The Power of Love: An Exploration of the Effects of Romantic Relationships on the

Character of Tuguegarao City Science High School Senior High School Students

A Qualitative Research
Submitted As a Requirement in
Practical Research I

Researchers:

Ramel Matthew Abad

Ivan Kurl Delgado

Jil More Esteban

Shawn Dave Parallag

Michael Tungpalan

Adviser:

John Erick S. Durian

Tuguegarao City Science High School

Senior High School

March 2020
 CHAPTER I
INTRODUCTION

This chapter discusses the background, general objectives and problems, significance, scope
and limitations of the study, and definition of terms.

A. Background of the Study

In the current days, adolescents are already engaging in romantic relationships earlier than
expected. A survey by Lenhart et al. (2015) found out that eighteen percent of teens age 13 to 17
are currently in a romantic relationship. Of this ratio, fourteen percent consider their relationship
to be serious and the other four percent do not consider it to be serious.

According to Myers (2010), individuals appreciate better physical and enthusiastic personal
satisfaction when needs for close relationships, friendship or marriage, are met. Engaging
themselves in this romantic relationship empowers them to feel that somebody thinks about
them, demonstrates love to them and adores them.

However, many say that these relationships cause more anxiety and emotional pain to
students and also time management is imbalanced as students are more focused in their romantic
relationship than in studying (Bernales & Colonia, 2011). Somehow, students are being careless
on making choices about this matter and negative outcomes may occur. Some fail in school
because they are hanging out with their boyfriend or girlfriend instead of doing their work.

On the other hand, getting into relationships and dating at a young age has positive impacts
and cumulative effects on young children and students. Campbell and Sedikides (1994) found
out in their research that romantic relationships give benefits to people such as happiness,
companionship, sentiment of satisfaction, selectiveness, feeling of cherish or adoring others, love
and closeness, self-improvement and development, understanding, and confidence. Benefits of
dating also includes interdependence, development of social skills empathy, and compassion.
These advantages were said to be the reasons for inspiration and drive of the adolescents in their
studies.
 In Tuguegarao City Science High School, students should maintain quality education and
observe excellence. As they have also involved themselves in romantic relationships, students
are faced with more challenge as they are tasked with many requirements, assignments,
examinations, loads and projects which are needed to be accomplished in a specific point of time
with full force of attention. These works are going with the times spent with their partners in the
relationship thus carrying more responsibility in their backs. Education is a very important thing
that matters in this world and this can be affected by relationships.

Nevertheless, a question on the effects of romantic relationship on the emotions, behavior

and academic lifestyle of students still remains, whether they affect the interests of students or
not. Also, the proper management of time and how such relationships motivates the students
socially and academically still remain a problem.

In order to answer these problems, this study aims to determine the effects of having
romantic relationship on students. This includes their academic lifestyle and how they are
inspired and motivated to study and learn. Also, this study comprises the status of time
management of students and how they value time of education and moments when they are with
their cohorts.

B. Statement of the Problem

Generally, this study aims to determine the moral effects of romantic relationship to
Tuguegarao City Science High School Senior High School students who are currently involved
in a romantic relationship , whether they all experience such effects, and to what extent does
these effects can occur.

Specifically, this study sought to answer the following questions:

1. Does having a romantic relationship affect the academic lifestyle of students?

2. How can having romantic relationships impact the behavior of students inside and outside
the school?

3. How does having a romantic relationship affect the emotional state of students?
 C. Significance of the Study

This study aims to determine the effects of romantic relationship on Senior High School of
Tuguegarao City Science High School. The results of the study will be of great benefit to the
following:

Students. The results provide the students with understanding on what engaging in romantic
relationships can do in their mental wellness. The concluded data would raise the awareness of
students on whether engaging in romantic relationships was helpful in their studies, and further
boosting their state of confidence and mindset when it comes to academic performances and also
their ability to manage time.

Parents. The study provides the parents information about the behavior of students when
they are in a romantic relationship while studying, which further enhances their understanding on
how they can approach their children. This will also let the parents be aware of how students
behave when they are in a relationship.

Teachers. The data that is presented in this study would help them find ways on how to
approach students about this matter and this will serve as a guide that teachers can use to help
students improve their academic lifestyle.

D. Scope and Limitations

The study focuses on the effects of romantic relationship on the emotions, behavior and
academic lifestyle of Senior High School students of Tuguegarao City Science High School
students. This study will only include Senior High School students who are engaged in said
relationship. The researchers will have 15 participants for the study. The study would be done
through a series of questions in a one-on-one interview. By this strategy, the researchers will be
able to observe how the participants react to different questions.
 E. Definition of Terms

Romantic relationship - two people are involved where feelings involving sexuality, love, or
intimacy are intense
Character- overall well-being of a person and the mental and moral qualities distinctive to him;
includes proper time managements qualities, motivation, emotions and behavior
Academic lifestyle - person’s way of how they manage their time in school and how can they
show interest in learning
Emotional state - condition of a person’s strong feeling about something, especially with regard
to pleasure or sadness
Behavior - consists of an organism's external reactions to its environment that can be changed
according to positive or negative reinforcements from the organism's environment
Moral Effect – it’s the overall action/result that determines the response of a person towards
something; the same as the effect of something to the person’s character
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter introduces literature and previous research regarding different aspects of this
study. In the first part of the chapter, the researchers discuss the reasons of engagement of
adolescents in romantic relationships and the ways that these relationships contribute in the
development of adolescents’ sense of character. The next part of the chapter discusses on the
romantic relationships’ connection to the dependent variables such as academic lifestyle,
behavior and emotional state. Lastly, the final part of the chapter focuses on the relationship of
the related studies.

Many adolescents today engage in romantic relationships with variety of reasons. From a
theoretical perspective, the main task of adolescence is to gain a sense of identity (Beyers &
Seiffge-Krenke, 2010; Erikson, 1950). Associated with identity-development, peers become
more significant and adolescents identify less with parents and more with social groups (Brown
et al., 1986). Also, people are characterized by a fundamental need to belong (Leary &
Baumeister 2000). Gerlach, Driebe, & Reinhard (2018) stated that this need is thought to have
grown because it facilitates reproduction and survival, motivating individuals to maintain
different types of close relationships throughout their lives. Among these relationships,
relationships with romantic partners are of pronounced importance. They are guaranteed with the
trust that they are acceptable to individuals whom they can depend on for the satisfaction of their
needs and the love and attention they need are surely given by their partners (Bernales &
Colonia, 2011). Mapalad (2014) said that adolescents are generally satisfied with their romantic
relationships. They are already confident in establishing romantic relationship. The relationship
between the length of the romantic relationship and the level of satisfaction is positive.

On the other hand, many studies have revealed that there are relations between romantic
relationships and early adult functioning (Furman & Flanagan, 1997). Romantic engagement
affects a variety of areas including social competence, self-esteem, identity and other
components of self-concept. These relationships allow persons to study patterns that influence
the course of succeeding relationships (Beyers & Seiffge-Krenke, 2007). In fact, the quality of
romantic relationships often affects current functioning and later psychosocial development.
Romantic relationships are, in a sense, a training ground for adult intimacy, providing an
opportunity for learning to manage strong feelings, to negotiate conflict, to communicate needs
and to respond to a partner’s needs (Scanlan et al., 2012).

Moreover, Erikson (1968) stated that youthful romances are important for the
development of self-understanding and identity formation. He further explained that it brings
self-awareness as their cognitive powers develop rather giving more mental problems. He also
added that engaging in these relationships can try out their ‘grown-up’ characteristics with their
romantic cohorts and through the reaction from the partners’ responses and behaviors, can
simply explain their self-image. They can assist young people in emerging more established and
less emotionally dependent relations with their parents. When there is good will and warmth
between the partners, romantic relationships offer a safe environment for learning about and
experimenting with sexuality and sexual orientation (Collins et al., 2009).

A study by Luciano and Orth (2017) specified that romantic relationships also improve
self-esteem. Also, they said that it can provide a person a new social role that can lead to
personality change which includes self-esteem. Ways in which you communicate with your
partner can have positive impact on self-esteem for both of you (Grande, 2018). In addition to
this, Brendgen, Vitaro, Doyle, Markiewicz, and Bukowski (2002) conducted a research study
and concluded that relationships, played a role in the way an individual views him or herself.
Disruptive behavior and self-esteem levels varied among early adolescents depending on their
romantic relationship status (Brendgen et al., 2002).

In light with this, romantic relationships has adverse effects to the character of students
according to studies. Somehow, students are getting careless on making decisions on this topic.
Due to immaturity and lack of guidance this may result to some negative and positive outcomes
(Trajano, 2018). She also added that negative consequences may be in a form which worst may
result to teenage pregnancy. On the bright side, positive consequences may be in a form of
serving as an inspiration and boost student determination to focus on their studies to get high
marks/grades in school. It may also teach students on how to be responsible, patient and be
mature on decisions they make. “Early Romantic Relationship” (2016) enlightened that many
adolescents excel in their class because they become motivated to study hard because of their
partner.
 Additionally, a research paper studied by Giordano, Phelps, Manning, and Longmore
(2008) had found that romantic relationships have positive relation in adolescent academic
success. They claimed that young romantic relationships play an important role to personal
development prior to the student being successful in their studies. For instance, teens who have
romantic partners with higher grades are more likely to earn higher grades as they have
inspiration to do so (Giordano et al., 2008). Relationships were also said to have an impact on
academic feat. Students with supportive partners described being able to focus on school and
perform better, while students with less supportive partners described difficulties allotting the
time required for school (Rhijn, Murray, & Mizzi, n.d.).

However, the time management when engaging in a relationship is a big issue as many
teens come home late. They wanted to devote more time with their partner. Having an early
romantic relationship disadvantage for teens is “they disregard major priorities”. Teens are easily
distracted when it comes to their partner. They wanted to give enough attention and time to their
boyfriends or girlfriends (“Early Romantic Relationship,” 2016).

Furthermore, adolescents learn to keep secrets from their parents. Engaging in a

relationship helps them to keep secrets, because their parents doesn’t allow them to enter in a
relationship so when someone court them and become officially on it is better for them to keep it
as a secrets. Also, teens tend to be argumentative. Both men and women adolescents become
argumentative because of their partners. That is what they call “mind your own and stay away
from what is mine” attitude of adolescents (Finkenauer, Engels, & Meeus, 2002).

Chen et al. (2009) investigated the relationship between romantic relationships and
emotional and behavioral costs for adolescents. They found that romantic involvements are
related to more depressive signs and behavioral problems for adolescents and that stress from
dealing with these relationships, especially from misunderstandings and “almost breakups”,
describe such concerns. Additionally, the adverse impact was stronger for those involved in
romantic relationships at younger ages.

A study from the University of Denver found that adolescents who are engaged in
romantic relationships are likely to have emotional problems such as anxiety and depression
(Scott, 2015). They incline to feel concerned if they look good enough, if their partner loves
them or even how to impress them. They can feel even more unfocussed when their partner is in
the same class with them (Mwaura, 2012). Regarding the distractions, they claimed that when
people are in love, they simply cannot concentrate on anything but only thinking about their
lovers (Lannarone, 2014). Rather than paying attention to their teachers, some teenagers turned
out to be texting their partners during class time (Baleros, n.d.).

In comparison, Dulmen, Goncy, Haydon and Collins (2008) explored the processes of
romantic relationship in foreseeing externalizing conduct issues during adolescence. It indicated
that during adolescence and early adulthood relationship security can be related with lower levels
of externalizing conduct issues where this converse connection was seen to be stronger for early
adults. In addition, higher incidence in relationships would mean a lower academic performance
in studies (Dulmen et al., 2008).

Also, several studies have found elevated levels of stress, anxiety and depressive
symptoms among adolescents who engaged in romantic experiences compared to those who did
not. Adolescents have a reputation for being more emotionally volatile than adults: their highs
are higher and their lows are lower (Larson & Richards, 1994). Falling in love is an emotional
upheaval at any age, but for adolescents the feelings are likely to be even more difficult to
manage. Teenage bodies and brains are maturing at a rate not experienced since infancy (Moore,
2016).

Darling and Cohan (2014) described anxiety that it is much higher with regards to
boyfriends and girlfriends than with other important people in their social networks, and the
variance of escaping was much higher. This high anxiety about romantic partners makes sense
when you think about the developmental stage of these middle adolescents: when you are in high
school, it is your romantic partner who is most likely to leave you - much more so than your
mother or father or even your best friend.

In addition, the negative effect of adolescent romantic relationships, as noted above, is

not at all uniform and varied by gender. Possibly due to their more emotional engagement to
romance (Shulman & Scharf, 2000), girls seemed to be more emotionally vulnerable to the bad
impact of romantic relationships (Joyner & Udry, 2000; Natsuaki et al. 2009). For example, in a
longitudinal research on German adolescents, Beyers and SeiffgeKrenke (2007) found that
unconstructiveness in relationships with friends and romantic partners contributed more strongly
to adopting symptoms in females than in males.
 In connection with this, this study will focus on the effects of engaging in romantic
relationship on the character and academics of Senior High School students especially, in
Tuguegarao City Science High School. All we know is that teachers give students many
requirements, harder examinations, full loads and difficult projects and they also expect a higher
level of excellence from the students. Subotnik, Tai and Almarode (n.d.) said that their teachers
are likely to expect their students to complete and generate high quality academic and creative
work inside and outside of the classroom. This is evident as Science high schools offer advance
curriculums.

Considering the engagement in romantic relationships and the amount of loads and
pressure given by the teachers to the students, the researchers think and consider that there will
be effects of engaging in romantic relationships on the character and academics of students.
 CHAPTER III
METHODOLOGY

A. Research Design

The study will utilize the phenomenological research design using the interview method in
order to attain the main objective of the study which is to examine the effects of romantic
relationships on students’ character. The main variables that will be evaluated are romantic
relationship and character which involves academic lifestyle, behavior, and emotions. The data
gathered will allow the researchers to describe the commonality of the lived experiences and
perceptions of the participants within the sample. The goal is to summarize the experiences of
the participants in terms of having romantic relationships and contexts or situations that have
typically influenced their experiences.

B. Research Locale

The study will be conducted on Tuguegarao City Science High School Senior High School.
The said school will be the extent of the research because of its students are observed to have
engaged in romantic relationships while having their academics, its proximity and for the
expense and time that will be consumed be minimized.

C. Participants

The researchers will utilize the purposive sampling method in the selection of the participants
since the study was focused on a particular group (students who are currently involved in a
romantic relationship). There will be 15 participants who will take part in the study which will
consist of 5 students whose partner is outside the school and 5 pairs of students that are engaged
in a romantic relationship who study in school. The population will consist of Senior High
School students from Tuguegarao City Science High School who will participate in strictly
voluntary basis.

D. Research Instruments

The study will utilize a face to face interview method. The interview will be structured and
exploratory in nature which will consist of open-ended questions. A structured interview, which
follows the form and order of a given guide, allows easier comparisons and citations to be made
from the interviews. The interview included those regarding the participants' role in their current
relationship and how these relationships impacted their lifestyle.

E. Data Collection Procedure

The 15 participants will be chosen by the researchers. The selection will be based on the
requirements for this study, students who are engaged in a romantic relationship either inside or
outside the school. The researchers will ask the participants individually. A set of questions will
be answered by them. The whole duration of the interview will be recorded by the researchers.
The answers will be written out as transcript. After gathering the data, the researchers will group
the responses according to the sub-problems of the study.

F. Data Analysis

The interview data will pass through a thematic analysis. The data gathered will undergo through
the process of phenomenological reduction which means that it will be reduced to relevant
themes and ideas and will be compared and contrasted. Descriptions that were not included in the
research and factors that will not be needed in the research will be eliminated. From all of these,
conclusions and recommendations will be drawn.
 CHAPTER IV
RESULTS AND DISCUSSION

This chapter presents the results of the study, the findings and the gathered data, and the
discussion, interpretation, and analysis of the findings.

Results

Results show how the students are studying while having a romantic relationship and on
what extent their partner affects them in that aspect. The students confirmed if they were affected
by their relationships. Data show different reactions. Majority of them agreed but a few negate
the idea. When asked if the time for studying lessens as they get involve in a relationship, they
said that there were really changes in the moments they are studying because they want to be
with their partners in a certain range of time. But, when questioned if they were able to balance
time for school work and relationship, they all say one word, “priorities”. They said that their
first goal as students is to study and their relationships should not interfere. But, the question on
how things are in their relationship made the students share their experiences. Some say that if
they have free time, that’s the time they will go on dates but if there’s not they will study first.
Some also say that they allow themselves to study or do projects on Saturdays but they make up
for it and go on dates every Sunday. A very common answer was uttered by them which is they
really make their cohorts their partner in learning and will make a way that they will teach each
other or be an inspiration that will motivate each of them. Also, a question that was asked was if
there was a time that they chose to be their partner rather than going to practice or project-
making. The results were close. Some did not deny that there was a time that they did that and
some said that they never did that even once in their life.

On the behavioral aspect, they were asked if there were changes on the way they deal
with other people; this includes the way they talk and their attitude when doing such. There were
a little more people that said that there were no changes at all than those who observed changes
on how they talk but all of them agreed and shared that changes in their attitude occur. They said
that they become more decent when dealing with others. They added that better changes were
perceived in decision-making side and on how to understand things. Also, they said that they saw
changes in the way they solve problems outside their relationship. They explained that when they
have misunderstandings with other people their partners tell them what they think about the
situation and they give advices that can help the condition to get better. Furthermore, their
partners always tell them what their wrongs and bad decisions are so that when they deal or
communicate with others they will not do the same. Their said that their partners offers
alternatives that can help them to be better beings to others.

Lastly, the emotional aspect gain the most attention because this is the part where many
of the girl participants have same responses. In fact, when asked if they are more in control of
their feelings or emotions, results easily stated that boys are. Moreover, when they were asked if
they become happier when they were involved in their relationships, they all agreed. But, when
they were questioned if their partners make them angry, they never hesitated to answer yes. They
said that they experience some problems because of their partners and their partners are the ones
who really irritates them at times and make their problems even worse. On the other hand, the
students said that their partners are their go-to persons when having problems with outside
world. They added that their partners comfort them and helps them settle things calmly. And
most often, they open everything to their partners and things will be fixed.

Discussion

Academic Lifestyle of Students while Engaged in a Romantic Relationship

According to Giordano, Phelps, Manning, and Longmore (2008), romantic relationships

have positive relation in adolescent academic success. They added that teens who have romantic
partners are more into learning in school as they have inspiration to do so. This is evident in the
part where the interviewees stated that they are affected by these relationships in a way that they
consider their partners as an inspiration and their motivation levels boost. This finding also
supported the study by “Early Romantic Relationship” (2016) which specified that many
adolescents excel in their class because they become motivated to study hard because of their
partner. The results show that with their partners’ help, it is easier to study since some of them teach
topics that have a hard time understanding. They said that they share the same reviewers and they find a
way to tutor and ask each other to enhance their understanding of their lessons.
 Those students saying that they are not affected by their relationships backed their answers up
with the phrase: “nababalanse ko naman”. They said that the way they study is not really affected by their
partners and they separate their academic life and relationship.

On the other hand, there are varied reactions and answers on the status of time management side.
Students said that they were able to balance studying and spending quality time with their partner but they
admitted that this made their time for studying lesser than they usually does before they were engaged in
relationships like these. But nevertheless, they always note that they should make studies as their major
priority as students. These negate the study by “Early Romantic Relationship” (2016) which stated
that they have a disadvantage which is “they disregard major priorities”. These also refutes to the
idea that they wanted to devote more time with their partner. Teens are not really distracted when
it comes to their partner. They wanted to give enough attention and time to their boyfriends or
girlfriends but studies are at first.

Behavior of Students while Engaged in a Romantic Relationship

Trajano (2018) thought that positive consequences of romantic relationships may be in a

form of teaching students on how to be responsible, patient and be mature on decisions they
make. A proof of this is that the students’ behavior became better as they notice decent changes
in their attitude and personality. These changes include better understanding, more patience, and
less grumpy when dealing with other people. Also, they became more loving and caring with
others. A more seen advantage of these relationships is the improved decision-making of
students. This is because their partners are correcting them when they commit certain mistakes in
the past. Their cohorts remind them of what to do and what should not be done when dealing
things with other people. Lastly, they were not afraid of showing their true self because they
know that someone accepts them for who they are. This is the same in the context where they are
guaranteed with the trust that they are acceptable to individuals whom they can depend on for the
satisfaction of their needs and the love and attention they need are surely given by their partners
(Bernales & Colonia, 2011).

Overall, the effect of having romantic relationships to the behavior of students are
positive; however, their relationships made a negative consequence. They said that they became
more secretive because they don’t want to open things up to their parents because they think that
they will be scolded. This relates in the study of Finkenauer, Engels, & Meeus (2002) which
explained that engaging in a relationship helps them to keep secrets, because their parents
doesn’t allow them to enter in a relationship so when someone court them and become officially
on it is better for them to keep it as a secrets.

Emotional State of Students while Engaged in a Romantic Relationship

Chen et al. (2009) found that romantic involvements are related to more bad signs for
adolescents and that stress from dealing with these relationships, especially from
misunderstandings, describe such concerns. This is what we can manifest also in the results of
the study as it states that many of the partners of the students frustrates them and they do things
that make the students uncomfortable. Also, it is said that their partners do things that would
really piss them off, or sometimes their partners would really be the major root of a problem.

Though, the results in the previous pages imply that almost all of the participants have a
lower chance of having anxiety as a student while they were involved in a romantic relationship.
Majority of the participants supposed that their chance of having anxiety is low because they
were more aware of the benefits that their romantic partners have given them. Moreover, they
feel that they are more comfortable when they are engaged in a romantic relationship. Most of
them think that they can still do well in their other things and things will always get better when
involved in a relationship. And also, they sense a better atmosphere when their partners are there.
Well, this contradicts to the study from the University of Denver where they found that
adolescents who are engaged in romantic relationships are likely to have emotional problems
such as anxiety and depression (Scott, 2015).

There were decreases in stress and sadness levels when some problems like family feuds
and bad arguments with friends occur. This is because they have their partners beside them to
support. And also, they can open up or any problem or difficulty to their partner and at some
time, it will be resolved and will make the grief disappear and the stress relieved.

The effect of romantic relationships on the emotional stability differed by genders. The
results are consistent with the previous research with respect to depressive symptoms (Natsuaki
et al. 2009). When romantically involved, girls tend to show a greater elevation in depressive
symptoms than in boys. Boys are likely to have more control of their emotions. The heightened
emotional vulnerability of romantically involved girls has been reported by several existing
longitudinal studies (Joyner and Udry 2000; Natsuaki et al. 2009).
 CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions drawn from the findings of the study, and
recommendations that can be given.

Conclusions

This study mainly aimed to determine the effects of romantic relationship to the character
of Tuguegarao City Science High School Senior High School students. It specifically aimed to
determine the status of their academic lifestyle, behavior, and emotions. It also aimed to
determine whether they all experience such effects, and to what extent does these effects can
occur.

Based on the results of the study, it was found out that there are various effects of
romantic relationship on the character of Tuguegarao City Science High School Senior High
School students.

This stage of the students’ life is very critical for them because this is the time to discover
and specifically the time when they start looking for their romantic partner. For the Tuguegarao
City Science High School Senior High School students who are involved in romantic
relationship, it can be seen that they value their relationships not like how they value school.
They are more focused in their studying because it’s their major priority as students.

On the academic lifestyle aspect, students are positively affected. They were able to
balance their moments with their partners and studying and doing school works. Their
motivation levels rise as they are with their partners. Also, their partners sometimes become their
teachers when dealing with their lessons.

Apart from that, the researchers found out that the behavior of students that engage in
romantic relationships have been better. Students became nicer when talking to people. Their
decision-making improved and likewise, their understanding enhanced. However, their
relationship are being private to their parents.
 Lastly, as students who have increased workloads, responsibilities and problems, it is
surprisingly found that it’s not that hard for them to be happy and joyful because they have their
partners that they will look forward to talking at the end of the day.

In conclusion, if students are involved in a romantic relationship, a higher level of

motivation and a lower level of anxiety would be experienced them. Also, the way on how they
move, act and function are finer. Overall, romantic relationships benefit the character of students
of Tuguegarao City Science High School Senior High School.

Recommendations

This study aimed to determine the effects of romantic relationship to the character of
Tuguegarao City Science High School Senior High School students. The researchers highly
recommend the future researchers that will research on topics related to this that they must
increase the number of the participants and extend the range of the locale since this study is just
limited only to 15 participants from Tuguegarao City Science High School Senior High School,
thus, the researchers cannot generalize for all students who have romantic relationships. Besides,
the number of participants may affect the precision of results of the study.

For the students, the researchers recommend that if they will involve themselves in a
romantic relationship, they should be aware of the positive and negative consequences. They
should make a way that these consequences don’t destroy them as students and as people of the
world and let this be a way to improve what they are in that particular time.

For the parents of students, it is recommended that they don’t stop their children when
they want to be involved in a romantic relationship because it can benefit the character of the
students and make them better people. But, what the researchers would recommend and should
be noted by the parents is that they should guide their children on whatever will happen and
monitor their performance inside and outside the school.