HEARTS AND HOMEWORK: UNDERSTANDING THE IMPACT OF ROMANTIC RELATIONSHIPS ON THE ACADEMIC PERFORMANCES OF SMCIQC STUDENTS

Abstract

Adolescence is a formative period marked by new experiences and the development of both intrapersonal and interpersonal qualities. During this stage, it is common for young people to explore or become interested in romantic relationships. Understanding how these relationships impact academic performance is essential, as balancing romantic involvement with academic responsibilities can be challenging and, at times, detrimental. This research aims to investigate whether romantic relationships serve as a hindrance to academic performance, to identify the strategies students use to manage these dual responsibilities, and to explore whether such relationships can, in some cases, positively influence academic success. This study utilized a qualitative research design, specifically applying the phenomenological method to gain a deeper understanding of the lived experiences of the participants. Data were collected through face-to-face interviews, which allowed for a more personal and detailed exploration of the students’ perspectives. The population included Junior High School (JHS) and Senior High School (SHS) students from St. Mary’s College, Inc., Quezon City (SMCIQC). A purposive sampling method was used, as participants were selected based on specific criteria required for inclusion in the study. Research Question 1: What academic challenges do students with romantic relationships face?  The findings of the study indicate that students involved in romantic relationships experience several academic challenges that can negatively impact their performance. These challenges include emotional stress, pressure from social expectations, and difficulties with time management. Emotional stress, in particular, was frequently mentioned as a major factor affecting concentration and academic focus.  One participant shared: “Let’s say if something bad happened in the relationship, it will—ah—it will take a toll on you because your mind would be focused on that negative aspect. So, like, while you try to study, your mind would keep wandering back to that negative aspect, as much as you want to keep pushing it down.”  This quote illustrates how emotional strain from romantic relationships can interfere with a student’s ability to focus on academic tasks, reinforcing the finding that emotional well-being is closely tied to academic performance. The study explored the effects of romantic relationships on the academic performance of Junior High School (JHS) and Senior High School (SHS) students at St. Mary’s College, Inc., Quezon City (SMCIQC). Using a phenomenological approach, the researchers conducted structured, face-to-face interviews with four student couples—two from JHS and two from SHS—who had been in a relationship for a minimum of three months.