1

Buga National High School

Buga Libon Albay

S.Y 2022 – 2023

Effects of "teenage relationships" to the personality aspects of Senior High

School students of Buga.

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Emmeli Armillo

Rechelle Mae Gerobin

Catrena Molina

Dominic Goronal

Jessa Mae Saret

Jolina Quite

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION:

Focusing on the academic behavior of the students is very challenging. Different

environmental factors may have bad or good effects for every student. Having early

romantic relationships in school might lead to distractions of students on their studies,

thus contributing to low grades. There were four (4) variables stipulated in congruence

to their academic performance such as (1) Attendance -student partners persuade them

to attend their classes; (2) Classroom Activities -early romantic relationships help them

by inspiring them to do or to finish all the tasks that their teacher has given them; (3)
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Socialization -having romantic relationships help them to gain more friends and to

communicate with their fellow students in sharing their knowledge; (4) Public display of

affection -students who have romantic relationships somehow distract some students in

their interest in academic excellence. Therefore, students need the teachers, school

administrators, and parents to guide on engaging in early romantic relationships. The

early romantic relationships may somehow affect their academic behavior and, in turn,

may have low performance in school activities. This is why every student must have

proper guidance from their family and friends in their social environment and have prior

knowledge that could help them become successful in life. ¹

A family-oriented child is literally becoming a well oriented individuals as they grow.

Growing adolescent has several challenges to deal with, therefore they need guidance

and support for this change especially when they engaged in early romantic

relationships because this new experience may contribute a lot to their development as

an individual.

This research aims to find the influence of adolescents’ romantic relationship on

individual development in terms of academic, emotional, and interpersonal development.

The romantic relationships have become an integral part of adolescents’ daily lives,

and dating is the primary topic of adolescent conversations (Eder, 1993). Having

romantic feelings and attempting to engage in romantic relationships are significant

indicators of adolescence experiences (Giordano et al., 2006). These relationships are

often superficial, and the majority continue only for a few weeks or months without

requiring long-term commitment (Connolly & McIsaac, 2009). In western culture,

successfully navigating adolescents’ romantic relationships leads to the development of

mature relationship skills of intimacy (Collins & Van Dulman, 2006; Li, et al., 2010).
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The romantic interactions also create a variety of challenges for adolescents.

According to Zimmer-Gembeck et al. (2001), the genuine or fantasy romantic

relationships have contributed to teenagers’ emotional instability, affecting their

development such as academic performance and interpersonal ability. Additionally, early

experiences with romantic relationships can have an enduring influence on marital

relationships (Furman & Shaffer, 2003), family relationships (Laghi et al., 2017),

depression, and anxiety into adulthood (Kansky & Allen, 2018). culture, it is critical to

investigate the impact of adolescent romance on individual development, in order to

prevent undesirable consequences. ²

By these factors of early romantic relationships, we could say that adolescent is the

most crucial part of human development as we encounter changes that might affect our

adulthood and we'll being.

STATEMENT OF THE PROBLEM:

This study aims to determine the Effects of teenage relationships to the aspects of

Senior High School students of Buga, for academic year 2022 – 2023. Specifically, it

sought to answer the following:

1. What is the socio – demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Number of month/ years in a relationship.

2. What are the effects of teenage relationships to the respondents along with:

a. Personal
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b. Social

c. Emotional

d. Intellectual

3. What program may be developed based on the findings of the study?

SCOPE AND DELIMITATION:

This study focused only on the Effects of teenage relationships to academic

performance of Senior High School students of Bugs NHS of the year 2022 – 2023. The

Benefits and negative effects of having a relationship during adolescent period will be

included in this study. Other issues wherein not related to this topic will be disregarded.

SIGNIFICANCE OF THE STUDY

Students. The direct recipients of the output of this research are students that are

engaged in early romantic relationships. Any positive nor negative result of this study will

gradually enlighten their perceptions with teenage relationships. Whereas, the

personality aspect of students in terms of personal, social, emotional and intellectual will

be highlighted in this study, which may give a deeper and better understanding on

students when they engaged in such situation.

Parents. This study will be very beneficial to parents especially in parenting and guiding

their child that engaged in early romantic relationship. Wherein parents will be aware

and knowledgeable on their child's behavior and personal aspects.

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Teachers. This study will benefit the teachers by having an awareness on pros and

cons of their student’s engagement in early romantic relationship. Moreover, by this

study the teachers will know on how to approach and engaged to students with early

romantic relationships.

School Administrator's. Through the awareness given by the result of this study.

School administrators can make a curriculum related to the rampant early romantic

relationships to student's that gradually affect their academic performance.

Community. This research will enlighten the community in dealing with an issue of early

romantic relationships. This study will educate the community with regards to the pros

and cons of early engagement of the youth in romantic relationships. Furthermore, the

culture of conservation will enter in this issue and that will create variables in this study.

Future Researchers. By this research, the future researcher will easily understand and

create a study related to this topic. This will serve as a sample guide for them in making

their own research.

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DEFINITION OF TERMS

Academic Performance – Academic achievement or academic performance is the

extent to which a student, teacher or institution has attained their short or long-term

educational goals. Completion of educational benchmarks such as secondary school

diplomas and bachelor's degrees represent academic achievement. Wikipedia

Romantic Relationship – An intimate relationship is an interpersonal relationship that

involves physical or emotional intimacy. Although an intimate relationship is commonly a

sexual relationship, it may also be a non-sexual relationship involving family, friends, or

acquaintances. Wikipedia

Attendance – at·tend·ance /əˈtend(ə)ns/ the action or state of going regularly to or

being present at a place or event. /the number of people present at a particular event,

function, or meeting.
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Classroom Activities – are activities done by student inside. the class as part of

applying or doing the practical part of. the lesson after listening to the theoretical part

which is. presented by the teacher.

Socialization – a continuing process whereby an individual acquires a personal identity

and learns the norms, values, behavior, and social skills appropriate to his or her social

position. the act or process of making socialistic.

PDA – Public display of affection are acts of physical intimacy in the view of others.

What is an acceptable display of affection varying with respect to culture and context.

Some organizations have rules limiting or prohibiting public displays of affection.

Wikipedia

Emotional Development – Social emotional development represents a specific domain

of child development. It is a gradual, integrative process through which children acquire

the capacity to understand, experience, express, and manage emotions and to develop

meaningful relationships with others. Wikipedia

Interpersonal Development – It is through the development of positive social

relationships that individuals become linked to society, develop a sense of belonging

and learn to live and work with others.

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REFERENCE:

¹ Interpersonal Development - Werrimull P-12 School. Retrieved

fromhttps://www.werrp12.vic.edu.au

²Socialization definition and meaning | Collins English Dictionary. retrieved

fromhttps://www.collinsdictionary.com

³http://www.bchmsg.yolasite.com › classroom activities

⁴https://www.wikipedia.com

⁵ Jin, H., Yang, P., and Yang, T. (2021). The influence of adolescents' romantic

relationship on Individual Development: Evidence from China. International journal of

Chinese education. First published online on December 21, 2021. retrieved from

https://www.journal.sagepub.com

⁶ Montalba, M., Balanag, P., Atchico, A., Moya, K., Padullon, R., Perfecto, M. (2019).

The effects of Early Relationship in the academic performance among ABM grade 11

student's of Bestlink College of the Philippines S.Y. 2018 – 2019. Beslink college of the

Philippines journal of multidisciplinary research abstracts, vol .1 No. 1 March

2019.retrieved from https://www.ojs.aaresearchindex.com

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE AND HYPOTHESIS

Adolescent romance and individual development

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Adolescents start to have crushes and hope to approach and understand the “ideal

person” when they enter adolescence. According to the CEPS data, 42.7% of middle

school students have admitted that had or having crushes on their friends (Jin & Yang,

2021). We demonstrate in this study that more than 13.1% of eighth graders have ever

been in a romantic relationship. Furman & Shaffer (2003) indicate that adolescent

romance behavior cannot be simply understood as a problem. These interactions are

inextricably linked to adolescents’ self-concept and self-worth and have a further impact

on adolescents’ individual development when peer and family relationships are involved

(Christopher et al., 2016; Tuggle et al., 2014).

Academic performance

After entering the secondary education, adolescents are facing significant academic

changes such as academic difficulty. They must adopt a high-level learning strategy and

invest sufficient time and efforts in learning in order to achieve academic success

(Duchesne et al., 2009).

A certain study indicate that romantic relationships can occasionally boost

academic performance at Secondary School Certificate level (Ahamed et al., 2017), the

majority of prior research indicates a negative correlation between adolescent romance

and academic performance (Hallfors et al., 2005; Li et al., 2019; Neemann et al., 1995).

Giordano et al. (2006) examine the consequences of romantic relationships using data

from the National Longitudinal Study of Adolescent Health and discover that adolescents

who engaged in romantic behavior too early are more likely to engage in risky behaviors

and have sign engagement (Zimmer-Gembeck et al., 2001). Orpinas et al. (2013) also
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find a ficantly lower academic performance. Time spent with partners might decrease

academic investment and divert focus away from learning. Additionally, within the 16-

year-old group, romantic relationships are frequently accompanied by significant

emotional changes, which can impair teenagers’ academic similar result that teenagers

who dated throughout secondary school had worse academic achievements and higher

drop-out rates. Moreover, romantic breakups might alter individual’s self-perception and

have a detrimental effect on their academic performance (Field et al., 2012). Hallfors et

al. (2005) conduct a quantitative study on adolescent in grades 7 to 11 and found

adolescent romance increased the likelihood of early sexual behaviors and violent

injuries. The effect on adolescents’ academic development may vary depending on

partner’s characteristics.

Teenagers may experience academic impairment, while they can improve

academic achievement with encouragement and support. In general, because the

majority of teenagers are in the early stages of interpersonal relationships, they are

incapable of making commitments to care for one another (Connolly & McIsaac, 2009).

The negative impact may well exceed any potential benefit. It is thus hypothesized:

Hypothesis 1: Adolescents’ romance behaviors have a negative impact on

academic performance.

Negative emotion

Relationships with romantic partners raise the likelihood of developing emotional

disorders and negative emotions (Costello et al., 2006). Apart from the comfort and

security of friendships, love consists of a considerably higher emotional component.

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Adolescents may develop emotional and psychological issues accordingly (Giordano et

al., 2008).

According to previous research, adolescents in romantic relationships experience

more negative emotions (Laursen, 1995), exhibit more severe depression symptoms

(Joyner & Udry, 2000), and have more frequent and extreme mood swings (Larson et

al., 1999). Vujeva & Furman (2011) find that over a five-year period, teenagers with

greater levels of depressive symptoms were likely to experience an increase in conflict

and a decrease in positive problem solving in romantic relationships. One possible

explanation is the conflicts in family relationships. In addition, due to the fragility of

adolescents’ romantic relationships, repeated rejections and breakups typically deplete

adolescents emotionally (Joyner & Udry, 2000). Moreover, Monroe et al. (1999) discover

that breaking up the romantic relationships was the most common reasons for

depression in adolescents, and further increase the risk of violent injury and early sexual

activities (Hallfors et al., 2005).

Since adolescents are in an emotionally sensitive period, they may suppress their

thoughts and opinions because they are afraid of losing their partners, and lead to poor

communication (Collins et al., 2009). Adolescents in love have lower life satisfactions

and higher stresses, and are also more likely to be in a sub-health mental state

(Zimmer-Gembeck et al., 2001). Therefore, it is thus assumed that:

Hypothesis 2: Romantic behaviors increase the incidents of negative emotions.

Interpersonal ability
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Interpersonal skill is a critical component of adolescence development. The

partnerships are essentially more intimate, and adolescents are willing to spend more

time with their peers (Csikszentmihalyi & Larson, 1984). In order to develop social ability

in peer interaction, adolescents need to be accepted by peer groups and find the sense

of belonging.

A romantic relationship is critical for development of interpersonal abilities. First,

both friendship and romantic relationships share common characteristics such as

intimacy, support, giving, and caring. In romantic relationships, adolescents can develop

a variety of interpersonal skills, including communication, tolerance, and support for

others (Furman & Shaffer, 2003). Second, the ability to form romantic relationships

demonstrates teenagers’ self-worth. Adolescents have distinct self-concept in romantic

relationships, which are related to their exposures to and quality of interactions

(Connolly & Konarski, 1994). According to Harter (2012), adolescents who had favorable

romantic encounters are confident in their attractiveness. Such self-concept has a

positive effect on teenagers’ general self-esteem and contributes to their sense of self-

worth, particularly in terms of appearance and peer acceptance. On the other side,

individuals may experience changes in their self-concept content and decrease in self-

concept after a breakup, which leads to emotional distress (Slotter et al., 2010). Finally,

being in a romantic relationship influences adolescents’ social interaction in terms of

status grading and achievement (Roscoe et al., 1987). According to Franzoi et al.

(1994), dating attractive or popular persons can help adolescents improve their social

standing within peer groups. Every female wishes to attract “beautiful, popular, mature,

and gift-giving partners” in order to demonstrate their popularity among peers (O'Sullivan

& Meyer-Bahlburg, 2003).

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The establishment of a romantic relationship may promote adolescents’ self-

concept and thus acquire interpersonal ability. Therefore, this article proposes the third

research hypothesis:

Hypothesis 3: Romantic behaviors have a positive effect on the growth of

interpersonal ability of adolescents.

Gender differences in adolescent romance

Early adolescence is a period of increasing gender-related expectations (Brooks-

Gunn & Peterson, 2013). Male and female adolescents have significant differences in

the way they perceive and experience romantic relationships and dating behaviors

(Shen, 2014). Even adolescents are in the same identity, they may still have different

meanings and importance between different genders (Thoits, 1991).

For male adolescents, the self-concept of adolescents focuses more on the

dominant position and competitive relationship within peer groups. Peer interactions

among male adolescents are usually manifested by low level of intimate self-disclosure

and an emphasis on competitive discourse and activity (Crosnoe, 2000). The impact

from peers is the major social motivation for male adolescents, leading to interpret

romantic relationships as another way of gaining social status (Murphy, 2004).

Furthermore, Giordano et al. (2006) finds that the male adolescents show a stronger

interest in sexual aspects rather than emotional in romantic aspects.

Using a feminist developmental framework on 12th grade female adolescents,

Impett et al. (2006) argues that gender socializations make females more inclined to
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consider interpersonal relationships and pursue harmony with others. Therefore,

romantic relationships have become a particularly prominent source of self-concept for

female adolescents (Simon & Barrett, 2010). Female teenagers pay more attention to

dating and when they involve in conflicts, females are more likely to spend time and

energy in fixing the relationship (Giordano et al., 2006). Considering the sexual

behaviors, Shen (2014) discovers that the relationship between self-esteem and sexual

activity is negative for both males and females, possibly because the Chinese society’s

overall conservative attitudes toward youth sex.

Applying sequence analysis to National Longitudinal Study of Adolescent Health

data, Soller (2014) demonstrate that when romantic relationship goes wrong, female

adolescents have a higher risk of depression, suicidal tendencies, and suicide attempts

and are more likely to be affected by the poor relationship than male adolescents. Based

on the above analysis, it is assumed that:

Hypothesis 4: Compared with male adolescents, romantic behavior has a stronger

impact on the individual development of female adolescents.

Environmental pressure in Chinese education context

Different cultural environments have distinct social standards, and their unique

expectations are formed by specific social relationships. Individuals establish self-

concepts under the social and cultural environment, for instance, complying with the

expectations of specific roles (such as parents, teachers, and partners) and establish

behavioral tendencies and interpersonal relationship patterns based on such

expectations (Thoits, 1991). Adolescent romance is also confined by social and cultural
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norms in different cultures (Collins et al., 2009). Asian adolescents are less likely to be

involved in romantic relationships in the past 18 months than African, Hispanic, and

white adolescents (Carver et al., 2003). Both Hispanics and African American teenagers

tend to keep their first love boyfriends secret, particularly from their families, out of worry

that the family will intervene (O’Sullivan & Meyer-Bahlburg, 2003). In the United States,

adolescents' contentment with romantic relationships is strongly related to parental

surveillance (Tuggle et al., 2014). If an individual’s behavior is inconsistent with social

norms, this creates significant psychological pressure and can lead to emotional pain

and disorder.

In China, adolescent romance has been regarded as a deviant behavior, contrary to

social norms, and opposed by families and schools (Huang, 2003; Li et al., 2010).

Therefore, adolescents in love face a strong conflict between self-concept and social

identity expectations. Such romance turns into a psychological burden. Adolescents

have a sense of self-doubt and tension in the relationship and tend to negatively

understand the conflicts in relationship (Liu et al., 2020). In addition, Liu & Li (2015) find

that the environmental pressure strengthened the invisibility of romance behavior for

adolescent, but compared with Western culture, Chinese adolescent are more affected

by environment pressure. When adolescents face emotional and psychological

problems in their relationships, they are unwilling to seek help from family and school

but solve themselves. With the absence of active guidance and support, the risk of a

negative impact on the development of adolescents will be increased. It is assumed that:

Hypothesis 5: In a high-stress environment against teenager romance, adolescent

romance has a stronger negative impact on individual development. ¹

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Characteristics of Healthy & Unhealthy Relationships

Respect for both oneself and others is a key characteristic of healthy relationships.

In contrast, in unhealthy relationships, one partner tries to exert control and power over

the other physically, sexually, and/or emotionally.

Healthy Relationships

Healthy relationships share certain characteristics that teens should be taught to

expect. They include:

Mutual respect. Respect means that each person values who the other is and

understands the other person’s boundaries.

Trust. Partners should place trust in each other and give each other the benefit of the

doubt.

Honesty. Honesty builds trust and strengthens the relationship.

Compromise. In a dating relationship, each partner does not always get his or her way.

Each should acknowledge different points of view and be willing to give and take.

Individuality. Neither partner should have to compromise who he/she is, and his/her

identity should not be based on a partner’s. Each should continue seeing his or her

friends and doing the things he/she loves. Each should be supportive of his/her partner

wanting to pursue new hobbies or make new friends.

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Good communication. Each partner should speak honestly and openly to avoid

miscommunication. If one person needs to sort out his or her feelings first, the other

partner should respect those wishes and wait until he or she is ready to talk.

Anger control. We all get angry, but how we express it can affect our relationships with

others. Anger can be handled in healthy ways such as taking a deep breath, counting to

ten, or talking it out.

Fighting fair. Everyone argues at some point, but those who are fair, stick to the

subject, and avoid insults are more likely to come up with a possible solution. Partners

should take a short break away from each other if the discussion gets too heated.

Problem solving. Dating partners can learn to solve problems and identify new

solutions by breaking a problem into small parts or by talking through the situation.

Understanding. Each partner should take time to understand what the other might be

feeling.

Self-confidence. When dating partners have confidence in themselves, it can help their

relationships with others. It shows that they are calm and comfortable enough to allow

others to express their opinions without forcing their own opinions on them.

Being a role model. By embodying what respect means, partners can inspire each other,

friends, and family to also behave in a respectful way.

Healthy sexual relationship. Dating partners engage in a sexual relationship that both

are comfortable with, and neither partner feels pressured or forced to engage in sexual

activity that is outside his or her comfort zone or without consent.

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Unhealthy Relationships

Unhealthy relationships are marked by characteristics such as disrespect and

control. It is important for youth to be able to recognize signs of unhealthy relationships

before they escalate. Some characteristics of unhealthy relationships include:

Control. One dating partner makes all the decisions and tells the other what to do, what

to wear, or who to spend time with. He or she is unreasonably jealous, and/or tries to

isolate the other partner from his or her friends and family.

Hostility. One dating partner picks a fight with or antagonizes the other dating partner.

This may lead to one dating partner changing his or her behavior in order to avoid

upsetting the other.

Dishonesty. One dating partner lies to or keeps information from the other. One dating

partner steals from the other.

Disrespect. One dating partner makes fun of the opinions and interests of the other

partner or destroys something that belongs to the partner.

Dependence. One dating partner feels that he or she “cannot live without” the other. He

or she may threaten to do something drastic if the relationship ends.

Intimidation. One dating partner tries to control aspects of the other's life by making the

other partner fearful or timid. One dating partner may attempt to keep his or her partner

from friends and family or threaten violence or a break-up.

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Physical violence. One partner uses force to get his or her way (such as hitting,

slapping, grabbing, or shoving).

Sexual violence. One dating partner pressures or forces the other into sexual activity

against his or her will or without consent. ²

It is important to educate youth about the value of respect and the characteristics of

healthy and unhealthy relationships before they start to date. Youth may not be

equipped with the necessary skills to develop and maintain healthy relationships, and

may not know how to break up in an appropriate way when necessary. Maintaining open

lines of communication may help them form healthy relationships and recognize the

signs of unhealthy relationships, thus preventing the violence before it starts.

Personality Effects on Romantic Relationship Quality through Friendship Quality:

A Ten-Year Longitudinal Study in Youths

This study examined whether individuals with different personality types (i.e., over

controllers, under controllers, resilient) had different friendship quality development

throughout adolescence. It also investigated whether personality types were indirectly

related to romantic relationship quality in young adulthood, via friendship quality

development in adolescence. The study employed six waves of longitudinal

questionnaire data from Dutch youths who had a romantic relationship when they were

young adults. Two age cohorts were followed, from 12 to 21 years and from 16 to 25

years, respectively. Findings showed that resilient reported higher mean levels of

friendship quality during adolescence (i.e., more support from, less negative interaction

with and less dominance from their best friend) than both over controllers and under
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controllers. Through the mean levels of friendship quality throughout adolescence,

resilient indirectly experienced higher romantic relationship quality during young

adulthood than both over controllers and under controllers. Thus, results provide support

for a developmental model in which adolescent friendship quality is a mechanism linking

personality types with young adulthood romantic relationship quality.

Personality Types and Quality of Social Relationships

Both friendship and romantic relationship quality might vary as a function of

personality. People with different personality traits can differ in their motivations, as well

as their interactions in and perceptions of social relationships [11], [12]. For instance,

agreeable persons tend to have stronger motives for maintaining positive social

relationships and try to minimize interpersonal disputes by being less aggressive, and

therefore experience higher relationship quality [13], [14]. Additionally, people who are

low in emotional stability are more likely to interpret ambiguous relationship scenarios in

a more negative way, and to experience lower relationship quality [15]. Hence, there are

clear empirical indications that personality is indeed linked to the quality of social

relationships. However, variable-centered studies can only partially address this issue.

Such an approach cannot unravel differences in social relationship quality for people

who are both agreeable and emotionally unstable, for instance. Since separate

dimensions of personality do not describe the person as a whole, there is a growing

recognition of the need for a person-centered approach to understand personality and

its associations with individuals’ relational outcomes [16], [17].

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Personality types.

One of the most often applied person-centered approaches to personality was

based on Block and Block’ (1980) theory on ego-control and ego-resilience. Ego-control

refers to the tendency to contain versus express motivational impulses, and ego-

resiliency refers to the tendency to respond flexibly to environmental demands. Studies

have suggested that three personality types–resilient, under controllers, and over

controllers–could be constructed as specific combinations of ego-control and ego-

resilience [13], [18]. Specifically, resilient are characterized by a high level of ego-

resiliency and a medium level of ego-control. Over controllers and under controllers both

have a low level of ego-resiliency, but differ on ego-control. Over controllers have a high

level of ego-control and under controllers have a low level of ego-control [17], [18].

Several studies have revealed that these three personality types can be reliably

constructed using Big Five personality traits in adolescents [19], [20]. Resilient generally

have higher scores on all five dimensions: Extraversion, agreeableness,

conscientiousness, emotional stability, and openness. Under controllers are

characterized by lower conscientiousness and agreeableness, compared to others. Over

controllers typically have relatively lower extraversion and lower emotional stability,

compared to others, yet comparable agreeableness as Resilient [17], [18], [20]. We will

adopt this personality classification to understand how individuals with these three

distinct personality types vary in their social relationships.

Relationship quality.
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Social relationships have both positive and negative features [21], [22]. On the one

hand, social relations can be salient sources of support by providing companionship,

intimacy, assistance, and guidance. On the other hand, relationships provide a context

for negative interactions, such as conflict and antagonism among interpersonal partners.

A third feature that needs to be distinguished to understand relationships is the

perceived dominance in the relationship, that is, the extent to which one is controlled

and dominated by the other [23]. Although there are other aspects of a social

relationship that are important, we focus on these three dimensions as they together

encompass both positive and negative features of a social relationship. Moreover, these

three dimensions provided a common conceptual framework among various types of

relationships in the social network [24], [25]. Therefore, in the current study, perceived

support from, negative interaction with, and perceived dominance from interpersonal

partners, are the key dimensions adopted to typify friendships over the course of

adolescence and romantic relationships in emerging adulthood.

Personality Types and Friendship Quality in Adolescence

Research has shown that individuals with different personality types might have

distinct patterns of friendship quality. Resilient tend to have better quality of friendships

than both over controllers and under controllers [7], [10]. More specifically, cross-

sectional studies using adolescent samples with average ages varying from 12 to 17

years have shown that resilient perceived more support from their friends than both over

controllers and under controllers, whereas between the latter two there were no

significant differences [26], [27]. A longitudinal study examining this link among

adolescents from 13 to 16 years showed similar findings [10]. Furthermore, one study
 25
followed adolescents from 12 to 16 years and showed that over controllers and under

controllers were equally high in conflict frequency and hostile conflict management, and

they were both significantly higher in these two aspects than resilient [28]. Former

research also provides some evidence regarding different levels of perceived

dominance from friends for youths with different personality types. Over controllers

experienced more coercion from their friend, and they were more likely to comply with

their best friend in conflict and be influenced by their best friend’s delinquency than

resilient [10], [28], [29]. Moreover, over controllers scored significantly lower than

resilient on social potency which describes the propensity to enjoy leadership roles and

desire to influence others [9]. For under controllers, results are less consistent: Similar to

over controllers, they experienced more coercion from their friend and were more likely

to comply with their best friend during conflict than resilient [10], [28]. They did not differ

from resilient in their tendency to influence their friend with their delinquent behavior,

however, nor in their level of social potency [9], [29]. In sum, both over controllers and

under controllers seem to perceive less support and more negative interaction in

friendships than resilient, and over controllers tend to perceive more dominance from

friends than resilient. Results are mixed as to whether under controllers differ from

resilient regarding perceived dominance from friends. All of these studies were limited to

early to middle adolescents, however, and predominantly studied differences in terms of

mean levels. The current study will examine personality differences in the mean levels

of, and the developmental changes in, friendship quality among adolescents from 12 to

20 years.

Personality Types and Romantic Relationship Quality in Emerging Adulthood

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Individuals with different personality types also differ in romantic relationship quality.

Personality types identified in early childhood were found to predict the quality of

romantic relationships in young adulthood [9], [30], [31]: Under controllers, compared to

resilient, reported lower quality of romantic relationships, as indicated by lower

emotional support and warmth (e.g., intimacy and trust, acceptance, and exchange of

personal thoughts and feelings), higher levels of conflict, and a more unequal balance of

power in the relationship. Quite surprisingly, over controllers had similarly high romantic

relationship quality as resilient in these three studies, despite the fact that over

controllers generally reported lower friendship quality. Perhaps this absence of

differences between over controllers and resilient can be explained by the fact that

previous studies have assessed personality at one point in early childhood, rather than

accounting for adolescent personality and its maturation over the course of adolescence

[17], [20]. As personality develops during childhood and adolescence, personality

measured during adolescence might be differently related to romantic relationship

quality in young adulthood. Using a developmental personality typology to capture the

normative changes of personality in adolescence might help in drawing a more

comprehensive picture about the link between personality types and romantic

relationship quality.

Adolescent Friendships and Romantic Relationships in Emerging Adulthood

Friendships offer an important training ground for developing capacities and

expectations for later romantic relationships [6], [32], [33]. Consistent with these

theoretical ideas, several longitudinal studies have shown positive linkages between

adolescent friendships and emerging adult romantic relationships [3], [34]– [36]. These
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studies, with time intervals ranging from 4 years to 7 years, revealed significant

associations of weak to moderate effect size for various indicators of quality of

friendships and romantic relationships, such as social support, commitment, and

hostility. Specifically, individuals’ support from friends at age 15 and 17 was positively

related to support from romantic partners at age 21 [36], and more support from friends

at 16 years was predictive of longer-term committed romantic relationship from 18 to 25

years [35]. Similarly, relational commitment in adolescent friendships was predictive of

relational commitment to their romantic partner in emerging adulthood [3]. Moreover,

positive conflict resolution with friends at age 16 was related to more commitment and

less hostility in young adults’ romantic relationships [34]. In sum, existing studies have

consistently provided support for the idea that friendship experiences during

adolescence might contribute in important ways to the quality of romantic relationships

in emerging adulthood.

Personality Types, Adolescent Friendships, and Romantic Relationships in

Emerging Adulthood

No prior research has examined why adolescents with different personality types

might vary in their quality of romantic relationships in emerging adulthood. As introduced

above, previous studies have provided some evidence about the linkages between

personality types and friendship quality, although they predominately focused on early to

middle adolescents. Additionally, prior research has shown significant linkages between

quality of adolescent friendship and young adults’ romantic relationships. These linkages

suggest a natural progression for romantic relationship development, in which youths

practice principles of volition and reciprocity in friendships and generalize related

 28
abilities and expectations to later romantic relationships. This developmental trajectory

forms the rationale for an indirect effect of personality types on later romantic

relationship quality, through earlier friendship quality. More specifically, we proposed

that there would be an indirect pathway, such that adolescent personality types were

associated with differential development of friendship quality during adolescence, which

in turn would bae associated with romantic relationship quality.

Overall, this study aimed to test whether adolescent personality types were related

to differential mean levels and developmental changes in friendship quality throughout

adolescence (aim 1) and whether, through these differences in adolescents’ friendship

quality, adolescent personality types would indirectly predict romantic relationship quality

during young adulthood (aim 2).

Adolescents’ personality types.

Adolescents’ personality was assessed annually for five years with the Quick Big

Five questionnaire [37], [38]. Thirty personality makers were used to assess five

personality dimensions (each with 6 items): Extraversion (e.g., “talkative”),

Agreeableness (e.g., “sympathetic”), Conscientiousness (e.g., “systematic”), Emotional

stability (e.g., “worried”, reverse-scored), and Openness to experience (e.g., “creative”).

Adolescents rated their personality on a 7-point Likert scale ranging from 1 (very untrue)

to 7 (very true). Prior research has reported adequate reliability and validity of this scale

[39]. In the current study, across Wave 1 to Wave 5, Cronbach’s alphas ranged from .80

to .87 for Extraversion, from .81 to .87 for Agreeableness, from .85 to .91 for

Conscientiousness, from .80 to .83 for Emotional stability, and from .76 to .77 for
 29
Openness to experience. Several studies have shown that Block and Block’s (1980)

three personality types (i.e., over controllers, under controllers, and resilient) can be

constructed directly from the Big Five dimensions [17], [18], [20]. An earlier study

constructed personality types with Latent Class Growth Analysis (LCGA; [40]) on the

original 1313 cases, including the current sample [41]. The LCGA indicated that a three-

class solution fit the data the best and the entropy was .91, which indicated a high

accuracy of classification [42]. Therefore, in the current research, we adopted that

study’s classification of personality types (See [41] for specific scores on Big Five traits

for each personality type). In our sample, there were 120 over controllers, 78 under

controllers, and 145 resilient among the 343 participants in the younger cohort. There

were 57 over controllers, 53 under controllers, and 71 resilient among the 181

participants in the older cohort.

Friendship and romantic relationship quality.

Participants’ friendship quality from 12 to 20 years (i.e., from Wave1 to Wave 5) and

romantic relationship quality during young adulthood (i.e., 21 and 25 years at Wave 6)

were assessed with Network of Relationships Inventory (NRI; [43]). This inventory

measures participants’ perceptions of support from their best friend or romantic partner,

negative interaction with their best friend or romantic partner, and perceived dominance

from their best friend or romantic partner. Support was assessed with twelve items,

including items from different subscales tapping into companionship, instrumental aid,

intimacy, nurturance, affection, admiration, and reliable alliance in friendship or in

romantic relationship. A sample item was “How often do you turn to this person for

support with personal problems?” Negative interaction was measured with six items
 30
from two subscales tapping conflict and antagonism. A sample item was “How much do

you and this person get upset with or mad at each other?” Perceived dominance was

assessed with six items from two subscales tapping the extent to which adolescents

were controlled and dominated by their best friend or romantic partner. A sample item

was “How often does this person get his/her way when you two do not agree about what

to do?” Participants reported their friendship and romantic relationship quality on a 5-

point Likert scale, ranging from 1 (never) to 5 (always). The NRI has good predictive,

factorial, and construct validity (Furman, 1996). In the current study, across the five

waves, Cronbach’s alphas ranged from .91 to .93 for perceived support from best friend,

from .81 to .87 for negative interaction with best friend, and from .81 to .86 for perceived

dominance from best friend. At Wave 6, Cronbach’s alphas were .92 for perceived

support from romantic partner, 90 for negative interaction with romantic partner, and .88

for perceived dominance from romantic partner. ³

  

RELATED STUDY

Influences Of the multiple different early and later theories of love, there are two specific

early theories that contribute to and influence Sternberg's theory.

The first is a theory presented by Zick Rubin named The Theory of Liking vs. Loving.

In his theory, to define romantic love, Rubin concludes that attachment, caring, and

intimacy are the three main principles that are key to the difference of liking one person

and loving them. Rubin states that if a person simply enjoys another's presence and

spending time with them, that person only likes the other. However, if a person shares a
 31
strong desire for intimacy and contact, as well as cares equally about the other's needs

and their own, the person loves the other. [5] In Sternberg's theory, one of his main

principles is intimacy. It is clear that intimacy is an important aspect of love, ultimately

using it to help define the difference between compassionate and passionate love.

The second, presented by John Lee, is the color wheel model of love. In his theory,

using the analogy of primary colors to love, Lee defines the three different styles of love:

Eros, Ludos, and Storge. Most importantly within his theory, he concludes that these

three primary styles, like the making of complementary colors, can be combined to make

secondary forms of love. [6] In Sternberg's theory, he presents, like Lee, that through the

combination of his three main principles, different forms of love are created.

Sternberg also described three models of love, including the Spearmanian,

Thomsonian, and Thurstonian models. According to the Spearmanian model, love is a

single bundle of positive feelings. In the Thomsonian model, love is a mixture of multiple

feeling that, when brought together, produce the feeling. The Thurstonian model is the

closest to the triangular theory of love, and dictates that love is made up of equal parts

that are more easily understood on their own than as a whole. In this model, the various

factors are equal in their contribution to the feeling, and could be disconnected from

each other. [7]

 32
The three components, pictorially labeled on the vertices of a triangle, interact with

each other and with the actions they produce so as to form seven different kinds of love

experiences (nonlove is not represented). The size of the triangle functions to represent

the "amount" of love—the bigger the triangle, the greater the love. Each corner has its

own type of love and provides different combinations to create different types of love

and labels for them. The shape of the triangle functions to represent the "style" of love,

which may vary over the course of the relationship:

Non-love: The absence of any of the three types of love. No connection. Indifferent to

relationship.

Liking/friendship: This type of love is intimacy without passion or commitment. This

includes friendships and acquaintances. [11]

Infatuated love: Infatuated love is passion without intimacy or commitment. This is

considered "puppy love" or relationships that have not become serious yet. [11]

Romantic relationships often start out as infatuated love and become romantic love as

intimacy develops over time. Without developing intimacy or commitment, infatuated

love may disappear suddenly.

Empty love: is characterized by commitment without intimacy or passion. A stronger

love may deteriorate into empty love. In an arranged marriage, the spouses' relationship

may begin as empty love and develop into another form, indicating "how empty love

need not be the terminal state of a long-term relationship ... [but] the beginning rather

than the end”. [12]

 33
Romantic love: This love is passionate and intimate but has no commitment. This could

be considered a romantic affair or could be a one-night stand. [11]

Companionate love: is an intimate, non-passionate type of love that is stronger than

friendship because of the element of long-term commitment. "This type of love is

observed in long-term marriages where passion is no longer present"[13] but where a

deep affection and commitment remain. The love ideally shared between family

members is a form of companionate love, as is the love between close friends who have

a platonic but strong friendship.

Fatuous love can be exemplified by a whirlwind courtship and marriage—it has points of

passion and commitment but no intimacy. An example of this is "love at first sight”. [11]

Consummate love: is the complete form of love, representing an ideal relationship

which people strive towards. Of the seven varieties of love, consummate love is

theorized to be that love associated with the "perfect couple". According to Sternberg,

these couples will continue to have great sex fifteen years or more into the relationship,

they cannot imagine themselves happier over the long-term with anyone else, they

overcome their few difficulties gracefully, and each delight in the relationship with one

other. [14] However, Sternberg cautions that maintaining a consummate love may be

even harder than achieving it. He stresses the importance of translating the components

of love into action. "Without expression," he warns, "even the greatest of loves can

die."[15] Thus, consummate love may not be permanent. [citation needed] If passion is

lost over time, it may change into companionate love. Consummate love is the most

satisfying kind of adult relation because it combines all pieces of the triangle into this

one type of love. It is the ideal kind of relationship. These kinds of relationships can be

found over long periods of time or idealistic relationships found in movies. [11]
 34
Sternberg's triangular theory of love provides a strong foundation for his later theory

of love, entitled Love as a Story. [16] In this theory, he explains that the large numbers

of unique and different love stories convey different ways of how love is understood. He

believes, over time, this exposure helps a person determine what love is or what it

should be to them. These two theories create Sternberg's duplex theory of love. [17]

"Personal relationships that have the greatest longevity and satisfaction are those in

which partners are constantly working on sustaining intimacy and reinforcing

commitment to each other."[11]

The importance of affect for social relationships in adolescence

Positive and negative affect experienced during adolescence may be especially

important for relationship development, as adolescence is a time of social exploration

during which relationships and social competence become increasingly central identity

( Collins and Laursen, (2000), Furman and Buhrmester, (1985), Zarret and Eccles,

(2006)). Positive affect during adolescence is related to a range of social outcomes

including less frequent conflict and greater peer-rated friendship attachment, even after

controlling for several confounds including earlier relationship quality, income, and

gender ( Kansky, Allen, & Diener, (2016)). Beginning in adolescence, individuals

emotions may guide interactions with others at the same time relationships become

increasingly resilient to well-being.

Fredrickson’s broaden-and-build theory, posits that positive affect allows individuals to

invest in their close relationships so that they can rely on strong social support in future

negative circumstances, while negative affect encourages individuals to focus on current

 35
stressors and problems, rather than build their resources for the future (Fredrickson,

2001, Lyubomirsky et al., 2005). This theory further suggests a likely link of adolescent

affect to long-term outcomes. Not only do those with negative affect lack the drive to

build social connections, but their existing relationships may suffer due to the potential

neglect and negativity as well. Negative affect may decrease the likelihood of forming

relationships with positive qualities and may result in lower relationship satisfaction. On

the other hand, positive affect encourages individuals to invest in their relationships,

which likely promotes and strengthens positive qualities of these relationships.

Importantly, negative and positive affect appear linked to different aspects of relationship

quality and are considered to be separate affective dimensions, rather than opposite

ends of a general affect trait (Diener and Emmons, 1984, Huppert and Whittington,

2003).

Affect and young adult romantic relationship functioning

Romantic relationship success during young adulthood has been defined in many

ways. For the purposes of this study, we focus on specific relationship characteristics

(i.e., romantic conflict, insecure attachment, romantic competence, and relationship

satisfaction) as markers of healthy versus unhealthy relationship functioning.

Overwhelmingly, the most cited negative romantic quality is hostile conflict. In a married

sample, negative affect was significantly related to poor conflict management strategies

(Krokoff, 1987). Gottman (1994) found that stable, high quality marriages, are

characterized by more positive interactions to negative even while resolving conflict.

Negative affect was related to individual’s recalled amount of conflict in past romantic

relationships as well (Berry & Willingham, 1997). Prior research on close friendships has

identified positive and negative affect as independent predictors of amount of conflict

 36
and irritation in friendships. These results suggest that happy people tend to report less

negative conflict and are also better able to manage conflict when it arises, while those

with greater negative affect tend to report more frequent conflict and poor coping

strategies. Whether affect is a cause or consequence of hostile conflict within romantic

relationships has yet to be disentangled.

A second way in which affect is likely impacting relationship functioning is through

its association with attachment behaviors (Banse, 2004, Cobb et al., 2001, Creasey et

al., 1999, Li and Chan, 2012). Attachment behaviors along two dimensions (anxiety and

avoidance) have been identified, with low levels on both dimensions representing secure

attachment (Brennan, Clark, & Shaver, 1998). Insecure attachment behaviors have

been associated with fewer positive emotions, greater negative emotions, difficulties

regulating affect and managing conflict, and poorer relationship quality (Collins and

Read, 1990, Kobak and Sceery, 1988, Meyer et al., 2015). Specifically, attachment

theory posits that secure attachment is associated with healthy affect regulation

(Mikulincer, Shaver, & Pereg, 2003). Indeed, working models of attachment contain

affective components (Collins & Read, 1994) and experimental studies have linked

primed insecure attachment styles to negative affect whereas primed secure attachment

styles were linked to greater positive affect (Rowe & Carnelley, 2003).

Affect and emotion regulation have also been strongly tied to attachment

behaviors that impact friend and romantic relationships during adolescence and into

adulthood (Cassidy, 1994). Thus, affect during adolescence may play a critical role in

developing attachment behaviors that are likely to impact later relationship outcomes.

Importantly, prior research has indicated that individuals may be unreliable in reporting

complex, cognitive processes such as attachment processes (Main and Goldwyn, 1985,
 37
Nisbett and Wilson, 1977) highlighting the need to include partner’s perceptions as well.

Affect is likely to be linked to insecure attachment behaviors, but the role of affect in

predicting such behaviors over time has not been fully explored.

Finally, affect is likely linked to young adult romantic competence given the

centrality of affect in the experience of close relationships. Affect likely contributes to the

development of competence in friendships during adolescence and romantic

relationships in adulthood, in accord with the developmental stage theory of relationship

importance (Roisman et al., 2004). In adulthood, competence specifically related to

romantic abilities (i.e., romantic competence) is linked to greater well-being and more

satisfied relationships (Montgomery, 2005, Reis et al., 2000). Yet, whether affect

predicts romantic competence independently of general social competence has not

been directly assessed. Relatedly, romantic competence has been proposed as a factor

driving relationship satisfaction (Davila et al., 2017, Davis and Oathout, 1987). There is

a wealth of research indicating the affect is related to relationship satisfaction.

Specifically, those with high positive affect are more likely to report higher relationship

satisfaction, while those with negative affect report lower satisfaction (Drydal et al.,

2011, Dush and Amato, 2005, Love and Holder, 2015). While there is burgeoning

evidence suggesting that affect may predict future relationship satisfaction (i.e.,

Luhmann et al., 2013), most studies are limited to adult populations and often times,

affect is first measured when already in a serious, committed relationship. However,

earlier affect, before one enters a relationship, is likely to influence eventual satisfaction,

yet this has never been directly assessed.

Taken together, prior research suggests that affect likely facilitates relationship

experiences and behaviors that influence future relationship functioning, whether in

 38
terms of attachment behaviors that involve understanding and responding to another’s

distress while managing one’s own, ability to maintain a relationship through conflict

management, comfort in initiating a romantic relationships, and relationship satisfaction.

To date, the notion that affect might ultimately predict better relationship functioning in

the longer term has received scant empirical attention despite its concurrent link to

relationship functioning across the lifespan. If affect is in fact a driver of later relationship

functioning, findings may inform future interventions or relationship education programs

to highlight the role of affect in couple interactions.⁴

SYNTHESIS OF THE STATE OF THE ART

Based on the overall hypothesis of the reviewed Related literature and study

GAP BRIDGE BY THE STUDY

 39
CONCEPTUAL FRAMEWORK

Effect is commonly the result of such situation that might greatly affect to one’s

individual by any means. This study is mainly focused on the effects of teenage

relationships to the personality aspects of senior high school students of Buga.

Specifically, to determine the causes on how and why these students were being

engaged in early romantic relationships.

This study might be discovered the positive nor negative effect of engaging in

early romantic relationships. In determining the data for this study the researcher is

intended to use a survey questionnaires in form of checklist of experiences that a normal

adolescent experienced when they engage in early romantic relationships.

This study will employ’s a systematic approach. Where, the figure 1 illustrated the

conceptual framework which divided into three (3) parts; this is the input, output and

process.
 40

THEORETICAL FRAMEWORK

This study dealt with the “Effects of teenage relationship to their personality

aspects”. This study is theoretically based on “triangular love theory of Robert

Sternberg.
 41
Figure 2:

Triangular theory of love

Note: Not to be confused with Love triangle.

The triangular theory of love is a theory of love developed by Robert Sternberg. In the

context of interpersonal relationships, "the three components of love, according to the

triangular theory, are an intimacy component, a passion component, and a

decision/commitment component."[1]

The three components, labeled on the vertices of a triangle, interact with each

other so as to form seven different kinds of love experiences

Sternberg says that intimacy refers to "feelings of closeness, connectedness, and

bondedness in loving relationships," passion refers to "the drives that lead to romance,

physical attraction, sexual consummation, and related phenomena in loving

relationships" and decision/commitment means different things in the short and long

term. In the short-term, it refers to "the decision that one loves a certain other", and in

the long-term, it refers to "one's commitment to maintain that love."[2]

The three components of love as described in the theory are as follows:

Passion

Passion can be associated with either physical arousal or emotional stimulation.

Passion is defined in three ways:

 42

 UA strong feeling of enthusiasm or excitement for something or about doing

something [3].

 A strong feeling (such as anger) that causes people to act in a dangerous way.

 Strong sexual or romantic feeling for someone.

Intimacy

Intimacy is described as the feelings of closeness and attachment to one another.

This tends to strengthen the tight bond that is shared between those two individuals.

Additionally, having a sense of intimacy helps create the feeling of being at ease with

one another, in the sense that the two parties are mutual in their feelings.

Intimacy is primarily defined as something of a personal or private nature; familiarity. [3]

Commitment

Unlike the other two blocks, commitment involves a conscious decision to stick with

one another. The decision to remain committed is mainly determined by the level of

satisfaction that a partner derives from the relationship. There are three ways to define

commitment:

 A promise to do or give something.

 A promise to be loyal to someone or something.

 The attitude of someone who works very hard to do or support something. [3]

"The amount of love one experiences depends on the absolute strength of these three

components, and the type of love one experiences depends on their strengths relative to
 43
each other."[4] Different stages and types of love can be explained as different

combinations of these three elements; for example, the relative emphasis of each

component changes over time as an adult romantic relationship develops. A relationship

based on a single element is less likely to survive than one based on two or three

elements.

REFERENCE

¹Jin, H., Yang, P., and Yang, T. (2021). The influence of adolescents' romantic

relationship on Individual Development: Evidence from China. International journal of

Chinese education. First published online on December 21, 2021. retrieved from

https://www.journal.sagepub.com

² Sternberg, Robert J. (2007). "Triangulating Love". In Oord, T. J. (ed.). The Altruism

Reader: Selections from Writings on Love, Religion, and Science. West Conshohocken,

PA: Templeton Foundation. p. 332. ISBN 9781599471273.

³ Sternberg, Robert J. (1997). "Construct validation of a triangular love scale". European

Journal of Social Psychology. 27 (3): 313–335. doi:10.1002/(SICI)1099-

0992(199705)27:3<313:AID-EJSP824>3.0.CO;2-4.

⁴ Webster, Noah. New Collegiate Dictionary. A Merriam-Webster. Springfield, MA: G. &

C. Merriam, 1953. Print.

⁵ Sternberg, Robert J. (2004). "A Triangular Theory of Love". In Reis, H. T.; Rusbult, C.

E. (eds.). Close Relationships. New York: Psychology Press. p. 258. ISBN 978-

0863775956.
 44
⁶ Rubin, Zick (1970). "Measurement of Romantic Love". Journal of Personality and

Social Psychology. 16 (2): 265–273. CiteSeerX 10.1.1.452.3207. doi:10.1037/h0029841.

PMID 5479131.

⁷ Lee, John A. (1976). The Colors of Love. New York: Prentice-Hall.

⁸ Sternberg, R. "A Triangular Theory of Love." Psychological Review. American

Psychological Association, Inc., 1986.

¹⁰ Wang, A. Y., & Nguyen, H. T. (1995). Passionate love and anxiety: A cross-

generational study. The Journal of Social Psychology, 135(4), 459.

doi:http://dx.doi.org/10.1080/00224545.1995.9712215

¹¹ Levy, P. E. (2013). Industrial Organizational Psychology (4th ed.). New York: Worth.

pp. 316–317. ISBN 9781429242295.

¹² Acker, M.; Davis, M. (1992). "Intimacy, passion, and commitment in adult romantic

relationships: a test of the triangular theory of love". Journal of Social and Personal

Relationships. 9 (1): 21–50. doi:10.1177/0265407592091002. S2CID 143485002.

¹³ Rothwell, J. Dan. In the Company of Others. Oxford University Press. p. 224.

¹⁴ Sternberg, in Close Relationships p. 268

¹⁵ Ashford, J. B.; et al. (2009). Human Behavior in the Social Environment. Gardners

Books. p. 498. ISBN 9780495604662.

¹⁶Cupid's Arrow - the Course of Love through Time" by Robert Sternberg. Publisher:

Cambridge University Press (1998) ISBN 0-521-47893-6

¹⁷ Robert J. Sternberg, "Liking versus Loving" Psychological Bulletin (1987) p. 341

 45
¹⁸ Sternberg, Robert J. "What's Your Love Story?". Psychology Today. What’s Your

Love Story

¹⁹ Sternberg, Robert J. (1995). "Love as a Story". Journal of Social and Personal

Relationships. 12 (4): 541–546. doi:10.1177/0265407595124007. S2CID 145538341.

²⁰ Lomas, Tim (2018), "The flavours of love: A cross-cultural lexical analysis" (PDF),

Journal for the Theory of Social Behaviour, 48: 134–152, doi:10.1111/jtsb.12158

²¹ Sorokowski, Piotr; Sorokowska, Agnieszka; Karwowski, Maciej; Groyecka, Agata;

Aavik, Toivo; Akello, Grace; Alm, Charlotte; Amjad, Naumana; Anjum, Afifa; Asao, Kelly;

Atama, Chiemezie S. (2020-08-12). "Universality of the Triangular Theory of Love:

Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries".

The Journal of Sex Research. 58 (1): 106–115. doi:10.1080/00224499.2020.1787318.

hdl:11250/2755478. ISSN 0022-4499. PMID 32783568. S2CID 221127099.

²²Adapted from Centers for Disease Control and Prevention. National Center for Injury

Prevention and Control. (2005). Choose respect community action kit: Helping preteens

and teens build healthy relationships. Retrieved from

http://www.aldine.k12.tx.us/cms/file_process/download.cfm?

docID=BED9BF514B2EAD07 (PDF, 60 pages)

²³ Yu R, Branje S, Keijsers L, Meeus WHJ (2014) Personality Effects on Romantic

Relationship Quality through Friendship Quality: A Ten-Year Longitudinal Study in

Youths. PLoS ONE 9(9): e102078. doi:10.1371/journal.pone.0102078. Editor: Antonio

Verdejo García, University of Granada, Spain.Received: December 23, 2013; Accepted:

June 15, 2014; Published: September 18, 2014. Copyright: © 2014 Yu et al. This is an

open-access article distributed under the terms of the Creative Commons Attribution
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License, which permits unrestricted use, distribution, and reproduction in any medium,

provided the original author and source are credited.

²⁴ Kansky, J., Allen, J., and Diener, E. (2019).The Young Adult Love Lives of Happy

Teenagers: The Role of Adolescent Affect in Adult Romantic Relationship Functioning.

Journal of research in personality. Retrieved fromhttps://www.ncbi.nlm.nih.gov

²⁵Parker, P., et.al(2012). Personality and Relationship quality during the transition from

high school to early Adulthood. Journal of research in Personality. Retrieved from

https://www.ncbi.nlm.nih.gov
 47
CHAPTER III

METHODOLOGY

This chapter reveals the methods of research to be employed by the researcher in

conducting the study which includes the research design, population of the study,

research instrument and its development establishing its validity and reliability, data

gathering procedures, and the appropriate statistical treatment of data.

RESEARCH DESIGN

This study was made by the means of qualitative methods of researcher. The

researcher attempted to get the answers to the aforementioned problem and to justify

and satisfy the objectives of the study. Likewise, it also attempted to know the different

effects of early teenage relationships to their personality aspects.

This study was a qualitative research so that the descriptive research design will

apply to this study. A descriptive research design will used to described characteristics

of a certain population or phenomenon. It does not answer how / when / why the

characteristic occurred rather it address “what” question.

Descriptive Research Design sometimes called sometimes called survey

research, it aims to describe systematically the facts and characteristics of a given

population of area and interest, factually and accurately.

 48
Descriptive Research Design has been used to gather information and data. This

study aims to show the effects of teenage relationships to their personality aspects.

THE RESPONDENTS OF THE STUDY

The respondent of the study is composed of the Senior High school of Buga

National High School. One of the vital processes to keep this study successful. All of

these participants was selected through survey questionnaire checklist. This sampling

method is conducted where each member of a population has a capability to become

part of the sample.

RESEARCH INSTRUMENT

The main instrument of this study is a survey questionnaire in a form of checklist

made by researchers.

The researchers will able to determine the “Effects of teenage relationships to

personality aspects of Senior High School students of Buga by the result of data

gathered.

All gathered data and information will analyze to determine its validity of

concluded hypothesis of the study.

The researchers used checklist to get the percentage of the respondents and

result of the study based on the answered questionnaire given.

 49
DATA GATHERING PROCEDURE

After establishing the validity and reliability on how gather-data, formulating

questions appropriate for the study and all doing necessary modification to the chosen

respondent. The copies of questionnaires distributed will be successfully completed and

returned. Thus, their corresponding answer to the question are kept in accordance with

the agreement of the respondents and the researchers.

The date gathered was organized and tabulated according to the result of the

statistical treatment done. In this stage, the service of a statistical consultant was

needed.

STATISTICAL TREATMENT OF THE DATA

To analyze and Interpret the data, the researcher employed the following

statistical procedure:

1. Frequency, percentage and ranking

Will help the researcher to easily tally the date that they gathered. This percentage and

ranking will a big help in the researchers to analysis the date.

2. Frequency, weighted mean and ranking.

Weighted Mean. This tool was used to provide answer to the questions. The formula is:

Where:
 50
WM = weighted mean

X = number of respondents

F = weight given to each respondent

N = number of cases