bernales colonia chap 3(comments in parentheses in between sentences)

Chapter III
Study Framework

Theoretical Framework:
To have a guide towards explaining the effects of romantic relationships on the academic performance of UP Cebu BSCS 2 students, the researchers will use two important theories which will introduce and relate the main variables of this study.
The first theory to be considered is the “Need to Belong” theory (Baumiester & 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 for being connected. Furthermore, Baumiester & Leary (1995) proposed that the “need to belong” has two aspects: (1) people want a stable and enduring context of concern and caring, (2) people need frequent interaction with the same person or group.
As stipulated in the first aspect, people want a constant perspective of being loved and cared. Myers (2010) supported this theory by stating that people who find supportive person whom they can disclose 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. Thus, this satisfaction brings positive reactions to the persons involved.
However, Myer (2010) stated that there are certain situations (factors) which occur in the course of relationship which thwarted the need to belong. Consequently,Baumeister and 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 of life.
Results of the study of DeWall, Baumeister, & Vohs (as cited in Gere & MacDonald, 2010) supported Baumeister and Leary’s proposition by showing that there is a negative impact of the threat to belongingness on the performance of different cognitive tasks.
In the meantime, as what Baumiester & Leary (1995) proposed in the second feature of the need to belong, 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 gives rise to the second theory which will be used in this study. “Social Exchange” theory according to Wang (2004), explains how interactions are maintained by exchanging benefits to each person involved in the relationship. Moreover, Wang (2004) introduces (TENSE CONSISTENCY) the concept of “cost and reward” which are the basis of this theory. She states (TENSE) that rewards are the things which are received and give benefit to the receiver. Meanwhile, costs are the things which are lost at the course of giving sources, which are somehow associated with the giver of the sources.
Figure 1 shows the “Need to Belong” theory which directly explains that the satiation of the first aspect in achieving the need to belong affects the cognitive tasks of the person affiliated. In the meantime, the “Social Exchange” theory explains the behavior of how interactions with other people will be satisfied or maintained. Though this part of the theoretical framework has not yet established its effect to cognitive tasks, this connection will be explained in the following frameworks. (REPHRASE; DISCUSS THE FLOW OF VARIABLES)





Conceptual Framework:

Figure 2 on the next page shows the outline of how the theories are being laid down into concepts which will be used in the study. It can be seen in the structure that aspects of romantic relationship affects the academic performance both in negative and positive way.
“Romantic relationships” is placed in the framework to specify the kind of relationship which will be studied. Applying the concept proposed by the theory of the Need to Belong, romantic relationship allows people to satisfy the need to belong. Romantic relationship offers people more desire to have a constant feeling of being loved and cared and is characterized by more frequent interaction because of its exclusivity.
Having a perspective of enduring and harmonious relationship, people have the desire to achieve their goals thus (comma before thus) giving their best in every task they do which contributes to the betterment of (a)relationship. However, this perspective is threatened by some factors such as jealousy, conflicts with partner, disapproval of other important persons, etc. The need to belong theory explains that these threatening situations affect the cognitive tasks of an individual other than the domains of romantic relationship. The levels of motivation and anxiety measure the reactions of each individual. In line with the need to belong theory, these reactions affect the performance of each individual.
On the other hand, Social Exchange Theory explains the aspect of frequent interaction which is characterized by the exchange of sources to individuals involved in a relationship (which in this study’s case is romantic relationship). Wang (2004) states that sources which are exchanged in the course of romantic relationship, do not only include material sources, such as money and gifts. It also considers the time because in every relationship, each interaction consumes time. In the case of romantic relationship, it may be texting or calling the person over the phone, dating, talking with the person, etc. The more time a person spends in a romantic relationship, the lesser the time will remain for other tasks. Because of these situations, performances on other complex tasks which also require time are affected.




Operational Framework:
Figure 3 on the next page shows the operational structure of the study. It describes how the researchers examine the variables in finding the answer to the problem. It can be observed in the framework that romantic relationships have effects to (on) the academic performance of the BS Computer Science 2 students of UP Cebu College.
Romantic relationships, as described in the conceptual framework affect the complex cognitive tasks in either positive or negative way. Thus, academic performance of the students which involves complex cognitive tasks is affected by romantic relationship. The positive reactions (omit reactions) and negative reactions of the students regarding romantic relationships are determined by the levels of anxiety and motivation as a student.
Moreover, it is readily observed that teachers in University of the Philippines Cebu College have higher expectations to (of) their students. Thus, it is expected that the students have increased workload because of challenging projects, assignments, exercises and exams. When there is an increased workload, students need to spend a great amount of time in doing all of these requirements. Thus, students have to manage their time between study and relationship.
It is hypothesized that romantic relationship will affect the student's academic performance negatively when there is a high level of anxiety and when time is prioritized to their romantic relationship.