Molded by Milieu: The Relationship of Perfectionism and Peer Influence Among Senior High School STEM Students.

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Molded by Milieu: The Relationship of Perfectionism and Peer Influence Among Senior
High School STEM Students.
A Research Paper
Presented to
Mrs. Analene G. Morancil

Hinigaran National High School
Hinigaran, Negros Occidental
In Partial Fulfillment of the Requirements in Practical Research 2
Princess Mae M. Acain

Carl Deven G. Esmayan
Chassel Ann T. Felomino
Aleia N. Fuentes
Jude Michael M. Lumauag
Juliana E. Nuñez
Kian C. Ortega
Dan Vincent E. Ortiz
Plaridel P. Presas Jr.
Khate Marian S. Sia
Roscel Karyl A. Subaldo
Leahtelia Mae P. Vega
Sisa P. Zirkelbach
November 2023
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ACKNOWLEDGMENT
The researchers would like to express their sincere gratitude to everyone who contributed
to this study, enabling it to flourish, by assisting in their ways.
First and foremost, the researchers would like to thank the almighty God for giving us
spiritual support and for always being there for us amid creating this research study.
We would like to recognize the help received from our respondents for their honest
responses in our survey questionnaires, without these this study would not serve its purpose as a
pioneering study in Hinigaran National High School.
We would like to express our deepest gratitude to Mrs. Analene G. Morancil for her
guidance to continue this research and for providing us with her plentitude of knowledge to
enhance this study. Her guidance and patience will be remembered till we part ways at Hinigaran
National High School.
To our parents, who have shown us unconditional love, continuous support, and
understanding, we extend a very special thank you for your presence and constant guidance.
We would like to extend our sincere gratitude to the school heads of Hinigaran National
High School, especially Mrs. Anabella F. Pascua, this research paper would not have achieved its
success without their approval and support.
We are greatly indebted to our alma mater, Hinigaran National High School, for the
knowledge and education we received during our time there. And for giving us the idea to
conduct this study to add new knowledge to its growing archive of research.
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Our heartfelt appreciation goes to our friends, who stood by us through the ups and
downs of creating this research paper, offering both emotional and physical support.
Lastly, we would like to acknowledge the indispensable contribution of each member of
this research group. Princess Mae Acain, Carl Deven G. Esmayan, Chassel Ann T. Felomino,
Aleia N. Fuentes, Jude Michael M. Lumauag, Juliana E. Nunez, Dan Vincent E. Ortiz, Kian C.
Ortega, Plaridel Presas Jr.,Khate Marian Sia, Roscel Karyl Subaldo, Leahtelia Mae P. Vega, Sisa
P. Zirkelbach each and everyone mentioned deserves to receive the deepest gratitude for
enduring this challenging journey. May our collective efforts and achievements be forever etched
in the halls of Hinigaran National High School, never to be forgotten even as we go on to higher
paths.
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Abstract
This study focused on examining the relationship between perfectionism and peer
influence among Senior High School STEM students. The Stratified Random Sampling will be
used to select the respondents to validate the outcome of this study. The researcher will employ
the quantitative method and use correlational research design through the use of standardized
questionnaires specifically designed to measure the scale of students' perfectionism and peer
influence and their relationship. The result would show the correlation between perfectionism
and peer influence in terms of sex and year level. The study revealed that the respondents,
regardless of demographic profile, had a consistent neutral level of peer influence. On the other
hand, the average mean indicates that male respondents are moderately influenced by their
peers. While females have a higher influence from their peers than males. Moreover, results
indicate that there is a significant relationship between perfectionism and peer influence among
senior high STEM students in the STEM strand.

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Chapter 1
INTRODUCTION
Background of the Study
Perfectionism is the goal of achieving high standards, meticulous attention to detail, and
the pursuit of exemplary results. It is a driving force that pushes individuals continually to refine
their skills, broaden their knowledge, and push the boundaries in their fields. In the race of
perfection, these individuals seek to leave no stone unturned, no detail mislooked, and no room
for improvement unexplored. This eagerness for excellence can be a powerful motivator in
various fields, including art, industry, science, and particularly in education.
According to Flett et al., (2016) in their study focusing on Child–Adolescent
Perfectionism Scale (CAPS), there are two dimensions of perfectionism: self-oriented
perfectionism and socially prescribed perfectionism. Self-oriented perfectionism involves setting
exceptionally high personal standards and being driven to achieve these standards. Meanwhile,
socially prescribed perfectionism refers to the belief or perception that other people demand
perfection from the self. In addition, other studies also propose another type of perfectionism,
known as other-oriented perfectionism. However, this type was not included due to a lack of
developmental information on precisely when young perfectionists begin to expect perfection
from others.
Furthermore, according to other studies, perfectionism may be connected to what
individuals want from peer relationships, setting in motion the patterns of interactions that have
consequences for social functioning. This connection is rooted in the expectations and standards
that individuals with perfectionistic tendencies establish for themselves and others. This
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phenomenon is particularly notable in school settings, where students spend considerable time
with their peers. As this continues, their habits and choices are bound to reflect on each other
(Fletcher & Shim, 2019).
This was further supported by a study conducted by Sahi, M. (2018), which found
significant associations between three dimensions of perfectionism and various dimensions of
peer pressure. However, this study was limited to peer pressure and did not include other
variables including peer influence.
Although peer pressure and peer influence are both forms of social influence, they both
differ in their nature and effects. Laursen and Veenstra (2018), define peer influence as
“influence that takes place when an individual behaves or thinks differently than they otherwise
would, an effect attributed to interactions with friends and affiliates”. Therefore, peer influence is
characterized by situations where a person affects or is affected by one or more others of similar
age.
According to a study conducted by Nanu, E. & Scheau, I. (2013), Peer influences follow
different patterns in their relationship between perfectionism dimensions. According to them,
those individuals who are more susceptible to peer influence are more tempted to promote a
perfectionist self to hide imperfection. For self-oriented and socially prescribed perfectionism, no
significant differences were found between low and high resistance to peer influence. Meaning to
say, the need to hide what is considered to be a weak part of one’s personality seems to be the
most relevant perfectionism dimension about students who are more susceptible or more resistant
to peer influence.
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The current study, therefore, attempts to evaluate the relationship between perfectionism
and peer influence. In this study, the researchers will also analyze new information not
mentioned in these studies. On top of that, there is no existing study at Hinigaran National High
School about the relationship between maladaptive perfectionism and peer influence. In light of
these circumstances, the researchers would like to conduct a correlational study between
perfectionism and peer influence.
Statement of the Problem
Generally, this study aims to examine the relationship between perfectionism and peer
influence among Senior High School STEM students.
Specifically, this study will seek answers to the following questions:
1. What is the demographic profile of Senior High School STEM students?
1.1 Sex
1.2 Year level
2. What is the extent of peer influence of the respondents when grouped according to:
2.1 Sex
2.2 Year level
3. What is the perfectionism scale of respondents in terms of:
3.1 Self-oriented perfectionism
3.2 Socially- prescribed perfectionism

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4. What is the socially-prescribed perfectionism scale and self-oriented perfectionism scale
of the respondents when grouped according to:
4.1 Sex
4.2 Year level
5. Is there a significant relationship between students' perfectionism and peer influence
among Senior High School STEM students?
Hypothesis
Null Hypothesis 1 (H01)
There is no significant relationship between students' maladaptive perfectionism and peer
influence.
Alternative Hypothesis H1
There is a significant relationship between students' maladaptive perfectionism and peer
influence.
Theoretical Framework
Social Comparison Theory. A psychological concept introduced by Leon Festinger in
1954. It suggests that people evaluate their own worth by comparing themselves to
others. However, after Festinger came up with this theory, he dropped it and moved on to
another theory. So, several researchers adopted and expanded the theory in the field of
psychology in social science. As a result, various types of social comparison theory have been
formulated. That includes upward social comparison, downward social comparison, and other
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facets that existed in the theory. In the 1950s to mid-1970s, the emphasis was on trying to
accurately evaluate oneself by comparing to others (upward comparison). Then, in the 1980s,
there was a shift towards trying to feel better about oneself by comparing to others who were at a
disadvantage, while this, on the other hand, pertains to downward comparison (Handbook of
Social Comparison, n.d., p. 5–15). This theory provides a thorough understanding of how
individuals influence each other. By understanding these different types of comparisons,
researchers can identify the factors that affect each variable and learn which techniques and
methods to use to identify how perfectionism and peer pressure are interconnected.
Social Cognitive Theory. A general theory that started as the Social Learning Theory
(SLT) in the 1960s by Albert Bandura. It developed into the SCT in 1986 and posits that learning
occurs in a social context with a dynamic and reciprocal interaction of the person, environment,
and behavior. In contrast to the traditional psychological theories that emphasized learning
through direct experience, Bandura posited that virtually all learning phenomena can occur by
observing other people's behavior and consequence of it (Bandura, 1986). The unique feature of
SCT is the emphasis on social influence and its emphasis on external and internal social
reinforcement. SCT considers the unique way in which individuals acquire and maintain
behavior, while also considering the social environment in which individuals perform the
behavior. The past experiences influence reinforcements, expectations, and expectancies, all of
which shape whether a person will engage in a specific behavior and the reasons why a person
engages in that behavior. The goal of SCT is to explain how people regulate their behavior
through control and reinforcement to achieve goal-directed behavior that can be maintained over
time. The specified theory contributes insights on how the concept of learning is influenced by
cognitive, behavioral, and environmental factors. Thus, this provides a comprehensive perception
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of diverse factors affecting behavior that can assess researchers in terms of correlating
Self Determination Theory. A psychological theory introduced by Edward L. Deci and
Richard Ryan in a book titled Intrinsic Motivation and Self-Determination in Human Behavior in
mid-1980s, where they stated that, "the theory of human motivation are based on the three basic
psychological needs, such as autonomy, relatedness and competence". In addition, Deci and
Ryan (1980), believed that these three basic psychological needs motivate self-initiated behavior
and specify essential nutrients for individual psychological health and well-being. The various
aspects of self-determination theory have been applied in a variety of settings including
education (Guay, Ratelle, & Chanal, 2008), parenting (Joussemet, Landry, & Koestner, 2008)
and cultural practices (Chirkov, Ryan, Kim, & Kaplan, 2003). In this discussion around peer
influence, there are two needs in particular which are seen as especially important. First, is the
relatedness, that is, the need to feel connected and close to others (Veronneau, Koestner, &
Abela, 2005). This provides a viable explanation for the motivational power of peer influence in
that as humans, they desire to feel related to others and this motivates us to behave in ways that
are consistent with those around us. As a result, they can promote peer relations and satisfy the
innate need for relatedness. The second need is autonomy, an individual may actually be more
vulnerable to peer pressure if they have a desire for autonomy from parental control. Therefore,
the motivational power of peer influence may stem from the adolescents' need for autonomy
from parental influence.

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Conceptual Framework
Figure 1: The schematic diagram of the Input, Process, and Output Approach of the Study
INPUT PROCESS OUPUT
Analysis of Data through To examine the

Demographic Profile relationship between
Standardized perfectionism and peer
Sex Survey influence among Senior
Year Questionnaires High School STEM
Statistical students
Child–Adolescent analysis of data and
Perfectionism Scale interpretation
Self-oriented
perfectionism
Self-
prescribed
perfectionism
The Extent of Peer

Influence in School
Setting
This conceptual framework presents the input, process, and output approach of the study.
The initial aspect within the input category encompasses the demographic profile of the
respondents, including their sex, section, and year. Subsequently, the Child–Adolescent
Perfectionism Scale is introduced, two dimensions, namely self- oriented perfectionism, and self-
prescribed perfectionism, followed by the extent of peer influence in school settings.

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In order to obtain this information to the respondents, the researchers will use the
following methods: the standardized survey questionnaires for perfectionism and peer influence;
and statistical analysis of data and interpretation.
The expected result of this study is to examine the relationship between perfectionism
and peer influence; and to know if there is a difference between the sex, grade level, and section
of Senior High School STEM students in terms of these variables.
Scope and Delimitation
This study will focus on establishing the relationship of perfectionism and peer influence
among senior high school stem students. The study is limited to Grade 11 & 12 STEM students,
both male and female, enrolled in the first semester of the school year 2023-2024 at Hinigaran
National High School.
All respondents will be provided with the same survey questionnaire to answer. The
findings of this study will only be applicable to the samples and will not be used to examine the
relationship between perfectionism and peer influence among the students’ who do not belong to
the population of this study. The primary source of the data will be a standardized questionnaire
specifically designed to measure the scale of students' perfectionism and peer influence and their
relationship, which will be adopted by the researchers from previous studies.
Significance of the Study
The study aims to provide crucial information and knowledge on the relationship of
perfectionism and peer influence among senior high school students.

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The findings of the study may be beneficial to the following:
The researchers. The researchers may gain insight more about how social environments
influence individual behaviors and the connection of peers influence and students' maladaptive
perfectionism, which could lead to improved peer-led actions.
Students. The result of this study may encourage students to form more supportive and
understanding peer groups. Knowing how the social environment affects one student can help
them work towards creating a more positive environment.
Teachers. The result of this study may guide the teachers to have a better understanding
about the relationship of maladaptive perfectionism and peer influence among senior high school
students. In addition, they could help each other in implementing plans in helping students to
manage these actions.
Parents. This study may help parents to have a deeper understanding about the effects of
maladaptive perfectionism and peer influence among senior high school students, likewise, this
study would give them opportunities to guide and support their children to have a positive
environment.
Future Researchers. This study could be useful to future researchers as a source of
information and guidance for those seeking to conduct related research.
Definition of Terms
The following are the different terms which are included in the paper.
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Perfectionism. Conceptually, it is characterized by the setting of inflexible and/or
unattainably high standards, the inability to take pleasure in one's performance, and uncertainty
or anxiety about one's capabilities.
https://www.sciencedirect.com/science/article/abs/pii/S0191886901002021.
Operationally, maladaptive perfectionism is a psychological trait of students influenced
by peers.
Peer Influence. Conceptually, process by which peers affect one another's attitudes and
behaviors over time.
https://link.springer.com/referenceworkentry/10.1007/978-94-007-0753-5_2117
Operationally, peer influence is the influence of peers that may affect their understanding,
values, and behavior.
Science, Technology, Engineering, and Mathematics (STEM) strand. Conceptually,
Science, Technology, Engineering, and Mathematics (STEM). An educational program was
developed to prepare primary and secondary students for college, graduate study, and careers in
the fields of science, technology, engineering, and mathematics (STEM).
https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://
www.techtarget.com/whatis/definition/STEM-science-technology-engineering-and-
mathematics&ved=2ahUKEwi6qZbt2aKCAxV3wjgGHS8ID7MQFnoECBMQAQ&usg=AOvV
aw2xlntgEikbcZR7H9XaFRKP
Operationally, this study places its focus on the senior high school STEM strand.
Molded by Milieu. Conceptually, molded by milieu refers to the social context refers to
the environment, surroundings, or setting in which something occurs or in which a person lives
and operates. It encompasses the physical, social, and cultural factors that influence a specific
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context or situation. https://www.qualityresearchinternational.com/socialresearch/milieu.htm?
fbclid=IwAR3kCsvZC-xzrJEksn6YoZM7uZF8Ixia_e7Ap_0VUrDza4oaGSUVJLam5Vk
Operationally, the researchers included this in the research title in which it defines how a
person can be molded by its environment.
Self-oriented Perfectionism. Conceptually, involves setting exceptionally high personal
standards and being driven to achieve these standards.
https://cdn.fbsbx.com/v/t59.2708-
21/279601089_728926561450299_8250237843846512498_n.pdf/CAPS_Flett_2016.pdf?
_nc_cat=110&ccb=1-
7&_nc_sid=2b0e22&_nc_eui2=AeEoz0UJ1IIrhvSwRhqDxoZo74117JMk0T_vjXXskyTRP_7C
xdDYJNR_ZSZ_k49ZZivPOUvHlv_N-
tuZEDWBRzq9&_nc_ohc=m1L6Q4_OwqkAX9hJLOU&_nc_ht=cdn.fbsbx.com&oh=03_AdTg
xxnqxvMihv9iJyHFNC3G7W-D835kqYrd-aScCz2cOg&oe=65AA6448&dl=1
Operationally, one of the dimensions of perfectionism that causes student to be more prone to
anxiety and depression because of striving for perfection in their academics.
Mihv9iJyHFNC3G7W-D835kqYrd-aScCz2cOg&oe=65AA6448&dl=1
Operationally, one of the dimensions of perfectionism,students believe that other people
expect excellence and perfection from them that's why they are more pressured and leads to
anxiety and other mental health problems.

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Chapter 2
REVIEW OF RELATED LITERATURE
This section contains related studies on peer influence, and perfectionism. It is sourced
from reputable online sources such as e-journals, official government websites, and open-access
e-libraries that aided the researchers with a comprehensive review of the topic and sufficient
background information to pursue this study.
Perfectionism
Perfectionism is a personality trait that involves high standards of performance
accompanied by a tendency for overly critical self-evaluation (Wenjie Yang et. al., 2021). It is
also characterized by striving for flawlessness*s and setting exceedingly high standards of
performance accompanied by tendencies for overly critical evaluations of one's behavior.
Consequently, perfectionists view themselves as “successful failures.” On one hand, in some
aspects of their lives, they may come to be regarded as high achievers. On the other hand, they
experience significant psychological anguish when they make mistakes or when they perceive
themselves to have failed ( Daniel J. Madigan, 2019).
Perfectionism has been recognized as a significant predictor of a wide range of
psychological problems, such as anxiety, suicidal preoccupation, stress, depression, and

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substance abuse and has become more prevalent in youth in recent years (Lee & Anderman,
2020) Moreover, it is highly relevant to the domain of education. This is evident in research
pertaining to both the prevalence and implications of perfectionism for students. Recently, for
example, researchers have found evidence that perfectionism in students across North America
and the UK is increasing and has been for nearly three decades (Curran & 24 Hill, 2019; Grugan
et. al., 2021). Many perfectionistic students will not seek out help because they view this as "an
admission of failure." This places greater responsibility on educators to be aware of students'
behaviors that might require intervention ( Beck et. al., 2020).
It is a complex construct that includes adaptive as well as maladaptive components.
Adaptive perfectionism is characterized by deriving satisfaction from internal feelings of
accomplishment, happiness and achievement as a result of intense dedication while also
tolerating personal flaws without employing overly critical self-evaluation and doubt. On the
other hand, maladaptive perfectionism is characterized by deriving satisfaction from external
reward and validation that is typically comorbid with the establishment of unrealistic standards
and expectations which ultimately lead to overly critical self-evaluation and doubt. Adaptive and
maladaptive perfectionism had a significant degree of trait overlap, which led to concerns of
questionable construct validity. This highlighted the need to establish distinct characterizations
of perfectionism that show larger delineation between adaptability-dependent traits. From this,
the constructs of self-oriented and socially- prescribed perfectionism were created; the former is
largely characterized by adaptive cognitive, emotional and behavioral patterns, whereas the latter
is more volatile and maladaptive in nature. The construct of perfectionism is not evenly applied
to all domains of life. Perfectionists, both self-oriented and socially prescribed are most
perfectionistic within work, study and bodily hygiene domains. Both self- oriented and socially-
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prescribed perfectionists assign similar personal importance to these salient domains, though the
manner in which they establish the importance of these domains to themselves differs.
Additionally, as the magnitude of perfectionism increases, the number of domains one is
perfectionistic in (and thus the personal relevance and importance assigned to these domains)
increases. As scores of perfectionism increase, the perceived necessity for general control of life
domains increases. However, self-oriented perfectionism is correlated with significantly higher
rates of satisfaction in more domains of life than socially-prescribed perfectionism, which
parallels extant literature that self- oriented perfectionism is associated with higher levels of
contentment and lower levels of anxiety and stress, both of which are hallmark higher levels of
general life satisfaction. This further illustrates that socially-prescribed perfectionistic traits,
while maintaining general control of perfectionism across domains, sacrifice satisfaction for an
increase in the personal importance assigned to these domains. A meta-analysis found that self-
oriented perfectionism is sustainable and adaptable with intrinsic motivation and reward as the
main driving factors behind goal-seeking behavior. Both social self- efficacy and general self-
efficacy, defined as one's degree of executive function and ability to self-advocate in order to
complete a task, are significantly higher in self- oriented perfectionists than in socially-
prescribed perfectionists, which results from lower levels of "road-blocking" constructs
(distracting/inhibiting cognitive, emotional and behavioral constructs, such as clinical mental
health issues, neuroticism, rumination, fear of failure, all of which are positively associated with
procrastination) typically found in socially-prescribed perfectionism. Additionally, self-oriented
perfectionism shows significant positive correlations with academic engagement and proficiency,
and negative correlations with procrastination, indicating high self-efficacy, which is positively
correlated with high personal standards and conscientious behavioral traits. Given that self-
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oriented perfectionists show a greater ability for introspective maintenance due to higher levels
of self-efficacy, it is logical that self-oriented perfectionists show significantly lower rates of
comorbid mental health issues as well as sustained feelings of accomplishment and contentment
in comparison to socially-prescribed perfectionists. In perpetuating the themes of efficacy and
resilience, self-oriented perfectionism has been found to be positively associated with willpower,
motivation, perceived self- control and self-esteem as well as with lower magnitudes of
depression, anxiety, suicide proneness, shame, guilt and procrastination. However, excessively
high self-oriented perfectionism can be comorbid with traits typically found in maladaptive
perfectionism, such as having negative correlations with willpower, motivation, perceived self-
control and self-esteem; these correlations were rarely as significant as those negative
correlations found in high scoring socially- prescribed perfectionism. As for socially-prescribed
perfectionism was found to be more volatile and less sustainable due to extrinsic motivation and
external rewards being the main driving factors in goal-seeking behavior. Socially- prescribed
perfectionism shows significant negative correlations with academic engagement and
proficiency, and positive correlations with procrastination, indicating low self-efficacy. Given
these lower rates of self-efficacy, introspective maintenance and psycho-emotional regulation
appear to be more difficult for socially-prescribed perfectionists. Thus, socially-prescribed
perfectionists show moderately higher rates of comorbid mental health issues relative to self-
oriented perfectionists and experience fleeting emotions of satisfaction and volatility of
contentment due to lack of consistent external validation and reward that honors undergraduate
students showed significantly higher scores of personal standards, concern over mistakes,
parental expectations as well as higher overall scores of perfectionism compared to non-honors
undergraduate students. This led to the conclusion that socially-prescribed perfectionism is likely
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more dominant in rigorous academic environments than self-oriented perfectionism (Ethan
Lowell, 2022)
According to the research study entitled “The mediating role of self-compassion in the
relationship between trait perfectionism and psychological resilience among Filipino university
students” Perfectionism is commonly associated with striving very hard to reach high
unattainable and unrealistic goals or standards. With perfectionism being complex and
multidimensional, many researchers have proposed multidimensional models such as Hewitt and
Flett. They conceptualized trait perfectionism as three different dimensions that reflect the
experience of requiring the self or others to be perfect and expecting that others require the self
to be perfect. These dimensions include self-oriented perfectionism (SOP), which is the tendency
to set exacting standards for oneself and to evaluate and criticize one’s behavior stringently,
socially prescribed perfectionism (SPP), which is one’s perception that it is crucial to meet the
unrealistic expectations set by others and to be perfect as required by others, and other-oriented
perfectionism (OOP), which is the tendency to set challenging standards for others and to
evaluate and criticize the behavior of others stringently.
Another factor related to perfectionism is self-compassion, which is the ability to hold
one’s feelings of suffering with a sense of warmth, connection, and concern. Through self-
compassion, individuals can extend intentions of loving-kindness to themselves and
acknowledge that their disappointments, failures, and imperfections are part of the human
experience. Self-compassion among university students has been shown by studies to improve
their psychological health, including increasing their psychological resilience.

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Perfectionism, especially among adolescents and young adults, has been linked to a
number of academic-related outcomes like academic achievement and school engagement
family-related outcomes like family shame, and outcomes relevant in the sports and performing
arts contexts such as accomplishment and distress Stoeber and Stoeber found other contexts that
are affected by perfectionism such as relationships, domestic environment (household and
cleaning), and recreational activities. Perfectionism has also been shown to be significantly
related to or to significantly predict many psychopathologies with its link with depression and
suicidality among the youth garnering much attention ( Jeryl Shawn T. Tan, 2022).
According to Felicidad T. Villavicencio and Joyce T. Villavicencio, perfectionism may
be differentiated into two forms: A positive form, also called normal, healthy, functional, or
adaptive perfectionism, and a negative form, also called neurotic, unhealthy, dysfunctional, or
maladaptive perfectionism. The positive form of perfectionism was described as self-oriented,
having high personal standards, or positive striving for excellence, whereas the negative form of
perfectionism was described as socially prescribed, concern over mistakes, or discrepancy
between expectations and results. There is “positive striving” in the positive form of
perfectionism in that self-oriented perfectionist strivings are correlated with positive
characteristics such as conscientiousness, endurance, active coping styles, perceived ability to
achieve, and academic achievement which are all important components of successful
intelligence.
Peer Influence
Peer influence is defined as situations where one individual is affected or affected by
another who is of similar age. It shapes affective experiences. Peer influence is distinct from peer
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pressure and socialization, which describe maladaptive and adaptive change. In senior high
school, peer influence plays a role in shaping a person's behaviors and attitudes. Peer influence
can be a way of maintaining and increasing likeness between friends and affiliates. It has been
believed that peer influence can have both a negative and positive effect on students’ academic
performances. Peer influence serves many purposes, but one of its most important functions is to
increase similarity between individuals.
The study conducted by (Charls, A. et al. 2023) Specifically, it sought to identify the
extent of which peer pressure influenced habits and behaviors related to academic performance
among this group. The study is quantitative in nature, it utilized structured instruments to draw
conclusions on peer influence and its effects on habit formation from academically competent
senior high school students at Nazareth School of National University. The study revealed a
significant correlation between peer influence and habit formation in academically competent
senior high school students (Charls, A. et al. 2023). It highlighted the ways in which peer
influence could impact study habits, time management, and overall academic performance.
While the study provided valuable insights, its weaknesses included potential limitations on the
generalizability of findings and lack of exploration into specific performance tasks affected by
peer pressure.
On the contrary, (Moneva,J.C. & Legaspino,F. 2020) study provided a more focused explanation
of peer influence on performance tasks. It aimed to identify the variation of peer impact on
academic tasks and performance outcomes. The study adopts a descriptive research design. The
participants were 243 senior high school students and were made to answer a survey
questionnaire-Likert scale. Which was composed of two parts. Part one contained questions on
the peer influence of the students. While part two contained another set of questions about the
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performance task of the students (Moneva,J.C. & Legaspino,F. 2020). The researchers found out
that the level of peer influence and performance tasks on senior high school students shows that
there is a negative association between peer influence. The researchers observed that students
belong to a specific peer group, and these differing peer groups might help the students improve
their work on the performance task and also it is one of the sources of motivation for some
students in doing well on their tasks. They also found out that the level of peer influence on
performance tasks of students show that there is a negative association. They stated that student
engagement in class directly depends on peer influence from their peers, because peers destruct
the students in their studies (Moneva,J.C. & Legaspino,F. 2020). While Moneva and Legaspino’s
study is a guide on specific performance tasks affected by peer influence, it lacks a detailed
explanation on peer influence effects, including its impact on academic decisions, intellectual
dishonesty, and the variety of reasons why students are being affected by peer pressure itself.
Peer pressure can have a negative impact on students' academic decisions, such as picking
particular courses or engaging in intellectual dishonesty (Abanid,et al. 2023). Peer influence puts
a major impact on students' academic performance. Peer influence can affect students' academic
performance in both positive and negative ways as it can make some students feel obligated to
take up their peers' study habits. Similarly, (Wanzheng,L. 2023) study further supported this
when her study revealed that in negative peer pressure, for example when there is a significant
gap between a student's grade and the group's, can negatively impact students’ self-esteem and
anxiety. It can also result in an unchangeable mindset that makes them give up on improving
their grades. On the positive side, people will be more driven to move if members of a social
group consistently compare themselves to one another and progress in the same way. In the same
vein, students who experience supportive peer networks are more likely to maintain a high level
20
of motivation and academic involvement, ultimately contributing to improved academic
achievement and a reduced risk of dropout (Wang,M. 2021). This highlights the significance of
addressing peer dynamics in educational strategies aimed at enhancing student outcomes during
the critical secondary school years. Furthermore, peer pressure can either motivate students to
work harder and obtain higher scores, or it may divert their attention away from their academics,
negatively impacting their performance. In a similar way, (Moldes,et al. 2019) also noted in his
study that peer pressure has diverse effects, noting that its impact on academic achievement can
vary either positively or negatively, depending on how peers influence them. The research also
found that peer pressure in school has two sides and it can affect students negatively as well as
positively (Wanzheng,L. 2023) The two studies also highlighted that peers are another great
factor when it comes to an individual’s outcome in school. Peer influence can have a negative
impact on students' academic decisions, such as picking particular courses or engaging in
intellectual dishonesty. Students who struggle with peer influence may do so for a variety of
reasons, including feeling obliged to take risky actions, risking their principles, or in being
excluded from society (Abanid,et al. 2023). Peer influence among students has an impact on
their academic achievement in a variety of subjects at school (Moldes,et al. 2019). The study
further supported it by noting that interactions between peers can lead to academic success by
providing guidance and motivation.
Many factors contribute to peer influence such as gender, family, environment, and grade
level (Ziyu,C. & Yazhi,D. 2021). The differing factors from where peer influence stems from is
also a driving force on what extent they are being influenced. According to (Yehui,Lao. 2023)
Girl peer groups are more positively influential than boys when it comes to their academic
decisions in life such as major choices in college courses, college dropout decisions, and
21
graduation rites. On the other hand, boys tend to be more negatively influential in the mentioned
decisions above. This only means that gender plays an important role in peer influence whenever
it comes to shaping the decision making skills of students.
Synthesis
Perfectionism is a characteristic trait that we need further understanding, especially in the
young generation of students in the Philippines, and how peer influence can affect the
perfectionistic trait of a student in school. Studies sourced locally and internationally show a
significant interest in how peer influence is a great factor in maladaptive perfectionism in
students. Knowing the relationship between these two will further enhance the selection of
existing literature lacking the necessary details about the relationship of maladaptive
Peer influence in schools has been around for as long as anyone can remember.
According to a study conducted by Oreeditse M. Keletsositse (2023) various studies indicate that
peer influence is happening in order to provide support, information and guidance to one another.
Perfectionism, on the other hand, is the goal of achieving high standards, meticulous attention to
details, and the pursuit of exemplary results. It is a driving force that pushes individuals
continually to refine their skills, broaden their knowledge, and push the boundaries in their own
fields. The study conducted by Sahi Mahima (2018) classifies two branches of perfectionism as
adaptive perfectionism and maladaptive perfectionism. Furthermore, a number of existing studies
claim that peer influence is a driving force for students to develop traits that can either be a
positive outcome of peer influence or a negative outcome. One study even notes that interactions
between peers can lead to academic success by providing guidance and motivation (Moldes et
22
al., 2019). The authors also state that peer influence has diverse effects, noting that its impact on
academic achievement can vary either positively or negatively, depending on how peers
influence them. However, one study further supports the relationship between peer influence and
maladaptive perfectionism in the study titled "Perfectionism and Peer Pressure" by Mahima Sahi,
published in the International Journal of Research in Social Sciences, Vol. 8, Issue 4, April 2018.
According to them, the actions of adolescents are mostly influenced by the reactions of their peer
group. This action is the need to seek desirability from their peer group, ultimately culminating
in an unhealthy urge to do everything ‘perfectly.'
The similarities and differences of the current studies and reviewed literature that have
been mentioned posit a better understanding of the relationship between peer influence and
perfectionism. Although most of these studies are essential to the present study, they only serve
as a structure in conducting this study because the present study is unique; it has not yet been
used, and it has been carried out in a distinct research context, temporal setting, and with the
inclusion of a different group of participants. The researchers deduced that understanding the
reciprocal relationship between peer influence and perfectionism will be able to see the
relationship on how peers contribute to the formation or exacerbation of perfectionistic
tendencies. The reviewed literature and studies imply that peer influence is a reason why
maladaptive perfectionistic traits exist. Studies about the relationship of peer influence and
perfectionism lack new profound studies about this locally. In light of this particular event, the
researchers decided to conduct the study in their local area, Hinigaran National High School.
Thus, this study establishes the framework for a pioneering exploration of the
relationship between perfectionism and peer influence among senior high school students at
Hinigaran National High School.

23
Chapter 3
RESEARCH METHODOLOGY
This section of the research paper contains research design, context and the participants,
research instruments, method for data collection and data analysis procedure. The data was
collected, analyzed and interpreted in order to justify the given research problems.
Research Design
The researcher will employ the quantitative method and use correlational research design
to determine the nature of relationship between perfectionism and peer influence of senior high
school STEM students. This method involves the process of collecting and analyzing numerical
data. It can also be used to make predictions, find patterns and averages, test causal relationships,
and generalize results.
Furthermore, the correlational research design focuses on the investigation of
associations between variables, without the researcher exerting control or manipulation over
them (Bhandari, 2023). Thus, the researcher chose the correlational research design as it is the
24
most applicable research design in investigating the relationship of maladaptive perfectionism
and peer influence among senior high school students.
Sampling and Participants
The study will be conducted on Grade 11 and 12 students enrolled in the Science, Technology,
Engineering, and Mathematics (STEM) strand at Hinigaran National High School for the School
Year 2022-2023.
The population of the study will consist of 301 STEM students, comprising 111 males
and 190 females from the senior high level of Hinigaran National High School. This refers to the
complete set from which conclusions will be drawn. The table below shows the number of
students enrolled in Grade 11 and Grade 12 STEM strands per section:
Table 1: Population of the Study Per Section
Year Level Section Male Female Total
Grade 11 STEM 1: 18 32 50
Archimedes
STEM 2: Euclid 20 30 50
STEM 3: Pythagoras 17 33 50
Grade 12 STEM 1: Einstein 19 31 50

25
STEM 2: Galelei 18 32 50
STEM 3: Newton 19 32 51
Total 111 190 301
A sample, on the other hand, refers to a specific group from which you gather data, and
its size is invariably smaller than the entire population size (Bhandari, 2023). To determine the
right sample size, the researcher will use the Slovin’s formula. It is used to calculate the
minimum sample size required to approximate a statistic within an acceptable margin of error
(Zach, 2023). The following section presents Slovin’s formula and outlines the process for
determining the sample size for the current study, which has a total population of 301 and a 5%
margin of error.
Slovin’s Formula: n= Where:
n = sample size
N = population size
26
e = margin of error
In this study, the researchers will utilize a 95% confidence level and a 5% margin of
error; thus, they obtained:
n = 171.75 172
The Stratified Random Sampling will be used to select the respondents to validate the
outcome of this study. In a Stratified Random Sample, researchers categorize a given population
into homogeneous subpopulations called strata (the plural of stratum), taking into account
particular attributes like race, gender identity, geographic location, among others. It is imperative
that each individual within the population is exclusively assigned to one stratum. Subsequently,
within each identified stratum, sampling techniques such as cluster sampling or simple random
sampling are employed to facilitate the computation of statistical parameters for each subgroup
(Thomas, 2023). The table below shows how the samples are selected from each subgroup:
Table 2: Sample Size Per Subgroup
Section Male Female Total
STEM 1: Archimedes 15 14 = 29
STEM 2: Euclid 15 14 = 29
STEM 3: Pythagoras 14 15 = 29
27
STEM 1: Einstein 14 14 = 28
STEM 2: Galelei 14 14 = 28
STEM 3: Newton 14 15 = 29
Total 86 86 172
Research Instruments
The current study will modify the first part of the questionnaire conducted by Moneva
and Legaspino (2020) in their research. The questionnaire was revised in terms of its
construction, but the meaning of the questions was kept the same. The questionnaire underwent
validation by three senior high school teachers. Furthermore, it was presented to them for content
and face validation using the criteria of Carter V. Good and Douglas B. Scates, on a scale of 1-5.
The combined average given by the three validators was 5 that corresponds to the interpretation
of “Very Strongly Agree”. Therefore, the modified survey questionnaire is valid.
Table 3: Shows the interpretation of each response in the 5-point Likert response scale
Scale Intervals Descriptive Rating
5 4.21-5.00 Strongly Agree
4 3.41-4.20 Agree
28
3 2.61-3.40 Neutral
2 1.81-2.60 Disagree
1 1.00-1.80 Strongly Disagree
The researcher will also adopt the survey questionnaire design developed by Flett et al.
(2016), the Child–Adolescent Perfectionism Scale (CAPS). While there are different versions of
CAPS, the original version will be utilized in the current study. The researchers selected this
instrument over others because previous studies concluded that the CAPS was the most advisable
scale, not only because it has relatively strong psychometric properties, but also because of its
wide use and comparative data availability. This version of the test consists of a 5-point Likert
response scale as shown in the table:
Table 4: Shows the interpretation of each response in the 5-point Likert response scale
Scale Intervals Descriptive Rating
5 4.21-5.00 Always
4 3.41-4.20 Often
3 2.61-3.40 Sometimes
2 1.81-2.60 Rarely
29
1 1.00-1.80 Never
Additionally, the questionnaire has 22 items structured around two dimensions: Self-
Oriented Perfectionism (SOP; items from 1 to 12) which measures the motivation and efforts to
be a perfectionist as well as the tendency to self-criticize; and Socially Prescribed Perfectionism
(SPP; items from 13 to 22) that captures the belief about the perfectionist demands of the
environment.
Although this research instrument was developed in 2016, it is still reliable as it has been
validated using the RG meta-analysis in the study conducted by Vicent et al. (2019). The RG or
Reliability Generalization is a meta-analytical approach that emerges as a criticism of the
widespread practice of induction of reliability. The purpose of this method is to estimate the
average reliability of the scores of a given test, as well as to determine the variability of the
reliability coefficients reported by the different studies that have used this test. This method was
utilized in validating the instrument of those empirical studies that have applied the CAPS. After
a long discussion, the study affirmed in their conclusion that the scores of the original version of
the CAPS, for the total scale and for both SPP and SOP subscales, show acceptable reliability for
research purposes but not for making clinical decisions in a professional performance context
(Vicent et al., 2019). Therefore, the researcher no longer needs to undergo content validation.
Data Gathering Procedure
Once the permit to conduct the study is granted by the school principal and by the
Practical Research Adviser, the questionnaire will be distributed and administered to the
respondents who will represent their (strata) subgroup as samples from the three sections of
30
grade eleven STEM, as well as the grade twelve STEM, during class time to maximize
participation. Also, the respondents will be informed that their participation is voluntary and
anonymous.
The survey will begin with demographic questions such as age, sex, and grade level.
Subsequently, the participants will answer the survey, containing two different parts. Part one
consists of questions for peer influence, while part two consists of a standardized questionnaire
for perfectionism. After completing the survey, this will be retrieved to ensure the accuracy of
the responses and a high percentage of retrieval. Then, the results of the study will be analyzed
and treated statistically.
Data Analysis
The researchers will begin to tally, tabulate and analyze the data gathered. After
that, the researchers requested for a statistician to assist in data analysis. The data analysis
software utilized for the analysis was Jasp statistics. The researchers employed procedures that
involved tabulating and encoding the data gathered in the study using Microsoft Excel software
in order to analyze and examine the data collected. In addition, the main characteristics of a
dataset are summarized and described using a variety of techniques, including descriptive
statistics. These techniques provide a summary of the data and assist in finding patterns and
relationships. The Pearson correlation assesses the strength of a linear relationship between two
variables. Moreover, the researchers also used Pearson's correlation to determine the significant
association between Perfectionism and Peer Influence among Senior High School STEM
students, as well as the Mean, which is used to summarize and define the typical value in data.
31
The following are the procedures used to analyze and examine the data collected in this study:
1. Microsoft Excel, a software used to tabulate and encode the data gathered in the study.
2. Descriptive Statistics, a set of approaches for summarizing and describing a dataset's
primary properties. These strategies indicate an overview of the data and helps identify
patterns and connections.
3. The Pearson correlation, measures the strength of the linear relationship between two
variables. We use Pearson's correlation to:
•Determine the significant relationship between Perfectionism and Peer Influence among
Senior High School STEM students.
4. Mean, it is used to summarize and describe the typical value in a dataset.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter contains the results and findings of the study. Specifically, it presents the
relationship between perfectionism and peer influence of STEM students of Hinigaran National
High School and answers the questions in the statement of the problem.
1. The demographic profile of Senior High School STEM students
Table 1.1 Frequencies for sex
Sex Frequency Percent (%)
Male 85 49.419
32
Female 87 50.581
Total 172 100.000 %
Table 1.1 illustrates the frequency and percentage distribution of responders by sex.
Among the responders, 85 (49.419%) identified as male and 87 (50.581%) as female. The
percentages provided in the table represent the proportion of each sex category out of the total
respondents. The total percentage adds up to 100%, indicating that all respondents are accounted
for in the sex distribution.
Overall, the data shows a higher representation of females (50.581%) compared to males
(49.419%) in the sample of respondents.
Table 1.2 Frequencies for year level
Year Level Frequency Percent (%)
11 87 50.581
12 85 49.419
Total 172 100.000 %

33
The table 1.2 shows the frequency and percentage distribution of the respondents based
on their year level. According to the data, there were a total of 172 respondents. Out of these
respondents, 87 of these belong to grade 11 accounting for 50. 581% of the total. Whilst there are
85 grade 12 students, which is represented by a 49.419% which adds to a total of 100%. To sum
up, the data shows a higher representation of Grade 11 STEM strand students with a 50.581%
compared to Grade 12 STEM students. In this case, the total frequency is 172, and the total
percentage is 100%.
2. The extent of peer influence of the respondents
Table 2.1 Frequencies for sex
Sex Mean Verbal Interpretation
Male 3.034 Moderately Influential
Female 2.956 Moderately Influential
Overall mean 2.995 Moderately Influential

34
As stated in theTable 2.1 illustrates the extent of peer influence when grouped according
to sex. Among the respondents, female students have a mean of 3.034 with a corresponding
interpretation of moderately influential. On the other hand, male respondents have a mean of
2.956, which also corresponds to a verbal interpretation the same as that for female respondents.
Moreover, the overall mean of the respondents is 2.995 with a verbal interpretation of
moderately influential.
In conclusion, the extent of influence for male respondents is slightly higher compared to
female respondents; however, both groups have a corresponding interpretation of moderately
influential.
Table 2.2 Frequencies for year level
Year Level Mean Verbal Interpretation
11 2.951 Moderately Influential
12 3.039 Moderately Influential
Overall mean 2.995 Moderately Influential

35
Table 2.2 displays the extent of peer influence when grouped according to year level.
Among the respondents, the mean for grade 11 is 2.951, interpreted as moderately influential. In
contrast, grade 12 students have a mean of 3.039, also interpreted as moderately influential.
Furthermore, the overall mean is 2.995, with a corresponding interpretation of moderately
influential.
In conclusion, peer influence in both grade 11 and 12 consistently reaches a moderately
influential level. However, the peer influence on grade 12 is slightly higher compared to grade
11.
3. The Self-oriented perfectionism scale of respondents
Table 3.1 for sex
Male 3.282 Sometimes
Female 3.545 Often

36
Overall mean 3.4135 Often
Table 3.1 displays the results of the self-prescribed perfectionism scale for male and
female STEM strand respondents. The mean for males is 3.282, interpreted as sometimes. For
females, the mean is 3.545, corresponding to often. This yields an overall mean of 3.4135,
interpreted as often.
In conclusion, the frequency of self-prescribed perfectionism among female students is
higher compared to male students.
Table 3.2 year level
11 3.420 Often
12 3.410 Often
Overall mean 3.415 Often

37
Table 3.2 presents the results of the self-prescribed perfectionism scale for Grade 11 and
Grade 12 STEM respondents. Grade 11 has a mean of 3.420, indicating an interpretation of
"often." In contrast, Grade 12 has a mean of 3.410, with a verbal interpretation similar to that of
Grade 11. Furthermore, the overall mean is 3.415, corresponding to the verbal interpretation of
"often."
In conclusion, both Grade 11 and Grade 12 exhibit higher frequencies on the self-
prescribed perfectionism scale. This suggests that students in these grades are more inclined to
set exceptionally high standards for themselves. (rrl)
4. The Socially-prescribed perfectionism of respondents
Table 4.1 for sex
Male 3.075 Sometimes

38
Female 3.283 Sometimes
Overall mean 3.179 Sometimes
Table 4.1 shows the socially-prescribed perfectionism scale in terms of sex. The male
respondents have a mean of 3.075, while females have 3.283. Both correspond to the verbal
interpretation of "sometimes," and the overall mean is 3.179 with the same corresponding verbal
interpretation.
In conclusion, the frequency of socially-prescribed perfectionism scale of female
respondents is greater compared to male respondents. This suggest that female respondents are
more inclined to set exceptionally high standards for themselves.
Table 4.2 year level
11 3.118 Sometimes
39
12 3.244 Sometimes
Overall mean 3.181 Sometimes
Table 4.2 shows the socially-prescribed perfectionism scale in terms of year level. The grade 11
have a mean of 3.118 and grade 12 have 3.244. Both correspond to the verbal interpretation of
“sometimes”. Moreover, the overall mean is 3.181 that corresponds to “sometimes”.
In conclusion, the frequency of socially-prescribed perfectionism of grade 12 is a few
times higher compared to grade 11 students.
5. Relationship of Perfectionism and Peer Influence among Senior High School Stem
Students.
40
Variable Pearson’s r p-value
Peer Influence 0 0
Perfectionism 0.604 < .001
Table 5 shows the result of Pearson's Correlation statistical test. It indicates that there is a
significant relationship between perfectionism and peer influence among senior high school
STEM students, and that the when there is higher influence of peer influence there is a higher
frequency of perfectionism, vice versa, the lower the influence of peer influence the lower the
frequency of perfectionism.
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

41
This chapter presents the summary, conclusions, and recommendation that have been drawn
from the findings of the study.
Summary of Findings
This study aims to examine the relationship between perfectionism and peer influence
among Senior High School STEM students. The information gathered was then utilized to
determine the study's outcome.
The results of the study revealed that there were 87 female and 85 male respondents in
total. The participants are all STEM students in grades 11 and 12. The findings imply that
respondents, regardless of demographic profile, it indicates a moderate level of perfectionism.
However, based on the average mean, when grouped according to sex, female respondents show
a higher level of perfectionism than males. The data also show that respondents, regardless of
demographic profile, had a consistent neutral level of peer influence. On the other hand, the
average mean indicates that male respondents are moderately influenced by their peers. While
females have a higher influence from their peers than males.
Generally, regardless of the demographic profile, the respondents when they are grouped
according to sex, the results conclude that their peer influence is uninfluential and that there is a
significant difference between perfectionism and peer influence among STEM students of
Hinigaran National High School.
Conclusions
42
The findings of the study yielded to the following conclusions:
1. Demographic Profile
1.1 Majority of the respondents belongs to the female population which
constitutes 50.581%, whilst the male population makes up 49.419%.
1.2 Out of the entire year level population, the majority of the respondents are
grade 11 STEM strand that had 87 respondents, which conveyed 50.551% of the
total.
2. Extent of Peer Influence
2.1 The influence of peer influence on STEM Strand students when grouped
according to sex is uninfluential by the respondents.
2.2 The influence of peer influence on STEM Strand students when grouped
according to year level is uninfluential by the respondents.
3. Self-oriented perfectionism scale of respondents
3.1. The frequency of the self-oriented perfectionism of STEM students in terms of sex is
often by the respondents.
3.2 The frequency of the self-oriented perfectionism of STEM students in terms of year
level is often by the respondents.
4. Socially-prescribed perfectionism scale of respondents

43
4.1 The frequency of the socially-prescribed perfectionism of STEM students in
terms of sex is sometimes by the respondents.
4.2 The frequency of the socially-prescribed perfectionism of STEM students in
terms of sex is sometimes by respondents.
5. The Pearson's correlation results indicate a significant relationship between perfectionism
and peer influence among senior high STEM students in the STEM strand.
Recommendations
1. The research tool employed by the researchers, namely the Child-Adolescent
Perfectionism Scale, demonstrates greater efficacy when applied to age groups ranging
from 13 to 16. Considering the potential for event repetition, the researchers propose an
alternative approach. Instead of administering the instrument to senior high school
respondents, they recommend conducting the study with junior high school students.
Alternatively, the researchers suggest conducting a new study with a different research
instrument tailored specifically for senior high school students to obtain more accurate
and pertinent data.
2. The present study exhibits a limitation in inclusivity as it exclusively focuses on STEM
students from Hinigaran National High School. If granted the opportunity, the researchers
aspire to extend the scope of the study to include Junior High School students from
Hinigaran National High School, particularly those enrolled in the Science Technology
Engineering (STE) program.

44
3. The researchers utilized a correlation research approach in the current study; however,
recognizing the need for a more comprehensive understanding, the researchers
recommend another investigation using a descriptive research design to facilitate a
detailed exploration of the variables involved.
4. It's worth highlighting that the existing research lacks relevant literature specifically
addressing perfectionism at Hinigaran National High School. The researchers recommend
delving more profoundly into the study of perfectionism, given the limited number of
extensive investigations on this topic conducted in the Philippines.
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Republic of the Philippines

Department of Education
Region VI-Western Visayas
Division of Negros Occidental
HINIGARAN NATIONAL HIGH SCHOOL
LETTER TO THE SCHOOL HEAD

January 16, 2024
ANABELLA F. PASCUA
Principal III
49
Ma’am,
Greetings!
We, the student-researchers of GRADE 12 STEM NEWTON of Hinigaran National High School, are currently accomplishing our
Quantitative Research Study as a requirement for our Practical Research 2 subject. Our study is entitled, “Molded by Milieu: The Relationship
of Maladaptive Perfectionism and Peer Influence Among Senior High School Students”.
In line with this, we are writing to formally request your permission to collect data from SENIOR HIGH SCHOOL, STEM STUDENTS
through questionnaires within the school premises during our class hours and vacant hours. Rest assured that this endeavor will not affect our
classroom performances. We will humbly comply with all the regulations and schedule given to us.
The approval of your good office would be greatly appreciated.
Respectfully Yours,
PRINCESS MAE M. ACAIN
CARL DEVEN G. ESMAYAN
CHASSEL ANN T. FELOMINO
ALEIA N. FUENTES
JUDE MICHAEL M. LUMAUAG
JULIANA E. NUÑEZ
KIAN C. ORTEGA
DAN VINCENT E. ORTIZ
PLARIDEL P. PRESAS Jr.
KHATE MARIAN S. SIA
ROSCEL KARYL A. SUBALDO
LEAHTELIA MAE P. VEGA
SISA P. ZIRKELBACH
Researchers
Noted by:
ANALENE G. MORANCIL
Practical Research 2 Teacher
Approved by:
ANABELLA F. PASCUA
Principal III
50

LETTER TO THE VALIDATORS

January 10 2024
FLORAIDA M. NOLLEDO
SHS Teacher
Dear Sir/Ma’am:
Warmest Greetings! E
We, the GRADE 12 STEM NEWTON, of Hinigaran National High School, are in the process of conducting our Quantitative Research entitled,
“Molded by Milieu: The Relationship of Maladaptive Perfectionism and Peer Influence Among Senior High School Students”.
In this connection, we are requesting a favor of our time, skills, and expertise to validate to our Research Questionnaire for our respondents. The
validation purpose is to ensure the correctness and appropriateness of the said questionnaire, as it will generate data and information that will help assess the
purpose of the study.
We are hoping that you could help us in our in-depth study. Rest assured that this questionnaire will only be used for its purpose. Your positive
response to this request is highly appreciated
Thank you very much
Respectfully Yours,
ALEIA N. FUENTES
JULIANA E. NUÑEZ
KIAN C. ORTEGA
KHATE MARIAN S. SIA
SISA P. ZIRKELBACH
Researchers
Noted by:
ANALENE G. MORANCIL
51


January 10 2024
KYLE DENEV VILLAFLOR

SHS Teacher
Dear Sir/Ma’am:
Warmest Greetings!
Thank you very much
Respectfully Yours,
ALEIA N. FUENTES
JULIANA E. NUÑEZ
KIAN C. ORTEGA
KHATE MARIAN S. SIA
SISA P. ZIRKELBACH
Researchers
Noted by:
ANALENE G. MORANCIL
52


January 10 2024
MA. ALINA P GALLARDO

SHS Teacher
Dear Sir/Ma’am:
Warmest Greetings!
Thank you very much
Respectfully Yours,
ALEIA N. FUENTES
JULIANA E. NUÑEZ
KIAN C. ORTEGA
KHATE MARIAN S. SIA
SISA P. ZIRKELBACH
Researchers
Noted by:
ANALENE G. MORANCIL
53
Appendix C
Documentation
Appendix D
54
PRINCESS MAE ACAIN

RESEARCHER
Brgy. Calapi, Hinigaran, Negros Occidental

(63+) 906-458-5997
princessacain00@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Female
Date of Birth: May 4, 2006
Place of Birth: Taytay, Rizal Hospital
Citizenship: Filipino
Parents: Mary Jane Manombaga
EDUCATIONAL BACKGROUND
SENIOR HIGHSCHOOL: HINIGARAN NATIONAL HIGH SCHOOL
Science, Technology, Engineering,
and Mathematics (STEM)
2022-PRESENT
JUNIOR HIGHSCHOOL: HINIGARAN NATIONAL HIGH SCHOOL

•S.Y. 2018- 2021
•With High Honors S.Y.2021-2022
CALAPI ELEMENTARY SCHOOL

• 2012-2018
SKILLS AWARDS AND RECOGNITION
55

RESEARCHER
Zone 1-A Brgy. Tagda Hinigaran, Negros Occidental

(63+) 930-089-8260
Carldevenesmayan101@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Male
Date of Birth: February 15, 2006
Place of Birth: Hinigaran, Negros Occidental
Parents: Rosalie G. Esmayan
Reynaldo M. Esmayan
and Mathematics(STEM)
2022-PRESENT

 With Honors S.Y. 2018-2019
 With High Honors S.Y. 2021-2022
TAGDA ELEMENTARY SCHOOL
 Consistent Honor Pupil S.Y. 2011-2018
 2018 - 2022

 Effective in developing rapport  3rd Place Verse Choir S.Y. 2019-2020
 Observant, meticulous, and organized  1st Place Verse Choir Per Strand S.Y. 2023
 Competitive when it comes to attaining a  2nd Place Verse Choir Interstrand S.Y. 2023
goal
56

RESEARCHER
M.H Del Pilar St., Brgy. 3, Hinigaran, Negros

Occidental
(63+) 928-548-3833
chasselannfelomino@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Female
Date of Birth: January 30, 2006
Place of Birth: Dagupan City, Pangasinan
Parents: Alma T. Felomino
Alfredo D. Felomino
2022-PRESENT
JUNIOR HIGHSCHOOL: CARAEL NATIONAL HIGH SCHOOL

With Honors
S. Y. 2018-2019
With High Honors
S. Y. 2019-2022
ELEMENTARY: HINIGARAN ELEMENTARY SCHOOL- A

HINIGARAN ELEMENTARY SCHOOL- B
CARAEL ELEMENTARY SCHOOL

• Photography Skill • Dancer of the Year- Carael Elementary School
• Time Management Skill • First Place Badminton Single Girls
• Intrapersonal Skill • Miss Glow 2016- Carael Elementary School
• Attention to Detail Skill • First Place Quiz Bee 2018
• 3rd Place Essay Writing 2018 Carael National
High School
57
ALEIA N. FUENTES
RESEARCHER
R.C. Lagtapon St., Hinigaran, Negros Occidental
(63+) 910-442-7239
aleiasetneuf08@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Female
Date of Birth: February 5, 2006
Parents: Leah N. Fuentes
Jose Martin M. Fuentes
and Mathematics(STEM)
2022-PRESENT

•With Honor, S.Y. 2018-2019
•With Honors S.Y. 2019- 2020
HINIGARAN ELEMENTARY SCHOOL- A

•Consistent Honor Student
2011-2018

• Can Analyze and solve problems •1st Place Verse Choir Per Strand S.Y. 2023
systematically and logically •2nd Place Verse Choir Interstrand S.Y. 2023
•Can see problems or situations in a variety
of perspectives
58

RESEARCHER
Sitio So-ol, Brgy Nanunga, Hinigaran, Negros

Occidental
(63+) 946-213-3623
judemichael0629@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Male
Date of Birth: June 29, 2006
Place of Birth: Jaro, Iloilo City
Parents: Elsie M. Lumauag
Ramonito P. Lumauag
2022-PRESENT

•With Honors S.Y.2020-2021

2012-2018

• Business Minded •1st place in Christmas Caroling Contest
• Critical Thinking •1st place in Verse Choir (Elocution)
• Time Management •Overall Champion in Cinegaran film festival
59
JULIANA E. NUÑEZ
RESEARCHER
Zone 1- B, Brgy. Tagda, Hinigaran, Negros

(63+) 951-409-7328
nunezjuliana2006@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Female
Date of Birth: July 25, 2006
Place of Birth: Bacolod City, Negros Occidental
Parents: Aileen E. Nuñez
Joebani L. Nuñez
2022-PRESENT
JUNIOR HIGHSCHOOL: FUNDAMENTAL BAPTIST CHRISTIAN SCHOOL

• S.Y. 2018-2021
TAGDA ELEMENTARY SCHOOL

•S.Y. 2012-2018

•Curiosity and imagination •1st Place Verse Choir Per Strand S.Y. 2023
•Adaptive and open to change •2nd Place Verse Choir Interstrand S.Y. 2023
• Open-mindedness
60
KIAN C. ORTEGA
RESEARCHER
Brgy. Narauis, Hinigaran, Negros Occidental

(63+) 995- 726- 9328
kianortega0905@gmail.com
PERSONAL PROFILE
Age: 18 years old
Sex: Male
Date of Birth: December 9, 2005
Place of Birth: Corazon Locsin Montelibano Memorial Regional Hospital
Parents: Jenalyn Ortega
Lowen Ortega
2022-PRESENT

•With High Honors
S.Y. 2018-2022
NARAUIS PATICUI ELEMENTARY SCHOOL

2012-2018

 Collaboration skills  TCS' Go Innovate Together
 Proficient in PowerPoint and MS (Participant)
Office  NucleArt 2 Digital Poster Making
 Accuracy and attention to detail Contest (Participant)
 Division School Press Conference -
Editorial Cartooning 2017 Champion
2022 BSP - JA (Participant)
61

RESEARCHER
Brgy. BTA Gibong, Pontevedra, Negros Occ.

(63+) 927-275-3105
danvincentortiz@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Male
Date of Birth: January 17, 2006
Place of Birth: San Miguel, Bulacan, Philippines
Parents: Catherine E. Ortiz
Dante B. Ortiz
2022-PRESENT
JUNIOR HIGHSCHOOL: CALVARY BAPTIST ACADEMY OF PONTEVEDRA INC.

•Consistent With Honor
2018- 2022
ELEMENTARY: INTERNATIONAL PHILIPPINES SCHOOL IN RIYADH

2012-2018

• Time management • 1st place in Verse choir (ELOCUTION)
• Technical Knowledge • Overall Champion in Cinegaran Film
• Collaborative and Teamwork Festival
62
PLARIDEL P. PRESAS JR.

RESEARCHER
Sto. Rosario Subd., Hinigaran, Negros Occidental

(63+) 906-481-1379
presasplarideljr@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Male
Date of Birth: June 11, 2006
Parents: Lynie P. Presas
Plaridel M. Presas Sr.
2022-PRESENT

NARAUIS-PATICUI ELEMENTARY SCHOOL

•Grade 6- Salutatorian
2014-2018
STO. ROSARIO ELEMENTARY SCHOOL

•Grade 2- Top 5
•Grade 1- Top 6

• Can speak English fluently • 1st Place in Spelling Contest (2018)
• Proficient and competent
63
KHATE MARIAN S. SIA

RESEARCHER
Purok 6, Brgy. Narauis. Hinigaran, Neg. Occ.

(63+) 977-058-0170
khatemariansia21@gmail.com
PERSONAL PROFILE
Age: 18 years old
Sex: Female
Date of Birth: November 16, 2005
Place of Birth: Plaridel, Bulacan, Philippines
Parents: Irene Solijon
Randy Sia
SENIOR HIGHSCHOOL: IMMACULATE CONCEPTION INSTITUTION "ICI" BALAGTAS
BULACAN
2022-2023

2022-PRESENT
JUNIOR HIGHSCHOOL: MASAGANA ELEMENTARY SCHOOL.

2018- 2022
ELEMENTARY: MASUSO ELEMENTARY SCHOOL

2012-2018

• Time management
• Technical Knowledge
• Marketing
64

RESEARCHER
Brgy. Narauis, Hinigaran, Negros Occidental

(63+) 916-307-0085
subaldoroscel@gmail.com
PERSONAL PROFILE
Age: 18 years old
Sex: Female
Date of Birth: October 20, 2005
Place of Birth: Bacolod City, Negros Occidental
Parents: Roscar S. Subaldo
Cecelia A. Subaldo
2022-PRESENT

NARAUIS ELEMENTARY SCHOOL

2012-2018

• Creative skills • 6th Place in DSPC Sports Writing
• Active Listener
• Teamwork skills
65

RESEARCHER
St. Rosario Subd., Brgy. Nanunga, Hinigaran, Neg. Occ.

(63+) 960-617-5440
teliasteri@gmail.com
PERSONAL PROFILE
Age: 18 years old
Sex: Female
Date of Birth: July 7, 2005
Place of Birth: Our Lady of Mercy, Bacolod City
Parents: Nora P. Vega
Eddie P. Subaldo
2022-PRESENT

HINIGARAN ELEMENTARY SCHOOL- B

2012-2018

• Creativity •Overall Champion in P-Pop
• Active Listening 3rd Place Area Meet in Badminton
• Time management
• Collaborative and Teamwork
66
SISA P. ZIRKELBACH
RESEARCHER
Barangay III,Del Pilar Street, Hinigaran,Negros

occidentalOccidental
(63+) 995-829-5648
sisazirkelbach@gmail.com
PERSONAL PROFILE
Age: 17 years old
Sex: Female
Date of Birth: September 1, 2006
Parents: Ma.Cleo B. Plotena
Raimund O. Zirkelbach
2022-PRESENT


2012-2018

• Journalism •1st place in videocasting(Elocution)
• Logical Thinking •1st place in Pagsulat ng Tula
• Fast Developing Skills •Overall champion in Cinegaran film festival
67
68

Molded by Milieu: The Relationship of Perfectionism and Peer Influence Among Senior High School STEM Students.

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Molded by Milieu: The Relationship of Perfectionism and Peer Influence Among Senior High School STEM Students.

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i

Mrs. Analene G. Morancil

Princess Mae M. Acain

to this study, enabling it to flourish, by assisting in their ways.

pioneering study in Hinigaran National High School.

National High School.

success without their approval and support.

Lastly, we would like to acknowledge the indispensable contribution of each member of

senior high STEM students in the STEM strand.

Background of the Study

various fields, including art, industry, science, and particularly in education.

According to Flett et al., (2016) in their study focusing on Child–Adolescent

Perfectionism Scale (CAPS), there are two dimensions of perfectionism: self-oriented

perfectionism and socially prescribed perfectionism. Self-oriented perfectionism involves setting

developmental information on precisely when young perfectionists begin to expect perfection

Furthermore, according to other studies, perfectionism may be connected to what

(Fletcher & Shim, 2019).

significant associations between three dimensions of perfectionism and various dimensions of

variables including peer influence.

different patterns in their relationship between perfectionism dimensions. According to them,

perfectionism and peer influence.

Statement of the Problem

influence among Senior High School STEM students.

Specifically, this study will seek answers to the following questions:

1. What is the demographic profile of Senior High School STEM students?

1.2 Year level

2.2 Year level

3. What is the perfectionism scale of respondents in terms of:

3.1 Self-oriented perfectionism

3.2 Socially- prescribed perfectionism

4. What is the socially-prescribed perfectionism scale and self-oriented perfectionism scale

of the respondents when grouped according to:

4.2 Year level

5. Is there a significant relationship between students' perfectionism and peer influence

among Senior High School STEM students?

Null Hypothesis 1 (H01)

There is no significant relationship between students' maladaptive perfectionism and peer

There is a significant relationship between students' maladaptive perfectionism and peer

Social Comparison Theory. A psychological concept introduced by Leon Festinger in

individuals influence each other. By understanding these different types of comparisons,

perfectionism and peer influence.

Self Determination Theory. A psychological theory introduced by Edward L. Deci and

aspects of self-determination theory have been applied in a variety of settings including

from parental influence.

INPUT PROCESS OUPUT

Analysis of Data through To examine the

The Extent of Peer

prescribed perfectionism, followed by the extent of peer influence in school settings.

and statistical analysis of data and interpretation.

of Senior High School STEM students in terms of these variables.

Scope and Delimitation

National High School.

relationship, which will be adopted by the researchers from previous studies.

Significance of the Study

perfectionism and peer influence among senior high school students.

The findings of the study may be beneficial to the following:

perfectionism, which could lead to improved peer-led actions.

them work towards creating a more positive environment.

manage these actions.

Future Researchers. This study could be useful to future researchers as a source of

information and guidance for those seeking to conduct related research.

Perfectionism. Conceptually, it is characterized by the setting of inflexible and/or

or anxiety about one's capabilities.

Operationally, maladaptive perfectionism is a psychological trait of students influenced