1

Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

College life composes of different experiences and these are

undoubtedly memorable in one’s own life although some of these are stressful

and difficult to surpass. In this period, adolescents and even the young adults

are having there critical development in social, mental, and physical aspects.

Social factors such as romantic relationships, organizations and clubs, and

sports activities have been found to have effects on students' academic

performance. These social factors affect them psychologically and even in

terms of time demanded. It may be difficult for a student on how to balance

between the two variables he or she is in (Umar, et. al,. 2010).

In the global setting, student`s academic performance maybe

influenced not just by their personal characteristic but also by various external

factors. For the development of a society, to provide quality to its people is

necessary (Ahmad, et. al., 2010). Environment, romantic relationships, clubs

and organization, students are some of the social relationships that can affect

the academic performance of the students (Umar, et. al., 2010).

In the national perspective of the study, Lajom et. al. (2009), conducted

a study of peer groups norm and their influences to each other. They

highlighted that among those social factors affecting students academically,

peer groups is one of those major factors. They stated that peer groups are

among the most influential aspects of adolescent`s development.

 2

Adolescents’ participation in peer groups plays a critical role in their

development and experience. In this period, they are slowly trying to

relinquish their dependence to their parents instead, to gain appraisal and

recognition, they shift their attention to their peers.

In the local setting, according to the research study of Alma Mae J.

Bernales, Fretzy Colonia (2011), the study aimed to determine the effect of

romantic relationship to the academic performance of UP Cebu BS Computer

Science 2 students. They find out that the result indicated that majority of the

BS Computer Science 2 students who were involved in romantic relationship

have decreased their general weighted average from the first semester to the

second semester of the academic year of 2011-2012. The results show that

the respondents spent more time with their partner than in studying. This is

evident in their weighted mean. The time spent on studying acquired a

weighted mean of 3 (sometimes) while the time spent with partner acquired a

weighted mean of 6 (almost always). In addition, a respondent also confirmed

this by saying that there are situations associated with romantic relationships

(such as break-ups, conflicts, etc.) which can cause distraction to the

students’ studies because of the pain that these situations brought up. The

results reveal that the respondents’ level of motivation as a student

considering the involvement in romantic relationship is neutral.

Social relationships indeed affect the academic performance of the

students and it is crucial for their development as a young adult. Although

many researchers have already studied about the social relationships, the

researchers of this paper focused on the significance of its effect among

students which is vital in their studies and for their future. It is also interesting
 3

to put in mind in every individual that social relationship has a big impact in

building success. With the previously stated reasons, the researchers are

highly motivated to seek the effects of social relationships affecting students’

academic performance.

Statement of the Problem

The study was conducted in order to find out the relationship between

free voluntary reading and writing skills of tribal Filipino youth. Specifically, it

sought to answer to the following questions:

1. How significant is the effect of each social relationship on the

academic performance of the college students of the University of Mindanao?

2. Which of the social relationships has the most significant effect

when it comes to academic performance of college students in terms of

GWA?

3. Which social relationship, considering that it is a healthy one,

can be considered as the most beneficial for a college student’s studies?

4. Is there an unhealthy social relationship that can be considered

as harmful for a college student’s studies? If yes, which one could be the most

harmful?

5. Are the college students of the University of Mindanao efficient

enough to balance their studies and social life?

Hypothesis of the Study

The study tested the null hypothesis at 0.05 level of significance:

Ho1. Social relationships affect students’ academic performance

greatly and significantly.

 4

Ho2. The student-peer relationship would have the most significant

effect when it comes to the academic performance of students in terms of

GWA.

Ho3. A healthy student-faculty relationship would be the most

beneficial for a college student’s academic performance.

Ho4. Yes. An unhealthy romantic relationship in which a student can be

involved in would be the most harmful when it goes out of balance.

Ho5. The college students of the University of Mindanao are efficient

enough to balance their studies and social life.

Review of Related Literature

Presented in this section is a synthesis of research that supports the

effect of social relationships on college students’ academic performance.

Included in this chapter are aliquots of information from other researches on

the emotional and social factors affecting a student in his\her college life. This

also provides an overview on the relationship of different forms of social

relationships students are involved in and its effects on their academic

performance.

The literature review quoted in the study provided a clearer picture of

the research problem whose sources were taken from books, magazines,

newspapers, journals and reliable sources from the worldwide web.

Many variables impact a student's adjustment to college and ultimate

academic and social success. Students who reported higher levels of social

support and self-efficacy and lower levels of perceived stress also reported

higher levels of life satisfaction (Coffman & Gilligan, 2002). College students,
 5

especially freshmen, are a group particularly prone to stress (D’Zurilla &

Sheedy, 1991) due to the transitional nature of college life (Cohen & Towbes,

1996). They must adjust to being away from home for the first time, maintain a

high level of academic achievement, and adjust to a new social environment

(Heckert, Niebling, & Ross, 1999).

Szulecka, Springett, and de Pauw (1987) have suggested that the

major causes of attrition in first year college students are emotional rather

than academic factors. Furthermore, Leafgran (1989) has suggested that

students who are emotionally and socially healthy have a greater chance to

succeed in college (Pritchard & Wilson, 2003).

Social relationships are vital in human lives since humans are known to

be social beings. There are different agents of socialization. This study would

be focusing on the relationships of four of these agents that significantly affect

students’ academic performance. These relationships would be the family

relationship, the peer-group relationship, the student-faculty relationship, and

the romantic relationships in which many of the students are involved in.

Family Relationship

Significant positive correlations were documented between parent and

peer attachment and several indices of psychosocial competence. Results

from hierarchical multiple regression analyses revealed that indices of

cognitive ability were significant predictors of college students' grade point

averages, while broader measures of functioning in early adulthood

(attachment, intellectual ability, self-esteem) were significant predictors of

scholastic competence. Results suggest that perceived attachment to both

parents and peers is a component of wider patterns of social competence and

 6

adjustment that may function as protective or compensatory factors during

key transitions in young adulthood, such as participation in college, and with

its attendant demands for academic achievement (Fass & Tubman, 2002).

Peer Relationship

The idea of peer/or reference group effects is a theoretical cornerstone

of many of the studies of college impact beginning with Newcomb in 1943 and

continuing to the late 1960s. However during the decade of the 1970s, this

area of intellectual inquiry seems to have fallen from vogue in the study of

higher education (Millem, 1998).

Astin’s (1993) study shows that students are the most important

influence on other students' effective development. Students’ values, beliefs,

and aspirations change in the direction of the dominant values, beliefs, and

aspirations of other students. He suggested that a college's judicious and

imaginative use of peer groups can substantially strengthen its impact on

student learning and personal development.

According to the study of Chuateco, Dennis, & Phinney (2005),

personal/career-related motivation to attend college was a positive predictor

and lack of peer support was a negative predictor of college adjustment. Lack

of peer support also predicted a lower GPA.

Student-Faculty Relationship

Student–faculty interactions can be crucial in developing students’

academic self-concept and enhancing their motivation and achievement.

Colleges and universities that actively foster close and frequent contact

between their students and faculty members are more likely to reap a host of

benefits from such initiatives. Faculty members taking an interest in their

 7

students’ academic progress could potentially make significant contributions

in increasing their intellectual and professional development (Anaya & Cole,

2001; Chickering, 1969; Chickering & Reisser, 1993; Cokley, 2000; Terenzini

& Pascarella, 1980). There is evidence that students successful in knowing

even one faculty member closely are likely to feel more satisfied with their

college life and aspire to go further in their careers (Rosenthal et al., 2000).

Although most interactions with faculty tend to occur within the formal

classroom setting, students who experience informal interactions tend to be

more motivated, engaged, and actively involved in the learning process

(Thompson, 2001; Woodside, Wong, & Weist, 1999). Informal interaction

between students and faculty has been identified as a primary agent of

college culture, and has an important influence on the attitudes, interests, and

values of college students (Chickering & Reisser, 1993; Lambert, Terinzini, &

Lattuca, 2007; Pascarella, 1980b; Pascarella & Terenzini, 1991, 2005;

Thompson, 2001). However, although previous research has established that

student–faculty interactions are important, we still need to identify which

aspects of student–faculty interactions are helpful and how these could

significantly influence students to stay in college, increase their desire to work

hard, stimulate them to enjoy learning, and encourage them to strive toward

high achievement standards (Bean, 1985). The current study addresses this

gap in the literature by examining eight specific types of student–faculty

interactions as predictors of academic self-concept and three types of

academic motivation, as well as academic achievement in a sample of college

students from a medium-sized, public university located in the Midwestern

United States (Komarraju, Musulkin, & Bhattacharya, 2010).

 8

Romantic Relationships

A research conducted by Campbell & Oliver (1994) found benefits in

having a romantic relationship such as “companionship, feeling of happiness

or elation, exclusivity, feeling loved or loving another, intimacy, self-growth

and self-understanding, and more positive self-esteem.” These benefits found

in a romantic relationship were said to be the cause of motivation of the

students in pursuing their studies. However, they also pointed out some costs

which are found in a romantic relationship, namely: stress and worry about the

relationship, social and nonsocial sacrifices, increased dependence on the

partner, fights, time and effort investment, and feeling worse about the self

which were said to be the cause of anxiety of the students. (Bernales &

Colonia, 2011)

Being involved in social relationships is in the nature of human beings.

A student’s academic performance is very critical for any student. This would

affect his/her success in the future. Social relationships can either be a

positive or negative factor when it comes to the academic performance of any

student. However, these vary from one student to another. The primary aim of

this research is to know how great these social relationships affect a student

and which one has the greatest effect. The researchers would also like to

know if each form of social relationship a student is involved in affects him/her

more on either the positive side or on the negative side and if the college

students of the University of Mindanao are efficient enough to balance their

studies and social life.

 9

Theoretical and Conceptual Framework

In Harry Stack Sullivan’s Interpersonal Theory, he sees the individual

as the object of study because the individual does not and cannot exist apart

from his or her relations with other people. From the first day of life, the baby

is a part of an interpersonal situation, and throughout the rest of its life it

remains a member of a social field. Even a wild cat who has resigned from

society carries with him into the wilderness memories of former personal

relationships that continue to influence his thinking and acting (Zeepedia,

1999).

The idea that intelligence, socioeconomic status and personality each

affect socially valued behaviours is consistent with the proposal that

performance in both work and academic settings is determined by factors

relating to capacity to perform, opportunity to perform and willingness to

perform (Blumberg & Pringle, 1982; Traag, van der Valk, van der Velden, de

Vries, & Wolbers, 2005). Capacity incorporates knowledge, skills and

intelligence; opportunity to perform is affected by environmental constraints

and resources, including socioeconomic resources (Traag et al., 2005); while

willingness to perform reflects motivation, cultural norms and personality

(Blumberg & Pringle, 1982). Recent meta-analyses have provided evidence

that both capacity and opportunity to perform are correlated with academic

performance (Poropat, 2009).

Personality and behaviours play a vital role in the academic

performance of students. On the other hand, interpersonal/social relationships

contribute to the shaping and developing one’s personality, behaviour, and

perceptions in life. A healthy social relationship could promote a better

 10

personality and behaviour which in return, could also promote good academic

performance for students. Thus, there is a link between social relationships

and academic performance.

Figure 1 shows the conceptual framework of the study. The dependent

variable is the students’ academic performance which would be represented

by their General Weighted Average (GWA). The independent variables would

be the social relationships that could greatly affect a person as a student. In

this study, four forms of social relationship were considered –- the student-

family relationship, student-faculty relationship, student-peer relationship, and

lastly, the romantic relationship in which some students are involved in also.

Independent Dependent
Variable Variable

Academic
Social
Performance
Relationships
(GWA)

Figure 1. Conceptual Framework Showing the Variables of the Study

Significance of the Study

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

Faculty. The findings of this study would benefit the faculty by giving ideas to

teaching staffs and non-teaching staffs on how they do affect the academic
 11

performance of the students they’re socializing with and on how they can help

students perform better.

Family of the Students. The findings of this study would benefit the family of

the students by being able to gauge on how significant they affect their

studies.

Students. The findings of this study would be benefit the student by being

able to gauge on how they’re significantly affected by the social relationships

they’re involved in in terms of their academic performance. Also, this would

give them an idea on how they also affect other students they’re involved with.

Definition of Terms

The terms in this study are defined conceptually and operationally as

follows:

1. Social Relationship. Conceptually, is a blanket term for interactions

between two or more people, groups, or organizations. Individual social

relationships are composed of an immense number of social, physical, and

verbal interactions that create a climate for the exchange of feelings and ideas

(Alleydog.com,n.d.). Operationally, it is the social interactions in which

students of the University of Mindanao are involved in.

2. Academic Performance. Conceptually, it is how well a student

meets standards set out by local government and the institution itself

(Bell,2012). Operationally, academic performance in this study was

determined by the students’ General Weighted Average (GWA).

3. Peer. Conceptually, it is one belonging to the same societal group

especially based on age, grade, or status (Merriam-Webster Dictionary,n.d.).

 12

Operationally, peers or peer groups are the friends or circle of friends that a

student is involved with or a part of.

4. Romantic Relationship. Conceptually, romantic is defined as any

two people who are in a close, intimate relationship with sexual attraction

(Krawford, et. al., 2013).Operationally, romantic relationships are those

intimate relationships in which students of the University of Mindanao are

attached to.

5. Student-Faculty Relationship. Operationally, it is the interaction

between students and faculty member within or outside the class without any

romantic involvement with each other. The term was used in this study as just

plainly the interaction and academic involvement of the two.

 13

Chapter 2

METHODOLOGY

This section presents the assumptions and rationale for a quantitative

design, type of design used, research locale, respondents, research

instruments utilized, data gathering procedure, statistical tool and ethical

considerations.

Research Design

There were two methodological frameworks that the researchers

employed in the study: the correlational research and the survey research.

According to Dr. Janet Waters (n.d.), In general, a correlational study is a

quantitative method of research in which you have 2 or more quantitative

variables from the same group of subjects, & you are trying to determine if

there is a relationship (or covariation) between the 2 variables (a similarity

between them, not a difference between their means). Theoretically, any 2

quantitative variables can be correlated (for example, midterm scores &

number of body piercings) as long as you have scores on these variables

from the same participants. Researchers must try to have 30 or more

participants; this is important to increase the validity of the research.

On the other hand, survey research is one of the most important areas

of measurement in applied social research. The broad area of survey

research encompasses any measurement procedures that involve asking

questions of respondents. A "survey" can be anything from a short paper-

and-pencil feedback form to an intensive one-on-one in-depth interview

(Trochim, 2008). Furthermore, it allows researchers to judge behavior and

 14

then present the findings in an accurate way. This is usually expressed in a

percentage. Survey research can be conducted around one group

specifically or used to compare several groups. When conducting survey

research it is important that the people questioned are sampled at random.

This allows for more accurate findings across a greater spectrum of

respondents (Klazema,2014). With the points cited above, the researchers

believe that correlational and survey research were appropriate in this study

since both will seek the significant relationship of students’ academic

performance and the different social relationships they’re involved in.

Research Locale

The research was conducted within the premises of the University of

Mindanao, Davao City, more specifically in its Matina campus. The

researchers are students from the said university. Thus, it was made

easier for them to conduct a survey. Furthermore, the researchers came

from different college departments in the university. Thus, it was made

easier for them to conduct a research on a big amount of respondents

given that they knew a lot of students from their respective departments.

Research Respondents

The respondents of this study are college students from different

college departments existing in the University of Mindanao. Furthermore,

each respondent is within the average age range for college students in

the Philippines (17-21 years old). Moreover, participation in the study was

voluntary. The respondents were first asked by the researchers if they are

willing to answer the survey questionnaires. The answers and GWA of the

respondents were kept confidentially by the researchers. The respondents

 15

were also given the option whether to write their names on the

questionnaire or not.

As cited above, in order to increase the validity of the research,

researchers must have 30 or more respondents. The researchers of this

study decided to have 60 college students as the respondents. Table 1

shows the distribution of the 60 respondents per specified GWA range.

The GWA considered in this study was the GWA attained by the student

from the previous semester. Respondents from each range comprised

25% of the total number of respondents.

Research Instruments

The major tool that was used in the data gathering process was a

survey questionnaire. Each respondent of the study will have a separate

questionnaire but with the same set of questions. Appendix A shows the

sample survey questionnaire.

Table 1

GWA Range Total Frequency Percentage

1.63-1.00 15 25%

2.26-1.64 15 25%

2.89-2.27 15 25%

2.90-3.50 15 25%

TOTAL 60 100%

The Likert scale was used in interpreting the data on the significance of the

effects of each social relationship on the students’ academic performance.

 16

On Student-Family Relationship:

Range of Means Verbal Description Interpretation

4.20 -5.00 Very High The significance of the

effects of student-family

relationship is far above the

expected level.

3.40 -4.19 High The significance of the

effects of student-family

relationship is above the

expected level.

2.60 -3.39 Moderate The significance of the

effects of student-family

relationship is within the

expected level.

1.80 – 2.59 Low The significance of the

effects of student-family

relationship is below the

expected level.
 17

1.00 – 1.79 Very Low The significance of the

effects of student-family

relationship is far below the

expected level.

On Romantic Relationships:

Range of Means Verbal Description Interpretation

4.20 -5.00 Very High The significance of the

effects of romantic

relationships is far above the

expected level.

3.40 -4.19 High The significance of the

effects of romantic

relationships is above the

expected level.
 18

2.60 -3.39 Moderate The significance of the

effects of romantic

relationships is within the

expected level.

1.80 – 2.59 Low The significance of the

effects of romantic

relationships is below the

expected level.

1.00 – 1.79 Very Low The significance of the

effects of romantic

relationships is far below the

expected level.

On Student-Peer Relationships:

Range of Means Verbal Description Interpretation

4.20 -5.00 Very High The significance of the

effects of student-peer

relationships is far above the

expected level.
 19

3.40 -4.19 High The significance of the

effects of student-peer

relationships is above the

expected level.

2.60 -3.39 Moderate The significance of the

effects of student-peer

relationships is within the

expected level.

1.80 – 2.59 Low The significance of the

effects of student-peer

relationships is below the

expected level.

1.00 – 1.79 Very Low The significance of the

effects of student-peer

relationships is far below the

expected level.
 20

On Student-Faculty Relationships:

Range of Means Verbal Description Interpretation

4.20 -5.00 Very High The significance of the

effects of student-faculty

relationships is far above the

expected level.

3.40 -4.19 High The significance of the

effects of student-faculty

relationships is above the

expected level.

2.60 -3.39 Moderate The significance of the

effects of student-faculty

relationships is within the

expected level.

1.80 – 2.59 Low The significance of the

effects of student-faculty

relationships is below the

 21

expected level.

1.00 – 1.79 Very Low The significance of the

effects of student-faculty

relationships is far below the

expected level.

Data Gathering Procedures

The following were the steps followed in the gathering data:

1. Seeking permission to conduct the study. The researchers

sought permission from the students that will participate in this study.

2. Administration and distribution of the questionnaires.

After the approval of the students, the study commenced. The

questionnaires were given to them and the researchers patiently waited for

them to finish answering.

3. Retrieval of the questionnaires. The data was then retrieved,

collected, tallied, tabulated, analyzed and interpreted confidentially and

accordingly through the aid of the statistician.

Statistical Treatment of the Data

The responses to the items on the questionnaires were tallied and

recorded accordingly. The statistical tool that was utilized in the study is

the:
 22

Mean. This statistical tool was used to determine the extent of

significance of the effects of social relationships on students’ academic

performance particularly their GWAs. This tool was used to determine the

“average value” of the respondents’ answers to the problems.

 23

References

Ahmad, M., et. al. (2010). Factors Affecting the Students' Academic
Performance. Retrieved September 20,2016 from
http://connection.ebscohost.com/c/articles/61052567/factors-affecting-
students-academic-performance

Astin, A. W. (1993). What matters in college?: Four critical years revisited

(Vol. 1). San Francisco: Jossey-Bass.

Bell, M. (2012). Define academic performance. Retrieved September 29, 2016

from http://www.ehow.com/about_4740750_define-academic-
performance.html

Bernales, A.M., & Colonia, F. (2011). The effects of romantic relationships on

the academic performance of University of Philippines - Cebu College
students. Undergraduate thesis. University of the Philippines Cebu
College, Cebu City.

Bhattacharya, G., Komarraju, M., & Musulkin, S. (2010). Role of student–

faculty interactions in developing college students' academic self-
concept, motivation, and achievement. Journal of College Student
Development, 51(3), 332-342.

Coffman, D. L., & Gilligan, T. D. (2002). Social support, stress, and self-
efficacy: Effects on students' satisfaction. Journal of College Student
Retention: Research, Theory & Practice, 4(1), 53-66.

Chuateco, L. I., Dennis, J. M., & Phinney, J. S. (2005). The role of motivation,
parental support, and peer support in the academic success of ethnic
minority first-generation college students. Journal of College Student
Development, 46(3), 223-236.

Fass, M. E., & Tubman, J. G. (2002). The influence of parental and peer
attachment on college students' academic achievement. Psychology in
the Schools, 39(5), 561-573.

Klazema, A. (2014). Types of quantitative research for students and

researchers. Retrieved September 28,2016 from
https://blog.udemy.com/types-of-quantitative-research/
 24

Krawford, K. et. al. (2013). Romantic relationships - Theory & definition.

Retrieved September 29, 2016 from http://www.meetup.com/en-
AU/psychology-socialsciences/events/99348732/

Lajom, J., et. al. (2009). Barkadahan: A study of peer group norms and values
among Filipino adolescents. Retrieved September 20,2016 from
http://lynchlibrary.pssc.org.ph:8081/bitstream/handle/0/1552/05_Barka
dahan_%20A%20Study%20of%20Peer%20Group%20Norms%20and
%20Values%20Among%20Filipino%20Adolescents.pdf?sequence=1

Milem, J. F. (1998). Attitude change in college students: Examining the effect

of college peer groups and faculty normative groups. Journal of Higher
Education, 117-140.

Peer (n.d.). In Merriam-Webster Online Dictionary. Retrieved September 29,

2016 from http://www.merriam-webster.com/dictionary/peer

Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality

and academic performance. Psychological bulletin, 135(2), 322.

Pritchard, M. E., & Wilson, G. S. (2003). Using emotional and social factors to
predict student success. Journal of college student development, 44(1),
18-28.

Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among
college students. Social psychology, 61(5), 841-846.

Social Relations. (n.d.). In Alleydog.com's online glossary. Retrieved

September 29, 2016 from http://www.alleydog.com/glossary/definition-
cit.php?term=Social Relations

Trochim, W. (2006). Survey research. Retrieved September 28,2016 from

http://www.socialresearchmethods.net/kb/survey.php

Umar, S., et.al (2010).The Effect of Social Factors on Students' Academic

Performance in Nigerian Tertiary Institutions. Retrieved September
20,2016 from http://unllib.unl.edu/LPP/umar-shaib-aituisi-yakubu-
bada.html
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Waters, J. (n.d.).Correlationl research guidelines: Conducting correlational

research. Retrieved September 28,2016 from
https://www.capilanou.ca/psychology/student-resources/research-
guidelines/Correlational-Research-Guidelines/

Zeepedia (1999). Sullivan’s interpersonal theory. Retrieved September 20,

2016 from
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e_concepts_the_self-system_personality_psychology&b=94&c=15
 26

Appendix A
Questionnaire on The Effects of Social Relationships
on Students’ Academic Performance

Name (Optional):
GWA: ____________________________________________

Course & Year:

Age:

Part I.

Instruction: This is not a test. Hence, there is no right or wrong answer. Read
each statement below and then rate them according to your opinion. Please
indicate your answer by putting a check mark under the appropriate column of
your choice which correspond the implementation of objectives based on the
scale described below that best describes the way you feel about the
statement.

5 – Strongly Agree (SA) 3 – Neutral (N) 1 – Strongly Disagree (SD)

4 – Agree (A) 2 – Disagree (D)

5 4 3 2 1
Student-Family Relationship
1. My relationship with my family
affects my academic performance
significantly.
2. My relationship with my family helps
me to do better in my academic
performance.
3. My relationship with my family
hinders me from doing better in my
academic performance.
Student-Peer Relationship
4. My relationship with my peers
affects my academic performance
significantly.
5. My peers help me to do better in my
academic performance.
6. My peers hinder me from doing
better in my academic performance.
Student-Faculty Relationship
 27

7. My relationship with our faculty

affects my academic performance
significantly.
8. Our faculty helps me to do better in
my academic performance.
9. Our faculty hinders me from doing
better in my academic performance.
Romantic Relationships
10. Being involved in a romantic
relationship affects my academic
performance significantly.
11. Being involved in a romantic
relationship helps me to do better in
my academic performance.
12. Being involved in a romantic
relationship hinders me from doing
better in my academic performance.

13. I am efficient enough in balancing

my social life and studies.

Part II.

Instruction: Encircle the letter of your answer based on your own opinion.

14. Which social relationship, considering that it is a healthy one, can be

considered as the most beneficial for a college student’s studies?

a. Student-Family Relationship c. Student-Faculty

Relationship

b. Student-Peer Relationship d. Romantic Relationships

15. Is there an unhealthy social relationship that can be considered as

harmful for a college student’s studies? If yes, which one could be the most

harmful?

a. Yes b. No

If yes, please specify:

i. Student-Family Relationship iii. Student-Faculty Relationship

 28

ii. Student-Peer Relationship iv. Romantic Relationships