The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its

Connection to their Academic Performance in S.Y 2019-2020

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

This study is about the connection of Intrapersonal and Interpersonal Relationship of

students to their academic performance. Will allowing students to work in groups improve their

understanding, or will working individually lead to greater understanding? Teachers have been at

a crossroads trying to determine if and when to allow students to work together or to make them

work alone because students do not always manage the social aspects of group work so that it

will be advantageous to them.Norman Triplett hypothesize that people perform tasks better when

the social context includes other people than when they do the tasks alone. Subsequent findings

validated Triplett’s results, and other experiments have shown that the presence of others can

increase performance. The tendency to perform tasks better or faster in the presence of others is

known as social facilitation. Thus it seems that the conclusion that being with others increases

performance cannot be entirely true and that sometimes the presence of others can worsen our

performance. The tendency to perform tasks more poorly or slower in the presence of others is

known as social inhibition.

Intrapersonal communication is the communication that occurs within an individual. An

individual uses this type of communication for various purposes such as analyzing situations,

clarifying concepts, and reflecting upon phenomena. There are three elements that govern

intrapersonal communication, namely self-concept, perception and expectation. An individual

that employs certain methods to communicate within themselves and these are internal discourse

where thinking, concentration and analyzing occur, solo vocal communication which involves
 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

speaking out aloud to oneself, and solo written communication that encompasses writing not

intended for others

Interpersonal communication on the other hand is the type of communication that takes

place between people. It is an interaction between people that communicates with each other for

a number of reasons such as to explain, to teach, to inquire, and to inform. The channel of

interpersonal communication consists of four basic elements; sender, message, medium and

receiver. There are verbal and non-verbal forms of communication that are used to conduct

interpersonal communication and these include letters, signs, notes, text messages, e-mails,

memos as well as face-to-face conversations.

“Intrapersonal relationships" were first defined in the literature on communication by Linda

Lederman (1996). She based her conceptualization of intrapersonal relationships on the literature

on interpersonal relationships. A review of the literature on interpersonal relationships suggested

to Lederman that whatever is known of relations between people that is useful in understanding

their communication can be applied and examined as it sheds light on the concept of

intrapersonal relationships and communication. Interpersonal relationships are not observable;

instead, what can be observed are cues that can be interpreted to determine the nature of the

relationships between two people. Erving Goffman (1959) notes that the tie signs between

people, such as hand holding, provide clues as to the nature of the connection (relationship).

Intrapersonal relationships, too, are invisible. The connections between multiple selves are not

visible to outsiders. Instead, inferences are drawn based on the interpretations of verbal and

nonverbal behaviors.
 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

These two kinds of relationship may help students to improve themselves in their

performance on their academics. Cooperative learning is characterized by positive

interdependence, where students perceive that better performance by individuals produces better

performance by the entire group (Johnson, et al., 2014). It can be formal or informal, but often

involves specific instructor intervention to maximize student interaction and learning.

Background of the Study

In their studies, there are so many ways of how the students will learn about the topic. Each

person is unique. Each one is far more complex, mysterious, and profound that no standard

testing instrument can reveal. An interesting fact is that not everybody is strong in the same

areas. Just as we look physically different, we also learn differently. Students possess different

kinds of minds and therefore learn, remember, perform, and understand in different ways. And

some of those are Intrapersonal which the student will learn only by themselves or using internal

vocalization or reflective thinking. While Interpersonal is the way of learning of some students

using communication with other people to help them know or learn the topic. Interpersonal

Relationship is a strong, deep, or close association or acquaintance between two or more person

that may range in duration from brief to enduring.

The researchers chose this topic because this will help us improve our understanding in every

topic. This will help students to identify their strengths and weaknesses in their preferred way of

learning. In that case, the researchers want to know the percentage of learning by Intrapersonal

Relationship and Interpersonal Relationship.

 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

Theoretical Framework

Lisa J. Farwell and Bernard Weiner’s theory of Self-Perceptions of Fairness in Individual

and Group Contexts

Six studies explored self-enhancing beliefs about own fairness relative to others. Persons

reported that it is fair to base punishment on a transgressor's responsibility for his or her actions,

that they base their rewards and punishments more strongly on a target's responsibility than do

others, and that others, but not the self; reward and punish in-group and out-group members

differently. Collectively, these results reveal that persons define their own superior fairness in

terms of judicious use of responsibility information and lack of bias. In contrast, own assistance

to the terminally ill was not described as more strongly based on responsibility, suggesting that

definitions of fairness shift depending on context. Finally, persons consistently described

themselves as relatively benevolent. Results are discussed in relation to expressions of intergroup

bias and the maintenance of fairness self-perceptions.

Intrapersonal and Interpersonal Theories of Motivation from an Attributional Perspective

by Bernard Weiner

Two related attribution theories of motivation are examined. One, an intrapersonal theory,

includes self-directed thoughts (particularly expectancy of success) and self-directed emotions

(pride, guilt, and shame). The second is an interpersonal theory and includes beliefs about the

responsibility of others and other-directed affects of anger and sympathy. These two theories are

respectively guided by the disparate metaphors of the person as a scientist and the person as a

judge. Some experimental evidence supporting the conceptions and the range of phenomena that

they incorporate are examined.

 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

An attributional theory of achievement motivation and emotion by Bernard Weiner

A theory of motivation and emotion is proposed in which causal ascriptions play a key role. It is

first documented that in achievement-related contexts there are a few dominant causal

perceptions. The perceived causes of success and failure share three common properties: locus,

stability, and controllability, with intentionality and globality as other possible causal structures.

The perceived stability of causes influences changes in expectancy of success; all three

dimensions of causality affect a variety of common emotional experiences, including anger,

gratitude, guilt, hopelessness, pity, pride, and shame. Expectancy and affect, in turn, are

presumed to guide motivated behavior. The theory therefore relates the structure of thinking to

the dynamics of feeling and action. Analysis of a created motivational episode involving

achievement strivings is offered, and numerous empirical observations are examined from this.
 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

Conceptual Framework

INDEPENDET VARIABLE DEPENDENT VARIABLE

ACADEMIC

INTRAPERSONAL PERFORMANCE

 Self-knowledge  Quizzes
 Self-control  Exams
 Adaptability  Performances
 Self-motivation

INTERPERSONAL

 Emotional
 Social
 Cultural
 Self-reflection

Figure 1

The Independent and Dependent variable of this study is shown above the graph. The

Independent variable in the Intrapersonal & Interpersonal are consists of different factors and

the Dependent variable are consists of quizzes, exams, and performances.

 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

Statement of the Problem

This research aims to investigate the Study of Intrapersonal and Interpersonal Relationship of

High School and Its Connection to their Academic Performance in Grace Baptist Christian

School of S.Y 2019-2020.

Specifically, this study will answer the following sub-problems:

1. Profile of respondents in terms of:

1.1 Quizzes;

1.2 Exams

1.3 Performances;

2. What are the types of Intrapersonal Relationship of High Schoolstudents

2.1 Assertiveness

2.2 Listening

2.3 Feedback

3. How does the different Interpersonal Relationship of High School students be described

3.1 Public Communication

3.2 Small Group Communication

3.3 Intercultural Communication

4. How does the different Academic Performance be described?

5. Is there a significant connection between Intrapersonal & Interpersonal Relationship of

High School students?

 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

Null Hypothesis

There is no significant difference of Intrapersonal and Interpersonal when individual and

grouped according to profile variables.

Scope and limitations

This study is done to know the percentage of Intrapersonal & Interpersonal Relationship and Its

connection to the Academic Performances of the students in Grace Baptist Christian School of

Cavite.

Significance of the Study

The researcher attempts to conduct a study about the Intrapersonal & Interpersonal Relationship

of High School students and its Connection to their Academic Performance in Grace Baptist

Christian School of Cavite. The findings of this study will benefit the school, the students, the

teachers, the admins, and the future researchers.

Students. They are the learner. In this study the students would benefit because they

would greatly informed about the Intrapersonal & Interpersonal Relationship of the High

School Students and its Connection to their Academic Performance.

Teachers. A person whose occupation is teaching others, especially children. Since they

are assigned to teach the children they would benefits in this study because they would

get a strategy on how to teach their students in a way that children would be more

interested.

Administration. The findings of this study will be benefit the administration because it

can point out the relationship of High School in Intrapersonal & Interpersonal so they

will be informed.
 The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020

Future Researchers. It is hoped that the data will preserved with the future researchers

so they would have a idea about the topic and use this topic.

Definition of Terms

For the purpose of clarification, some terms were defined operationally on how they were used in

the study.

Assertiveness- confident and forceful behavior.

Subsequent- coming after something in time; following.

Social facilitation-can be defined as ‘an improvement in performance produced by the mere

presence of others’. There are two types of social facilitation: co-action effects and audience
effect.

Social inhibition- is a conscious or subconscious avoidance of a situation or social

interaction. With a high level of social inhibition, situations are avoided because of the
possibility of others disapproving of their feelings or expressions.

Exultation- a feeling of triumphant elation or jubilation; rejoicing.

Rudimentary- involving or limited to basic principles.

Dynanism- the quality of being characterized by vigorous activity and progress.

Null- having no legal or binding force; invalid.

Phenomenon- a fact or situation that is observed to exist or happen, especially one whose
cause or explanation is in question.

Encompass- surround and have or hold within.

Erudite- having or showing great knowledge or learning.

Catalyst- a substance that increases the rate of a chemical reaction without itself undergoing
any permanent chemical change.
The study of Intrapersonal and Interpersonal Relationship of High School Students of GBCS and its
Connection to their Academic Performance in S.Y 2019-2020