Romantic relationships are steadily evolving over the years, as college students tend to have

various perspectives on the topic and share different values on its importance in their lives.
There was an observation done of college women in the late 1970s and early 1980s in
correlation to being in romantic relationships. Studies found that the peer culture established
an ethos for women that emphasized romantic relationships with men as a major route of self-
worth and prestige (Gilmartin, 2005). As studies show, being in romantic relationships has had a
high value and priority since the late 70s and early 80s for women. Being perceived as (hetero)
sexually attractive and having a “high status boyfriend elevated a young woman’s standing
among her classmates, which means that schoolwork and friendship were pushed to the side
(Gilmartin, 2005). This statement alone gives rise to the need to conduct a study on this issue as
this article proves that there indeed may be a correlation between being in a relationship and
academic performance. Due to woman having less of a concern on their course load, they are at
a disadvantage for being given the opportunity to develop the necessary knowledge needed to
propel them to their optimal professional advancement (Gilmartin, 2005). Previous findings
have indicated that single men and women experience higher levels of mental instability, such
as depression, anxiety, mood disorders, adjustment problems, and other forms of psychological
distress (Braithwaite, S. R., Delevi, R., & Fincham, F. D., 2010).

I. Introduction
A. Background of the study
Having love relationship with other individual has been part of lifestyle for most students today.
Prioritizing their relationship with their love partners makes their time less spent especially in
their subjects and to other school activities that affects their performance. It is an …show more
content…
II. Statement of the problem
The study aims to identify the effects of love relationships’ on the academic performance of
students who are studying in the Philippines and compare the academic performance of students
who does not have love relationships. It further seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age
1.2 Gender
1.3 Year level
1.4 Course/Program
2. How students are benefitted or distracted by their love relationships as to following variables.
2.1 Reliance on relationship partner
2.2 Motivation
2.3 Contribution to academic performance
3. As perceived by the respondents to what extent the effect of love relationship in the academic
performance of students.

III. Significance of the study

The study aims to identify the effects of love relationships’ on the academic performance of
students.

For Universities, Colleges and Schools – to be aware on the effects of having love relationship of
students for them to be guided and be educated in a manner that it can help students attain
excellent academic performance.

For Teachers, Professors and Instructors – to identify what can help the students in maintaining
an excellent academic performance while having a love relationship so that they can correctly
educate them and isolate those effects that can lead to distractions in academic learning.
For Parents and Guardians – to be able to
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CHAPTER II Review of Related Literature

Teen Relationship
This study used the propensity score method to investigate the effects of early teenage
relationships on academic performance to high school students. Frequent dating behaviors and
early sexual experiences showed significant negative impacts on both academic outcomes;
moderate dating activities had an estimated positive impact. Implications from this study may
help inform educators and families in developing appropriate policies and educational
conversations to guide youth toward a moderate, timely manner of dating. Humans, particularly
adolescents get involve in romantic relationships with variety of reasons. According to Aristotle,
humans are
“social

animals”
which made them long to form an intimate relationship in which love can be given and received
freely which the psychologists called
“the
need to
belong”
(Myers, 2010). Rest assured of the love and care given by the persons close to them, they are
secured with the trust and confidence that they are acceptable to individuals whom they can
depend on for the satisfaction of their needs. Raman (2010) stated that being in romantic
relationship involves physical contact which causes chemical arousal to the persons involved and
at the same time gain love and confidence in which they are longing for. (Koob & Bloom 1982)
also explained this by stating that the individuals who are in love release a number of chemicals
within the brain such as oxytocin, vasopressin and endorphins which cause
“short
-term
”
joy and pleasure. On the other hand, According to Arnet (as cited in Fincham& Cui, 2011) "late
adolescents" is the stage where teenagers experienced how to be totally and socially independent.
This is the time for curiosity & explorations in choosing and having a partner, and explores this
kind of curiosity that somehow leads to romantic relationship. However, this kind of relationship
may not lead to a pleasant and intense love affair. This is just a result of their inquisitive mind
and a sort of finding on how to fit into the world.
“What
is life all
about?”
Questions such as these assume special significance during teenage years, as adolescents seek to
find their place in broader and social world. This quest takes adolescents along several routes.
Luqman (2009) said that an adolescent relationship plays an important role to adolescents as it
develops the ability for committed relationships. Additionally, Pelt(2004) stated that those
relationships help develop personality. She also added that it is a way of knowing
one’s
unique qualities of opposite sex and at the same time choosing the right life partner. Moreover,
researchers theorized that romantic relationship is essential to the development of adolescents in

different aspects such as

“transformation
of family relationships, close relationships with peers, sexuality, and career
planning”(Furman,
2002). AcordingtoLucas&Curpuz(2007),
“quality
personalreationshipsthatprovidestabilty,trust,andcaringsuchasromanticrelationshipscannicrease
learners’
senseofbelonging,se-rlfspectandse-alfceptancea,ndprovideapositveclimatefor
learning”
(p.16)andthusincreaseacademicperformance.Acordingtothetheoryofincentiveapproachofmotivation,thedesirableporpertisofexternalstimuli
–
whethergrades,money,afection,food,orsex
–
accountfor
person’s
motivation.Moreover,theoristuggestdthatromanticrelationshiphasgreatroleintheacademicperformanceoafdolescents.
Vgotsky’s
theorystaesthatsocialnteractionplaysaveryimportantroleinthecognitvedevelopmentofanindividualandcouldnotbeunderstoodwithoutlookingintothesocialandculturaclontext.Furthermore,
Vygotsky’s
ideasabout
“cognitve

development”
havebecomemajorinfluencesinpsychologyandeducationtoday(Lucas&Corpuz,2007).Theoristuggestdthatromanticrelationshiphasgreatroleintheacademicperformanceofadolescents.Parents,peers,andpartners,ontheotherhand,cooperate,colaborateandenrichthelarningexperince(Lucas&Corpuz,2007).Inthisway,adolescentswhoaremoreknowledgeablecanhelpinthecognitvedevelopmentoftheirpartner.Inanohterway,romanticrelationship
givesmorenegativefectsontheacademicperformanceofadolescents.Tensnowadaysconsideromanticrelationshipasthenumberonesourceofstres(Manningetal.,2009).Itresultsfromthebreak-upsorconflictswithpartne.rEventhosewhogivemoreimportanceonacademics,pendingtimewith
one’s
partnermayalsoserveasdistraction.Myers(2010)alsosaidthat:Foruniversitystudents,relationshipsconsumemucholife.Howmuchofyourwakinglifespentalkingwithpeople?Onesamplingof10,000taperecordingsofhalf-minuteslicesof
students’
wakinghours(usingbe-ltwornrecorders)foundthemtalkingtosomeone28%ofthetime
–
andthat
doesn’t
counthetimetheyspentosomeone(Mehl&Pennebaker,2003).In2008,theaverageAmerican13-17year-oldsentoreceived1742textmesagespermonth(pp.393-394)(Furman, 2002) Young people spend a great deal of
time thinking about, talking about, and being in romantic relationships, yet adults typically
dismiss teenage dating relationships as superficial. Young people do not agree: half of all teens
report having been in a dating relationship and nearly one-third of all teens said they have been
in a serious relationship. Although most adolescent relationships last for only a few weeks or
months, these early relationships play a pivotal role in the lives of the teens and are important to
developing the capacity for long-term, committed relationships in adulthood. (Teenage Research
Unlimited, 2006) (Barber & Eccles, 2003) The quality of adolescent romantic relationships can
have long lasting effects on self-esteem and shape personal values regarding romance, intimate
relationships, and sexuality. This article discusses the importance of romantic relationships to
youth and youth development, including the benefits of healthy relationships, the risks romantic
relationships may

pose to adolescents, and the need for adults to support young people in developing healthy
relationships.
Healthy Romantic Relationships
Healthy teenage romantic relationships are characterized by open communication, high levels of
trust, and partners who are relatively close in age. Healthy relationships help youth refine their
sense of identity and develop interpersonal skills, and also provide emotional support.
Identity.
One of the key developmental tasks of adolescence is forming a sense of identity. Young people
are in the process of refining their personal values and determining future goals. Just like
relationships with family and friends, romantic relationships can facilitate the process of youth
gaining a greater understanding of who they are and what they value.
Interpersonal Skills.
Adolescent romantic relationships can also provide a training ground for youth to develop
interpersonal skills. Through their dating relationships, adolescents often refine their
communication and negotiation skills, develop empathy, and learn how to maintain intimate
relationships. The emotional ups and downs associated with getting together and breaking up
may also help youth develop important skills. While breakups may put some young people at
risk for depression, they may also help youth develop emotional resiliency and coping skills
needed to handle difficulties later in life (Barber & Eccles, 2003).
Emotional Support.
 As adolescents become more autonomous from their parents, their romantic relationships
increasingly become a source of emotional support. One study found that, among tenth graders,
only close friends provide more support than romantic partners (Furman, 2002). The role of
romantic relationships as a source of support and identity formation may be especially important
for sexual minority youth who are often compelled by social norms to keep their sexual
orientation secret from family and friends. For sexual minority youth, their romantic partners
may be the only people with whom they feel comfortable (and safe) sharing their thoughts and
feelings about their sexual identity (Barber & Eccles, 2003).
Risks of Adolescent Romantic Relationships
While healthy romantic relationships have many potential benefits for youth, unhealthy
relationships pose risks that may have long-lasting impact. Youth are particularly vulnerable
to becoming involved in relationships that include dating violence and risky sexual activity. In
fact, teens report dating abuse more often than any other age group (National Center for Injury
Prevention and Control, 2006).
Abuse
. Adolescents in dating relationships are at great risk for experiencing verbal, emotional, and
physical abuse from their partners. A majority of teens (61 percent) who have been in
relationships report that a partner has made them feel bad or embarrassed about themselves.
More than one fourth (27 percent) of dating teens said that they have a partner call them names
_

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pose to adolescents, and the need for adults to support young people in developing healthy
relationships.
Healthy Romantic Relationships
Healthy teenage romantic relationships are characterized by open communication, high levels
of trust, and partners who are relatively close in age. Healthy relationships help youth refine
their sense of identity and develop interpersonal skills, and also provide emotional support.
Identity.
One of the key developmental tasks of adolescence is forming a sense of identity. Young
people are in the process of refining their personal values and determining future goals. Just
like relationships with family and friends, romantic relationships can facilitate the process of
youth gaining a greater understanding of who they are and what they value.
Interpersonal Skills.
Adolescent romantic relationships can also provide a training ground for youth to develop
interpersonal skills. Through their dating relationships, adolescents often refine their
communication and negotiation skills, develop empathy, and learn how to maintain intimate
relationships. The emotional ups and downs associated with getting together and breaking up
may also help youth develop important skills. While breakups may put some young people at
risk for depression, they may also help youth develop emotional resiliency and coping skills
needed to handle difficulties later in life (Barber & Eccles, 2003).
Emotional Support.
As adolescents become more autonomous from their parents, their romantic relationships
increasingly become a source of emotional support. One study found that, among tenth
graders, only close friends provide more support than romantic partners (Furman, 2002). The
role of romantic relationships as a source of support and identity formation may be especially
important for sexual minority youth who are often compelled by social norms to keep their
sexual orientation secret from family and friends. For sexual minority youth, their romantic
partners may be the only people with whom they feel comfortable (and safe) sharing their
thoughts and feelings about their sexual identity (Barber & Eccles, 2003).
Risks of Adolescent Romantic Relationships
While healthy romantic relationships have many potential benefits for youth, unhealthy
relationships pose risks that may have long-lasting impact. Youth are particularly vulnerable to
becoming involved in relationships that include dating violence and risky sexual activity. In fact,
teens report dating abuse more often than any other age group (National Center for Injury
Prevention and Control, 2006).
Abuse
. Adolescents in dating relationships are at great risk for experiencing verbal, emotional, and
physical abuse from their partners. A majority of teens (61 percent) who have been in
relationships report that a partner has made them feel bad or embarrassed about themselves.
More than one fourth (27 percent) of dating teens said that they have a partner call them
names

or put them down. Nearly one third (30 percent) of teens who have been in relationships said
that they have worried about being physically hurt by a partner and 15 percent said they have
been hit, slapped, or pushed by a partner (Teenage Research Unlimited, 2006). Dating violence
is not limited to heterosexual youth. One study found that sexual minority youth are more likely
to have experienced dating violence than other students (Massachusetts Department of
Education, 2003). Involvement in abusive relationships can have lasting consequences for
youth. Teens that have experienced physical dating abuse are more likely to be involved in
intimate partner violence as adults (National Center for Injury Prevention and Control, 2006).
STDs and Premature Pregnancy
. Dating relationships also put teens at risk of sexually transmitted infections and pregnancy
(Furman, 2002). The strongest predictor for having sexual intercourse is recent involvement in a
romantic relationship (Bouchey & Furman, 2003). A significant minority of teens in romantic
relationships report feeling pressure to engage in sexual activity. One out of four teens report
that having sex is expected if you are in a relationship and almost one-third of teen girls who
had been in a relationship said that they have been pressured to have sex or engage in sexual
acts when they did not want to. Additionally, nearly one-fourth of teen girls reported that they
have gone further sexually in a relationship then they wanted to (Teenage Research Unlimited,
2006). Sexual activity can, of course, have long-term consequences. Almost one-third of
sexually active girls report having been pregnant (Suellentrop & Flanigan, 2006) and one out of
two sexually active young people can expect to become infected with an STD by age 25 (Center
for Health and Healthcare in Schools, 2004).
Acceptance of Unhealthy Relationships.
Research suggests that some teens are accepting of unhealthy relationships. Over one out of
four youth say that it is okay for a significant other to be
“really jealous” at times (Teenage Research Unlimited, 2006). One study found significant
tolerance for sexual coercion among young teens (ages 12-14) with 34% of boys reporting that
it was okay to pressure a girl to have sex if they had previously had sex (Albert, Brown, &
Flanigan, 2003).
Effect on Academic Performance.
Being
in love with somebody has an effect in teenagers’
studies. It does occupy their minds. Students can't focus on the lecture because they keep on
thinking about their boyfriend or girlfriend especially when they have a lover's quarrel. *
Students being involved in a relationship spend most of their time texting and writing their
partner's name during class time * It is hard for them to concentrate.
Promoting Healthy Relationships
The risks associated with adolescent romantic relationships can be minimized by helping young
people develop skills that support healthy relationships. Sexually active youth in healthy

relationships are more likely to engage in behaviors that minimize their risk of pregnancy and
STDs, can motivate in academic performance, including more consistent contraceptive use,
greater disclosure of sexual histories, and more sexual exclusivity (Manning, Giordano,
Longmore, & Flanigan, 2006). Additionally, school and community-based programs that help
youth recognize gender based stereotypes, improve conflict-management and communication
skills, and decrease acceptance of partner violence have been shown to be effective in reducing
dating violence in adolescent relationships (Foshee, Bauman, Arriaga, Helms, Koch, & Linder,
1998). Young people do not automatically know what constitutes right and wrong behavior in
dating relationships. Without a clear understanding of what a makes a healthy relationship,
youth are likely to tolerate relationships that put them at risk. For example, it may be easy for a
teen to interpret jealousy or constant text messaging as a sign of love rather than seeing the
behavior as a warning sign of abuse. Youth must be taught the characteristics of healthy
relationships, how to differentiate a healthy relationship from an unhealthy one, and how to
seek help if they find themselves in unhealthy relationships.
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