AURA Psychology: The Heartbeat of Society

1
COLLEGE OF BEHAVIORAL SCIENCE

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
Running Head: ASSOCIATION
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Association of Romantic Relationship on Academic Performance

of Psychology Students
Christelle Mae S. Gangcuangco

Kim Mark Gonzales
Gabrielle Audrey Barroga
April Rose Turno
Mondriaan Aura College, Inc.
TABLE OF CONTENTS
December 2016
AURA Psychology: The Heartbeat of Society.

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Title Page........................................................................................................................................... 1
Abstract.............................................................................................................................................. 2
Introduction........................................................................................................................................5
Method....... 11
Research Design.............................11
Participants.....11
Sampling Procedure... 11
Data Collection...................... 12
Statistical Tools.. 13
Result. 13
Respondents Personal Profile... 14
Status of Academic Performance.............................................. 14
Status of Time Management...................... 14
Status of Motivation Level.............
14
Status of Anxiety Level. 14
Correlation of Gender and Academic Performance... 15
Correlation of Age and Academic Performance.... 15
Correlation of Time Spent Studying and Academic Performance............. 15
Correlation of Time Spent With Partner and Academic Performance.......... 15
Correlation of Anxiety Level and Academic Performance................ 16
Correlation of Motivation Level and Academic Performance... 16

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RELATIONSHIP
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PERFORMANCE
Discussion.. 16
References. 20
Tabular Presentation.. 22
Table 1. Overall Perception of the Respondents on Anxiety Level.. 22
Table 2. Overall Perception of the Respondents on Motivation Level. 23
Table 3. Status of Time Management of the Respondents.... 24
Table 4. Correlation of Personal-related Variables and Academic Performance.......... 24
Table 5. Correlation of Time Management and Academic Performance.. 24
Table 6. Correlation of Levels of Anxiety, Motivation and Academic Performance ... 25
Table 7. Questionnaire Reliability Results 25
Appendix... 25
Request Letters.. 25
Questionnaires
28
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OF ROMANTIC
RELATIONSHIP
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ABSTRACT
This study aimed to determine the association of romantic relationship on the academic performance
of BS Psychology students. We conducted this to determine whether or not there is a relationship
between respondents personal related variables, time management, levels of motivation, levels of
anxiety, and academic performance. We investigated the variables with the aid of questionnaires
obtained online from an approved psychological website. Comparative statistics was used as our
research design. The data collected were subjected to Spearmans rank correlation coefficient and
Kendalls tau coefficient. Majority of the respondents allot equal time studying and with their
partner. We also discovered that 55% of the respondents are very highly motivated and 56% of the 40
respondents have moderate level of anxiety. We found out that gender does not have a significant
relationship with academic performance but there is a weak significant relationship between age and
academic performance. The results revealed that there is no significant association between time
management, levels of motivation, and academic performance of students. On the other hand, we
discovered that there is a significant inverse connection between levels of anxiety and academic
performance. Thus, the higher their levels of anxiety, the lower their academic performance will be.
For the researchers who would want to conduct further study about this, we highly recommend that
they must gather respondents in a wider range. Moreover, limited repondents affect the precision of
the results. Future researchers must also consider other variables for an enhanced study.

MONDRIAAN
AURA COLLEGE
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DEPARTMENT
OF ROMANTIC
RELATIONSHIP
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PERFORMANCE
Association of Romantic Relationship on Academic Performance of BS Psychology Students
We were born with the craving for connection.

Each of us every day look for evidence that we are not alone.
- Lisa Prosen
According to the need to belong theory, individuals have the determination to connect with
others in enduring and close relationships. The theory further states that humans share the same need
to be connected with others, and claims that all individuals may live life better if they are connected.
Many find satisfaction and meaning in love. It is one of the most profound emotions known
to human beings. It has various kinds, but most people seek its expression in a romantic relationship.
For some, romantic relationships are the most meaningful element in their lives, providing a source
of deep fulfillment.
Romance is the expressive and pleasurable feeling from an emotional attraction towards
another person often associated with sexual attraction.
In the context of romantic relationships, romance usually implies an expression of one's
strong romantic love, or one's deep and strong emotional desires to connect with another person
intimately. It refers to both heterosexual and homosexual commitment which can be expressed
through dating, engagement, or marriage.
Romantic relationships can be viewed as attachments. A mate is often ones principal
attachment figure and a major source of psychological safety and security. They can therefore be
viewed as major resources for coping and personal growth.

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Because of this need to belong, we can see nowadays that most college students are
synchronizing their time in academic and romantic areas.
In the academic aspect, education is one of the highest achievement and the trademark on
how we are being recognized. It is an intellectual property that each of us uniquely have.
On a daily basis, college students are faced with a conflict of interest: to study or not to study.
Often times these decisions are affected by outside factors that are beyond their control.
Another factor that is believed to be a major influence is the existence of a significant other.
While involved in a relationship during college, one may be forced to choose either going to school
or spending time with the partner, leaving the student with increased amounts of anxiety.
Research conducted by Campbell & Oliver (2006) 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, Campbell & Oliver (2006) also pointed out some costs which are
found in a romantic relationship, namely: stress and worry about the relationship, increased
dependence on the partner, time and effort investment, and feeling worse about the self which were
said to be the cause of anxiety of the students.
Zeppa (2013) pointed out that stress can inhibit and suppress learning, which is called
unfavorable stress and is associated with inhibition of students academic performance. On the
other hand, Myers (2010) said that relationships consume much of the life of college students.
Having been in these situations, students who are in a romantic relationship may be faced
with the challenge in maintaining a good academic performance. Academic performance is one of

MONDRIAAN
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RELATIONSHIP
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PERFORMANCE
the most vital considerations among students in higher educational level. The academic performance
can be illustrated by grade point average (GPA).
To explain the association of romantic relationship on the academic performance of the
respondents, we used important theories which also introduced the main variables of this study.
The first theory we considered is the need to belong theory (Roy Baumiester & Mark Leary,
1995) which asserts that all humans share a common need to be connected with others, and common
sense signals that individuals lives are better when connected.
Furthermore, Baumiester & Leary proposed that the need to belong has two aspects:
First, that people want a stable and enduring context of concern and caring.
Second, that people need frequent interaction with the same person. As stipulated in
the first aspect, people want a constant feeling of being loved and cared.
Myers (2010) supported this theory by stating that people who find a supportive person
makes them feel accepted and prized. He added that this situation is associated with the arousal of
behavior (i.e., irrepressible joy and happiness) to the persons involved which causes them to be
driven by their goals in life.
As stated by Crissey (2006) in her study about impact of romantic relationship on college
girls, the time spent with the partner would consume much time that must be allotted for studying. It
is both a challenge and pressure to balance romantic relationship and academic performance in a
teenagers life.
Campbell, as cited by Crissey (2006), pointed out that stress is a condition or effect that is
bad and can cause some problems. For example, students who are having any romantic affair will
have a higher percentage of stress than those who don't have because instead of focusing on their
academic work and academic stresses, they also commit their time to their relationship.

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Baumiester & Leary (as cited in Gere & MacDonald, 2010) affirmed that these threats would
lead them to focus their attention on their relationships and social connections, which, by consuming
limited cognitive resources, may lead to impairments in processing other domains.
In the meantime, Baumiester & Leary (1995) proposed in the second feature of the need to
belong that a person has to frequently interact or get in touch with the same person or group in order
to accomplish the state of full belongingness.
This aspect gave rise to the second theory which we used in this studythe social exchange
theory. According to George C. Homans, interactions are maintained by exchanging benefits with
each person involved in a relationship. Under this theory, interactions are only likely to continue if
there is a positive amount of profit exchange for both parties involved.
Rewards and costs are important concepts that form the basis of most social exchange
theories. Rewards are exchanged resources that bring pleasure and satisfaction, while costs are
exchanged resources that are perceived as a loss or punishment.
Supporting this research, Zulueta & Maglaya (2004) stated that Motivation constitutes the
degree of an individuals behavior as manifested by his interests, attitudes, and aspirations to satisfy
his desired goal. It is an urge to satisfy a goal object. Provided a positive romantic relationship,
adolescents would strive hard on performing well in studies to bring a brighter future in their
relationship.
According to Lucas & Corpuz (2007), quality personal relationships that provide stability,
trust, and caring such as romantic relationships can increase learners sense of belonging, self-respect
and self-acceptance, and provide a positive climate for learning.
Crissey (2006) then added that having a romantic affair especially when you are just a student
would not only give a source of stress but also a disturbance. Having a romantic relationship is really

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disturbing because a student will have to deal with managing time between the school and the
romantic side that somehow leads to giving academic works a lesser priority.
We dealt with the association of independent variablesromantic relationship which
involves time, motivation, and anxietyand the dependent variable, academic performance, which
involves the students Grade Point Average. Personal related variablesage and gender, were also
investigated in this connection.
The following related literatures supported our study:
Sullivan viewed relationships between romantic partners as a context in which intimacy is
expressed rather than learned. According to Sullivan, the need for intimacy emerges in
preadolescence and is typically satisfied through same-sex friendships. During adolescence, this need
is integrated with sexual impulses and desires, and the focus of the adolescents' interpersonal
concerns is redirected toward opposite-sex peers, or from nonromantic to romantic relationships.
An article of Barber & Eccles (2011) talked about the importance of romantic relationships in
adolescent development and its lasting effects on self-confidence. It affirmed that romantic
relationship teaches moral values on romance, intimate relationships and sexuality. In addition to
this, a healthy romantic relationship could possibly benefit students education (Phelps, 2007).
Romantic relationships also provide positive outlook on adolescents life which motivate the
adolescents in achieving goals such as performing well in the studies.
According to the theory of incentive approach of motivation, the desirable properties of
external stimuli whether grades, money, affection, food, or sex account for persons motivation.
Vgotskys theory states that social interaction plays a very important role in the cognitive
development of an individual and could not be understood without looking into the social and
cultural context.
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However, romantic relationships do not always behave in a positive way. There are instances
in which romantic relationship may harm adolescents. Because of this, they need adults who will
guide them in developing healthy relationships (Luqman, 2009).
In the same vein, Connolly & Johnson (cited in Weichold and Barber, 2008) said that even
though romantic relationship plays an important role in the development of an adolescent, most
romantic relationships in the adolescence stage last for only six months to one year. This situation
implies frequent break-ups which cause anxiety among adolescents. Monroe (as cited in Furman,
2002) affirmed that breakups are one of the causes of depression among adolescents. Furman (2002)
also states that adolescents are mostly prone to problems in adjustment when they are involved in
romantic relationships.
This study focused on determining the association of romantic relationship on the academic
performance of BS Psychology students. Personal related variables, time management, levels of
motivation, and levels of anxiety of the students were investigated. In addition, we also looked into
the relationship of these variables and the students academic performance.
We asserted the following propositions that:
(1) No significant relationship exists between students personal related variablesage and
gender, on their academic performance,
(2) No significant relationship exists between academic performance and time management
of the students,
(3) No significant connection exists between academic performance and students levels of
anxiety, and
(4) No significant association exists between academic performance and levels of motivation.
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DEPARTMENT
OF ROMANTIC
RELATIONSHIP
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PERFORMANCE
This study aimed to instill students awareness in balancing romance and academic endeavor.
Findings of this study will also raise the awareness of both parents and teachers who should be
providing tips and guidance in handling romantic relationships.
Methods
Research Design
We utilized a comparative research
design. In using this type of research design, we
examined carefully the relationshipssimilarities or differences among several variables.

Comparative research depended on knowledge and information generated from the
descriptive research. We used descriptive data. The quantitative research involved statistical
procedure to answer questions about similarities, differences, and relationships among variables. On
the other hand, a qualitative research involved verbal analysis to answer similar questions.
The design is a non-experimental correlation research because the relationship of the
variables were investigated without manipulating them. The essential aspect of comparative research
is that, we made no attempt in determining the causality between our variables.
Participants
Psychology students of Mondriaan Aura College who are currently enrolled in the Academic
Year 2016-2017, 2nd Semester, served as our respondents. Information about the participants age,
gender, GPA, level of motivation, level of anxiety, and time management were collected.
Sampling Procedure
We used the non-probability sampling, specifically, the purposive sampling. We obtained a
sample that appeared to be representative of the population for reliability testing of our
questionnaires and another representative sample that served as the respondents of this study. The
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RELATIONSHIP
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PERFORMANCE
chance that a particular sampling unit were selected as the sample depended upon our subjective
judgment.
Data Collection
We secured the approval of the College Dean, Mr. Edgar Geniza, to conduct a survey to our
respondents. Then the master list of first to fourth year students from BS Psychology was requested
from the College Registrar. A survey exam ensued utilizing personal data sheet and questionnaires
reflecting information necessary to carry out this research.
A self-administered descriptive questionnaire obtained online from an approved
psychological website (psychcentral.com) was administered to the respondents who met the said
criteria. Psych Central is the Internets largest and oldest independent mental health social network.
Since 1995, its award-winning website has been run by mental health professionals offering reliable
and trusted information. The website is wholly owned and operated by Dr. John Grohol.
The questionnaire aimed at gauging the students involvement in romantic relationship has
four parts.
profile of the respondent

respondents time management
respondents level of motivation, and
level of anxiety
Respondents level of motivation and anxiety were presented in a likert-scale form involving
choosing one of the following responses: strongly agree, agree, undecided, disagree, or strongly
disagree in the given statements.
Respondents academic performance represented as GPA from A.Y. 2015-2016 were collected
with their consent.
Statistical Tools
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Weighted mean was used to determine the status of time management, level of anxiety and
level of motivation.
Spearmans rank correlation coeffiecient, a non-parametric measure of correlation, was used
to find the significant relationship between the respondents personal related variables, time
management, and academic performance.
To determine the significant association of respondents levels of anxiety, levels of
motivation, and academic performance, Kendalls Tau Coefficient was used. Kendall rank correlation
coefficient is a statistical tool used to measure the ordinal association between two measured
quantities.
We used a confidence interval of 95% which reflects a significance level of 0.05. Interviews
from the respondents were also recorded to support results of this study.
The theories that support our study are universal and applicable to everyone which made our
questionnaires for this study externally valid.
Cronbachs Coefficient Alpha was used in establishing reliability of our questionnaires. This
is appropriate for personality tests with no right and wrong answers. Reliability coefficients gathered
were 0.81 for time management, 0.86 for motivation level and 0.89 for anxiety level, indicating a
very high reliability. These questionnaires were also presented to our thesis adviser, Prof. Jovita
Cabrera, for content validation.
Results
In order to determine the association of romantic relationship on academic performance, we
used the statistical tools described in the previous chapter.
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Respondents Personal Profile. A total of 40 served as our respondents5 males and 35

females. Majority of the BS Psychology students who are involved in a romantic relationship are
female. The respondents fell on the 17 to 47 age bracket.
Status of Academic Performance. Considering the differences in mental capabilities of the
respondents, the academic performance was measured according to the change in grade point
average (GPA) or general weighted average (GWA) from first to second semester of A.Y. 2015-2016.
A positive score in the academic performance indicates an increase of GPA while a decreased GPA is
represented by a negative score.
There are 24 (60%) whose GPA decreased, nine (22%) have maintained their GPA, and only
seven (18%) managed to have an increased academic performance.
Status of Time Management. We used the midpoints in each frequency to determine the
weight of the corresponding frequency. The frequency of time they spent in studying acquired a
weighted mean of 5.74 (Almost Always). It implies that majority of the respondents spend five to ten
hours per week to study. A weighted mean of 5.23 (Almost Always) of the time spent with partner
was recorded. It means that majority allot equal amount of time studying and with their partner.
Status of Motivation Level. We computed for the weighted mean of each item to find the
overall perception of the respondents on their levels of motivation as a student. The weighted mean
acquired was 4.0. It reveals that the respondents AGREE to most of the statements in the
questionnaire. Majority (55%) acquired scores from 61-75 which means they have a very high level
of motivation as students. Thirty-seven percent of the respondents are highly motivated. Six percent
of the respondents are moderately motivated and only 2% has a low level of motivation.
Status of Anxiety Level. The overall perception of the respondents regarding their levels of
anxiety acquired a weighted mean of 2.36. This implies that they answered DISAGREE to most of
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the statements in the questionnaire. Among the 40 respondents, 56% acquired scores from 31-45
which means they have moderate anxiety level as students. Thirty-seven percent of the respondents
have low level of anxiety and 5% has high level of anxiety. Only 2% of the respondents have very
high level of anxiety.
The following portion of this chapter determines the correlation of personal related variables,
time management, levels of motivation and anxiety to the academic performance of the students.
Correlation of Gender and Academic Performance. Using the Spearmans rho, we
acquired the correlation coefficient of p which is 0.023 that shows a very weak correlation between
gender and academic performance. Using the degrees of freedom which is 38, the computed value
0.887 is greater than p=0.05 which implies that the relationship is not significant. It suggests that
there is no significant relationship between gender and academic performance.
Correlation of Age and Academic Performance. The correlation coefficient of p which is
0.336 shows a weak correlation between age and academic performance. Using the degrees of
freedom which is 38, the computed value 0.034 is less than p=0.05 which implies that the
relationship is significant. The results imply that there is a weak significant relationship between age
and academic performance.
Correlation of Time Spent Studying and Academic Performance. The correlation
coefficient of p which is 0.057 reveals a very weak positive correlation between time spent studying
an academic performance. Using the degrees of freedom which is 38, the computed value 0.725 is
greater than p=0.05 which implies that the relationship is not significant. The results imply that there
is no significant relationship between time spent studying and academic performance.
Correlation of Time Spent with Partner and Academic Performance. The correlation
coefficient of p which is 0.131 reveals a weak positive correlation between time spent with partner
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and academic performance. Using the degrees of freedom which is 38, the computed value 0.420 is
greater than p=0.05 which implies that the relationship is not significant. The results imply that there
is no significant relationship between time spent with partner and academic performance.
Correlation of Anxiety and Academic Performance. The correlation coefficient of W
which is -0.51 reveals a moderate negative correlation between anxiety level and academic
performance. Using the degrees of freedom which is 38, the computed value 0.024 is less than
p=0.05 which implies that the relationship is significant. There is a negative connection between
anxiety and academic performance.
Correlation of Motivation and Academic Performance. The correlation coefficient of W
which is 0.138 reveals a weak correlation between motivation level and academic performance.
Using the degrees of freedom which is 38, the computed value 0.237 is greater than p=0.05 which
implies that the relationship is not significant. The results imply that there is no significant
association between motivation and academic performance.
Discussion
This study focused on determining the association of romantic relationship on the academic
performance of Psychology students. Personal related variables, academic performance, time
management, levels of motivation, and levels of anxiety of the students were investigated. In
addition, we also looked into the relationship of these variables and the students academic
performance. In relation with the previous findings, the following conclusions were made:
Majority of the students engaged in a romantic relationship in Behavioral Science
Department are female.
Among the 40 respondents, 60% have decreased academic performance evident by decreased
GPA from first to second semester.
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Most of the respondents spend equal amount of time studying and with their partner, leaving
only a few time for other academic works and other activities.
The results show that majority of the respondents level of anxiety is moderate.
Majority of the respondents are very highly motivated.
There is no significant relationship between the respondents gender and academic
performance.
There is a weak significant relationship between the respondents age and academic
performance.
There is no significant relationship between time management and respondents academic
performance.
There is a negative significant connection that exists between students levels of anxiety and
academic performance. This means that academic performance declines as the anxiety level
increases. This confirmed the theory mentioned earlier by Zeppa which suggests that a person
who is stressed or anxious tend to have lower performance because of the negative effects of
anxiety on bodys activation.
No significant association exists between academic performance and levels of motivation.
Because of limited time and resources, this study covers only a small part of population of
students involved in romantic relationship in Mondriaan Aura College. Thus, the results cannot be
generalized into a larger population since this study is limited only to Psychology students. For the
researchers who would want to conduct further study about the association of romantic relationship
on academic performance, we highly recommend that they must gather respondents in a wider range.
Moreover, limited repondents affect the precision of the results of the study. Future researchers must
also consider other variables for an enhanced study.
Parents may allow their siblings to be involved in a romantic relationship since it contributes
to better committed relationship in the future. However, their guidance is very much needed by their
children.
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However, some students are reluctant to open up to their parents. Professors or teachers, as
students second parents, may provide encouragement and tips to their students. They may also
provide coping strategies when dealing with heartbreaks and problems associated with romantic
relationship.
We also recommend that the Guidance and Counseling should be ready to accommodate
students with problems related to romantic relationship.
Seminars about proper handling of romantic relationship should be conducted. A selfassesment test may be provided for the students to know whether they are already capable for a
committed relationship to avoid future relationship-related disturbances like break-ups.
Most of todays young generation believe in two common stereotypes:
First, when a person is in a relationship, its almost impossible for him/her to be
excellent in academics.
Second, a person who is excellent in academics are always struggling to be in a
romantic relationship.
Harvey Aquino and Donnalyn Sevidal, both Cum Laude students who graduated from
University of the Philippines-Baguio, happens to be in a six-year relationship as well. Tiffany Grace
Uy, a BS Biology, Summa Cum Laude in 2015s batch of University of the Philippines (UP)
graduated in Diliman with highest GPA in the history of UP after World War II. Uy graduated with a
GPA of 1.004, despite having a boyfriend.
For every students, we recommend that if they will involve themselves in a romantic
relationship, they must balance their time in order not to affect their academic performance. In
addition, for students who are involved in a relationship and for those who are planning to be
involved, we recommend that they should be aware of the problems that a romantic relationship may
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bring. A romantic relationship must serve as an inspiration and not a distraction. It should not hinder
the students from achieving an outstanding academic performance.
References
Barber & Eccles. (2011). Introduction to qualities of romantic relationships in adolescence
and adulthood. International Society for the Study of Behavioural Development, 1. Retrieved
from http://www.issbd.org/resources/files/ISSBD1(53)1-28.pdf
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Baumiester & Leary (1995). The Need to Belong - Part of What Makes Us Human
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elong-part-of-what-makes-us-human.html
Campbell, W., Oliver, M. B, & Sedikides C. (2006). Perceived benefits and costs of romantic
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Lucas, M. R., & Corpuz, B. (2007). Facilitating learning: A metacognitive process.
Philippines: Lorimar Publishing, Inc.
Luqman, M. (2011). Effects of romantic relationship on self-esteem, identity and academic
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performance.National Undergraduate Research Clearinghouse, 12. Retrieved from

http://www.webclearinghouse.net
Myers, D. (2010). Social psychology. London: McGraw-hill Companies.
Phelps, K. (2007). Partners, parents, and peers effects on African American youths school
achievement (Doctoral dissertation). Graduate College of Bowling Green State University.
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Sullivan, H. (2013). Interpersonal Theory. Retrieved from
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Vygotsky, L. (2014). Fundamental role of social interaction in the development of cognition.
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Zeppa (2013). Stress in junior medical students: relationship to personality and performance.
Med
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%2013%20No%201/IMJM%20Vol%2013%20No%201%20p19-24.pdf
Zulueta, F. & Maglaya, E. (2004). Foundations of Education: National Book Store.
Tabular Presentation
Table 1
Overall Perception of the Respondents on Anxiety Levels as Students
ITEM NO.
1
2
OVERALL
PERCEPTION
SA (5)
f
W
CHOICES (LIKERT)
A (4)
U (3)
D (2)
f
W
f
W
f
W
SD (1)
f
W
10
16
21
21
42
2.4
Disagree
10
16
20
40
14
14
Disagree
WM
DESCRIPTION
22

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
3
4
5
6
10
24
27
18
36
2.6
Undecided
30
36
17
34
2.8
Undecided
45
15
60
12
12
24
3.5
Undecided
40
28
14
28
2.8
Undecided
20
40
14
14
1.9
Disagree
16
32
21
21
1.6
Disagree
15
30
20
20
1.6
Disagree
12
18
25
25
1.6
Disagree
12
12
24
22
22
1.7
Disagree
30
32
21
17
34
2.9
Undecided
15
28
27
17
34
2.7
Undecided
15
15
30
19
19
1.7
Disagree
15
15
30
18
18
1.8
Disagree
43
215
69
345
65
195
238
476
185
185
2.36
Disagree
8
9
10
11
12
13
14
15
OVERALL
PERCEPTION
Table 2
Overall Perception of the Respondents on Motivation Levels as Students
ITEM NO.
f
1
2
3
SA (5)
W
CHOICES (LIKERT)
A (4)
U (3)
D (2)
f
W
f
W
f
W
OVERALL
PERCEPTION
SD (1)
W
WM
DESCRIPTION
15
75
18
72
12
4.1
Agree
11
55
19
76
12
10
3.9
Agree
12
60
21
84
12
4.0
Agree
23

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
4
35
16
64
10
30
12
3.6
Agree
35
19
76
27
3.7
Agree
27
135
12
48
4.6
Strongly Agree
21
105
14
56
4.4
Agree
24
120
11
44
4.4
Agree
21
105
17
68
4.4
Agree
10
50
19
76
18
3.8
Agree
45
19
76
15
3.7
Agree
13
65
20
80
12
4.1
Agree
30
22
88
21
3.7
Agree
15
75
21
84
4.2
Agree
14
70
19
76
3.9
Agree
212
1,060
267
1,068
62
186
40
80
19
19
4.0
Agree
5
6
8
9
10
11
12
13
14
15
OVERALL
PERCEPTION
Table 3
Status of Time Management of the Respondents
TIME SPENT:
STUDYING
WITH
PARTNER
ALWAYS
ALMOST ALWAYS
W=10
W=7.5
7
1
0
70
17.50%
1
7
127.5
42.50%
100
25%
67.5
22.50%
SOMETIMES
f
1
6
2
1
TOTAL
W=2
W
M
DESCRIPTION
32
40%
5.74
Almost Always
42
52.50%
5.23
Almost Always
Table 4
Correlation of Personal-related Variables and Academic Performance
24

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Spearmans rho
Correlation Coefficient
Sig. (2-tailed)
p
GENDER
.023
.887
AGE
.336*
.034
*.Correlation is significant at the 0.05 level (2-tailed).
Table 5
Correlation of Time Management and Academic Performance
Spearmans rho
Sig. (2-tailed)
p
STUDYING
.057
.725
W/ PARTNER
.131
.420
Table 6
Correlation of Levels of Anxiety, Motivation and Academic Performance
Kendalls Tau
Sig. (2-tailed)
W
ANXIETY
-.51*
.024
MOTIVATION
.138
.237
*.Correlation is significant at the 0.05 level (2-tailed).
Appendices
Mondriaan Aura College
Subic Bay Freeport Zone
November 16, 2016
To: Edgar G. Geniza, Ph. D.
College President
25

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Thru: Yzagany Ivarra Barrera Geniza

Dean, College of Engineering
Sir:
We, the fourth-year psychology students of Mondriaan Aura College, will be conducting our research
entitled Association of Romantic Relationship on Academic Performance of BS Psychology
Students. In this regard, we would like to ask permission from your good office to allow us to
administer our questionnaires to BS Engineering studentsIndustrial Engineering, Electronics and
Communications Engineering, and Computer Engineering Programs, for reliability testing.
We are hoping for your kind considerations and positive response. Thank you and God Bless!
Respectfully,
April Rose Turno
____________
Kim Mark Gonzales
____________
____________
Christelle Mae Gangcuangco
____________
Mr. Edgar G. Geniza, PH.D

College President
Mondriaan Aura College
Dear Sir,
We, the fourth-year psychology students of Mondriaan Aura College are conducting our research
entitled Association of Romantic Relationship on Academic Performance of BS Psychology
Students. In this regard, we would like to ask permission from your good office to allow us to
administer tests to selected BS Psychology students.
We are hoping for your kind considerations and positive response. Thank you and God Bless!
26

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Respectfully,
April Rose Turno
____________
Kim Mark Gonzales
____________
____________
____________
Maam Elizabeth Vinarao

College Registrar
Mondriaan Aura College, Inc.
Subic Bay Freeport Zone
Dear Maam,
We, the 4th Year BS Psychology students are currently taking up our Research II under the
supervision of Prof. Jovita Cabrera. Our research is entitled Association of Romantic Relationship
on Academic Performance of BS Psychology Students. We are humbly requesting for information
regarding our respondents Grade Point Average (GPA) as a material to be used for our research.
27

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Rest assured, if granted, that any information collected shall remain confidential and shall be
used only for academic and research purposes. Thank you and God Bless!
Respectfully,
April Rose Turno
____________
Kim Mark Gonzales
____________
____________
____________
Questionnaire
Dear Respondent,
Good Day! We are fourth year students taking up Research II for our thesis. We would like to
ask a little of your time to answer this questionnaire. Please answer it with all honesty. Any
information that we gathered will be kept confidential. We are hoping for your kind cooperation.
Thank you!
28

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
Sincerely Yours,
The Researchers
Name:
Age:
Gender: ____ Male
____ Female
____ Others (please specify) ___________
(1) Are you enrolled last A.Y 2015-2016 in Mondrian Aura College
1st Semester? ( ) YES
( ) NO
2nd Semester? ( ) YES
( ) NO
(2) What is your GPA (Grade Point Average) for the A.Y 2015-2016
1st Semester? ____
2nd Semester? ____
Just in case you cannot remember your GPA , would you allow us to get your GPA at the registrar
office? ( ) YES ( ) NO
(3) Are you currently engaged in a romantic relationship? ( ) YES ( ) NO
*If yes please specify.
(
) Boyfriend/Girlfriend
) Same Sex Relationship
) Married
(4) How long have you been in the current relationship? __________
II. Please put a CHECK () to the answers that correspond to your choice.
How often do you spend time:
29

MONDRIAAN
AURA COLLEGE
- PSYCHOLOGY
DEPARTMENT
OF ROMANTIC
RELATIONSHIP
ON ACADEMIC
PERFORMANCE
studying?
( ) Always (above 10 hrs. /week)
( ) Almost Always (5-10 hrs/week)
( ) Sometimes (1-4 hrs/week)
with your partner?

( ) Always (above 10 hrs. /week)
( ) Almost Always (5-10 hrs/week)
( ) Sometimes (1-4 hrs/week)
III & IV. General Instruction: Please put a CHECK ()t o the answers that correspond to your
choice based on the following statements:
SA: Strongly Agree A: Agree D: Disagree SD: Strongly Disagree U: Undecided
SA
SD
SA
SD
I am motivated to finish college because of my

partner.
I enjoy studying when I have a special someone.
I want to get higher grades to ensure brighter future
with my partner.
I feel motivated to study because my parents allow
me to be involved in a romantic relationship.
I feel motivated to study when my partner gives me
affection.
My partner encourages me to do better in school.
Now that I am engaged in a romantic relationship, I
feel the urge to do better in life.
I feel motivated because my partner supports me in
everything I do.
It motivates me to achieve my goals because my
partner and I will greatly benefit from them.
I want to get higher grades because my partner will
become very happy.
When I feel lazy to go to school, my partner is the
one who inspires me not to skip classes.
I believe I can finish my studies with my partner
supporting me.
My study habits have improved because my partner
inspired me a lot.
My partner helps me improve my skills and
knowledge.
I am inspired by the assurance that my partner
believes that I can do my best in school.
I feel anxious when my partner is not around.

I feel so stressed balancing my time between studies
and my partner.
I feel worried that I am not able to give much
attention to my partner.
I always worry that my partner will cheat on me.
I worry too much when my partner and I have
misunderstandings.
I worry that my partner will find someone better than
me.
I cannot fix my attention during classes because I
feel worried that something bad may happen to my

partner.
I am always torn between going to school and
spending time with my partner.
I cannot focus well in school because I worry that
this relationship may not work.
I cannot concentrate on my studies because my
parents dont like my partner.
I worry too much, even in school, because I think my
partner doesnt really love me.
I cannot stand it when my partner is with someone
whos in the opposite gender.
I badly want to keep my partner out of my mind
during classes.
I feel helpless going to school after spending time
with my partner.
I feel guilty of leaving my partner because I need to
attend school.

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COLLEGE OF BEHAVIORAL SCIENCE

Association of Romantic Relationship on Academic Performance

Christelle Mae S. Gangcuangco

Mondriaan Aura College, Inc.