CORRELATION BETWEEN ATTACHMENT STYLES, INTERPERSONAL

ADJUSTMENT EXPRESSIONS, AND SELF-MANAGEMENT OF

COLLEGE ACADEMIC SCHOLARS IN THE
UNIVERSITY OF CEBU-BANILAD

A Research Proposal
Presented to the Faculty of
University of Cebu-Banilad
Cebu City, Philippines

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Psychology

by

CRES PAUL PALMER BANDA JUSTINE RESTY EVAROLA CAYME

JESSA MAE PAKINGAN LEYSON IANIE NEMEÑO OLIVAR

December 2023
 iii

ACKNOWLEDGEMENT

This research endeavor could not be fulfilled to its completion,

without the bestowment of utmost trust, support, and fervent intervention of

the people who have exercised their choice to do so. The researchers would

like to amplify their profound appreciation for the invaluable assistance and

significant contributions of the following:

To Reymart R. Luspe, MACP, RPsy, the research adviser, who have

gone above and beyond to provide the kind of support and confidence that

exceeded any point of doubt and demotivation towards the realization of this

study;

To the panel of examiners, Dr. Judy Ann Ferrater - Gimena, Fe S.

Amoroto and Dr. Feliciana Cardente- Yap, for their contributions in time

and in effort as content experts to ponder on the steps of improvements for

this study;

To Ms. Roselita Doming, for her valuable furtherance as this study’s

statistician;
 iv

To the University of Cebu - Banilad Scholarship Office, for the

helpful facilitation with the gathering of crucial information for the target

respondents of this research;

To the college academic scholars, the respondents, for

enthusiastically and voluntarily partaking in the survey; and

Researcher’s block mates, batch mates, and workmates, for their

relentless understanding, helpful initiatives and collaborative assistance that

have tremendously impacted the crafting of this study, since day one.
 v

DEDICATION

The route towards the full course of this research study was never a

straight path, but filled with hard turns and bumpy shortcomings.

Nevertheless, the researchers made it to this part because of the people who

lifted, supported, and sharpened their edge as a group, and as an individual.

Thus, this research study is humbly dedicated to:

To Almighty God, for the unwavering divine intercession which

translated into knowledge, wisdom, and sustenance that became the

researcher’s primary weapon to conquer any academic adversities and

doubts that they have struggled along the way;

To their family, relatives, and friends that paved the way for financial,

emotional, and spiritual support throughout the most challenging phase of

their lives as a student; and

 vi

To their significant others, who have tirelessly shown support by all

means in the painstaking undertaking and development of every fragment of

this research study.

ABSTRACT
 vii

TABLE OF CONTENTS

PAGE

Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication v
Abstract vi
Table of Contents vii

CHAPTER

1 THE PROBLEM AND ITS SCOPE 1

INTRODUCTION 1

Rationale of the Study 1

Theoretical Background 6
 viii

THE PROBLEM 26

Statement of the Problem 26

Statement of Null Hypothesis 28

Significance of the Study 28

RESEARCH METHODOLOGY 30

Research Design 30

Research Environment 32

Research Respondents 32

Research Instrument 33

Content Validity 35

Research Procedure 36

Ethical Considerations 38

DEFINITION OF TERMS 41

REFERENCES 42

APPENDICES

A-Transmittal Letters 56

A1- Transmittal Letter to Scholarship Office 56

 ix

A2 - Transmittal Letter to Deans and Chairpersons 57

A3- Transmittal Letter for Expert’s Content Validation

59

A4– Academic Scholars Data From Scholarship Office

61

A5 – Certificate of Content Validation 63

B- Informed Consent Form 65

C- Research Instrument 75

C1- Attachment Style 75

C2 – Interpersonal Adjustment Expressions 77

C3 – Self-management 80

D- Location Map 82

E-UCAREC Approval 83

LIST OF TABLES AND FIGURES

List of Tables
 x

Table Description Page

List of Figures

Figure Description Page

1 Research Flow 39
 CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION

Rationale of the Study

Today’s competitive world can also be found in the quadrant of every

university building. To keep pace with, the students face various academic

problems including exam stress, disinterest in attending classes and the

inability to understand a subject. These problems will lead to academic

stress which is thoroughly investigated by the previous researchers. It

involves mental distress regarding the anticipated academic challenges,

failure, or even the fear of possibility of academic failure (Deb et al., 2015).

This academic stress has become a concern and several researchers have

found that excessive levels of academic stress can result in an increased

prevalence of psychological and physical problems like depression, anxiety,

nervousness and stress related disorders, which in turn can affect their

academic results (Thakkar, 2018). In addition to the fact, the study of Pascoe

et. al (2020) shows that academic stress can reduce motivation, hinder

academic achievement, and can lead to increased college dropout rate.

 2

Globally, there was a study conducted in the United States which is

also indicated in the reports from Student Stress Statistics and it revealed

that 45% of students in high school admit being stressed almost every day in

school and 50 % of middle school students reported feeling stressed over

academics all the time, while in other states 75% of high school students felt

the same. According to what Quiliano and Quiliano (2020) have reported, on

a universal scale, 14% of youth suicides were related to academic stress. In

addition, in the United Kingdom, a student commits suicide every four days,

being the first cause of death for individuals under 34 years old. Also, the

Quiliano and Quiliano (2020) pointed out that in North America, suicide is

considered as the second cause of death among university students and 40%

of them showed serious depression. The writers also reported that in Mexico,

suicide is the third cause of death among the population in the age group

between 15 and 24 (Quiliano and Quiliano, 2020). Academic stress has been

identified as the main cause in these alarming figures (Reddy et al., 2018).

Regionally, in the universities both private and public in Central

Luzon, Philippines there was studies conducted and as part of this studies

they surveyed three hundred eighty two (382) college students and the

results showed that academic stress became the contributor to their sleeping

problems, low self-confidence and moodiness (Cruz, 2019). In the study

 3

conducted by Cubillas et al., (2022) to 127 students in Caraga State

University, Butuan City, Philippines, they claimed that students’ level of

stress related to academic expectation is moderately extensive, this implies

that students may experience stress over expectations set for them by the

academe. This could be as a result of the unhealthy and unrealistic

competition and expectations that exist in their studies.

Cebu has country’s highest suicide rate and this are common to

students in which they need proper guidance in their home and in school

(Pressreader, 2019). In the study conducted in Cebu Doctor’s University ,

there were 60.6 % students who scored moderately in academic stress and

4.7 % of students scored severely in academics (Herdin, 2023). In an

interview conducted by the researchers, the Scholarship coordinator of the

University of Cebu-Banilad emphasized that stress is one of the factors as to

why the number of students, especially the number of academic scholars has

reached a significant decrease for the 2nd semester of S.Y 2023-2024.

Numerous studies have examined the concept of attachment style,

interpersonal adjustment expression and self-management. For instance,

Tanner (2018) investigated the best predictor (e.g., secure parental

attachment, self-regulation, or resilience) of college adaptation, the

combined contribution of the variables in predicting college adaptation, and

 4

whether a bivariate relationship existed between the variables and

subcomponents of college adaptation. Also, Hardy and Barkham (2011)

investigated the relationship between anxious/ambivalent attachment style

and aspects of work behavior. Meanwhile, Yazdanbakhsh et al. (2017)

investigated the relationship between attachment styles, self-regulation, and

academic achievement in students. Also, Zhang (2012) investigated the

effects of attachment anxiety and avoidance, two aspects of adult attachment

styles, on young adults' intentions to change themselves in response to

different regulatory tactics employed by a close friend (i.e., a romantic

partner or best friend). Furthermore, Koole (2011) shed more light on the

interface between self-regulation and interpersonal relationships. The above

mentioned studies solidifies the idea that the variable of this study has a

direct and indirect relationship to one another. However, the previous studies

are solely focused on a specific attachment style and vaguely discussed the

relationship of interpersonal adjustment expression. Also, the majority of the

studies’ respondents are students in general. Nevertheless, this study will

thoroughly discuss the relationship of attachment style, interpersonal

adjustment expression and self-management, granted that the researchers

incorporated not just one but the different types and specifications that are

under attachment style and interpersonal adjustment expression. Also, this

 5

study will give more emphasis to College Academic Scholars, which are

known to be more competitive and self-focused students.

The researchers are students of Bachelor of Science in Psychology,

who possess a core foundation and knowledge in the concepts of

developmental psychology. This field focuses on people’s overall change

and growth across their lifespan and answers the question, how do people

develop physically, mentally, socially, and emotionally.

Academic stress adversely affects academic performance of the

students. One of them can be regarded as academic failure and identifies the

current situation of the college academic scholars. With this, there is a need

to conduct of study in different areas (i.e,.attachment style and interpersonal

adjustment expression) relating to self-management. This can create a

proposed enhancement program that is beneficial for ongoing academic

scholars and future academic scholars.

 6

Theoretical Background

This research utilized one (1) anchored theory, and two (2) supporting

theories that could possibly explain the linkage of attachment styles,

interpersonal adjustment expressions, and self-management. The anchored

theory is the Theory of Learned Resourcefulness by Michael Rosenbaum

(1980) and supported by the theory of Interpersonal Adjustment Expression

by Karen Horney (1945) and Attachment Theory by John Bowlby (1958).

According to Rosenbaum, individuals can acquire resourcefulness

through exposure to challenging situations, which prompts them to develop

adaptive strategies and a sense of self-efficacy. Through active engagement

with stressors, individuals learn to reinterpret obstacles as manageable

challenges, leading to a greater sense of control and well-being.

Rosenbaum's perspective highlights the dynamic interplay between

environmental demands and personal resources in shaping individuals'

ability to effectively cope with adversity.

In line with this, Kennett (2010) stated that learned resourcefulness

(i.e. self-management) is learned. Precisely, starting in early childhood of an

individual, they begin to learn problems - solving, planning skills,

communicating and building relationships with other people, regulating

 7

emotions, making decisions, understanding situations, and self-management

strategies throughout life. Because individuals differ in their learned

histories and that there would be substantial differences in learned

resourcefulness skills in every individual (Akgun & Ciarrochi, 2003).

Karaoglu and Yaclin (2022), elaborated that the theory of Learned

Resourcefulness postulates the ability to organize a person’s behavioral,

emotional, attachment, cognitive, and sensory internal events that hinder an

individuals’ to achieve desired behavior during daily activities. The

proponents claimed that learned resourcefulness is a concept that influences

a wide range of behavioral outcomes, includes successfully coping with

various stressful situations, relationship conflict, difficulties in socialization,

and emphasizes individual differences in self-control abilities.

Individuals with high levels of resourcefulness are better able to

handle difficult or threatening situations than those with low levels Kennett

(2010). Furthermore, it has been explained that people who achieve high

levels of success are also academically strong (Rong, 2020). These

individuals set goals to achieve them, use effective problem-solving

strategies, think positively despite academic expectations and obstacles, trust

information from social and non-social sources (such as libraries), take

 8

notes, create a learning environment, and abide by the results of their actions

(punishments or rewards) (Dönmez & Genç, 2006).

On the other hand, Kennett (2010) postulates that people with low

level of resourcefulness are prone to surrendering when faced with

challenges in day to day life and attribute failures to their personal

incompetence, that includes with their academics, work, personal endeavor,

and does not able to manage stress or problems. In addition, he explained

that people with low levels of learned resourcefulness are having difficulties

with emotional, psychological, and behavioral aspects.

The first supporting theory is the Attachment Theory of John Bowlby

(1958), the proponent stressed out that the quality of early childhood

experiences are contingent on the child rearing practices and attunement of

the child’s needs. Additionally, it serves as the default working model in the

future interactions and patterns of social behaviors of the child as he or she

moves away from dependence. The existence of a child entails a long-term

and crucial formation of interrelation and affiliation impressions between the

child and primary caregiver (Hong & Park, 2010). According to Goldberg et

al., (2013), in attachment theory, parent-child relationship emerges and

influences the subsequent development of the child and the significance of a

child’s relationship with mother plays a vital role in shaping their social,
 9

emotional, and cognitive development. He also claimed that secure

attachment is the ability to establish trusting connections with people while

simultaneously being able to take independent action when necessary.

While, avoidant attachment style and anxious attachment that leads to

irreversible long term consequences in terms of emotion, cognition, and

social competence. The proponent added that a child that has secure

attachments to their mother had less anxiety and more favorable sentiments

toward the couple. Secure attachment style is beneficial for successful self-

regulation (Orehek [Link],2017). On the other hand, children with insecure or

anxious attachment styles hold negative working models of self and positive

working models of others (Goldberg, 2013). Meanwhile, adults with

avoidant attachment adaptation are often overlay independent, they might

find it difficult to ask for help or support,and maintaining distance in a

relationship is their way to remain safe (Whitacare, 2023).

On the other hand, the second supporting theory of this study is the

theory of interpersonal adjustment expressions (1945). According to Allen

(2015), there are three interpersonal adjustment expressions, namely,

compliant type, aggressive type, and detached type. People with a compliant

type are often described as clingy as they seek out indifferent, aloof and

seeks to become self-sufficient, people with aggressive type described as

 10

difficult, domineering, unkind and assumes that everyone is enemy and

looks for themselves, and lastly people with detached type are similar to

compliant types, but they do not have sentiments of belonging or the urge to

fight, they estrange themselves, and become consciously and unconsciously

avoid emotional interaction with others and have a strong demand for self-

sufficiency (Kendra, 2023). The use of interpersonal adjustment expression

is a natural response to basic anxiety but could be pathological when

employed incongruent to what the situation needs (Allen, 2015).

The review of literature presented herein has addressed various

understandings and concepts of the variables tackled, as well as its possible

correlations with behavioral characteristics in academic, non-academic,

social, and emotional orientations.

Early experiences rooted in childhood may come in negative or

positive shades of encounters and have impactful long-term and short-term

implications in the overall well- being of a child (Vandevender, 2014).

These experiences over the primary years are critical for physiological

development and psychological architecture. Positive experiences, especially

strong and reliable relationships with caregivers and a safe and supportive

environment, can significantly contribute to a holistic growth (NCDHHS,

2019).
 11

Attachment Styles. Attachment experiences can have a lasting impact

on the development and functioning of the brain, which can affect emotions,

social behavior, and physical health (Newman et al., 2022). In contrast,

attachment is the enduring emotional bond that links families in order to

prepare children for independence and parenting (Rees, 2005). Meanwhile,

John Bowlby (2012), the pioneer in exploring the realms of attachment,

describes this phenomena to emerge due to an infant's extended reliance on

its mother, behavioral mechanisms evolved to safeguard the immature child

and boost its chances of surviving to reproductive age. He postulated that

mother and newborn are assumed to have evolved a synchronized interaction

in which the infant's distress or terror signals are detected by the mother,

who then gives comfort and protection, as well as a solid platform from

which the infant may explore the surroundings (Ackerman, 2018).

In the biological context, attachment permits newborns to manage

their emotions before they can self-regulate. Involuntary stress control is

‘set' in infancy — and possibly antenatally — by the hypothalamus-

pituitary-adrenal [HPA] axis (shown by salivary cortisol) at a level adaptable

to the prevailing environment and reflecting the success of calming (Schore,

2005). Categorized pattern of infant attachment is manifested via behaviors

such as separation discomfort, welcoming emotions upon reunion, and the

 12

inclination to seek reassurance from a specific caregiver when upset

(Cassidy, 2016).

However, they are gradually controlled by caregiver reactions,

resulting in the development of individual variances in the expression and

structure of newborn attachment behavior (Fearon & Belsky, 2016).

Individual variations are said to reflect the "quality" or "security" of

attachment relationships. Children with secure attachment can be soothed

by their carers when they are disturbed and can utilize their caregiver as a

secure foundation from which to explore their surroundings when they are

not troubled (National Collaborating Centre for Mental Health, 2015).

A secure attachment relationship is formed through a wordless

emotional exchange that brings the two of you together, ensuring that your

newborn feels safe and calm enough to enjoy optimum nervous system

development. Secure connection gives the finest basis for life for the infant:

an enthusiasm to learn, healthy self-awareness, trust, and regard for others

(Robinson, 2019). It is also depicted that safe attachment connection as the

ideal attachment relationship. Children that are firmly linked to their

caregiver have a loving, consistent, affectionate, and sensitive attachment.

By fact, longitudinal research has shown that individual variations in baby

 13

and child attachment security to primary caregivers are crucial for child

social, emotional, and cognitive development (Obandina, 2013).

Several meta-analyses suggest that attachment security (as opposed to

insecurity) is associated with individual differences in a variety of child

outcomes: higher attachment security (as opposed to insecurity) is associated

with better social competence (Groh et al., 2017), emotion understanding

(Cooke et al., 2016), peer relationship quality (Pallini et al., 2014), language

competence (Teicher et al., 2016), as well as fewer externalization of

behavioral problems (Madigan et al., 2013). Secure attachment relationships

are thought to favor either confident exploration as well as successful

regulation of emotions in children, which are likely to influence structural

development in brain regions involved in a variety of social, emotional, and

cognitive functions (Tottenham, 2014).

Meanwhile, a parent's or main caregiver's lack of attunement or

misattunement results in the development of an insecure attachment in their

connection with their kid (Catlett, 2014). Insecure attachment style is

characterized by children most likely clinging to their parent or caregiver

and may develop separation anxiety symptoms. When the attachment system

fails to manage the infant's emotional states (i.e., if the caregiver ignores or
 14

misinterprets the infant's cues or responds incorrectly), an insecure

attachment style develops (Thompson, 2016).

The quality of emotion control supplied by the caregiver is the critical

distinction between a secure and insecure connection (Leblanc et al., 2017).

In social and personality context, lower levels of psychological well-being

were associated with higher levels of attachment anxiety and avoidance

(Debrot et al., 2020). When caregivers are consistently chilly, uncaring, and

oblivious to the needs of newborns, avoidant attachment is predicted. Infants

and children with this attachment type are certain that their caregivers will

not be accessible. When they are in need, to console them. They consider

self-sufficiency to be the greatest method. They are unconcerned with their

surroundings (Cabuk et al., 2021).

The child exhibits a pattern of suppressing their own needs and

emotions in order to maintain an ostensibly peaceful relationship with their

caregiver. Despite this outward compliance, they continue to experience

internal struggles, anxiety, and sadness, further exacerbated by the denial of

their emotional validity. The impact of avoidant attachment, affecting

roughly 30% of adults, can ripple through their romantic and social lives

(Brennan, 2023).
 15

Interpersonal Adjustment Expression. Basic anxiety was caused by

negative early environmental influences, notably inconsistent, inattentive,

distant, domineering, or abusive parental rearing and attunement towards the

developing kid (Kaufman, 2020). Hence, adapting to surroundings is natural,

but the ease of that adaptation hinges on the environment's own supportive

nature (Smith, 2007). As a coping mechanism, the child would develop

strategies or interpersonal adjustment expressions to deal with basic anxiety

- moving towards people, moving against people, and moving away from

people. If these behaviors or strategies would be employed excessively and

obsessively, they would become a neurotic need (Cherry, 2014).

Individuals who displayed compliance were characterized by a

submissive attitude accompanied by warmth and receptiveness. Individuals

who prioritize seeking approval and belonging (compliant individuals) are

highly driven to connect with others. They naturally prefer following rules

and tend to be organized, accurate, highly efficient, knowledgeable in

technical areas, and pay close attention to details (Proposed Personality

Groups, 2016). This "moving towards" is essential for developing a deep

emotional connection. To increase the chances of a healthy connection when

reaching out, embracing "vulnerable engagement" is key (GT Therapy

Group, 2019).
 16

There are certain characteristics that indicate a healthy manifestation

of compliant interpersonal expression. This involves understanding and

sharing another person's feelings (empathy). It's motivated by love and a

genuine desire to care for them, not fear or guilt. It requires vulnerability,

allowing them to see your true feelings. This type of care is freely given,

without expecting anything in return. Additionally, it embraces open

communication and welcomes the possibility of personal growth through

constructive challenges from the other person (Living Well Counselling,

2015). In comparison, an unhealthy indicator is a neurotic desire to find a

partner who will essentially dominate and solve problems. This unrealistic

expectation about love goes beyond the normal desire for companionship. It

includes a wish to live a limited life, making few demands, being satisfied

with minimal things, and blending into the background (Boeree, 2019).

To illuminate the implications of healthy “moving toward” in the

academic setting, it was revealed that interpersonal adjustment expression of

relatedness/compliance and autonomy guides students in bouncing back

from academic stress (Zhou et. al., 2021). In contrast, low levels of

autonomy, competence, and relatedness, have been demonstrated to impede

human growth and contribute to the emergence of negative emotions, such

as depression and stress (Emery, 2015). Moreover, if the level of autonomy,

 17

compliance/relatedness are elevated if their GPA is also high ranking

(Turgut, 2013).

Conversely, individuals exhibiting aggressive tendencies perceive

others as adversaries with ulterior motives. Their interactions are

characterized by attempts to outmaneuver, exploit, and exert control or

dominance over those around them (Coolidge & Matlock, 2017). They are

driven by a desire for mastery and success, aiming to achieve power, status,

or recognition. This drive stems from a perceived hostility in the world,

which they strive to overcome through their accomplishments. (Wordpress,

2018).

The salient features of ‘moving against’ centers on the need for

dominance/ assertiveness and recognition (OpenEd CUNY, 2014). As a

result, these individuals prioritize the validation of others above all else.

They approach relationships with a competitive spirit, seeking control,

power, and prestige to project an image of strength. Maintaining control is

crucial for them, as losing it is emotionally unbearable ( Parker et al., 2009).

This lifestyle puts too much emphasis on hostility, which creates

unnecessary negativity and become cynical due to the dishonesty and

aggression they perceive around them. They decide to fight back, viewing

the world as a hostile place where they can't trust anyone's intentions. This
 18

mindset often leads them to adopt a domineering and controlling personality

(Kaufman, 2020).

In educational environments, students shows to embrace diverse

social-academic objectives that is aggressive in manner and inclined with

social recognition, these includes (a) social approval goals (the desire to gain

positive approval from parents, teachers, and peers); and (b) social status

goals (the desire to attain better social positions at school or in later life)

(Urdan and Mestas, 2006) .

Finally, detachment type manifested as a withdrawn behavior marked

by self-sufficiency/autonomy, independence, and privacy (Carlson et. al.,

2022). It employs a resignation solution marked with the belief that "if I

withdraw, nothing can hurt me" mentality. This can lead to extreme self-

reliance and a strong sense of privacy (StudyLib, 2018). Moreover, this

personality type strongly prioritizes solitude and independence. They appear

emotionally distant, are driven to be self-sufficient, and tend to see others as

a potential intrusion ( Shatz, 2004).

They avoid feeling threatened by the world by keeping a distance

from others and suppressing their desires, aiming to be content with minimal

needs and living a life independent of external influences (University of

 19

Florida, 2002). Furthermore, this interpersonal adjustment expression

revolves on the needs of restricting one’s life within narrow borders and

routines; as well as focus on perfectionism and inability of others to question

and defeat them (Suri et al., 2020).

Statistically, significant positive correlations were found between the

components of psychological need satisfaction which includes

autonomy/self-sufficiency, and relatedness/compliance with academic

achievements, motivation, and academic performance (Sun et al., 2021). It is

because the belief in our own abilities (self-efficacy) and self-sufficiency

affects everything from how we feel and act to how motivated we are. It

shapes the goals we choose, the steps we take to achieve them, and how we

see ourselves after trying (Cherry, 2023).

Self- Management. The Collaborative for Academic, Social, and

Emotional Learning [CASEL] defined social-emotional learning [SEL] as

the acquisition and application of knowledge, skills, and attitudes necessary

for the development of healthy identities, emotional regulation, goal

achievement, empathy, positive relationships, and responsible decision-

making. And to bring about these characteristics, self-management is a

fundamental component to be achieved (University of California, 2022).

 20

Self-management encompasses the ability to effectively regulate and

modulate one's cognitive, emotional, and behavioral responses, enabling the

pursuit of personally and socially beneficial goals (Trinity College Dublin,

2019). In line with this, to ponder self-management in a novel perspective,

Rosenbaum conceptualizes "learned resourcefulness" as the sum of an

individual's behavioral repertoire and their capacity to regulate internal

cognitive, emotional, and sensory events, thereby preventing interference

with target behaviors during daily life activities. This concept extends

beyond mere belief, encompassing both abilities and self-control behaviors

(Karaoğlu & Yalçın, 2020).

Thus, individuals with high levels of learned resourcefulness are often

described as having greater ability to regulate their negative emotions and

navigate stressful situations effectively, showcasing exemplary self-

management (Akgun & Ciarrochi, 2003). It was also furtherly emphasized

that self-management allows adaptability to different environments and

relating to people as agreed (Claro & Loeb, 2019).

Moreover, to dive in to the academic arena promulgates that self-

management helps the students to control their impulses, encourages them to

set twelve goals, organize themselves, to become more strong self-

motivators, achieve academic goals, and are able to manage personal

 21

relationships with others (Al-Abyadh & Abdel Azeem, 2022). Hence, it can

be argued that students without self-management are most likely to have an

irritable behavior that shows impulsivity, stress, depression, and are not able

to control emotions that allows them to move away from people, isolate

themselves in a world where they are not able to relate themselves in the

society and potentially fails to achieve their academics and life goals (Alma

et al., 2011).

In owe to the literatures above, the complementary perspective of

Balica et. al., (2016) and Deming (2015) solidifies the essence of self-

management as a critical indicator of academic success, abilities in decision-

making, and regulating one’s behavior in dealing towards people. From the

wide array of literature, self-management skills also surfaced to be deemed

as to inculcate notable categories (e.g. self-monitoring/ recording, self-

modeling, self-assessment/evaluation, and self- reinforcement) of

intervention to counter non-academic behaviors, such as emotional

disturbance (Hubbard, 2023).

Attachment Styles and Self- Management. The correlation of self-

management and attachment styles have been demonstrated empirically. For

instance, when a person has an anxious or avoidant attachment pattern, there

is a negative impact on a person's behavior and well-being such as reducing

 22

resilience, personality and psychological problems such as the tendency of

asocial or anti-social behavior, and inability to manage themselves and their

day to day activities (Zimmerman, 2023).

In connection, those who grew up with the 'anxious-ambivalent'

attachment style tend to continue what they have learned into adulthood,

they frequently feel neglected by their caregivers while unable to

demonstrate love, self-management, connection to themselves and others

(Schimmenti & Bifulco, 2015). On the other hand, children who have grown

up with the 'avoidant' personality have learned to expect that their emotional

needs are likely to be unsatisfied and will grow up feeling unloved,

insignificant, low of self-management, and low in motivation (Stevens,

2014).

In maturity, they prefer to avoid personal relationships since they

struggle with expressing their feelings, self-management, and

comprehending emotions (Besharat & Khajavi, 2013). It was also stipulated

that individuals with a high level of secure attachment pattern grow up to be

more self-managed, resilient, and capable adults (Hong & Park, 2013).

In the same light, Firestone (2023) highlighted that when a person has

a secure attachment pattern, they are self-assured and able to interact easily
 23

with others, meeting both their own and others' needs, and are motivated to

establish self-management. Homles (2014) also added that children that have

secure attachment patterns are engaged and confident in their interactions

with others. Those who develop a secure attachment pattern as children are

more likely to retain this healthy bonding style into adulthood and have no

difficulty building long-term relationships without fear of desertion

(Holmes, 2014).

On the other hand, Hong and Park (2013) also argued that those who

do not have a secure attachment to their caregivers may have difficulty

getting along with others and develop problematic psychological and social

behavior or build no trust in others. In line with this, according to Sekowski

and Prigersonit (2022) found that children raised with avoidant and insecure

attachment style tend to avoid meaningful connections, are prone to

exploding, and have difficulty controlling their emotions and self-

management Paetzold and Rholes (2015) agreed that children that fall into

this category frequently exhibit tremendous anger and hatred that they may

break toys and exhibit other erratic behavior or self-management; they may

also have poor interactions with caregivers.

Interpersonal Adjustment Expression and Self- Management. Karen

Horney's three personality types of interpersonal adjustments are leveraged

 24

to explain how people perceive their surroundings and behavior (Aydin et.

al., 2014). It adopts a self-effacing/ compliance, expansive/aggression, or

resigned/detached approach. Each of these approaches is associated with a

set of personality traits, behaviors, and beliefs (Kumar, 2019).

One of the most important aspects of interpersonal adjustment

mechanisms is that they can serve as a way of coping with stress and

anxiety, and these orientations might help to cultivate self-realization, if

demonstrated relevantly and in non-stationary manner (Coolidge et. al.,

2001). In the light of self-management or being able to operate efficiently

pursuing important objectives while being adaptive in spite of adversity

(Stan, 2021), several literatures and explorations in literature produced

contrasting and comparative perspectives with its correlation to Horney’s

interpersonal adjustment expression.

Smith et al. (2022) asserted that self-management is a vital component

to instill in students with challenging behaviors (withdrawal, direct and

indirect forms of aggression), in order to promote competencies in social,

emotional, and behavioral skills. As exposure to these skills enhances the

chances that students displaying difficult behaviors will achieve improved

immediate school-related results and long-term life outcomes (Briesch et al.,

2019). On the other perspective, supportive to the primary characteristic of

 25

non-neurotic resigned or detached interpersonal orientation, the literature of

Lane et al., (2010) have acknowledged the crucial role of the mechanism of

autonomy or the sense of self-sufficiency in terms of decision making,

problem solving, goal setting, self-awareness, self-assessment, self-

evaluation, self-management, and self-monitoring to impel the emergence of

social, emotional, and behavioral skills. According to Sikwhari (2014),

effective self-management in higher education students, along with other

factors, enhances the learning experience and contributes to academic

success.

Published research and documented experiments or observations in

different methodologies and designs also yield significant conclusions and

perspectives about the variable comprising this academic research through

exploring its roots, categories, as well as their implications.

In the experimentation of Carcea et al`., (2021) which focused on

testing the hypothesis of whether early life experiences of maternal care or

attachment can alter the development of the oxytocin system in the brain.

Findings conforms to the literature in the biological light how attachment

tremendously impacts the overall development of an individual. Upon

scientific and ethical investigation, the study found that mice that were

raised by mothers who provided high levels of care had larger oxytocin
 26

neurons and higher levels of oxytocin in their brains. These mice were also

more likely to form social bonds and less likely to exhibit anxious or

aggressive behaviors. It was concluded that attachment is a complex

biological process that involves a number of different brain regions and

hormones and alters its development and quality of functioning.

The study of Kerns (2014) unveiled the connection between anxiety

and academic success. Throughout his study, it was captured through

experimental observation and testing that children who display traits

associated with avoidant attachment might struggle with emotional

regulation, potentially impacting their anxiety levels and academic

performance. Therefore, it is posited that secure attachment fosters a sense

of security in children, positively influencing their academic performance.

Additionally, the genetic research of Coolidge et al. (2015) which

examined the role of genetics in Horney's theory of interpersonal expression:

a twin study exploring compliance, aggression, and detachment. It revealed

significant findings stipulating additive genetic influences on the phenotypic

variance of compliance (36%) and detachment (46%). Non-shared

environmental factors accounted for the remaining variance. Notably, no

significant genetic influences were observed for aggression, with shared

(57%) and non-shared (43%) environments explaining its variance. It

 27

amplifies a conclusion that Horney's core trends may have a genetic

component, but family dynamics and individual experiences have a strong

say in how these tendencies manifest in each child's personality.

Claro and Loeb (2019) which employed a dataset of 221,840 fourth of

seventh grade students. The objective of this study relies in confirming in a

larger sample size the predictive influence of self-management towards

academic success. This study found a substantial effect size (between 0.091

and 0.112 standard deviations) for self-management on reading progress

which counterpart to an improvement in 80 days of learning. This

longitudinal study concludingly confirms that good self-management is a

strong predictor of academic achievement, even when considering factors

like background, prior attainment, and other aspects of social-emotional

skills.

Underpinning the context of the possible relationship of attachment

style and self-management resonated in the utilized literatures, Muluk

(2017) conducted a scientific observation that sought to discover how self-

management helps to the transformation of harmful habits into improved

emotional states and behaviors among high school students. The results

reflected significant progress in students' punctuality in class attendance,

 28

successful submission of extensive assignments, creating healthy

relationships with caregivers and peers, and a productive life.

Finally, the research of Harvey et al., (2017) evaluated the linkage of

perfectionism and self-management. The findings showed that the

characteristic of perfectionism which is a component of detached

interpersonal adjustment expression, specifically in the form of Self-

Oriented Perfectionism-strivings and Self-Oriented Perfectionism-critical

manifests to have both direct and indirect correlation to self- management in

the pursuit of academic achievement.

The anchored and supporting theories raise the common notion about

the crucial role of the quality of early experiences both in environmental

demands and personal resources in shaping the patterns and models of

behavior in academic, social, and emotional of an individual throughout his

life-span. Furthermore, learned resourcefulness, attachment style, and

interpersonal adjustment expression share common elements related to

coping strategies, emotional regulation, self-efficacy, interpersonal

relationships, and resilience. In this research study, the elaborated review of

related literatures posits the main objective of explaining and exploring the

variables - attachment style, interpersonal adjustment expressions, and self-

management in its individuality as a concept, as well as ts influence to

 29

predict academic or non-academic behavior that conforms to the anchored

theory of each variable.

THE PROBLEM

Statement of the Problem

This study aims to determine the correlation between

attachment style, interpersonal adjustment expression and

self-management of college academic scholars of University

of Cebu-Banilad Campus, S.Y 2023-2024. The findings of

the study will serve as the basis in formulating the proposed

enhancement program for College Academic scholars.

Specifically, it seek to answer the following sub-

problems:
 30

1. What is the level of attachment style in terms of:

1.1 secure style;

1.2 insecure style; and

1.3 avoidant type?

2. What is the level of interpersonal adjustment

expression of the research participant in terms of:

2.1 moving towards people (Compliant Type);

2.2 moving against people (Aggressive Type); and

2.3 moving away from people (Detached Type)?

3. What are the respondents’ level of self-management?

4. Is there a significant relationship between:

4.1 interpersonal adjustment expression and self-

management; and

4.2 attachment style and self-management?

5. What proposed enhancement program that can

be possibly generated based on the result of the study?

Statement of Null Hypothesis

 31

Ha1: There is no significant relationship between

interpersonal adjustment expression and self-management.

Ha2: There is no significant relationship between

attachment style and self-management

Significance of the Study

This study aims to determine whether attachment style

and interpersonal adjustment expression has a relationship to

self-management of college academic scholars of University

of Cebu-Banilad Campus for S.Y 2023-2024. This study

raises its significance in a multidisciplinary way where the

following are the benefactors:

College Academic Scholars. This study enables the

college academic scholar to assess their self-management as

they deal with other people and especially on their

academics. It allows them to understand more about

themselves by knowing who are the people that they feel

comfortable to be with and how it affects their psychological

and emotional aspects.

 32

It will raise self-awareness of the positive effects of

self-management and how it leads to an increase in

performance in their academics. The results of the study

would assist the college academic scholars to stay focused

and in control of their thoughts and emotions in order to

handle their self-management effectively and encourage the

avoidance of possible stressors to make their lives better.

Scholarship Office and Guidance Office This study

will help the office to determine what are the necessary

enhancement programs that they can offer to the college

academic scholars to minimize the number of fallouts every

school year.

Researchers. The conducted research study will further

open doors for the researchers to refine and expand studies in

relation to the college academic scholars.

Future Researchers. The findings of the study will

serve as a reference material and a guide for future

researchers who wish to conduct the same correlational study

that is related to interpersonal adjustment expressions,

attachment styles, and self-management. The results of this

 33

study serves as the foundation for further investigations and

would provide new ideas and possible strategies that would

open doors for new ideas and formulation of an intervention

program for self-management.

 34

RESEARCH METHODOLOGY

This section primarily presents the research methodology and its

various components which includes the research design, research respondents,

sample size, research location, inclusion and exclusion criteria , measures,

data analysis and research procedure.

Research Design

This study will utilize a descriptive correlational research design

using a researcher – made survey questionnaire. The design will determine the

relationship between the correlational study between attachment styles,

interpersonal adjustment expressions, and self-management of college

academic scholars in the University of Cebu - Banilad. Figure 1 shows

research flow.
 35

Figure 1
Research Flow
 36

Descriptive correlational research design emphasizes objective

measurements and the statistical, mathematical, or numerical analysis of data

collected through polls, questionnaires, and surveys, or by manipulating pre-

existing statistical data using computational techniques (Babbie, 2010). This

focuses on gathering numerical data and generalizing it across groups of

people or in order to explain a particular phenomenon. Descriptive

correlational research, which is classified as non-experimental due to its

focus on identifying statistical relationships among three variables without

purposeful manipulation of an independent variable presents an essential

perspective through which researchers can examine practical applications of

associations involving multiple factors, making it a crucial instrument for

examining the complexities of intricate phenomena (Price et al., 2013).

Research Environment

The identified research locale of this undertaking will be within the

premises of the college building of the University of Cebu – Banilad. It is

located along the vicinity of Gov. Cuenco Ave., Banilad, Cebu. This locale

is devoted to their mission and that is to offer affordable and quality

education responsive to the demands of local and international communities

and truthful to their vision; to democratize quality education and to give

hope and transform lives.

 37

Research Respondents

The respondents of the study are 1st year to 4th year college academic

scholars of University of Cebu-Banilad for S.Y 2023-2024. The total

population of the participants are 656 and by using Slovin’s formula, the

sample size will be 248. In addition, purposive sampling will be utilized

which specifically impose a criteria. The inclusion criteria will be, (a) the

individual must be officially enrolled to the academic scholarship accredited

college program in University of Cebu- Banilad, (b) the student must be an

official academic scholar by the University in accordance with the official

existing regulations and qualifications, (c) the student must be in his/her first

or fourth year attending the qualified college program in the University and

still able to maintain their maintaining grades in accordance of their

category. For the exclusion criteria, (a) the scholar will transfer to another

school and (b) the scholar did not reach the required maintaining grade and

did not follow his/her prospectus as per guidelines.

Research Instrument

This study will utilize a researchers-made survey questionnaire, dividing it

into three (3) parts. The first (1st) part contains questions about attachment

style. The researcher-made questionnaire consists of 14 items and is

 38

measured on a five (5) point likert scale. The following are the scaling

and interpretation:

Response Description Interpretation

This means that the respondents

manifest with very high secure
type of attachment style.

5 Always This means that the respondents

manifest with very high insecure
type of attachment style.

This means that the respondents

manifest with very high avoidant
type of attachment style.
(4.21 - 5.0)

This means that the respondents

manifest with high secure type of
4 Often attachment style.

This means that the respondents

manifest with high insecure type
of attachment style.

This means that the respondents

manifest with high avoidant type
of attachment style.
(3.41 - 4.20)

This means that the respondents

manifest with average secure type
of attachment style.
 39

This means that the respondents

3 Sometimes manifest with average insecure
type of attachment style.

This means that the respondents

manifest with average avoidant
type of attachment style.
(2.61 - 3.40).

This means that the respondents

manifest with low secure type of
attachment style.
2 Rarely
This means that the respondents
manifest with low insecure type of
attachment style.

This means that the respondents

manifest with low avoidant type of
attachment style. (1.81 - 2.60)

1 Never This means that the respondents

manifest with very low secure
type of attachment style.

This means that the respondents

manifest with very low insecure
type of attachment style.

This means that the respondents

manifest with very low avoidant
type attachment style.
(1.00 - 1.80)
 40

On the other hand, The second (2nd) part contains survey questions about

interpersonal adjustment expressions. This researcher-made questionnaire consists

of 54 items and measured on a five (5) point likert scale. The following are the

scaling and interpretation:

Response Description Interpretation

This means that the respondents manifest
with very high compliant type of
interpersonal adjustment expression.
5 Very High
This means that the respondents manifest
with very high aggressive type of
interpersonal adjustment expression.
This means that the respondents manifest
with very high detached type of
interpersonal adjustment expression.
(4.21 - 5.0)
This means that the respondents manifest
with high compliant type of interpersonal
4 High
adjustment expression.
This means that the respondents manifest
with high aggressive type of interpersonal
adjustment expression.
This means that the respondents manifest
with high detached type of interpersonal
adjustment expression.
(3.41 - 4.20)
This means that the respondents manifest
with average compliant type of
3 Average
interpersonal adjustment expression.
This means that the respondents manifest
with average aggressive type of
interpersonal adjustment expression.
This means that the respondents manifest
 41

This means that the respondents manifest

with average detached type of
interpersonal adjustment expression.
(2.61 - 3.40).

This means that the respondents manifest

2 Low with low compliant type of interpersonal
adjustment expression.
This means that the respondents manifest
with low high aggressive type of
interpersonal adjustment expression.
This means that the respondents manifest
with low detached type of interpersonal
adjustment expression.
(1.81 - 2.60)
This means that the respondents manifest
with very low compliant type of
1 Very Low
interpersonal adjustment expression.
This means that the respondents manifest
with very low aggressive type of
interpersonal adjustment expression.
This means that the respondents manifest
with very low detached type of
interpersonal adjustment expression.
(1.00 - 1.80)
 42

Lastly, the third (3rd) part consists of survey questions about self-

management. This researcher-made questionnaire is made up of 45 items

that are rated on a five (5)-point likert scale.

Response Description Interpretation

5 Always This means that the participants manifest a
very high self-management .
(4.21 - 5.0)
4 Often This means that the participants manifest a
high self-management.
(3.41 - 4.20)
3 Sometimes This means that the participants manifest
an average self-management.
(2.61 - 3.40).
2 Rarely This means that the participants manifest a
low self-management.
(1.81 - 2.60)
1 Never This means that the participants very low
manifest self-management.
(1.00 - 1.80)

Content Validation

To ensure how well the research instrument will measure the covered

constructs, the process of content validation will be followed. First, the

 43

researcher will send a transmittal letter to the experts. Once approved, the

researcher will let the experts review and assess the research instrument and

let them give feedback. After the feedback, the researchers will then

analyze their feedback using the Content Validity Ratio and Index. The

researcher will incorporate their suggestions to revise the instrument. Once

needed, the researcher will let the experts assess and review again the

instrument until they approve the questionnaires. The researchers will

ensure transparency of the entire process.

Research Procedure

Data Gathering. The first phase of data gathering is that researchers

would secure the approval of the chairperson of the Psychology department

for the acknowledgement and authorization to further with this research

endeavor. Then the submission of the identified protocol and forms for a

construct and content review at the University of Cebu Research Ethics

Committee [UCAREC] to obtain a Certificate of Approval [COA]. Once

approved, the researchers will furnish a transmittal letter to the Scholarship

Office to ask for permission to be conceded towards this research

undertaking, and to ask for their assistance in conducting the study(See

Appendix A.1). After which, the researchers will furnish a transmittal letter
 44

with the signature of the deans and chairpersons (See Appendix A.2). To

formalize the participation of the respondents, an informed consent form

[ICF] will be distributed to the purposively identified respondents in order

to implore transparency to the participants in terms of the goals of this

study, research procedures, rights and considerations. The content of the

informed consent would also be verbally explained by the researchers to the

respondents. Additionally, the respondents will be informed that they have

a right to withdraw anytime during the study. To those who express their

willingness to participate, they will be asked for their signatures for the

Informed Consent Form.

The respondents will be given 1 hour each to answer the

questionnaires. When the respondents have finished answering, the

researchers will be using a private secured file where the survey

questionnaires will be kept and only the researchers can access until the end

of the second semester of the academic year 2023-2024. The disposal of

survey questionnaires will be done through deletion for confidentiality of

the respondents' information through burning or shredding the hard copies

of it.
 45

Statistical Treatment. The data that will be gathered will be

integrated and analyzed using the following statistical tool:

Weighted Mean will be utilized to derive the individual average

mean of each of the variables, as well as the sum of the mean of the

components of attachment styles (secure style, insecure style, a voidant

type), and interpersonal adjustment expressions (compliant type, aggressive

type, detached type).

Pearson Moment Correlation Formula will be used to measure the

level of correlation of attachment style (secure style, insecure style,

avoidant type), and self-management, as well as the possible correlation of

interpersonal adjustment expressions (compliant type, aggressive type,

detached type, and self- management through the derived means.

Cramer’s V will be used to measure the relationship between

interpersonal adjustment expression (compliant type, aggressive type,

detached type, attachment style (secure style, insecure style,avoidant type),

and self-management.

Ethical Considerations

This study adhered the following ethical principles:

 46

Beneficence. The research will benefit college academic scholars by

establishing a proposed enhancement program to the Scholarship Office and

Guidance Center of the University. This proposed enhancement program

aims to raise the consciousness of academic scholars about their self-

management mechanics and practices, as well as their nurtured attachment

style and default interpersonal adjustment expressions in the face of stress

and adversity. Based on their increased awareness, academic scholars will

develop new considerations and orientations that will facilitate a better

practice of self-management.

Non-maleficence. The researchers will consider the following risk

to minimize: (a) psychological harm- the questionnaire will not include any

sensitive inquiries that could cause respondents to feel guilty or anxious; (b)

physical harm - during data collecting, the researchers will exclusively

employ survey questionnaires to the college academic scholars (c) social

harm) - due to strong observance of anonymity and the absence of any

questions pertaining to the issue's sensitivity, responders will experience

stigma; (d) legal harm- the terms of data privacy act will strictly be

followed. The respondents' personal information will never be disclosed,

and confidentiality and privacy will always be rigorously upheld.

 47

Justice. The researchers will utilize purposive sampling, a

meticulous process that ensures respondents align with the study's

objectives and target population. They will adhere to specific inclusion

criteria, guaranteeing that all college academic scholars have equal

opportunities to benefit from the study. Researchers will prioritize the

privacy and confidentiality of research respondents, strictly following the

research protocol and maintaining ethical conduct throughout the study.

Autonomy. Emphasizing respondents’ autonomy, the researchers

will obtain clear consent by delegating the informed consent to the

respondents before data collection. Respecting individuals’ choices, the

researchers will grant them the right to refuse or withdraw involvement

without question. To safeguard privacy, the researchers will restrict data

access to themselves, their advisors, and the team's statistician. Upholding

respondents’ decisions, the researchers do not seek justifications for their

choices.
 48

DEFINITION OF TERMS

Interpersonal Adjustment Expression. This pertains to a

predetermined response in coping with basic anxiety, and it has three types:

the secure style, the insecure style, and the avoidant type.

Attachment Style. It relates to the early relationship between a child

and the primary caregiver, explaining that the most important early

attachment is between the infant and its biological mother.

Self-Management. A concept that enables the participants to control

themselves in stressful situations, to cope with the stress factor, and to

regulate his behavior with emotional and cognitive skills

College Academic Scholars. This corresponds to the students who

are enjoying tuition privileges from the University in exchange of their

maintaining grades.

Proposed Enhancement Program - This term refers to the output

that will be made based on the findings of the study.

 49

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 58

APPENDIX A-1
TRANSMITTAL LETTERS – Scholarship Office
 59

APPENDIX A-2
TRANSMITTAL LETTERS – Deans and Chairpersons

APPENDIX A-2
TRANSMITTAL LETTERS – Deans and Chairpersons
 60

APPENDIX A-3
TRANSMITTAL LETTERS – Expert’s Content Validation
 61

APPENDIX A-3
TRANSMITTAL LETTERS – Expert’s Content Validation

APPENDIX C

RESEARCH INSTRUMENT
 62

APPENDIX A-4
TRANSMITTAL LETTERS – Academic Scholars Data from
Scholarship Office
 63

APPENDIX A-4
TRANSMITTAL LETTERS – Academic Scholars Data from
Scholarship Office
 64

APPENDIX A-5
TRANSMITTAL LETTERS – Certificate of Content Validation
 65

APPENDIX A-5
TRANSMITTAL LETTERS – Certificate of Content Validation
 66

APPENDIX B
Informed Consent Form

INFORMED CONSENT FORM

[Informed consent form for College Academic Scholars of University of Cebu-Banilad]

[Name of Principal Investigator:Olivar, Ianie N.]
[Name of Organization: University of Cebu-Banilad]
[Name of Proposal: Correlation between Attachment Style, Interpersonal Adjustment
Expressions, and Self-Management of College Academic Scholars in the University of
Cebu-Banilad]
This Informed Consent Form has two parts:
• Information Sheet (to share information about the research with you)
• Certificate of Consent (for signatures if you agree to take part)
You will be given a copy of the full Informed Consent Form
PART I: Information Sheet
Introduction (Pasi-una)
We are students from the University of Cebu-Banilad pursuing. Bachelor of
Science in Psychology. We are currently conducting a study entitled: “Correlation
between Attachment Style, Interpersonal Adjustment Expressions, and Self-
Management of College Academic Scholars in the University of Cebu-Banilad”. In
relation to this, we are respectfully requesting that you participate as one of our study
respondents in this undertaking. You are free to ignore specific questions if you do not
feel comfortable answering them for personal or business reasons, as well as material that
requires high secrecy.
Furthermore, you have the option to withdraw from the study if you do not wish
to continue. If there are any questions that you don't understand or that seem confusing,
don't be afraid to ask the researcher to clarify them. Above all, the researchers undertake
to treat all responses with the utmost confidentiality.
 67

(Kami ang mga estudyante sa University of Cebu-Banilad nagtungha ug kurso na

Bachelor of Science in Psychology. Nagahimo kami karon ug usa ka pagtuon nga
giulohan ug “Correlation between Attachment Style, Interpersonal Adjustment
Expressions, and Self-Management of College Academic Scholars in the University of
Cebu-Banilad”. Subay niini, kami nagahangyo nga may pagrespetar, nga moapil isip
usa sa among mga respondents sa maong pagtuon. Gawsanon ang respodents sa dili
pagtubag sa mga pangutana nga dili sila komportable ug naglakip na sensitbo na
impormasyon mahitungod sa negosyo or personal na rason. Dugang pa, kung dili nimo
gusto nga ipadayon ang survey, ikaw adunay katungod nga moatras gikan sa pastuon.
Alang sa mga pangutana nga wala nimo masabot ug Nakita nga dili kini klaro, ayaw
pagduha-duha sa pagpangutana sa nagpasiugda sa pagtoun nga ipasabot pa ang
pangutana. Makasalig ka na ang tanan nimong mga tubag bahin sa survey magpabilin
nga ampingan sa hataas nga matang sa pagtago.)
Purpose of the Research (Katuyo-an sa Pagtuon)
The purpose of the study is to determine whether the attachment style and
interpersonal adjustment expression has a relationship with self-management of the
College Academic Scholars of the University of Cebu-Banilad. The findings of the study
will come up with a proposed enhancement program to the Scholarship Office.

(Ang katuyoan aning pagtuon mao ang pag tino kung aduna bay relasyon ang
attachment style, interpersonal adjustment expression sa self-management sa mga
akademik iskolar na nagatungha sa University of Cebu-Banilad. Ang ma kaplag ani na
pagtuon kay makatabang sa paghatag ug ideya sa Scholarship Office kung unsa ang mga
programa na makatabang sa mga iskolar.)
Type of Research Intervention (Pamaagi sa Pagkuha sa datos)
This research involves a face to face survey using the researcher made
questionnaires.

(Pisikal na pag atubang sa mga piniling respondent ang pagahimoon aron

makakuha sa mga datos ug pinaagi pud sa researcher-made questionnaires)
Respondent Selection (Pagpili sa Partisipante)
The respondents are College Academic Scholars of the University of Cebu-
Banilad that is located in Gov. Cuenco St. Banilad, Cebu City, Philippines. The
respondents must be officially enrolled and are currently a college academic scholar.

(Ang mgga respondente kay mga akademic iskolar sa University of Cebu-Banilad

na nahimutang sa Gov. Cuenco St. Banilad, Cebu City, Philippines. Ang respondente kay
dapat estudyante sa tunghaan and gi ila isip usa ka akademik iskolar)
 68

Voluntary Participation (Bolutaryong pag-apil)

Your participation in this study is entirely voluntary. You can choose whether or
not to participate. Whatever option you choose, it has no effect on your reputation as the
pharmacist on duty. If you choose not to participate in the survey, your decision will not
be held against you.
(Ang imong pag-apil sa kini nga pagtuon bug-os nga boluntaryo. Mahimo ka
makapili kung moapil ba o dili. Bisan unsa nga kapilian nga imong napili, wala kini
epekto sa imong reputasyon ingon usa ka pharmacist nga nagtrabaho sa parmasya.
Kung gipili nimo nga dili moapil sa survey, ang imong desisyon dili ipahigayon batok
kanimo).
Procedures and Protocol (Mga pamaagi ug protocols)
In this investigation you will be asked to answer the following survey questions to
be conducted by the researchers during your break time or free time.. The questionnaires
will be handed-out to each one of you by the researchers and you will be given enough
time to answer for approximately 1 hour on your free and convenient time. The questions
in the survey questionnaire will be disseminated by the researchers and if you do not wish
to answer some of the questions, you may skip them and move on to the next question.
The information recorded is confidential and no one else except the researchers and Mr.
Reymart Luspe, research adviser, will have access to all the information gathered and
which will be destroyed after 5 months to avoid leakage and promote confidentiality.
To ensure that you will be able to have full understanding of the purpose of the
study, the researchers will first explain the objectives of the study and the intended
benefits of the study to the respondents.
(Niini nga imbestigasyon hangyoon ka sa pagtubag sa mosunod nga mga pangutana sa
surbey nga ipahigayon sa mga tigdukiduki sa panahon sa imong pahulay o pagkahuman
sa oras sa pagtrabaho. Ang mga papel ipanghatag sa mga nagdumala niining pagtuon
adto sa kada usa kaninyu ug mahimo kini nimong tubagon diritso ug kolektahon kini
sulod sa usa (1) ka oras sa mga tigdumala adto sa imong libre ug komportable nga oras.
Ang mga pangutana sa giya sa maong surbey ipakaylap sa mga tigdukiduki ug kung dili
nimo gusto nga tubagon ang pipila ka mga pangutana nga nalakip sa maong surbey,
mahimo nimong laktawan kini ug magpadayon sa sunod nga pangutana. Ang
impormasyon nga nakuha kay konpedensyal ug walay lain gawas sa mga tigdumala sa
maong pagtuon og si Mr. Reymart Luspe , among research adviser, ang maka-akses sa
iyang mga tubag ug impormasyon, nga wagtangon usab human sa 5 ka bulan.
Aron maseguro nga makabaton kag bug-os nga pagsabot sa katuyoan sa pagtuon, ang
mga tigdukiduki una nga magpatin-aw sa mga tumong sa pagtuon ug ang gituyo nga
mga benepisyo adto sa mga moapil ug tubag niini).
Venue (Lugar kung as magkuha sa mga datos)
 69

The place where the formal gathering of data will take place in the Audio Visual
Room 2, 8th floor, College Building, University of Cebu-Banilad. In order to avoid
interruption to their class. It will be done during their break time. The researchers will
give contact information whom the respondents will contact in case of necessary
questions or for the collection of the answered survey questionnaire or they can directly
ask the researcher incharge present in the venue)
(Ang pagkuha sa mga datos kay pagka buhaton sa Audio Visual Room 2, 8 th floor,
College Building sa University of Cebu-Banilaad. Para dili maka samok sa ilang klase,
mag tubag sila sa panahon sa ilang libreng oras. Ang mga tigdukiduki kay mohatag sa
ilang kontak impormasyon inkaso ug naay pangutana ang mga respondente mamahimo
rapud na direkta silang mangutana sa nangalagad)
Duration (Gidugayun sa survey)
The duration of the research is five (5) months, during which participants who
will be requested to respond to a questionnaire. The survey will be provided and should
take between 30 minutes to 1 hour to complete. Within a specified time frame,
participants may complete the questionnaire whenever it is convenient for them.
(Ang gidugayon sa panukiduki lima (5) ka bulan. Atol sa yugto sa pagkolekta sa
datos, ang mga tig-interbyu sa uma mohangyo og appointment uban nimo para sa pag
pa tubag sa ilang kombenyente nga oras ug lugar. Ang pagpatubag molungtad og 30
minutos hangtud 1 ka oras. Ang imong engagement isip partisipante kausa ra).
Risks (Mga risgo)
During the survey, the researcher will hand three questionnaires. You will not be
forced nor required to answer all questions that will be asked. If you do not like to answer
some of the items because you are not comfortable with them your decision will be
respected and you do not have to give reasons for not responding, or for refusing to take
part in the survey. Furthermore, be assured that the responses that you will provide will
not be shared.
(Atol sa survey ang mga tig-interbyu sa uma mangutana kanimo bahin sa imong
ideya/opinyon kalabut sa imong kasinatian sa pagtipig sa mga tumong ug mga gawi
sulod sa imong trabahoan. Dili ka mapugos o kinahanglan nga tubagon ang tanan nga
mga pangutana nga ipangutana. Kung dili ka ganahan nga motubag sa pipila ka mga
butang tungod kay dili ka komportable niini ang imong desisyon respetuhon ug dili ka
kinahanglan maghatag ug mga rason sa dili pagtubag, o sa pagdumili sa pag-apil sa
survey. Dugang pa, makasalig nga ang mga tubag nga imong ihatag dili ipaambit).
Benefits (Mga benepisyo)
The study will be conducted with the goal of having a proposed enhancement
program to the College Academic Scholar.
 70

(Kini na pagtuon gi alagad aron sa pag kab ot ug usa ka proposed enhancement

program para sa mga College akademik iskolar)
Reimbursement (Bayad)
In this part of the survey. You will not be provided with any form of payment
should you decide to take.
(Dili ka hatagan ug bisan unsang porma sa pagbayad kung ikaw ang mohukom
nga moapil sa survey.)
Confidentiality (Matang sa pagtago sa mga datos)
Due to the unconventional nature of the research being conducted within the
company you are presently working at; it is likely to attract attention. Your involvement
may lead to inquiries from colleagues within the company and the wider society. In
observance of the Data Privacy Act, the researchers will treat all information collected
during the undertaking with the utmost confidentiality as protection of the privacy of all
the respondents in this study.
We will not be sharing information, personal information and all the data gathered
during this research will be treated with utmost confidentiality. Any information about
you and your perspectives collected will be securely stored, accessible only to the
researchers and kept away from the view of anyone else. Only the researcher will know
all the information you will input in the questionnaire and we will store that information
in a secured locker drawer. It will not be shared with or given to anyone except our
research adviser, Mr. Reymart Luspe.
(Ang datos nga makolekta gikan sa pagtuon maglakip sa profile sa mga
respondente ug ang resulta sa ilang Savings Objectives and Practices survey.
Sa pagtuman sa Data Privacy Act, ang mga tigdukiduki motagad sa tanang
impormasyon nga nakolekta sa panahon sa pagbuhat uban sa labing kompidensiyal nga
paagi ingon nga pagpanalipod sa pribasiya sa tanan nga mga respondente niini nga
pagtuon. Makasalig ka nga ang mga tigdukiduki wala magpaambit sa kompidensyal nga
kasayuran sa ubang mga partido. Ang presentasyon sa mga nakaplagan himoon sa
kinatibuk-ang paagi ug i-code aron mapanalipdan ang mga identidad ug pribasiya sa
mga respondente. Ang tigdukiduki ra ang makahibalo sa tanan nga impormasyon nga
imong i-input sa questionnaire ug among tipigan kana nga impormasyon sa usa ka
secured drawer. Dili kini ipaambit o ihatag kang bisan kinsa gawas sa among research
adviser nga si Mr. Reymart Luspe.)
Sharing the Results (Paspaambit sa mga resulta)
At the end of the study, the results will be presented in a general summary, with
no mention of the respondent(s) by name. This procedure is in place to protect the
confidentiality of the information submitted by the study's respondents. Despite the fact
 71

that the findings will be shared with other sectors through publications and research, the
names of the respondents will never be revealed, nor will any specific data attributable to
any one of them.

(Ang mga tigpasiugda mopaambit sa mga nadiskobrehan sa pagtuon sa ubang

mga sektor nga nakakaplag sa pagtuon nga may kalabotan o bililhon. Ang mga resulta
ipresentar sa usa ka kinatibuk-ang summary, nga walay paghisgot sa (mga) respondente
pinaagi sa ngalan. Kini nga pamaagi gihimo aron mapanalipdan ang
pagkakompidensyal sa kasayuran nga gisumite sa mga respondente sa pagtuon. Bisan pa
sa kamatuoran nga ang mga nahibal-an ipaambit sa ubang mga sektor pinaagi sa mga
publikasyon ug panukiduki, ang mga ngalan sa mga respondente dili gayud ibutyag, ni
ang bisan unsang piho nga datos nga ikahatag sa bisan kinsa kanila).
Right to Refuse or Withdraw (Katungod sa dili pag-apil o pag-atras sa pag-apil sa
pagtoun)
You may opt not to take part or discontinue your participation in the study. Choosing to
participate or not will not affect in any way the self-management of the college academic
scholars)
(Mahimonimong pillion nga dili moapil o hunongon ang imong pagapil sa pagtoun. Ang
pagpili nga moapil o dilimoapil, dili makaapekto sa bisan unsang paagi isip usa ka
college academic iskolar sa tunghaan)
Who to Contact (Kinsa ang Kontakon)
If you have any questions, clarifications, or any form of injuries that the study
have been omitted, you can ask the following contact person indicated below. You can
also ask questions before, during or after the study to whoever the following person is
convenient or relevant to answer all the questions you wish to ask. You may contact any
of the following:
Ms. Ianie Olivar (Lead Researcher) - ianieolivar18@[Link] or via mobile number
0926-083-2030
Mr. Reymart Luspe (Adviser)- [Link]@[Link] or via mobile number 0908-872-
5766
Dr. Juanito N. Zuasula, Jr. MD- (Chair UCAREC)- ucsystemrec@[Link] – 233-5503
This thesis proposal has been reviewed and approved by our thesis panel at the
University of Cebu-Banilad, which is a committee whose task is to make sure that
researchers have properly followed the protocols set by the committee in conducting the
study. If you have any questions in connection with any forms of injury omitted by the
study, you may contact the University of Cebu-Banilad at 021-410-8822 local 7133.
 72

(Kon aduna kay mga gustong ipangutana, mga kalibog nga gusto mahatagan ug katin-
awan o namatyagan nga mga kalapasan ug bisan unsa nga klase nga kadaot nga
nabuhat niini nga pagtuon, mamahimo nimong ipangutana kini sa mga mosunod nga
tawo nga nakabutang sa ubos. Mamahimo usab ka nga mangutana sa panahon nga wala
pa nagsugod, nagsugod na, or pagka human na sa surbey sa mga gusto nimo nga
ipangutana sa tawo nga dali ra masampit o sa tawo nga mas makahatag ug katin-awan
sa imong mga kalibog o pagduda. Ang mga mosunod nga tawo ang mamahimo nimong
kontakon:
Ms. Ianie Olivar (Lead Researcher) - ianieolivar18@[Link] or via mobile number
0926-083-2030
Mr. Reymart Luspe (Adviser)- [Link]@[Link] or via mobile number 0908-872-
5766
Dr. Juanito N. Zuasula, [Link] (UCAREC)-ucsystemrec@[Link] – 233-5503
(Kini nga proposisyon sa tesis gipagtan-aw ug gidapit sa among panel sa tesis sa
University of Cebu-Banilad, nga mao ang komite nga adunay katungdanan nga nag giya
sa mga nagbuhat Ani nga pagtuon kung nagasunod ba sila ug tarong sa mga lagda nga
gibuhat sa maong komite. Kon aduna kay mga pangutana nga may kalabutan sa mga
kalapasan ug kadaot nga nabuhat niini nga pagtuon, mamahimo kang mo kontak sa
University of Cebu-Banilad sa 021-410-8822 local 7133).
 73

Part II. Certificate of Consent (Sertipiko sa Pagtugot)

I have read the foregoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions that I have asked have been
answered to my satisfaction. I consent voluntarily to participate in this research.

(Nabasa nanako ang nahauna nga kasayuran, o kini nabasa ngari kanako. Adunay
higayon nga ko makapangutana bahin nini ug bisan unsang mga pangutana nga akong
gipangutand natubag sa akong katagbawan. Gitugotan ko nga boluntaryo nga moapil
ingon usa ka respondente sa kini nga pastoun.)
Print Name of Participant (Ngalan sa respondent) :

Signature of Participant (Pirma sa respondent) :

Date (Petsa) :
Day/Month/Year
If Illiterate (Kung walay nahibal-an)
A literate witness must sign (if possible, this person should be selected by the
participant and should have no connection to the research team). Participants who are
illiterate should include their thumb-print as well
(Ang usa ka literate nga saksi kinahanglan nga mopirma (kung mahimo, kini nga
tawo kinahanglan nga pilion sa partisipante ug kinahanglan nga walay koneksyon sa
research team). Ang mga partisipante nga dili makamaong mobasa ug mobasa
kinahanglang maglakip usab sa ilang thumb-print).
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm
that the individual has given consent freely.
(Akong nasaksihan ang tukma nga pagbasa sa porma sa pagtugot sa potensyal
nga partisipante, ug ang indibidwal adunay higayon sa pagpangutana. Akong
gikumpirma nga ang indibidwal libre nga naghatag pagtugot).

Print Name of Witness AND Thumb Print of the Participant

(Ngalan sa saksi) (Tamla sa respondente)

Signature of Witness
(Pirma sa saksi)
 74

Date (Petsa)
Day/Month/Year

Statement by the researcher/person taking

consent
(Pahayag sa pastuon / tawo nga nag-uyon)
I have explained the information sheet to the
potential respondent, and to the best of my ability
made sure that the respondent understands that
the following will be done: (Gipasabut nako ang
kasayuran sa potensyal nga respondente, us kutob
sa akong mahimo nga nakasiguro nga ang
respondente nakasabut nga ang mosunud
buhaton:)
1. the respondent will answer the saving
objectives and practices questions as well
as the profile of the respondent.
(Ang respondent motubag sapagsave nga
mga tumong ug praktis nga mga pangutana
ingon man ang profile sa respondent).
2. the responses from the survey will be used solely for the
study.
(Ang mga tubag gikan sa survey gamiton lamang alang sa
pagtuon.)
3. manually record other responses/ answers during the
survey.
(manwal nga irekord ang ubang mga tubag/ tubag atol sa
survey).
I confirm that the respondent was given an
opportunity to ask questions about the study,
and all the questions asked by the respondent
have been answered satisfactorily to the best of
my ability. I confirm that the individual has not
been coerced into giving consent, and that the
consent was given freely and voluntarily.
(Gikumpirma ko nga ang respondente gihatagan us
oportunidad sa paspangutana bahin sa pagtuon, ug
 75

ang tanan nga mga pangutana nga gipangutana sa

respondente gitubag. Gikumpirma ko nga an
indibidwal wala mapugos sa paghatag sa iyang
pagtugot, ug nga ang pagtugot gihatag nga
gawasnon ug boluntaryo.)

A copy of this ICF has been provided to the participant.

(Gitagaan ug kompleto nga kopyasa ICF ang respondent).
Print Name of Researcher/Person Taking the Consent
(Ngalan sa nagtuon/tao nga nagpapirma sa pagtugot)

Signature of Researcher /Person Taking the Consent

(Pirma sa nagtuon/tao nga nagpapirma sa pagtugot)

Date (Petsa)
Day/Month/Year
 76

APPENDIX C-1
RESEARCH INSTRUMENT – Attachment Style

ADULT SCALE OF PARENTAL ATTACHMENT-SHORT

FORM

Directions: Please answer all of the following questions on the behavior of the person
who you most identified as a mother/ father figure while you were a child. This person
may have been a step-parent, a grandfather/grandmother, an uncle/auntie, brother/sister
or a man/woman who was unrelated but a primary caregiver. Choose the person you
spent the most time with before age fourteen. Answer each question individually and as
accurately as possible.

SCALE

Sometimes
SURVEY ITEM

Always
Rarely

Often
Never

1. I have someone in me when I am struggling with

my schoolwork. 1 2 3 4 5

2. I struggled with my caregiver’s absences and

emotional distance during academic difficulties. 1 2 3 4 5

3. The lack of connection with my primary caregiver

left me academically demotivated. 1 2 3 4 5
4. My emotional needs for academic support felt
neglected, when my primary care-giver wasn’t 1 2 3 4 5
around, even for a short period of time.
5. In times of academic distress, I relied heavily on
my primary care-giver for both consolation and 1 2 3 4 5
support.
6. I yearn for healthier ways to express my academic
frustrations towards my primary caregiver. 1 2 3 4 5

7. Unfinished tasks and pending deadlines fuels my

frustration, especially at times when my primary care- 1 2 3 4 5
 77

giver left me alone..

8. In times of academic pressure, the feeling of
unexpected anger emerges within me towards my 1 2 3 4 5
primary care-giver.
9. I had a productive conversation with my primary
care-giver about my experiences and performance in 1 2 3 4 5
the university.
10. The idea of being separated from my primary
care-giver, during my academic years, filled me with 1 2 3 4 5
terror.
11. I tend to withdraw from my primary caregiver
despite desiring for affection in times of academic 1 2 3 4 5
pressure.
12. I would normally seek for my primary care-giver
to discuss academic concerns and difficulties. 1 2 3 4 5
13. Longing from my primary care-giver's absence,
affects my academic proficiency and motivation. 1 2 3 4 5

14. Although confident in my primary care-giver’s

overall reliability for academic support, I 1 2 3 4 5
acknowledge occasional disappointments from them.
15. Openly demonstrating my emotions about
academic matters was easy when it comes to my 1 2 3 4 5
primary care-giver.

APPENDIX C-2
 78

RESEARCH INSTRUMENT – Interpersonal Adjustment Expression

INTERPERSONAL ADJUSTMENT EXPRESSION SCALE

Directions: Please answer the following items as you see yourself most of the time, or as
you view yourself most consistently over the past few years. Your scores are completely
confidential, so please be as honest as you can.
SCALE

Sometimes
SURVEY ITEM

Always
Rarely

Often
Never
1. I believe that it’s a hostile world. 1 2 3 4 5
2. I prefer to be alone. 1 2 3 4 5
3. I feel better when I’m in a relationship. 1 2 3 4 5
4. Life is a struggle. 1 2 3 4 5
5. People say I’m unemotional. 1 2 3 4 5
6. I like to be liked by others. 1 2 3 4 5
7. I like to be in command 1 2 3 4 5
8. I am self-sufficient. 1 2 3 4 5
9. I like to help others. 1 2 3 4 5
10. I believe that only the strongest survive. 1 2 3 4 5
11. I don’t really need people. 1 2 3 4 5
12. I like to give others my sympathy. 1 2 3 4 5
13. I enjoy feeling powerful. 1 2 3 4 5
14. I could live quite well without anyone. 1 2 3 4 5
15. I am unselfish. 1 2 3 4 5
16. I enjoy outsmarting other people. 1 2 3 4 5
17. I’d rather work, sleep, and eat alone. 1 2 3 4 5
18. I am self-sacrificing. 1 2 3 4 5
19. Other people are too sentimental. 1 2 3 4 5
20. I avoid parties and social gatherings. 1 2 3 4 5
21. I am a generous person. 1 2 3 4 5
 79

22. People are inconsiderate. 1 2 3 4 5

23. I am a private person. 1 2 3 4 5
24. I’d rather be with someone else than be alone. 1 2 3 4 5
25. I’ll test myself in fearful situations in order to 1 2 3 4 5
make myself stronger.
26. I avoid questions about my personal life. 1 2 3 4 5
27. I forgive and forget pretty easily. 1 2 3 4 5
28. I like a good argument. 1 2 3 4 5
29. I like to live independent of others. 1 2 3 4 5
30. I care what other people think about me, 1 2 3 4 5
31. I am uninhibited and brave. 1 2 3 4 5
32. I avoid long-term obligations. 1 2 3 4 5
33. I feel crushed if I am rejected. 1 2 3 4 5
34. Most people are more attractive than me. 1 2 3 4 5
35. I believe that in order to survive in this world, you 1 2 3 4 5
have to look out for yourself first.
36. I dislike people trying to influence me. 1 2 3 4 5
37. I feel weak and helpless when I’m alone. 1 2 3 4 5
38. I believe that people tend to be untrustworthy. 1 2 3 4 5
39. I try to avoid advice from others. 1 2 3 4 5
40. I try to avoid fighting or arguing. 1 2 3 4 5
41. I believe that people tend to be manipulative. 1 2 3 4 5
42. I could live fine without friends or family. 1 2 3 4 5
43. I tend to feel it’s my fault if something goes 1 2 3 4 5
wrong.
44. I believe that children should be taught toughness. 1 2 3 4 5
45. I like it better when people do not share their 1 2 3 4 5
thoughts or feelings with me.
46. I tend to be the one who apologizes first. 1 2 3 4 5
47. I believe that most successful people step on 1 2 3 4 5
others to get ahead.
48. I feel I’d be better off without people than with 1 2 3 4 5
people.
49. I need the company of others. 1 2 3 4 5
50. I believe that people’s basic nature is aggressive. 1 2 3 4 5
51. I try to avoid conflicts. 1 2 3 4 5
52. Children should be taught to be kind and loving. 1 2 3 4 5
53. I’ve met a lot of idiots in my life. 1 2 3 4 5
 80

54. I believe that chosthildren should be taught self- 1 2 3 4 5

sufficiency.

APPENDIX C-3
 81

RESEARCH INSTRUMENT – Self-management

SELF-MANAGEMENT SCALE

Directions: Please read each of the following statements and rate how well each
statement describes you, using the following scale. Encircle the number on each item
according to your choice. Answer the questions individually and as accurately as
possible.
SCALE
SURVEY ITEM

Sometimes

Always
Rarely
Never

Often
1. I spend my vacant time in doing my homework or
study my lessons. 1 2 3 4 5
2. When I work toward work loads in school, it gets all
my attention. 1 2 3 4 5

3. I see to it that my extracurricular activities do not

hamper my studies. 1 2 3 4 5
4. I study harder to improve my performance and study
habits when I get low grades. 1 2 3 4 5
5. I disciplined myself to study the lessons I missed if I
am absent from the class. 1 2 3 4 5
6. I make sure to track my progress regularly when I
am working on my assignments. 1 2 3 4 5
7. I exert more effort when I am given a task by my
teacher. 1 2 3 4 5
8. It is important for me to do best than average on my
projects and quizzes. 1 2 3 4 5
9. I make myself prepared in taking my entire class
throughout the day. 1 2 3 4 5
10. I set up step-by-step plans for what I want to
accomplish before taking my major exams. 1 2 3 4 5
11. When I approach a challenging exams, I think a lot
 82

about how to make it successful. 1 2 3 4 5

12. I start papers and projects as soon as they are
assigned. 1 2 3 4 5

13. I feel encouraged when approaching a new

assignment or projects. 1 2 3 4 5
14. I ensure that I am able to balance my studies and
personal endeavors. 1 2 3 4 5
 83

APPENDIX D
LOCATION MAP – University of Cebu - Banilad
 84

APPENDIX E

UCAREC APPROVAL
 85

CURRICULUM VITAE

CRES PAUL P. BANDA

Purok 7, Lower Cubacub, Mandaue City
09229503445
crespaulbanda@[Link]

PERSONAL DATA

 Age: 21
 Sex: Male
 Degree: College student
 Civil Status: Single
 Religion: Roman Catholic
 Citizenship: Filipino
 Date of Birth: April 26, 2002
 Place of Birth: Mandaue City
 Desired Job: Manager
 Languages Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND

 Present Education: University of Cebu – Banilad Campus

Bachelor of Science in Psychology
Gov. M. Cuenco Ave., Banilad, Cebu City, 6000
2021-Present
 Secondary Education: University of Cebu – Banilad Campus
HUMSS Student, Senior High School
Gov. M. Cuenco Ave., Banilad, Cebu City, 6000
2018 – 2020

 Primary Education: Cubacub Elementary School

Cubacub Mandaue City
2008 - 2014
 86

ACHIEVEMENTS AND AWARDS

 Dean’s Lister – 1st Semester of the school year 2020 – 2021 at the University of
Cebu – Banilad Campus

 Dean’s Lister – 2nd Semester of the school year 2020-2021 at the University of
Cebu- Banilad Campus

 Dean’s Lister – 1st Semester of the school year 2021 – 2022 at the University of
Cebu- Banilad Campus

 Dean’s Lister – 2nd Semester of the school year 2021-2022 at the University of
Cebu – Banilad Campus

 With High Honors (2019-2020) graduated at University of Cebu – Banilad

Campus

 With Honors (2018 -2019) graduated at Luke Christian Institute

 With Certificate in Psychological First Aid at University of Cebu – Banilad

Campus

 Leadership Award – Supreme Student Government President (2018-2019) at

Luke Christian Institute

 National Certificate (NCII) Training – Computer System Servicing (CSS) (2019-

2019) at Luke Christian Institute

 Vice President of Psynapse Organization (2021-2022) at University of Cebu –

Banilad Campus

SKILLS

 Cooperative
 Communicative
 Confident
 87

CURRICULUM VITAE

JUSTINE RESTY CAYME

Sacsac, Dalaguete, Cebu
09562297378
caymerestyjustine@[Link]

PERSONAL DATA

Age: 23
Sex: Female
Degree:
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Date of Birth: February 25, 2001
Place of Birth: Cebu City
Desired Job: Educator
Languages Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND

Present Education: University of Cebu – Banilad Campus

Bachelor of Science in Psychology

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

2021-Present
 88

Secondary Education: University of Cebu-Banilad Camous

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

2018-2020

Primary Education: Sacsac Elementary School

Sacsac, Dalaguete , Cebu

2008 – 2014

ACHIEVEMENTS AND AWARDS

 With Honors (Grade 7-10)

 Best in English
 Most Generous
SKILLS

 Declamation
 89

CURRICULUM VITAE

JESSA MAE P. LEYSON

Villa Leyson Subd. Leyson Compound Bacayan, Cebu City
09294043773
[Link].5@[Link]

PERSONAL DATA

Age: 22
Sex: Female
Degree:
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Date of Birth: 01/01/2002
Place of Birth: Cebu City
Desired Job: Doctor
Languages Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND

Present Education: University of Cebu – Banilad Campus

Bachelor of Science in Psychology

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

 90

2021-Present

Secondary Education: University of Cebu-Banilad Camous

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

2018-2020

Primary Education: Bacayan Elementary School

Bacayan, Cebu City

2008 – 2014

ACHIEVEMENTS AND AWARDS

 WITH HONORS ( 2017-2018) graduated at Pit-os National High School

 4th Place in Original Composition Competition 2021( Department of Psychology

Representative)

 Dean's Lister - 1st Semester 2021 ( Department of Psychology)

 Dean's Lister - 2nd Semester 2021 ( Department of Psychology)

 Dean’s Lister - 1st Semester 2022 ( Department of Psychology)

SKILLS

 Proficient communication and writing skills

 Very Open and teachable

 Can handle multi-tasking
 Can work under time pressure
 91

CURRICULUM VITAE

IANIE N. OLIVAR
Purok 1, Cubacub, Mandaue City, Cebu
09260832030
ianieolivar18@[Link]

PERSONAL DATA

Age: 22
Sex: Female
Degree:
Civil Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Date of Birth: September 18, 2001
Place of Birth: Cebu City
Desired Job: Educator
Languages Spoken: Cebuano, English, Filipino

EDUCATIONAL BACKGROUND

Present Education: University of Cebu – Banilad Campus

Bachelor of Science in Psychology

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

2021-Present
 92

Secondary Education: University of Cebu-Banilad Camous

Gov. M. Cuenco Ave., Banilad, Cebu City, 6000

2018-2020

Primary Education: Casili Elementary School

Casili Consolacion Cebu

2008 – 2014

ACHIEVEMENTS AND AWARDS

 Graduated as with High Honor during Senior High School

 Consistent Academic Scholar

SKILLS

 Good Communication Skill

 Flexible and good at multi-tasking