GOLDEN FAITH ACADEMY

SENIOR HIGH SCHOOL DEPARTMENT

A Correlational Study on the Positive and Negative Ex-Relationship Thoughts and Academic Performance of
GFA SHS Students

RESEARCH ADVISER
JAMES CAPELLAN

JUNE 2022
 I. Introduction

A. Background of the Study

Student Peer Group Influence

Individuals or people that are within the age range or have the common interests of another individual
are referred to as peers (Olalekan, 2016). Teenagers are more inclined to act kindly and positively when their
peers support them, even if their peers are not present (Mujiyati & Adiputra, 2018; Choukas-Bradley, Giletta,
Cohen & Prinstein, 2015). A survey conducted by Survelum Public Data Bank poll indicated that students felt
pressure from their peers between 35-48% of the time. Due to peer pressure, 5% of teenagers have tried
alcohol (SAMHSA, 2019). This, on the other hand, can also greatly influence an individual in different ways
such as educational decisions (Rosenqvist, 2017).

Early Romantic Relationship Among Teenage Students

The Peer Pressure Survey Statistics also indicated that 28% of adolescents who gave in to peer
pressure tend to enter a romantic relationship. This is also due to the fact that adolescents are more intrigued
by being in a relationship in their mid-teens and are more engaged in dating during their high school years
(Lenhart et al., 2015; Lenhart, 2019). This influence is characterized by a growing perspective, heightened
knowledge of a larger social, political, and economic environment, as well as the emergence of love attraction
(Larson & Asmussen, 2017). Likewise, 80%of teens aged 14 years and older have already been in a romantic
relationship (Grieger et al., 2014). Evidence showed that romance among adolescents is important to their
development of self-identity, functioning, and capacity for intimacy and can have an effect on an individual’s
psychological well-being (Price et al., 2016; Miller, 2014).

Impact of Breakup on Academic Performance

Many teenagers have short-term encounters or noncommittal relationships which then leads to
breakup (Shulman & Connolly, 2013). This refers to the voluntary behavior of at least one participant in the
breakup of partnerships which includes friendship, marital and romantic ties (Jhangiani et al., 2022). Academic
performance is defined as the assessment of a student’s ability in a variety of academic areas (Salifu, 2022). It
is the level of knowledge demonstrated in a subject or area compared to the norm, and is typically measured
using the grade point average (Lamas, 2015). The occurrence of this phenomenon can cause negative
emotions and behavior in a person such as depressive symptoms, anxiety, poor academic performance, and
disorganized behaviors to students (Field et al., 2013; Li, Huang & Shen, 2019).
 B. Statement of the Problem

This paper aims to study the relationship of positive and negative ex-relationship thoughts and the
academic performance of Golden Faith Academy Senior High School students. Moreover, this paper sought to
answer the following specific research questions:

1. What is the relationship between positive ex-relationship thoughts and the academic performance of
GFA SHS students?
2. What is the relationship between negative ex-relationship thoughts and academic performance of GFA
SHS students?

C. Significance of the Study

This study would help the Senior High School students of Golden Faith Academy to be knowledgeable
about the relationship between positive and negative ex-relationship thoughts and academic performance. This
correlational study will be particularly beneficial for the following:

For students, this study will be beneficial for them to know the existing relationship of the positive and
negative ex-relationship to their academic performance,

For parents, this study will urge parents to strengthen their support system and be open-minded to their
child/children when it comes to their environment and attitude in learning,

For school administrators, this study will give motivation for school admins to improve their education
system and observe the academic performance of their students;

For future researchers, the study will be beneficial to the researchers who are interested in the same
topic line. They may also use this study as a product of information and reference for their research.

II. Review of Related Literature

A. Foreign and Local Studies

It is essential for the researchers to provide an overview of the study through the pre-existing related
studies we have found. The variables we are focusing on; academic performance and positive and negative
ex-relationship thoughts are expected to be discussed.
 During adolescence, it is found out that most people were impassioned about having or experiencing
romantic relationships which can result in an effect on their psychological well-being. And adolescents in this
particular study showed negative learning behavior due to stress and distraction from romantic relationships
which causes low academic performance (Gouda & D’Mello, 2021). A study by Pariat, Rynjah and Joplin
(2014) stated that such stressors from different aspects such as relationship concerns can have an effect on
students academically.

The academic performance of the participants of this specific study would be measured using the
General Weighted average (GWA). In a similar study that used GWA as a research instrument, a t-test was
used to determine the significant difference in students’ general average (Dargo, J. & Dimas, M., 2021).
Another study measured the academic performance of their respondents using their GWA for two consecutive
semesters (Delfino, A. P., 2019). It was found that emotional, and behavioral engagements have a positive
correlation to the students’ academic performance. Daya (2018) analyzed and statistically interpreted the
academic performance of 3549 SLSU graduates from SY 2010-2015 through a similar research instrument.
The basic tool was proven to be very useful in academic performance measurement and would provide a great
contribution to this study.

Students who are more involved in romantic relationships are proven to have lower academic
performance and have a greater chance of having negative feelings than those who are outside a relationship
(Honghao, Po & Tianyu, 2021; Field, Diego, Pelaez, Deeds & Delgado, 2012). On the other hand, similar
findings have occurred for Schmidt and Lockwood (2017). Being in a romantic relationship while in college is
linked to more missed classes, but not to higher grades.

A similar study shows individuals who felt nostalgic were more likely to keep virtual belongings, which
mediated the association between nostalgia and post-breakup adjustment (Brody, LeFebvre, & Blackburn,
2020). The findings noted that preserving virtual possessions has a negative relationship with post-breakup
adjustment. Participants who felt nostalgic were more inclined to maintain virtual assets after a breakup,
implying that nostalgia and post-breakup adjustment are linked. (Brody, N., LeFebvre, L., & Blackburn, K.,
2020).

The Positive and Negative Ex-Relationship Thoughts (PANERT) Scale would be utilized in this research
study. This research instrument consists of two subscales, mainly Positive Ex-Relationship Thoughts and
Negative Ex-Relationship Thoughts (Brenner & Vogel, 2015). It is still not yet widely used in the field of
research. The Breakup Distress Scale (BDS) has been so far the most commonly-occurring scale related to
the variables.
B. Research Gap
 The resources of the researchers for this study are in a wide manner as they have access to online
platforms. As part of the research, the units of analysis of this paper are unique as it is studied locally. Units of
analysis are in the same environment as the researchers. Therefore, there is comprehensible communication
between the researchers and respondents.

Also, this study is unique from all the other related research papers because of the units of analysis.
Positive and negative ex-relationship thoughts are specifically being tackled which is different from the breakup
distress which is commonly the focal area of discussion on related literature. The said factors subjectively
separate this study into other research papers.

III. Research Framework

This chapter shows the research framework of this study. This will further explain our variables and their
relationship in a detailed and organized manner through two existing theories. This also helps identify different
aspects that influence a study (Ravitch & Riggan, 2016).

The research framework’s paradigm that will guide this study is symbolic interactionism. Symbolic
interactionism explains that people act based on the circle of their environment (Quist-Adade, 2019). It also
explains how an environment teaches people to act on their society with the use of interaction and symbols.
The psychological concepts of an individual are also focused on this paradigm (Charmaz, Harris, & Irvine,
2019). This study has something to do with the psychological being of students and the idea of positive and
negative ex-relationship thoughts, the interaction between people, and its underlying repercussions on their
academic performance. Therefore, it can be best explained using symbolic interactionism.

The conceptual framework is developed through a review of the existing theories and studies regarding
this research study. The theories we have identified are appraisal theory and Sternberg’s triangular theory of
love. The academic performance of the students contributes to the level of their urge to be in a romantic
relationship. This could be due to the poor quality of education and other existing factors. This reflects the
results of the study wherein both positive and negative ex-relationship thoughts are inversely correlated to the
academic performance of the student, although insignificant. The more frequent intrusive thoughts take place,
the lower the grade of the student and vice versa.

Due to short-lived and shallow affection as per Sternberg’s triangular theory of love, it results in empty
love which is defined by a lack of passion or intimacy in commitment in the relationship (Sternberg, 2007).
Further repercussions include relationship dissolution or breakup which causes the existence of appraisal
thoughts. Arnold’s appraisal theory of emotion states that a person’s evaluation determines the feelings they
are experiencing as a result of the scenario. It could be positive or negative thoughts about the past
relationship and will both affect the academic performance of the student. The breakup thoughts and academic
performance are linearly related to each other that is why both affect each other at the same time (see Diagram
1).

Diagram 1. Conceptual Framework

The first theory that is utilized in this study is Robert Sternberg's triangular theory of love of 2007. It
states that love is divided into three parts: intimacy, passion, and decision/commitment (Sternberg, 2007). In
close relationships, the emotional closeness and cognitive decision/commitment components are usually
consistent; once established, they are likely to last. The question of the independent nature of the levels of love
is one of the theory's critics. In addition, prior methods for assessing the three stages of love have been
questioned. These flaws in Sternberg's idea were investigated further (Lomas, 2018). However, the cultural
universality of the hypothesis was supported in a large-scale cross-cultural study (Sorokowski, 2020).

The theory relates to this study specifically as to how adolescent romantic relationships are often
short-term and shallow (LeFebvre, 2019). PANERT scores and GWA are the datasets identified through the
conceptual framework. The results of this study shows the inverse correlation of academic performance and
ex-relationship thoughts although insignificant. This shows that breakups for students are intrusive in thinking
and in student satisfaction. Related literature provides sufficient evidence for the scale to be used in future
research and the concept is deemed reliable (Askarpour & Mohammadipour, 2016; Ventura-León et. al., 2020;
Nel & Govender, 2021).
 The second theory is appraisal theory. Magda B. Arnold pioneered appraisal theory in the 1960s, which
is essentially a systematization of classical notions about emotion. (Moors, Ellsworth, Scherer & Frijda, 2013).
It is also defined as emotions which are drawn from our judgments (appraisals or estimations) of events that
elicit specific reactions in different persons, which is a psychological theory. In essence, our appraisal of a
circumstance triggers an emotional, or affective, reaction depending on that appraisal (Scherer, Shorr &
Johnstone, n.d.).

One of the theory's advantages is that it is not limited to distinct category emotions, therefore it may
describe a wide range of emotional experiences. Furthermore, dimensionally evaluating cognitive assessments
allows us to distinguish between emotions (Yarwood, n.d.). One flaw is that there are numerous cognitive
appraisal dimensions. Scherer (1997), for example, identified eight appraisal dimensions. In addition to
Scherer's eight, other scholars (Tong, 2015) have discovered more.

Related literature reports that appraisal theory can predict how we feel emotions neither if the others
feel or don't feel the same way and it also treats empathy as one of the normal emotional experiences. It is
also effective in analyzing tough love as a process (Wondra, & Ellsworth 2015; Severance, 2019; Yang, 2018).
This study which involves the positive and negative content valence after a student romantic breakup involves
emotional response towards the situation, which is what the theory suggests. The appraisal of the students
toward the relationship dissolution would reflect their academic performance as shown in the results of this
study.

IV. Methodology

Through the research framework, the researchers would now be helped in generalizing the many
elements of a phenomenon observed rather than just reporting it, as well as identifying their limitations. The
understanding of ideas and variables as defined by the given definitions and creates new knowledge by
validating and testing theoretical assumptions that they could use on this succeeding chapter.

A. Research Design

The Quantitative Research Design of this study is associational, specifically under the subtype
correlational research study. This paper also has two variables indicating that this research design will be
associational. This study also focuses on the relationship between the Positive and Negative Ex-Relationship
thoughts and Academic Performances of GFA SHS Students. The goal of correlational research is to find a link
between two variables. It tries to find connections and parallels between them. (Sassower, 2017). Using an
associational research design, the researchers will be able to completely understand the relationship and effect
of our two variables from each other. If their relationship will be positive, negative or non-existent.

B. Variables

This research study is a correlation indicating that there are no dependent and independent variables.
Correlation is a measure of a relationship between variables in the broadest meaning (Schober et al,. 2018).
The main variables of our study are Positive and Negative Ex-Relationship Thoughts (PANERT) and Academic
Performances of GFA SHS Students. PANERT is the good and negative feelings connected to the thought's
content while academic performance refers to how well students succeed in various academic subjects. In this
study, academic performance will be measured using General Weighted Average (GWA). The level of
measurement of our PANERT variable is Interval while Ratio for our GWA variable.

C. Research Instrument

To measure the academic performance of the Golden Faith Academy Senior High School, the
researchers used the students’ GWA as their basic research instrument. With this, they can correlate the
grades of the respondents along with their answers to the PANERT questionnaire. As said, the researchers will
use the PANERT scale to measure the Ex-Relationship Thoughts of Senior High School Students of Golden
Faith Academy. PANERT scale is created to understand the thoughts in ex-relationships. It is a 12-item
questionnaire with 4 samples. In sample 1 (n=475), exploratory factor analyses demonstrated a
multidimensional scale with two factors, the positive content valence, and negative content valence. Sample 2
(n=509) and Sample 3 (n= 291), established the factor in college and community samples. For positive content
valence, the interval consistencies ranged from .88 to.94 and there was .87 to .94 for the negative content
valence. Sample 4 determines the after-break-up state of the people involved (Brenner & Vogel, 2015).

D. Units of Analysis and Sampling

The researchers selected Senior High School Students from Golden Faith Academy as units of
analysis. They sought to study whether ex-relationship affect a students academic performance in a positive
way and negative way. A survey was conducted in the data gathering procedure. They used multistage random
sampling, specifically simple random sampling which helps them to choose students randomly so that each
student has an opportunity of being selected. They also used stratified random sampling to divide the students
based on their category like how many students experience breakup and those who have not. Lastly, they
divide the population by grade level. They gathered 502 in total for the breakup population and 1538 of the
total in the non-breakup population.
 E. Data Gathering

The researchers made a letter request to the admin of Golden Faith Academy Senior High School
faculty. While waiting, the researchers had already prepared and printed the questionnaires. The respondents'
anonymity and their privacy rights are incorporated in the questionnaire. All information provided will solely be
used for academic purposes, in the research to be specific. Since the researchers are also grade 11 students
of Golden Faith Academy, the admin granted their request to conduct the survey by room as long as the
researchers will present the letter to the current teacher at that time. The leader grouped the members into two
including herself and assigned classrooms in each pair. For that matter, the leader gave each pair a copy of the
letter to present. The data gathering ended in 3 days since the number of the researcher is not enough to visit
each room in just a day. Most of the respondents answered properly in the given questionnaire. Tthe
researchers gathered 1,155 responses from the Senior High School of Golden Faith Academy.

F. Data Analysis

The researchers included the strand and grade level of the GFA SHS Students for the demographic
information. They will also conduct a comparative subanalysis in order to compare the GWA of students who
have not been in a relationship to those who already have. This would be done using Mann Whitney U test or
Wilcoxon rank-sum. The Mann-Whitney U test is used to determine whether the dependent variable differs
between two independent groups. It evaluates if the dependent variable's distribution is the same for the two
groups and, consequently, comes from the same population (Karadimitriou & Marshall, n.d.). This would add
depth to the study and help the researchers correlate the PANERT scores and academic performance of the
qualified respondents. Upon organizing the data from the questionnaires, the researchers would calculate the
mean scores per respondent and compare it with the GWA using the formula and interpretation of the
Spearman rank-order correlation coefficient (Spearman's correlation). This measures the degree and direction
of correlation between two variables recorded on at least an ordinal scale (Baskar et al., 2020).

V. Results, Analysis And Discussion

The following are the results obtained by the researchers from our consolidated datasets. These would
be used in the analysis to identify the definitive relationship of our research variables.

The respondents consist of 2,040 Golden Faith Academy Senior High School Students. There are
1,362 Grade 11 SHS Students (68.8%) and 678 Grade 12 SHS Students (33.2%) in the tally (see Graph 1).
 Graph 1. Respondents’ Distribution per Grade Level

Among the 1,362 Grade 11 GFA SHS students, 23.9% of the students already have experienced
romantic relationships while those who were not in a relationship consists of 76.1%. Moreover, among the 678
Grade 12 students, there were 26.1% of the students who were in a romantic relationship and 73.9% of the
students who have yet to experience a romantic relationship (see Graph 2A).

Graph 2A. Distribution of Students who were and were not in a romantic relationship per Grade Level

Dating is harder for high school students so they tend to be careful to avoid getting hurt. (Shulman, S.,
Tuval-Mashiach, R., Levran, E., & Anbar, S., n.d). The researchers found out that the GFA SHS students who
have experience having a relationship is 24.3%. It is lower compared to other countries. It can be dissimilar
because of the existing cultural differences of the location of the study compared to the Western culture.
(Karandashev, 2015).
 Majority of the respondents from GFA SHS have not been involved in a romantic relationship with a
total of 1,538 students (75.4%). Meanwhile, 502 GFA SHS students (24.6%) have already engaged into a
romantic relationship (see Graph 2B).

Graph 2B. Percentage of respondents who were and were not in a romantic relationship

The most frequently occurring answer of the 502 GFA SHS on the positive subscale respondents falls
on the score of 1 (Never). Item 1, {M=2, MAD=1.11}, Item 4 {M=3, MAD=1.30}, and Item 3 {M=3, MAD=1.30}
are indicated. These results show that the GFA SHS students don’t think about going back to their past
relationships. They also never think of romantic moments with their ex-lovers and what their lives could be with
them (see Table 1A).

Frequency

3 4 5
Items Median MAD 1 2
(Some (Often) (Always)
(Never) (Rarely)
times)

1. I think of ways to get back 2 1.11 208 73 137 53 31

together with ____.

4. I think about my most romantic 3 1.30 137 73 107 75 110

moments with _____.
 5. I think of what my life would be 3 1.30 140 71 112 64 115
like if we were together.

Table 1A: Positive Subscale Scores of Respondents

The most frequent answer of the respondents on the negative subscale scores falls on the score of 3
(Sometimes). Item 3, {M=3, MAD=1.06}, Item 6 {M=3, MAD=1.04}, and Item 11 {M=3, MAD=1.07} are
indicated. GFA SHS students sometimes have negative thoughts about their ex-lover (see Table 1B).

Frequency

1 2 3 4 5
Items Median MAD
(Never) (Rarely) (Some (Often) (Always)
times)

3. I think about all the things that 1.06 104 99 152 91 56

bothered me about _____.

6. I think about how much ____ hurt 1.04 97 82 156 97 70

3
me.

11. I remember times where ____ was 1.07 130 100 166 53 53
not a good partner.

Table 1B: Negative Subscale Scores of Respondents

The difference of distribution between negative and positive subscale scores in the PANERT research
instrument is significant. There is a higher rate on the negative subscale. The respondents more frequently
think of negative thoughts than positive ones about their ex-lover (see Graph 3A).
 Graph 3A: Distribution Gap of Positive and Negative Subscale Scores

Results of the Mann Whitney U test indicated that the GWA of the population of students who have not
been in a relationship {M=93, MAD=5.47, U=335877} is considered to be not equal to the GWA of students
who have already been in a relationship's population {M=91.9, MAD=5.36, U=436199}. This indicates that
their difference is big enough to be statistically significant. (see Table 2).

Sample Median MAD U

size

GWA of students who have been in a 502 91.9 5.36 436199

relationship

GWA of students who have not been in a 1538 93 5.47 335877

relationship

Table 2: A Comparative Analysis of the General Weighted Average (GWA) of GFA SHS Students

The respondents who were not in a romantic relationship scored higher academically based on their
GWA with a huge gap to the students who have already been in a relationship (see Graph 3B).
 Graph 3B: Distribution Gap of GWA between Respondents who were and were not in a romantic relationship

This correlational research study will use Non-Parametric Statistics for our variables positive and
negative ex-relationship thoughts and GWA. This is because it failed to pass the condition of normality of data.
The statistical treatment used by the researchers is Spearman Rho. It measures the strength (positive and
negative) relationship of the variables to each other. It will help in measuring the strength of the relationship of
the study’s two variables the General Weighted Average ( GWA) and the Positive and Negative
Ex-Relationship (PANERT).
Similar research studies used Spearman Rho in order to highlight the importance of determining the
relationship of two variables ( Fernandez V.R , Melo T., De tarso P, et. al, 2016). Using Spearman Rho the
researchers found out that the two variables have a significant relationship from each other ( Rahma K.A,
Affandi, G.R, 2021). Moreover, studies using correlational research design opted to use the statistical treatment
Spearman Rho (Ismail, G.K, Saleh, U., Amal, J., 2022). Another study used Spearman Rho to find out the
significant relationship of education, social work experience, gender, age, ethnicity and impact of social work to
persons personal life (Farell, K.D., 2022).
Results of the Spearman correlation indicated that there is a significant very small (very weak)
negative relationship between Positive Subscale Scores and GWA, (r(500) = .116, p = .010). Meanwhile,
results of the Spearman correlation indicated that there is a non-significant very small (very weak)
negative relationship between Negative Subscale Scores and GWA, (r(500) = .698, p = .1180).
 Table 3. Respondents’ Ex-Relationship Thoughts and GWA Correlation

Positive Subscale Scores and GWA variables have a significant very small (very weak) negative
connection, with a significance level of less than 0.05 (p.05). We need a value of p.05 to reject the null
hypothesis, hence the null hypothesis that Positive Subscale Scores are not connected with GWA of GFA SHS
students would be rejected. As a result, the first correlation's result is considered significant. Positive
ex-relationship thoughts and GWA are minimally inversely associated, according to the findings. This implies
that while one variable rises, the other falls. However, a similar study reported that academic performance as a
negative memory does not correlate with ex-relationship thoughts. Higher breakup distress is also not
determined to be associated with frequent positive breakup thoughts (del Palacio-González et al., 2017).
Contrary to this, Liu (2016) noted that stress in romantic relationships has a greater negative influence on
well-being than stress in any other relationship. Stress has been linked to memory loss, inability to focus and
concentrate, a lack of enthusiasm, and lower school retention rates.

On the other hand, there is a non-significant very small (very weak) negative relationship between
Negative Subscale Scores and GWA. Its significant level is also greater than 0.05 (p>.05). In order to reject the
null hypothesis, we need to have a value of p>.05. Therefore, the null hypothesis that Negative Subscale
Scores is not correlated to the GWA of GFA SHS students will not be rejected. Thus, the result of the first
correlation is deemed negligible. However, a related study implies that a breakup has an impact on students'
perceptions of their academic performance, such as focus, homework, and test results (Field et al., 2012). This
was supported by another study wherein the psychological consequences of depression and bereavement as
psychological effects of a breakup on students' perceived academic performance was objectified in the recent
study (Prasad, 2019).

The conceptual framework suggests that the degree of the students' desire to be in a romantic
relationship is influenced by their academic achievement. This might be brought on by inadequate educational
standards as well as other pre-existing circumstances. This is consistent with the results, which show that
although the correlation is small, both positive and negative ex-relationship thoughts are negatively correlated
with students' academic performance. The student's grade declines as intrusive thoughts occur more
frequently, and vice versa. Sternberg's theory of love specifically implies to this study that adolescent romantic
relationships are frequently transitory and superficial (LeFebvre, 2019). The findings indicate an unimportant
yet adverse association between academic achievement and ex-relationship thinking.

This also demonstrates how student breakups interfere with their ability to think clearly and feel
satisfied. In accordance with related literature, the scale can be utilized in future studies with confidence
(Askarpour & Mohammadipour, 2016; Ventura-León et al., 2020; Nel & Govender, 2021). This study examines
the emotional reactions to the situation as posed by the appraisal theory post-breakup. It examines both
positive and negative content valence. According to the findings of this study, the students' appraisal or
response toward relationship breakup would reflect their academic success.

VI. Conclusion and Recommendation

This part of the research is expected to sum up the interpretation of the results and provide brief
answers to the research questions and assess its consistency with the related literature.

It is concluded that the positive ex-relationship thoughts of GFA SHS students have a significantly weak
negative relationship with their GWA (r(500)=.13, p=.004). The results obtained by Li Huang and Shen in 2019
as well as Field, Diego and Pelaez’s study were determined to be identical to this result which note that
breakups are found to affect the perceived academic performance of students leading to lower grades.
Furthermore, negative ex-relationship thoughts scores and GWA are found to have a negligible correlation
(r(500)=.0427, p=339). However, it is contrary to the study of De Winter, Van Mol & de Valk in 2021 which
reported that breakups have a significant relationship with poor academic motivations of students. The study of
Pham, Keenan and Han in 2013 supported this idea which stated that dating has a negative impact on both
academic and social outcomes. The inconsistency of the results is caused by socio-cultural differences of the
group of respondents.

It is recommended to consider gender, number of dating experiences and relationship length as

mediating factors for future research. Usage of conventional scales such as Breakup Distress Scale and
Experience in Close Relationship scale for this topic are also advised to be used for a more fruitful discussion.
 Appendix

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