Long Distance Romantic Relationship: A Qualitative Case Study among Senior High School Learners who

are Geographically Distant from their Partners

Background of the Study

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 t--he time romantic relationships gain its importance
(Bernales, A. & Colonia, F., 2012). According to Meyers (2010) the need to belong theory by asserting
that people who find a person complementing their needs to whom they can share their problems with,
makes those people more acknowledgeable. Belongingness is supported by close intimate relationship
which tends to be healthier and happier.

Romantic relationship is defined as mutually acknowledged on-going voluntary interactions; in

comparison to most other peer relationships, romantic does typically have a distinctive intensity which is
usually marked by expressions of affection of current and anticipated sexual behavior (Collins, 2003).
Furman (2002) reported that romantic relationships becomes more and more significant to adolescents
in their social world as they develop from puberty towards late adolescence in which it shows how
prevalent romantic relationship among adolescents.

However, there are instances that one

Statement of the Problem

Purpose Statement

Research Question

The study aims to determine the effects of geographic distance in a romantic relationship among
students. Specifically, it is conducted to answer the following questions:

What is/are the challenge(s) do students encounter having long distance romantic relationship?

What is/are the way(s) do students do in coping the effects of having long distance romantic
relationship?

What is/are the reason(s) of students, for them to engage a long distance romantic relationship?

Scope and Limitation

The study only focuses on the effect of distance on romantic relationships. To know if there will be an
advantage or disadvantage effect of distance regarding romantic relationships among students. The data
collection will be conducted on Senior High School students of Alangalang National High School,
Alangalang, Leyte, Phillippines. The study will be done qualitatively.

The limitation of this study is that it is limited only for Senior High School Students of Alangalang
National High School, Alangalang, Leyte. Phillipines. The students that will not fall as part of grade 11
and grade 12 are not within the scope of the research study. In addition, participant in the study are
only those students that have a long distance romantic relationship. No other participant will participate
in the data gathering procedure.

Significance of the Study

The findings of this study offer benefits to the following:

Student. The result of the study will provide the students' knowledge, for them to be aware of things
that may go along as they engage with a long-distance romantic relationship.

Long Distant Couple. The same as students, the result of this study will also provide knowledge to the
couples in long-distance for them to be aware of the consequences having long distance relationship.
Moreover, this study will provide information of what is/are challenge(s) of students they face having
long distance kind of relationship.

Future Researcher. The data gathered by the researchers will help future researchers find data regarding
long-distance relationships. Hence, this study will provide information that may serve as reference for
future studies.

Theoretical Framework

In explaining the effects of distance in a romantic relationship to students, researchers include

theories that will help in comprehensive understanding about the study. In addition, the researchers
come up with two existing theories.

The first theory to be considered is the “Need to Belong Theory” (Baumiester & Leary, 1995)
which asserts that all humans have a common need to be connected with others, and a common sense
signals that individuals’ lives are better for being connected. Furthermore, Baumiester & Leary (1995)
proposed that the “need to belong” has two aspects: (1) people want a stable and enduring context of
concern and caring, (2) people need frequent interaction with the same person.

As stipulated in the first aspect of the “Need to Belong Theory”, people want a constant
perspective of being loved and cared. Meyers (2010) supported this theory by stating that people who
find supportive person whom they can disclose makes them feel accepted and prized. In addition to this,
that in this situation is associated with the arousal behavior (i.e., irrepressible joy and happiness) to the
persons involved which causes them to be driven by their goals in life.
 However, there are certain external situations or factors which occur in the course of
relationship and these situations thwarted the need to belong.

Consequently, Baumiester and Leary (as cited in Gere & McDonald, 2010) affirmed that these threats
would lead them to focus their attention on their “relationships and social connections”, which by
consuming limited cognitive resources, may lead to impairments in processing in other domains. Results
of the study of Dewall, Baumiester, & Vohs (as cited in Gere & MacDonalds, 2010) supported Baumiester
and Leary’s proposition by showing negative impact of the threat to belongingness on the performance
of different cognitive tasks.

On the other hand, in the second feature of the theory of Baumiester & Leary (1995), a person
has to frequently interact or get in touch with the same person or group in order to accomplish the state
of belongingness. This aspect gives rise to the second theory that will guide in understanding the topic.

“Social Exchange Theory” explains how interactions are maintained by exchanging benefits to
each person involved in the relationship (Wang, 2004). Moreover, Wang (2004) introduced the concept
of “cost and reward” which are the basis of the theory. Rewards refers to the things which are received
and give benefit to the receiver, Meanwhile, costs are the things which are lost at the course of giving
sources. (Wang, 2004).

On the other hand, one theory that plays a role in maintaining a long distance romantic
relationship is called the “Attachment Theory” (Pistole, Roberts & Champan, 2010). This suggests that
when couples having long distance romantic relationship that lack of attachment can lead to anxiety,
loneliness, and constant wondering about the partner. To stay attached in a long distance romantic
relationship, couples resort to pictures and videos and other memorabilia (Pistole, et.al., 2010). In these
theory, relational uncertainty is discussed. Relational uncertainty refers to the degree of confidence
people have in their perceptions of involvement (Maguire, 2010). According to Maguire (2010) the
separation and lack of physical contact of couple can cause ambiguity in the relationship, which
challenges the relational uncertainty of each couple in a long distance romantic relationship, “finding
that uncertainty was negatively correlated with trust and positively correlated with cognitive jealousy.
With the increase of potential jealousy and decrease of trust in a long distance romantic relationship.

Therefore, the “Need to Belong Theory” explains that people need to connect to others in order
for them to satisfy their need to belong. The satiation of the first aspect (which is the desire to have an
enduring and stable relationship and have a context of concern and caring) in achieving the need to
belong affects the cognitive tasks of the person affiliated according to their reactions. Meanwhile, the
second aspect of achieving the need to belong is frequent interaction with the same individuals or group
of persons. The “Social Exchange Theory” explains the behavior of how these interactions with other
people will be satisfied or maintained. Lastly, the “Attachment Theory” explains the psychological effects
or impacts of couples having long distance romantic relationship and their means of coping up such
problems.