Natalia Velasquez Ramos Memorial Integrated School

Natalia Velasquez Ramos Memorial Integrated School
The Effect of Break-up on the Psychological Behavior of
selected Grade 10 Students in Natalia Velasquez Ramos
Memorial Integrated School
Presented by:
Acorda, Alexa Jade A.
Agustin, Anna B.
Daang, Cyron Keith
Juanico, Floyd
2020
1
Acknowledgement
First and foremost, praise and thanks God, for his showers of
blessings throughout our research work to complete and to
successfully our research
To our parents we very much thankful because of their
understanding and continuing support to complete this research work.
To our teachers that always there to check our wrong spelling and
wrong grammar..
To our friend Elaizah Marie Abarquez who gave her support to make
an introduction. Thank you
To our classmate of our friends thank you for helping us to make an
introduction
Most of all, to our Almighty God, for us giving this endless blessings,
knowledge and strength to make this research possible
2
Dedication
The research want to dedicate this study for those students
who we’re suffering after their breakups, The researcher’s also
dedicate this study for parents who have children came from breakup
. Researcher’s created this study to inform students and parents.
That break up and being in a relationship in this age won’t make you
successful insted it can make you feel sad
And stress. Well, it is base on the analysis of the researchers. For the
student or parents that will read this study the researcher’s hope that,
for student we hope that they realize that breakups were not good for
them. For parent we hope that after reaching this research , Guide
your children on the right path.
Alexa.
Anna.
Cyron.
Floyd.
3
RESEARCH ABSTRACT
TITLE: “ The Effects of Break-up on Psychological
Behavior of selected Grade 10 Students
In Natalia Velasquez Ramos Memorial
Integrated School”
RESEARCHERS: Acorda, Alexa Jade A.
Agustin, Anna B.
Daang, Cyron Keith
Juanico, Floyd
TYPE OF DOCUMENT: Research Study
NUMBER OF PAGES:
ADVISER: Jenny Vie Q. Llanes
SCHOOL: Natalia Velasquez Ramos Memorial
Integrated School
YEAR COMPLETED: 2020
4
Table of Contents
TITLE PAGE........................................................................................... i
ACKNOWLEDGEMENT......................................................................... ii
DEDICATION......................................................................................... iii
RESEARCH ABSTRACT....................................................................... iv
TABLE OF CONTENTS......................................................................... vii
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction.........................................................................................
Statement of the Problem...................................................................
Significance of the Study...................................................................
Definition of Terms.............................................................................
CHAPTER II
REVIEW OF RELATED LITERATURE
Local Studies......................................................................................
Foreign Studies..................................................................................
CHAPTER III
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary............................................................................................
Findings.............................................................................................
Conclusions.......................................................................................
Recommendations.............................................................................
5
Bibliography
Appendix
Curriculum Vitae
6
Chapter I
Introduction
Psychological behavior is a theory of learning based on the idea that all
behaviors are acquired through conditioning. The researcher’s want to
know how does break up affect the psychological behavior of a student.
Now in 21st century where in some teenagers are in relationships. Some
of them are broken hearted and some of teen are happy. This is why the
researcher’s want to know, what are the effects of breakup in every
student’s or teenagers because teenagers nowadays are really affected
after breakups. Some of them get stress, anxiety and depression. Not all
of them are getting enough attention and in some cases it can head to
suicide. Teenagers may get attention than to receive punishments from
their parents. They can get comforted by their parents.
Breakups affect students and their daily life. They cry a lot which is
normal. They don’t eat and making their life miserable. Most of the type
they feel perplexed of why is he/she was made. Sometimes they are
despondent because they are battered. Every excruciating happening in
their life make them feel anxious. Knowing that they need attentions. They
need to tell their friends, siblings or parents. Breakups make them fragile
that every minuscule words or deatails make them cry. Based on everyday
that researcher’s can see, even grades and mood of a student that come
from breakup get ruined. They prefer to be silent and not to talk that
7
make them feel more anxious and confused. Maybe if they have
spontaneous friends or family they can easily move on with their life. If
there is one happy person that can make them feel energized he/she
won’t notice any sorrowful moment or emotions. Researchers need to
know move on. It’s just that we want to show more of luminous side of
every one in school.
8
STATEMENT OF THE PROBLEM
This study sought to determine the effects of Break-up in psychological
behaviour of selected Grade 10 students of NAVERA MIS. The purpose of this
study is to anwer the following questions:
1. What are the effects of breakup in daily life of a student?
2. Why does a relationship end among student?
3. Based on the survey, how does beakups affect the psychological
behaviour of a student?
4. What possible suggestion/ recommendation on the negative effects of
breakup among the students?
9
Significance of the Study
The objective of this is to know how the psychological behaviour of the
students get affected by their breakups.
In this study you can find out are the effects of breakup on students.
To Researcher
In creating this study, researcher will know the effects of breakup in
psychological behaviour of a student.
To Students
The purpose of the study will help them to find out , What are the effect of
breakup o psychological behaviour of a student.
To Parents
This research can help them to know what are the real emotions of their
children
10
Definition of Terms
Break-up - is the termination of an intimate relationship by any means other than
death. The act is commonly termed "dumping [someone]" in slang when it is
initiated by one partner.
Psychology - the mental characteristics or attitude of a person or group.
Behavior - the way in which one acts or conducts oneself, especially toward
others.
Attached - full of affection or fondness, affiliated to another larger organization or
body.
Adolescent - in the process of developing from a child into an adult.
Disengagement - the action or process of withdrawing from involvement in a
particular activity, situation, or group.
Excruciating - mentally agonizing; very embarrassing, awkward, or tedious,
intensely painful.
Contradictory - mutually opposed or inconsistent, containing elements which
are inconsistent or in conflict.
11
Chapter ii
Review of Related Literature
Foreign Literature
According to Field, Diego, Pelaez, Deeds and Delgado 2010. Brekup
distress and leansins for breakup including affilation, intimacy, sexuality and
autonomy reasons were studied in all university students who had experienced a
recent breakup of a romantic relationship. The sample was divided into high and
low breakup distress groups based on a median score on the Breakup Distress
Scale. Only the intimacy subscale differentiated the high versus low breakup
distress groups. These data highlight the importance of intimacy for romantic
relationships and the the loss of intimacy as reason for breakups.
Breakup destress in university students has been related to several
factors. Breakup distress has been greater for those who attributed the break up
to the other person the partner’s mood or insensitivity or to environmental factors
work stress or friend being descriptive to the relationship. Breakup distress in
university students has also been related to global negative belief about the self
cognitions reflecting self blame. In a study we conducted university students who
had high breakup distress scale score reported. Belief about the self and
cognitions reflecting self blame not initiating the break up that the breakup
occured and that they had less time since the breakup occured and that they had
12
less time since the breakup occurred and thay had not yet found a new
relationship. In this study, university students who had experienced a recent
breakup of romantic relationship were divided into high versus low score group
base on the break up distress scale. Females had breakup distress scale scores.
Student with high breakup distress score also scored higher on the intrusive
throughs scale the the difficulty controlling intrusive thoughts scale. the difficulty
controlling intrusive throughs scale, the sleep disturbances scale. Females score
also scored higher on the intrusive throughts scale, the difficulty controlling
intrusive thoughts scale the sleep disturbances scale and on depression and
anxiety scales. In regression analysis, the most important predictors of the break
up, shorter time breakup occurred and higher pf the relationship prior to the
breakup this explained as mush as 37% of the variance suggesting that these
factors are important contributors to relationship breakup distress, but suggesting
that a large part of the outcome variance was not yet explained. In another study
on college students, the closeness and the duration of the broken relationship
predicted the intensity and the duration of emotional distress following the
breakup. At least one other investigator reported the greater levels of love were
associated with a decreased probability of recovering from the breakups. In a
longitudinal study, the primary reason for breakup among college students was
unequal involvement in the relationship. This phenomenon may be similar to the
“romantic disengagement” preceding breakups reported ny others. In that study
romantic disengagement, in turn was negatively related to intimacy, suggesting
the breakdown of intimacy as a reason for breakups.
13
As cited in the Business Insider Magazine,2018- Breaking up with
someone is painful. According to scientific research this is because the same
areas in the brain are active when we feel heartbreak and when we feel physical
pain. Other studies have also shown that love is like an addiction, and losing it
can be like going through withdrawal. Psychologist Guy which believes
understanding why we feel, think, and behave as we do break-up is important for
recovery.
Anyone who has been through a breakup will tell you how much it hurts
when the person you care about the most tells you they don’t want to be with you
anymore, it can feel like your whole world is falling apart. The pain can also be
excruciating, Breakups can have a dramatic impact on our bodies. For example,
broken heart syndrome is a real condition with serious and painful symptoms.
Other studies have also shown how breakup stress can cause acne, loss of
appetite, and sore muscles. But as well as the body, our brains also go through a
lot after a breakup. In a post on Psychology today, psychologist guy which wrote
about the effects that splitting up with our partner can have an effect on our
brains, when someone tells you they are in pain after a breakup, they are
probably telling the truth. Psychologist Edward Smith from Columbia University in
New York City recruited 40 volunteers who had gone through an unwanted
breakup in the past six months. Then while MRI machine, they were asked to
look at photo of their ex-partners and think about how they were rejected. The
MRI scans showed that while participants were thinking about their romantic
14
turmoil, in the brain associated with physical pain lit up. Another study from 2010,
published in the journal of neurophysiology, looked into why romantic rejection
causes a profound sense of loss. Anthropologist Helen E. Fisher from Rutgers
University and her team looked at areas at the brain associated with cocaine
addiction, to see if they could help explain the obsessive behaviours is
associated with love. They found that missing your significant other lights up the
some parts of your brain as cocaine users who are waiting for their next line. In
other words, love is addictive and breaking up with someone is like going through
withdrawal. These powerful withdrawal symptoms (from loss of love) Impact ous
ability to think focus and function in the broadest terms which thw psychologist,
wrote in his blog post.
As cited to Encyclopedia of Cross-Cultural School Psychology as schools
become increasingly multicultural, professionals need to be aware and culturally
competent. A deeper understanding of other culture’s values and the background
of people groups can aid in understanding defensive reactions. Likewise, a
deeper awareness of psychological defences can open a window into
understanding the values and fears of other cultures. Professionals should learn
what is valued, expressed, threatening, and socially unacceptable in the cultures
with which they deal. They should be particularly aware of unexplained self-
defeating, resistant, or seewingly contradictory behaviours in students, as these
may be signs of defensive reactions and the need to consider cultural factors,
professionals should learn the meaning attached to behaviours in other cultures.
15
Cultural knowledge can help present professionals from inadvertenly defences
that can sabotage student relationships, academic performance, and
acculturation.
It is also worthwhile to consider what problem solving resources are
available and acceptable options within various cultures. Different cultural have
different expectations for how problems are to be resolved. Students may tend to
learn more heavily on emotional coping mechanisms when real problemsolving
option are limited by cultural expectations or when school resources are tailored
to the needs of particular culture. Cultural competency can produce creative and
sensitive resources for problem solving.
Finally, professionals need to consider their own fears, values, and
defenses. Working with other cultures can often produces conflict in values and
threats to one’s own identity and cultural values- Professional may at times feel a
need to depend their values belief and behaviour when confronted with the
differing values of another culture, being politically incorrect or being labelled a
racist can threaten one’s identity as a good person. Individuals as well as entire
institution can deny, rationalize, and intellectualize in an effort to maintain a good
image. Defenses on the individual and the group level can hinder relationships
with other cultures, block acceptance of responsibility, prevent genuine cross-
cultural understanding and stunt personal and professional growth.
16
As cited in a article of PsycNET, 2018. Because remaining love feelings for
an ex-partner are negatively associated with recovery from a romantic break-up,
it may be helpful to decrease those love feelings. Love regulation is the use of
behavioral or cognitive strategies to change the intensity of current feelings of
romantic love. This study evaluated three regulation strategies: (1) negative
reappraisal of the ex-partner, (2) reappraisal of love feelings, and (3) distraction.
It was tested how these regulation strategies change love feelings for the ex-
partner, valence of affect, and motivated attention for the ex-partner. Participants
who were upset about a romantic break-up performed these regulation strategies
before passively viewing a picture of their ex-partner, during which their
electroencephalogram was recorded. Negative reappraisal decreased love
feelings and made participants feel more unpleasant. Love reappraisal did not
change how in love or pleasant/unpleasant participants felt. Distraction did not
change love feelings but made participants feel more pleasant. This suggests
that in the context of a romantic break-up, negative reappraisal is an effective
love down-regulation strategy, whereas distraction is an effective positive
emotion up-regulation strategy. Furthermore, all three strategies decreased
motivated attention for the ex-partner, as indicated by a reduced amplitude of the
late positive potential. This reduced motivated attention for the ex-partner could
make it easier to deal with encounters of (reminders of) the ex-partner. Love
regulation is a promising phenomenon with important everyday life and clinical
implications.
17
As cited on Journals Plos One,2019. The occurrence of a stressful
event is considered to increase the risk of developing depression. In the present
study we explore whether the breakup of a romantic relationship can be used as
an experimental model to study a depression-like state during a period of stress
in individuals without a psychiatric disorder. The primary aim of our study was to
investigate: 1) whether individuals with a recent romantic relationship breakup
(‘‘heartbreak”) demonstrate symptoms of depression, 2) how to describe
heartbreak characteristics based on data from a comprehensive questionnaire
battery, and 3) whether this description can capture severity of depression
symptoms. Secondary, we were interested in gender differences with regard to
the above study objectives. Subjects who have experienced a relationship
breakup in the preceding six months (N = 71) or are in a romantic relationship (N
= 46) participated in our study. A questionnaire battery was administered to
acquire information related to depression, mood, the breakup and (former)
relationship. Principal Component Analysis with Procrustes bootstrapping was
performed to extract components from the questionnaire data. Even though our
sample of individuals who recently have experienced a relationship breakup can
be on average considered non-depressed, group-level depression scores were
elevated compared to individuals in a relationship (p = .001) and 26.8% reported
symptoms corresponding to mild, moderate or severe depression. We described
heartbreak by two principal components interpreted as ‘‘sudden loss” and ‘‘lack
of positive affect”, respectively. Highly significant correlations between the
component scores and depression scores were found (p < .001 and p < .001,
18
respectively), although these correlations differed between the genders. Based
on these findings, we propose that the experience of a romantic relationship
breakup is a viable experimental model to examine symptoms of depression in
individuals without a psychiatric disorder. This way, stress-related coping and
depression vulnerability can be studied in further research.
Local Literature
According to Bernales, and Colonia, 2012. During adolescence, teens
become interested and involved in dating because of the desire to belong with
others. As a result, it is clear that over the time, romantic relationships gain in
importance. Adolescents crave to have an intimate romantic relationship.
Furthermore the theory states that humans “share” the same need to be a part or
connected with other individuals, and claims that all individuals may live life
better if they are connected. Myers (2010) supported the need to belong theory
by asserting people who find a person complementing their needs to whom they
can share their problems with, make those people more acknowledgeable.
Belongingness is supported by close, intimate relationship which tends to be
healthier and happier. Because of this need to belong, we can see nowadays
that most university students are synchronizing their time in both academic and
romantic aspect. Engaging themselves in this romantic relationship enables them
to feel that someone caresfor them, shows affection to them, loves them etc. in
fact, Furman (2002) reported that romantic relationships become more and more
19
significant in their social world as they also develop from puberty towards late
adolescents in which it shows how prevalent is romantic relationships among
adolescents.
Moreover, some students on the University of the Philippines, Cebu
College have also involved themselves in a romantic relationship. Having in a
institution which promotes honor and excellence among its students gave them a
great challenge to maintain good academic. Considering that each professor has
higher expectations of the students, an increase of workloads which includes
projects, school papers, reports and challenging exams were given. Therefore
being college student of UP Cebu College gives them more responisibility and it
requires a great amount of time and attention.
20
Chapter III
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
This final chapter summarizes the study to enable the researchers to draw
conclusions and make the necessary recommendations.
Summary
The study aimed to discover how can break-up affect the psychological
behaviour of students. Specifically, the study seeks to answer the following
questions:
1.What are the effects of breakup in daily life of a student?
2.Why does a relationship end among student?
3.Based on the survey, how does break-ups affect the psychological behaviour of
a student?
Research design was quantitative using survey questionnaire.
Selected Grade Ten students of Natalia Velasquez Ramos Memorial Integrated
School answered the survey questionnaires.
21
Findings
After the students answer the survey questionnaire, the researchers came
up with the following findings.
Effects of Break-up on Psychological Behavior of students
Experiencing break-up is one of the hardest obstacle in life especially in
life of students. Also paper works and break-up happen at once. Students lose
appetite that they need in their life. Some of the students admit that break-up can
really affect their life especially their academic performances. Some relationship
of the student end because of their parents and some are just tired and problems
in personal space make students decide to broke-up with their partners.
Researchers discover that when a person is broken, no can make a person
happy because that person need to find their happiness and hope on things that
a person enjoyed before but it is hard when things that can make a person happy
are the things that they enjoy together. Break-ups make student less sociable.
Students are too focus on something just to forget that excruciating happening in
their life.
22
Conclusions
Based from the findings of the students, the following conclusions were
drawn:
1. Students need to accompanied by friends, parents, and siblings to cheer
them up and to let the students know that he/she should focus on study because
experiencing break-up during studying could produce low grades.
2. If someone looks like lonely a person should always comfort and give
them advises cause when a person feel loneliness it can lead to suicide.
3. Having friends around a broken person or student help a person to cope
up with things and friends can cheer up a person’s mood.
4. Parents should be supportive to the student and not make a student feel
worthless and unimportant.
23
Recommendations
Based from the findings and conclusion of the study, the following
recommendations were drawn:
1. The people should be more observant in surroundings so that someone
can help the person who are in need of comfort.
2. The students that experienced break-up should reach out to someone that
he/she trust.
3. The parents should also make an advise if they see their child that is
suffering from pain.
4. The students should stop being in a relationship and start to focus on what
they need to accomplish and think of what their future can with life if students
accomplished a lot during the adolescent stage.
24
Bibliography
25
APPENDIX
QUESTIONNAIRE
SURVEY FORM
Name (Optional): School:

Age: Gender:
26
Directions: Below are the statements about “Effect of Break-up on
Psychological Behavior of Selected Grade 10 students in Natalia Velasquez
Ramos Memorial Inegrated School” Please check (/) and rate yourself
4 3 2 1
1. I always lose appetite
2. I make myself busy to move on
3. I planned to commit suicide
4. I drank alcoholic beverages
5. I got low grades because I can’t
focus in class
6. I chose to be silent everyday
7. I am the reason why we broke-up
8. The memories hunt me at night
before I sleep
9. I often see myself spacing out
10. Having hard time coping up in daily
life situation
11. I always make an argument with him/her
before we broke-up
12. I always cry at night after break-up
13. Talking with my ex-partner after break-up
14. I deleted our picture together in phone
or any social media platforms
15. I stalk my ex-partner after break-up
16. I show my emotional side in front of everyone
17. I always seek attention to know my worth
27
18. I keep my stories within myself rather than
to share it to my friends
19. I make time to focus on my self and have me-time
20. I follow the three-month rule
28
CURRICULUM VITAE
29
ALEXA JADE AGUILA ACORDA

Banaba South, Batangas City
Email Address: alexajadeacorda1@gmail.com
Mobile Number: 0975-898-9869
EDUCATIONAL ATTAINMENT
SECONDARY Natalia V. Ramos Memorial Integrated School
Concepcion, Batangas City
2016- present
PRIMARY Banaba South Elementary School
Banaba South, Batangas City
2010- 2016
PERSONAL DETAILS
Date of Birth September 01, 2004
Place of Birth Banaba South, Batangas City
Civil Status Single
Citizenship Filipino
Height 5’3”
Religion Roman Catholic
Dialect Tagalog and English
CHARACTER REFERENCES
30
Melody Endozo
Barangay Captain
San Jose, Lipa City
09350232481
Rodelyn A. Balayo
Principal
Great Shepherd Christian Academy
09228842777
Rea P. Ilao
Teacher I
Inosloban-Marawoy National High School
09273946167
I hereby certify that the above information is true and correct to the best of
my knowledge and belief.
ALEXA JADE AGUILA ACORDA
31

Natalia Velasquez Ramos Memorial Integrated School

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Natalia Velasquez Ramos Memorial Integrated School

The Effect of Break-up on the Psychological Behavior of

selected Grade 10 Students in Natalia Velasquez Ramos

Memorial Integrated School

Acorda, Alexa Jade A.

Daang, Cyron Keith

blessings throughout our research work to complete and to

successfully our research

To our parents we very much thankful because of their

understanding and continuing support to complete this research work.

an introduction. Thank you

To our classmate of our friends thank you for helping us to make an

knowledge and strength to make this research possible

The research want to dedicate this study for those students

who we’re suffering after their breakups, The researcher’s also

. Researcher’s created this study to inform students and parents.

successful insted it can make you feel sad

your children on the right path.

TITLE: “ The Effects of Break-up on Psychological

Behavior of selected Grade 10 Students

In Natalia Velasquez Ramos Memorial

RESEARCHERS: Acorda, Alexa Jade A.

Daang, Cyron Keith

TYPE OF DOCUMENT: Research Study

ADVISER: Jenny Vie Q. Llanes

SCHOOL: Natalia Velasquez Ramos Memorial

YEAR COMPLETED: 2020

Psychological behavior is a theory of learning based on the idea that all

behaviors are acquired through conditioning. The researcher’s want to

know how does break up affect the psychological behavior of a student.

Now in 21st century where in some teenagers are in relationships. Some

researcher’s want to know, what are the effects of breakup in every

student’s or teenagers because teenagers nowadays are really affected

suicide. Teenagers may get attention than to receive punishments from

their parents. They can get comforted by their parents.

despondent because they are battered. Every excruciating happening in

won’t notice any sorrowful moment or emotions. Researchers need to

every one in school.

This study sought to determine the effects of Break-up in psychological

behaviour of selected Grade 10 students of NAVERA MIS. The purpose of this

study is to anwer the following questions:

1. What are the effects of breakup in daily life of a student?

2. Why does a relationship end among student?

3. Based on the survey, how does beakups affect the psychological

4. What possible suggestion/ recommendation on the negative effects of

breakup among the students?

The objective of this is to know how the psychological behaviour of the

students get affected by their breakups.

In creating this study, researcher will know the effects of breakup in

psychological behaviour of a student.

breakup o psychological behaviour of a student.

Break-up - is the termination of an intimate relationship by any means other than

death. The act is commonly termed "dumping [someone]" in slang when it is

initiated by one partner.

Psychology - the mental characteristics or attitude of a person or group.

Attached - full of affection or fondness, affiliated to another larger organization or

Adolescent - in the process of developing from a child into an adult.

Disengagement - the action or process of withdrawing from involvement in a

particular activity, situation, or group.

Excruciating - mentally agonizing; very embarrassing, awkward, or tedious,

Contradictory - mutually opposed or inconsistent, containing elements which

are inconsistent or in conflict.

Review of Related Literature