Valencia City, Bukidnon. He is the second child of Mr. Wenie A. Caparida Sr. and
Mrs. Rhoda A. Caparida. He finished his primary education at Sugod Elementary
18 19
School. He spent his junior high years at CBI. At present, he is a senior high
20
school student in the same school enrolled in GAS. He likes playing basketball
21
and online games. He is planning to pursue his dream of becoming a Bachelor
of Science and Marine Transportation graduate.
Jhon Clyde D. Husayan was born on the 25th day of December 2005. He was the
eldest son of Mr. and Ms. Husayan. He finished his elementary schooling at
22 22 22,23
Bagontaas elementary school, and in his high school years he studies at the
22 22 24 24
central Bukidnon institute (CBI). Now he still studies at the central Bukidnon

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24 8,25
institute. With the general academic strand (GAS), He’s planning to pursue
Agriculture.
26
Adrian Clint P. Cayetuna was born on February 8, 2006, at Valencia City,
Bukidnon. He is the first-born child of Mr. Alfonso P. Cayetuna and Mrs. Diana P.
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Cayetuna. He finished from his primary education at Bagontaas Central
27
Elementary School, and he completed his Junior Education at (CBI) and
currently studying in the same School where he enrolled in the Humanities and
27 27
Social Science strand (HUMSS) but in the second semester he transferred to
275
GAS. He desires and plans to be a police.
Jasmine C. Pateño was born on July 30,2006 at Bacoor, City Cavite. She is the
28
third child of Mr. Arturo M. Pateño and Mrs. Brelyn C. Pateño. She finished from
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her primary education at Don Ricardo Jesena Sr. Elementary School, and she
276 28
completed her Junior Education at Faraon Institute High School. she
28 28
transferred at Central Bukidnon Institute (CBI) where she enrolled in GAS. She
plans to be a nurse in the future.
Joe Ray T. Nacorda was born on the 24th day of February 2004. He was the
30
youngest son of Mr. & Mrs. Nacorda. He finished his elementary at Lower
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Lilingayon Private School, in his high school years he studies at Central
32 32 32
Bukidnon Institute (CBI). Now he still Studies at Central Bukidnon Institute.
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With the strand of General academic strand (GAS). He's planning to pursue
35
Bachelor of Science in Agriculture.

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Owen B. Martillano was born on October 21, 2006, in Aglayan, Malaybalay City,
Bukidnon. He is the youngest son of Mr. Antonio F. Martillano and Mrs. Mary
Jane B. Martillano. He finished his primary education at Li-Loan Central School.
36
He spent his Secondary schooling at the Central Bukidnon Institute, where he is
currently enrolled. He is a senior high school student at Central Bukidnon
Institute enrolled in the General Academic Strand. He likes playing basketball
and other outdoor games, as well as video games. He is planning to pursue the
36
course of Bachelor of Science and Marine Transportation in college.
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Ashley Kate G. Verano was born on August 31, 2005, at Valencia City Bukidnon.
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She is the only child of Mr. Stephen John Verano and Mrs. Richa Lynne G.
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Verano. She finished from her primary education at Bagontaas Adventist
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Elementary School, and she completed her Junior Education at Central
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Bukidnon Institute and currently studying at CBI where she enrolled in the GAS.
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She is planning to be a pharmacist.
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TABLE OF CONTENTS

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TITLE PAGE PAGE

APPROVAL SHEET i
CURRICULUM VITAE ii
TABLE OF CONTENTS iii
LIST OF APPENDICES iv
CHAPTER 1: INTRODUCTION
Background of the Study 5
Statement of the Problem 6
Significant of the Study 6
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Scope and Delimitation 7
CHAPTER 2: THEORETICAL FRAMEWORK
Social Learning Theory 8
Cognitive-Behavioral Theory 8
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REVIEW OF RELATED LITERATURE 9
Social Behavior 9
Emotional Well-being 10
REVIEW OF RELATED STUDIES 10
Conceptual Framework 12
Hypotheses 12
Definition of Terms 12
CHAPTER 3: METHODOLOGY 13
Research Design 13
Research Locale 13
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Population of Sampling 13

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Research Instrument 13
Data Gathering Procedure 14
Ethical Considerations 14
Analysis of the Data 14
Scoring Procedure 15
39
Statistical treatment Data 15
40
APPENDIX A:SAMPLE GUIDE QUESTIONS 16
REFERENCES 17
APPENDICES 22
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LIST OF APPENDICES
APPENDIX TITLE PAGE

A Sample Communication Letter to the School Director 23
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B Sample Letter of Consent 24
C Sample Questionnaire 25
INTRODUCTION
Background of the Study
This study of social behavior and emotional well-being among students has
been an area of growing interest in recent years. High school is a crucial time in
41
the development of social behavior and emotional well-being among students.
Research has shown that social behavior, such as social support from peers
and social connectedness, can have a positive impact on emotional well-being

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among high school students (Huang et al., 2019; Wang et al., 2020). On the other
hand, social anxiety and exclusion from peers can negatively impact emotional
well-being (Zhai et al., 2019).
Despite the growing body of research on social behavior and emotional well-
42,43 43
being among students are still significant gaps in understanding this area,
particularly among students. Emotional and behavioral problems among
277 8,44 44
students’ adolescents represent a considerable public health problem in
44
developing countries (Osman et al, 2019). While other studies have explored the
relationship between social behavior and emotional well-being, there is still a
275 8
need to examine how this is a problem for students. One’s social behavior
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impacts, not only the way other people respond to the current situation, but
47 47 47
also their future decisions. According to literature of Schwab et al, (2015) the
presence of pro-social behavior and the absence of behavioral problems in
students with SEN seem to be particularly important for social participation. In
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other countries emotional well-being is one of the problems of students.
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According to Sissons (2023) Difficulties in emotional well-being may have a
50 8,49,51
negative effect on a students’ mental health.
52
The study seeks to explore how specific social behavior and emotional well-
278
being of Students. The prevalence of mental health issues among students is a
global concern because it is widespread all over the world (Merikangas et al.,
2010). Initiatives to manage it and promote positive social, emotional,
53
behavioral, and school functioning among adolescents has been at the heart of
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it (Green et al., 2013; byMerikangas et al., 2011). Social behavior and emotional
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well-being are such a big problem that facing society in the present,
55 55 55 55 55
internationally, or nationally, some of the students suffer these types of
279 55
problem. There are numerous grievous outcomes for students suffering from

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56
mental health issues, some of them are behavioral problems, emotional
disorders, dropout, and poor academic performance (Merikangas, Nakamura &
56 57 58
Kessler, 2009; Reid, et al., 2004). The research aims to provide solution to the
58
social behavior and emotional well-being of Students, so that the researchers
will see the problems.
Statement of the Problem
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This study seeks to answer the following questions:
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1. What is the level of social behavior of students?
2. What is the level of emotional well-being of students?
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3. Is there a significant relationship on the social behavior and emotional well-
275 60
being of the students?
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Significant Of the study
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In this study, social behavior and emotional well-being of students has
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significant implications not only for the students but also to the parents,
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teachers, and school authorities.
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This study was beneficial to the parents as this will provide valuable insights
8
into their children's daily lives, behaviors, and emotions.
64 64
Teachers will also benefit in this study, for them to provide and create a
278
supportive classroom environment, they can encourage positive social
8
interactions in the students’ social behavior and emotional well-being.
65 65
And the school authorities can also benefit from this study for them to
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implement social behavior-emotional learning (SBEL) programs to teach skills
like self-awareness, self-regulation, and relationship building, which contribute
to better social and emotional well-being.
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Lastly, the students, as they are the main beneficiary of this study because it
279 66 66
can help their minds to enhance critical thinking skills and to understand their

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social behaviors and emotional well-being.
Scope and Delimitation
The researchers will conduct the study at Central Bukidnon Institute. It is a

67 67
Chistian school located in Valencia city, in the province of Bukidnon. Data
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collection will only focus on Social Behavior and Emotional well-being
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containing of 60 respondents of grade 8 Students, under the high school level
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of the said institution academic year 2023-2024. The researchers will used the
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questionnaire method, it will be distributed containing of 20 students per
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section.
REVIEW OF LITERATURE AND RELATED STUDIES
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The research literature and studies are presented in this chapter. regarded to
75
support the significance and claim of their study. The social behavior and
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emotional well-being of students are the main topics of the associated
literature review for this study.
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THEORITICAL FRAMEWORK
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Understanding the underlying theories or models that explain these features

can help educators and students better understand how social behavior and
8
emotional well-being influence students' behavior in these areas.
Social Learning Theory
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Bandura (1977) emphasizes the role of observational learning and social

77
modeling in shaping social behavior and emotional well-being. He proposed
that individuals learn by observing others and imitating their behaviors.
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Bandura highlighted the importance of cognitive processes, such as attention,
memory, and motivation, in learning and behavior change.
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Cognitive-Behavioral Theory
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Beck (1976) suggests that students' social behavior and emotional well-being
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are influenced by how they think about things. It emphasizes that our thoughts,
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emotions, and behavior are interconnected. Beck highlighted the impact of
biased thinking patterns (cognitive distortions) and the importance of changing
negative thoughts (cognitive restructuring) to promote positive social behavior
and emotional well-being. In simpler terms, our thoughts affect how we feel
and behave, and by changing negative thoughts, we can improve our social
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interactions and emotional well-being.
Both theories underscore the significance of cognitive processes in
79
understanding and improving social behavior and emotional well-being. By
considering the role of observation, imitation, and cognitive restructuring,
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individuals can enhance their social interactions and overall emotional well-
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being.
Review of Related Literature
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The social behavior and emotional well-being of students have been the
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subject of extensive research. Numerous studies have explored the factors that
279

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282 80
influence social behavior and emotional well-being in students. This literature
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review aims to provide an overview of the key findings from these studies.
Adams et al. (2011) found that the presence of a best friend can buffer the
effects of negative experiences, highlighting the importance of positive peer
relationships for emotional well-being. Asher and Wheeler (1985) found that
8
rejected and neglected peer status are associated with children's loneliness.
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Bagwell et al. (1998) found that preadolescent friendship and peer rejection
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can predict adult adjustment.
Bukowski and Adams (2005) found that peer relationships can serve as both
markers and moderators of psychopathology. Positive peer relationships can
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protect against the development of psychopathology, while negative peer
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relationships can contribute to the development of psychopathology. Cassidy
and Asher (1992) also found that loneliness is associated with poor peer
relations in young children. Demaray and Malecki (2002) found that perceived
social support is negatively related to maladjustment for students at risk.
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Eisenberg et al. (2006) discussed the importance of prosocial development in
promoting social behavior and emotional well-being in students. Fredrickson
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(2001) introduced the broaden-and-build theory of positive emotions, which
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suggests that positive emotions can broaden individuals' thought-action
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repertoires and build their personal resources over time. Hymel and Rubin
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(1986) found that internalizing and externalizing problems can be predicted
from middle to late childhood. Masten and Coatsworth (1998) discussed the
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development of competence in favorable and unfavorable environments,
highlighting the importance of resilience in promoting social behavior and
emotional well-being.
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Parker et al. (2004) found that students who experience high levels of academic
279 85
stress are at risk for negative outcomes, including depression and anxiety.

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Pekrun et al. (2011) discussed the role of emotions in academic achievement,
highlighting the importance of positive emotions in promoting academic
success. Roeser et al. (2012) found that mindfulness-based interventions can
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improve students' emotional well-being and academic performance.
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Rudolph and Conley (2005) found that negative life events can lead to
depression and anxiety in children and adolescents. Seligman et al. (2009)
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introduced the concept of positive education, which focuses on promoting well-
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being and positive emotions in students. Shochet et al. (2006) found that social
8
and emotional learning programs can improve students' social behavior and
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Wigfield et al. (2016) investigated the impact of academic motivation on
8
students' social behavior and emotional well-being. Their research revealed
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that students who are intrinsically motivated and have a sense of competence
in their academic pursuits tend to exhibit better social behavior and emotional
well-being. Zins et al. (2004) discussed the importance of social-emotional
276 8
learning (SEL) programs in promoting students' social behavior and emotional
8
well-being. The study emphasized the role of SEL in developing students' self-
283
awareness, self-management, social awareness, relationship skills, and
284
responsible decision-making.
278 88 88
This literature on the social behavior and emotional well-being of students
highlights the significance of positive peer relationships, perceived social
support, prosocial development, resilience, positive emotions, academic stress
management, mindfulness, positive education, social and emotional learning
programs, gratitude, social support, and academic motivation. These factors
89 8
play crucial roles in promoting students' social behavior and emotional well-
281
being.
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Review of Related Studies
90 90
The social behavior and emotional well-being of students have been the focus
of numerous studies in recent years. Brackett and Rivers (2014) found that
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social-emotional learning (SEL) programs can transform students' lives by
improving their social and emotional skills. Reyes et al. (2012) found that a
280 91
positive classroom emotional climate is associated with higher levels of
277
student engagement and academic achievement.
Rivers et al. (2013) conducted a randomized controlled trial testing the RULER
92
approach, an SEL program that focuses on recognizing, understanding, labeling,
275
expressing, and regulating emotions. They found that the program improved the
social and emotional climate of classrooms. Smith and colleagues (2018)
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conducted a meta-analysis of SEL programs and found that they have a
8 93
positive impact on students' social and emotional skills, as well as their
academic performance.
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Weissberg et al. (2015) edited the Handbook of Social and Emotional Learning,
which provides a comprehensive overview of research and practice in this area.
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According to the Handbook, SEL programs can improve students' social and
284 94
emotional skills, as well as their academic performance. These programs teach
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286 95
students important skills such as self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making. By
incorporating SEL into the curriculum, educators can help students develop the
skills they need to succeed academically and in life.
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The referral also highlights the importance of positive school climate and
culture in promoting social behavior and emotional well-being. Schools that
281 97 97
prioritize social and emotional learning and create a positive school climate
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287
can help students feel safe, supported, and connected to their peers and
teachers.
Conceptual Framework
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277
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285
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Fig. 1 shows the relationship between the social behavior and emotional well-
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being of students.
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Hypothesis
283 99 100
There is no significant relationship on the social behavior and emotional well-
284 100
being of students.
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Operational Definition of Terms
Social behavior is how people act and interact with each other in groups or
101
communities. It includes things like making friends, working together, sharing,
8,102
and following rules. It's all about how we behave and communicate with others
in social situations.
281
Emotional well-being means studying and figuring out what makes people feel
279
happy, content, and mentally healthy. It looks at emotions, how people deal

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with things, their support from others, and ways to help them feel better
emotionally.
METHODOLOGY
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277 103
The aim of this study is to examine the Social Behavior and Emotional well
104 105
being of Students at Central Bukidnon Institute
275
Research Design
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This study will employ a quantitative research approach; it involves analyzing
106
and gathering numerical data to understand the social behavior and emotional
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well-being of students at Central Bukidnon Institute. Furthermore, a
276 107
descriptive correlation design will be used between different variables and
note-taking of the situation. This design was chosen by the researchers
283
because it will allow them to collect and analyze data in a structured and
284
systematic way, supported by a comprehensive understanding of the research
278
286 108
question. According to Fowler (2013), Descriptive statistics refers to
109 110
information that has been analyzed to reveal the basic features of data
collected or used in a study.
Locale of the Study
111 112
The study was conducted at Central Bukidnon Inc. Located at P-6 Bagontaas.
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Valencia City, Bukidnon. Under the Seventh Day Adventist Church with a total
279
population of 800 students. The school offers a secondary education from

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287 114 114 114
grades 7 to grade 12 students, coming from a different background, different
personalities, thus having a variety of social behaviors and emotional well-
being.
Population and Sampling

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The respondents of this study are the students from Central Bukidnon Institute
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Inc., covering grade 8 students, because According to Smith et al. (2020), Grade
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8 students experience moderate social behavior difficulties, including peer
115
conflict, social anxiety, and friendship challenges. There are 3 sections of grade
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8, and 20 students was selected each section. This approach ensures a total
275 116
target of 60 respondents, allowing for a detailed representation in the research.
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288
Research Instrument
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The research instrument for this study would be a questionnaire consisting of

283 117 118 118
19 questions. The first 9 questions was modified version of the Perceived social
284 118 119
behavior from the study of Wang et al. (2020) which was used to measure the
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286 120 120
level of social behavior of students. The second 10 questions was modified
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version of the emotional well-being from the study of Zhai et al. (2019) which
121 120
was used to measure the level of emotional well-being students. The
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respondents able to rate the items of the questionnaire by putting a tick or a
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check mark on the designated scale. This questionnaire has twenty (19) items
124
with five options which range from 1 = Strongly Disagree (SD), 2 = Disagree (D),
281 124
3 = neutral, 4 Agree (A), and 5 Strongly Agree (SA). The first ten (10) items would
279 125
focus on social behavior, and the remaining ten (10) items would be focus on

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287 126
Emotional well-being. The following is the interpretation of guide for the score
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that was obtained ; 1.00 - 1.80 (very low), 1.81 - 2.60 (low), 2.61 - 3.40
(moderate), 3.41 - 4.20 (high), 4.21 - 5.00 (very high).
Data Gathering Procedure

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After getting the go signal from the panel members, the researchers was seek
128 128
the approval from the school director. The researchers would be giving letter of
128
consent to each of the participants of the study. After getting their consent,
275 128
each of the participants would be receive the questionnaire. Then the data
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would be collected and classified after the participants was finish answering.
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Ethical Considerations
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Ethical considerations are of utmost importance in this study, emphasizing the
importance of informed consent, anonymity, confidentiality, voluntary
283
participation, sensitivity in questioning, debriefing, ethics committee approval,
284
awareness of biases and cultural differences, and truthful reporting. By
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adhering to these ethical principles, they ensure that participants or their
8
guardians fully understand the study's purpose and methods, safeguard their
identities and responses, grant them the freedom to participate without
coercion, protect their emotions, provide post-study insights, align with ethical
8
standards, foster a respectful environment, and maintain the study's integrity.
These ethical considerations demonstrate their commitment to upholding the
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rights and well-being of participants and conducting research that is
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responsible and credible.

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Analysis of Data
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This study the researchers would be different statistical tools. To analyze and
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interpret the level of social behavior and emotional well- being of students the
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mean average would be used. In addition, to analyze the significant relationship
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of social behavior and emotional well-being of the students Pearson Product
277 132 133
Moment Correlation would be employed, if the distribution of data is normal. If
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the distribution of data is not normal the researchers will use Kendall’s Tau and
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Spearmen Rho to determine the significant relationship of social behavior and
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emotional well-being of the respondents, after using Kolmogorov-Smirnov and
Shapiro Wilk for normality Test.
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REFERENCE
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Adams, R. E., Ryan, R. M., & Ketsetzis, M. (2011). Teachers' autonomy support
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and students' perceived competence in physical education: A test of a
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motivational model. Journal of Sport and Exercise Psychology, 33(5), 666-687.
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Asher, S. R., & Wheeler, V. A. (1985). Children's loneliness: A comparison of
rejected and neglected peer status. Journal of Consulting and Clinical
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Psychology, 53(4), 500-505.
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Bagwell, C. L., Newcomb, A. F., & Bukowski, W. M. (1998). Preadolescent
friendship and peer rejection as predictors of adult adjustment. Child
Development, 69(1), 140-153.
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Brackett, M. A., & Rivers, S. E. (2014). Transforming students' lives with social
and emotional learning. Phi Delta Kappan, 96(4), 56-61.
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Bukowski, W. M., & Adams, R. (2005). Peer relationships and psychopathology in
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adolescence. In D. Cicchetti & D. J. Cohen (Eds.), Developmental
psychopathology: Vol. 1. Theory and method (2nd ed., pp. 195-228). Wiley.
Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young
139 140
children. Child Development, 63(2), 350-365.
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Demaray, M. K., & Malecki, C. K. (2002). The relationship between perceived
social support and maladjustment for students at risk. Psychology in the
Schools, 39(3), 305-316.
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Eisenberg, N., Cumberland, A., & Spinrad, T. L. (2006). Prosocial development. In

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N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and
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ed., pp. 933-1002). Wiley.
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APPENDICES
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APPENDIX A. Sample Communication Letter to the School Director

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November 2023
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SAMUEL ORVILLE JIM B. BULAHAN, RN
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School Director
Central Bukidnon Institute
P-6 Bagontaas Valencia City, Bukidnon
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Dear Sir,
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In fulfillment for the requirement of the Senior High School in Grade 12 for
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Practical Research 2 at Central Bukidnon Institute, we are conducting a study
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entitled "Social Behavior and Emotional Well-Being of students .”
We are in the process of gathering the needed data and we would like to ask
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permission if we can select our participants students of CBI in a target of 50
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participants.
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If you agree, kindly sign below acknowledging your consent and permission for
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us to conduct our study in this institution. We are looking forward that our
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request will be granted.
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Thank you in advance for your cooperation and consideration.
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Respectfully yours,
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WENIE CAPARIDA, JR. JASMINE PATEÑO
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Researcher Researcher
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ADRIAN CAYETUNA KRICH L. GORGONIA

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OWEN B. MARTILLANO ASHLEY KATE VERANO
JHON CLYDE D. HUSAYAN JOE RAY T. NACORDA
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Researcher

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Approved by:
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SAMUEL ORVILLE JIM B. BULAHAN
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Signature over printed name
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APPENDIX B. Sample Letter of Consent
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November 2023
Dear Participants,
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Good day!
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We are conducting research entitled "Social Behavior and emotional Well-being
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of students " as a requirement in our Practical Research 2.
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In relation to this, we would like to ask for your participation. Kindly answer the
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questionnaires that will be distributed. We appreciate your cooperation and
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support to be one of our participants for our research. Thank you very much for
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your cooperation and consideration.
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Sincerely yours,
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WENIE CAPARIDA, JR. JASMINE PATEÑO
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ADRIAN CAYETUNA KRICH L. GORGONIA

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OWEN B. MARTILLANO ASHLEY KATE VERANO
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JHON CLYDE D. HUSAYAN JOE RAY T. NACORDA
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Researcher
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APPENDIX: C Sample Guide Questions
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INSTRUCTIONS: Put check (/) in the box of chosen answer.
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SA – Strongly Agree, A – Agree, N – Neutral, D – Disagree, SD – Strongly
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Disagree
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Part 1: Social Behavior SA A N D SD

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1. I often interact with my peers in person.
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2. I often interact with my peers online.
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3. I often participate in group activities with my peers.
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4. I often initiate conversations with my peers.
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5. I often respond to conversations initiated by my peers.
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6. I often feel comfortable in social situations.
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7. I often feel uncomfortable in social situations (e.g. family gathering, reunion,
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attending birthday parties etc.).
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8. I often feel excluded from my peers.
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9. I often feel included from my peers.
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Part 2: Emotional Well-Being SA A N D SD
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1. I often feel happy.
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2. I often feel sad.
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3. I often feel anxious.
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4. I often feel stressed.
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5. I often feel overwhelmed.
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6. I often feel confident.
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7. I often feel insecure.
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8. I often feel motivated
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9. I often feel demotivated.
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10. I often feel satisfied with my life.
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Acknowledgements
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First, we would like to thank our Heavenly Father who had guided us throughout
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the duration of our research. Second, we would like to recognize the
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contributions and guidance of the following persons:
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Leodegario L. Elona, LPT, PhD, for helping us and every step of this study. The
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insights he shared contributed much in our study;
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The panel members, Shary Mae L. Selorio, LPT and Dominique L. Yañez, LPT, for
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spending time in checking the correctness of the references and other errors of
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our paper;
Rein Beryl R. Gaje, LPT, for helping us in every step of this study and for
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spending time to correct our paper. The researchers would like to thank you for
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your being patient towards us and for being approachable;
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Our parents for supporting us financially and morally which encourages us to
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keep moving forwards with our study.
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To our friends who kept on cheering us to push through in our study. Thank
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Chapter 4
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Data presentation, Analysis, and Interpretation
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This chapter presents the analysis and interpretation of the collected data in
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terms of the relationship of the social behavior level to emotional well-being
level among grade 8 during the school year 2023-2024. The presentation
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follows the order for the specific questions stated in chapter 1
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The question number one states: what is the level of social behavior of
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students? To answer the question, table was created. It shows the value of the
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obtained mean, standard deviation, skewness, and kurtosis.
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Table 1
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Level of Social Behavior of Students

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*Mean Std. Deviation Skewness Kurtosis
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3.45 0.52 -1.09 1.60
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*Note: Interpretation guide: 1.00-1.79 (very low); 1.80 – 2.59 (low); 2.60 – 3.39
(moderate); 3.40 – 4.19 (high); and 4.20 – 5.00 (very high)
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Table 1 shows that the level of social behavior of students is high with an
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obtained mean of 3.45 with a standard deviation of 0.52. In addition, the
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skewness shows a negative sign while the kurtosis has a positive sign. The
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negative skewness suggests that there are a few students with very low social
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behavior scores, pulling the data towards the lower end. The positive kurtosis
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indicates that there are some extreme values in the data, possibly students
with exceptionally high or low social behavior compared to the majority.
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The question number two states: what is the level of emotional well-being of
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students? To answer the question, table was created. It shows the value of the
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obtained mean, standard deviation, skewness, and kurtosis.
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Table 2
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Level of Emotional well-being of Students
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*Mean Std. Deviation Skewness Kurtosis
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3.55 0.36 -1.75 1.71
*Note: Interpretation guide: 1.00-1.79 (very low); 1.80 – 2.59 (low); 2.60 – 3.39
(moderate); 3.40 – 4.19 (high); and 4.20 – 5.00 (very high)
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Table 2 shows that the level of emotional well-being of students is high with an
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obtained mean of 3.55 with a standard deviation of 0.36. In addition, the
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skewness shows a negative sign while the kurtosis has a positive sign. The
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negative skewness in the data indicates that the distribution is skewed to the

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left and most of the responses of the respondents are above the mean. This
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suggests that there may be more extreme values on the lower end of the
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emotional well-being scale, implying that some students may have
exceptionally low emotional well-being compared to the majority. In addition,
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the positive kurtosis suggests that there are some extreme values in the data,
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possibly students with exceptionally high or low emotional well-being
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compared to the majority. This means that there are respondents responses are
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clustered or homogenous .
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The question number three states: is there a significant relationship on the
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social behavior and emotional well-being of the students? To answer this
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question, table 3 was created to show the relationship between social behavior
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and emotional well-being of students. Since the distribution was normal, the
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Pearson Product Moment Correlation was used to analyze the relationship
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between the two variables.
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Table 3
Relationship of Social Behavior and Emotional Well-being
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r-value p-value
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Social Behavior and Emotional Well-being 0.579 0.000
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*Note: Significant at .05
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Based on the results, the r-value and p-value are 0.579 and 0.000, respectively.
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The positive r-value implies that there is a positive relationship between social
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behavior and emotional well-being of grade 8 students. The p-value which is
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lesser than the set significance level of p < 0.05 signifies that there is a
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significant relationship between the social behavior and emotional well-being

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of grade 8 students. Based on the results, it interprets that the more the
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students are socially behaved the more their emotional well-being is stabled.
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With these results, the null hypothesis was rejected which states “There is no
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significant relationship on the social behavior and emotional well-being of
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students.
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The result of this study is similar the findings of jones et al. (2019) whose study
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showed there is a significant relationship between social behavior and
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emotional well-being among students.
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Chapter 5
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SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
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This section briefly presents the findings, conclusion, and recommendations of
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the study. The discussion is centered on the relationship of social behavior to
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emotional well-being among students.
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Findings
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The result of the study revealed that the level of social behavior and the level of
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emotional well-being was high, respectively. It was found that the social
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behavior are related to their emotional well-being.
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Conclusion
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Based on the findings, it was concluded that the more the respondents are
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socially high in their behavior level the more they have stable emotional well-
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being.
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Recommendations
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In the light of the findings and conclusions, the following recommendations
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were suggested:
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1. Parents are encouraged to check their children regularly to maintain their
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good emotionally well-being and their social behavior inside school or other
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social events.
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2. Establish social and emotional learning to improve social behavior, good
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manners, and good thinking skills.
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3. Teachers can implement positive behavior support system that align with
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emotional well-being. By reinforcing positive environment and providing
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consistent teaching.
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4. General recommendation
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1. a total of Wordy sentences Clarity
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2. To determine the result of this Incorrect phrasing Correctness
study, the descriptive-
correlational design was used.
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3. To determine the result of this Misplaced words or phrases Correctness
312 study
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4. was used Passive voice misuse Clarity
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5. in → between Wrong or missing prepositions Correctness
308 6. Based on the findings, the Ungrammatical sentence Correctness

researchers recommend for
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children regularly, the
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establishment of social and
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emotional learning, and for
teachers to implement positive
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7. to Wrong or missing prepositions Correctness
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8. “; ” ; He’s; He's; students’; One’s; Text inconsistencies Correctness
children's; students'; individuals';
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It's; study's; Kendall’s; Teachers';
Children's; adolescents'; "; "
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9. fulfilment → fulfillment Mixed dialects of English Correctness

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10. hereby → Outdated language Clarity

at this moment, now,
as a result of this, with this
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11. It was approved, or It is approved Incomplete sentences Delivery
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12. fulfilment → fulfillment Mixed dialects of English Correctness
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13. Approved in partial fulfilment of Unclear sentences Clarity
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14. He finished his primary education Paragraph can be perfected Clarity
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325 at Bagontaas Adventist
Elementary School. He spent his
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Bukidnon Institute, Inc. (CBI).
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16. At present, he is a senior high Incorrect phrasing Correctness
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318 school student in the same
school enrolled in GAS.
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17. is planning → plans Wordy sentences Clarity
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275 at Sugod Elementary School. He
spent his junior high years at CBI.
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19. At present → Currently Wordy sentences Clarity
290 20.
301 At present, he is a senior high Incorrect phrasing Correctness
school student in the same
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school enrolled in GAS.
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21. is planning → plans Wordy sentences Clarity
283 22.
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323 He finished his elementary Ungrammatical sentence Correctness
schooling at Bagontaas
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high school years he studies at
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the central Bukidnon institute
(CBI).
23. He finished his elementary Unclear sentences Clarity

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schooling at Bagontaas
elementary school, and in his
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322 high school years he studies at
the central Bukidnon institute
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24. Now he still studies at the central Ungrammatical sentence Correctness
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25. He’s → He is Inappropriate colloquialisms Delivery
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26. at → in Wrong or missing prepositions Correctness
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education at Bagontaas Central
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Elementary School, and he
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at (CBI) and currently studying in
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enrolled in the Humanities and
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but in the second semester he
transferred to GAS.
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28. She finished from her primary Ungrammatical sentence Correctness
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education at Don Ricardo Jesena
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Sr. Elementary School, and she
completed her Junior Education
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296 at Faraon Institute High School.
she transferred at Central
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301 Bukidnon Institute (CBI) where
she enrolled in GAS.
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276 29.
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313 She finished from her primary Unclear sentences Clarity
education at Don Ricardo Jesena
Sr. Elementary School, and she
completed her Junior Education
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at Faraon Institute High School.
284
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she transferred at Central
Bukidnon Institute (CBI) where
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314 she enrolled in GAS.
30. He was the youngest son of Mr. & Ungrammatical sentence Correctness
Mrs. Nacorda.
298
31. He finished his elementary at Ungrammatical sentence Correctness
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Lower Lilingayon Private School,
in his high school years he
315 studies at Central Bukidnon
Institute (CBI).
281
279 32. Now he still Studies at Central Ungrammatical sentence Correctness

Bukidnon Institute.

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33. strand of Incorrect phrasing Correctness
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325
317
34. He's → He is Inappropriate colloquialisms Delivery
35. a Bachelor Determiner use (a/an/the/this, etc.) Correctness

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312 at Li-Loan Central School. He
spent his Secondary schooling at
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318
the Central Bukidnon Institute,
277
295
where he is currently enrolled. He
is a senior high school student at
Central Bukidnon Institute
enrolled in the General Academic
308 Strand. He likes playing
basketball and …
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324 37. Ashley Kate G. Verano was born Paragraph can be perfected Clarity
on August 31, 2005, at Valencia
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296 City Bukidnon. She is the only
child of Mr. Stephen John Verano
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301
and Mrs. Richa Lynne G. Verano.
321 She finished from her primary
education at Bagontaas
276
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313 Adventist Elementary School, and
she completed her Junior
Education at Central Bukidnon…
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38. The population Determiner use (a/an/the/this, etc.) Correctness
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39. treatment → Treatment Confused words Correctness
40. : SAMPLE Improper formatting Correctness
41. the development of → Wordy sentences Clarity

298 developing
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42. , there are Incorrect phrasing Correctness
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281 43. Tone suggestions Delivery
279

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44. Emotional and behavioral Ungrammatical sentence Correctness
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325 problems among students’
adolescents represent a
317 considerable public health
problem in developing countries
(Osman et al, 2019).
307
45. One’s social behavior impacts, Ungrammatical sentence Correctness
312
not only the way other people
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respond to the current situation,
but also their future decisions.
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46. the way → how Wordy sentences Clarity
308 47. According to literature of Schwab Ungrammatical sentence Correctness

et al, (2015) the presence of pro-
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275
social behavior and the absence
324
of behavioral problems in
students with SEN seem to be
285
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296 particularly important for social
participation.
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321 48. In other countries emotional Incorrect phrasing Correctness

well-being is one of the problems
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313 of students.
49. According to Sissons (2023) Ungrammatical sentence Correctness

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323 Difficulties in emotional well-
being may have a negative effect
284
303 on a students’ mental health.
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50. have a negative effect on → Wordy sentences Clarity
hurt, harm
51. According to Sissons (2023) Unclear sentences Clarity

298 Difficulties in emotional well-
being may have a negative effect
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305
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322 on a students’ mental health.
315
52. how specific → the specific Incorrect phrasing Correctness
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53. has → have Faulty subject-verb agreement Correctness

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54. Initiatives to manage it and Unclear sentences Clarity
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325 promote positive social,
emotional, behavioral, and school
317 functioning among adolescents
has been at the heart of it (Green
et al., 2013; byMerikangas et al.,
307 2011).
312
55. Social behavior and emotional Ungrammatical sentence Correctness
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well-being are such a big problem
that facing society in the present,
277
295 internationally, or nationally,
some of the students suffer these
types of problem.
308
56. There are numerous grievous Ungrammatical sentence Correctness
320
275 outcomes for students suffering
from mental health issues, some
324 of them are behavioral problems,
emotional disorders, dropout, and
285
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poor academic performance
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301
(Merikangas, Nakamura &
Kessler, 2009; Reid, et al., 2004).
321
57. Incorrect citation format Correctness

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58. The research aims to provide Ungrammatical sentence Correctness

solution to the social behavior
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and emotional well-being of
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Students, so that the researchers
will see the problems.
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59. on → between Wrong or missing prepositions Correctness
60. 3. Is there a significant Unclear sentences Clarity

relationship on the social
298
behavior and emotional well-
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315 61. Significant Of → Significance of Confused words Correctness

281
279

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62. In this study, social behavior and Paragraph can be perfected Clarity
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325 emotional well-being of students
has significant implications not
317 only for the students but also to
the parents, teachers, and school
authorities.
307
63. This study was beneficial to the Paragraph can be perfected Clarity
312
parents as this will provide
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valuable insights into their
children's daily lives, behaviors,
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295 and emotions.
64. Teachers will also benefit in this Ungrammatical sentence Correctness

308 study, for them to provide and
create a supportive classroom
320
275 environment, they can encourage
positive social interactions in the
324 students’ social behavior and
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290 65.
301 And the school authorities can Paragraph can be perfected Clarity
also benefit from this study for
321 them to implement social
behavior-emotional learning
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(SBEL) programs to teach skills
like self-awareness, self-
regulation, and relationship
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323 building, which contribute to
better social and emotional well-
284
303 being.
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66. Lastly, the students, as they are Paragraph can be perfected Clarity
the main beneficiary of this study
because it can help their minds
to enhance critical thinking skills
298
and to understand their social
behaviors and emotional well-
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322 being.
315
67. It is a Chistian school located in Ungrammatical sentence Correctness
281 Valencia city, in the province of
Bukidnon.
279

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68. Data collection will only focus on Ungrammatical sentence Correctness
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325 Social Behavior and Emotional
well-being containing of 60
317 respondents of grade 8 Students,
under the high school level of the
said institution academic year
307 2023-2024.
312
69. of Wordy sentences Clarity
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70. The researchers will used the Ungrammatical sentence Correctness
277
295 questionnaire method, it will be
distributed containing of 20
students per section.
308
71. be distributed Passive voice misuse Clarity
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324 72. The research literature and Paragraph can be perfected Clarity
studies are presented in this
285
288
296 chapter.
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73. . regarded → Incomplete sentences Delivery
321 and regarded, , regarded
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74. regarded → Regarded Improper formatting Correctness
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75. The social behavior and Unclear sentences Clarity
emotional well-being of students
284
303 are the main topics of the
associated literature review for
278
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292
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314 this study.
76. THEORITICAL → THEORETICAL Misspelled words Correctness
298
77. He proposed that individuals Paragraph can be perfected Clarity
learn by observing others and
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305
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322 imitating their behaviors.
Bandura highlighted the
315 importance of cognitive
processes, such as attention,
281
memory, and motivation, in
279
learning and behavior change.

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78. Beck (1976) suggests that Unclear sentences Clarity
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325 students' social behavior and
emotional well-being are
317 influenced by how they think
about things.
307 79. By considering the role of Unclear sentences Clarity

observation, imitation, and
312
cognitive restructuring,
280
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318
individuals can enhance their
social interactions and overall
277
295 emotional well-being.
80. The social behavior and Paragraph can be perfected Clarity

have been the subject of
320
275 extensive research. Numerous
studies have explored the factors
324 that influence social behavior
and emotional well-being in
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students. This literature review
290
301
aims to provide an overview of
the key findings from these stu…
321
81. Positive peer relationships can Paragraph can be perfected Clarity

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protect against the development
of psychopathology, while
negative peer relationships can
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323 contribute to the development of
psychopathology.
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314 82.
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310 personal Wordy sentences Clarity
83. be predicted Passive voice misuse Clarity
84. competence development Wordy sentences Clarity

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293 85.
305
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322 negative → adverse Word choice Engagement
315
86. negative → adverse Word choice Engagement
281
279

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87. Their research revealed that Unclear sentences Clarity
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325 students who are intrinsically
motivated and have a sense of
317 competence in their academic
pursuits tend to exhibit better
social behavior and emotional
307 well-being.
312
88. This literature on the social Unclear sentences Clarity
280
319
318
being of students highlights the
277
295 significance of positive peer
relationships, perceived social
support, prosocial development,
resilience, positive emotions,
308 academic stress management,
mindfulness, positive education,
320
275
social and emotional l…
324
89. play crucial roles → Wordy sentences Clarity
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296
are crucial
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301
90. The social behavior and Unclear sentences Clarity
have been the focus of numerous
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297
309
313
studies in recent years.
91. Reyes et al. (2012) found that a Unclear sentences Clarity

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positive classroom emotional
284
303
climate is associated with higher
levels of student engagement and
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314 academic achievement.
92. that focuses → focusing Wordy sentences Clarity
93. Smith and colleagues (2018) Paragraph can be perfected Clarity

298
conducted a meta-analysis of
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322
SEL programs and found that
they have a positive impact on
315 students' social and emotional
skills, as well as their academic
281 performance.
279

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94. According to the Handbook, SEL Unclear sentences Clarity
294
311
316
325 programs can improve students'
social and emotional skills, as
317 well as their academic
performance.
307 95. important → essential Word choice Engagement

312
96. a positive Determiner use (a/an/the/this, etc.) Correctness
280
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277
295
97. Schools that prioritize social and Unclear sentences Clarity
emotional learning and create a
positive school climate can help
students feel safe, supported,
308 and connected to their peers and
teachers.
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275
324 98. Fig. 1 shows the relationship Unclear sentences Clarity

between the social behavior and
285
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296 emotional well-being of students.
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301
99. on → between Wrong or missing prepositions Correctness
321
100.
313
276
289
291
297
309 There is no significant Unclear sentences Clarity
being of students.
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101.
303
284 things like Wordy sentences Clarity
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102. It's → It is Inappropriate colloquialisms Delivery
103. This study aims Wordy sentences Clarity
104.
298 well being → well-being Misspelled words Correctness
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105. Institute. Closing punctuation Correctness
315
281
279

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106. This study will employ a Unclear sentences Clarity
294
311
316
325 quantitative research approach;
it involves analyzing and
317 gathering numerical data to
understand the social behavior
and emotional well-being of
307 students at Central Bukidnon
Institute.
312
107.
280
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318
be used Passive voice misuse Clarity
108.
277
295 This design was chosen by the Passive voice misuse Clarity
researchers because it will allow
them to collect and analyze data
308 in a structured and systematic
way, supported by a
320
275 comprehensive understanding of
the research question.
324
109.
296
285
288 that has been Wordy sentences Clarity
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301
110. been analyzed Passive voice misuse Clarity
321
111. was conducted Passive voice misuse Clarity
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112. Inc., Punctuation in compound/complex Correctness

sentences
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113.
303
284 , under Incomplete sentences Correctness
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114. The school offers a secondary Ungrammatical sentence Correctness
education from grades 7 to grade
12 students, coming from a
different background, different
personalities, thus having a
298 variety of social behaviors and
293
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322
315
281
279

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115. The respondents of this study are Paragraph can be perfected Clarity
294
311
316
325 the students from Central
Bukidnon Institute Inc., covering
317 grade 8 students, because
According to Smith et al. (2020),
Grade 8 students experience
307 moderate social behavior
difficulties, including peer
312 conflict, social anxiety, and
friendship challenges. There are
280
319
318 …
277
295
116. in → of Wrong or missing prepositions Correctness
117.
308 9 → nine Improper formatting Correctness
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275
118. The first 9 questions was Ungrammatical sentence Correctness
324
modified version of the Perceived
social behavior from the study of
285
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296 Wang et al. (2020) which was
used to measure the level of
290
301 social behavior of students.
321
276
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297
309
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120. The second 10 questions was Ungrammatical sentence Correctness

modified version of the emotional
283
302
323 well-being from the study of Zhai
et al. (2019) which was used to
284
303 measure the level of emotional
well-being students.
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122. The respondents able to rate the Ungrammatical sentence Correctness

298 items of the questionnaire by
putting a tick or a check mark on
293
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322 the designated scale.
315
123. The respondents able to rate the Unclear sentences Clarity
281 items of the questionnaire by
putting a tick or a check mark on
279 the designated scale.

Report: Abstract
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124. This questionnaire has twenty Ungrammatical sentence Correctness
294
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325 (19) items with five options which
range from 1 = Strongly Disagree
317 (SD), 2 = Disagree (D), 3 = neutral,
4 Agree (A), and 5 Strongly Agree
(SA).
307
125. be Incorrect verb forms Correctness
312
126.
280
319
318 The following is the interpretation Ungrammatical sentence Correctness
of guide for the score that was
277
295 obtained; 1.00 - 1.80 (very low),
1.81 - 2.60 (low), 2.61 - 3.40
(moderate), 3.41 - 4.20 (high),
308 4.21 - 5.00 (very high).
320
275
127. was obtained Passive voice misuse Clarity
324
128. After getting the go signal from Paragraph can be perfected Clarity
285
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296 the panel members, the
researchers was seek the
290
301
approval from the school director.
321 The researchers would be giving
letter of consent to each of the
276
289
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297
309
313 participants of the study. After
getting their consent, each of the
participants would be receive the
questionnaire. T…
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129.
284
303 These ethical considerations Unclear sentences Clarity
demonstrate their commitment
278
286
292
310
314 to upholding the rights and well-
being of participants and
conducting research that is
responsible and credible.
298
130. This study the researchers would Ungrammatical sentence Correctness
293
305
304
322
be different statistical tools.
131.
315 To analyze and interpret the level Ungrammatical sentence Correctness
of social behavior and emotional
281
well- being of students the mean
279 average would be used.

Report: Abstract
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132. In addition, to analyze the Ungrammatical sentence Correctness
294
311
316
325 significant relationship of social
317 being of the students Pearson
Product Moment Correlation
would be employed, if the
307 distribution of data is normal.
312
133. normal → expected Word choice Engagement
280
319
318
134. normal → expected, everyday Word choice Engagement
277
295
135. If the distribution of data is not Ungrammatical sentence Correctness

normal the researchers will use
308 Kendall’s Tau and Spearmen Rho
to determine the significant
320
275
relationship of social behavior
324
and emotional well-being of the
respondents, after using
285
288
296 Kolmogorov-Smirnov and Shapiro
Wilk for normality Test.
290
301
136.
321 If the distribution of data is not Unclear sentences Clarity
normal the researchers will use
276
289
291
297
309
313 Kendall’s Tau and Spearmen Rho
to determine the significant
relationship of social behavior
and emotional well-being of the
283
302
323
respondents, after using
284
303
Kolmogorov-Smirnov and Shapiro
Wilk for normality Test.
278
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314

298
293
305
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322
140.
315 Incorrect citation format Correctness
281
279

Report: Abstract
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306
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325
144.
317
Incorrect citation format Correctness

307
146. Academic emotions in students' Unclear sentences Clarity
312 self-regulated learning and
achievement: A program of
280
319
318
qualitative and quantitative
277
295
research.

308
320
275
149.
324 Improving the social and Unclear sentences Clarity
emotional climate of classrooms:
285
288
296 A clustered randomized
controlled trial testing the RULER
290
301 approach.
321
276
289
291
297
309
313
283
302
323
152. socioemotional → Confused words Correctness
284
303 socio-emotional
278
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314
155.
293
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315
281
158.

Report: Abstract
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159. dual factor → dual-factor Misspelled words Correctness
294
311
316
325
160.
317
Incorrect citation format Correctness

307
162. Development and validation of Unclear sentences Clarity
312 brief measures of positive and
negative affect: The PANAS
280
319
318
scales.
277
295
164.
320
275
165. In fulfillment for the requirement Paragraph can be perfected Clarity
324 of the Senior High School in
Grade 12 for Practical Research 2
285
288
296 at Central Bukidnon Institute, we
are conducting a study entitled
290
301 "Social Behavior and Emotional
Well-Being of students.”
321
166.
276
289
291
297
309
313 We are in the process of Incorrect phrasing Correctness
gathering the needed data and
we would like to ask permission if
283
302
323
we can select our participants
students of CBI in a target of 50
284
303 participants.
278
286
292
310
314
167. you Inappropriate colloquialisms Delivery
168. your Inappropriate colloquialisms Delivery
169.
298 be granted Passive voice misuse Clarity
293
305
304
322
315

281
172.
279 yours Inappropriate colloquialisms Delivery

Report: Abstract
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173. We are conducting research Ungrammatical sentence Correctness
294
311
316
325 entitled "Social Behavior and
emotional Well-being of students
317 " as a requirement in our
Practical Research 2.
174.
307 In relation to → Wordy sentences Clarity
About, To, With, Concerning
312
175.
280
319
318 your Inappropriate colloquialisms Delivery
277
295
176. Tone suggestions Delivery
177. be distributed Passive voice misuse Clarity

308
178.
320
275 your Inappropriate colloquialisms Delivery
324
179. We appreciate your cooperation Ungrammatical sentence Correctness
285
288
296 and support to be one of our
participants for our research.
290
301
180.
321 you Inappropriate colloquialisms Delivery
276
289
291
297
309
313
182. yours Inappropriate colloquialisms Delivery

283
302
323
183.
284
303 a check Determiner use (a/an/the/this, etc.) Correctness
278
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310
314
184. I Inappropriate colloquialisms Delivery
185. my Inappropriate colloquialisms Delivery
186.
298 I Inappropriate colloquialisms Delivery
293
305
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322
315
188.
279

Report: Abstract
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306
294
311
316
325
191.
317
my Inappropriate colloquialisms Delivery

307
312
194.
318
280
277
295
196. 7. I often feel uncomfortable in Ungrammatical sentence Correctness

308
social situations (e.g. family
320
gathering, reunion, attending
275
birthday parties etc.).
324
197. e.g. family → e.g. family Improper formatting Correctness

285
288
296
198.
290
301 etc. Inappropriate colloquialisms Delivery
321
276
289
291
297
309
313
201.
283
302
284
303
202. from → by Wrong or missing prepositions Correctness
278
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314

298
293
305
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206.
281
279

Report: Abstract
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306
294
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325
210.
317
I Inappropriate colloquialisms Delivery

307
312
213.
318
280
277
295
215. Acknowledgments Mixed dialects of English Correctness

308
216.
320
275 First, we would like to thank our Ungrammatical sentence Correctness
Heavenly Father who had guided
324 us throughout the duration of our
research.
285
288
296
217.
290
301 the duration of Wordy sentences Clarity
321
218. First, we would like to thank our Unclear sentences Clarity
276
289
291
297
309
313 Heavenly Father who had guided
us throughout the duration of our
research.
283
302
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219. and → at Incorrect phrasing Correctness
284
303
220.
314
278
286
292
310 in → to Wrong or missing prepositions Correctness
221. , and Comma misuse within clauses Correctness
222. in Wrong or missing prepositions Correctness

298
223.
322
293
305
304 of → in Wrong or missing prepositions Correctness
315
281

279

Report: Abstract
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306
226. Our parents for supporting us Ungrammatical sentence Correctness
294
311
316
325 financially and morally which
encourages us to keep moving
317 forwards with our study.
227. who kept on Wordy sentences Clarity

307
228.
312 in terms of → regarding Wordy sentences Clarity
280
319
318
229. chapter → Chapter Confused words Correctness
277
295
230. The question number one states: Paragraph can be perfected Clarity
what is the level of social
behavior of students? To answer
308
the question, table was created.
320
275
231. Table 1 shows that the level of Paragraph can be perfected Clarity
324
social behavior of students is
285
288
296
high with an obtained mean of
3.45 with a standard deviation of
290
301 0.52. In addition, the skewness
shows a negative sign while the
321 kurtosis has a positive sign.
276
289
291
297
309
313
232. very low → shallow, deficient Word choice Engagement
233.
283
302
323
towards → toward Wrong or missing prepositions Correctness
234.
284
303 The negative skewness suggests Unclear sentences Clarity
that there are a few students
278
286
292
310
314
with very low social behavior
scores, pulling the data towards
the lower end.
235.
298
that there are Wordy sentences Clarity
236.
293
305
304
322 The question number two states: Unclear sentences Clarity
what is the level of emotional
315
well-being of students?
281
237. The question number two states: Ungrammatical sentence Correctness
279
what is the level of emotional
well-being of students?

Report: Abstract
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238. To answer the question Misplaced words or phrases Correctness
294
311
316
325
239.
317
the table, or a table Determiner use (a/an/the/this, etc.) Correctness
240. was created Passive voice misuse Clarity

307
241.
312
well-being → Well-being Confused words Correctness
242.
280
319
318 , with Punctuation in compound/complex Correctness
sentences
277
295
243. Table 2 shows that the level of Unclear sentences Clarity

emotional well-being of students
308
is high with an obtained mean of
320
275
3.55 with a standard deviation of
0.36.
324
244. , while Punctuation in compound/complex Correctness

285
288
296
sentences
290
301
245. is skewed Passive voice misuse Clarity
321
246.
276
289
291
297
309
313 The negative skewness in the Incorrect phrasing Correctness
data indicates that the
distribution is skewed to the left
and most of the responses of the
283
302
323
respondents are above the mean.
284
303
247. The negative skewness in the Unclear sentences Clarity
278
286
292
310
314
data indicates that the
distribution is skewed to the left
and most of the responses of the
respondents are above the mean.
298
248. This Intricate text Clarity
293
305
304
322
249. that there are Wordy sentences Clarity
315
250.
281 This Intricate text Clarity
279

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282
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251. This means that there are Incorrect phrasing Correctness
294
311
316
325 respondents responses are
clustered or homogenous .
317
252. homogenous . Improper formatting Correctness
307
253. The question number three Unclear sentences Clarity
312 states: is there a significant
280
319
318 behavior and emotional well-
277
295
254. The question number three Ungrammatical sentence Correctness

states: is there a significant
308 relationship on the social
320
275
324
255. To answer this question Misplaced words or phrases Correctness
285
288
296
256.
301
290 was created Passive voice misuse Clarity
321
257. the emotional Determiner use (a/an/the/this, etc.) Correctness
276
289
291
297
309
313
258. normal → expected Word choice Engagement
259.
283
302
323 that there is Wordy sentences Clarity
284
303
260. the emotional Determiner use (a/an/the/this, etc.) Correctness
278
286
292
310
314
261. The p-value which is lesser than Ungrammatical sentence Correctness

the set significance level of p <
0.05 signifies that there is a
significant relationship between
298 the social behavior and emotional
well-being of grade 8 students.
293
305
304
322
262.
315 The p-value which is lesser than Unclear sentences Clarity
the set significance level of p <
281 0.05 signifies that there is a
significant relationship between
279
the social behavior and emotional
well-being of grade 8 students.

Report: Abstract
282
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300
299
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263. Based on the results, it interprets Ungrammatical sentence Correctness
294
311
316
325 that the more the students are
socially behaved the more their
317 emotional well-being is stabled.
264. was rejected Passive voice misuse Clarity

307
265.
312 With these results, the null Ungrammatical sentence Correctness
hypothesis was rejected which
280
319
318 states “There is no significant
277
295 behavior and emotional well-
being of students.
266.
308 With these results, the null Unclear sentences Clarity
hypothesis was rejected which
320
275
states “There is no significant
324
285
288
296 being of students.
290
301
267. The result of this study is similar Paragraph can be perfected Clarity
321 the findings of jones et al. (2019)
whose study showed there is a
276
289
291
297
309
313 significant relationship between
social behavior and emotional
well-being among students.
283
302
323
268. This section briefly presents the Paragraph can be perfected Clarity
284
303 findings, conclusion, and
recommendations of the study.
278
286
292
310
314 The discussion is centered on the
relationship of social behavior to
emotional well-being among
students.
298
269. The result of the study revealed Paragraph can be perfected Clarity
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305
304
322
that the level of social behavior
and the level of emotional well-
315 being was high, respectively. It
was found that the social
281 behavior are related to their
279

Report: Abstract
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270. Based on the findings, it was Paragraph can be perfected Clarity
294
311
316
325 concluded that the more the
respondents are socially high in
317 their behavior level the more they
have stable emotional well-being.
271.
307 were suggested Passive voice misuse Clarity
312
272. 1. Parents are encouraged to Paragraph can be perfected Clarity
280
319
318 check their children regularly to
maintain their good emotionally
277
295 well-being and their social
behavior inside school or other
social events.
308
273. manners, and Wordy sentences Clarity
320
275
274.
324 3. Teachers can implement Paragraph can be perfected Clarity
positive behavior support system
285
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296 that align with emotional well-
being. By reinforcing positive
290
301
environment and providing
321 consistent teaching.
276
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309
313
275. Based on the findings, the CHANGE MANAGEMENT AND Originality
researchers recommend for ORGANISATIONAL PERFORMANCE IN
STARLINE NIGERIA LIMITED (SNL)
283
302
323 ABA, ABIA STATE, NIGERIA | African
Journal of Social and Behavioural
284
303 Sciences
https://journals.aphriapub.com/index
278
286
292
310
314 .php/AJSBS/article/view/2021
276. Approved in partial fulfilment of Regulation 38 contd. Collaborative Originality

the requirements for the Research Degrees
https://warwick.ac.uk/services/gov/ar
298
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305
304
322
22/section2/regulations/collaborative
res/
315
281
279

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282
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299
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277. represent a considerable public Molecular and descriptive Originality
294
311
316
325 health problem in developing epidemiology of intestinal protozoan
countries parasites of children and their pets in
317 Cauca, Colombia: a cross-sectional
study — Universidad del Rosario
https://pure.urosario.edu.co/es/publi
307 cations/molecular-and-descriptive-
epidemiology-of-intestinal-
312 protozoan-pa
280
319
318
278. The prevalence of mental health Who Delivers It And How It Is Originality
277
295 issues among students is a global Delivered: Effects Of Social-emotional
concern because it is widespread Learning Interventions On Learning
all over the world (Merikangas et Anxiety And Dropout Intention
al., 2010). Initiatives to manage it
308 and promote positive social,
emotional, behavioral, and school
320
275
functioning among adolescents
324 has been at the heart of it (Green
e…
285
288
296
279.
290
301
There are numerous grievous Who Delivers It And How It Is Originality
outcomes for students suffering Delivered: Effects Of Social-emotional
321 from mental health issues, some Learning Interventions On Learning
of them Anxiety And Dropout Intention
276
289
291
297
309
313
280. This study seeks to answer the Recovery decisions of a producer in a Originality
following questions: 1. What is legislative disposal fee environment
283
302
323 the — Penn State
https://pure.psu.edu/en/publications/
284
303 recovery-decisions-of-a-producer-in-
a-legislative-disposal-fee-en
278
286
292
310
314
281. Numerous studies have explored Factors Associated with Rural Originality
the factors that influence Residents’ Contract Behavior with
Village Doctors in Three Counties: A
298
Cross-Sectional Study from China
282.
293
305
304
322 This literature review aims to A structured literature review of real Originality
provide an overview of the world evidence reflecting the current
315
lipid management across Europe
281
279

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282
287
300
299
306
283. the broaden-and-build theory of What we know about grief Originality
294
311
316
325 positive emotions, which intervention: a bibliometric analysis
suggests that positive emotions
317 can broaden
284. individuals' thought-action An Examination of Psychological Originality

307 repertoires and build their Meaningfulness, Safety, and
personal resources Availability as the Underlying
312
Mechanisms linking Job Features and
280
319
318
Personal Characteristics to Work
Engagement
277
295
285. a positive impact on students' Does Parent Involvement Really Help Originality
social and emotional skills, Students? Here's What the Research
308 Says - Maryland K12
https://marylandk12.com/for-
320
275 parents/family-community/does-
parent-involvement-really-help-
324 students-heres-what-the-research-
says/
285
288
296
286.
290
301 self-awareness, self- Teachers’ Social–Emotional Originality
management, social awareness, Competence: History, Concept,
321 relationship skills, and Models, Instruments, and
responsible Recommendations for Educational
276
289
291
297
309
313
Quality
287. students feel safe, supported, How Social-Emotional Learning (SEL) Originality
283
302
323
and connected to their peers Impacts the Classroom
284
303
https://www.puranikfoundation.org/in
sights/social-and-emotional-learning
278
286
292
310
314
288. This study will employ a Gun Control Policies | Free Essay Originality
quantitative research approach; Examples
https://samples.freshessays.com/gun
-control-policies.html
298
289.
293
305
304
322
Ethical considerations are of Exploring Prevention Programs in Originality
utmost importance in this Psychology: A Focus on Subfields -
315 Listen-Hard
https://listen-hard.com/applied-
281 psychology-and-everyday-
life/prevention-programs-in-
279
psychology/

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282
287
300
299
306
290. Journal of Sport and Exercise Inspower Series Ep.7 | 3 Steps to Feel Originality
294
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316
325 Psychology, 33(5 Confident & Impress the Hiring
Manager
317 https://www.shadezahrai.com/post/i
nterview-confidence-3-steps-to-feel-
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312
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275
324
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321
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Report: Abstract

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14% of your text matches 51 sources on the web

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This quantitative study examines the relationship of Social Behavior and

Keywords: Social Behavior, Emotional Well-being

SOCIAL BEHAVIOR AND EMOTIONAL WELL-BEING OF STUDENTS

SEAN MAIKHEL R. BURATA

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ADRIAN CLINT P. CAYETUNA

A QUANTITATIVE RESEARCH PRESENTED TO THE FACULTY OF

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Republic of the Philippines

SENIOR HIGH SCHOOL DEPARTMENT

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DOMINIQUE L. YAÑEZ, RN, LPT

SHARY MAE SELORIO

DOMINIQUE L. YAÑEZ, RN, LPT LEODEGARIO L. ELONA, PhD

SAMUEL ORVILLE JIM B. BULAHAN, RN

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TITLE PAGE PAGE

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APPENDIX TITLE PAGE

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social behaviors and emotional well-being.

Scope and Delimitation

The researchers will conduct the study at Central Bukidnon Institute. It is a

Understanding the underlying theories or models that explain these features

Social Learning Theory

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Bandura (1977) emphasizes the role of observational learning and social

Review of Related Literature

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Population and Sampling

The research instrument for this study would be a questionnaire consisting of

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Data Gathering Procedure

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130 130 130 130

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Eisenberg, N., Cumberland, A., & Spinrad, T. L. (2006). Prosocial development. In

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