EXPLORING THE EFFECTS OF ROMANTIC RELATIONSHIP ON THE

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

In Partial Fulfillment
Of the Requirements for the subject
Practical Research 1

By

BIELL BRIAN A. MERCADERO

MAY 2024
 CHAPTER 1

The Problem
Introduction
Senior high school students' the pursuit of love relationships becomes an essential

component of what they do during adolescence. Their academic performance could be

negatively affected by these relationships, between other aspects of their development. It is

crucial that parents, educators, and researchers understand the effect on romantic

relationships on academic achievement. That's that this information can inform strategies and

interventions to help students meet their educational outcomes. Senior high school students'

lives are significantly influenced between romantic relationships, who effect their overall

experiences, social development, and emotional health. It's critical to understand how

romantic relationships could impact adolescents' academic achievement as they negotiate the

obstacles of adolescents. Exploring what romantic relationships affects academic

achievement can give parents, policymakers, and educators relevant knowledge that will help

them advice and guidance students as they achieve their educational goals.

In relation to research, romantic relationships had an intricate relationship on

academic performance that may result in a positive and a negative impact. On the other hand,

romantic relationships provide companionship, emotional support, and an overall sense of

belonging, all of which can enhance students' overall health while also having positive effects

on their academic achievement. In addition to providing accountability, motivation, and

encouragement, a supportive partner may also develop a positive studies an attitude and a

commitment to academic ambitions.

On the other hand, romantic relationships can present challenges that potentially

hinder academic performance. The time and energy invested in maintaining a relationship
may compete with study hours, leading to inadequate time management and reduced focus on

academic responsibilities. Relationship conflicts, jealousy, and emotional distress arising

from breakups can significantly impact students' psychological state, affecting their

concentration, motivation, and overall academic engagement.

Moreover, the influence of peers within romantic relationships can shape students'

behaviors and priorities. Students may face pressure to conform to their partner's expectations

or engage in social activities that divert their attention from academic commitments. The

dynamics of these relationships, combined with individual characteristics such as personality

traits, attachment styles, and prior academic performance, can further shape the impact of

romantic involvement on academic outcomes.

Educators, parents, and policymakers can create focused interventions that support

students in maintaining a healthy balance between their personal commitments and their

academic goals by investigating the intricate relationship between romantic relationships and

their academic performance. Promoting efficient time management strategies, promoting

examination about academic goals in relationships with them, and providing tools for

emotional well-being all across challenges with relationships being just several suggestions

for strategies.

The findings of these kinds of study can help with the development of student support

relationships and specialized interventions. Educators may provide guidance on how to

manage your time well, interact effectively, and set good boundaries in love relationships. In

order to make sure that students' academic goals are not compromised, parents and other

caregivers can provide support and encourage open communication. Policymakers must think

about
integrating relationship support services and education into the academic program to assist

students in handling the challenges of romantic relationships without sacrificing their

academic performance.

Investigate the relationship between senior high school students' academic

achievement and the quality of their personal relationships and time management and

juggling competing needs influence academic achievement in romantic relationships. and the

way romantic partners' emotional backing and support can help learners achieve their best

academic performance.

It important to recognize that individual behaviors, family backgrounds, and academic

environments have every aspect of an effect on how romantic relationships effect their

academic performance. Academic achievement in previous generations, type of personality,

and attachment styles all have a big impact on how students managed to balance their

romantic relationships and academics. The investigation on how romantic relationships effect

senior high school students' academic performance highlight the importance it's to understand

how to support students to focus on their academic and romantic interests. We may assist

students in having good interpersonal relationships in order to achieve academically by

understanding the complexities of these relationships and put the right strategies into practice.

These will ultimately boost the students' overall well-being and the future.
Statement of the Problem

This study aims to investigate the effect of Romantic Relationship on the Academic

Performance on the Senior High School Student.

1.What extent don senior high school students’ romantic relationship affect their management

skills and study habits?

2. What are the potential psychological factors that influence the academic performance of

senior high school students involved in romantic relationship?

3.What is the overall impact of romantic relationship on the academic performance of senior

high school students?

Scope and Delimitation of the Study

This study is limited only to the perception of the 10 respondents on the effects of

romantic relationship on the academic performance of Senior High School Students at

Kibatang National High School for School year 2023 - 2024.

Significance of the Study

This study provides baseline data to all stakeholders that played major responsibilities

in educational undertaking and endeavors.

To the students. Understanding the relationship between romantic involvement and

academic performance is crucial for students. It helps them make informed decision about

managing their personal lives and educational commitments effectively students can gain

insights into the potential consequences of romantic relationship on their academic goals,
such as time management, emotional well-being, and maintaining a healthy balance between

personal life and studies.

To the teachers. Teachers are responsible for facilitating a conducive learning

environment and supporting students’ academic progress. Being aware of the influence of

romantic relationship on academic performance can help affect students’ classroom

engagement, motivation and overall achievement. It enables teachers to provide appropriate

guidance, mentorship, and support to students’ who may be facing challenges due to their

romantic relationship.

To the parents. Parents play a vital role in supporting their children’s education.

Research on the impact of romantic relationship can help to the parents comprehend the

potential effects of such as relationship on their child’s academic performance. They can

provide guidance and academic support to their children in maintaining a healthy balance

between personal relationship and school responsibilities. Additionally, parents can be aware

of any potential challenges their child may face and offer appropriate assistance.

To the school. For educational institutions, the study’s findings can inform the

development of policies and programs that address the potential impact of romantic

relationship on academic performance school can provide resources to help students navigate

their relationship while maintaining focus on their studies. Additionally, school can offer

counseling services and workshops to educate students about healthy relationship dynamics

and time management strategies, there by promoting both personal and academic growth.

To the community. The community can create student support networks and focused

interventions. Guidance and tools can be offered by schools, parents, and educators to assist

students in striking a healthy balance between their academic obligations and their

relationships.
Definition of Terms

To have a common understanding of the terms used in this study, the following were

defined operationally.

Senior High School - Senior High School (SHS) refers to the final two years of

secondary education in some educational systems, usually for students aged 16 to 18. It

follows the completion of junior high school or middle school and serves as a transition

period before entering higher education or the workforce. Senior High School typically offers

specialized tracks or strands that allow students to focus on specific fields such as science and

technology, arts and design, sports, or academic subjects.

Romantic Relationship - A romantic relationship is a connection or bond between

two individuals characterized by affection, emotional intimacy, and often a sexual or

romantic attraction. It involves mutual feelings of love, desire, and an emotional connection

that goes beyond friendship. Romantic relationships can vary in intensity, duration, and

commitment levels, ranging from casual dating to long-term partnerships or marriages. They

involve shared activities, communication, trust, support, and a sense of mutual understanding

and respect.

Academic Performance - Academic performance refers to a student's achievements,

accomplishments, or outcomes in an educational setting, particularly in relation to their

academic pursuits and coursework. It encompasses factors such as grades, test scores, class

participation, completion of assignments, and overall learning progress. Academic

performance is often used as a measure to assess a student's knowledge, skills, and

understanding of the subject matter being taught. It can also include other indicators such as

attendance, behavior, and engagement in the learning process.

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This Chapter presents the review of related literature that are arrange according to the

variable posted in this study. This also provides an idea about the topic that captured the

interest of the researcher and incorporated in this part of paper to support and back up the

discussion of the proceeding chapters.

Impact of Romantic Relationships on Academic Performance

Numerous studies have explored the effects of romantic relationships on the academic

performance of high school students. One study conducted by Johnson and Beebe (2019)

found that students who were involved in romantic relationships reported higher levels of

distraction and lower levels of motivation, leading to a decline in their academic

performance. Similarly, a study by Roberts and Eason (2020) revealed that students who

spent more time with their romantic partners had lower grades compared to those who

dedicated more time to their studies.

On the other hand, some studies suggest that romantic relationships can have positive effects

on academic performance. A study by Smith and Anderson (2018) found that students in

committed relationships reported higher levels of support and encouragement from their

partners, which positively influenced their academic achievement. Additionally, a study by

Thompson and Davis (2021) showed that students who were in healthy and balanced
romantic relationships displayed higher levels of self-esteem and motivation, leading to

improved academic performance.

Senior high school students in romantic relationships may experience changes in their peer

relationships. Research by Garcia and Martinez (2017) suggests that students in relationships

may prioritize their romantic partner over their friends, which can lead to social isolation and

a decline in peer interactions. This shift in dynamics within peer groups may have negative

consequences on academic performance. One aspect that may be affected by romantic

relationships is time management. Senior high school students involved in romantic

relationships may spend a significant amount of time communicating with their partners,

going on dates, or engaging in other relationship-related activities. This diversion of time and

attention from academic pursuits can lead to decreased study hours and compromised

academic performance (Allen et al., 2013). The influence of peers within romantic

relationships can also impact academic performance. Senior high school students in

relationships may prioritize the opinions and activities of their partners and friends over their

academic responsibilities. This peer influence can lead to a decrease in study time, neglect of

assignments, and a decline in overall academic performance (Giordano et al., 2011). One of

the primary ways in which romantic relationships can impact academic performance is

through the allocation of time. Balancing the demands of a romantic relationship and

academic responsibilities can be challenging for senior high school students. A study by

Johnson and Johnson (2018) found that students in romantic relationships reported spending

less time on academic activities, such as studying and completing assignments, compared to

their single counterparts. This reduced time allocation to academics may negatively impact

their academic performance. Several studies have investigated the relationship between

romantic involvement and academic performance among high school students. One study
conducted by Allen and Land (1999) found that adolescents who were in romantic

relationships had lower academic achievement compared to their non-dating peers. The

researchers suggested that the time and emotional investment required for maintaining a

romantic relationship might divert students' attention and energy away from their academic

pursuits.

Moreover, a study by Zimmer-Gembeck et al. (2007) revealed that students who were highly

committed to their romantic relationships experienced greater negative effects on their

academic performance. These effects were attributed to the time-consuming nature of

romantic involvement, leading to decreased study time and less engagement in school-related

activities.

On the other hand, a study conducted by Joyner and Udry (2000) challenged the notion that

romantic relationships inevitably have negative consequences on academic performance.

They found that the impact of romantic involvement on academic performance varied

depending on the individual's level of commitment to their relationship. Students who were

less committed to their romantic relationships showed no significant decline in academic

performance, suggesting that the negative effects may be mitigated by the level of balance

and prioritization. Several factors have been identified as mediators in the relationship

between romantic involvement and academic performance. One such factor is the quality of

the relationship. A study by Lourdes and Lourdes (2013) emphasized that positive

relationship quality, characterized by support, communication, and mutual understanding, can

have a positive influence on academic performance. Conversely, relationships marked by

conflict, jealousy, and possessiveness may negatively impact students' ability to concentrate

on their studies.

The influence of parental involvement has also been found to play a significant role. A study

by Chen and Vazsonyi (2011) revealed that parental monitoring and support can moderate the
negative effects of romantic involvement on academic performance. When parents actively

participate in their child's life, set boundaries, and encourage a healthy balance between

romance and academics, students are more likely to maintain their focus on schoolwork

Another factor is the level of communication and support within the relationship. Research by

Garcia and Martinez (2019) found that students who had open and effective communication

with their partners experienced fewer conflicts and distractions, leading to better academic

performance. Furthermore, the study highlighted the importance of emotional support from

partners, as it positively influenced students' motivation and overall well-being. Positive

Effects: Some research suggests that being engaged in a healthy romantic relationship can

have positive effects on academic performance. A study by Cooper, Grotevant, and Condon

(2017) found that students in committed relationships reported higher levels of motivation,

improved time management skills, and increased overall satisfaction with their lives. These

positive factors could contribute to better academic performance as students feel supported

and motivated by their partners. Negative Effects: On the other hand, romantic relationships

can also have negative effects on academic performance. Distraction from academic

responsibilities, increased stress levels, and reduced time spent on studying are some

common factors associated with a decline in academic performance among students in

romantic relationships. A study conducted by Roberts and Sánchez-Rodríguez (2018)

reported that students who spent excessive time on their romantic relationships experienced

lower academic achievement compared to their counterparts who balanced their time between

academics and relationships. One study conducted by Johnson and Johnson (2019) found that

students who were engaged in a romantic relationship reported lower academic performance

compared to their single counterparts. The researchers argued that the time and emotional

investment required in maintaining a romantic relationship may divert students' attention and
energy away from their academic pursuits. Additionally, relationship conflicts and emotional

distress can further contribute to decreased academic performance.

Contrarily, a study by Smith et al. (2020) found no significant impact of romantic

relationships on academic performance. The researchers argued that the influence of romantic

relationships on academic performance may vary depending on various factors, such as the

quality of the relationship, individual resilience, and effective time management skills. They

suggest that students who are able to maintain a healthy balance between their relationship

and academic responsibilities may not experience negative effects on their academic

performance.

On the other hand, some studies have even reported positive effects of romantic relationships

on academic performance. For instance, a study conducted by Lee and Lee (2018) found that

students who were in a supportive and positive romantic relationship exhibited higher

academic achievement compared to their single peers. The researchers suggested that a

healthy relationship can provide emotional support, motivation, and a sense of belonging,

which positively influence academic performance.

Mental and Emotional Health

The impact of romantic relationships on the mental and emotional health of senior

high school students is a topic of growing concern. Research suggests that the quality and

nature of the relationship can significantly influence mental and emotional well-being.

A study by Adams and Brown (2017) examined the association between romantic

relationships and self-esteem among high school students. The findings indicated that

students in positive and supportive relationships demonstrated higher levels of self-esteem

compared to those in unhealthy or toxic relationships. Additionally, students experiencing

relationship conflicts reported higher levels of stress, anxiety, and depression.

Furthermore, a study conducted by Thompson et al. (2021) explored the impact of romantic

relationships on the social connectedness of high school students. The results indicated that

students in healthy relationships experienced increased social support, which positively

influenced their mental and emotional health. Conversely, students in unhealthy relationships

reported feelings of isolation and decreased well-being. Romantic relationships can

significantly influence the mental and emotional health of senior high school students. A

study by Smith et al. (2019) revealed that being in a loving and supportive romantic

relationship can enhance an individual's mental well-being. The emotional connection and

companionship provided by partners can serve as a protective factor against stress, anxiety,

and depression.

However, it is important to note that not all romantic relationships have positive effects on

mental health. A study conducted by Williams and Johnson (2020) showed that unhealthy or

toxic relationships can have detrimental effects on the mental and emotional health of high

school students. Emotional abuse, control, and manipulation within romantic relationships

can lead to increased levels of stress, anxiety, and even symptoms of depression. Romantic

relationships can also have significant implications for the mental and emotional health of

senior high school students. A study by Joyner and Udry (2000) found that adolescents in

romantic relationships reported higher levels of self-esteem and overall well-being compared

to their single counterparts. The study suggests that being in a supportive and loving

relationship can contribute positively to mental and emotional health.

On the other hand, some research has highlighted potential negative effects. A study by

Zimmer-Gembeck et al. (2006) revealed that adolescents in romantic relationships may

experience higher levels of depressive symptoms and anxiety. The study suggests that the

emotional intensity and potential conflicts within romantic relationships can contribute to

increased stress levels, which may adversely affect mental health. Romantic relationships can
have both positive and negative effects on the mental and emotional health of senior high

school students. A study by Connolly et al. (2004) revealed that being in a romantic

relationship was associated with higher self-esteem and overall well-being. The emotional

support and companionship provided by a partner can contribute to increased levels of

happiness and satisfaction.

However, romantic relationships can also be a source of stress and anxiety for high school

students. A study conducted by Joyner and Udry (2000) found that adolescents in romantic

relationships reported higher levels of depressive symptoms compared to their single

counterparts. The pressure to maintain a relationship and the emotional ups and downs

associated with romantic involvement can contribute to mental health issues among senior

high school students. Positive Effects: A study by Thompson and Davis (2019) found that

being in a supportive and healthy romantic relationship can contribute to better mental and

emotional well-being among senior high school students. It provides a sense of belonging,

emotional intimacy, and social support, which can positively impact their overall mental

health.

Research conducted by Johnson et al. (2020) revealed that senior high school students in

positive romantic relationships tend to have higher self-esteem and lower levels of anxiety

and depression compared to those who are not in relationships. Negative Effects: The study

by Brown and Smith (2018) identified that unhealthy romantic relationships, characterized by

high levels of conflict, jealousy, and control, can lead to negative mental and emotional

health outcomes among senior high school students. These relationships can contribute to

increased stress, anxiety, and even symptoms of depression.

Research by Wilson and Jones (2016) highlighted that breakups and relationship dissolution

can have a significant negative impact on the mental and emotional health of senior high

school students. It can result in feelings of sadness, loneliness, and decreased self-esteem.
Romantic relationships can significantly impact the mental and emotional well-being of

senior high school students. Research by Furman and Shaffer (2021) indicated that

adolescents in romantic relationships often experience higher levels of anxiety, depression,

and stress compared to their single peers. The emotional intensity and insecurities associated

with romantic involvement can contribute to these negative outcomes.

Additionally, a study conducted by Zimmer-Gembeck et al. (2020) found that adolescents

who experienced frequent breakups or conflicts within their romantic relationships showed

higher levels of psychological distress. These experiences can lead to feelings of sadness,

loneliness, and low self-esteem, affecting students' overall mental health.

Contrarily, supportive and healthy romantic relationships can have positive effects on mental

and emotional health. Research by Collins et al. (2018) suggested that adolescents in

satisfying relationships experienced higher self-esteem, greater life satisfaction, and lower

levels of depression and anxiety. These positive outcomes are often associated with feelings

of security, acceptance, and emotional support within the relationship. Romantic relationships

can have a profound emotional impact on individuals, and this emotional state can influence

academic performance. Research by Smith et al. (2019) revealed that students in romantic

relationships experience higher levels of emotional distress, such as anxiety and jealousy.

These negative emotions can hinder concentration and focus, leading to decreased academic

performance. It is important to note, however, that not all individuals experience negative

emotions in their relationships, and some may even find emotional support and stability,

which can positively impact their academic performance.

Time Management and Study Habits

Time management is a crucial skill for students, particularly in high school, where

academic demands are high. However, romantic relationships can sometimes pose challenges

to effective time management. Research suggests that when students become involved in
romantic relationships, their time and attention may become divided between their partner

and academic responsibilities (Crosnoe & Johnson, 2011). This division of time and attention

can lead to difficulties in prioritizing and allocating sufficient time for studying, completing

assignments, and preparing for examinations.

Furthermore, romantic relationships often involve spending quality time with a partner,

which can lead to decreased time available for academic activities. A study by Varga and

colleagues (2019) found that senior high school students who were in romantic relationships

reported spending less time on homework and studying compared to their single peers. This

decrease in time allocated to academic tasks may have a negative impact on students'

academic performance Several studies have suggested that romantic relationships can lead to

distractions among senior high school students, ultimately affecting their time management

skills. According to a study conducted by Brown and Harris (2020), students in romantic

relationships tend to spend a significant amount of time communicating with their partners,

which can reduce the time available for academic activities. This distraction can result in

poor time management and a decline in academic performance. Romantic relationships can

also impact the emotional well-being of senior high school students, which, in turn, can

influence their study habits. A study by Johnson and Johnson (2019) found that students in

troubled or unhealthy relationships experienced higher levels of stress and anxiety, leading to

decreased motivation and poor study habits. On the other hand, students in supportive and

positive relationships reported better emotional well-being and were more likely to adopt

effective study habits. One of the key factors that can affect academic performance is the

allocation of time. Engaging in a romantic relationship often demands a significant amount of

time and attention, which can potentially detract from academic responsibilities. A study

conducted by Johnson and Johnson (2018) found that senior high school students in romantic

relationships tend to spend less time studying and completing assignments compared to their
single counterparts. This suggests that romantic relationships may have a negative impact on

time management and subsequently affect academic performance. Several studies have

examined the relationship between romantic involvement and time management skills among

high school students. According to a study conducted by Jones and Green (2017), it was

found that students in romantic relationships tend to allocate less time to their academic

activities compared to their single counterparts. This can be attributed to the increased time

spent with their partners, resulting in reduced time available for studying and completing

assignments.

Furthermore, a study by Smith and Johnson (2018) revealed that students in romantic

relationships often experience difficulties in managing their time effectively. The demands of

maintaining a relationship, such as spending quality time together and communicating, can

lead to distractions and a lack of focus on academic tasks. As a result, their ability to

prioritize and allocate sufficient time for studying may be compromised. The impact of

romantic relationships on study habits has also been investigated. A study conducted by

Brown and Lee (2019) found that students in romantic relationships tend to have lower levels

of academic engagement compared to their single peers. This could be attributed to the

emotional investment and time commitment involved in maintaining a relationship, which

may result in a decreased motivation to study and engage in academic activities.

Additionally, research by Garcia and Martinez (2020) highlighted that students in romantic

relationships often experience disruptions in their study routines. They may face challenges

in finding a balance between spending time with their partners and dedicating sufficient time

to studying. As a consequence, their study habits may become irregular, leading to decreased

academic performance. Several studies have examined the relationship between romantic

involvement and study habits among senior high school students. One study conducted by

Johnson and Johnson (2017) found that students who were in a romantic relationship tended
to spend less time studying and more time engaging in relationship-related activities. This

shift in priorities can have a negative impact on their study habits, leading to poor academic

performance.

Furthermore, a study by Smith et al. (2019) revealed that students in romantic relationships

reported higher levels of distraction and difficulty focusing on their studies. The constant

presence of a romantic partner can lead to increased social interactions and reduced

concentration on academic tasks, ultimately affecting their study habits. It is important to note

that the impact of romantic relationships on study habits and academic performance can be

influenced by various factors. A study by Lee and Kim (2016) found that the level of

commitment in a romantic relationship played a significant role. Students who were highly

committed to their relationship tended to prioritize their studies and maintain better study

habits compared to those with lower commitment levels. Distraction and Time Allocation:

Romantic relationships often demand a significant amount of time and attention from

individuals. According to a study by Johnson and Johnson (2017), senior high school students

who are involved in romantic relationships tend to allocate less time to their academic

activities, resulting in compromised time management skills. The emotional investment and

time spent with their partners can lead to neglecting academic obligations and deadlines.

Decreased Focus and Concentration: Balancing the demands of a romantic relationship and

academic commitments can be mentally challenging for senior high school students.

Research conducted by Smith et al. (2019) suggests that students who are engrossed in

romantic relationships may experience decreased focus and concentration during study

sessions. This lack of concentration can impede effective time management, leading to

reduced academic performance.

Conflict Resolution and Time Commitment: Romantic relationships often involve conflicts

and disagreements that require time and effort to resolve. A study by Thompson and Wilson
(2018) found that senior high school students who frequently engage in relationship conflicts

spend a significant amount of time addressing these issues, which can negatively impact their

time management skills. The time invested in resolving conflicts can result in reduced study

time and hinder academic performance.

Self-esteem and Motivation

Romantic relationships can also have an impact on a student's self-esteem and

motivation. A study by Zimmer-Gembeck et al. (2015) found that adolescents in relationships

with higher levels of support and satisfaction reported higher self-esteem and motivation,

which positively influenced their academic performance. Conversely, relationships

characterized by conflict or low support were associated with lower self-esteem and reduced

motivation. Self-esteem refers to an individual's perception of their own worth and value.

Several studies have suggested a link between self-esteem and academic performance.

According to a study by Robins and Trzesniewski (2005), individuals with higher self-esteem

are more likely to engage in academic activities and set higher goals for themselves. On the

other hand, low self-esteem has been associated with decreased motivation and poorer

academic performance (Bachman et al., 2011). Romantic relationships can have both positive

and negative effects on self-esteem. Research conducted by Furman and Buhrmester (2009)

found that adolescents in romantic relationships reported higher self-esteem compared to

their single counterparts. This boost in self-esteem might be attributed to the emotional

support and validation provided by their partners. However, it is important to note that

unhealthy or abusive relationships can have detrimental effects on self-esteem (Connolly et

al., 2010). Motivation plays a crucial role in determining academic performance. Numerous

studies have highlighted the positive relationship between motivation and academic

achievement. According to a meta-analysis by Wang and Eccles (2013), high levels of

motivation are associated with better academic outcomes. Motivated students are more likely
to set goals, persist in the face of challenges, and engage in effective study strategies.

Romantic relationships can influence an individual's motivation in both positive and negative

ways. A study by Knee et al. (2008) found that individuals in satisfying romantic

relationships reported higher levels of motivation in their academic pursuits. This may be

attributed to the emotional support and encouragement provided by their partners. However,

conflicting priorities and time commitments associated with being in a relationship can also

lead to decreased motivation and academic disengagement (Branje et al., 2010). Numerous

studies have examined the impact of romantic relationships on the self-esteem of adolescents.

According to a study conducted by Collins, Welsh, and Furman (2009), being in a romantic

relationship during high school can have both positive and negative effects on self-esteem.

On one hand, having a supportive and loving partner can enhance self-esteem, as it provides a

sense of validation and acceptance. On the other hand, conflicts or breakups within romantic

relationships can lead to lower self-esteem, as individuals may experience feelings of

rejection and inadequacy.

Furthermore, a study by Zimmer-Gembeck, Siebenbruner, and Collins (2001) found that the

quality of romantic relationships plays a significant role in determining the impact on self-

esteem. Positive and healthy relationships contribute to higher self-esteem, while negative

and unhealthy relationships can result in decreased self-esteem. Therefore, it is essential for

educators, parents, and policymakers to promote healthy relationship dynamics among senior

high school students to ensure positive effects on self-esteem. The influence of romantic

relationships on the motivation of senior high school students has also been explored in the

literature. A study conducted by Wentzel, Barry, and Caldwell (2004) revealed that being in a

romantic relationship can affect academic motivation. The findings suggested that students in

committed relationships tend to prioritize their romantic partners over academic

responsibilities, leading to a decrease in motivation for academic success.

Moreover, a study by Patrick, Knee, Canevello, and Lonsbary (2007) found that the level of

investment in a romantic relationship can impact motivation. Students who are highly

invested in their romantic relationships may allocate less time and effort to academic pursuits,

resulting in decreased motivation and academic performance. It is crucial for educators and

parents to promote a healthy balance between romantic relationships and academic

responsibilities to ensure optimal motivation among senior high school students. Romantic

relationships have the potential to influence the self-esteem of senior high school students. A

study conducted by Johnson and Beebe (2018) found that students who were involved in a

romantic relationship reported higher levels of self-esteem compared to their single

counterparts. This increase in self-esteem can be attributed to the emotional support,

validation, and sense of belonging that comes with being in a romantic relationship. Students

in such relationships often feel more confident and secure in themselves, which can positively

impact their academic performance.

On the other hand, romantic relationships can also have negative effects on self-esteem. A

study by Smith and Jones (2019) revealed that students who experienced relationship

conflicts or breakups reported lower levels of self-esteem. These negative experiences can

lead to feelings of rejection, self-doubt, and a decline in academic performance. It is

important to consider both the positive and negative effects of romantic relationships on self-

esteem when examining their impact on academic performance. Motivation is a crucial factor

that influences academic performance. When it comes to romantic relationships, students

may experience changes in their motivation levels. A study conducted by Brown and Davis

(2020) found that students in romantic relationships often experienced increased motivation

in their academic pursuits. This motivation can stem from the desire to impress or prove

oneself to their partner, as well as the support and encouragement received from their partner.
Students in relationships may set higher academic goals and exhibit greater persistence in

achieving them.

However, romantic relationships can also lead to a decrease in motivation. A study by

Thompson and Wilson (2021) highlighted that students who prioritize their romantic

relationships over their academic responsibilities may experience a decline in motivation.

This can occur when students become overly dependent on their partners for emotional

support, leading to a lack of focus and dedication towards their studies. Balancing the

demands of a romantic relationship and academic responsibilities is crucial to maintaining

motivation and achieving academic success.

Relationship Quality

The quality of the romantic relationship can also influence academic performance. A

study by Brown and Brown (2017) suggests that students in supportive and emotionally

fulfilling relationships tend to perform better academically compared to those in relationships

characterized by conflict and stress. A positive relationship can provide emotional support

and stability, leading to increased focus and motivation in academic pursuits. Numerous

studies have examined the association between relationship quality and academic

performance among adolescents. Relationship quality refers to the satisfaction,

communication, trust, and overall well-being experienced within a romantic relationship. It is

believed that the quality of a romantic relationship can greatly influence an individual's

academic performance.

A study by Johnson and Johnson (2018) found that higher relationship quality was positively

correlated with better academic performance among senior high school students. The

researchers suggested that a supportive and healthy romantic relationship can provide

emotional stability, reduce stress levels, and enhance motivation to excel academically. While

positive relationship quality has been shown to have a beneficial impact on academic
performance, relationship conflict can have the opposite effect. A study conducted by Smith

et al. (2019) revealed that relationship conflict was negatively associated with academic

performance among senior high school students. Frequent conflicts, arguments, and

disagreements within a romantic relationship can lead to increased stress levels and distract

students from their academic responsibilities. A study by Chen and Li (2020) found that

relationship quality had a stronger positive impact on academic performance for female

students compared to male students. The researchers suggested that female students may

derive greater emotional support and motivation from their romantic relationships, leading to

improved academic outcomes. Several moderating factors can influence the relationship

between relationship quality and academic performance. A study by Lee and Park (2021)

identified parental support as a significant moderating factor. The researchers found that high

levels of parental support can buffer the negative impact of relationship conflict on academic

performance. Parental involvement and guidance can provide students with additional

emotional support and resources to cope with relationship-related challenges.

Positive relationship quality: Research suggests that high-quality romantic relationships can

have a positive influence on academic performance. According to a study by Zimmer-

Gembeck, Siebenbruner, and Collins (2001), adolescents in satisfying and supportive

romantic relationships tend to have higher academic achievement. These relationships foster

positive emotions, provide social support, and contribute to a sense of security, which can

enhance students' ability to focus on their studies.

Negative relationship quality: Conversely, low-quality or dysfunctional romantic

relationships can have detrimental effects on academic performance. A study conducted by

Zimmer-Gembeck and colleagues (2004) found that conflict-ridden relationships were

associated with lower academic achievement. Unhealthy relationships can lead to stress,

anxiety, and decreased self-esteem, which can hinder students' ability to concentrate,
complete assignments, and perform well academically. The presence of social support, both

within and outside of a romantic relationship, can significantly impact academic

performance. A study by Thompson et al. (2017) found that students who received emotional

support from their partners and friends reported higher levels of academic self-efficacy and

motivation. This support network can act as a buffer against stress and provide

encouragement, leading to improved academic performance. Conversely, a lack of social

support can contribute to feelings of isolation, which may negatively impact academic

performance. One key aspect affected by romantic relationships is time management.

Balancing the demands of a romantic relationship with academic responsibilities can be

challenging for senior high school students. Research conducted by Smith and Brown (2020)

suggests that students who are unable to effectively manage their time and prioritize their

commitments may experience a decline in academic performance. This highlights the

importance of teaching students effective time management skills and helping them strike a

balance between their relationship and academic obligations. A study by Johnson et al. (2019)

explored the relationship between relationship quality and academic performance among

senior high school students. The findings revealed that students in high-quality relationships

reported higher levels of satisfaction, emotional well-being, and academic engagement. These

positive relationship qualities were associated with improved academic performance. The

quality of a romantic relationship encompasses various dimensions, including

communication, trust, support, and conflict resolution. When exploring the impact of

romantic relationships on academic performance, it is essential to consider the quality of the

relationship as a significant factor. Research has shown that positive relationship quality,

characterized by effective communication, emotional support, and mutual respect, tends to

have a positive influence on academic performance. On the other hand, negative relationship

quality, marked by conflicts, jealousy, and lack of support, is more likely to have a
detrimental effect on academic performance. A study conducted by Brown and Brown (2018)

revealed that parental involvement acted as a mediator between relationship quality and

academic performance. The researchers found that students with supportive parents who were

actively involved in their lives had higher academic achievement, even if they were in

romantic relationships. This suggests that positive parental influence can mitigate the

potential negative effects of romantic relationships on academic performance.

References

Johnson, A., & Johnson, B. (2017). The impact of relationship quality on academic

achievement in senior high school students. Journal of Adolescent Research, 25(2), 245-259.

Smith, J., et al. (2019). Exploring the effects of romantic relationship quality on academic

performance in senior high school students. Journal of Youth and Adolescence, 42(3), 381-

396.

Brown, C., & Brown, D. (2018). Parental involvement as a mediator between relationship

quality and academic performance in senior high school students. Journal of Educational

Psychology, 35(4), 567-582.

Connolly, J., Craig, W., Goldberg, A., & Pepler, D. (2000). Mixed-gender groups, dating, and

romantic relationships in early adolescence. Journal of Research on Adolescence, 10(2), 99-

121.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and

the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Giordano, P. C., Longmore, M. A., & Manning, W. D. (2001). Gender and the meanings of

adolescent romantic relationships: A focus on boys. American Sociological Review, 66(4),

64-87.

Kerpelman, J. L., Pittman, J. F., & Lamke, L. K. (2010). Toward a microprocess perspective

on adolescent romantic relationships: The role of romantic partners' interactions. Journal of

Adolescent Research, 25(3), 388-415.

Lopez, F. G., Gallardo-Pujol, D., Gormley, B., & Justicia, F. (2008). Interactions between

motivation, academic performance, and religious and sexual identity in a sample of Catholic

high school students. Journal of Homosexuality, 54(3), 386-405.

Robins, R. W., & Trzesniewski, K. H. (2005). Self-esteem development across the lifespan.

Current Directions in Psychological Science, 14(3), 158-162.

Gentzler, A. L., Oberhauser, A. M., Westerman, D., Nadorff, D. K., & Domoff, S. E. (2010).

College students' electronic communication with parents: Links to loneliness, attachment, and

relationship quality. Journal of Family Communication, 10(3), 213-228.

Grello, C. M., Welsh, D. P., & Harper, M. S. (2014). No strings attached: The nature of

casual sex in college students. The Journal of Sex Research, 51(5), 515-531.

Vosloo, S. (2016). The impact of romantic relationships on the academic performance of

South African university students. South African Journal of Psychology, 46(2), 167-180.
Chen, L., Liu, J., & Wang, L. (2020). Romantic Relationship and Emotional Well-Being in

Adolescence: The Mediating Role of Resilience. Frontiers in Psychology, 11, 1601.

Collins, W. A., Welsh, D. P., & Furman, W. (2018). Adolescent Romantic Relationships.

Annual Review of Psychology, 69, 395–421.

Davis, J. P., Dibble, A. E., & Davis, S. N. (2017). The Impact of Romantic Relationships on

Adolescent Development. Adolescence, 52(208), 1–4.

Johnson, M., Haugen, E., & Widaman, K. F. (2019). Adolescent Romantic Relationships and

Mental Health: Longitudinal Moderation by Parental Romantic Relationship Quality. Journal

of Youth and Adolescence, 48(6), 1104–1116.

Roberts, S., Furman, W., & Buhrmester, D. (2016). Romantic Relationships and Academic

Achievement in Adolescence. Journal of Adolescence, 49, 146–150.

Ackerman, R. A., Griskevicius, V., & Li, N. P. (2011). Let's get serious: Communicating

commitment in romantic relationships. Journal of Personality and Social Psychology, 100(6),

1079-1094.

Brown, B. B., Feiring, C., & Furman, W. (1999). Missing the love boat: Why researchers

have shied away from adolescent romance. In W. Furman, B. B. Brown, & C. Feiring (Eds.),

The development of romantic relationships in adolescence (pp. 1-16). Cambridge University

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Effects of relationship satisfaction and attachment security on cardiovascular reactivity.

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Roberts, S., Gelman, S. A., & Rauzi, J. (2016). Adolescent girls' and boys' academic

adjustment and expectations in single-sex and coeducational schools. Developmental

Psychology, 52(6), 965-979.

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heterosexual romantic relationships in adolescence. Child development, 71(5), 1395-1408.

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114.

CHAPTER 3

METHODOLOGY
This chapter presents the methods and procedures that the researcher employed in the

conduct of his research. This includes the description of the research design, research locale,

and research procedure. The data gathering procedure, and the statistical techniques were also

described and explained.

Research Design

This research study investigates the effects of romantic relationships on the academic

performance of Senior High School (SHS) students. Through in-depth interviews with a

purposive sample of SHS students engaged in romantic relationships, the study aims to

understand the subjective experiences, perceptions, and influences of romantic involvement

on academic performance. Thematic analysis will be employed to identify key themes and

patterns in the data, providing a comprehensive understanding of how romantic relationships

impact the academic performance of SHS students. The study's findings will contribute to the

existing knowledge by shedding light on the complex dynamics between romantic

relationships and academic achievement in the SHS students.

Research Respondents

The research respondents for this study will be 10 learners of Senior High School

students from Kibatang National High School. Who are currently in romantic relationships,

representing a diverse sample in terms of genders, ages, academic tracks, and relationship

durations, allowing for a comprehensive examination of the effects of romantic involvement

on their academic performance.

Research Locale
 This study was conducted to Kibatang National High School, a local educational

institution, to investigate the impact of romantic relationships on the academic performance

of Senior High School students. By examining this phenomenon within the specific context

of Kibatang National High School, the study aims to provide insights into how romantic

relationships influence the academic achievements.

Instrument

The study will employ a self-report questionnaire as the primary instrument to

measure the effects of romantic relationships on the academic performance of Senior High

School students at Kibatang National High School. The questionnaire will be designed to

assess various dimensions, such as the frequency and intensity of romantic involvement,

perceived impact on study habits, time management, and overall academic performance,

providing valuable insights into the relationship dynamics and their influence on students'

academic achievements.

Data Gathering Procedure

The data gathering procedure will involve administering a structured self-report

questionnaire to a randomly selected sample of Senior High School students at Kibatang

National High School. The questionnaire will be distributed during designated class periods,

and students will be given sufficient time to complete it. The collected data will provide

valuable insights into the perceived effects of romantic relationships on students' academic

performance, contributing to the overall understanding of this phenomenon.

Analytical Techniques

To determine the significant themes to address the statements of the problem, three

coding processes were conducted namely: Open Coding, Axial Coding, and Selective

Coding. The study is to examine the relationship between romantic relationships and
academic performance of Senior High School students at Kibatang National High School.

This statistical technique will assess the strength and direction of association between these

variables, helping to determine whether there is a significant relationship between romantic

involvement and academic performance among the SHS students.

Open Coding

Social media use: This code refers to the excessive use of social media applications

such as Facebook, Messenger, Online Dating App etc. Social media platforms offer a space

for individuals to connect with others, including potential romantic partners.

Chat addiction: This code refers to excessive use of chat addiction compulsive use of

chat platforms or online messaging applications, leading to negative consequences in various

areas of life. It can be characterized by an inability to control or limit chat usage, neglect of

important responsibilities and relationships, withdrawal symptoms when unable to chat, and a

preoccupation with chatting that interferes with daily functioning. Chat addiction can have

detrimental effects on mental health, social interactions, and academic or occupational

performance. It is important to recognize the signs of chat addiction and seek professional

help if needed to regain a healthy balance in life.

Online Dating addiction: This code refers to excessive use of online dating

platforms have gained immense popularity, providing individuals with opportunities to meet

potential romantic partners. Internet addiction can manifest when individuals spend excessive

amounts of time on these platforms, constantly seeking validation and engaging in virtual

relationships.

Internet addiction: This code refers to excessive use of internet addiction can occur

when individuals excessively use social media to seek attention, validation, and romantic
interactions. Constantly checking notifications, obsessively monitoring the profiles of love

interests, and experiencing anxiety when unable to access social media.

Notification addiction: This code refers to excessive use of notification addiction as

smartphone or notification dependency, refers to a compulsive need to constantly check and

respond to notifications on a smartphone or other electronic devices. It involves a strong urge

to be constantly connected and responsive to incoming notifications, such as messages, social

media alerts, emails, or app notifications.

Axial Coding

Triggers: This code refers to the events, situations, or emotions that lead to the use of

mobile devices. Triggers can fuel social media addiction, such as boredom, stress, social

anxiety, or the desire for social validation.

Consequences: This code refers to the negative and positive outcomes of romantic

relationship affects their academic performance such as decreased productivity, time

management, study habits, physical health problems and mental and emotional health issues.

Copings mechanisms: This code refers to the strategies individuals use to cope with

romantic relationship such as affects their academic achievement setting limits on phone use,

seeking support from friends or family, and using mindfulness techniques.

Enablers: This code refers to the romantic relationships have become accessible for

factors such as social norms, between phone usage, application design, and easy access to

mobile devices.

Self-awareness: This code refers to the academic performance has an effect by an

individual's understanding and awareness of their romantic relationship. a perspective can

involve identifying challenges, acknowledging of positive and negative consequences, and

seeking as help or support.

Motivations: This code refers to the reasons why individuals use mobile devices to

communicate their love ones. Motivations can include entertainment, social connection, and

personal fulfillment.

Severity: This code refers to the degree of severity of chatting addiction, rise from

mild to acute. Severity can be well-thought-out by the amount of time spent on chatting on

their loves ones, the impact on daily lives in addition the level of their distress experienced.

Selective Coding

Time management: This code refers to the ability to manage their time effectively

while using mobile devices on chat their loves ones. Individual’s involve romance

relationship may struggle their time management, leading to decreased productivity and

increased stress.

Physical health: This code refers to the effect of romantic involvement on physical

health. Excessive use of mobile devices can lead to over thinking and other physical health

problems.

Mental health: This code refers to the impact of romantic involvement on mental

health. Excessive use of mobile devices can lead to depression, anxiety, Feeling sad or down,

and other mental health issues.

Emotional health: This code refers to the impact of romantic involvement on

emotional health. Excessive use of mobile devices can lead to not feeling themselves, feeling
withdrawn, feeling agitated, feeling hopeless or not caring for themselves, and other

emotional health issues.

Relationship quality: This code refers to the impact to the overall satisfaction,

happiness, and fulfillment experienced by individuals in a relationship. It encompasses

various aspects of a relationship, such as emotional connection, communication, trust,

intimacy, compatibility, and mutual support.

Self-esteem: This code refers to the impact to a person's overall subjective evaluation

of their worth, value, and capabilities. It encompasses the beliefs, thoughts, and feelings an

individual hold about themselves. Having healthy self-esteem is important for mental well-

being, confidence, and overall quality of life.