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Chapter I
Attraction to the opposite sex starts as early as the adolescence or the puberty stage. It is during our adolescence that our ability to feel romantic love starts to develop. Teens all over the world experience a strong feeling of attraction into the opposite sex. These feelings are often amusing and also exciting at first.
Engaging in a relationship with the opposite sex has become one of the main interests of a teenager because of the desire to belong to someone. Relationships had gain importance in an adolescent’s life. Because of this, they crave an intimate relationship in which is non-existent in their age. Being in a relationship has become a lifestyle and it made them prioritize this so-called intimate relationship than studying.
The transition from a child into a teenager comes with self-discovery, academic success, peers and relationships which are affected by hormones. Estrogen, progesterone, and testosterone- these sex hormones has affected a teenagers perspective in dating. Adolescents are biologically immature to handle such affiliation. Hormonal adolescents may think that being in a relationship is the most important thing in the world; sacrificing everything for relationships. Some teenagers may end up damaging their entire career by engaging in this filial relationships which gives stress over a long time.

People, especially parents, have different views when it comes to infatuation relationship. Some may approve that being in a relationship in early stages such as adolescence is not healthy; some says otherwise.
Psychology defined relationship as a “Particular type of connection between two or more entities or phenomena. A binding, usually continuous association between individuals wherein one has some influence on feelings or actions of the other.” Thus, a relationship is a connection wherein two people influences the feelings, emotions and action of one another which may result in negative or positive outcome.
According to Triangular Theory of Love which was developed by Robert Sternberg (1985), Infatuated Love is passion without intimacy or commitment. This is often called “puppy love” or relationships that have not become serious yet. A relationship established in middle and late adulthood is often short-lived because the feelings involved in the said relationship are induced by the hormones.
Since most adolescents are studying, being in a relationship is quite a hassle. Prioritizing their time for their significant other makes their time spent less on studying and other school activities which may or may not affect their grades.

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Graham ; Lafollette (1989) said that when a child enters adolescence, he/she must begin to adapt to the adult world and its institutions coming to terms with emerging parts of themselves. Later on, they discover themselves as having new emotional and sexual needs. As he/she discovers these needs and assess what needs to be done to fulfill these, he/she might find her/him that engaging in a relationship is the best way to achieve these.

Abraham Maslow’s hierarchy of needs ranked self-belongingness in the middle of his pyramid which includes friendships, intimacy and family. In the absence of this need, one might feel lonely, anxious and clinically depressed.

Westen (1996, p. 547) has also stated that as an adolescent undergoes physical and emotional changes, he/she seeks out relationships that enhance efforts to adapt new needs and stresses. Adolescents seek to share their thoughts and feelings with those who are expecting similar changes.

One does not search for oneself in others but rather confronts the other as a separate person with whom one longs to connect (McAdams 1989, pp. 156-159). When an adolescent is in a relationship he/she doesn’t search for oneself in his/her significant others but rather connects with the similarities they have.
The effects of being in a relationship are not yet clearly identified and whether it is positive or negative since young adults are diverse in personality. Some of them could handle both being in a relationship and studying. Some engage themselves in relationships to have a companion, to belong or to be accepted. Therefore, the purpose of the study is to determine the effects of infatuation relationship in academic performances of students.
Based on the researchers’ experience, infatuation relationship gives immeasurable happiness at first. It boosts the willingness to excel in class and inspires a teenager to do his/her best in class in order to impress his/her significant other. Another positive effect the researchers had encountered while being in a relationship was that it helped the researcher to be more maturity. One positive effect of infatuation relationship is that it facilitates maturity. Because of this, the researchers learned how affection and intimacy function in a relationship. It has also helped the researchers on how to handle relationships better while studying.
While being in a relationship, the researchers also began to sideline issues that are really important. There are times when the researcher became distracted and disinterested which had led them into neglecting studies. Oftentimes, the researchers wasted their skills, hobbies, talents and aptitudes by investing their time in a so-called “love.”
Conducting the study is helpful since it could improve our understanding in infatuation relationship and how can we could guide the teenagers to control the relationship they are engaged to. This study can also be applied in real life which will help in managing and balancing the time in relationship and studies. The researchers are aiming to tell and explain all of the teenagers, the outcome of having relationships in order to avoid negative results.

The researcher attempts to seek the concrete reason why does infatuation relationship exist in order to fully discover and understand its effects. Unlike any other studies related on teenage relationships, our study emphasizes the reasons for the occurrence of this type of relationship which is not found in other studies. The researcher believes that by further inference of the study, we can easily tell its effects and what proper mitigation or intervention program shall be conducted. Other studies might only study the effects without understanding the possible reasons while the researcher believes that by understanding, it is where we can only provide real and correct mitigation program.

Theoretical Background
The study is anchored to the theory of Baumeister and Leary, 1995 which is “The Need to Belong (NTB): Belongingness and Human Performance”.

“The need of belonging in human beings is the intrinsic desire to develop and maintain a positive, durable, and noteworthy interpersonal relationship with another human being. In order to fulfill this intrinsic desire, a subject needs periodic and constant pleasant interactions are frequent, stable, and continuously care for each other’s welfare.” To fulfill the need of belongingness of an adolescent he/she must have a constant interaction with his/her significant other. Since much of what human beings do is done in the service of belongingness, the subject will either change his/her habits, attitude and behavior in order to be accepted with his/her significant other. Unconsciously, people are doing everything in pursuit of happiness which is often found in a relationship.
NTB consists of three bases that humanity reasoned need to belong. They are:
Sense of Identity:
“An identity allows a subject to distinguish oneself from the rest.” According to a classical conditioning (Till, Stanley, Priluck, 2008) an unconditioned stimulus (celebrity) is paired with a conditioned stimulus (a product) eliciting a conditioned response. When a celebrity is used in an advertisement of a product, the sales increases. This gives us an idea that when we are associated with someone we will be identified by the people around us depending on the image of our significant other. For example, when our significant other is known as smart, trustworthy and responsible, the image projected by the partner will also be reflected on ours.

Sense of Security:
“When a person is dumped by a partner, he will experience a loss of security.” Baumeister also discussed how a child seeks to belong to a parent due to inability to provide one’s own need and security. Under the condition of insecurity, one may feel hopeless and powerless. This explains why a female adolescent sticks with a guy who may give them a great feeling of safety and security.
Sense of Orderliness:
“Rituals serve as activities that people identify and recognize, and attach to an organization.” The activities that we do with our significant other makes us a lot more attached to them which can also lessen our indecisiveness according to this base.

Furthermore, Baumeister and Leary formulated conditions that were set as a standard conditioning for the NTB Theory. Here is condition 10 which will help us understand infatuation relationship.

Condition 10:
NTB is a fundamental need thus; it has effects on the physical body. When a person is deprived of interaction, he will not only experience behavioral and psychological illnesses but also biological illnesses effect. This explains the effect of being dumped or being treated too poorly by a significant other.

Theoretical Framework
Need to Belong
By: Baumeister and Leary

Infatuation Relationship and its Effects to Academic Performance

Factors that affect Infatuation Relationship
Academic Performance
Student’s Status


Explanation of the Theory
The need to belong refers to the idea that humans have a fundamental motivation to be accepted into relationship with other. The fact that belongingness is a need means that human beings must establish and maintain a minimum quantity of enduring relationships. These relationships should have more positivity than negativity and be meaningful and significant to the relationship partners.

Statement of the Problem
The study aims to determine the infatuation relationship and the effects to academic performance of the Senior High School Students of the University of the Visayas-Mandaue S.Y. 2017-2018.
What is the academic performance of Senior High School Students in terms:
Major Subjects
Classroom Participation
What is the status of student’s infatuation relationship?
What are the factors that affect infatuation relationship?
Is there a significant relationship between academic performance and the status of infatuation relationship that affects the academic performance?
Based on the study, what personality development can be proposed?
Significance of the Study
The research study could provide a better understanding on why does a teenager engages in relationships, its effects and how to assess it. Further, this study would be beneficial to the students for them to analyze if it is really suitable for them to engage in relationships knowing that the effects are either negative or positive. Parents can also benefit from this study in order for them to discipline their children properly. Schools, Universities and Educational Institutions can benefit in this study since the students are under their supervision.
The study can also help to government to decide whether to impose or not a law about prohibiting infatuation relationships. This study would expectedly heighten the awareness of everyone who is in relationship and what they can do to minimize the effects as far as possible. To future researchers, the study could provide baseline information and could be a basis to minimize numbers for teenage pregnancy.
Definition of Terms
Academic Performance- one of the most affected aspects in a student’s life when they engage in a relationship.
Adolescence- the hormonal stage where students undergo that could affect the reason why they engage in a relationship.
Grades- it was used in the study as the output of those students engaged in infatuation relationship.
Infatuation Relationship- often called as puppy love. One of the reasons why grades will either increase or decrease when students engage to it. It is a kind of relationship where there is no commitment, only passion.
Significant other- the partner or the lover of a student.

Chapter II
Presented in Chapter II is a synthesis of research that is related to Infatuation Relationship and its Effects to Academic Performance. Included in this chapter are local and foreign studies and local and foreign literature.

Studying habits are often affected by some outside factors (work, athletics, and involvement in other organizations). One of the most important factors is the existence of a significant other while studying. While being in a relationship, a student maybe trapped in a dilemma and may cause high levels of anxiety. According to a study conducted by University of Sto. Thomas, College of Fine Arts and Design Students (2012), (UST, CFADs) those who are not involved in infatuation relationships are more likely to focus in their studies than those who are in a relationship. There is a significant relationship between dating status and academic achievement which can cause serious problems. The study also stated that those who date frequently performs badly in academics and other school related activities. High stress levels were also found in those students who are in a relationship.
It is a belief that being in a relationship can give negative effects in youth’s academic performance since most of their time which was intended to be spent in studying is being spent on their partner. This belief is supported by many authors, researchers and studies. Cheung Pham, Tracy Keenan, and Bing Han (2013), stated that early studies has connected infatuation relationship with lower grades or low standardized test scores. Their study used propensity score method which was extended to accommodate multiple treatments. Pham, Keenan, and Han grouped the 9th grade students from the National Longitudinal Study of Youth in three groups which are; 1) non-daters, 2) moderate daters and 3) serious daters. After conducting the study and using propensity score method, they found out that dating had a little impact on educational outcomes, however dating frequency still matters. Study showed that serious daters showed a negative impact in their studies. Dating has a lot of possible reasons why is it harmful to academic performance. First, this activity may take away the time spent in studying. Second, some serious daters are not experienced enough to handle complex relationships which may lead to situations that trigger negative feelings or long-term emotional scars.
On the other hand, according to the result of Pham, Keenan, and Han’s study, moderate dating is found beneficial. The time taken away by moderate daters which are spent with their significant others are found to be beneficial because it develops their social skills such as interpersonal skills which could help them cope up in relatively complex relationships in later years. It also helps facilitates questions about individuality and personality (Who am I? Where do I belong?). These skills cam give positive effects in a student’s performance. Daters can also find moderate support from their significant other.
Paul Florsheim attempted to define what constitutes a healthy adolescent relationship, when do adolescents start dating, are infatuation relationship stable, and how do adolescents express their affection and commitment in his book, “Adolescent Romantic Relations and Sexual Behavior: Theory, Research and Practical Implications. It is often thought that the formation of infatuation relationship is one of the important developmental tasks of an adolescents and it gives significant implications to health and adjustments. Infatuation relationship plays an important role in shaping the development of a teenager. Florsheim distinguished five series of developmental tasks that are being developed while being in an infatuation relationship. Namely, (a) development of an identity, (b) transformation of family relationships, (c) development of close relationships with peers, (d) development of sexuality and (e) scholastic achievement and career planning.
The fifth developmental task shows us that not all infatuation relationship is deemed harmful to teenagers in regards to their studies and academic performance. Through the course of an infatuation relationship, a teenager may plan a future together with his/her significant other which proves that not all infatuation relationship is destructive.
However, in a study conducted by Alma Mae Bernales and Fretzy Colonia to University of the Philippines, Cebu College students, they found out that the majority of the students that are involved in a relationship have decreased their general weighted average from first semester to second semester. The result of their study also showed that the respondents spent more of their time with their partners. Most of the respondents answered Almost Always or they spend five to ten hours a week with their significant other.

Dear Respondent,
Good Day! We are Jesieca Naazon, Adrian Elmer Degamo, Erica Mae Salera and Francis Kyle Policarpio, Grade 12 students taking up HUMSS, GAS and TVL (ICT) respectively. We are conducting a study about Infatuation Relationship and its Effects to Academic Performance of the SHS students of University of the Visayas-Mandaue. We would like to ask a little bit of your time to answer this survey questionnaire. Please answer this with all honesty and we assure you that everything is confidential. We are hoping for your kind consideration.
Thank You!

Sincerely Yours,
The Proponents

Part I. Personal Information
Indicate your general average:
A.Y. 2018-2019, First Semester:
A.Y. 2018-2019, Second Semester:

Part II. Please check the answer that corresponds to your choice.
How often do you spend time?
In studying? With your partner?
Always (Above 10hrs/week) _______ Always (Above 10hrs/week) _______
Almost Always (5-10hrs/week) _____ Almost Always (5-10hrs/week) _____
Sometimes (1-4hrs/week) _________ Sometimes (1-4hrs/week) _________
Part III and IV. General Instruction. Please check the answer that corresponds to your choice based on the following statements:
SD: Strongly Disagree U: Undecided SA: Strongly Agree D: Disagree A: Agree
Part III.
I think being in an infatuation relationship would help me in getting higher grades. I feel motivated to study harder whenever my partner shows affection or supports me. I study hard for good grades to ensure a brighter future with my partner. I want my partner to help me in my studies. I feel motivated to participate in the class and do projects because my partner told me so. I’m focused in my study and do well whenever my partner is with me. I’m very determined to finish my studies because I can see a good future with my partner. I get so comfortable discussing my struggles in studying with my partner. I enjoy studying when I’m in an infatuation relationship. I feel motivated to study well because my parents allowed me to be in an infatuation relationship. Part IV.
I can’t concentrate or study whenever my partner and I have misunderstandings. I can’t focus on my studies because I’m constantly thinking that this relationship won’t work. I find myself cutting classes because I want to hang out with my partner. I can’t study because my parents don’t like my partner. I can’t give attention to my studies because I’m worried that my partner will leave me. I can manage to pass my projects and outputs on time even though I’m in an infatuation relationship. I can’t catch up with my lessons because I like hanging out with my partner. I can’t put my attention into studying because I’m constantly thinking that my partner doesn’t really love me. I think that I can’t get high grades when I’m in an infatuation relationship. I feel worried about my studies because my parents might find out that I’m in an infatuation relationship.

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