Chapter l

Introduction

As a child enters adolescence and experiences puberty, it marks the onset of significant
physical, emotional, and mental changes. During this phase, teenagers undergo hormonal
transformations that have an impact on various aspects of their lives, including their
physical appearance, emotional well-being, and cognitive development. These changes
can be both thrilling and challenging as they navigate through the complexities of
adolescence.

Typically, young people aged 13 to 14 years old are at the level of Grade 7 to Grade 8 in
school. As they acquire more knowledge during this stage, their emotional thinking and
behavior also undergo significant changes. Adolescence is a period of intense emotional
development, marked by a heightened sense of self-awareness and the exploration of
personal identity. Teenagers begin to grapple with a range of emotions, such as increased
sensitivity, mood swings, and the formation of deeper interpersonal connections. Their
cognitive abilities evolve, allowing them to think more abstractly and consider the
consequences of their actions. These transformative experiences contribute to their overall
emotional and behavioral growth during this crucial phase of development.

The early onset of romantic relationships among Grade 8 students has become
increasingly common, raising concerns about its potential impact on their academic
performance. While adolescence is a critical period for personal and social growth,
engaging in romantic relationships at this early stage may pose both positive and negative
consequences. However, there is limited research that thoroughly explores the specific
effects of early relationships on students of this age group.

The seriousness of the problem may also depend on the social and cultural context. In
some societies, early relationships might be seen as a major concern due to their potential
impact on academic focus, while in others, they might be considered a normal part of
growing up.

The role of early relationships in shaping a child’s development is a well-documented

aspect of psychological and educational research. These relationships, including those
with parents, caregivers, and peers, play a crucial role in influencing the social, emotional,
and academic trajectories of young individuals. As students transition into adolescence,
particularly around Grade 8, the effects of these early relationships become increasingly
evident. The literature surrounding attachment theory, social and emotional development,
as well as parental involvement, sheds light on the profound influence early relationships
can have on academic performance.
Attachment theory, initially developed by John Bowlby, posits that early relationships with
caregivers form the foundation for an individual’s emotional and social development.
Secure attachment, characterized by a caregiver’s consistent availability and
responsiveness, enables a child to develop a sense of trust and security. This secure base
allows the child to explore their environment with confidence, fostering independence and
resilience. Research indicates that students with secure attachments are more likely to
exhibit higher self-esteem, better social skills, and superior academic performance
compared to their peers with insecure attachment patterns. Conversely, insecure
attachments, which may arise from inconsistent or neglectful caregiving, are linked to
difficulties in concentration, peer relationships, and school performance.

Beyond attachment, early relationships significantly influence social and emotional

development, which in turn affects academic outcomes. Literature in developmental
psychology highlights how supportive early relationships contribute to a child’s ability to
regulate emotions, engage in positive social interactions, and maintain motivation in the
face of academic setbacks. Adolescents who experienced nurturing and positive
relationships in their early years are generally more adept at managing stress, resolving
conflicts, and setting academic goals. These skills are particularly important during Grade
8, a period marked by the onset of adolescence, increased peer pressure, and greater
academic expectations. The social competence and emotional resilience fostered by early
supportive relationships can thus enhance a student’s engagement in the classroom,
leading to improved academic performance.

Parental involvement is another critical factor that mediates the relationship between early
relationships and academic outcomes. Studies consistently show that parents who are
actively engaged in their child’s education—by setting routines, establishing expectations,
and providing learning support—significantly boost the child’s academic achievement. The
quality of the parent-child relationship in the early years sets a precedent for ongoing
parental involvement throughout the child’s education. This is particularly relevant in
Grade 8, where students may struggle with balancing increasing academic demands with
other social and extracurricular activities. Parental support can serve as a buffer against
these stressors, helping to maintain academic performance during this transitional phase.

Overall, early relationships on the academic performance of Grade 8 students. Attachment

theory provides insight into how the quality of early caregiving shapes a child’s approach to
learning and social interactions, while studies on social and emotional development
highlight the role of supportive relationships in fostering resilience and motivation.
Additionally, the involvement of parents in their child’s education emerges as a crucial
factor in sustaining academic success. Together, these perspectives offer a comprehensive
understanding of how early experiences influence academic trajectories, suggesting that
interventions aimed at strengthening early relationships could have long-lasting benefits
on students’ educational outcomes.

This research aims to investigate how early romantic relationships influence the academic
achievement of Grade 8 students. It seeks to understand whether these relationships
contribute positively by enhancing social skills and providing emotional support, or if they
lead to negative outcomes such as distraction from studies, social conflicts, and
emotional distress. The study will also examine any gender differences in the impact of
these early relationships.

Research also aims to spread knowledge and awareness to address potentially significant
issue. The findings could be valuable for educators, parents, and policymakers in
understanding the needs and challenges of adolescents.

Statement of the problem

This study aims to determine the impact of early relationships on the academic
performance of the grade 8 students of Bayasong National High school. Specifically, it will
seek to answer the following sub problems:

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

a.Age, and

b.Gender

2. What are the factors that influence grade 8 to enter into early relationship?

3. What is the impact of early relationships on the academic performance of grade 8

students of Bayasong National High School?

4. What action plan may be proposed to maintain good academic performance of grade 8
students who engage early relationship?

Significance of the Study

This study aims to know the impact of early relationships on the academic
performance of grade 8 students of BNHS and provide some ways to cope up this impacts
that will benefit the following:

Students. This study will be a help to students in a way that they will be aware of what
could be the possible impact of early relationships on the academic performance.
 Parents. The findings of this study will provide valuable insights for parents as educators,
empowering them to guide young adolescents toward academic success amidst the
evolving social landscape of early relationships.

Teachers and administrator. The study would help to develop targeted interventions and
support systems to address behavioral issues and promote positive student development.

Future researchers. This study provides future researchers with valuable insights and
data that can inform further research on developmental psychology, educational
strategies, and interventions aimed at improving student outcomes.

Scope of delimitation

The main objective of this study is to evaluate the impact of early relationships to the
learning and performance of the grade 8 students. The researchers will determine the
factors that influence grade 8 students to enter into early relationships.

This study only covers the grade eight students in Bayasong National High School with a
total of ______ in the school year 2024-2025. Stratified random sampling will be used to
select the respondents consisting of ____ students in the grade 8. The researchers used
Slovin’s Formula to get the sample number.

References

Bowlby, J. (2017). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (2015). Patterns of attachment: A
psychological study of the strange situation.
Bergin, C., & Bergin, D. (2019). Attachment in the classroom. Educational Psychology
Review, 21(2), 141-170.

Raver, C. C. (2017). Emotions matter: Making the case for the role of young children’s
emotional development for early school readiness. Social Policy Report, 16(3), 3-18.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2016). Teacher-student relationships and
engagement: Conceptualizing, measuring, and improving the capacity of classroom
interactions. In Handbook of Research on Student Engagement (pp. 365-386). Springer,
Boston, MA.

Epstein, J. L. (2020). School, family, and community partnerships: Preparing educators and
improving schools. Boulder, CO: Westview Press.

Maccoby, E. E., & Martin, J. A. (2018). Socialization in the context of the family: Parent-child
interaction. In Handbook of child psychology: Socialization, personality, and social
development (pp. 1-101). John Wiley & Sons.

Yadi so refe
Chapter ll

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a discussion of the related literature and studies that guided the
conceptualization and preparation of the study. This part includes the theoretical
framework together with its corresponding paradigm and the specific problems and study
will also address and present in this part.

Related Literature

Based on the study of Lock Wood (2017), about the effects of the teenage relationship to
academic performance of the students. Specially logistics regression models show that
participation in a romantic relationship more than doubles the odds of failing to attend
three or more class meetings per course in a semester.

Crissy (2006) who studied the impact of early relationships among girls in high school
believed that the time of the students involved in romantic relationships affects their
academic performance. She added, the more time spent by the students to their partners
the lesser the time they will spend in studying.

Joshua Elevate (2016), stated the early romantic relationship (advantage and
disadvantage). First many teenagers “excel in their class” because they become motivated
to study hard because of their partner which is considered as a positive result for every
student and teenager having an early romantic relationship.
 Myers (2010), discussed why do teenagers get involve in romantic relationships and how
does these relationships contribute in the growth and development. In this study talk about
the connection of independent variables such as the romantic relationship which involves
time, motivation and anxiety. These three variables were looked into determine or to see if
there is relationships exist between romantic relationship the academic performance of
Humans, particularly teenagers get involve in romantic relationships with variety of
reasons.

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.

Related Studies

Based on the study of Lock Wood (2017), about the effects of the teenage relationship to
academic performance of the students. Specially logistics regression models show that
participation in a romantic relationship more than doubles the odds of failing to attend
three or more class meetings per course in a semester.

In another way, romantic relationship gives more negative effects on the academic
performance of adolescents. Teens nowadays consider romantic relationship as the
number onesource of stress. It results from the break-ups or conflicts with partner.Even
those who give more importance on academics, spending time with one’s partner may also
serve as a distraction. (Manning et al., 2009)

Stefan (2006) which is a qualitative study on the impact of romantic relationship on the
academic performance of high school girls applies merely on the western culture. Results
of the study showed that there is really a “social pressure” for teenage girls who are
involved in dating. She also found out this societal pressure means thatgirls are engaged in
this kind of dating situation merely “because of some influences peers, magazines,
televisions”, etc. Sometimes, if a girl doesn’t engage herself in dating, some
mayconsidered her as “weird”, maybe because in the western society today, there’s no
more thingsuch as Maria Clara’s, which refers to those who are a little bit conscious in
dating as well asengaging in romantic relationships. She said that majority of the people
would expect girls toalready have a dating partner especially when girls reach into their
adolescent stage. She alsoadded that this dating is usually considered as a threshold or
the first step towards romanticrelationships. After conducting her study, she concluded
that dating/romantic relationships have”negative and positive” outcomes into the
academic performance of someone.

Crissey (2006) in her study about impact of romantic relationship on high school girls,
there is really a challenge in “balancing romantic relationship and academic performance”
in a teenager’s life. It gives pressure on how to maintain the romantic side and the
academic works as well. She also pointed out that there is more than the pressure
someone will going to feel if there is a competition inside the classroomfor the academic
awards at the end of the school year. She added that having a romantic affair especially
when you are just astudent would not just give a “source of stress” but also a disturbance.
Having a romantic relationship is really disturbing because a student will deal on managing
time between the school and in the romantic side that

Somehow leads to give academic works a lesser priority.

Of the few studies that have examined the effects of romantic relationships on academic
performance, most have been concerned with adolescent students. This study analyzes a
data set of more than 300 students at a midsized, private University in the northeast United
States to determine if participating in a romantic relationship predicts grade point average
or course attendance. The results of multivariate analyses indicate that being in a romantic
relationship while in college is significantly associated with class absences, but not with
grade point average. Specifically, logistic regression models show that participation in a
romantic relationship more than doubles the odds of failing to attend three or more class
meetings per course in a semester. Practical implications of these findings include the
consideration of romantic relationships among the undergraduate student body by
university administrators and faculty when attempting to address course attendance
concerns. Additionally, this study suggests that future researchers examine the
characteristics of romantic relationships and romantic partners in order to more fully
understand how such relationships might affect the academic performance of university
students. We explored peer acceptance and friendships during adolescence, and their
relationship with subsequent changes in the level of adolescents' academic achievement.
Participants were 447 students (51% girls) aged from 11 to 16 years. The students
completed sociometric assessments of their peer acceptance and friendships during the
autumn semester (Time 1). Academic achievement data were also obtained from students’
report-card grades at Time 1 as well as during the spring semester (Time 2) of the same
academic year. Regression analysis indicated that peer acceptance positively predicted
subsequent academic achievement. This relationship was also moderated by age, with the
effect of peer acceptance on subsequent academic achievement being greater during early
adolescence than in midadolescence. This research deepens understanding of the
mechanisms by which positive peer relationships influence adolescents’ academic
achievement.

Synthesis of the state-of-the-Art

Gap Bridged by the study

A lot of studies were conducted regarding the impacts of early relationships in the behavior
of students as well as the sources of information for them to have initiative to take action
for the alarming impacts of engaging into early relationships and most of them discussed
about its negative effects. As a student and researcher we will study the impacts of early
relationships in the behavior of students either positive or negtive.The present researchers
also believe that the behavior of students in a romantic relationship may vary depending in
their knowledge and awareness.Those studies were conducted in different schools but not
in Bayasong National Highschool.

Theoretical Framework

Albert Bandura’s Social Learning Theory posits that learning is a cognitive, behavioral, and
environmental process where individuals acquire new behaviors, attitudes, and knowledge
by observing and imitating others. According to Bandura, people learn through reciprocal
determinism, where personal factors (cognitive, affective, and biological events), behavior,
and environmental factors interact. Observational learning occurs through four stages:
attention, retention, reproduction, and motivation. Individuals observe models, encode
information, store it in memory, and reproduce the behavior when motivated.
Reinforcement, punishment, and self-reinforcement influence motivation. Bandura’s
theory emphasizes the role of self-efficacy, perceived control, and self-regulation in
learning. In 1997, Bandura updated his theory to include the concept of “agency,”
highlighting individuals’ capacity to exercise control over their own behavior, environment,
and life events. This theory has significant implications for education, psychology, and
behavior modification, emphasizing the importance of observing, modeling, and
reinforcing desired behaviors.

Self-Determination Theory, proposed by Deci and Ryan (2000), posits that human behavior
is motivated by three innate psychological needs: autonomy, competence, and
relatedness. When these needs are satisfied, individuals experience intrinsic motivation,
leading to enhanced performance, creativity, and well-being. In the context of education,
SDT suggests that students’ academic motivation and performance are influenced by their
perceived autonomy, competence, and relatedness. This research investigates how early
relationships with teachers and peers impact Grade 8 students’ autonomy, competence,
and relatedness, ultimately shaping their academic motivation and performance. By
examini