TABLE OF CONTENTS

CHAPTER .................................................................................................................. 3
1 The Problem and its Background .............................................................................. 3
Introduction .................................................................................................................. 3
Theoretical Framework ................................................................................................ 6
Conceptual.................................................................................................................... 8
Statement of the Problem ........................................................................................... 10
Hypothesis .................................................................................................................. 11
Scope and Limitation of the Study ............................................................................. 11
Significance of the Study ........................................................................................... 12
Definition of Terms .................................................................................................... 13
2 Review of Related Literature and Studies ............................................................. 15
Local Literatures ........................................................................................................ 15
Foreign Literature ....................................................................................................... 18
Local Studies .............................................................................................................. 21
Foreign Studies ........................................................................................................... 23
3 Methodology .............................................................................................................. 26
Research Design ......................................................................................................... 26
Population and Sampling ........................................................................................... 27
Respondents of the Study ........................................................................................... 27
Research Instrument ................................................................................................... 28
Data Gathering Procedure .......................................................................................... 29
Statistical Treatment of Data ...................................................................................... 29
RELATIONAL AMBIGUITY AND ANXIETY LEVEL OF

COLLEGE STUDENTS IN A RELATIONSHIP:

BASIS FOR ACTION PLAN

A Thesis

Presented to the

Faculty of Trimex Colleges

In Partial Fulfillment

Of the Requirement for the Degree

Bachelor of Arts in Psychology

By

Christopher Peñascosas

Krisha Mae Matangihan

2026
 CHAPTER 1

The Problem and its Background

Introduction

Romantic relationships play a significant role in the psychosocial development of

young adults, particularly among college students who are in the stage of emerging

adulthood. During this period, individuals begin to form intimate relationships while

developing emotional independence, identity, and interpersonal competence. However,

not all romantic relationships are clearly defined. In contemporary dating culture, many

young individuals engage in relationships characterized by unclear expectations, lack of

commitment, and ambiguous roles. These types of relationships create what is known as

relational ambiguity, where individuals are uncertain about the status, direction, and

meaning of their relationship.

Relational ambiguity has become increasingly common in modern relationships,

especially among college students who are still exploring emotional connections and

commitment. According to Knobloch and Solomon 1999 as cited by, Sergil & Flora,

relational uncertainty occurs when individuals lack confidence in their understanding of

their own feelings, their partner’s feelings, and the status of the relationship. This

uncertainty is often intensified in relationships where communication is inconsistent and

expectations are not clearly expressed. As a result, individuals may experience confusion,

mixed signals, and difficulty interpreting their partner’s intentions.

 The presence of relational ambiguity is not only a communication concern but also

a psychological issue. When individuals are uncertain about their relationship, they are

more likely to experience emotional distress, overthinking, and heightened sensitivity to

their partner’s behavior. Knobloch (2005) explained that relational uncertainty can lead to

negative emotional responses such as stress, worry, and discomfort due to the

unpredictability of relationship outcomes. Similarly, research has shown that unclear and

unstable romantic relationships are associated with lower relationship satisfaction and

higher emotional distress among individuals.

Anxiety is one of the most common psychological outcomes associated with

relational ambiguity. Anxiety refers to feelings of worry, nervousness, and uneasiness

that arise in response to uncertainty or perceived threats. In the context of romantic

relationships, anxiety may develop when individuals are unsure about their partner’s

intentions, the stability of the relationship, or their role within it. According to

Uncertainty Reduction Theory, individuals are motivated to reduce uncertainty because it

creates psychological discomfort. However, when uncertainty persists or cannot be

resolved, it may lead to increased anxiety and emotional strain.

Among college students, the experience of relational ambiguity may be particularly

significant. Students often face multiple stressors such as academic pressure, social

expectations, and identity development, which may intensify their emotional responses to

relationship issues. When combined with unclear romantic relationships, these stressors

may contribute to higher levels of anxiety and emotional instability. Studies on young

adults have shown that difficulties in romantic relationships, including lack of

communication and unclear expectations, are linked to negative mental health outcomes

such as anxiety and stress.

Despite the growing prevalence of ambiguous romantic relationships, there is still

limited research focusing specifically on how relational ambiguity influences anxiety

levels among college students, particularly in the local context. Most existing studies

focus on relationship satisfaction, communication, or general mental health, but fewer

studies directly examine the link between unclear relationship dynamics and

psychological outcomes such as anxiety. This gap highlights the need for further

investigation into how relational ambiguity affects emotional well-being.

Therefore, this study aims to examine the relationship between relational ambiguity

and anxiety levels among college students. By understanding how unclear romantic

relationships influence psychological well-being, the study seeks to contribute to the

existing literature on interpersonal relationships and mental health, and to provide

insights that may help students develop healthier and more stable relationship dynamics.
Theoretical Framework

This study is anchored on Relational Uncertainty Theory by Leanne K. Knobloch

and Denise H. Solomon, and Uncertainty Reduction Theory by Charles R. Berger and

Richard J. Calabrese. These theories explain how uncertainty in interpersonal

relationships can influence individuals’ emotional responses and psychological

experiences.

Relational Uncertainty Theory explains that individuals often experience

uncertainty in romantic relationships when they are unsure about their own feelings, their

partner’s feelings, or the overall status of the relationship. According to Knobloch and

Solomon (1999), relational uncertainty can arise when communication between partners

is unclear or when relationship expectations are not well defined. When individuals

cannot clearly understand their partner’s intentions or the direction of the relationship,

they may begin to question the stability and meaning of the relationship. This uncertainty

may lead to emotional reactions such as confusion, insecurity, and psychological distress.

In the context of college students, relational ambiguity may occur when individuals are

involved in relationships that lack clear labels, expectations, or commitment. As

uncertainty increases, individuals may experience higher levels of emotional discomfort,

which may contribute to anxiety.

Another theory that supports this study is Uncertainty Reduction Theory, proposed

by Berger and Calabrese (1975). This theory explains that individuals naturally seek to

reduce uncertainty during social interactions because uncertainty often produces feelings

of discomfort and anxiety. According to the theory, people are motivated to gather
information about others in order to better understand their intentions, attitudes, and

behaviors. When individuals have sufficient information about their relationships, they

are able to feel more secure and confident in their interactions.

In romantic relationships, uncertainty reduction becomes particularly important

because individuals often rely on communication and behavioral cues to interpret their

partner’s feelings and intentions. When communication is unclear or when relationship

expectations are not openly discussed, individuals may experience difficulty

understanding their partner’s behavior. This lack of clarity can lead to increased

emotional tension and psychological discomfort. As Berger and Calabrese (1975)

explained, uncertainty can produce anxiety when individuals are unable to predict or

understand the behavior of others.

Relational Uncertainty Theory and Uncertainty Reduction Theory provide the

theoretical foundation for this study by explaining how uncertainty within romantic

relationships can influence emotional and psychological outcomes. Relational

Uncertainty Theory describes how unclear relationship dynamics can create emotional

instability, while Uncertainty Reduction Theory explains why individuals experience

discomfort when they lack clear information about their relationships. These theories

support the assumption that when college students experience relational ambiguity, they

may also experience higher levels of anxiety as they attempt to understand and manage

uncertainty in their interpersonal relationships.

Conceptual Framework

INPUT PROCESS OUTPUT

1. The demographic
profiles of the
respondents in terms of:
1.1 Age;
1.2 Gender; and  Distribution
1.3 Year level
of Validated
2. The respondents Questionnaire
assessment of their  Data
relational ambiguity based gathering
on the following; from selected  Action plan
2.1 uncertainty about
college
relationship status;
2.2 uncertainty about students
partner’s commitment;  Statistical
and treatment
2.3 uncertainty about the
future of the relationship
3. The level of anxiety
among the respondents

Feedback

Figure1. Conceptual Framework of the Study

The study utilizes the Input-Process-Output (IPO) Model to illustrate the systematic

flow of the research, ensuring a logical transition from data identification to the

development of a structured solution.

The first box which contains the variables that will be investigated among the

selected college students. It primarily focuses on the Level of Relational Ambiguity (the
independent variable) and the Level of Anxiety (the dependent variable). These inputs

serve as the foundation for understanding the psychological state of students involved in

situationships.

The middle box outlines the methodology and steps required to analyze the inputs.

This phase begins with the distribution of a Validated Questionnaire for data collection.

The gathered data will undergo Scoring and Interpretation to determine the severity of the

variables. Finally, Pearson r will be employed as the statistical treatment to test the

significant relationship between relational uncertainty and student anxiety levels.

The third box identifies the final product of the study, which is the Action Plan.

This output is designed to provide institutional recommendations, such as mental health

programs or guidance interventions, to help students navigate the emotional complexities

of modern relationships.

The Feedback Loop, represented by the arrow connecting the Output back to the

Input, indicates that the findings of this study are part of a continuous process of

improvement, potentially serving as a baseline for future research or refined institutional

policies at Trimex Colleges.

Statement of the Problem

This study aims to determine the influence of relational ambiguity on the anxiety

level of College Students as basis for the development of an action plan.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age;

1.2 Gender; and

1.3 Year level

2. How do the respondents asses their relational ambiguity based on the following;

2.1 uncertainty about relationship status;

2.2 uncertainty about partner’s commitment; and

2.3 uncertainty about the future of the relationship?

3. How is the level of anxiety among these respondents described?

4. Is there a significant difference in the level of anxiety of the respondents when

grouped according to the demographic profile?

5. Is there a significant relationship between relational ambiguity and anxiety level

of the respondents?

6. Based on the results, what action plan should be developed?

Hypothesis

The following hypothesis was tested at 0.05 level of significance:

H0: There is no significant difference in the level of anxiety of the respondents when

grouped according to the demographic profile.

H0: There is no significant relationship between relational ambiguity and anxiety

levels of the respondents.

Scope and Limitation of the Study

This study focuses on examining the relationship between relational ambiguity and

anxiety levels among college students. Specifically, it aims to assess the relational

ambiguity experienced by students and their corresponding level of anxiety using GAD-7

anxiety scale.

The participants of the study are college students enrolled during the school year

2025-2026 in Trimex Colleges, located in Poblacion, Biñan. The respondents are those

who had experienced or are currently experiencing romantic relationships, particularly

those characterized by unclear or undefined relationship status.

On the other hand this study is limited to college students only and does not include

senior high school or graduate students.

 The study is also limited to relational ambiguity as the primary independent

variable and anxiety as the dependent variable. Other psychological factors such as

depression, self-esteem, attachment styles, and emotional intelligence are not included in

the analysis to maintain focus and manageability of the study.

In terms of methodology, the study uses a quantitative descriptive-correlational

design and relies on self-reported data collected through a survey questionnaire.

Qualitative methods such as interviews or observations are not included.

Furthermore, the anxiety levels measured in this study are based only on the

respondents’ current experiences within the past two weeks, as assessed by the GAD-7.

The study does not measure past anxiety during previous relationship experiences.

Lastly, the findings of the study are limited to the selected respondents and setting,

and therefore may not be generalized to all populations.

Significance of the Study

Due to the increasing emotional challenges faced by college students in modern

relationship setups, this study will be significant to the following:

Students. They will gain better understanding of how relational ambiguity can

affect their emotional well-being and anxiety levels. The findings may help them become

more aware of their emotional responses and relationship patterns.

 Parents. This study may help parents understand the emotional experiences of their

children when it comes to unclear or undefined romantic relationships.

Guidance Counselors. The results of the study may provide useful information in

designing programs or interventions that address relationship related anxiety among

students.

The Institution. The findings may contribute to the development of mental health

awareness programs that promote emotional well-being among students.

Future Researchers. The study may serve as a reference for future research related

to modern relationship dynamics, relational uncertainty, and mental health among young

adults.

Definition of Terms

The following are defined operationally and lexically to provide a common frame

of reference:

Anxiety. Conceptually, it refers to feelings of worry, nervousness, or tension that arise in

response to perceived uncertainty or threat (Spielberger, 1983). In this study, anxiety

refers to the level of emotional distress experienced by the respondents as measured by

the GAD-7.

College Students. These refer to officially enrolled students at Trimex Colleges during

the Academic Year 2025 to 2026 who meet the criteria of the study.
Relational Ambiguity. Conceptually, relational ambiguity refers to uncertainty

individuals experience regarding the status, meaning, and future direction of their

romantic relationship (Knobloch & Solomon, 1999). In this study, it refers to the level of

uncertainty about relationship status, partner commitment, and future direction as

measured by the relational ambiguity questionnaire.

 CHAPTER 2

Review in Related Literature and Studies

Local Literatures

Romantic relationships are an important part of the life of young adults, especially

college students who are in the stage of emerging adulthood. During this stage,

individuals begin to explore intimate relationships while developing emotional

independence and social skills. In the Philippine context, romantic relationships are

influenced by cultural values, family expectations, peer influence, and media exposure.

According to Corazon M. Raymundo et al. (2009), Filipino youth develop their

understanding of love and relationships through family, friends, and social environment.

These influences shape their expectations regarding commitment, emotional expression,

and relationship roles. Because of these different influences, young individuals may

experience confusion and uncertainty in romantic relationships, especially when

expectations are not clearly defined.

Relationship satisfaction is another important concept in romantic relationships. It

refers to how individuals evaluate the quality of their relationship based on

communication, trust, respect, and emotional support. According to Lilibeth Garcia and

Marilyn Santiago (2014), good communication and emotional understanding between

partners lead to higher relationship satisfaction, while lack of communication and

unresolved conflicts may lead to dissatisfaction and emotional stress. This shows that

communication plays an important role in maintaining a healthy romantic relationship.

 Modern technology, particularly social media, has also changed how relationships

are formed and maintained among young people. According to Dave E. Marcial (2022),

social media allows Filipino college students to communicate easily and maintain their

relationships despite distance and busy schedules. However, online communication may

sometimes lead to misunderstandings because messages can be interpreted differently

without tone of voice and facial expressions. Miscommunication may lead to confusion

and relational uncertainty between individuals.

Emotional intelligence is also an important factor in maintaining healthy

relationships. Emotional intelligence refers to the ability to understand and manage one’s

emotions and the emotions of others. According to the Asia Pacific Journal of

Multidisciplinary Research (2017), students with higher emotional intelligence are better

at handling conflicts, communicating their feelings, and maintaining positive

relationships. On the other hand, individuals with low emotional intelligence may have

difficulty expressing emotions, which may lead to misunderstandings and conflicts in

relationships.

Similarly, the International Journal of Social and Humanities Research (2023)

explained that emotional intelligence and attachment patterns influence how individuals

behave in romantic relationships. Individuals who are emotionally aware and expressive

tend to have better communication and relationship satisfaction, while those who have

difficulty understanding their emotions may experience relationship problems and

emotional stress.
 Mental health is another important factor that affects romantic relationships among

young adults. Many college students experience stress, anxiety, and depression due to

academic pressure, family responsibilities, and interpersonal problems. A study by Cheryl

T. Tee et al. (2023) found that many Filipino college students experience moderate to

high levels of depression, anxiety, and stress, which may affect their relationships and

daily functioning. Emotional stress may influence how individuals interpret relationship

situations and respond to relationship conflicts.

In addition, national reports from the Commission on Higher Education show that

mental health concerns such as anxiety and stress are common among college students in

the Philippines. These emotional problems may affect students’ social relationships,

communication patterns, and emotional stability, which may also influence their romantic

relationships.

Social relationships also play an important role in the emotional well-being of

young individuals. According to the Philippine Institute for Development Studies,

interpersonal relationships, including romantic relationships, significantly influence the

emotional well-being and life satisfaction of Filipino youth. Positive relationships may

improve emotional well-being, while problematic relationships may lead to stress and

anxiety.

Furthermore, YAFS4 (DRDF & UPPI, 2016) show that Filipino youth begin

forming romantic relationships during adolescence and early adulthood. During this

stage, individuals are still learning about commitment, communication, and emotional
expression, which may sometimes lead to confusion and uncertainty in relationships due

to lack of experience and unclear expectations.

Foreign Literature

Relational uncertainty is an important concept in understanding the dynamics of

romantic relationships, particularly relationships that are not clearly defined. Relational

uncertainty refers to the degree of confidence individuals have in their perceptions of

involvement within interpersonal relationships, including uncertainty about one’s own

feelings, the partner’s feelings, and the status of the relationship. These types of

uncertainty commonly occur in romantic relationships where expectations, commitment,

and relationship roles are not clearly communicated (Knobloch & Solomon, 1999, as

cited in Stager & Schrodt, 2023). When individuals are uncertain about their relationship,

they may experience confusion and emotional discomfort due to the lack of clarity in the

relationship.

Relational uncertainty has also been found to influence emotional responses in

romantic relationships. When individuals experience uncertainty about their partner’s

feelings or the future of the relationship, they may experience stress, worry, and

emotional distress. These emotional responses occur because uncertainty creates

psychological discomfort and fear of negative outcomes in the relationship (Knobloch,

2005, as cited in Goodboy et al., 2023). This suggests that relational uncertainty is not
only a communication issue but also an emotional and psychological concern in romantic

relationships.

In addition, relational uncertainty significantly affects communication behavior

between romantic partners. Individuals who experience high relational uncertainty tend to

communicate less clearly and may avoid relationship-related conversations because they

are unsure of their partner’s reactions. This may result in mixed signals, unclear

relationship expectations, and misunderstandings between partners (Knobloch, 2006, as

cited in Knobloch-Fedders et al., 2024). As a result, unclear communication may increase

relational uncertainty and emotional distress between individuals.

Changes in relational uncertainty over time also influence relationship dynamics.

When relational uncertainty increases, individuals may become more sensitive to their

partner’s behavior and may interpret situations more negatively. This may lead to

emotional instability and changes in communication patterns within the relationship

(Knobloch & Solomon, 2003, as cited in Goodboy, 2021). This finding shows that

relational uncertainty can affect both emotional and communication aspects of romantic

relationships.

Furthermore, relational uncertainty affects how individuals interpret messages

within romantic relationships. Individuals experiencing relational uncertainty are more

likely to interpret their partner’s messages negatively or inaccurately, which may lead to

misunderstandings and overthinking. These negative interpretations may increase feelings

of insecurity and anxiety, especially in relationships where communication is inconsistent

or unclear (Knobloch et al., 2007, as cited in Mikkelson & Ray, 2024).

 Relational uncertainty also affects how individuals process relationship-related

information. Individuals who are uncertain about their relationships may have difficulty

understanding relationship cues and signals, which may lead to confusion about

relationship status and expectations. This confusion may create ambiguity in romantic

relationships and may result in emotional discomfort (Knobloch & Solomon, 2005, as

cited in Stager & Schrodt, 2023).

In recent literature, relational uncertainty has been examined within relational

turbulence theory, which explains how uncertainty creates instability in romantic

relationships. When relational uncertainty is high, emotional reactions become stronger

and communication becomes more difficult, which may result in unstable relationship

patterns and emotional stress (Goodboy, 2021). This instability is often observed in

relationships where commitment and expectations are not clearly defined.

Moreover, relational uncertainty has been linked to communication avoidance and

hesitation in romantic relationships. When individuals are uncertain about their

relationships, they may avoid discussing relationship issues because they fear rejection,

conflict, or negative reactions from their partner. This behavior is consistent with

Uncertainty Reduction Theory, which explains that individuals attempt to reduce

uncertainty through communication, but may also avoid communication when they

perceive communication as risky (Knobloch et al., 2010, as cited in Goodboy et al.,

2023).

Recent studies continue to support the role of relational uncertainty in relationship

stability and emotional experiences. Relational uncertainty has been found to influence
relationship conversations, emotional experiences, and overall relationship stability.

Higher levels of uncertainty are associated with negative relationship outcomes such as

emotional distress and dissatisfaction (Stager & Schrodt, 2023).

Additionally, relational uncertainty has been found to influence commitment and

relationship satisfaction. Individuals who experience high relational uncertainty tend to

have lower levels of commitment and relationship satisfaction, which may lead to

emotional insecurity and anxiety. When individuals are unsure about their relationship,

they may experience overthinking, worry, and emotional stress, which may contribute to

anxiety (Mikkelson & Ray, 2024).

Local Studies

A study conducted by Loyola, Padunan, and Punto (2025) explored the experiences

of college students involved in ambiguous romantic relationships. The findings revealed

that the absence of clear labels and expectations in relationships leads to emotional

confusion, overthinking, and difficulty in interpreting a partner’s intentions. These

experiences reflect relational ambiguity, which may contribute to emotional distress and

anxiety among students.

Similarly, Deniega, Revillo, and Villanueva (2024) examined how Filipino

adolescents understand undefined romantic relationships. The study found that

participants described such relationships as unclear, unstable, and emotionally

challenging. The lack of commitment and communication resulted in confusion and

uncertainty, suggesting that relational ambiguity can negatively affect emotional well-

being.

A correlational study by Panilag and Taray (2023) investigated the relationship

between close relationship dynamics and social anxiety among college students. The

results showed that individuals who experience uncertainty and insecurity in relationships

tend to report higher levels of anxiety. This indicates that relational ambiguity may

contribute to psychological distress.

In another study, Yap (2024) examined the role of stress in romantic relationships

among Filipino couples. The findings showed that emotional stress affects

communication, emotional regulation, and relationship satisfaction. These results suggest

that uncertainty in relationships may increase emotional stress and contribute to anxiety.

A narrative study by Manalili & Malcampo (2024) explored the romantic

experiences and relationship standards of young adults. The study found that individuals

in this age group are still developing their understanding of commitment and emotional

connection. As a result, many relationships lack clear expectations, leading to confusion

and uncertainty, which may contribute to emotional stress.

A study presented by Suaco & Gadgad (2021) examined the effects of romantic

relationships on students’ emotional well-being. The findings showed that unstable and

unclear relationships are associated with higher levels of anxiety and emotional distress.

This suggests that lack of clarity in relationships may negatively affect students’ mental

health.
 Delizo, Dapliyan, Ban-eg, Canlas, Yusingco, Tong, and Astudillo (2026) examined

situationships as modern romantic relationships characterized by unclear labels, low

commitment, and undefined boundaries. The study found that individuals in such

relationships experience relational ambiguity due to uncertainty in expectations and roles.

Although situationships offer flexibility, the lack of clarity may lead to emotional tension

and psychological discomfort.

Foreign Studies

A study conducted by Slatcher et al. (2011) examined the relationship between

relational uncertainty and physiological stress responses in romantic relationships. The

findings revealed that individuals who experience higher levels of relational uncertainty

also show increased cortisol levels, which indicate higher stress. This suggests that

uncertainty in romantic relationships is not only emotional but also affects individuals

physically, contributing to stress and anxiety.

Similarly, Knobloch and Theiss (2019) investigated relational turbulence in dating

relationships. The study found that relational uncertainty plays a significant role in

creating instability in romantic relationships. When individuals are unsure about their

partner’s feelings or the status of the relationship, they tend to experience emotional ups

and downs, communication problems, and conflict. These conditions may lead to

increased emotional distress and anxiety.

 A more recent study by Stager and Schrodt (2023) explored the effects of relational

uncertainty on communication in romantic relationships. The findings showed that

relational uncertainty influences how individuals communicate with their partners, often

leading to avoidance of important conversations and misunderstandings. This lack of

clear communication may increase confusion and emotional stress between partners.

In a study conducted by Valdez et al. (2026), emotional ambiguity in modern

romantic relationships was examined. The results showed that individuals involved in

unclear or undefined relationships often experience confusion, emotional instability, and

difficulty understanding their partner’s intentions. These findings highlight how

ambiguous relationships may lead to relational uncertainty and negatively affect

emotional well-being.

Nguyen et al. (2023) examined the relationship between self-concept clarity and

anxiety among college students. The findings revealed that individuals with lower self-

concept clarity tend to experience higher levels of anxiety. This suggests that uncertainty

about oneself and one’s role in a relationship may contribute to emotional distress and

anxiety.

Another study by Nguyen et al. (2024) investigated emotional self-efficacy and

social interaction anxiety among students. The study found that individuals who have

difficulty managing their emotions are more likely to experience anxiety in social

interactions. This suggests that emotional regulation plays an important role in managing

anxiety, particularly in interpersonal relationships.

 Lopez et al. (2024) examined the relationship between adult attachment and

psychological stress in romantic relationships. The findings revealed that individuals who

experience insecurity in relationships tend to have higher levels of stress and anxiety.

This suggests that uncertainty and insecurity in relationships may contribute to negative

emotional outcomes.

A study by Santini et al. (2021) investigated the relationship between relationship

quality and anxiety among university students. The results showed that poor relationship

quality is associated with higher levels of anxiety and emotional distress. When

relationships lack stability and clear communication, individuals are more likely to

experience negative emotional outcomes.

Roberts (2020) conducted a study on relational uncertainty in romantic

relationships. The findings revealed that individuals who experience high relational

uncertainty tend to engage in overthinking and may struggle with decision-making in

relationships. This uncertainty may lead to emotional distress and increased anxiety.

Finally, Lee et al. (2023) examined loneliness and depression among college

students. The study found that students who experience difficulties in their relationships

are more likely to report loneliness and depressive symptoms. These findings suggest that

relationship problems, including uncertainty and lack of emotional connection, may

contribute to negative psychological outcomes such as anxiety.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research methodology used in the study. It includes the

research design, population and sampling technique, respondents of the study, research

instrument, data gathering procedure, and the statistical treatment of data.

Research Design

This study will utilize the descriptive-correlational research design. According to

McCombes (2019), a descriptive research design aims to accurately and systematically

describe a population, situation, or phenomenon. In this study, the descriptive aspect is

utilized to determine the demographic profile of the 100 respondents and their current

levels of relational ambiguity and anxiety.

On the other hand, a correlational research design is a type of non-experimental

research in which the researcher measures two variables and assesses the statistical

relationship between them with little or no effort to control extraneous variables

(Bhandari, 2021). This design is most appropriate for the study as it seeks to establish

whether a significant relationship exists between relational ambiguity in situationships

and the anxiety levels experienced by college students at Trimex Colleges. By utilizing

this combined approach, the researchers can provide a detailed status of the students'

emotional well-being while simultaneously testing the connection between the lack of

relationship clarity and psychological distress.

Population and Sampling

The target population of the study consists of college students at Trimex Colleges

for the Academic Year 2025-2026. The researchers will employ Purposive Sampling, a

non-probability sampling technique where respondents are selected based on specific

criteria set by the researchers. The inclusion criteria for this study are: (1) currently

enrolled students of Trimex Colleges, and (2) individuals who are currently in, or have

recently experienced, a "situationship." A total sample size of one hundred (100)

respondents will be utilized to provide a substantial data set for the quantitative analysis.

Respondents of the Study

The respondents of the study are 100 purposively selected students from Trimex

Colleges located in Biñan, Laguna. These participants are specifically chosen because

they possess the unique lived experience of relational ambiguity required to address the

research problems. The researchers will ensure representation across different academic

departments and year levels to capture a comprehensive perspective on how undefined

romantic labels impact the anxiety levels of the student body.

Research Instrument

The primary tool for data collection is a structured survey questionnaire. To ensure

academic rigor, the instrument is divided into three sections:

Part I: Demographic Profile – Gathers the personal data of the 100 respondents,

including age, sex, and year level.

Scale Range Verbal Interpretation

5 4.2 – 5.00 Strongly Agree

4 3.40 – 4.19 Agree

3 2.60 – 3.39 Slightly Agree

2 1.80 – 2.59 disagree

1 1.00 – 1.79 Strongly Agree

Part II: Relational Ambiguity Scale – A Likert-scale questionnaire designed to measure

the degree of uncertainty, lack of commitment, and absence of labels in the respondents'

relationships.

Part III: Anxiety Level Scale – The anxiety level of the respondents will be measured

using the Generalized Anxiety Disorder-7 (GAD-7) scale developed by Spitzer et al.

(2006). The GAD-7 is a validated and widely used screening tool consisting of seven

items that measure the severity of anxiety symptoms. It uses a 4-point Likert scale

ranging from 0 (not at all) to 3 (nearly every day). The scale has been proven to be

reliable and valid in various populations, including college students.

Data Gathering Procedure

The researchers will adhere to a systematic process in gathering the data:

1. A formal letter of request will be submitted to the Administration and the Research

Department of Trimex Colleges to seek permission to conduct the study.

2. Potential respondents will be screened based on the purposive criteria to ensure they

meet the 100-sample requirement.

3. Informed consent will be obtained from each participant. They will be briefed on the

study's purpose, their right to withdraw at any time, and the assurance that their data will

be handled with confidentiality under the Data Privacy Act.

4. The survey will be administered through Google Forms and physical copies where

necessary. Once the 100 valid responses are collected, the data will be encoded for

analysis.

Statistical Treatment of Data

To provide a scientific interpretation of the results, the following statistical tools

will be employed:

1. Frequency and Percentage: This will be used to summarize the demographic

distribution of the 100 respondents.

2. Weighted Mean: This will be used to calculate the average responses for the

Relational Ambiguity and Anxiety Level scales, allowing the researchers to determine the

prevailing intensity of these variables.

3. ANOVA.( THIS WILL BE USED TO DETERMINE THE DIFFERENCE)

3. Pearson r Correlation Coefficient: This will be the primary inferential tool use to

determine the direction and strength of the relationship between relational ambiguity and

anxiety levels. The results will determine whether the null hypothesis is accepted or

rejected at a specific significance level (0.05).

∑(𝒙𝒊 −𝒙)(𝒚𝒊 −𝒚)

Formula: 𝒓 =
√∑(𝒙𝒊 −𝒙)𝟐 √(𝒚𝒊 −𝒚)²

Where:

r = correlation coefficient

𝒙𝒊 = values of the x-variable in a sample

𝒙 = mean of the values of the x-variable

𝒚𝒊 = values of the y-variable in a sample

𝒚 = mean of the values of the y-variable

 REFERENCES

A. BOOKS

Raymundo, C. M., Xenos, P., & Domingo, L. (2009). Youth and sexuality in the

Philippines. University of the Philippines Population Institute.

B. JOURNALS / PERIODICALS

Garcia, L., & Santiago, M. (2014). Relationship satisfaction and communication

among adolescents. Philippine Journal of Psychology, 47(2), 45–60.

Goodboy, A. K. (2021). Relational turbulence theory and relationship dynamics.

Communication Studies, 72(4), 421–436.

[Link]

Goodboy, A. K., Baker, J. P., & Bolkan, S. (2023). Relational uncertainty and

emotional distress. Journal of Social and Personal Relationships, 40(2), 233–250.

[Link]

Knobloch, L. K. (2005). Relational uncertainty and emotional responses. Human

Communication Research, 31(2), 219–240. [Link]

2958.2005.tb00870.x⁠

Knobloch, L. K. (2006). Relational uncertainty and communication behavior.

Communication Quarterly, 54(1), 3–26. [Link]

Knobloch, L. K., & Solomon, D. H. (1999). Measuring relational uncertainty.

Communication Research, 26(3), 273–304. [Link]

 Knobloch, L. K., & Solomon, D. H. (2003). Relational uncertainty and partner

interference. Communication Monographs, 70(3), 265–282.

[Link]

Knobloch-Fedders, L. M., et al. (2024). Relational uncertainty and communication

patterns. Communication Research, 51(1), 88–110.

Lee, S., et al. (2023). Loneliness and depression among college students. Journal of

Mental Health, 32(4), 455–462. [Link]

Lopez, M., et al. (2024). Adult attachment and psychological stress. Journal of

Family Psychology, 38(1), 25–36.

Marcial, D. E. (2022). Social media use and communication among college

students. Asia Pacific Journal of Education, Arts and Sciences, 9(3), 12–18.

Mikkelson, A. C., & Ray, C. D. (2024). Relational uncertainty and anxiety. Journal

of Communication Research, 52(1), 77–95.

Nguyen, T., et al. (2023). Self-concept clarity and anxiety. Journal of Anxiety

Studies, 45, 102–110.

Nguyen, T., et al. (2024). Emotional self-efficacy and social anxiety. Journal of

Behavioral Psychology, 39(2), 150–162.

Santini, Z. I., et al. (2021). Relationship quality and anxiety. Journal of Affective

Disorders, 295, 120–128. [Link]

 Slatcher, R. B., et al. (2011). Relational uncertainty and cortisol. Psychological

Science, 22(5), 622–628. [Link]

Stager, K. L., & Schrodt, P. (2023). Relational uncertainty and communication.

Journal of Social and Personal Relationships, 40(5), 1456–1475.

[Link]

Tee, C. T., et al. (2023). Depression, anxiety, and stress among students. Philippine

Journal of Health Research, 27(1), 34–42.

C. THESES / DISSERTATIONS

Delizo, S. K. D., Dapliyan, Y. A. R., Ban-eg, H. T. A., Canlas, C. A. F., Yusingco,

E. R., Tong, N. I. D., & Astudillo, A. B. III. (2026). Navigating ambiguity: An in-depth

exploration of situationships in contemporary romantic relationships. DLSU Research

Congress.

Deniega, C. F. D., Revillo, T. C. A., & Villanueva, C. M. (2024). Defining the

undefined: Exploring situationship among Filipino adolescents. De La Salle University.

Loyola, M., Padunan, J., & Punto, R. (2025). Love without labels: A

phenomenological study of situationships. Calamba City.

Manalili, J., & Malcampo, A. (2024). Romantic experiences of Generation Z.

Philippine research study.

Panilag, R., & Taray, M. (2023). Relationship patterns and social anxiety among

students. Undergraduate thesis.

 Suaco, P., & Gadgad, R. (2021). Romantic relationships and emotional well-being.

Student research.

Yap, K. (2024). Stress and romantic relationships among Filipino couples.

Academic research.

D. ONLINE SOURCES

Asia Pacific Journal of Multidisciplinary Research. (2017). Emotional intelligence

and relationships. Retrieved from [Link]

International Journal of Social and Humanities Research. (2023). Emotional

intelligence and attachment. Retrieved from [Link]

Philippine Institute for Development Studies. (2018). Youth well-being report.

Retrieved from [Link]

University of the Philippines Population Institute. (2016). YAFS4 report. Retrieved

from [Link]