The Bedan Journal of Psychology 2011 vol 1

1Psychological Research 2010 THESIS COMPILATION OF THE BEDAN PSYCHOLOGICAL SOCIETY Volume1 Academic Year 2010 - - 2011 The Relationship between Happiness and Work Performance among Employees In A Call Center Setting Love Styles among Filipino Gay Men: An Exploratory Analysis Work Schedule and Time Spent with Children: The Working Mothers’ Experience Experience of Productive and Counterproductive Outcomes of Frienship among Hospital Employees The Relationship between Happiness and Job Performance of Kitchen Crews in a Four Star Hotel Setting Online Comsumer Behaviour and Satisfaction of Working Mothers At Home Development of Archetypal Based Projective Personality Test The Effect of the Act of Chewing to a Person’s Level of Self-efficacy Competitiveness Attitude and Academic Performance of First Year High School Students of Bacoor National High School – Gawaran Annex School Year 2010-2011 Created Annually by San Beda College – Alabang Bedan Psychological Society 2 FOREWORD This compilation is the first of two volumes of psychological researches is in fulfillment of the requirements for the course Research Report 2 for the Bachelor of Arts in Psychology of the San Beda College Alabang. The articles for this publication are in the form of a journal type research. The first study made by N. Aranza is about the relationship of happiness of call center agents and their overall performance levels. The second study focused on the love styles of Filipino gay men, which was done by J. Castillo. V. Ellacer made the next study, which researched was on the time that working mothers, both single and married, spend with their children. The fourth study, done by M. Geronilla, is about the effect of friendships in hospitals when it comes to productivity and counter productivity. The fifth study, done by K. Jurado, is about the relationship of happiness and job performance of kitchen crews in a four star hotel.The next study done focused on the consumer behaviour of working mothers at home when it came to online shopping, which was researched by J. Mandap. The seventh study developed by A. Panganiban, which is a personality test for children based on the archetypes of their favourite character. The next study by C. Paraino involved the effects of gum chewing on self-efficacy. And the last study in the first volume is about the relationship between competitiveness and the academic performance of 1st year high school students in a particular school, which was made by B. Pitero. 3 Table of Contents THE RELATIONSHIP BETWEEN HAPPINESS AND WORK PERFORMANCE AMONG EMPLOYEES IN A CALL CENTER SETTING NICO ANDRE B. ARANZA ............................................................................4 LOVE STYLES AMONG FILIPINO GAY MEN: AN EXPLORATORY ANALYSIS ..... JOSE DANIEL S. CASTILLO………………………………………………………………………………………………… ……………38 WORK SCHEDULE AND TIME SPENT WITH CHILDREN: THE WORKING MOTHERS DULCE VIDA C. ELLACER………………………………………………………………………………………………… ……………100 EXPERIENCE EXPERIENCE OF PRODUCTIVE AND COUNTERPRODUCTIVE OUTCOMES OF FRIENSHIP AMONG HOSPITAL EMPLOYEES MONICA HANNAH M. GERONILLA ..............................................................110 THE RELATIONSHIP BETWEEN OF HAPPINESS AND JOBE PERFORMANCE OF KITCHEN CREWS IN A FOUR STAR HOTEL KERIC JOYSEPH G. JURADO……………………………………………………………………………………….. …………......138 ONLINE COMSUMER BEHAVIOUR AND SATISFACTION OF WORKING MOTHERS AT HOME JEAN MARIE I. MANDAP..........................................................................162 DEVELOPMENT OF ARCHETYPAL BASED PROJECTIVE PERSONALITY TEST THE ANDREA LOURDES P. PANGANIBAN.....................................................189 EFFECT OF THE ACT OF CHEWING TO A PERSON’S LEVEL OF SELF-EFFICACY CARLOS RAPHAEL J. PARAINO...................................................................242 COMPETITIVENESS ATTITUDE AND ACADEMIC PERFORMANCE OF FIRST YEAR HIGH SCHOOL STUDENTS OF BACOOR NATIONAL HIGH SCHOOL – GAWARAN ANNEX SCHOOL YEAR 2010-2011 ERWIN BRYAN N. PITERO.......263 4 THE RELATIONSHIP BETWEEN HAPPINESS AND WORK PERFORMANCE AMONG EMPLOYEES IN A CALL CENTER SETTING Aranza, Nico André B. This study sought to investigate the relationship between an individual’s happiness level and his work performance. Specifically, it examined whether or not the happiness levels of 200 call center agents randomly selected from three call centers in Muntinlupa affect their job performance levels. A Subjective Happiness Scale (SHS) questionnaire was administered to measure happiness levels. Performance ratings on the day of the survey administration were recorded and analyzed for association with the participants’ happiness scores on the SHS. Results of the Pearson’s Product Moment Correlation Coefficient test revealed an r of 0.424, which is greater than the critical table value of 0.195 at a 0.05 significance level, hence revealing a moderate yet significant linear correlation between the happiness scores and overall performance levels. However, this linearity does not necessarily mean that the relationship between the two variables is a cause-effect relationship. It is hoped that findings from this study may provide: (1) basis for future similar studies to be done with stricter conditions applied on the possible effect of external factors; and (2) more tools for companies to design their employee recruitment and selection programs. Gavin and Mason (2004) described “happiness” as coming from the Greek word “eudaimonia” which is used to describe the good life. In general, however, happiness, as people know it, is a pleasurable state that many people from all walks of life have tried to venerate the concept of, by writing about it in poems, singing about it in songs, acting it out in plays and the movies. There is no question that happiness seems to be one thing people from all walks of life search for and aim to find and once they find it, nothing seems to be impossible. When can people say that they are happy? If an individual deems his life to be fulfilling in which he is able to provide for basic family needs and more, buy things he likes, and live comfortably – then that individual can say he is generally satisfied with his life and is therefore happy. 5 But is there a logical explanation to this? The interest in happiness is such that several scholars have tried to delve into the subject in an attempt to understand it – how people become happy and how happiness affects their general state of being. Gavin and Mason (2004) further explained that happiness is a state of being accomplished by “living well and doing well over time.” To strengthen the statement, in the same paper, they cited one of Aristotle’s basic arguments, i.e., “the greatest human good is to live a good life”; ergo, a good society is one where “all of its members flourish”. This is to say people tend to measure happiness on how well they are doing in their lives and their careers. The concept of happiness is also a topic of interest for policy makers in the development of human resource management in business organizations. For one, most business owners believe that a happy workforce translates into huge profits and ensures a company’s continuing operations. When employees judge their quality of life favorably, most employers believe that half the battle for productivity is won already. That is why most companies put a good percentage of their resources in developing better recruitment programs for potential employees to make sure they employ the right people. Simply put, if your employees are happy, then they are already motivated, and they go about their work happily with a positive mind set, and therefore, put more effort and dedication into their work. But how true is this empirically? Would recruiting applicants with high levels of happiness really ensure a company is at least getting employees with potentials for high performance? Have there been empirical studies done to investigate the relationship between a happy workforce and work performance? And if such a relationship really exists, is the relationship significant enough for a company to formulate its human resource policies around it and spend more on employee recruitment and benefits programs believing the returns would be greater? Probably, in an industry that relies heavily on human resource for their output, knowing and understanding such a relationship could indeed be very helpful. In the Philippines, call centers are sprouting here and there at a rapid phase, like a wild mushroom infestation. A major factor in this is that Filipinos top the list of proficient English 6 language speakers in Asia. An excerpt from O’Malley’s (2008) special report on call centers in the Philippines provides evidence for this… The UN claims that India has 40 million fluent English speakers, equating to approximately 4% of their population, whereas the Philippines has 60 million fluent English speakers, equating to 75% of the population. The dominance of English in the Philippines means that Filipinos think in English, unlike most of their Indian counterparts…. According to The Asian Call Centre Review, the Philippines has the highest standard of English in Asia followed far behind by India, Sri Lanka and Nepal. Because Filipinos speak good fluent English in a neutral tone and labor rates in the country is low compared to that of other countries like the US, foreign businesses in need of a more cost efficient process for their customer support operations tapped the Philippines as a major resource for outsourcing their business processes. However, since these foreign businesses cater to clients outside of the country, mostly in the US and the European countries, very exhaustive reporting hours are required of call center agents mostly due to the differences in time zones. Since the working hours are very rigorous, and the fact that one has to cater to the needs of a customer totally foreign to our ways, and to do it in such a way that ensures that the customer is pleased when he puts down the phone, and these, all done in a foreign tongue – one wonders what motivates these call center agents to perform as required. A good pay, of course, comes to mind first and foremost. But given an already happy workforce further motivated by a good pay, would these automatically equate to a call center agent’s high level of work performance? Much of the researches done within the call center industry are directed towards answering this question – how employee benefits programs affect employee work performance. However, could also their levels of positive emotion and their feeling of satisfaction about the quality of their life, in general, have something to do with their productivity in a call center setting? This is the basic question this research sought to find out. 7 When recruiting applicants for work, a company’s Human Resource department arms itself with an arsenal of evaluative measures not only to test the applicant’s skills level but also to determine his current emotional state of well-being. This is to ensure that any employee who becomes part of their workforce is at least emotionally stable to begin with and therefore have the right frame of mind and psychological well-being to cope with the requirements of the job. These psychological evaluative measures usually consist of a battery of personality tests. But do these personality tests include a happiness scale? Have Human Resource departments looked into the applicants’ happiness levels when considering them for positions within their companies? And assuming they do, can management count on these measures to ensure they tap the right individuals who will provide them with high levels of work performance? This study then sought to investigate the relationship between happiness and work performance. More specifically, it was aimed at finding out whether or not a person’s level of happiness, as measured by his/her subjective assessment of his well-being, affects his/her performance at work. Does a happy employee provide better quality work and is he/she more productive than a less happy satisfied employee? Thus, this research tested the hypothesis that there is no relationship between happiness levels and productivity within a call center setting wherein the requirement of hours and productivity are very intensive and revenue is driven heavily by its human resource. It is hoped that findings arrived at in this study may serve as a guide for companies in structuring their human resources policies on recruitment and benefits or participation programs within a call center setting. It is also hoped that data and results presented in this study may serve as reference for further studies done along this field. With the interest in happiness research, scholars have delved into studies of several areas in relation to happiness. One such major area of study is the relationship between happiness and workplace performance. In Fisher’s (2003) work on the correlation between satisfaction and performance, he averred that both variables are at play together in making organizations successful. 8 How does one begin to measure happiness and correlate it with work performance? In Peterson, Park, and Seligman (2005), orientations to happiness and life satisfaction were studied. Their work shows that in the workplace, the individual’s orientation of happiness takes into consideration his past, present and his future. How an individual reflects on his past, focuses on his present, and looks into his future all determines whether he is happy or not. When the individual reflects on his past as something happy, he does not carry any negative weight on him and comes to work with positive emotions. When he thinks of his present and he is happy, he does not carry a lot of negative weight with him when he does his tasks and he finds meaning in his work. When he finds meaning in his work, he thinks about his future with positive emotions, and continually strives to do better at his work. Kerns (2009) believes that the best employees, who most companies would pay to keep on their staff, are what he calls his Quadrant 4 employees or the “happy high performers”. According to Kerns, these employees have a clear direction which they find motivating, find meaning in their work and are therefore significantly engaged in their jobs, and are happy in their work and will achieved targeted results. This research undertaking focused on the individual’s happiness level in the formation of his attitude towards his job and his performance levels. When the individual is happy, he comes to work happy, he goes about his work happily, and this makes him work better. Conversely, if the individual is unhappy, he comes to work unhappy, he unhappily goes about his task, and this makes him not work to his full potential. Using an IPO (input-process-output) model, Figure 1 illustrates this relationship. Figure 1. Conceptual Framework Self-Ratings of: • happy or unhappy • happy or unhappy compared to peers • generally enjoys life no matter what & gets the most out of it • generally, never as happy as one might be Passing or Failing: • • • • Contacts per hour Leads Conversion Rate Hourly Sales Accuracy Happiness Level Job Performance Level 9 Assuming one’s happiness can be measured if it is placed on a continuum from not being very happy to being very happy (Lyubomirsky, 2007) and then comparing it in relation to what others are feeling, one may get a basic representation of what their happiness level is generally. Given a certain emotional state of being defined by either being not very happy or being very happy, an individual may find performing a job either difficult or easy in that his emotions may affect his ability to perform. This influence will, in turn, show in the key result areas of his performance. Applying this assumption to the work setting, if recruitment departments can assess general happiness levels of applicants for work, they may further be able to enhance their selection criteria for hiring and could likely predict in part the potential hire’s performance in the different key result indicators. It is thus within this framework that this research was undertaken. REVIEW OF RELATED LITERATURE THE CASE FOR HAPPINESS What makes people happy? There’s a continuing quest for answers to this question. Di Tella, MacCulloch, and Oswald (2003), for one, found strong correlations between happiness and life satisfaction with income, marriage and unemployment when they investigated the mean life satisfaction and happiness levels of a large random sample of Americans and Europeans from the 1970s to the 1990s. When people are happy, what other aspects of his life are affected? Several researches have also investigated the subject of “happiness” and how it affects or is affected by so many aspects of the individual’s whole being. Some such studies show the relationship of happiness and the food you eat, happiness and health, happiness and sports, happiness and performance just to name a few. To Lyubomirsky (2007), happiness refers to “the experience of job, contentment, or positive well-being, combined with a sense that one’s life is good, meaningful, and worthwhile” 10 and that human happiness lies on a continuum, i.e., from being happy, to being very happy, to being very, very happy and so on; that every individual’s level of happiness fit somewhere on that scale at a given point in time and that the best person to determine that is one’s self. Other researchers use the term “subjective well-being (SWB)” to synonymously refer to the term “happiness”. Diener, Eunkook, Lucas, and Smith (1999) distinctly defines SWB as a “broad category of phenomena that includes people’s emotional responses, domain satisfactions, and global judgements of life satisfaction”. Although happiness and SWB are not exactly the same but used synonymously, one can see in researches done along this field that the quality of life and the level of satisfaction are common denominators to both terms. There is such a multitude of facets to study revolving the concept of happiness and how it influences and is influenced by varied aspects of life and well-being. Scholarly evidences of these multifarious relationships are continuously being compiled in the WDH World Database of Happiness (Veenhoven, 2009) which is an ongoing register of scientific research done on the area of subjective enjoyment of life. Given a multitude of researches that show that people’s happiness levels influence job performance levels, how does one then reliably measure happiness? There are quite a number of happiness scales developed over the years all designed to measure the individual’s happiness level. They vary in number of items and item indicators based mostly on the individual researcher’s assumptions on happiness and what its best indicators are. One such psychometric test is the Oxford Happiness Inventory (OHI) (Hills, P. & Argyle M., 2002) which assumes that happiness is something stable and lasting and not just a momentary sensation depending upon the mood of the individual. The OHI asks questions designed to assess how happy the individual is with life statements on feelings of total control, satisfaction in life, and life rewards and promise to name a few. It has a test-retest reliability of . 5-.6 with a six year interval. Another such measure is the Psychological Well-Being Scales (PWBS) developed by Carol Ryff (Shulman, 2007) which consists of six dimensions. These are autonomy, 11 environmental mastery, personal growth, positive relations with others, purpose in life, selfacceptance. The PWB has self-report 6-point Likert scales designed to rate the individual’s wellbeing at a given moment in time within each of these dimensions. A high score on a particular scale indicate greater well-being on that dimension being tested. A more popular and much simpler measure is Sonya Lyubomirsky’s Subjective Happiness Scale (SHS) questionnaire which is a four-item scale of global subjective happiness (Shulman, 2007). The SHS asks the subjects to characterize themselves in terms of how happy or unhappy they are. It has been validated in 14 studies with 2,732 participants from the US and Russia. Results have shown the SHS to have high internal consistency and stability across the samples. It is also shown to be a reliable and valid measure of subjective happiness. For this reason, the SHS is the happiness scale of choice used in this research. JOB PERFORMANCE IN CALL CENTERS In the Philippines, call center outsourcing agencies are increasing their share of the global call center market in a rapid pace. This caused an increase in the employment rate in the country together with a significant increase in revenue for the country. In 2005, we saw a growth of 90% in the call center industry corresponding to generated revenue of US$ 1.7 billion (PITON 2010). Currently, there are more than 100 centers in different locations in the Philippines from Manila to Davao City, creating high-paying jobs for competent young Filipinos. Briefly, call centers provide customer support through two major types of services: outbound call handling and inbound call handling. The type of support offered by the former are various business services such as sales verification, telemarketing, credit and collection, reactivation or reinstatement of accounts, and other such customer support services. The latter provide support with customer product or service inquiries, technical support, requests, complaints, and sales and billing inquiries. In an industry wherein revenue is driven heavily by its human resource, the need for companies to find an already happy workforce and to instill in them desirability for the job is of great importance to increase the likelihood of these employees staying with the company long- 12 term. The Call Center industry is one such case. The Call Center industry average rate of labor turnover, or what is called attrition rate, is 19% according to Raffy David (Casiraya, 2008), board director for the Call Center Association of the Philippines. In a study conducted by Callcentres.net on 2,500 call center operations across Singapore, China, India, Philippines, Malaysia, and Thailand, the attrition rate in the Philippines has gone down from 18% to 15% (Casiraya, 2008). Additionally, the same report cites that agent tenure in the Philippines is increasing with agents remaining in their job in a particular call center for 22 months on the average whereas before it was 18 months. Despite this marked improvement, however, the report also emphasizes the need for the human resources departments to continually address human resource challenges including attrition in its list. Providing evidence for the importance of keeping employees happy to motivate them to perform well is Loveleenchawla’s (2009) paper on performance management and job satisfaction of 188 call center agents in Indore. Results elicited from a pre-tested questionnaire showed that “conducive and congenial physical, social, and psychological conditions” in the workplace can enhance job satisfaction levels of call center employees. Another such research highlighting the importance of keeping the call center agent happy is the study conducted by Wiegman, Mathiesen, and Moller (2004). Weigman’s survey on 774 call center agents in four large Danish call center operations shows that working in a call center is stressful. The identified call center-related issues such as lack of control and autonomy, lack of potentiality and challenges, conflict between qualitative and quantitative demands and monitoring were found to have an adverse effect on job satisfaction. Providing further evidence for the relationship between happiness and work performance is a study by Malhotra and Mukherjee (2004) which tested the relationships between organizational commitment and job satisfaction with quality of service of 324 customer-contact employees of a banking call center in the UK. Their findings indicate that the level of job satisfaction and organizational commitment that employees have significantly impacts the level of service quality they deliver. 13 In 2005, Lyubomirsky, King and Diener demonstrated a relationship with happiness and workplace success. They found out that happy people earn more money, display superior performance, and perform more helpful acts compared with their less happy peers. Taking the relationship on a much larger business level, Harter, Schmidt, and Hayes (2002) did a meta-analysis of 7,939 business units in 36 companies. In the study, Harter and Schmidt examined the relationship at the business-unit level between employee satisfaction– engagement and the business-unit outcomes of customer satisfaction, productivity, profit, employee turnover, and accidents. Their findings revealed a substantial practical value between unit-level employee satisfaction–engagement and these business-unit outcomes. They went on further to suggest that “changes in management practices that increase employee satisfaction may increase business-unit outcomes, including profit.” Several similar studies support these findings. In Judge, Thoresen, Bono, and Patton (2001), employees happy with their supervisors showed the most satisfactory job performances. Other similar researches showed that aggregate employee attitudes have positive relations with customer satisfaction–loyalty and financials while there is a negative relationship between employee attitudes and employee turnover. Studies on career success also cite happiness as a factor. Boehm and Lyubomirsky (in press) examined evidence on happiness as a source of why particular employees are more successful than others. Using cross-sectional, longitudinal, and experimental studies, they reviewed evidence that relate happiness to several work outcomes. Their findings showed that “happiness is not only correlated with workplace success, but that happiness often precedes measures of success, and that induction of positive affect leads to improved workplace outcomes.” Katwyk, Fox, Spector, and Kelloway (2000) offers further explanation. Their study revealed evidence that a higher degree of autonomy in their jobs is enjoyed by happy employees more than their less happy peers. They further postulate that “such increased control of the environment may buffer against burnout”. These all support the idea that job qualities may be associated with enhanced workplace success because they make a job more pleasant. 14 As shown from the researches cited above, by studying the levels of happiness and correlating them with job performance and productivity, many researchers have found associations between the two sets of variables. Given thus, this study hoped to provide further evidence of the association between happiness and job performance in a call center environment. METHOD RESEARCH DESIGN Any attempt to investigate the relationship between two variables require identifying the best possible indicators to put one variable against the other and subject the two to a valid, reliable, quantifiable at best, analysis to ensure that the results arrived at are reliable. For this purpose, a mixed approach was applied making use of both descriptive and quantitative techniques to analyze data gathered. Descriptive method was used to present the demographic variables of the participants of the study while quantitative method was used to analyze data and interpret findings. PARTICIPANTS OF THE STUDY The study was conducted on a sample size of 200 randomly selected male and female call center agents (CCAs), aged 18 – 40 yrs, from three call centers in the City of Muntinlupa. Although a larger sample size was desired initially, this was trimmed down due to difficulty in getting the call centers to commit their employees to leave the floor and take part in a survey even for a few minutes because duration of time spent on the floor affects heavily the number of calls processed. Employee breaks were short and therefore very important to the CCA so there was difficulty too in getting them to take part in the survey during their breaks. Assuming a 95% level of confidence with a ±7% margin of error, a sample size of 200 was finally arrived at. However, due to invalid responses from 2 participants and 4 survey instruments that were not returned, final sample size was further reduced to 194. Three call centers in the Muntinlupa City area were tapped for this undertaking. To ensure that all other potential factors, e.g., work environment or job requirements, which may affect job performance levels, are, at most, equal among all participants, only outbound call center agents were selected. Table 1 below summarizes the participant demographics. 15 Table 1. Respondents by Call Center and Gender Male Call Center A B C Total No. 35 30 38 103 % 18% 15% 20% 53% No. 30 33 28 91 Female % 15% 17% 14% 47% Of the total 194 respondents, 53% were male while 47% were female across the three participating call centers. The average age was 24.5 years old. MATERIALS In this study, employee happiness level was measured using the Subjective Happiness Scale (SHS) developed by Lyubormisky and Leppers in 1999 (as cited in Schulman, 2007). The SHS is a four-item global assessment of whether one is ‘happy’ or not. The first two questions are absolute measures while the last two are a measure of how near the respondents are to given descriptions of happy and unhappy people. Overall, the SHS asks the respondent to rate himself or herself on a 7-point Likert type scale in terms of how happy or unhappy he or she is per se and in relation to his or her peers (see Appendix A). Lyubomirsky (2001) provided several evidences showing the SHS to be a strong measure of subjective happiness with the SHS demonstrating good to excellent psychometric properties across 14 studies. Elliot and Coker (2008) cited the SHS as having been found to exhibit high internal consistency with Cronbach’s alphas ranging from .85 to .95 in eight studies and high test-retest reliability exhibiting a Pearson’s r of 0.90 and 0.71 over a four-week period and over a three-month period, respectively. It has also been shown that the SHS has convergent validity with other widely used 16 measures of subjective well-being (Elliot & Coker, 2008). One main factor however in employing the SHS in this undertaking is because of its brevity. Consisting of only four items, the SHS was a convenient questionnaire to use in the call center work environment where each and every agent need to maximize and devote their time solely to answering calls on the production floor. Used to assess job performance levels were CCA individual productivity ratings recorded in performance productivity reports (See Figure 2, Appendix B) provided by the respondents’ supervisors showing performance levels on CCA key result areas (KRAs): • • • • Contacts per hour - Average number of customers a call center agent was able to contact within an hour as indicated by number of calls made per hour; Leads Conversion Rate - The percentage of leads that actually converted to sales; Hourly Sales - The average amount of sales the call center representative was able to close in an hour; Accuracy - The accurate handling of call based on client specifications Standardized targets based on benchmarks per hour for outbound services showing ratings of “below average” to “average” to “above average” were used to evaluate the four KRAs (See Figure 3, Appendix C). These benchmarks used by CCA supervisors in evaluating the respondents’ performances on the KRAs and their equivalent ratings and were in turn used to arrived at the respondents’ overall performances which were pitted against happiness scores from the SHS. PROCEDURES A letter of request for CCAs to voluntarily participate in the survey was sent to the three call centers doing business in the City of Muntinlupa. Due to the nature of the research, the objectives and significance of the study were explained to Management but the CCAs remained blind to the objective of the research to avoid contaminating the results. The call centers had requested anonymity as well. Participating CCAs were assured of the confidential treatment of their responses and were made to understand that the participation will in no way affect their performance ratings nor their current status in the company. Once all relevant approvals were elicited, appointments were set with the different call centers regarding the schedules of the survey administration. 17 During actual data collection, the 200 CCA participants were asked to complete the SHS. Instead of their names, they were asked to input their employee ID numbers which they indicated on their questionnaires. Responses on the SHS were tallied and scored for measure of global happiness based on Lyubomirsky’s measure (1999). Global happiness scores were computed by averaging the scores after reversing scores of the fourth item. Performance ratings by employee number of the 200 CCA participants as indicated by their productivity levels on the day the happiness survey was administered were requested from the three participating call centers decreasing the possibility of data being contaminated by effects of changing emotions through time. Performance productivity levels were indicated by the CCAs required KRAs (see Figure 2). The employee ID numbers on the returned completed SHS questionnaires were matched with the employee ID numbers on the daily performance productivity reports. Data from both instruments were tallied and scored and analyzed for correlations. STATISTICAL ANALYSES Responses to the SHS survey were tallied and relevant percentages were computed. Percentages were used to show the proportion of responses as distributed among the items. The Pearson’s product moment correlation coefficient (Pearson’s r) was used to test the association between the two variables, happiness and performance level as indicated by the four KRAs. Results were analyzed and interpreted and from which conclusions were arrived at and recommendations formed. PRESENTATION OF RESULTS/FINDINGS RESULTS Data gathered from the survey on global happiness assessment conducted on 194 CCA respondents from three call centers in Muntinlupa City are presented here. Findings on the results of the SHS are also discussed in this chapter. 18 Table 2 below shows the distribution of responses on the SHS for Question 1 (In general, I consider myself…) based on the 194 respondents’ self-ratings of how not happy or happy they are as a person in general. Table 2. Responses on Self-Ratings to Question No. 1 on the SHS Question No. 1 Self-Rating not a very happy person 1 2 3 4 5 6 7 a very happy person No. of Responses 2 3 12 27 49 59 42 194 % of Responses 1% 2% 6% 14% 25% 30% 22% 100% Table 2 shows that 25% of 194 respondents gave a self-rating of “5” on the SHS scale on Question no. 1 while a majority of 30% gave themselves a rating of “6” and a slightly smaller 22%, a rating of “7”. Data above demonstrates that on a scale of 1 to 7, self-ratings of happiness in general along a continuum from “1” (not a happy person) to “7” (a very happy person) tend more to fall on self-ratings of “5” to “7” on the SHS. Table 3 presents distribution of responses to Question no. 2 (Compared to most of my peers, I consider myself…) according to self-ratings on the SHS of the 194 respondents. 19 Table 3. Responses on Self-Ratings to Question No. 2 on the SHS Question No. 2 Self-Rating less happy compared to peers 1 2 3 4 5 6 7 more happy compared to peers No. of Responses 1 8 16 31 59 47 % of Responses 1% 4% 8% 16% 30% 24% 16% 100% 32 194 As shown in Table 3, a majority of 30% of 194 respondents gave a self-rating of “5” on the SHS scale on Question no. 2 while 24% gave themselves a rating of “6” and a smaller 16%, a rating of “7”. These are the highest percentages that can be seen from among the responses. And similar to Table 2, data above shows that on a scale of 1 to 7, when asked to compare their happiness with their peers, self-ratings in general along a continuum of being “less happy” to “more happy” tend more to fall on self-ratings of “5” to “7” on the SHS. Table 4 shows distribution of responses of the 194 respondents to Question no. 3 (Some people are generally very happy. They enjoy life regardless of what is going on, getting the most out of everything. To what extent does this characterization describe you...) according to selfratings on the SHS. 20 Table 4. Responses on Self-Ratings to Question No. 3 on the SHS Question No. 3 Self-Rating not at all 1 2 3 4 5 6 7 a great deal 3 7 18 32 42 55 37 ∑N = 194 2% 4% 9% 16% 22% 28% 19% 100% No. of Responses % of Responses When asked to rate themselves according to how they enjoy life in general, data from Table 4 showed that 22%, 28% , and 19% of 194 respondents gave themselves ratings of “5”, “6”, and “7” respectively. These again are where the highest percentages in the distribution lie. Exhibiting further similarities to results in Tables 2 and 3, data above shows that on a scale of 1 to 7, self-ratings of happiness in general on a continuum of “not at all” enjoying life to enjoying life “a great deal” fall on self-ratings of “5” to “7” on the SHS. Table 5 presents the distribution of responses of the 194 respondents to Question No. 4 (Some people are generally not very happy. Although they are not depressed, they never seem as happy as they might be. To what extent does this characterization describe you...) according to self-ratings on the SHS. Table 5. Responses on Self-Ratings to Question No. 4 on the SHS 21 Question No. 4 Self-Rating not at all 1 2 3 4 5 6 7 a great deal 14 32 46 28 26 27 21 No. of Responses % of Responses 7% 16% 24% 14% 13% 14% 11% 100% ∑N = 194 In Table 5, it is interesting to note that the highest percentage was found on a self-rating of “3” wherein a majority of 24% of the 194 respondents across all responses in Question No. 4 described themselves as being a “3” when asked if they are generally not happy. Question No. 4 on the SHS is a reversed type from Questions 1, 2, and 3. Although there is very little in differences across the percentages, it is interesting to note that the responses follow the same trends exhibited in responses to Questions 1, 2, and 3. After an item-by-item analysis of the distribution of raw responses to the 4 items on the SHS, global happiness scores arrived at using the relevant formula for computing the happiness score on Lyubomirsky’s SHS were computed. Applying the formula in Lyubomirsky and Lepper’s (1999), in computing the composite happiness scores of the 194 respondents, the researcher first reversed-coded the scores on the fourth item before averaging the scores across all four items. Scores were interpreted also according to categories described in Lyubomirsky and Lepper’s SHS (1999) wherein given the possible range of scores from 1.0 to 7.0 on the SHS, 22 the nearer the score is to 7.0, the greater the happiness level. In this study, the happiness scores of the 194 respondents are presented in Table 6 below. Table 6. Happiness Scores on the Subjective Happiness Scale in 194 Call Center Agents Happiness Score No. of Respondents % below 4.5 4.5-5.5 above 5.5 TOTALS 51 99 44 194 26% 51% 23% 100% As shown in Table 6, a majority of 51% of the 194 CCAs from the three different call centers in Muntinlupa City generated an average score of 4.5 – 5.5 on the SHS scale. This demonstrates that more than half of the respondent group considered themselves as generally happy. Fifty one CCAs fell below the average 4.5 representing 26% of the respondent group who considered themselves less happy while 44 CCAs representing 23% of the respondent group considered themselves very happy scoring above 5.5 on the scale. This research aimed to find out whether or not a CCA’s happiness level as measured on the SHS influences his/her performance level. As such, measures of performance ratings of the 194 CCAs were also taken. Four indicators tested number of calls per hour, number of leads per hour converted to sales, hourly sales percentages, and numbers of target accuracies hit. Presented below in Tables 7-10 are summaries of the performance rating data by key result area attributed to the 194 respondents for the work day corresponding to the day the SHS were administered. Table 7. Calls per Hour by No. of Respondents 23 Calls per Hour per Respondent ≥ 10 7-9 4-6 1-3 No. of Respondents 2 152 39 1 ∑N = 194 % 1% 78% 20% 1% 100% Table 7 showed that majority of the 194 respondents fall within the average no. of calls per hour required; with 78% of them each doing seven to nine completed calls in an hour. Call center earnings are based on the number of calls processed per a given billing period, thus it is important that CCAs meet the call quotas given to them. Data from Table 7 shows 152 of the 194 respondents met the average number of calls required. Performance ratings on the number of leads per hour converted to sales are presented in Table 8 below. Table 8. Leads per Hour Converted to Sales by No. of Respondents No. of Leads per Hour Converted to Sales ≥8 5-7 2-4 ≤1 No. of Respondents 9 126 59 0 ∑N = 194 % 5% 65% 30% 0% 100% The average target number of leads per hour converted to sales required of the CCAs is at “5”. As shown in Table 8, showed that a majority of 65% recorded lead conversions from five to 24 seven while a minimal 30% registering at below average of two to four conversions in an hour. Number of leads being converted to sales is an additional source of earnings for the call center as well as for the call center agents, them being given commissions and bonuses based on the number of conversions. Performance ratings on the 3rd performance level indicator, hourly sales, are presented in Table 9 below. Table 9. Hourly Sales expressed as a Percentage of the Target No. of Calls per Hour Hourly Sales (%) ≥ 90 80-89 70-79 60-69 50-59 40-49 ≤39 No. of Respondents 14 22 21 84 40 4 9 ∑N = 194 % 7% 11% 11% 43% 21% 2% 5% 100% Call center agents from the respondent groups are required to meet at least 60% of the target hourly sales. Table 9 showed that majority of the 194 respondents fall within the above average hourly sales target, with 43% of them each recording an hourly sale of 60 – 69%. The fourth key performance indicator is the number of calls handled meeting the accuracy level required here referred to as number of accuracies hit. This is an important criterion for performance because this prevents the call center agent from just speeding through the call handling process to maximize his/her number of calls completed without regard for the quality of call handling. Table 10 below presents data on number of accuracies hit. Table 10. Accuracies Hit per Hour 25 No. of Accuracies Hit per Hour ≥9 6-8 3-5 ≤2 No. of Respondents 2 148 44 0 ∑N = 194 % 1% 76% 23% 0% 100% Table 10 shows that of the 194 respondents, a majority of 76% recorded accuracy hits of six to eight demonstrating performance ratings of average to above average on quality. A minimal 23% were performing below average. Combining performance ratings and computing for averages in the four key result areas, an overall performance rating for each of the CCAs are arrived at. Table 11 presents data on overall performance levels which, in this undertaking, was analyzed for relationship with the global happiness scores presented in the first part. Table 11. Overall Performance Ratings of the Respondent Group Overall Performance Rating No. of Respondents % ≥3.51 2.75 - 3.50 2.0 - 2.74 ≤1.99 TOTALS 0 147 47 0 194 0% 76% 24% 0% 100% Equal weights were assigned to each of the performance indicators to equally represent the importance of performance in each of the key result areas (See Appendix D). Results of the 26 weighted averages show that 76% of the 194 respondents passed performance evaluations for the day the SHS was administered with 147 CCAs in the respondent group performing averagely from 2.75 to 3.5. Twenty four percent (47) did not pass the evaluations performing below averages of 2.0 to 2.74. Correlation between Happiness Scores and Overall Performance Levels From the composite happiness scores taken and the overall performance levels computed, tests were conducted on the association between the two variables, happiness scores on the SHS and performance levels as indicated by the KRAs, the former being the independent variable and the later being the dependent variable. Data is presented below based on results from the Pearson’s coefficient of correlation test (r) and ran using the relevant statistical function in MS EXCEL program. Based on the results from the Pearson’s coefficient of correlation test ran between tallied happiness scores from the SHS and overall performance of 194 call center agents from the respondent group, a Pearson’s r of 0.424 was found which is greater than the critical table value of 0.195 significant at the 0.05 significance level. This is shown in Table 12 below: Table 12. Analysis of Happiness Scores and Job Performance Ratings No. of Cases 194 194 Calculate d Value Critical Value Variables Happiness Scores Performan ce Levels X SD df Decision 4.93 3.86 1.01 1.30 192 0.424 0.195 H₀= Rejected Pearson's r is useful at describing the degree of linear association between two variables showing both magnitude and direction (Price, 2000). The r has a range value from -1 to +1 and the further the value is from zero, the stronger the correlation is. Table 12 shows the calculated Pearson’s r (0.424) to be greater than the critical value (0.195) revealing a moderate positive 27 linear correlation between happiness scores and overall performance ratings of the 194 CCAs and significant at the 0.05 level, hence, rejecting the null hypothesis. Using a scatter plot to graphically demonstrate the above results, we further see the following relationship: Chart 1: Happiness Scores and Overall Performance Levels Chart 1 above helps to show the positive linear correlation between happiness scores of the 194 respondents and their overall performance ratings. Both variables tend to move in the same direction, i.e., as happiness scores increase, performance levels increase as well. DISCUSSION With happiness comes a positive mind set. If a person is happy, he feels more hopeful, capable, and resilient --- qualities which help an employee be more dedicated and efficient in his job. This could probably be one reason why happy people tend to work better. Taking cue from the many scholarly researches done along the lines, this research set out to measure happiness levels of CCAs and their performance levels and the relationship between the two variables. Does the happiness level of an individual affect his or her job performance levels? Is there evidence that points to the idea that the more the individual is happy, the higher his/her job performance level and vice versa? 28 As Lyubomirsky (2007) claimed, happiness is “the experience of job, contentment, or positive well-being, combined with a sense that one’s life is good, meaningful, and worthwhile”. In the same paper, she explained that at a given point in time, a person’s level of happiness lies on a continuum from being happy, to being very happy, to being very, very happy and so on and the best person to tell where one is on that continuum is the person himself/herself. Using the SHS, this study asked CCAs to give their self-rating of their happiness levels. It is interesting to note that majority of the 194 respondents rated themselves as generally happy with 51% of them falling on the 4.5-5.5 range which showed average happiness levels at that given point in time. Does the experience of a job by itself add to the general state of happiness of an individual? Reviewing the CCAs’ performance levels as indicated by the number of calls made in an hour, the number of leads converted to sales in an hour, the hourly sales, and the number of accuracy hits provided by the team leaders on the day the CCAs were asked to rate their happiness levels, it is also interesting to note that majority of the 194 respondents showed average performance ratings across all metrics. Analyzing the relationship between the two variables, happiness levels and job performance levels using Pearson’s coefficient of correlation, results revealed a positive linear relationship between the two variables. This result lends further evidence to Luthans, et. al. (in press) which examined how hope, resilience, optimism and efficacy predict work performance and satisfaction. Their findings showed a significant positive relationship between hope, resilience, optimism and efficacy with performance and satisfaction. The findings of this study also supports the findings of Judge, et al (2001) who found out that employees happy with their supervisors showed the most satisfactory job performances and of Boehm and Lyubormirsky (in press) which found evidence that relate happiness to several work outcomes and that happiness is not only related to workplace success but also precedes measures of success. 29 Results of this undertaking showed indeed that there exist a linear correlation between the happiness scores of 194 call center agents and their overall performance levels in an outbound call center environment as indicated the number of calls completed per hour, number of leads per hour converted to sale, hourly sales made, and number of accuracies met. But does this linear relationship prove that happiness levels affects performance levels in the workplace in such a way that as happiness levels go up, job performance levels go up as well and vice versa? Linearity does not necessarily mean nor equate to causation. There could be many forces at work which could affect the performance rating of the call center agent like job mastery or length of time in the job or benefits being received and other similar factors. Although one can argue that all these, when taken together, all contribute to the individual’s level of happiness. The data however showed a moderate to strong pattern that both variables move along the same direction, i.e., more than half of the call center agents considered themselves generally happy on the average and the same proportions were recorded for average to above average ratings in their KRAs. Again, this does not imply that one causes an effect in the other, rather there could be outside factors affecting both variables the same way. CONCLUSIONS Happiness has been shown in a number of studies to affect performance levels. There is strong evidence in the vast literature written about this subject. In this study of 194 call center agents, strong evidence was found to indicate that happy call center agents exhibit average to above average performance levels in the key result indicators of performance in a call center in an outbound setting. Based on this evidence, it is concluded that there is indeed an association between happiness levels and work performance among employees in a call center setting. However, although a linear correlation was found, the results are not conclusive enough to say one actually and directly causes the effect in the other. 30 RECOMMENDATIONS On the basis of the findings of the study and the conclusions arrived at, it is recommended that more studies of this nature be conducted perhaps by applying stricter conditions to factors that could affect the results of the study outside of the variables being tested, increasing the number of respondents, and increasing the study period covered. It is thus hoped that findings from this study provide a basis for additional and future studies to be done along these lines and that this may offer additional information for call centers to improve on their recruitment and employee selection process. REFERENCES Boehm, J. K., & Lyubomirsky, S. (in press). Does happiness promote career success? Journal of Career Assessment. C. Peterson, N. Park, M.E.P. Seligman. "Orientations to Happiness and Life Satisfaction: The Full Life Versus the Empty Life," Journal of Happiness Studies, 6, no. 1, (2005): 25-41. C.D. Fisher. "Why Do Lay People Believe That Satisfaction and Performance are Correlated? Possible Sources of a Commonsense Theory," Journal of Organizational Behavior, 24, no. 6, (2003): 753-77. Cabrita, J. and Perista, H. (2006, October 8). Measuring job satisfaction in surveys Comparative analytical report. European Working Conditions Observatory. ID: TN0608TR01. Retrieved from http://www.eurofound.europa.eu/ewco/ reports/TN0608TR01/TN0608TR01.htm Casiraya, L. (2008, March 7). Call center attrition rates lower but HR still a challenge. INQUIRER.net. Retrieved from http://newsinfo.inquirer.net. Casiraya, L. (2008, May 23). Attrition rate drives call centers to review HR strategies. INQUIRER.net. Retrieved from http://newsinfo.inquirer.net. Chawla, L. (2009, March 4). Job satisfaction of call center employees. Articlesbase. Retrieved from http://www.articlesbase.com/authors/loveleenchawla/103782. 31 Cranny, Smith & Stone, 1992 cited in Weiss, H. M. (2002). Deconstructing job satisfaction: separating evaluations, beliefs and affective experiences. Human Resource Management Review, 12, 173-194, p.174 Di Tella, R., MacCulloch, R., and Oswald, A.J. (2003). “The Macroeconomics of Happiness”, Review of Economics and Statistics, 85, 809-827. Diener, E., Eunkook, M.S., Lucas, R.E., and Smith, H.L. (1999). Subjective WellBeing: Three Decades of Progress. Psychological Bulletin, 125 (2), 276-302. Elliot, I. and Coker, S. Independent self-construal, self-reflection, and selfrumination: A path model for predicting happiness. Australian Journal of Psychology, Vol. 60, No. 3, Dec 2008, pp. 127–134 Gavin, J.H. and Mason, R.O. (2004). The Virtuous Organization: The Value of Happiness in the Workplace. Organizational Dynamics, Vol. 33, No. 4, p. 379. Harter, J., Schmidt, F. & Hayes, T. (2002). Business unit relationship between employee satisfaction, employee engagement and business outcomes: A metaanalysis. Journal of Applied Psychology. 87, 268.279. Hills, P. and Argyle, M. (2002). The Oxford Happiness Questionnaire: a compact scale for the measurement of psychological well-being. Personality and Individual Differences, Vol.33, No. 7, Nov. 2002, pp. 10731082(10) Elsevier. Judge, T. A., Thoresen, C. J., Bono, J. E., & Patton, G. K. (2001). The job satisfaction–job performance relationship: A qualitative and quantitative review. Psychological Bulletin, 127, 376–407. Kerns, C.D. (2009). Putting Performance and Happiness Together in the Workplace. Graziado Business Report: A Journal of Information and Analysis. Pepperdine University. http://gbr.pepperdine.edu/081/performance.html. In Luthans, F., Avolio, B.J., Avey, J.B., & Norman, S.M. (in press). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology. Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist, 56, 239–249. Lyubomirsky, S. (2007). The How of Happiness: A Scientific Approach to Getting the Life You Want. The Penguin Press. 32 Lyubomirsky, S., King, L., Diener, E. (2005). The Benefits of Frequent Positive Affect: Does Happiness Lead To Success? Psychological Bulletin. 131(6), 803-55. Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155. Looking for satisfaction and happiness in a career? Start by choosing a job that helps others. (2007, April 17). Permalink: University of Chicago News Office. Retrieved from http://www.news.uchicago.edu/releases/07/070417.jobs.shtml. Malhotra N, Mukherjee A. (2004). The relative influence of organizational commitment and job satisfaction on service quality of customer-contact employees in banking call centers. J Serv Mark. 18(2), 162–74. McIntyre, M.G. (n.d.). Rate Your Job on the “Happiness Scale”. Your Office Coach. Retrieved from http://www.yourofficecoach.com/Topics/happiness_scale.htm. O’Malley, R. (2008, October 15). Special Report - call centers in the Philippines. Call Center Helper Online Magazine. Retrieved from http://www.callcentrehelper.com/special-report-call-centres-in-thephilippines-2231.htm Offshore Call Centers in the Philippines See Continuous Growth. (2010. March 14). White Paper PITON Staying Ahead Series. ©2001-2009, Philippine IT Offshore Network, Inc. Retrieved from http://www.piton-global.com/resource13.html Peterson, C., Park, N., & Seligman, M.E.P. (2005). Orientations to happiness and life satisfaction: The full life versus the empty life, Journal of Happiness Studies, 6(1), 25 – 41. Price, I. (2000). Testing the significance of Pearson's r. University of New England, Armidale, NSW. ©2000. Retrieved from http://www.une.edu.au/WebStat/unit_materials/c6_common_statistical_tests/ test_signif_pearson.html Schulman, P. (2007). Positive Psychology Questionnaires. University of Pennsylvania Positive Psychology Center . Retrieved from http://www.ppc.sas.upenn.edu/ppquestionnaires.htm#PWBS. Van Katwyk, P. T., Fox, S., Spector, P. E., & Kelloway, E. K. (2000). Using the JobRelated Affective Well-being Scale (JAWS) to investigate affective 33 responses to work stressors. Journal of Occupational Health Psychology, 52, 219-230. Veenhoven, R. (2009). WDH World Database of Happiness: Continuous register of scientific research on subjective appreciation of life. Wiegman, I.M., Mathiesen, K., and Moller, N. (2004). Well being and job satisfaction among call centre agents. Full conference paper published in book: Nordic Ergonomics Society 36th Annual Conference. 34 Appendix A SURVEY QUESTIONNAIRE Dear Respondent, The following is a survey on current job satisfaction levels of call center agents in a call center environment. Data from the survey will be used in a scholarly research as part of the requirements for a baccalaureate degree in Psychology under the San Beda College Psychology program. Rest assured that all responses will be treated with great confidentiality with only the researcher handling the survey results. For this purpose, I have assigned a coded name to each of you. Please indicate the coded name assigned to you on the blank corresponding to the “Name”. Do not indicate your real names. Participation in this survey will in no way affect your performance ratings nor your current status with your company. NAME:_________________________________ JOB POSITION: ___________________________ COMPANY:__________________________ SEX: ____M ____F AGE: _______ 35 APPENDIX B Figure 2. Sample Form: Performance Productivity Report Daily Productivity Report No. of Leads Contacts Conversio per hour n Rate Team Leader: ate: D Hourly Sales Accura cy Employee Name 36 APPENDIX C Figure 3. Key Result Areas Standards and Ratings Equivalents Key Result Areas (KRAs) Performance Benchmarks (per hour) below 8 completed call Rating below average average above average below average average above average below average average above average below average average above average No. of calls per hour 8 completed calls above 8 completed calls below 5 conversions No. of leads converted to sales per hour 5 conversions above 5 conversions Hourly sales expressed as a % of target no. of calls per hour below 60% 60% above 60% below 6 of 8 targeted calls No. of accuracies hit 6 of 8 targeted calls above 6 of 8 targeted calls 37 APPENDIX D Summary of Assigned Performance Weights Used in the Computation of Overall Performance Ratings Overall Performance Rating = {CPW + LPW + SPW + APW}/4 Where, CPW = Performance weight for Calls/hour LPW = Performance weight for Leads/hr converted to Sales SPW = Performance weight for Hourly Sales APW = Performance weight for Accuracies hit/hr 38 LOVE STYLES AMONG FILIPINO GAY MEN: AN EXPLORATORY ANALYSIS Jose Daniel S. Castillo Based on John Lee’s “Colors of Love” model, an exploratory research analysis on homosexual relationships in the Philippines was made. The researcher conducted five semi-structured interviews among five Filipino gay men (n=5). Analysis of the dialogues revealed that Filipino gay men are highly Erotic, Manic and Agapic, with some tendencies to be Pragmatic and Storgic, and almost no tendencies to be Ludic. This implies a discrepancy between these results and previous studies on males in love, and offeri a new perspective of homosexual relationships as a societal unit. In modern psychology, the concept of true love as an observable human condition has often been overlooked. Many have seen it as idealistic, romanticist, perhaps even unrealistic. Since the time of Freud, popular psychology has tended towards the darker, more sinister aspects of human nature, always seeking to find what is wrong with man and why. If love as a viable construct was ever explored it was usually in the context of sexual deviance, sexual anxiety, or some kind of bio-physical instinct; what made man happy, what possibly made him inherently good or if not, transcendent, was always blasé. Background on the Study of Love One reason for this attitude could be that defining love in a single comprehensive argument has proven to be quite difficult. When modern interest in love first emerged in the 1960’s and 1970’s, many theorists proposed several variations for it; for instance, Brau (1964) defined love as a “balanced mutuality” and a constant “exchange of rewards” between individuals. Berscheid & Walster (1974) proposed that love was a “physiological arousal accompanied by cognitive cues”, and Walster & Walster (1978) suggested that love was the duality of “passionate and companionate” aspects (Hendrick & Hendrick, 1986). In other words, many fragmented perspectives of love had been proposed, but a single cohesive and comprehensive definition had yet to be offered. This is partly because psychological discourses on love had usually been centered on theory building, with a somewhat “limited secondary thrust toward scale construction” (Hendrick & Hendrick, 39 1986). Throughout the years, several scales have been designed to analyze love in its various aspects. Rubin was one of the first researchers to analytically explore the dimensions of love. His studies revolved around the similarities between love and liking (1970, 1973, 1974), but because the two scales correlated too highly with one another, they could not be used as a definitive measure of love. Dion & Dion (1973) were able to create a prototype list of constructs that they called the “5 Approaches to Love”, namely volatile, circumspect, rational, passionate, and impetuous, while Munro & Adams (1978) studied the differences between romantic love and conjugal love, using a framework of developmental changes within an individual’s role structures (Hendrick & Hendrick, 1986). Simply put, many researchers were unable to conceptualize a solid framework for discussing love. The Colors of Love Enter John Alan Lee, a researcher who by extensive interview processes and data analysis was able to derive six styles, or what he called the six “colors” of love, namely: Eros (passionate love), Ludus (game-playing love), Storge (friendship-based love), Pragma (practical, criteria-based love), Mania (obsessive love), and Agape (selfless love). Implied in this structure is that people possess and express all these aspects in varying degrees, depending on the individual’s personal attributes and developmental stage. In other words, the way two teenage lovers might perceive love is probably different from how an old married couple would in the same way that American and Filipinos might behave differently towards their lovers. In fact, research has shown that these love styles correlate significantly across several variables including gender, culture, and even self-esteem (Hendrick & Hendrick, 1986). The Aim of the Study However, less research has been published regarding the love styles among homosexual partners. With gay culture gaining significance all over the world, this exploratory study comes at a time when sexual minorities are clamoring for societal recognition, particularly in an underdeveloped nation like the Philippines, where research on love and committed relationships has been given little or no focus (Dion & Dion, 1993). It is the aim of this study, therefore, to explore the love styles of Filipino gay men in an effort to correlate the understanding and experience of homosexual relationships in a developing nation with the existing Love Attitudes Scale which has been used almost exclusively for studies on heterosexual 40 relationships. Finding patterns in the love styles that connect to the existing data of other studies can illuminate the ways that a gay relationship is similar or different from the kinds of relationships that society might deem acceptable or deviant, and can thereby address the stereotypes and prejudices that have plagued gay relationships throughout the years. At the end of the day, love is a fundamental experience to all human beings (Rotzien, Vacha-Haase, Murthy, Davenport, & Thompson, 1993) and it is therefore important to expand the body of knowledge to apply to a broader scope of individuals. Conceptual Framework Related Literature The Love Styles According to Lee A study conducted by Hendrick, Hendrick, and Adler (1988) sought to further expound on the relevance of the love styles to dating couples and the nature of their relationships. The study explored the 41 correlation between satisfaction within a relationship and the love styles of the individuals involved, and the factors that affect the commitment and sustenance of the relationship. The researchers administered a battery of tests that included a background inventory, a Dyadic Adjustment Scale, a Relationship Assessment Scale, a self-esteem measure, a Sexual Attitudes Scale, a Self-Disclosure Scale, a commitment-investment scale, and finally the Love Attitudes Scale developed in their previous study. The participants were 57 heterosexual dating couples from a “large southwestern university”. The results gathered from these questionnaires showed very similar results to the previous research on scale construction, such as self-esteem being negatively correlated with Mania and positively correlated with Eros, and that men were more Ludic while women were more Storgic and Pragmatic (Hendrick, Hendrick, & Adler, 1988). With respect to relationship satisfaction and commitment, the results showed that the Dyadic Adjustment Scale and the Relationship Assessment Scale correlated most highly with Eros and most negatively with Ludus. Satisfaction in a relationship correlated to a high combination of Eros and Agape and negatively to Ludus. Moreover, the study found that most partners were similar in their love attitudes (Hendrick, Hendrick, & Adler, 1988). In another study (Neto, 1994), the love styles of a group of Portuguese students were determined. The researcher administered Hendrick’s Love Attitudes Scale to 185 single college-level men and women. The results of this study showed a fair degree of significance between the constructs. Eros was positively correlated with Agape and negatively with Ludus. The results reveal a good deal of similarity to those of the previous researches. Ludus was positively correlated with Pragma and negatively correlated with Agape. Storge was positively correlated with Pragma and Agape, and Pragma and Mania were positively correlated. Neto’s findings did not show any significant differences between men and women, and in fact the only similarity with the previous studies were that men were found to be more Ludic. However, the alphas generated by the study were slightly lower than Hendrick’s (.59 to .80), but were still usable for research purposes. Neto (2007) followed his first research with a much more recent study that focused on a crosscultural correlation between the love styles of British, Indian, and Portuguese students. He asserted that the way individuals from different cultures approach love is greatly affected by how their cultures perceive love (Neto, 2007). His research showed that, in particular, individualistic and collectivistic cultures viewed attraction and relationships quite differently, i.e. that “Japanese young adults indicated lower adherence to romantic conceptions of love and romantic beliefs than Americans” or that “Koreans were less romantic than Americans” (Neto, 2007), a phenomenon that might be linked to the previous findings of Hendrick et al regarding significant differences between varying ethnographies. 42 According to the research, Western cultures place a great deal of emphasis on romantic love as a basis for marriage while many Eastern cultures place the least emphasis on it. His current study sought to find out whether men and women from collectivist cultures (India) differed from individuals from individualist cultures (Portugal and The U.K.) when it came to love styles. Neto administered Hendrick’s Love Attitudes Scale to a total of 562 university students (231 British, 154 Indian, 177 Portuguese). The results showed a fair range of reliability alphas, from .60 to .84, again similar to Hendrick’s results. The analysis supported Neto’s hypothesis that culture affects love styles, with significant differences between the collectivist and individualist cultures and high correlations between the two individualist cultures. Indians were found to be less ludic than British, and more storgic pragmatic, manic and agapic than both British and Portuguese individuals. Interestingly, only Eros showed no significant differences with culture as a variable, proposing that “throughout the modern world, people [are] similar in the way they experience passionate love” (Rapson, 1996). One important aspect of Neto’s discussion is his argument that modern psychology has revolved largely around Western thoughts and Western behavior, noting that “if psychology is to become a universal discipline it will need both theory and data from majority of humans”, and that “cultural factors may contribute to understanding the diverse ways love is experienced by women and men in different societies” (Neto, 2007). Other research seems to support this assertion. According to Desai, McCormick, & Gaeddert (1989), for instance, “limited research is published on the attitudes about love and romanticism in nonWestern and particularly developing countries”, and that “the social construction of love may differ in Western as contrasted with Asian cultural traditions” (Dion and Dion, 1993). These arguments hold significant implications for conducting further research on Filipino approaches to love. As seen above, the Love Attitudes Scale has had a considerable amount of application in various empirical studies. But with the scale being the only available measure for Lee’s six constructs of love, its wide usage is to be expected. Rotzien, et al. conducted a confirmatory factor analysis of the Love Attitudes Scale (1990), seeking to ascertain whether Lee’s model fit the scale or not (Rotzien, et. al., 1993). According to the research, Hendrick, et al. had previously been using exploratory orthogonal factor analyses to assess the reliability and validity of the scale. The researchers imply, however, that the Hendrick scale may not actually be as reliable and as valid as was reported in previous studies (Rotzien, Vacha-Haase, Murthy, Davenport, & Thompson, 1993), due mainly to the orthogonal techniques used, which limits the variables and samples that apply to the scale’s standardization. The current study used 43 confirmatory structural equation modeling to compute for validity and reliability across variables and individuals. The researchers posited several theories regarding the lukewarm alphas garnered by the Love Attitudes Scale. First, that perhaps “the dimensions underlying the perception of love are [not] orthogonal” (Rotzien, et.al., 1993); second, that the six constructs as presented by Lee are uncorrelated; and third, that scale itself could benefit from further revisions: “The Hendrick-Hendrick measure has become increasingly popular. However, it is not entirely clear that the measure operationalizes a definition of love that social scientists should unequivocably accept.” Their computations revealed several insights on the Love Attitudes Scale and Lee’s model of love. First, the six constructs are not uncorrelated. Several invariable correlations were made among the six styles, including Eros, Mania and Agape. Second, that fewer items be administered in the scale to minimize the complications between the six constructs, as well as adding more behavioral/cognitive nuances to better define each of the six love styles (Rotzien, et. al., 1993). Based on these results, it is arguable that Lee’s model of love may benefit from further qualitative analyses of each of the constructs and how they manifest between couples before improvements on the scale or additions to the model can be made. Also, it is possible that the exclusion of other relevant populations such as the gay community may be a factor in the problematic and somewhat incomplete interpretation of love offered by Lee’s love styles theory. Other Studies on Love, Attraction, Sex and Relationships After decades of neglect, there has been a great resurgence in the psychological interest of love (Neto, 2007; Hendrick, et al. 2002; Myers and Shurts, 2002). The increasing awareness that love is a fundamental experience to all human beings (Rotzien, et.al., 1993) has ushered in an era of empirical discourses on love. Many theories and models offering different approaches to love have been proposed including John Lee’s six love styles. Hatfield and Walster (1978) distinguished passionate and compassionate love. Clark and Mills (1979) differentiated exchange relationships form communal 44 relationships, the former motivated by personal gain and the latter by altruistic tendencies. Sternberg (1986) proposed a particularly popular model of love that defined it as a trinity of passion, intimacy, and commitment (Neto, 2007). These theories seem to have supported bits and pieces of Lee’s model. A study by Grello, Welsh and Harper (2006) investigated the nature of casual sex among college students, which in terms of Hendrick and Hendrick’s scale can be roughly identified as Ludus. In fact, they included the theories on Ludus and Eros love styles in their hypothesis, predicting that Ludus types will more likely engage in casual sex while Eros types will engage in sex primarily in romantic relationships. The purpose of the study was to identify factors associated with engaging in sexual behavior, as well as the relationship between casual sex, infidelity, and depression. The data reveals significant differences between males and females, with males being more likely to engage in casual sex than females. Relative age was another factor. The results showed that individuals who engaged in casual sex were more likely to have lost their virginity at an earlier age than those who did not engage in casual sex. The quality of an individual’s first sexual experience was also significant. The researchers found that people who reported negative first-time experiences were more likely to engage in casual sex. From a psychological perspective, the researchers also found notable correlations between casual sex and depression—even between genders. Females who reported the most depressive symptoms and males who reported the fewest symptoms were the most likely to engage in casual sex (Welsh, et. al., 2006). Quiles (2003) used the Romantic Acts Construct developed by Tucker, et al. (1992) to identify what students considered to be acts of romantic love, seeking primarily to compare if these standards differed between cultures (Puerto Rico and the U.S.). The researcher underscored the romantic relationship as being one of the most important human experiences. In this study, student samples in Puerto Rico and the United States were tasked to rank 15 determined romantic acts such as “making love”, “taking walks”, and “cuddling” from the most romantic to the least romantic act. The results confirmed Quiles’ hypothesis which expected significant differences between cross-cultural experiences of romance. The first interesting finding was that Puerto Rican males and females had a significantly higher rate of agreement between each other regarding which acts were romantic or not. The American results showed a higher rate of disparity between the two genders’ opinions. Quiles also found significant differences between specific acts; in Puerto Rico males ranked “saying I love you” significantly higher than American males, while American males ranked “kissing” and “holding hands” significantly higher than Puerto Ricans. Puerto Rican females ranked “kissing”, “giving flowers”, “taking walks”, and “sitting 45 by the fireplace” as significantly more romantic than American females did, while American females ranked “love cards/letters” and “holding hands” higher than did the Puerto Ricans. A longitudinal study conducted by Sprecher (2002) analyzed how sexual satisfaction was related to overall satisfaction in a relationship. The researcher noted how American culture emphasized a premium on sexual attraction as a basis for selecting a partner or assessing the viability for marriage. Sprecher hypothesized that sexual satisfaction was “positively correlated with relationship satisfaction, love and commitment” (Sprecher, 2002) and that any change in sexual satisfaction causes a change in the reported quality of the relationship. The researchers sampled a population of Midwestern University student-couples and studied them over the course of five years. Notably, the sample size decreased over the course of the study as several couples terminated their relationships during. The results, for the most part, confirmed the hypotheses. Most of the couples at the beginning of the study reported a satisfactory relationship. Over the course of the study waves, the researcher found that the women’s sexual satisfaction was significantly higher than the males’, and that men more often reported a decrease in relationship satisfaction than women. The results also verified that an increase in sexual satisfaction correlated significantly with an increase in the couple’s happiness, and that a great decrease in sexual satisfaction significantly led to the termination of the relationship. In a qualitative study conducted by Patrick and Maggs (2007), a sample of freshmen university students were questioned on what their motivations to have sex were. The researchers found that students with more goal-focused reasons for having sex (social status, sexual satisfaction), had more short-term partners who were chosen less for any inherent qualities they possessed and more for how they helped the individual achieve his/her goal. Students who had fewer but steadier partners, however, reported giving more significance to the inherent qualities of their partners (kind, loving, funny), and therefore had more partner-focused reasons for having sex rather than self-focused reasons. This suggests that partnerfocused reasons for having sex reflect a desire to have more intimate, long-term relationships while selffocused reasons for having sex show a desire to have short-term, casual relationships. A common thread in all the studies above are human behaviors and perceptions about love that illuminate the differences between people who grew up in conventional cultures, or individuals who subscribed to conventional gender roles, and statistical analyses that compute for the usual factors of love like physical gender and general social backgrounds. 46 Gay Relationships However, when working within the context of homosexual relationships, romantic love has less often been explored. Most of the research cited above specified “heterosexual couples” or “men and women” as target participants. This seems to indicate a lag in the trend of research in this field, considering the changes in social perceptions happening around the world today. In the last decade alone, gay culture has gained more popularity and acceptance than ever before, even within the Catholic boundaries of Philippine tradition. If one cannot find empirical data to support this assertion, one need only turn to television, movies, and pop culture in general to see how a gay man in the media—in TV shows like Queer Eye for the Straight Guy and Queer as Folks, and movies like Brokeback Mountain— has been elevated from a shady character to a more stable and actualized human being. A study conducted by Dube (Dube, 2000) explored precisely this changing phenomenon. 160 gay and bisexual participants’ responses were coded as either sex-centered or identity-centered. Identitycentered identification meant that the male identified himself as gay before his first sexual encounter with another male, while sex-centered identification meant that the male identified himself as gay after his first homosexual experience. The results showed that 58% of the males developed through sex-centered sequences, while the rest (42%) developed through identity-centered sequences. An average of 3.5 years lay between the ages of sexual identification and sexual experience for both groups. The various tests conducted on the responses of the participants revealed that older males and males who followed a sexcentered sequence reported higher numbers of gay romantic relationships and sexual experiences, while younger males and males who were identity-centered tended to have fewer sexual partners and relationships. Another significant difference was that older men more often developed through sexcentered sequences (they identified themselves as gay after their first homosexual experience), while younger men more often developed through identity-centered sequences (they identified themselves as gay before their first homosexual experience). These results suggest several remarkable ideas: that the younger generations of gay men are better adjusted to identifying themselves as gay, that developing through an identity-centered sequence reduces the occurrence of sexual promiscuity and internalized homophobia, and that current culture’s perception, portrayal, and treatment of homosexuality has become less hostile and threatening to gay men over the years. However, this is not to say that the gay community does not have its share of discrimination and marginalization. In fact, a study by Rostosky, et al. (Rostosky, Riggle, Gray, & Hatton, 2007), the effects of discrimination on a committed same-sex relationship were discussed via the minority stress theory. A 47 sample of 40 individuals (20 males and 20 females) who were engaged in same-sex relationships of over six months was gathered through email and advertisement campaigns. The researchers prepared a background questionnaire that determined whether the participants had been physically or verbally abused because of their homosexuality in the past. The next set of items was a comprehensive topic sheet that included questions about their commitment and their relationships, and how they would compare the quality of their partnerships with that of heterosexual ones. Also included in the questionnaire were questions about how their family, their friends, and their society in general regarded them and their homosexual relationships. The participants were left to discuss their answers between themselves; their sessions were recorded for 40 minutes, after which a member of the research team would return and wrap up the conversation. The resulting qualitative analysis of the dialogues revealed several patterns among the couples. Firstly, over half of the participants reported experiencing discrimination from legal and religious institutions. Many of them also commented that because of the social stigma against them, there were little or no positive role models for gay people, and therefore perceptions of them have remained biased and stereotyped. Second, the researchers found that almost all their participants experienced and anticipated rejection from their family, friends, and even from complete strangers. This put considerable strain on many of their relationships, as the pressure to conceal or deny their romance caused anger, bouts of fighting, and high levels of fear (Rostosky, et.al., 2007). Finally, many of the couples expressed an internalized homophobia, which is in essence a form of homophobia that is imbibed by the homosexual as a defense against perceiving himself as negative or deviant. One participant in particular, named Charles (who had been partnered with Marcus for around 4 years), expressed the internalized shame that constant societal negativity had bred in him: “I didn’t know there [were] any gay relationships out there, other than one-night stands. Until I started to come out 4 years ago and started talking to people . . . and finally getting over my fear of all these myths and stereotypes of gay people as sex mongers, pedophiles, and all that other garbage. I thought all those things were true . . . that there wasn’t anything about love, and intimacy, and the need to be with someone to fulfill the piece that was missing in your life. . . . Why I had such a distorted view for a long time is that I didn’t realize that gay people 48 actually had committed relationships because I never saw any.” (Rostosky, et.al., 2007). And it is precisely this lack of dialogue and understanding of gay relationships that this current study seeks to remedy. Perhaps with a clearer understanding of how gay relationships work—of how they are similar to and different from conventional experiences of love and romance—millions of men and women like Charles can finally find not only a resolution to their own crises of identity, but also a place for themselves and their relationships in today’s society. Method Research Design This study used a qualitative design to conduct semi-structured interviews among five Filipino gay men in Metro Manila to explore their various love styles as per John Lee’s Colors of Love Model. Participants The researcher used a purposive sampling technique to select five (5) gay individuals with whom the interview process was conducted. Criteria for selection include residing within Metro Manila, being above 18 years of age, and having been in a relationship (whether casual or serious) at least once in the past. This was to ascertain that all participants were of legal sexual age and that they had at least some experience to draw upon when discussing their thoughts and feelings on relationships. Instruments The researcher provided each participant with a general information sheet to determine their age, area of residence, level of educational attainment, status of disclosure, number of past relationships, age of first sexual encounter, and total number of sexual partners. The researcher administered the Hendrick Love Attitudes Scale (1990) to each of the participants. The scale is a five-point Likert format (1 = Strongly Agree; 5 = Strongly Disagree), consisting of six subscales with seven items each. Scores are tallied per subscale, with a minimum of 7 points and a maximum of 35 points per subscale. Lower scores indicate higher tendencies towards the love style while higher scores indicate lower tendencies towards the love style. 49 The researcher conducted an extensive interview with each of the participants using the framework of Hendrick’s Love Attitudes Scale within the context of Lee’s six love styles. The topics discussed were directly derived from the Love Attitudes Scale, but were posed more as leading questions than specific items. Sample questions included were: “How did you and your partner meet? Was it a very physical attraction?” and “Do you sometimes find yourself looking at other prospective individuals? How flexible is your commitment to your partner?” and “How high would you prioritize the happiness and wellbeing of your partner? What kind of sacrifices—if any—would you make?” After the love styles portion of the interviews, other topics were discussed such as the participants’ perceptions on heterosexual relationships; how they were similar or different from homosexual relationships, how they thought Philippine society perceived homosexual relationships, and the implications of all these perceptions in terms of their personal experiences of love. Procedure First, an interview room was prepared prior to the arrival of the participants. A tape recorder was provided by the researcher for use during the interviews, as well as comfortable seating. Each participant was told that they were about to participate in an undergraduate study about gay relationships in the Philippines, and that none of their personal information would be divulged outside the scope of the study. They were informed that should they consent to participate in the research, their first names, general information sheets, Love Attitudes Scale results, and interview transcripts would be published in the study and presented to an academic panel. All five of the participants gave their consent for all the above-mentioned items. The researcher then conducted semi-structured interviews with each of the participants. All participants consented to the use of a tape recorder during the interviews. These interviews were conducted as outlined in the Instruments section of this study, with each interview lasting an average of 1.5 hours. Results General Outcomes Five participants (Dos, Lian, Alex, Andrew, and James; actual first names) participated in the study. As a group the participants were all Filipino gay men with an average age of 26 years, all of whom 50 had attained a college education and had disclosed their homosexuality to at least ten people (primarily close friends and family). Below is the general information sheet of each participant, tabulated: Name Dos James Alex Lian Andrew Age 31 29 27 24 21 Area of Residence Makati Taguig Makati Makati Manila Educational Attainment College graduate College graduate College graduate College (enrolled) College (enrolled Status of Disclosure Out Out Out Discrete Discrete # of Past Relationships 4 4 4 3 2 Age of 1st Sex. Enc. 20 17 18 15 17 # of Sexual Encounters 51-60 11-20 21-30 1-10 1-10 Relevant interpretations of the general information are found in the results and discussion sections of this paper. Below are the tabulated results of the Love Attitudes Scale. Participant Dos Lian Andrew Alex James AVERAGE Eros 10 11 14 17 10 12 Ludus 30 19 22 30 35 27 Storge 33 16 16 31 20 23 Pragma 35 19 17 26 32 26 Mania 7 17 27 14 10 15 Agape 7 18 19 15 7 13 The Love Attitudes Scale is scored by summing the total of each subscale; lower scores indicate stronger tendencies for that particular love style (1 = Strongly Agree; 5 = Strongly Disagree). On average, therefore, the participants scored highest in Eros, Agape, and Mania, and lowest in Storge, Pragma, and 51 Ludus, respectively. Further interpretation of the scores will be discussed in the results and discussion sections of this paper. After being administered the Love Attitudes Scale, each of the participants was then interviewed by the researcher. The interviews were conversational but covered all of the love styles presented in the scale. LOVE STYLES INTERVIEWS Eros From the interviews, the researcher found that, generally, all of the participants placed significant importance on sex while in a relationship. Whether or not an individual was sexually attractive contributed to the selection of a partner. The researcher asked the participants whether it was important to be physically or sexually attractive when considering a potential partner. “To other people, I think, he was more attractive than the average guy, not necessarily spectacular, but to me I just thought he was really beautiful... There was an intense chemistry right when we first met... I had this mad urge to touch him.” - James “Of course... Yes, [there was] definitely [a sexual chemistry]. I think that’s how it started... It took us not more than three or four times of us meeting before the first sexual experience.” Dos Sexual satisfaction also seemed to be a significant contributor to the success or the failure of a relationship. 52 “The sex was very good. Probably the most successful part of our relationship... It was really important. Looking back on my other significant relationships, the sex wasn’t so successful because there would be times where we weren’t really that compatible. We weren’t always on the same level... I perceived sex as something that showed that we were meant to be together.” Alex “Yes, [it affected the termination of our relationship]. [He] was complaining he wasn’t getting enough and as a result I kind of felt pressured. And then I guess there was some insecurity, in my part, because I couldn’t perform and I wasn’t as up to it as he was. - Dos Almost all the participants described intense feelings of love and romance as their relationships developed, which is characteristic of Erotic lovers. The researcher found the idealization of love to be a central theme among all the participants. “Yeah it was romantic, idealistic. Usually people would think na ako yung napaka-quiet na logical. Napansin ko na when I get into a relationship, nawawala. I become irrational talaga... It was kind of a whirlwind romance talaga. The first date we felt really attracted to each other. We already held hands, kissed... It was really intense...” Lian “I knew early on that I was already in love with him... I think we were both scared because of our terrible pasts but... All I wanted was for us to be together, that’s it... Nothing seemed to matter without him.” James 53 “Yeah there was a lot of wooing, especially in the early months. Lots of romantic gestures and words. Lots of plans being made, lots of affirmation. A lot of ‘I’ve been waiting for you all my life; you’re perfect; I can’t believe I found you.’ It did feel like we were chasing an ideal, like, finally, I found this perfect person.’ Alex The researcher found that all the participants became involved in a serious relationship with their partners right away. The participants also reported deep levels of emotional involvement with their partners, specifically going to great lengths to get to know and be intimate with their partner. “Yeah I did. I fell in love really quickly... A few days elapsed between our initial meeting and my developing strong feelings for him. These feelings then escalated over time... We would talk for hours and hours. This was definitely one of the most important aspects of the relationship... When I was at work I would have him on my work messenger... We would have tons of emails, we would see each other everyday... We were inseparable, definitely.” Alex “When we’d meet up we’d talk for hours. That’s how the relationship grew... I got to know him pretty well. We talked for hours, all his likes and dislikes, yung schools niya dati, our past relationships.” Lian Four out of five respondents reported that they “believed in true love”. These responses were found to be in line with the results of the Love Attitudes Scale, where as a group the participants scored highest in Eros. Ludus Discussions regarding the Ludus love style revealed unusual results, with all five participants placing special emphasis on staying faithful to their committed relationships. In contrast to the data 54 gathered from other studies where men scored much more Ludic than women, the men in this research seem to prefer monogamy over holding multiple partners. “No, never cheated on him... I was very serious about [the relationship]. Very very serious... I’m pretty much a serial monogamist... I don’t like having flings or one night stands. When I fall in love with somebody I give my all for it, and I’m sure about it, and I want it to work.” Alex “Cheating is unacceptable. It’s a non-negotiable... I have a very strict stand about this because gay people are, above all else, human also. Just because you’re gay you have no excuse to not be morally upright... If straight people have to be faithful, so do gay people... I would be [sic] in a couple of situations where I could’ve just fooled around but I said, ‘You know, I shouldn’t.’” Dos “Not only do I think it is despicable to betray another person’s trust, whether or not they are lovers, but I don’t think it helps me any as a gay guy to play up that kind of, you know, stereotype of being promiscuous and frivolous... We all simply want to be loved, and why people would jeopardize their chances at it over, I dunno, some stupid excitement really, just, confuses me.” James “I’d rather break up than cheat... I’m not that kind of guy. More monogamous... There needs to be trust for a relationship to work and if there are multiple partners, where is the trust there?” Andrew 55 All five respondents also reported that it was never easy to move on from an ended relationship, which is unlike Ludic type lovers. “It is never an easy thing to grow apart from someone you loved... Anyone who feels otherwise wasn’t in love... It’s been years since I’d spoken to the last person I was with, and I’m not even sure that I’m completely over him... When you reveal your heart to somebody else you can never take that back. In a way it’s like there’s this part of you that’s braided into someone else’s life.” James “Sabi nga nila, ‘Old habits die hard.’... As my friend just told me, you spend so much time together and it’s really hard to kick the habit of the stuff you do together. That’s really hard to kick.” Dos Another characteristic of the Ludus style is that the individual is uncomfortable with intimacy and dependency within a relationship. While none reported being adverse to intimate relationships, the participants in general seemed to prefer a degree of personal space. “I don’t like clingy people. I don’t want them to be dependent on me. I want them to have their own life, and then we can have our life together... [The ratio between dependence and independence] is six for him and four for me... I mean I still want to have control over my life.” Andrew “I think dependency is ok. I told [my partner] I was only dependent on him for one thing, which was my happiness. I could feed myself, I could make money for myself, I could take care of myself when I was sick...” 56 Dos “I always appreciate my partner wanting to be close to me, wanting to be a part of my life and wanting me to be a part of his... [But] I also enjoy seeing them have something that’s entirely their own... Not only does it add a kind of mystery, not knowing every nook and cranny of the guy, but it also, I think, helps keep the relationship healthy... It doesn’t make sense to have two people living exactly the same life.” James Storge As a group, the participants scored relatively low (23) in the Storgic love style. This was in conflict with most of their interviews, as four out five participants described the importance of friendship in their committed relationships, and two out of these four ranked friendship first as the primary basis of love. Only one participant reported a strong distinction between friends and lovers. “Friends before [becoming] lovers? Parang feeling ko hindi... Because I always think na parang, bakit hindi ba kami naging boyfriend ng best friend ko since high school? It’s because naka-compartmentalize na sila... I guess for me I’d know at the beginning if you were a friend or a lover.” Dos Three out of the five participants described how the initial attraction to their partners usually began as a companionship, with common interests and like-mindedness, rather than physical or sexual attraction. 57 “It wasn’t the physicality. He was also a writer, he was also an avid reader, so it was more of a meeting of minds... The first attraction was the conversation; [the] physical attraction grew after awhile. Lian “I don’t get physically attracted from the start. It’s more in terms of the conversations that we had that won me over... We clicked so well. When the relationship broke down, it wasn’t the sex or the way they looked [that I missed]. What I missed were the things like sitting in a park or t eating with them, going for a beer with them, walking down this street or that street with them. It was the companionship. He was my ideal companion. When it was just the two of us we were in this bubble and it was very beautiful for me, and it was perfect.” Alex “I think what’s interesting about [him] is that I think we started out by pretending we had no other intentions than to be friends with each other... We would constantly spend time together without using a romantic context, but honestly I think we both knew there was this intense attraction... When we finally ended up together, I think the lovely thing was that we found we genuinely liked each other, beyond this passion that was brewing. So I’m not sure whether we truly started out as just friends but I know we were the greatest of friends.” James Majority of the participants also reported that having a strong friendship (aside from the romance) was important to them when keeping a relationship. Many described how having similar interests or good conversations contributed to the quality and the success of their partnerships. “We were friends, even while we were dating. I have dated my friends in the past, so... What’s more important for me is the connection, where we can talk to each other. Because pangalawa na yung romance or anything sexual; you have to actually like the person, [to] be able to talk to the guy...” 58 Lian “Yeah, we had a lot in common. Our humor was very similar; we found the same things funny. In food we were the same, in movies we were the same. The lifestyle was easy. It wasn’t as if one person was very sports and one person wasn’t. We were very similar that way. We were on the same wavelength.” Alex “[He] and I had no similarities. It was hard because I was the type of person who would —and I did—give up everything for him. I was totally uprooted from my life, from my friends. I guess there should be similarities because if not it’s too much effort to have to bridge. It’s exciting at first but in the long run there’s going to be a lot of arguments. There’s just too much tension and too much of a headache.” Dos Again, these affirmatively Storgic responses are in conflict with the low Storge scores of the group. This disparity will be further discussed in the Discussion section of this study. Mania Mania scored among the three highest love styles for the group, indicating a tendency to be controlling and obsessive over one’s partner. Manic lovers have difficulty concentrating at school or at work, as their thoughts are occupied mainly by their relationship. They usually require continuous contact and affirmation, and this was reflected in some of the participants’ responses. “We were definitely very dependent on each other. We didn’t want to do anything without the other person knowing. We didn’t like any space at all... I would like my partner to be incredibly dependent on me. When I have a long relationship I expect 59 certain things, I expect to be in contact throughout the day... Every few hours every day. And you must see each other at least five days a week. In my last relationship this broke down a little bit... The contact got less and less, contact every three hours became getting in contact every six or seven hours, which I found unacceptable.” Alex “I mean, I consider myself pretty level-headed most of the time, but with him I just, I don’t know. I was very insecure of my position with him, wondering all the time if he wanted me or not. I was always calling him, asking him where he was and what he was doing... I just wanted to be involved in his life constantly. At the beginning I think we both enjoyed this; but towards the end when my fears started mounting I became very controlling and combative... I wouldn’t let him leave my side, I just wanted him to be by me always.” James “I was super-duper attached. Always spending time together, living together, travelling together... Oo! It got to the point of forsaking my work, my responsibilities. I actually gave up my life... You always have to maintain contact. Everyday... Morning, noon and midnight before you sleep.” Dos The other participants, however, seemed more ambivalent about the level of contact with their partners. Notably, these two participants’ scores were the highest ones in the Pragma subscale. “Not that often... I was pretty secure that the attraction was mutual and I had trust in him... Twice a day. As long as we have an understanding, and once a week magkita tayo, okay na sa akin. Once or twice a week. We’re both busy; we have our own lives.” Lian 60 “Once a day or twice a day is enough for me... Smooth sailing most of the time... I hate drama; it’s a waste of time.” Andrew All of the participants, however, reported some incidence of physical manifestations of distress when in conflict with their partners, which is another characteristic of Manic lovers. Often when these partners are upset over the state of their relationships, they have problems eating or sleeping, and will sometimes even experience dizziness, chest pains, and abdominal aches. Some of these symptoms were reflected in the participants’ responses. “Any time I felt he was displeased with me, I would not be able to function properly. I remember once when I didn’t eat for almost three days because he refused to speak to me... I just loved him so much and I couldn’t bear the thought that I’d done something wrong to him, you know? I wanted to make him happy always... Sometimes I’d beg him to just say one word; I didn’t care what word, to me, just so I could sleep.” - James “Yes, I would be very anxious. It would take over my brain completely and I wouldn’t be able to work properly. It affected my work, my friendships, because I would constantly be grouchy and worried and angry... I used to [get into a rage] if it would get to the point where I’d be trying the whole day to get in contact and they wouldn’t respond.” - Alex Pragma Four out of the five participants expressed highly pragmatic attitudes despite the fact that Pragma scored second to the lowest (next to Ludus) as an average for the group’s Love Attitude Scales. Pragmatic 61 lovers tend to be attracted to individuals who contribute to their social or economical status. Most of the participants emphasized the importance of similar financial profiles and social perception when in a relationship. “If you come from two different worlds it will eventually matter. I know my friends won’t discriminate who I’m with but I know it will eventually matter to me, or my partner, or the both of us. Like in terms of social status if he’s not that well off, like going out or the things we do might be limited, or he might feel uncomfortable with some friends that I have... Date? Maybe not seriously. Like, I’m more realistic. I know it’s not going to work out in the long run – have fun lang, ganun.” Andrew “Socio-economic background – yes that’s important, if you look at it in a logical way. It goes back to the similarities. If you grew up having different interests because of what you can do, what you can afford to do, masyadong mahirap yun.” Dos “Yeah, it’s a big thing for me because if I’m sizing up a person and seeing if I can have a relationship with this person, the first thing I think is, ‘Do I feel proud about this person?’ ... There’s a bit of my ego that says, ‘Does this person match well with me? Am I proud to introduce this person to my family and friends?’” Alex “It’s definitely more difficult to date people on a lower economic level than me, but that’s not the top of my list. He can work and kung may sarili siyang deskarte, I wouldn’t mind naman. As long as he can take care of himself.” Lian 62 Pragmatic lovers also commonly have a “shopping list” of characteristics that they look for in their partners, comprised usually of several physical and personality traits that they expect before they can even be attracted to the individual. Two out of the five participants reported having similar expectations. “Yeah, I’m very picky. Very picky. They have to be my height or taller. They also have to be quite masculine because I’m a discrete person with my sexuality... I look for certain physical and facial features... I want someone who is stable and who can build a life with me and do things with me on the same level.” Alex “Physically minimum, 5’8, if he’s super cute, 5’7. Has to speak good English... Doesn’t have to be hot but they have to be cute. Cheekbones and a well-defined jaw is like, super duper plus, plus, plus.” However, not all the participants expressed highly Pragmatic perceptions. Andrew “I try not to expect anything in terms of looks and such. My last relationship, for example, was with a person I would never have thought I would be attracted to. It doesn’t make any sense to keep an eye out for just one thing and end up letting so many good people pass you by... Money has never really been an issue with me... Don’t get me wrong – I don’t want to be someone’s financier, but to let money get in the way of a relationship is, to me, silly and kind of pathetic.” Agape The Agape love style refers ultimately to a selfless kind of love, wherein one gives one’s partner their time and energy, helping them achieve their goals and being personally satisfied only if their partner is. The group’s overall responses for Agapic perceptions and behaviour were split. Three out of the five participants reported having high levels of support and sacrifice for their partners. James 63 “[I was] super supportive. I prioritized his needs over mine. I didn’t do anything for myself. How he would live here, our business, everything. I really didn’t think about my own growth – only about his... Parang I’d feel guilty. Because he’s not happy! So I shouldn’t be happy also. Ganun yon.” Dos “I prioritize their convenience and level of comfort over mine, for sure. I would rather spend on my lover than on myself. I would work my plans around them and I wouldn’t expect it back. In all of my relationships I would go to them; they wouldn’t come to me... My life was centered around going to them and giving in and living for them.” - Alex “I can’t imagine not being supportive of my partner. I think that sort of thing is already instinctive to me... I think that, being human, ‘selflessness’ is pretty much a far-fetched idea, but I think that maybe, what, ‘otherfulness’? Might be a fair word to describe myself... Sometimes, yes, I lose sleep. How can I sleep knowing he’s unhappy or in need of something? ...I absolutely try my best to be as helpful as I can. To me, at the end of the day, that is probably what true love is. Two people helping each other live, right?” - James The other two participants expressed somewhat lukewarm Agapic tendencies. “I guess [I prioritize] like a 5.5 for me and a 4.5 for him... Well, if I’m not busy then of course I’ll try to help out but if I am then we do our own thing.” - Andrew “Selfishness to selflessness... 6 is to selfishness and 4 is to selflessness... I’m kind of concerned about his endeavours... I guess I was concerned but not too involved. May 64 concern ako but I guess I can still sleep at night... I offer support, but as I said kanina, when the relationship is in trouble, I tend to sacrifice a lot. But only when there’s an emergency. If generally, though, things are okay, I wouldn’t.” Lian Perception of Straight Relationships in Relation to Gay Relationships The participants were asked to talk about their experiences of having gay relationships in the Philippines compared to having straight relationships. This was done in order to create a context that would better illustrate their responses. As stated earlier in the study, hardly any research focusing on love has been made in developing nations, and almost none for the homosexual populations of such areas. Having heterosexual relationships as a context to refer to helps bring clarity and understanding to the participants’ discussions. Notably, all five of the participants found more common ground than differences between gay and straight relationships, with only minor differences in terms of the six love subscales. “In my opinion, I think it’s pretty much the same... I have friends who are straight and they pretty much have the same problems, from jealousy, to intimacy, to sex... The dynamics are different of course because of the genders but I think it’s basically the same. I would think that the physicality is basically the same, physical attraction... I think whether I was straight or gay I would cheat or not cheat the same... I think mas-intense ang friendship ng gays because like it or not, we’re marginalized, so we tend to protect each other...” Lian “I think that sexually they’re different. I think gay relationships are more sexually charged on average... [But] my ideal is just having a normal family set up – partners, but both being men. You can have children together, you can build a home together, you can be committed for a long time together and get married. It’s the same thing. It isn’t about having multiple partners or going to gay clubs or living separately. It’s not about promiscuity... To be honest I haven’t seen any difference. When I talk about my problems with my straight friends and they talk to me about their problems, they’re exactly the 65 same. There is never a problem in relationships that don’t occur in both straight and gay relationships...” Alex “No difference whatsoever. Attraction, conversations, dating, sex, faithfulness, companionship, selflessness, anger, patience, happiness, heartbreak – it’s all the same whether straight or gay.” James “Differences? Actually none at all. I really don’t think there is any in my experience differences between the needs and the problems that each type of relationship goes through. Gay people and straight people have sex. Gay people and straight people cheat. Gay people and straight people sacrifice themselves for their partner’s sake. I mean, talagang walang difference. I think the only difference is that gay relationships are still perceived as something unholy and unnatural, and therefore there is still that prejudice that we have to deal with. But based on the facts, on what actually happens in day to day life, personally ha, no difference at all. Like I said everyone is simply a human being.” - Dos Societal Experiences Finally the participants were asked to talk their experiences of how society perceives and behaves towards them in terms of their homosexuality and of building homosexual relationships. All five of the participants were again in agreement in terms of these experiences. “Being in a gay relationship is still pretty much not widely accepted here at all pero things are beginning to change especially with the younger gerenation. There’s a lot of understanding happening between the younger people. But the older more traditional ones are still finding it pretty hard to accept.” Dos 66 “Gay men are marginalized, judged differently. I think the real difference is that gay men have to be really discrete. That’s the difference. They don’t want to be judged or worry about what society thinks about them. Many still live in fear – something that doesn’t exist in straight relationships.” Lian “It’s embarrassing for the family and people don’t take you seriously... They stereotype gays as like, make-up and fashion and drag queens and parloristas... It’s normal. We’re born gay. We don’t choose to be gay... [But] the rest of the world don’t think it’s normal. It’s ‘bad’ to be gay.” Andrew “Relatively, things here are better than they are in some other countries. It’s somewhere in the middle. In Muslim countries, they are dead against it and disgusted by it. Two men living together are illegal. But there are places in the West where it is becoming very acceptable, not thought of as anything too strange. But in the Philippines, it’s really a hit and miss. A lot of the time the straight population finds the gay relationship to be quite comical. They think gays are quite funny. They’re accepted and people love having gay friends and they find it very entertaining, but when it comes to the issue of taking them seriously, having a stable and functioning relationship, it’s still quite an alien concept... It’s just not become that much of a norm. People perceive gay people as very feminine and outrageous. They haven’t had much exposure to a normal guy who isn’t flamboyant, who is discrete and wants to build a life with another guy.” Discussion The results of this study provide quite a clear and visible profile of the Filipino gay man’s perceptions and behaviors towards love and relationships. Similar to the results of the previous studies done by Hendrick and Neto, the participants in this study (all male) showed high levels of Erotic tendencies. Sexual satisfaction was a strong factor in determining the success or failure of their relationships, and those who reported high levels of passion also reported longer and more involved relationships. This is in line with the general results of the Eros subscales all over the world that show Alex 67 little or no difference across cultures or genders or races; the need for sexual happiness is common to all human beings. Remarkably, Ludus scored the lowest for the group, both in the participants’ Love Attitudes Scales and in their reported responses. This seems to defy the results of all the previous studies done in the past that show men of all cultures to be generally more Ludic, and the assumption that most homosexual men are promiscuous. All five of the participants expressed their aversion to being unfaithful to their partners and emphasized the importance of staying monogamous when in a committed relationship. None of the participants viewed love as a game and several expressed strong difficulty in recovering from an ended relationship. These results are notable because they indicate not only a disparity in the existing data about love, but also because they subvert the notion that gay relationships are flimsy and loosely-guarded. Studies in the past have shown that Ludus correlates negatively with overall relationship satisfaction, and it is therefore interesting to assert that perhaps gay men in the Philippines experience higher relationship satisfaction than many heterosexual couples. It is also possible that some of the feminine qualities of the participants were contributing factors to this outcome, because females were found to be significantly less Ludic than males, but this study has no concrete data to support this. The group scored relatively low in the Storge subscale of the Love Attitudes Scale, but many reported high levels of Storgic tendencies, such as the importance of having similar interests and building a friendship alongside the romantic and sexual relationship. This disparity might be best explained by the phrasing used in the Love Attitudes Scale, which the researcher did not find very effective in drawing out the actual perceptions of the participants. Most of the questions in this section of the subscale are presumptive rather than exploratory: “To be genuine, our love first required caring for a while” or “Our love is the best kind because it grew out of a long friendship.” In other words, the way the items were phrased alienated a lot of the participants’ experiences, and therefore although the participants may have had strong responses about friendship, the test gave them limited opportunities to report this. Mania was among the three highest subscales that the group scored in, indicating a general need for constant affirmation and contact with their partners. Three of the participants scored higher than the other two. Notably, these three participants had higher Agapic scores than the other two, whose Agapic responses were markedly lower. This is in line with previous research results that show a negative correlation between Agape and Mania. 68 Their ages and statuses of disclosure may also have played a part in this discrepancy. The three who expressed stronger Manic responses were the three oldest participants who were all openly gay and had more long term relationships over more years. The other two participants were significantly younger (both were still students), and had more discrete levels of disclosure that may reflect an uneasiness or discomfort regarding their sexuality, and therefore a guardedness or defensiveness when in a relationship. They also had less long-term relationships than the other three participants. Manic lovers are usually very comfortable and familiar with their sexuality and their needs, and therefore these factors, although not in any way confirmed by this study, may have contributed to the split Manic responses. In terms of the Storge love style, the group scored very low in their Love Attitudes Scales, with Pragma being second to the lowest, next only to Ludus. Their responses, however, revealed very Pragmatic attitudes. Four out of the five participants reported feelings and behavior very common to Pragmatic lovers, such as having rigid physical standards, or being attracted to partners who reflect well among their family and friends, or even only dating people with similar socio-economic profiles. These characteristics are again in line with past studies that show Eastern cultures to be significantly more Pragmatic than Western ones (Neto, 2007). Women were also found to be more pragmatic than men, and again it is possible that the female qualities of the participants affect this, but this study does not confirm any such assertion. One reason for the disparity between the test results and the participants’ responses might again be the way the Love Attitudes Scale is phrased. Items such as “Before getting very involved with my partner, I tried to figure out how compatible his/her hereditary background would be with mine in case we ever had children” clearly do not apply to homosexual relationships. The scale was made with heterosexual relationships in mind, and items like this may need to be rephrased to be able to apply to homosexual relationships. Another factor might be that some of the participants did not disclose their homosexuality to their family or their work associates, and therefore items such as “A main consideration in choosing my partner was how he/she would reflect on my family” and “One consideration in choosing my partner was how he/she would reflect on my career” are again irrelevant. Agape was the second highest among the group’s Love Attitudes Scale scores, next only to Eros. The interviews revealed split opinions about the importance of sacrifice and selflessness in a relationship. Three out of the five participants reported a high degree of Agapic tendencies while the other two did not. One reason for this might be that the three Agapic participants were also the three oldest ones. This may indicate higher developmental levels, which basically means higher levels of maturity. Younger individuals tend to be more self-absorbed and concerned with their own affairs while older individuals 69 become steadily more concerned with the welfare of those around them, and therefore the way they care for and respond to their partners’ needs may very well differ significantly. Overall, the results reveal that some aspects of previous studies on love styles are consistent with the behaviors of Filipino gay men, while others are not. For example, while men were consistently found to be more Ludic (Hendrick, et. al., 1988; Neto, 1994; Neto, 2007), this study clearly shows that this is not always the case. What might possibly explain this finding is that cultural factors contribute to an individual’s experience of love (Neto, 2007). Collectivist cultures such as most Asian cultures have been found to be less Ludic and more Manic, Pragmatic and Agapic than individualist (Western) cultures. Being a Filipino, therefore, may have had significant effect on the participants’ perceptions and behaviors. Moreover, none of the participants were highly Ludic, and all reported greater enjoyment of sexual intercourse within romantic relationships. This is consistent with previous studies done on the correlation between Eros, Ludus, and relationship styles (Grello, et. al., 2006). Other notable results include the study’s findings on the Erotic love style. Consistent with previous research, Erotic love had a very strong presence in all five of the participants’ experiences of love. Previous studies have also shown that sexual satisfaction greatly affects the overall success of a relationship (Sprecher, 2002), which is consistent with the findings of this research where four out of the five participants reported sex as playing integral roles in the success of their relationships and in their overall happiness towards their partner. This study also found that Filipino gay men are highly manic and pragmatic, which in previous research is typically attributed to women (Hendrick, et. al., 1988; Neto, 1994). The researcher suggests that perhaps the feminine aspects of the gay dynamic factor into these findings i.e. high degrees of emotional sensitivity and emotional needs. However, further research must be done before this assertion can be validated. Conclusion and Recommendation This exploratory study has therefore discovered that Filipino gay men are highly Erotic, Manic and Agapic, with some tendencies to be Pragmatic and Storgic, and are almost never Ludic. Filipino gay men are usually highly idealistic, believing in the existence of “true love” and the importance of building a meaningful relationship with another person. They usually remain faithful to their partners, 70 and prefer having monogamous relationships to polygamous ones. They also require a relatively high degree of attention and intimacy or else they become unsatisfied with the relationship. Filipino gay men tend to be attracted to people who share similar interests with them, who come from similar backgrounds and who are financially independent. Friendship is important to their relationship – they are not satisfied with just a purely sexual or romantic connection. Some Filipino gay men are quite selfless and generous when in a relationship (usually the older men who have disclosed to most of their society and who have had several long term relationships), while others are more concerned with their own affairs (usually the younger men who have disclosed to less people and have had less relationships). These results are in line with the results of individuals who are usually highly satisfied in their relationships, particularly those from individualistic cultures, as measured in the previous studies outlined in the related literature section of this paper. In other words, Filipino gay men experience their relationships very similarly to the way heterosexual couples do in the West. They also have some characteristics that are common to Eastern cultures like the Philippines. In fact, their experiences as recounted in the results section of this study reveal that there is little difference between heterosexual and homosexual relationships – that both groups go through the same stages of love, overcome the same problems that all couples do, and experience the same quality of happiness and satisfaction when in a relationship. The researcher recommends that further studies ought to be done on more specific aspects of gay relationships in the Philippines – perhaps the legalization of gay marriage or the viability of raising a family unit with two gay parents. All in all, more research needs to be done on the quality of love and relationships across gender, culture and sexual orientations in developing nations. REFERENCES Acevedo, B., & Aron, A. (2009). Does a long-term relationship kill romantic love? Review of General Psychology , 13, 59-65. Campbell, W., Foster, C., & Finkel, E. (2002). Does self-love lead to love for others? A story of narcissistic game playing. Journal of Personality and Social Psychology , 83, 340-354. Davidson, K. S., Moore, N., Earle, J., & Davis, R. (2008). Sexual attitudes and behavior at four universities: Do region, race, and/or religion matter? Adolescence , 43, Dube, E. (2000). The role of sexual behavior in the identification process of gay and bisexual males. The Journal of Sex Research , 37, 123+. 71 Eastwick, P., & E, F. (2008). The attachment system in fledgling relationships: An activating role for attachment anxiety. Journal of Personality and Social Psychology , 95, 628-647. Feeney, B., & Collins, N. (2001). Predictors of caregiving in adult relationships: An attachment theoretical perspective. Journal of Personality and Social Psychology , 80, 972-994. Gonzaga, G., Keltner, D., Londahl, E., & Smith, M. (2001). Love and the commitment problem in romantic relations and friendship. Journal of Personality and Social Psychology , 81, 247-262. Gonzaga, G., Turner, R., Keltner, D., Campos, B., & Altemus, M. (2006). Romantic love and sexual desire in close relationships. Emotion , 6, 163-179. Grello, C., Welsh, D., & Harper, M. (2006). No strings attached: The nature of casual sex in college students. The Journal of Sex Research, 43, 255+. Hendrick, C., & Hendrick, S. (1986). A theory and method of love. Journal of Personality and Social Psychology, 50, 392-402. Hendrick, S., Hendrick, C., & Adler, N. (1988). Romantic relationships: Love, satisfaction, and staying together. Journal of Personality and Social Psychology, 54, 980-988. Hill, C. (2002). Gender, relationship stage, and sexual behavior: The importance of partner emotional investment within specific situations. Journal of Sex Research, 39. Hwang, K., Johnston, M., & Smith, J. (2007). Romantic attachments in individuals with physical disabilities. Rehabilitation Psychology, 52, 184-195. Jones, J., Pelham, B., Carvallo, M., & Mirenberg, M. (2004). How do I love thee? Let me count the Js: Implicit egotism and interpersonal attraction. Journal of Personality and Social Psychology, 87, 665-683. Kurdek, L., & Schmitt, J. (1986). Relationship quality of partners in heterosexual married, heterosexual cohabiting, and gay and lesbian relationships. Journal of Personality and Social Psychology, 51, 711-720. Le Gall, A., Mullet, E., & Shafighi, S. (2002). Age, religious beliefs, and sexual attitudes. Journal of Sex Research, 39, 207+. Marigold, D., Holmes, J., & Ross, M. (2007). More than words: Reframing compliments from romantic partners fosters security in low self-esteem individuals. Journal of Personality and Social Psychology, 92, 232-248. Neto, F. (1994). Love styles among portuguese students. Journal of Psychology, 128, 613. Neto, F. (2007). Love styles: A cross-cultural study of British, Indian and Portuguese college students. Journal of Comparative Family Studies, 38, 239+. Patrick, M., Maggs, J., & Abar, C. (2007). Reasons to have sex: personal goals and sexual behavior during the transition to college. The Journal of Sex Research, 44. 72 Quiles, J. (2003). Romantic behaviors of university students: A crosscultural and gender analysis in Puerto Rico and the United States. College Student Journal, 37, 354+. Rostosky, S., Riggle, E., Gray, B., & Hatton, R. (2007). Minority stress experiences in committed same-sex couple relationships. Professional Psychology: Research and Practice, 38, 392-400. Rotzien, A., Vacha-Haase, T., Murthy, K., Davenport, D., & Thompson, B. (1993). A confirmatory factor analysis of the HendrickHendrick Love Attitudes Scale: Implications for counseling. Annual Meeting of the Mid-South Educational Research Association. New Orleans. Sbarra, D., & Ferrer, E. (2006). The structure and process of emotional experience following nonmarital relationship dissolution: Dynamic factor analyses of love, anger, and sadness. Emotion, 6, 224-238. Sprecher, S. (2002). Sexual satisfaction in premarital relationships: Associations with satisfaction, love, commitment, and stability. The Journal of Sex Research , 190+. Swami, V., Stieger, S., Haubner, T., Voracek, M., & Furnham, A. (2009). Evaluating the physical attractiveness of oneself and one's romantic partner: Individual and relationship correlates of the love-is-blind bias. Journal of Individual Differences, 30, 35-43. Tolmacz, R., Goldzweig, G., & Guttman, R. (2004). Attachment styles and the ideal image of a mate. European Psychologist, 9, 8795. Appendix A LOVE ATTITUDES SCALE Directions Listed below are several statements that reflect different attitudes about love. For each statement fill in the blank using the response that indicates how much you agree or disagree with that statement. The items refer to a specific love relationship.The 6 styles are marked A to F in the questionnaire, corresponding to the order above Eros to Agape.Whenever possible, answer the questions with your current partner in mind. If you are not currently dating anyone, answer the questions with your most recent partner in mind. If you have never been in love, answer in terms of what you think your responses would most likely be. There is no right or wrong answers - we each carry traits from the different styles of love. For each question score the following: (1) Strongly Agree, (2) Moderately Agree, (3) Neutral- neither Agree or Disagree, (4) Moderately Disagree, and (5) Strongly Disagree ____ My partner and I were attracted to each other immediately after we first met. 73 _____My partner and I have the right physical chemistry between us. ____ Our lovemaking is intense and satisfying. _____I feel that my partner and I were meant for each other. _____My partner and I became emotionally involved rather quickly. _____My partner and I really understand each other. _____My partner fits my ideal standards for physical beauty/ handsomeness. ____ I try to keep my partner a little uncertain about my commitment to him/her. ____ I believe that what my partner does not know about me wont hurt him/her. ____ I have sometimes had to keep my partner from finding out about other partners. ____ I could get over my affair with my partner pretty easily and quickly. ____ My partner would get upset if he/she knew some of things I've done with others. _____When my partner gets too dependent on me, I want to back off a little. _____I enjoy playing the game of love with my partner and a number of other partners. ____ It is hard for me to say exactly when our friendship turned into love. ____ To be genuine, our love first required caring for a while. ____ I expect to always be friends with my partner. ____ Our love is the best kind because it grew out of a long friendship. ____ Our friendship merged gradually into love over time. ____ Our love is really a deep friendship, not a mysterious, mystical emotion. ____ Our love relationship is the most satisfying because it developed from a good friendship. ____ I considered why my partner what my partner was going to become in life before I committed myself to him/her. ____ I tried to plan my life carefully before choosing my partner. ____ In choosing my partner, I believe it was best to love someone with a similar background. 74 ____ A main consideration in choosing my partner was how he/she would reflect on my family. ____ An important factor in choosing my partner was whether or not he/she would be a good parent. ____ One consideration in choosing my partner was how he/she would reflect on my career. ____ Before getting very involved with my partner, I tried to figure out how compatible his/her hereditary background would be with mine in case we ever had children. ____ When things are not right with my partner and me, my stomach gets upset. ____ If my partner and I broke up, I would get so depressed that I would even think of suicide. ____ Sometimes I get so excited about being in love with my partner that I cannot sleep. ____ When my partner does not pay attention to me, I feel sick all over. ____ Since I have been in love with my partner, I have had trouble concentrating on anything else. ____ I cannot relax if I suspect that partner is with someone else. ____ If my partner ignores me for a while, I sometimes do stupid things to try to get his/her attention back. ____ I try to always help my partner though difficult times. ____ I would rather suffer myself than let my partner suffer. ____ I cannot be happy unless I place my partners happiness before my own. ____ I am usually willing to sacrifice my own wishes to let my partner achieve his/hers. ____ Whatever I own is my partners to use as he/she chooses. ____ When my partner gets angry with me, I still love him/ her fully and unconditionally. ____ I would endure all things for the sake of my partner. 75 Appendix B INTERVIEW TRANSCRIPTS LEGEND: j = Researcher DOS j/ keeping in mind the most recent partner you’ve had ok initially was there a lot of physical attraction to begin with your partner d/ yes mhmm definitely j/ is it definitely to be physically attracted to you d/ of course j/ was the physical attraction very immediate d/ and almost instant j/ would you say that you and your partner were very passionate together 76 d/ yes definitely so esp in the first couple of years. Super. j/ was it very impt to you opersonally to have a good sexual rel with your partner d/ during the first year yes then after that it was so so j/ do you think that affected the termination of your relationship d/ yes alex was complaining he wasn’t getting enough and as a result I kinda felt pressured and then I guess there was some insecurity in my part cuz I couldn’t perform and I wasn’t as up to it as he was j/ while you were having sexual relationship was it very intense d/ on a scale of 1 to 10 I would say 10 and a half. Ang daming broken bed j/ so it was really very significant to then relationship d/ oo j/ how fast did you fall in love with each other? d/ one week. Definitely very short. When we first met, the next weekend, it took us not more than 3 or 4 times of us meeting before the first sexual experience j/ do yu think that when you first met there was immediately a sexual chemistry d/ yes definitely I think thats how it first started j/ would u describe it as a very romantic relationship] d/ yes we travelled a lot we did a lot of things together not necessarily the typical meaning of romantic but it was romantic in the sense that we’d always sort of escape into these trips. But no flowers and chocolates. To gay j/ was it a very emotional relationship d/ mhmm. Most of the time. It was a very long relationship j/ do you think there was a lot of idealism d/ in his part yes. I think that was one of the major differences in our views. Im more of a pragmatist. I guess im a bit too logical practical and alex is a bit too lofty in his ideals. I think its a plus for him but he was just too idealistic. Yeah he romanticized the idea of love too much to the point that I couldn’t understand it anymore j/ do you think that love exists d/ of course there’s real love. I mean it might not come in a form that you would expect it to come but I mean even if it was... yeah of course there is real love. It depends on the person eh. For some people if they get beaten up but they accept it, thats there view on love j/ was there real love between you and your partner d/ all of my partners, at that point in time at each of those points in our lives. j/ ok. Sex. How was the sex towards the end 77 d/ towards the end it was really dead. Dead. More on my part I have to admit cuz I was really bored with him and he was dirty. I should’ve accepted his proposal to get circumcised. j/ what did you not see eye-to-eye in d/ maybe the culture part is such a big thing. I think its a culture thing. I mean, with how I treat my friends how I treat my friends how he talks to his parents how we argue with each other. Later on I realized toward the third year when we would fight there were no resolutions it would always end up as we would not talk to each other for a few days or we’d just have sex and forget about it but we wouldn’t resolve it j/ would you say then that this wasn’t an ideal relationship d/ I don’t think it wasn’t idealistic I guess it served its purpose. I guess that’s what you mean about being blinded by love, forgetting different nuances about the person which I should’ve taken notice of j/ did you cheat d/ no I never did. I would sleep with another guy when he would break up with me. j/ ok so cheating is d/ unacceptable. Its a non-negotiable. Ask me why! j/ ok why d/ because I have a very strict stand about this because gay people are above all else human also. Just because you’re gay you have no excuse to not be morally upright. Gay or straight you always have to stick to the rules. If straight ppl have to be faithful so do gay ppl. j/ do you thnk these standards come naturally or d/ no you have to force yourself. We’re human. We control ourselves. We control our basic instincts our animalistic tendencies to seek pleasure to seek whatever. We have intellect to controlourselves j/ do you have a hard time doing this d/ no not really. I think my partner did though. His excuse was always I was sad and lonely j/ did you ever feel that way? Were there opportunities to fool around? d/yes j/ why didn’t you d/ because it didn’t cross my mind. I would be in a couple of situations where I could’ve just fooled around but I said, you know, I shouldn’t. Cuz even if he didn’t know I think personally I would be affected j/ are you ever dependent on your partner d/ umm, I think dependency is ok. Umm, as a person I was never dependent on alex. I think it was a big fight between us. I told him I was only dependent on him for one thing which was happiness. I could feed myself, I could make money for myself, I could take care of myself when I was sick. And I think he wasn’t happy with that j/ why 78 d/ I think you know its because he thinks a lover should die if he wasn’t there j/ okay I see j/ do you feel an aversion when your partner becomes or is dependent on you d/ no because alex was never dependent on me. We were never dependent on each other. I think he was a bit miffed that I wasn’t dependent on him but he was never dependent on me. j/ okay, is love a game? d/ of course not. I have a lot of friends who treat love as a game. I know people who really fool around and they think its so funny. And im like, oh my god. useless. Wag na mag bf diba. Its really useless j/ does it take very little time to get over a partner d/ no definitely not. Because sabi nga nila old habits die hard. Because umm as my friend just told me you spend so much time together and its really hard to kick the habit of the stuff you do together. Thats really hard to kick j/ should you be friends with a partner before getting into a relationship d/ not necessarily but Ideally you should. j/ would you? d/ friends before lovers? Parang feeling ko hindi. No because I always think na parang bat hindi ba kami naging boyfriend ng bestfriend ko since high school. And its because nakacompartmentalize na sila, how things start. If you’re a friend youre a friend if your a lover youre a lover. j/ whats the differences d/ sex. j/ why d/ because it makes things complicated because there’s already physical attraction involved. Its just wrong j/ is there like a window of time for you to be able to fall in love with a person d/ I don’t think that applies. I guess for me id know at the beginning if you were a friend or a lover. j/ would you prefer to have a lot of similarities d/ not a lot but at least some. Alex and I had no similarities. It was hard because I was the type of person who would and I did give up everything for him. I was totally uprooted from my life from my friends. I guess there should be similarities because if not its too much effort to have to bridge, its exciting at first but in the long run there’s gonna be a lot of arguments, there’s just too much tension too much of a headache. j/ do you usually have levelheaded relationships d/ no, no maturity level at all. Childish kung childish. j/ how impt are things like educ attainment, socioeconomic background 79 d/ educ attainment its not that impt. Socioeconomic background yes thats important, if you look at it in a logical way it goes back to the similarities. If you grew up having diff interests because of what you can do, what you can afford to do, masyadong mahirap yun. j/ would you be attracted to someone who did not have the same socioeconomic bg as yourself d/ no, no. I had a couple of dates na nagpapalibre ng spaghetti sa peninsula. I really didn’t like it. I also dated a couple of super well-off guys. And it was also super boring. We’d talk about stuff, like, an expedition to Antarctica. On paper it sounds cool but I was dying of boredom cuz I couldn’t relate. j/ ok how about how your partner reflects on your family or your career d/ I think with the career, better not to have the partner have anything to do it with it. With the family, the previous relationships my family knew about it. But I mean if you’re gay you don’t bring a guy home. I mean, so it didn’t really matter. Maybe when youre older, when your parents don’t take care of you anymore, when you have your own life, maybe what your family thinks might matter. but aside from that not really, for a gay guy j/ how attached do you think you are to your partner d/ I was super duper attached. Always spending time together, living together, travelling together, d/ oo! it got to the point of forsaking my work, my responsibilities I actually gave up my life not because my partner asked me but because I wasn’t doing enough for my partner. I felt I had the obligation to support my partner j/ are you the type to get upset when your partner doesn’t call, doesn’t text d/ oo yeah most definitely j/ how important is it d/ you always have to maintain contact. Everyday. I mean, just communication. Not necessarily physically meet but everyday, you should stay in contact. Morning, noon and midnight before you sleep j/ does it ever get to the point where you physically get upset, lose sleep.. d/ oh yes oo. If he doesn’t call or if he goes out and I don’t know where he is j/ what about jealousy issues d/ sobrang grabe. Grabe talaga. I had a really bad traumatic experience with my first ex. I mean, alex was very good looking and malandi din sya so parang, you always think, is he screwing around j/ do you find yourself seeking the attention of your partner d/ when we fight oo. When we’re not fighting I really don’t give a fuck. Deadma. Si alex yung nagagalit. Bakit di ko day sya pinapansin j/ okay. How supportive are you of your partner’s endeavours d/ super supportive. I prioritized his needs over mine. I didn’t do anything for myself. How he would live here, our business, everything. I really didn’t hink about my own growth, only about his. 80 j/ how much suffering would you be willing to take for your partner d/ super dami. Mga 10 tons j/ is it possible for you to be happy when your partner isn’t d/ no. No I don’t think so. Parang I’d feel guilty. Because he’s not happy! So I shouldn’t be happy also. Ganun yon j/ how open are you when the things you share with your partner d/ everything. You can have. Definitely. I’ll give everything for my partner j/ how are gay men relationships perceived in the Philippines in your experience d/ being in a gay relationship is still pretty much not widely accepted here at all pero things are beginning to change especially with the younger gerenation. There’s a lot of understanding happening between the younger people. But the older more traditional ones are still finding it pretty hard to accept. j/ what are the differences between straight and gay relationships d/ differences? Actually none at all. I really don’t think there is any in my experience differences between the needs and the problems that each type of relationship goes through. Gay people and straight people have sex. Gay people and straight people cheat. Gay people and straight people sacrifice themselves for their partner’s sake. I mean, talagang walang difference. I think the only difference is that gay relationships are still perceived as something unholy and unnatural, and therefore there is still that prejudice that we have to deal with. But based on the facts, on what actually happens in day to day life, personally ha, no difference at all. Like I said everyone is simply a human being. LIAN j/ would you describe yourself generally passionate or intense when getting into a relationship? l/ yes j/ on a scale of 1 - 10 how passionate do you think you would be l/ i guess an eight because when im really into someone i really show it j/ would you say that your relationships are usually romantic? l/ yeah its romantic idealistic usually people would think na ako yung napakaquiet na logical, napansin ko na when i get into a relationship, nawawala. i becvome irrational talaga j/ whats an example of an irrational or romantic situation l/ the last guy i dated was younger. 20 years old. i did a lot of stupid things and looking back, i did a lot of ovetthinking that caused a lot of undue stress j/ how did you first get attracted to this person how did you meet him l/ i met him at a friend's party and actually it wasnt the physicality, he was also a writer he was also an avid reader so it was more of a meeting of minds 81 we had the same interests and... yeah j/ how did it develop from there i mean did you go out a lot l/ it was kind of a whirlwind romance talaga. the first date we felt really attracted to each other. we already held hands, kissed, but yeah it was really intense so j/ was it physical? l/ the first attraction was the conversation but the physical attraction grew after awhile. but sa conversations nya yung una akong naattract j/ we're going to get a bit personal now. how was the sex l/ it was very intense and romantic, not that rough j/ how often would you guys have sex. among the times that you would hang out, how often would you have sex l/ 90 percent j/ how often would you be in contact l/ when we'd meet up we'd talk for hours. that's how the relationship grew. we talked about writing, and other similar interests j/ would you say that you were very much invested in this person l/ yes. yes. thats the problem i would say that i invested too much emotion. it was mutual but i think mas naginvest ako. i was the only one who made the conscious effort j/ did you want to always be involved with him, on all levels? l/ not really everything. i mean, i wanna know what he's doing, what's going on. i got to know him pretty well. we talked for hours, all his likes and dislikes, yung schools nya dati, our past relationships. but to the point of ano kinain mo ngayon saan ka ngayon im not like that j/ would you say that you were dependent or independent of each other l/ we were sort of independent. maybe 7 out of 10 dependence j/ did you see anyone else while you were with him? /l wala j/ in general do you date other people when in a relationship l/ hanggang walang formal na were gonna be exclusively dating il still date other people kung walang napagsunduan j/ would you say true love exists l/ yes 82 j/ have you experienced it l/ its hard to qualify true love but i think ive experienced it j/ do you think you can focus on one person for a long time l/ its not that difficult for me, especially when im in love with a person j/ would u say that you were friends with this person j/ do you tink that there was a friendship underlying the relationship l/ we were friends, even while we were dating. i have dated my friends in the past, so... j/ what do you think is more important to have - a companionate partner with whom you have similar interests and a strong friendship connection in terms of conversation or a person with whom you have something very romantic intense l/ whats more important for me is the connection, where we can talk to each other. because pagnawala na yung romance or anything sexual, you have to actual like the person. be able to talk to the guy you know j/ on average how long have your relationships been l/ on average, 7months or a year j/ when you get into a relatinshop do you start off with the mindset that you want it to be longterm l/ yes i really do prefer the serious longterm relationship j/ do you have a list of qualities when thinking of who you want to date l/ no. i dont j/ how do you go about selecting a person to date l/ i just talk to the guy. and see what happens. see if we click somewhere. he has to keep up with my conversations and has to be fairly goodlooking but other than that, im not very exacting. the attraction comes to me organically j/ how do you screen out people or what repels you from a person? what happens when u find yourself not attracted to someone l/ generally uncouth people i dont abide by them. i guess i stick to people in my social circle j/ is it important that your partner reflects well on your friends l/ i think so yes, thats important. he has to be able to hang out and get along with my friends, and of course he cant expect na ako lang yung magalaga sa kanya or something so he has to have his own deskarte in life 83 j/ socio-economic status. would you say you prefer people in the same sphere or not l/ its definitely more difficult to date people on a lower economic level than me but thats not on the top of my list. he can work and kung may sarili siyang deskarte i wouldnt mind naman. as long as he can take care of himself j/ have you ever had money issues in relationships then l/ this last guy i dated, he was from davao, the province, not very high in the social circle but he had plans he knew what he wanted. he didnt like other peope helping him and i admire that and i really didnt mind because he took care of himself. j/ has it ever posed a problem for you, dating someone from a different social status? l/ yes, because he couldnt keep up with the conversation of the barkada, he couldnt fathom yung iba nating pinaguusapan. we had different levels of problems. but yeah it was a problem j/ what would you choose to have - an exciting partner or a suitable partner. a thrilling partner or a partner that matched you well l/ its hard to choose because i would also want the more exciting, overwhelming partner, pero mas gusto ko yung magjijive din eh. a person who you can get along with, rely on, relax, who will understand you and like you even if you arent your best j/ how were the jealousy issues, if any l/ of course there were. j/ did you often get jealous l/ not that often. because i was pretty secure that the attraction was mutual and i had trust in him j/ how often do you think parnters should talk to each other or keep in contact l/ twice a day. as long as we have an understanding, and once a week magkita tayo okay na sa akin. once or twice a week, we're both busy, we have our own lives j/how does your jealousy manifest l/ i'll call, start asking questions... this is the problem with twitter and facebook, you start to assume a lot of things, but i try to ask naman. most of my jealous feelings i keep to myself. i tell myself im overthinking j/ why did you break up l/ he was young. 19 going on 20. he said he had nothing to offer me yet. i was already ready to make a commitment. we were dating 6-7 months and in told him i wanted to make it really serious and he told me he wasnt that ready to get into a serious relationship so j/ what convinced you to move on l/ for practicality's sake nalang. tatanggapin ko and i'll just move on nalang. didnt take too long, maybe 3 weeks na distraught ako pero nag move on ako. 84 j/ what was the longest time it took you to get over a person l/ uh, maybe less than a year maybe 9 months. pretty long time to get over someone. our relationship lasted just a little over a year. j/ do you ever find yourself turned off by someone when they get very close to you or do you prefer distance l/ yes, nakakaturn-off. i do like my personal space. j/ how would you ratio your personal spance and intimacy l/ 6 personal space, 4 intamcy. i really value my personal space j/ do you think this affects the success of your relationships l/ i think so . it causes a strain especially when the other person wants to be more intimate. kung masyadong minadali, intimacy kaagad, turnoff. we have to work on it j/ did if ever get to a point where you're physically distraught? with physical symptoms l/ yes, there were physical manifestations. like a throb [points to chest]. like when we fight i cant really sleep, i have to keep thinking about it j/ so how does that work, you say you're fairly independent but you feel these very strong feelings when minor altercations occur l/ i mean, yes im independent, i really do like to have my own separate life. i guess maybe i get upset for selfish reasons? i could be a little selfish. and i mean, the relationship is important to me, i dont want it to end, and so i get upset when thats threatened. so its really more about me and the relationship i want to keep than worrying about exactly what or why he's upset. j/ would you ever compromise yourself to make it work? l/ yes i would. when it comes down to it, i really do go out of my way to fix things, when i know its serious j/ are you very involved in the endeavours of your partner? l/ im kind of concerned about the endeavours. for example the 20year old i gave him books on journalism, asked him about his studies, but i guess not that involved. i guess i was concerned but not too involved. may concern ako but i guess i can still sleep at night. j how about sacrifice. would u say that you generally sacrifice a lot of yourself or l/ i offer support, but as i said kanina, when the relationship is in trouble, i tend to sacrifice a lot. but only when theres an emergency. if generally though things are okay, i wouldnt. j/ give me a ratio for your selfishness and selflessness. 85 l/ selfishness to selflessness... 6 is to selfishness and 4 is to selfnessness. because some of my selflessness stems from my selfishness. i dont want things to end, i dont want us to fight, and so i become selfless. so i guess thats selfish j/ how do you think gay relationships measure up against straight relationships, given everything we've just talked about l/ in my opinion, i think its pretty much the same, in my unprofessional opinion. i have friends who are straight and they pretty much have the same problems, from jealousy to intimacy to sex j/ what do you think are the similarities l/ jealousy issues, overthinking, that sort of thing. j/ how would you compare the romance between gay and straight relationships l/ the dynamics are different of course because of the genders but i think its basically the same. i would think that physicality is basically the same, physical attraction. gay relationships are more sexual. women have different needs i guess j/ what about faithfulness l/ i think whether i was straight or gay i would cheat or not cheat the same j/ what about in terms of friendship l/ i think mas intense ang friendship ng gays because like it or not we're kind of marginalized so we tend to protect each other and take care of each other but essentially both straight and gay relationships are the same j/ looking at your responses, basically, gay and straight relationships are much more similar than they are different. is this in line with your experiences in terms of how society treats both parties l/ no. gay men are marginalized, judged differently. i think the real difference is that gay men have to be really discrete, thats the difference. they dont wanna be judged or worry about what society thinks about them. many still live in fear, something that doesnt exist in a straight relationship. ANDREW j/ so youre not dating anyone at the moment? d/ ya j/ in general when u get into a relationship with someone is the attraction very physical d/ it depends if its a stranger then yes it has to be physical if its someone i kinda know then maybe personality j/ ok in this significant relationship how did you meet 86 d/ online j/ how did the attraction develop d/ it took time to develop like yeah it started out as just friends and then from there like months and months of conversing and then things developed j/ what attracted you to this person d/ intelligence j/ in general is this what youre attracted to in people you date d/ umm maybe i dunno i havent been on that many dates but usually the attraction is physical first and then his intelligence j/ would you say that you were attracted to one another immediately d/ mmm what do you mean j/ in just a general way d/ yeah i guess yeah j/ would you describe your relationship as passionate d/ maybe not passionate j/ if not primarioly passionwhat was it, did you have a lot of things in common or was it a game not so serious or was it codependence d/ it was siguro ano umm yeah i think it was kinda like a companion kinda thing j/ did you have sex d/ yeah j/ how was your sex life d/ it was just us having fun j/ how often would you ahve sex of the times you would see each other d/ once a week j/ how often would you see each other d/ once a week j/ so 100% d/ once a week but that was over the weekend na j/ so over several days 87 d/ yeah friday through sunday j/ how much of the time would you say was spent in sex d/ not much... not that long. id say like uhh.. 45 minutes j/ how was sex important and why d/ it was important because we have our needs... when youre attracted to that person and love that person yeah i dont know. when youre passionate about each other and stuff you wanna have fun stuff j/ how much did you want it, did you want it all the time, was it important to you d/ ummm like i could you know once a week is fine once every 2 weeks is fine it wasnt something i really needed it was just something that had to happen on a slightly regular basis j/ ok. do you normally get involved with your partners rather quickly d/ yeah i guess j/ explain to me how quickly was it d/ oh umm immediately there was immediately like a physical.. i mean feelings take a while for me but for like the shallow feelings come fast for me. like the getting to know you i like you feelings. i like him pretty fast i take slower to love him j/ how important then is physical attractiveness out of a scale of 10 d/ id say an 8.5. i mean im not shallow but when the person matters to me... j/ in your past relationships do you think any of them have been your ideal in terms of sexual satisfaction d/ enough, yeah.... i mean, the perfect 10? j/ i mean not like, perfect 10, but like, spomeone just your ty[e d/ ummm yeah j/ how was the romance in your relationship d/ umm i think in between idealistic and realistic. i mean i can be romantic and then also realistic... does that make sense. il just think of sweet nothings and be thoughtfull.. but not the overthetop kind of romantic just the simple kind j/ do you usually talk for hours or want to get to know each other completely or is it like, you dont delve to deeply into one another d/ ummmm defiunitely i liek to get to know the person. not always talking and being together b ut when we're together its always i always try to be meaningful lets try to get to know each other for real j/ did you ever cheat d/ never 88 j/ if given the chance do u think you would d/ never. j/ why not d/ id rather break up than cheat j/ not enjoyable to have mu;tiple partners d/ no definitely not. im not that kind of guy. more monogamous j/ why is monogamy important toy ou d/ there needs to be trust for a relationship to work and if there are multiple partners wheres the trust there j/ do you get turned off when your partner gets really dependent on you or do you like that attention d/ no i dont like clingy people i dont want them to be dependent on me i want them to have their own life and then we have our life together j/ what do you say is the ratio between dependence and independence d/ uhhh.. 6 for him and 4 for me j/ ok so the majority is for him d/ i guess yeah cuz if its less than six its just like being friends j/ what are the kinds of things for you that is off limits d/ uhhh well certain friends.. i mean i still want to have control over my life.. where i eat what i do. i dont like being controlled j d/ well i dont like jealous types so i dont like being controlled j/ do you like being in control do you get jealous d/ sometimes yeah i do not in the sense that its like dominating i make them think they want it but its more of what i want j/ what i mean is do you want to decide what he does who he talks to d/ oh no no definitely not j/ and how about jealousy d/ like you know il still let him do his thing cuz im usually the type that im jealous but then il never show it and il never tell you or like the more you try to make me jealous the more im not like yeah i have too much pride j/ do you think this ever affects your relationships? no jealousy and no control? 89 d/ i think yes in a good way because i think being mature about things not assmuing things immediately like, i dont wanna assume things il wait until its like 100 percent true or whatever j/ in general does it take long for you to get over a person that you love d/ initially yes but it will sink in later on j/ is it important tht you have a lot in common with your partner is that something attractive to you d/ actually even if we dont have much in common its okay with me because i like learning new things as long as we jive or we're on the same wavelength j/ do you usually start out as friends with people you're attracted to d/ no j/ would you describe your relationships more as companionate than as lovers d/ companion. j/ among friendship, sexual compatibility, romance, how would you rate these as factors affecting your relationship d/ friendship first romance second and sex third j/ do you have a list of qualities you expect d/ physically minimum 5'8 if he's super cute 5'7 has to speak good english. you know, decent english. like, not broken english. umm what else. doesn't have to be hot but they have to be cute. cheekbones and well defined jaw is like super duper plus plus plus j/ have you ever found a person that fits this list d/ not like everything but enough j/ so most of the time they have quite a lot of these qualities. d/ mhmm j/ is it important when selecting your partner to consider how he will reflect on your family career social circle d/ yes if you come from 2 different worlds it will eventually matter. i know my friends wont discriminate who im with but i know it will eventually matter to me or my partner or the both of us like in terms of social status if he's not that well off like going out or the things we do might be limited or he might be uncomfortable with some friends that i have j/ ok lets get into that - money. how does money affect the relationship. would you ever date anyone below your economic status d/ date? maybe but not seriously. like im more realistic i know its not gonna work out in the long run. have fun lang ganun 90 j/ would you rather have a suitable/compatible partner with whom you can have a stable life or a passionate, intense exciting partner with lots of drama and passion if you had to choose d/ umm in a different world id choose passionate drama but knowing myself id just go with the stable thing j/ how often do you think is an acceptable amount of keeping in contact d/ once a day or twice a day is enough for me j/ would you say that there are a lot of extremes in your relationship or usually moderate d/ yeah smooth sailing most of the time. j/ do you prefer this d/ yeah. i hate drama. its a waste of time. j/ do you ever experience physical symptoms of upsettedness or happiness with the person? d/ ive had no appetite.. but it was just like once j/ would you say that you prioritize the other person over yourself or not? how is the scale there d/ i guess like a 5.5 for me and a 4.5 for him j/ do you usually sacrfice or endure a lot of pain for the sake of your partner or is it more like each partner deals with his problems and then you meet up d/ uhh well if its not busy then of course il try to help out but if i am then we do our own thing. j/ its really important then to you to have separate lives? d/ yeah j/ do you find that this successful d/ with the right person yea. you find someone who thinks the same way you do and things will go well. ive been close to that kind of relationship but not exactly j/ why did you and your partners break up d/ hmm well one was cuz he was a cheating bastard and the other one was mutual. j/ why d/ we just decided that it was meant to be that we were just friends. it was either things would get really bad and we wouldnt even be friends after anymore or we can just stop this now and save the friendship later j/ why was it going so bad, d/ it waS the little things that you let slide, then it happens over and over again and then you cant take it anymore 91 j/ do you think any of these perceptions and behaviors affect that? d/ i guess we were just at diff points in our lives. i wasnt busy with my life and he was busy with his life. j/ does true love exist? d/ huh. it does for some people but not for me j/ how come d/ uh its just you know ive been surrounded with such BS and stuff and like friends and family.. and so it just kinda doesnt exist. im the type of person who gets tired of things easily so i'd like to keep changing or replacing things. i dont think il be satisfied with just 1 person for the rest of my life j/ do you aim for longterm or do you aim for shorterm d/ when i get into a relationship i definitely think longterm as in 2 yrs and then i dont know when itll go from there. but then again i havent had a relationship that long but knowing myself id just get sawa and then things will fall apart j/ do you think then you've ever been truly in love d/ no j/ difference between straight relationships and gay relationships. similarities and differences d/ similarities- they involve trust between two people and.. j/ how about in terms of sex d/ sex uh.. that may happen more often for gay couples. j/ ok. d/ gay relationships happen faster than straight relationships. there's usually no courtship anymore, its just sort of a really quick agreement j/ do you like that d/ i mean ive always been gay so i dunno.. i guess being courted by a guy i liked would be somethng sweet. but if i dont like him it would be annoying j/ what about with lists? is there a diff between straight/gay relationships in terms of that d/ no, its defintiely the same. guys and girls have their own lists j/ what about the manic obssessions d/ i think that's more of a straight thing. cuz of the girls. 92 j/ and what about the self-sacrifice d/ i think that would occur more with straight couples, with the girls being kawawa. j/ how then do you think being gay in the philippines is perceived d/ not good definitely. its embarrassing to the family and people dont take you seriously, i guess, so they stereotype gays as like, makeup and fashion and drag queens and parloristas j/ would you say then that being gay is normalcy? is it normal to be gay or abnormal d/ its normal. we're born gay. we dont choose to be gay. j/ why then is there prejudice d/ the rest of the world dont think its normal. its bad to be gay.. especially being in a catholic bible.. so the bible says we're immoral and stuff. so the prejudice stems from religious morals ALEX J/ how did you meet this partner a/ we were in the same circle of friends j/ could you describe how the attraction began a/ a lot of the attraction was mainly with conversation. i don't really get physically attracted from the start it's more in terms of the conversations that we had that won me over j/ when you first met, was there no physical attraction a/ i guess there was a little bit, but it wasn't a big thing with this relationship. normally you would go for somebody who was physically attractive, but not with this one. we were in the same industry and i was already used to his looks. i'd known him for a long time already j/ how long had you known this guy\ 93 a/ quite a few years. j/ before the attraction began, were you friends? a/ no not really. we talked briefly on the internet, on facebook, then met a few days later by accident j/ would you say that he fits what you would call very attractive physically a/ now looking back yes. j/ how was the sex between the both of you a/ the sex was very good. probably the most successful part of our relationshio j/ could you describe how it was a/ it was always very intense. we'd always go for long periods of time without seeing each other so when we'd see each other again it was always very intense. not so much on the gentle side, it was always quite intense and fast. we weren't on different levels. the timings were in sync. we felt the same things at the same time. we would "cum" together all the time. j/ how important was sex with this relationship a/ it was really important. looking back on my other significant relationships, the sex wasnt so successful because there would always be times where we werent really that comp[atible we werent always on the same level. we wouldnt always finsih at the same time or even be excited or even be in the mood at the same time. but in this relationship the sex was always successful j/ do you think the sex was one of the reasons that you stayed with this person a/ yes at this point i perceived it as something that showed that we were meant to be together. i felt that we were making love. it wasnt just a sexual thing. i mistook it for love because it was so compatible and it felt so right and i was never disappointed with it. over time the person became more and more attractive. when i saw his body the first time i wasnt that attracted to it, but the more i fell in love with him, the more attractive he became j/ why do you tihnk sex was so important a/ because its an expression. for me its an expression i guess. its a union. and its important to me because even thouhg ive had quite a lot of experiences, 90% of them were crap. so when you meet somebody you really love and the sex was perfect, you feel like you were meant to be 94 j/ lets talk more about the quality of the relationship. would you say that there was a lot of romanticism or idealism in this relationship a/ definitely yes j/ would you say that this was one of the more prominent characteristics of the relationship a/ yea there was a lot of wooing especially in the early months. lots of romantic gestiures and words. lots of plans being made, lots of affirmation. a lot of " ive been waiting for you all my life. your perfect. i cant believe i found you." it did feel like we were chasing an ideal, like finally i found this perfect person, j/ how old were you a/ 25 when we first met j/ how long did it last a/ a year and a half j/ would you say that after having those first initial conversations with him, would you say that you fell in love right away/ a/yeah i did. i fell in love really quickly. i think it started out as an infatuation but the more i got to know him the deeper i fell in love with him. only a few days elapsed between our initial meeting and my developing strong feelings for him. these feelings then escalated over time. j/ how long would you talk to each other? how often would you stay in contact? a/ oh we would talk for hours and hours and hours. this was definitely one of the most important aspects of the relationship. j/ did you ever cheat on him? a/ no never cheated on him j/ would you say that you like to keep a distance from him? would you say there was a distance between the both of you? a/ well its hard to say because we were mostly in different locations. but because of that we had to always be in constant contact. we would text constantly, when i was at work i would have him on my work messenger, at the beginning of the relationship we would have tons of email, we would always be on skype, we would see each other everyday and we would fall asleep together. and when we were physically together, sometimes for a couple of months at a time, we were 95 inseparable, definitely j/ do you think this is a general trait of your relationships? a/ in the long relationships, yeah. pretty much like this one. j/ if you were to give me a ratio between how independent and how close you were to each other, how would you rate it? a/ we were definitely very dependent on each other. we didnt want to do anything without the person knowing. we didnt like any space at all. j/ how did this contribute significantly to the relationshipo a/ it definitely kept us together j/ in this relationship, did you see love as more of a game or something to be serious about a/ no i was very serious about it. very very serioues. j/ in general, are your relationships short term relationships or long term relationships a/ no im pretty much a serial monogamist. the relationships are quite long. they're usually years j/ why so a/ because i dont like having flings or one night stands. when i fall in love with somebody i give my all for it and im sure about it and i want itto work j/ was there ever a situation where u had multiple partners are the same time a/ yes j/ was it during a significant relationship a/ yes a/ there was one relationship that last the longest, a four year relationship that broke down after two years. we were very unsure of each other. j/ do you ever have an issue with your partner becoming very dependent on you or do you enjoy a dependent partner? a/ no. i would like my partner to be incredibly dependent on me. when i have a long relationship i expect certain things, i expect to be in contact throughout the day j/ how much would you say is an acceptable amount of contact a/ every few hours everyday. and you must see each other at least 5 days a week j/ what happens when this contact is not kept up 96 a/ arguments occur. usually the people i have relationships, long term relationships, usually want the same thing. expect the same things i expect. they expect to hear from me every few hours, where i am, what im doing. however in my last relationship thiis broke down a little bit, around halfway through the relationship. the contact got less and less, contact every 3 hours became getting in contact every 6 or 7 hours. which i found unacceptable. j/ would you say that this was a significant factor in the demise of the relationship a/ defintiely yes. it killed it off because 1 person was making 110 effort and this 110 effort needs to be mutual. j/ would u say it went to the extent of you physically feeling something over this a/ yes i would be very anxious, it would take over my brain completely and i wouldnt be able to work properly. it affected my work, my friendships because i would contantly be grouchy and worried and angry. wondering why isnt he reaching out to me, making contact with me j/ would u ever get into a rage a/ yes i used to if it would get to the point where id be trying the whole day to get in contact and they wouldnt respond. j/ lets move on to another topic. would u say that you have a lot in common with this person a/ yeah we had a lot in common. our humor was very similar. we found the same things funny. in food we were the same, in food we were the same. the lifestyle was easy. it wasnt as if one person was very sporty and one person wasnt. we were very similar that way, we were on the same wavelength. it would be like, one person would say lets do this and the other would say alright, no one would mind. j/ fndamentally would you sy that you had a lot of common values principles beliefs a/ no in looking back our principles and values were very different. i had very strong values that the other person could not stick with j/ was this significant a/ yeah. i am a person who really needs trust. for a relationship to work there needs to be truth in everything. if id ever done anything wrong i would be the first to admit it. thats how a relationship survives. my parnter in the end didnt have this at all. there were so many secrets and i cannot keep secrets and thats what destryoed our relationship 97 j/ among the three, physical appearance, sexual satisfaction, or friendship, how would you rank them a/ friendship 1 sex 2 physical appearance 3 we clicked so well. when it was going good the good times were so so good. when the relationship broke down wasnt the sex or the way they looked. what i missed were the things like sitting in a park or eating with them going for a beer with them walking down this street or that street with them. it was the companionship. he was my ideal companion. when it was just the 2 of us we were in this bubble it was very beautiful for me and it was perfect. j/ lets talk about something else thats a little bit sensitive. money do you think its important to find somebody within your socioeconomic level. how does the money factor in to the quality of your relationship a/ for me its very important because for me to feel completely comfortable, ive found, i need somebody on the same level as i am, not rich not poor. someone in a stage in their life where they can get buy and is growing. where we can grow together. ive never dated anyone much richer than me. i find it novel at first but i get uncomfortable with it because i feel like i cant grow with this person. we arent striving for something together. j/ how important would u say how a person reflects on your career, your social circle is on your relationship a/ yea its a big thing for me because if im sizing up a person and seeing if i can have a relationship to this person the first thing i think is if can i introduce this person to my family. do i feel proud about this person. i come from a very open family who knows i date guys and who have met several of my other boyfriends before and so its important to me that they approve my partner j/ how would u decide that i can introduce this guy or that this guy will be expected or jive well a/ theres a bit of my ego that says does this person match well with me am i proud to introduce this person to my family and friends j/ i guess im asking what were you proud of a/ in the last one i was prooud because they were successful at what they did and they were very good at talking. i thought he was funny, he can cook, he can 98 make a nice meal for them, and he looks good. i was proud to present him because he was so handsome. this was my catch and i was proud to introduce him j/ would u say that when looking for a partner are there characteristics that you expect a/ yeah im very picky. very picky. they have to be my height or taller, they also have to be quite masculine.thats quite important to me because im a discrete person with my sexuality and all of my friends and my family are just normal people and if i dated someone who was flamboyantly gay i wouldnt feel so proud or comfortable. i look for certain physical, facial features. j/ would u say that you would prefer a suitable partner with whom you can build a rewarding life with or a partner with a lot of excitement and drama and passion a/ no ive already done that excitemetn and drama with my last relationship. at first it seems fun but after a wihle it gets very tiring. very draining. i want somebody who is stable and who can build a life with me and do things with me on a sane level. but there also has to be a level of excitement. not in terms of argument but there has to be some fire under it. there has to be passion to. j/ how much would you say you prioritize your partners needs and goals in general a/ i prioritize their convenience and level of comfort over mine for sure. i would rather spend on my lover than on myself. i would work my plans around them and i wouldnt expect it back. in all of my relationships i would go to them, they wouldnt come to me. the last relationships we were in different countries. i would go there regularly, fly their weekly, even go and live there. my life was centered around going to them and giving in and living for them in my last relationship it was very physical. they had a bit of a temper. they were real emotional and had personality problems and i had actually been, there was a ltitle violence involved. i had to hide it from the outside world. i said no one can find out about this j/ why a/ because i wanted to protect his interests j/ do you think this ultimately helped or damaged this relationship a/ looking back it definitely damaged. it was definitely very bad. if i'd had the courage to say that this is wrong and we have to end this.. but i did not 99 end this and i would forgive and it would happen again and again and they could do whatever they wanted to me. because i loved the relationship so much i didnt want to risk losing it forever j/ having said all this do you think that true love exists a/ yes true love exists j/ what is true love a/ i dont know exactly what it is but i know what it isnt i know it isnt about any kind of violence it isnt about individual interests. there are always going tlo be arguments its never going to be a stiuation where ur always going to be happy and you're going to be able to read each other's mind. sometimes its like you're a square peg fitting into a round whole. there are certain things you have to accept about them youre not going to be exactly the same. true love is when two people are able to work together to fit one another, putting the same amount of effort to make it work out. Both sides have to exert an equal amount of effort j/ how would you compare the qualities of gay relationships and straight relationships how are they similar and how are they diffetrent a/ i think that sexually they're different i think gay relationships are more sexually charged on average. i think sex plays a really big role in gay relationships because when two men are together it can be very explosive. for me, straight or gay relationships deal with the same problems with faithfulness. i like my relationships to emulate straight relationships. j/ what about the straight relationships do you like to emulate and why a/ my ideal is just having a normal family set up, partners but both being men. you can have children together, you can build a home together, you can be committed for a long time together and get married. its the same thing. it isnt about having multiple partners or going to gay clubs or living separately. its not about promiscuity but unfortunately a lot of gay life is about promiscuity. j/ what would u say is different about gay and straight relationships a/ to be honest i havent seen any difference. when i talk about my problems with my straight friends and they talk to me about their problems they're exactly 100 the same. there is never a problem in relationships that dont occur in both straight and gay relationships. ive never felt that there were aspects of my relationsihp that were really different j/how do you think are gay relationships perceived, in general, in the philippines a/ relatively, things here are better than they are in some other countries. its somewhere in the middle. in muslim countries, they are dead against it and disgusted by it. two men living together are illegal. but there are places in the west where it is becoming very acceptable, not thought of as anything too strange. but in the philippines its really hit and miss. a lot of the time the straight population finds the gay relationship to be quite comical. they think gays are quite funny. they're accepted and people love having gay friends and they find it very entertaining, but when it comes to the issue of taking them seriously, having a stable and functioning relationship, its still quite an alien concept j/ why? a/ its just not become that much of a norm. people perceive gay people as very feminine and outrageous. they havent had much exposure to a normal guy who is flambouyant who is discrete and wants to build a life with another guy. j/ personally to you, is this a problem? a/ in the west, ive had no problem at all. but here in the philippines, we're still a little behind. Although i think they would take it well, there would still be some judging, because they havent had enough exposure to it. 101 WORK SCHEDULE AND TIME SPENT WITH CHILDREN: THE WORKING MOTHERS’ EXPERIENCE Dulce Vida C. Ellacer The study is about the time of working mothers for their children. The participants of the study are the mothers who are working in the call center industry. The researcher chose the participants using purposive sampling technique. The criteria for the selection are: their civil status and age. Only female call center agents aged 18-30 were included in the sampling population. The study has thirty-one call center mothers, divided into two which are the single mothers and the married mothers. The results of the study showed that single mothers spend more time with their children than married mothers. Single mothers spent more time with their children because they do not have partners to depend on to take care of their children. On the other hand, married mothers have husbands to help them take care of their children while they are working and there is someone else who can give the children the love they need. In fact, in this study 56% of married mothers and 66% of single mothers indicated that they lessened their workload to spend more time with their children. 102 The traditional Filipino family is composed of a father, a mother and their children and with the father as the sole breadwinner while the mother stays at home to take care of the children and things at home. However, this trend is starting to change. Nowadays, many households have both parents working, leaving their children with their nannies. It is also common to find young, single working mothers who are living only with their children. With the traditional family set up, the father and mother do not experience role conflict because their duties and responsibilities are clearly defined. But with the new paradigm shift, where mothers are nurturing a career of their own, family problems start to come up. Children are no longer the sole priority of mothers. This problem is intensified in the case of single working mothers who have no partners to depend on or those mothers who are not working in an eight- to-five job, like the call center industry. With the proliferation of call centers in the Philippines, it has become the popular choice of young professionals seeking high financial gain. Many of today’s single working mothers are employed in the call center industry because of the monetary incentives that they get. It is a good choice for these mothers because unlike any other industry, it doesn’t require much academic qualification. In fact, many newly graduates have their first jobs as call center agents. However, working in this industry is not easy because of the working schedule. Some work on a graveyard shift which entails leaving their family at night to earn a living. This has a more serious impact on single mothers, who have young children, than those mothers who are married and living with their husbands. The question therefore is can mothers still devote time to their children given this unholy schedule? What is the impact of being married or single to the amount of time spent with their children? Is there a difference between the amount of time spent by married mothers and single mothers with their children? Do they also differ in the quality of time spent with their young ones? The study hypothesized that married mothers will have more time with their children because they have more resources than single mothers. Married mothers can easily lessen their workloads in order to spend time with their children because they have husbands who can support them financially. On the other hand, single mothers do not have partners to give them this extra support. Furthermore, married mothers can delegate other tasks that do not concern their children with their partners so that they can spend more time with their young ones. Working Schedule Time for Their Children 103 Figure 1: Working schedule affecting the time spent for the children. The diagram shows that the working schedule of both single and married mothers affects the time they spend on their children. Mothers may want to lessen their jobs so they can spend more time with their young ones. Married mothers may be able to spend more time with their children than single mothers because they have partners who can help them. It is often assumed that working mothers spend less time with children than non-working mothers. But studies have shown that this is not always true. Lynch (2001) found out that working American mothers in the late 1990s spent more time than stay at home moms did in 1981. This implies that American children, despite the popularity of working mothers, get more attention from their moms than children in the past decade. Is this because working mothers who participated in the study have husbands or partners that help them with others tasks? Review of Literature When children arrive, many of the women cut their working hours significantly and, at least symbolically, demonstrated greater commitment to family over work. If a woman became a mother she will lessen the hours spent on their jobs so she can spend more time with her kids (Hertz, 1999). For married mothers, the time spent on childcare activities increased to an average of 12.9 hours a week in 2000, from 10.6 hours in 1965. For married fathers, the time spent on childcare more than doubled to 6.5 hours a week from 2.6 hours. Single mothers reported spending 11.8 hours a week on childcare, up from 7.5 hours in 1965 (Pear, 2006). “A mother will do everything just to spend time to her children. Of course, something has to give, and these time-poor women have to cut corners not only on the amount of time they spend with children but also on what we’d normally think of as ‘quality time’ with their kids,” (Bianchi,2008). Single mothers spend around 83 to 90 percent as much time with their children as married mothers. Single mothers spend less time with children, on average because as a group they are less educated than married mothers - and more highly educated mothers spend more time with children. As a group, single mothers have higher employment rates - and employed mothers spend less time caring for their children than mothers who are not employed (Kendig and Bianchi, 2008). To make time, mothers have reduced their housework hours over the years by an amount the authors said matches their increase in paid work hours. They have cut their free time, 104 including hours spent on civic activities, according to time diaries cited by the authors. Employed mothers spend less time with their husbands, and have given up time with friends and relatives (Cohn, 2007). Despite the surge of women into the work force, mothers are spending at least as much time with their children today as they did 40 years ago, and the amount of child care and housework performed by fathers has sharply increased, researchers say in a new study, based on analysis of thousands of personal diaries (Pear, 2006). Working mothers spend more time with their 3-12 year old kids in 1997 than the stay at home moms in 1981 did (Lynch, 2001). Working mothers spent more time with their children to let the children feel that they are loved by their parent, specially by their mothers. First and foremost mothers learn to identify their priorities in life in which they always keep children at top, they also manage their time effectively and give specific time each day to their children and be concerned with their academic progress that eventually reassure the child that his mother is caring (Ladhani, 2010). Working moms are more affectionate with their children than those who don’t work. Furthermore, working mothers tend to express more verbal expression of love, hugs and kisses to their children. (Hoffman and Youngblade, 1999). Methods Research Design A qualitative research design was used for this study. The researcher used this design to get more information about the participants. The main method used for gathering data is through survey. The researcher used twelve questions to get the information needed. The questions were based on the objectives of the study. Each of the questions elicited information needed to answer the aims of the research. Participants Thirty-one call center mothers aged 18-30 participated in the study. The researcher selected 15 single mothers and 16 married mothers. The age of their children ranged from 6-13 years old. The participants were selected using the purposive sampling technique. They came from different call centers. Instruments The researcher constructed a 12 item questionnaire for this study. The said questionnaire contained items that asked for the mothers’ basic information like age, civil status and how many 105 hours a day they spent with their children. The quality of time spent with the children was also asked. Procedures The researcher surveyed call center companies that allowed students to conduct a study in their respective organizations. Permission was asked through contact persons. Then, contact persons were met personally to discuss the study. The purpose of the research, the degree of call center agent’s participation and how the data will be handled were explained to contact persons. These people help the researcher find the needed respondents for the study. Both the researcher and the contact person for each of the participating call center companies distributed the survey questionnaires to the participants. The latter were given one week to accomplish the questionnaire. The purpose of the study was explained to them as well as how the data will be dealt with. They were all told that their identity will be protected in reporting the results of the study and that the findings will only be used for academic and legal purposes only. Their informed consent was solicited before they were asked to answer the survey questionnaire. Results Amount of Time Spent at Work and on Children The results of the study showed that married mothers spent an average of 8.47 hours at work while single mothers spent 9.33 hours. When they were asked how many hours they actually spent with their children, given their working schedule, married mothers reported that approximately 5.68 hours were devoted to their children while for single mothers 6.26 hours. A related question that asked the mothers’ free time spent on their children showed that, married mothers stated 47.44% while 53.03% for single mothers. Mothers Prioritizing their Children Ninety three percent of single mothers (n=15) and 87% of married mothers (n=16) stated that they are the ones taking care of their children. Although both mothers spent more than 8 hours at work, they said that they were still able to put their children first when needed despite their busy working schedule. In fact, 56% of married mothers and 66% of single mothers indicated that they lessened their workload to spend more time with their children when necessary. Effects of Mothers’ Schedule on their Children 106 Mothers’ were asked if their children demand for their time and the results showed that 44% of married mothers and 40% percent of single mothers indicated that their children, indeed asked for their time. Most of the children of the participants were already asleep when they arrived home. Actually, 60% of single mothers and 56% of married mothers reported this. When mothers’ were asked if they could feel discomfort from their children because of their busy schedule, 88% of married mothers and 86% of single mothers said that they did not feel this at all. Despite the surge of women into the work force, mothers are spending at least as much time with their children today as they did 40 years ago, and the amount of child care and housework performed by fathers has sharply increased, researchers say in a new study, based on analysis of thousands of personal diaries, (Pear, 2006). Discussion “A mother will do everything just to spend time to her children. Of course, something has to give, and these time-poor women have to cut corners not only on the amount of time they spend with children but also on what we’d normally think of as ‘quality time’ with their kids,” (Bianchi,2008). Every mother wants to have more time with their children and they want to be hands-on in taking care of their children. If a woman became a mother she will lessen her workload for her to spend more time with her children and will definitely prioritize them. They lessen their jobs just to spend more time with their children. The study determined who has more time for their children, is it the married mothers or the single mothers? The hypothesis of the study married mothers will have more time with their children rather than single mothers because married mothers have more resources rather than single mothers. The results showed that single mothers have more time at work and more time with their children rather than married mothers. Contrary to the study of Pear (2006) said that married mothers spend more time with their children. Single mothers spent more time at work for the reason she can support her child financially and so she can send her child to school. Single mothers also spent more time with their children because they want to express their love for their children and they do not want their children feel neglected by their mothers, on the other hand, married mothers want to express their love for their children too but they do it if they have extra time because of their working schedule. Working married mothers spend more time at work and have some fun with their children if they have extra time because they know that they have partners to help them take care of their children. To support this statement, the result of the study showed that 87% of married mothers are the ones who take care of their children while 93% of 107 single mothers are the ones who take care of their children. Married mothers knows that even if they spend more time at work and stay there more than eight hours, someone is still there to take care of her children. The participants of this study stated that even if they spent more than 8 hours at work they are still hands-on when it comes to taking care of their children and even if they have a heavy working schedule they still see to it that they can still prioritize their children. When children arrived, many of the women cut back significantly on their working hours and, at least symbolically, demonstrated greater commitment to family over work. If a woman becames a mother they will lessen the hours spent on their jobs so they can spend more time with their kids (Hertz, 1999). Participants in the study stated that they lessen their workloads to spend more time with their children and to prioritize them. In fact, 56% of married mothers stated that they lessen their workloads while 66% of single mothers stated that they lessen their workloads. Single mothers make sure that they lessen their workloads for their children because they do not have partners to trust the safety of their children. Mothers have their different activities for their children when they have time with their children some of them are going to the malls to have some bonding moments with their children. In the study of Hoffman and Young (2001) made working mothers are more affectionate with their children and they are more expressive with their love. Mothers in this study make activities together with their children because in that way they can show their love to their children and to have some quality time for their child which is for us Filipinos are very important. Spending time or playing some games with their children is important because in that way the children will not feel that he or she is ignored. Mothers in this study made some activities with their children for them to have fun with their children, but some of the children of the participants still demand for more of their time. In fact, 44% of married mothers and 40% percent of single mothers indicated that their children still demands for their time. The result also showed that the children of married mothers demands more than the children of the single mothers. Mothers who participated in this study were asked if they feel discomfort from their children due to their busy schedule in their work. The results showed that all the mothers participated in this study did not feel any discomfort from their children. One of the participants said that the reason she did not feel any discomfort or her child is mad at her because she explained to her child that she needs to work for them and to support their financial needs. A good explanation from parents is enough to understand the situation of the family. Conclusion The study concludes that though the mothers are working they can still manage to have time with their children. Mothers are willing to sacrifice anything for their children; they lessen their workloads just to have time with their children. The study also concludes that marital status 108 may affect the time for the children. Single mothers spend more time with their children because they have no partners to depend on unlike with the married mothers they have husbands or partners to depend on when it comes to their children. Being a working mother is not that easy because after their work outside the house they still have something to do inside the house which to take care of her child. Knowing your priorities will help you balance your time like what Ladhani (2010) said in her article. Putting you child first will set your schedule in life. No matter how busy your schedule is as long you put your child as your top priority you will do something just to spend more time with your child. Mothers will easily lessen their workloads or they can lessen their working time just to spend more time with their children and show their love. Recommendation For further research, the researcher recommends to have at least one hundred participants to show if having a hundred participants will change the result of the study. The next researcher should interview or interact with the children of the participants so that the next researcher may include what are the perceptions of the children having a working mother. The next researcher should also ask some questions to the children on how their mothers take care of them. Observing the behavior of the child having a single mother who is working with a busy schedule will also help the next researcher to show how children behave with a working single mother. Reference Kendig and Bianchi (2008), “Married Mothers Spend More Time with Their Children than Single Mothers”. University of Maryland, Printing Press, U.S.A. Ticker (2008), “Time Single Working Moms Spend with Kids Surprises Researchers”, University of Maryland, Printing Press U.S.A. Retrieved from: http://www.eurekalert.org/pub_releases/2008-11/uomtsw112508.php on August 9, 2010 Pear (2006), “Married and Single Parents Spending More Time with Children”, Washington Retrieved from: http://www.nytimes.com/2006/10/17/us/17kids.html on August 9, 2010 Dr. Sushma Mehrota, “The Working Mother” Retrieved from: http://www.indiaparenting.com/articles/data/art09_026.shtml on August 9, 2010 Cohn (2007), “Do Parents Spend Enough Time With Their Children?” Retrievedfrom:http://www.prb.org/Articles/2007/DoParentsSpendEnoughTimeWi thTheirChildren.aspx on August 9, 2010 109 Lynch (2001), “Kiddie Time - study shows working mothers spend more time with children” Retrieved from: http://findarticles.com/p/articles/mi_m1568/is_4_33/ai_77010112/ on July 28, 2010 Hoffman and Youngblade (1999), “Mothers at Work: Effects on Children’s WellBeing” New York, Cambridge University Press, Retrieved from: http://ajp.psychiatryonline.org/cgi/content/full/158/11/1945 on September 17, 2010 Ladhani (2010), “Working Mothers: Effects on Children Upbringing” Retrieved from: http://ahmadladhani.wordpress.com/2010/04/26/workingmothers-effects-on-children-upbringing/ on September 17, 2010 EXPERIENCE OF PRODUCTIVE AND COUNTERPRODUCTIVE OUTCOMES OF FRIENDSHIP AMONG HOSPITAL EMPLOYEES Monica Hannah M. Geronilla The study explores the experience of productive and counterproductive outcomes of friendship among hospital employees. It aims to determine the effect of friendship on their work and examine whether friendship causes productivity or counter productivity at work. Productive outcomes are being able to accomplish task on time and have a good relationship with coworkers while counterproductive outcomes are doing task against the rules/norms of the organization. Participants included in the study were 13 professional workers (3 doctors and 10 nurses) from private hospitals of Bacoor and Muntinlupa City. The researcher conducted interviews with all the participants. The interviews were analyzed employing a qualitative 110 research methodology in order to explore and understand deeply the experiences of productive and counterproductive outcomes of friendship. Results of the study revealed that both doctors and nurses experience productive and counterproductive outcomes of friendship, however, it was also deemed from the result that there is a greater possibility of experiencing counterproductive outcome as the level of friendship of these participants’ increases. Friendship is a process of establishing connections and interactions that turn into an intimate relationship between or among persons who decide to come up with vivid conversations by exchanging ideas or point of views that will stimulate their mind and trigger their brain to think and infer on what to say as a response to their conversation. This will help the individuals involved to improve their views, thoughts, cogitation, and reasoning – in forming a brilliant judgment. This is a gradual or step-by-step development of good relationship which evolved from functional discussion that reveals the smartness of the speaker and the listener. Response or reaction undertaken by any of the speaker and listener, portray the attitude or behavior which will disclose the individual’s personality. The delivery of concepts, and the content or impact of thoughts will mirror the status of a person. Friendship can be viewed from two perspectives, from the speaker and from the listener. The speaker is responsible in explaining his point of views. He portrays his knowledge and brilliant ideas from which his personality is revealed. On the other hand, the listener analyzes what he hears. He processes the concepts delivered by the speaker before making any inference from it. Moreover, after a thorough evaluation on the presented opinions, an eloquent response will be delivered after which the reaction of the other side will be made known. From here, healthy conversation or interaction will develop. Healthy conversations and interactions as well as disagreements make friendship tighter or stronger. Conversation and interaction can take place anywhere. It can be done while doing some task or while spending idle time or even while walking. Surprisingly, there are people who have a narrow understanding of friendship, although many perceive it in a positive view. From a positive view, it may be the source of one’s strength 111 to continue working and carry out the best in the individual that often times leads to a good and harmonious working relationship. People who view friendship negatively are those who put malice in the relationship that often times result to intrigues hence, affecting the work and/or destroying the working relationship. (Dickie & Dickie, 2009). Friendship at work may have its good or bad effect. In an institution like a hospital, people work together to be of service to other people. The medical and paramedical professionals cooperate with one another to ensure smooth and safe delivery of medical services. The employees in a hospital are noble-minded people, who work hand in hand to save the lives of the patients. Evidently, a sense of camaraderie has already been developed between and among these workers. In an environment where cooperation, collaboration and camaraderie are required, developing friendships between and among coworkers is inevitable. However, as time progresses, with continuous interaction, conflict is created resulting to the dissolution or end of a healthy relationship between two or more persons. This misunderstanding frequently leads to a deeper conflict which can be considered a psychological discord. This kind of conflict affects the individual and consequently, his/her work. Despite the limited research studies and literature that examine the relational process of friendship at work, experiencing friendship at workplaces resulting to productive and counterproductive outcome have long been the subject of movies and television series. Work relationship, whether productive or counterproductive, among medical practitioners in a hospital setting is best illustrated in television programs or movies like Pathology (2008), ER (1994), House MD (2004), Grey’s Anatomy (2005), and Private Practice (2007). These movies and television series explore themes related to experiencing friendship among hospital employees and how friendship affects their work and relationship with one another. Also, these television programs and movies show a possible real life workplace relationship and illustrate how people in the workplace experience a bond of friendship that inspire these employees to work at their best or ruin their work if relationship or friendship turns sour. Therefore, this present study seeks to extend the academic literature on the experiences of productive and counterproductive outcomes of friendship among hospital employees. This effort will hopefully broaden the understanding of doctors and nurses on this phase of relational experiences. 112 There are cultural differences in the way friends are viewed across the world. In cultures that value familial network, such as the Asian culture, the function and role of a friend are often found within the family structure, and friendships are not given the same weight of importance as in another culture. There are also varying definitions as to what constitutes a friend. Someone might call another person "friend" because they have mutual interests and activities; while another person considers a friend someone who shares similar attitudes, values, and beliefs. (Psychology, 2001; Keller, 2004) The workplace is increasingly becoming an important venue for social connection and friendship. Workplace friendships present a unique blurring of public and private life spheres, and the idea of a "work friend" implies integrating the voluntary and non-institutionalized role of friend with the more involuntary and formalized role of coworker. Workplace friendships offer individuals companionship, work assistance, understanding, and emotional support, and are associated with the outcomes of well-being, job satisfaction, turnover intentions, and productivity (Halminton, 2007, pp. 5-6). Morrison & Nolan (2007) argue that with the hospital employees, the exploratory comes through curious minds because friendships at work operate at the "boundary" between the social norms governing friendship and the expectations surrounding organizational work roles, particularly in the undeveloped country like Philippines, where researches in productive and counterproductive has been given less or no focus The researcher explored the experience of productive and counterproductive outcomes of friendship among hospital employees. Specifically, the study sought to determine how they view friendship and how it affects their work. In addition, this study examined whether friendship causes productivity or counter-productivity in their respective working environments. Conceptual Framework COUNTERPRODUCTIVE OUTCOMES VIEW OF FRIENDSHIP AMONG HOSPITAL EMPLOYEES PRODUCTIVE OUTCOMES Figure 1 113 Figure 1 shows that the friendship views of doctors and nurses are what they are experiencing at work. In these experiences, the researcher aims to know if the person has already encountered most of productive side or counterproductive side of friendship outcomes. As pointed by Morrison & Nolan, (2007), establishing friendship at work may either result to pleasant or unpleasant outcomes . Review of Related Literature Friendship Friendships are a substantial part of the exercise of essential human values and they influence individual attitudes and behaviour which are shared with fellow employees (Sias, 2009, pp. 2-3). It is conceivable that strong friendships at work are particularly important where employees long hours and have little opportunities to develop non-work friendships. Moreover, in stressful jobs, close friends at work can provide support, understanding, and advice which may be needed to cope with the work since then, too, may have experienced similar stresses and strains. (Riordan & Griffeth, 1995). Thus strong friendships at work may increase employee retention, up to a point. Eventually, however, situational demands (e.g., long hours, low or unfair pay and lack of promotional opportunities) will likely “push” even closest friends from the job. Conversely, just as positive relationships at work may increase retention, negative relationships may reduce it. Thus, severe interpersonal conflicts may also “push” employees from the organization. This predicted turnover, which of course depends on the availability of other viable alternatives. At the very least, negative relationships can create stress at work, which can cause other problems. Clearly, this is speculation at this point, with empirical research needed to test these ideas. In sum, managers should encourage the development of friendships at work, but realize it is not a panacea for poor work circumstances (Crabtree, 2004). Also, the friendships decrease the negative attitudes of employees by reducing narrow self-interest so the importance of friendship should not be taken lightly (Dickie & Dickie, 2009). 114 With regards to Crabtree, (Yen, Chen, & Yen, 2009) also Explain that to promote workplace friendship, the manager should encourage the employees to have a team work and the division of labor in dealing with their job as prescribed. The consequence is that “numerous close friendships evolve from existing formal relationships and places, and for many people, these relationships are maintained within the organisational setting” (Morrison & Nolan, 2007). In A Cross-Cultural Perspective on Friendship Research said that Studies with primates have revealed reciprocity behavior that is similar to friendship interactions. It will be a fascinating task to explore similarities and differences in humans and primates relationships (Keller, 2004). Agreeing to Sias, fostering friendships can also be a pathway to achieving other management goals (Ellingwood, 2001). Among workplace relationships, friendship is unique in that “it is voluntary, has a personality bond, and is for personal, socio-emotional benefits; while other workplace relationships which are imposed have a work-role bond, and are for organizational, work-related benefits (Mao, 2006). Productivity Friends can quite legitimately make use of one another in instrumental ways without threatening the relationship, provided that it is clear that they are being used because they are friends and not friends because they are useful. (Grayson, 2007) In addition to Grayson’s findings, (Jewell & Shaar, 2010) having someone as a friend at work can increase job satisfaction, it can add more meaning to work aside from family and will love their job more because of this friends. Mao (2006) stated that having friends has benefits that make the company and work more productive. Friends help and work hand in hand with each other, encourage one another to full fill their goals and lastly they guide each other for them not to commit mistakes. Counterproductivity Likewise to Colquitt & Greenberg’s study, Spector, Fox, & Domagalaski (2005) studied that Counterproductive work behavior consists of intentional acts by employees that harm organizations or their stakeholders. Included under counterproductive work behavior are acts of 115 physical violence against people, as well as milder forms of aggressive behavior such as verbal aggression and other forms of mistreatment directed toward people. Counterproductive work behavior also includes acts directed toward organizations rather than people (although people are often indirect targets). This includes destruction and misuse of organizational property, doing work incorrectly, or failing to notify superiors about mistakes and work problems (e.g., a machine malfunction), and withdrawal (e.g., calling in sick when not ill). Both Colquitt & Greenberg’s (2005) and Spector et. Al (2005) said that counterproductive work behavior has been conceptualized in a number of ways, including organizational aggression antisocial behavior delinquency, deviance, retaliation, and revenge and mobbing /bullying. There is also another kind of counterproductive behaviour at work, “cyber loafing” it is defined as unauthorized personal internet surfing and non-work related e-mailing Gossiping and blaming co-workers are examples of less severe counterproductive behaviours directed to individuals. To this list, Colquitt & Greenberg (2005, pp. 2-3) would add events such as a negative display of emotion and anger. Such behaviours are possible outcomes when authority figures or the organization as a whole violate their conditions. A number of researchers (Yusoff, Abu Bakarb, & Alias, 2006) have found evidence that perceptions of counterproductive work behaviors and/or relations of counterproductive work behaviors to individual and organizational variables allow us to distinguish two categories of behaviors: those targeting the organization and those targeting other persons in the organization. Synthesis According to Sias (2009), friendship is an important part of life in a human being. On a similar note, Riordan & Griffeth (1995) and Crabtree (2004) claim that establishing friendship at work can increase the productivity of work by encouraging, helping, and supporting one another, and giving advice if needed. Though sometimes friendships can lead to unproductivity; like having conflicts with other co-workers. Likewise, Morrison & Nolan (2007) and Colquitt & Greenberg (2005) argued that counterproductive behaviours like stealing from co-workers ruin an organization. Methodology 116 Research Design The researcher employed a qualitative research design. With this method, the researcher was able to explore the experience of productive and counterproductive outcomes of friendship among hospital employees providing an in-depth understanding of what constitutes productive and counterproductive outcomes of friendship. Participants The participants of the study are professional doctors and nurses in private hospitals of Cavite and Muntinlupa City. A total of thirteen participants were conveniently selected for the study. Reference to table 1 is suggested for a graphical summary of participants’ demography. Table1. Profile of Participants Occupation Doctor 1 Doctor 2 Doctor 3 Nurse1 Nurse2 Nurse3 Nurse4 Nurse5 Nurse6 Nurse7 Nurse8 Nurse9 Nurse10 N = 13 Designation/Specialization Medical directress /Pediatrics Ophthalmology OB/GYNE General ward General ward General ward General ward General ward General ward General ward General ward General ward General ward Gender No. of years yrs at work Age Female Male Female Female Female Female Female Female Female Female Male Male Male range 39-55 39-55 39-55 20-25 20-25 20-25 20-25 20-25 20-25 20-25 20-25 20-25 20-25 10 10 10 2-3(mos) 2-3(mos) 2-3(mos) 2-3(mos) 2-3(mos) 2-3(mos) 2-3(mos) 3-5 3-5 3-5 Table 1 shows the profiles of the participants which constitute thirteen professional medical practitioners; three of which are professional doctors selected from different 117 departments and ten nurses assigned at the general ward. Doctor 1 is the medical directress in a private hospital in Bacoor, Cavite who specializes in Pediatrics, Doctor 2 is an Ophthalmologist in a private hospital of the same town, and Doctor 3 is an OB-GYNE (Obstetrics-Gynecologist) in a private hospital in Imus, Cavite. The doctors’ ages range from 39 to 55. They have all been on the job for roughly ten years. Aside from the three doctors, ten nurses were included in the study; seven of which are female while the rest are male, whose ages all range from 20 to 25. Six of the nurses have been on the job from two to three months and four other nurses have been on the job from three to five years. Instrument The face-to-face interview protocol was conducted using voice recorder. The researcher constructed eleven questions about the view points of friendship and their experiences with productive and counterproductive outcomes. The questions explore the nature of friendship and the willingness of the participants to get involved in a relationship on a friendly level. (Do you encourage yourself to be a friend with others? What is a friend to you?) Also, the participants were asked about the frequency of sharing and communicating, as well as the particular issues they share with their friends. (Do you often communicate and share issues? And what issues do you often share with? ) Lastly, the participants were asked whether communication and length of friendship, measured by the number of years or months of working together, increases the level of friendship (Do you think it increases the level of your friendship?). Procedure The researcher made sure that research protocol was observed in accordance with the ethics practiced in conducting a research: First, a number of employees were given a letter asking for their permission to be a part of the study. Those who responded positively were given a notice that a face-to-face interview would be conducted. Second, the doctors and nurses who agreed to participate in the study were scheduled for the interview. The interviews were recorded and transcribed and served as research data to explore the experience of productive and counterproductive outcome of friendship. 118 Lastly, the data was analyzed to determine hospital employees’ experience of friendship, whether productive or counterproductive. Data Analysis The researcher’s acquired interviews were transcribed and analyzed to find patterns in the study. Results and Discussion This presents the results and discussion of the study about the nurses’ and doctors’ concept of friends. The Concept of ‘friend’ for Nurses and Doctors The result of the study showed that doctors and nurses have similar points of view of what a friend is. Doctors for instance said that friends are people who can be trusted and relied on, shared ideas with and someone who would accept a person without any conditions. Nurses also view friends in the same way. Interestingly, the participants described friends using mostly common adjectives: a confidante, trustworthy, and dependable. These only showed that doctors and nurses share common experience when it comes to friendship. Data showed that for hospital employees, friends are the ones they can always lean on when they are in trouble and the ones who show comfort in times of need. Friends to them are there to extend support and provide guidance especially at work. Having friends at work can lessen the stress and tension when there is a lot of work to do and many patients to deal with. It also ‘makes your job less complicated’ according to one doctor participant. Agreeing with Rockefeller (2008), every individual seeks for friendship especially at work. A friend at work provides support in three main ways; emotional support, cognitive guidance, and tangible help. Friends give each other emotional support by demonstrating care and affection; they also provide guidance in times of decision-making while material things are always the source of tangible help a friend often provides. These concepts of friends by the doctors and nurses may show that they have established a certain relationship with their co-workers which they call friendship. They may have different personalities, attitudes, position at work, gender and age and yet, they still have something in common, which is to establish a good relationship with their friends and to have a comfortable and care-free feeling when it comes to working with others at work. 119 The productive outcomes of friendship The result of the study showed that both nurses and doctors experienced productivity outcomes of friendship. Productive for co-workers The productive outcome experienced by the participants during work time, is that their friends are there to support and help them when they need a helping hand and makes their work less complicated. “My friends at work are people who make my job less complicated.” - doctor 3 Doctor 3 admitted that friends are more helpful than unhelpful to her; she also added that having a set of friends at work can make the job easy and less complicated. Agreeing with Grayson (2007), that a friend knows when to help without having to use others. A friend is glad to be useful. Four of the participants have not experienced having mistakes with their friends yet. They were afraid to make mistakes with their profession that is why as much as possible they will do anything to avoid committing any mistake. One participant said that; “as far as I know, hindi pa ako nakakagawa ng mistake with my friend. Kasi sa ‘min pag nagkamali ka, alam agad ng mga boss o doctors lalo na yung head nurse namin kaya as much as possible hindi kami gagawa ng mali, instead magtutulungan kami magkakaibigan sa mga bagay na di namin alam para maiwasan ung pagkakamali.” -nurse 3 “ hindi pa ako nagkakaroon ng mistakes with my friends at work, at kung mangyari man yun, we’ll take full responsibility of it. Though most of the time we obey by the rules at kung ano yung ipinapagawa sa ‘min ng aming head nurse or chief doctor.” -nurse 2 Nurse 2 shows how flexible they would get just to avoid making mistakes with their friends. They will work hard in order to maintain their way of carrying out their work load by encouraging one another, being supportive, praising one another to boost their energy to work and also to guide each other so that no one would commit mistakes. Another friend showed that no matter what happened, if worse comes to worst they stick together and would take any punishment and responsibility for any mistake they would make. As posited by Ellingwood (2001) and Sias, (2009) friendship is a pathway to achieve goals. 120 Productivity for hospital Another productive outcome of friendship occurs when employees do not make decisions without the knowledge of their administration of head nurses and doctors. They prefer telling and asking whatever that they do not know of. One participant said; “wala pa naman, hindi pa kami gumagawa ng sarili naming decision. Lahat pinapaalam namin sa head doctors and nurses.” -nurse 2 “None, every case during training in OB-GYN must be reported to our Consultants. If anything happens they are the first one to know.” -doctor 3 “wala pa naman, kasi lagi kami nagtatanong sa administration naming at pinapaalam naming lahat.” -nurse 4 These doctor and nurses simply emphasize that they follow the norms of their medical institution because they do not do anything that would go against the hospital rules which would lead to making their job counterproductive . They will always make it a point to seek clarification or permission from their head doctor and nurses before deciding to act upon an assigned task. Another result gleaned from the study is that the participants do not tell lies just to cover their friends’ mistake or to free their friend from trouble. This does not mean that they are not good friends but they are just being professionals they make it a point to do their responsibilities and take full charge of it. “hindi pa, kasi lagi naman yung mga kaibigan ko pag nagkaproblema sila sa work, inaamin nila agad yung pagkakamali nila, handa kaming suportahan yung kaibigan naming sa mga ganyang bagay kasi pagtapus naman ng sermon ng doctor e nagcocomfortan kami sa isa’t isa para gumaan ang loob at lalo pa naming pinapalakas ang loob nila, hindi na naming kailangan pang magsinungaling para lang sa pagkakamali ng kaibigan kasi alam na namin ang tama at mali.” -nurse 4 “At my present status, it is not applicable. Private practice means taking the responsibility on your own doings” -doctor 3 121 The friendships between nurses and doctors have resulted to integrity at work. It is not that your leaving your friend with their troubles at work but it is the way you handle it and making your friend view it as helping him/her know his responsibility as an employee of the hospital that you will again, take what your responsibility on your own and do the right things because that what friends are, making this right and knowing when to fight or defend yourself. Also the study showed productivity for both friendship and hospital benefits from the productive situation given by a doctor. “This happened when I was the chief resident,. A medical intern inadvertently administered Pen G IV to a patient that had an anaphylaxis later on. It was an emergency situation but the intern had no knowledge on how to manage such case and was panicking na. I was operating at that time but need to ungloved and ran the fastest I can, I was 7 months preggy pa, we were able to save the patient and the face of the intern.” -doctor 2 Doctor 2 illustrated that in order to save the situation, she helped her intern. The situation showed that the intern may feel that she has the knowledge because she has a friend who is a doctor at work that would be able to help her in cases like this, that is why the incident happened. Also the situation showed that the doctor saved her friend’s mistakes for the welfare of the patient. She managed to act fast just to help a friend in need. Hospital benefited with the doctor’s act by saving the life of the patient that would make the hospital more reliable and trustworthy to clients. The counterproductive outcomes of friendship The study showed that there were participants who have experienced counterproductive outcomes. The counterproductive outcomes experienced by the participants were making mistakes with their friends, making decision without the knowledge of their head nurse or chief doctors and telling white lies just to cover their friend in trouble. The study showed that there are nurses and doctors who made mistakes with their friends at work, though these were just petty mistakes. Like in the case of the nurses who failed to fill up some information with a patient and forgetting to bill medical certificates and medications. More is expected from doctors in terms of doing the job accurately than with nurses because the first cannot afford to commit errors in judgment as they are dealing with lives of people under their care. 122 “Ah, kasi yung ano yun, pasyente pumasok sa Pedia e kailangan ng temperature tsaka weight e hindi pala nakuhanan nung isa, yung senior namin, so ang ginawa ko pineke ko na lang, onti lang naman. Ayun, nalaman, ako yung pinagalitan.” -nurse 5 Nurse 5 showed that in order to make up for the failure of his friend with the vital information of the patient he forged the temperature and weight just to complete the information sheet. In this situation, friendship went against the rule of the hospital, the mistake may be petty but situation such as what was illustrated by nurse 5 must not be done because he is forging the vital information of the patient. The said information would provide the assigned doctor or nurse to evaluate the health or wellness of the patient. Mistakes or accidents are counterproductive behavior discussed by Sackett, Berry, Wiemann & Laczo, (2006). Committing a mistake in a medical procedure with a co-worker is extremely prohibited because they are dealing with a person’s life. Though they are just humans, and humans do make mistakes, these mistakes are non-negotiable as they cannot afford to commit lapses of judgment. Another instance of counter productivity occurred when a male nurse made decisions with his friends without the knowledge of their chief doctors or head nurse. The decision that the nurse made was against the rules of the hospitals. She recalls: “Yung nung nag inquire yung globe tungkol sa air vaccine/ flu vaccine kasi gusto nilang magpa-inject ayaw nila sa doctor kasi masyado daw mahal so sabe namin pwede naman po kami kasi licensed naman po kameng nurses kaso sabe namin, prinesyuhan namin sya ng 200 per person e 9 person sila, 300 yung talagang presyo nun, oh e kasi sabi namin, samin samin lang naman, 200 na lang, kaso sa labas namin gagawin, so nung natapus na yung injection yung lahat, sa clinic din namin ginawa, tinatago lang namin sila, 9 person sila, 1.8k yung total, natago namin sila kasi yung admin namin andun lang sila sa office, e may vacant room pinapapunta lang naming sila dun tapus isa-isa inject lang, mabilis lang din naman mag-inject. E and then nung bayaran na humihingi yung manager nila ng resibo wala kameng maibibigay na resibo ayun, tapus sinabe na namin sa admin, sabe ng admin o sige kunin nyo na yung bayad, ang panget lang sa nangyare dun kinuha nila lahat ng bayad walang napunta samin, hindi naman kame pinagalitan kasi kumita sila samin 1.8 din yun.” -nurse 1 The actions showed that the decision they made was to to earn extra money from their job in the hospital. But of course their administrators would know everything. They were not scolded because the hospital earned from the uncanny transaction. The lesson learned from the nurse’s experience is that they should tell the patients honestly and abide by the rule of the hospital. 123 Having friends at work can really make you decide things like this because you are confident enough that no matter what happens to the both of you, you are assured that your friend will not leave you behind and betray you. With the doctor’s decision making experience, it would be a positive thing because they are the ones who has more knowledge on how to manage their patients and is superior to the nurses. A participant said that: “As doctors we need to act at once and give immediate remedy as the need arises. After which we call the attention of our superiors. In that way were able to learn how to manage different cases. It’s really part of our training.” -doctor 2 Another counterproductive experience with friends is telling white lies to cover a friend in trouble at work. Most of the doctors and nurses said that they do tell lies sometimes to cover a friend but not a gross trouble, and again just petty things. A doctor narrates: “if I feel that she committed an honest mistake and show remorse about it, I won’t hesitate to tell a lie for him/her. Anyway, what are friends for?’’ -doctor 2 Friends show here that they can back up the situation in times of their friends’ needs. By covering up for one another in their petty mistakes or trouble, though they do not do it often as the respondent said, “private practice means taking the responsibility on your own.” -doctor 3 In this case, covering for your friend at work must not be done all the time. It is fine to help a friend with his/her trouble but make sure that in helping them, the one who offered help should also know his/her responsibilities and should be prepared to take the consequence of the action if it turns counterproductive. Results of friendship to the organization (hospital) The study showed that both nurses and doctors had experienced productive outcomes that benefit both friendship and the hospital and there were participants who have encountered and experience counterproductive outcomes also. 124 The researcher surmised that the reasons why both nurses and doctors experience productive outcomes are because they are happy with their relationship with their friends at work. They seem to be satisfied with the outcomes when they done it with their friends and when they help one another. As Halminton (2007) quoted “Workplace friendships offer individuals companionship, work assistance, understanding, and emotional support, and are associated with the outcomes of well-being, job satisfaction, turnover intentions, and productivity.” The researcher also have the notion that the reasons why most nurses and some doctors experience counterproductive outcomes is primarily due to the length of their stay in the hospital and also due to the closeness or bond that they have developed as friends throughout the years. The researcher seemed to notice that the higher the level of intimacy they have with their friends at work the more there is a tendency that they would experience counterproductive outcomes. Conclusion and Recommendation Summing it up, the result of the study revealed that participants have similar views of friendship. In the study, a friend at work is a person who could be a confidante, someone who could be trusted, relied on, share interesting ideas with and , someone who accepts you unconditionally, no matter who or what you are. The participants have experienced both productive and counterproductive outcome of friendship in different ways. The researcher concludes that friendship at work can be both productive and counterproductive. As friends at work show good behavior towards work, the outcome of friendship would be productive and as the friends’ behavior toward work is bad, the outcomes of friends would be counterproductive. The interesting part of the study is that the researcher found that it is not only the bad behavior or relationship of the friends that causes counterproductive outcome but in this study; it shows that as one gets along and become close with friends at work, friends are more likely to do counterproductive behavior. The researchers’ possible reason is; as the level of intimacy/bonding with friends increases, friends at work become more comfortable with each other and become complacent that if they do something wrong or counterproductive they have friends who would never let them down or betray them and they are assured of the support of one another that they do not see the wrongness of their actions. 125 The researcher recommends that employees of hospitals set grounds with their relationship at work, and should know their boundaries in establishing friendship. If they would have any close friend at work they should know their limitations when it comes to work. Also they should be professional when needed. The researcher recommends to institutions like hospitals to limit informal groups of friends to a minimum and to inform these groups of friends of their responsibilities and limitations as regards their work to lessen counterproductive outcomes. The institution should also underscore the importance of professionalism and remind their employees to set aside personal relationships with one another during work. Also the organization should provide trainings/seminars that will build team spirit and camaraderie. The researcher recommends to future researchers who are interested to further study the topic of friendship in workplace, to broaden the pool of subjects interviewed, so as to have a sense of diversity and to organize an early time frame for interviewing participants and to have an effective time management in terms of preparation of the necessary documents. References Colquitt, J., & Greenberg, J. (2005). Handbook of organizational justice. New Jersey: Lawrence Elrbaum Associates. Crabtree, S. (2004). Getting personal in the workplace. Gallup Management Journal , 1-3. Dickie, L., & Dickie, C. (2009). Exploring Workplace Friendships in Business Cultural Variations of Employee Behaviour. Research and Practice in Human Reseource Management , 10-12. Ellingwood, S. (2001). The Collective Advantage. Gullup Management Journal , 1-2. Grayson, K. (2007). Friendship Versus Business inMarketing Relationships. Journal of Marketing , 121–139. Halminton, E. A. (2007). Firm friends: Examining functions and outcomes of workplace friendship among law firm associates. Boston: eScholar@BC. Jewell, L., & Shaar, M.-J. S. (2010). When at Work, Can You Leave Your Heart at Home? Positive Psychology News Daily , 1. Keller, M. (2004). A Cross-Cultural Perspective on Friendship Research. ISBBD Newsletter. , 3-4. Mao, H.-Y. (2006). The relationship between organizational level and workplace. The International Journal of Human Resource Management , 17-18. Morrison, R. L., & Nolan, T. (2007). I get by with a little help from my friends … at work. New Zealand Journal of Social Sciences Online , 1-3. Psychology, G. E. (2001). Friendship. Gale Group. 126 Riordan, C. M., & Griffeth, r. W. (1995). The Oppurtunity of Friendship in Workplace. JOURNAL OF BUSINESS AND PSYCHOLOGY , 153-152. Rockefeller Jr., J. D. (2008). Friendship at Work. Sias, P. M. (2009). Organizing Relationship: Tradition and Emerging perspective on workplace relationship. United States of America: SAGE Inc. Spector, P. E., Fox, S., & Domagalaski, T. (2005). Emotions, Violence and Counterproductive Work Behavior. 03-Kelloway-4838.qxd , 2-3. Yen, W.-W., Chen, S.-C., & Yen, S.-I. (2009). The impact of perceptions of organizational politics on workplace friendship. African Journal of Business Management , pp.548-554. Yusoff, H. B., Abu Bakarb, A. Z., & Alias, R. A. (2006). Polygraphic Counterproductive Behavior Index Profiling System. eprints.UTM , 2-4. Appendix A Request letter July 13, 2010 Catambing, Grace, PhD Saint Dominic Hospitals, Bacoor Dear Dr. Catambing, Peace! I am Monica Hannah Geronilla, 4th year student of san Beda College Alabang Major in AB psychology. I am currently doing my thesis about friendship in the hospital workplace. In this connection, I would like to request your help in completing the study through your participation. Would it be possible to have an appointment with you for a thirty-minute interview? Attached is a list of items that would be covered by the study. Should you have any questions regarding my study please do not hesitate to contact me at 09276325675. Hoping for you positive response. Thank you and God bless. Sincerely, Monica Hannah Geronilla 127 Noted by: Prof. Paul V. Hilario, Ph.D Thesis Professor Prof. Fatima Bullecer Thesis Adviser Appendix B Guide questions for interview: 1. Do you encourage yourself to be friend with others? And what is (a) friend for you? Does it imply what kind of friends you have at work? (If not, how do you describe your friends at work?) 2. Do you often communicate and share issues? (If not, why? Don’t you ever trust anyone in your workplace?) 3. What issues do you often share with? Do you think it increase the level of your friendship? 4. Do you often appreciate your friends at work? How do you show your appreciation? How do they responses or react to it? 5. Have you ever lost your temper and got angry to your co-worker? What happened and what did you do? Are you still in good terms? 6. Are there instance that you’re not satisfied with your work because of your co-worker? (if yes, can you tell why you’re not satisfied? How does it occur?) 7. Have you ever been late with your patient appointments? Why’s that happened? 8. Have you ever made a mistake with your friend at work? Did it result to something bad? 128 9. Was there a time that you and your friend made a decision without the approach of your head? Were your head able to discover it? 10. Did you ever experience to be scolded or embarrassed by a doctor/chair doctor at work? How did you respond to this? Was your work really got affected after these circumstances? 11. Is there any incident that you tell lies just to protect your friend’s interest and free him/her from trouble at work? How many times in week/months did you do this? Appendix C Participants’ transcribe interview: Nurse 1: 1. Yes, kasi ano, kailangan talga yan para makapag trabaho ka ng maayos sa ospital o kaya sa kahit ano mang lugar kasi pag wala kang kaibigan o kaya hirap ka makasama sa iba hindi mo magagawa ung trabaho ng maayos. Kaibigan is ano, ung taong pwd mong takbuhan pag may problema ako o kaya may kailangan ako sila ung pwdeng tumulong sayo. Oo, naiimply ko un sa mga kaibigan ko sa work kasi ganun din sila sakin pag dating sa trabaho. Oo close tlga kami. Close naman. Close tlga kame kahit sa labas ng hospital, kasi sabay sabay din kami nagfofood trip ang mahirap, ang hindi lang tlga ginagawa is ung ano ung nagaaway, hindi maiwasang magaway talaga minsan ung iba, pagtrabaho kahit na magkaaway kayo kailangan nyo tlga magcommunicate e, pagpasahan sa patient or endorsement hindi maiwasan, kaya naguusapan pa rin, ang nangyayari nagbabati din maya maya. 2. Yes. 3. Minsan personal, minsan related sa work. Katulad nung mga issues na pag may nagiging bossy dun sa clinic un napaguusapan, aun chismis kahit bawal. Oo nadadala naming ung pagchichismisan habang nagtratrabaho, un ung bagay na bawal gawin sa lugar pero hindi maiwasang gawin. Nagkwekwentuhan lang kame pag walang pasyente. 4. syempre naappriciate ko sila. Actually appreciation ngang nangyayare dun kurutan e. wala silang reaksyon, ako nga madalas nilang kinukurot e badtrip. Nagbibilihan kame ng pagkaen. Pag may natutuwa samin nagbibigayan. 129 5. Oo, db nagpost pa ako sa fb nun?, kasi ano, wala nang mga patients nun, nagpapatch up na lang kame ng mga trabahong kailangang gawin. Ung x-ray technician pinipilit nyang sinabe nyang binigay na nya n ung isang x-ray e wala pa, e may mga duplicate copy ung bawat x-ray, so para maprove nya sakin na meron nga syang nagawa hiningi ko ung duplicate copy para ako ung mapahiya, e wala syang napakitang duplicate copy, so ibigsabihin hindi pa nya tlga nagagawa, hindi niya pa nabibigay sakin, hanggang sa aun, e ano pa naman sya hindi sya license, technician lang tlga sya, tpus kung makasagot sya sakin prang hindi ako professional kung tutuusin mas mataas ung rangko ko sa knya pag dating sa clinic. Tapus nun wala syang galang sumagot, tpus un, naririnig n sya nung admin, sabe nung admin umayos dw sya ng pananalita, e ako nmn tahimik din ako, pero sinagot ko na sya ng konti nun kasi nagpupumilit syang, na sinabe kong ano, wala kang binibigay sakin gnyan, wag mong pagpilitan na may ibinigay ka na kasi ung mga ginawa ko nmn dto ung mga bagay na naibigay mo na, so kung wala akong magawa dto na may kulang, ibig sabhin wala ka tlgang naibigay aun. Hindi pa kame naguusap ng maayos pero In time nmn magsusubside din ung galit ko magkakausapin ko din sya db, kaibigan ko sya pero hindi nmn kame masyadong close, naguusap lang kame sa work pero outside work hindi na. more kasi kame sa mga nurses kasi kame ung magkakaidad dun. 6. Hindi nmn, satisfied nmn, (kunyare kaung dalawa, team kayo kaso ung kinalabas hindi ka natutuwa) minsan may ganyan kasi minsan napapartner ako dun sa pinakatamad samin, pag sya nagging partner mo, kunyari 10 to 12, kayong dalawa magpartner ung buong 1012 n un ikaw lang magtratrabaho kasi sya umiiwas sa patients, ayaw nya mag-admit, so wala tlga syang trabaho napupunta syo lahat ng trabaho, hindi nya tlga ako tinutulungan, pero balak nmin syang kausapin dahil dun, kahit kanino sya napapartner ganun ugali nya nangyare imbis na 2 on 1 ang nurses sa patients nagiging one on one na lang, imbis na mabilis ung trabaho napapabagal. 7. Yes, kasi, kumakaen ako sa labas tpus ung patient naghihintay ng result, hindi ko napansin ung oras un, kasi nageenjoy ako sa pagkaen, tapus ung nung may kasama akong kaibigan nagging distraction sya kasi naglalagay ako ng gamot dun sa patient, every 5 mins kasi dapat nag bibigay ako ng ointment sa mata nya ang nangyare nakipagkwentuhan ung kasama ko ang nangyare ung interval ng medicine 8, 10 tyka 7 imbis na 5-5-5, buti na lang kaso syempre hindi nlaman ng doctor. 8. Sabe nya kunin ko ung record nung isang patient e pareho sila ng surname, e ang inisip ko eto ung patient na un, sabay nung inabot n nya sa doctor, sya ung napahiya kasi iba ung record na nabigay tpus ok lang naman nagtawanan lang kame hindi nmn nagalit . 9. Oo, ung nung naginquire ung globe tungkol sa air vaccine/ flu vaccine kasi gusto nilang mag-painject ayaw nila sa doctor kasi masyado daw mahal so sabe nmin pwd nmn po kami kasi license nmn po kameng nurses kaso sabe nmin, prinesyuhan nmin sya ng 200 per person e 9 person sila, 300 ung talgang presyo nun, oh e kasi sabi nmin, samin samin lang nmn, 200 n lang, kaso sa labas nming gagawin, so nung ntapus na ung injection ung lahat, sa clinic din nmin ginwa, tinatago lang nmin sila, 9 person sila, 1,8k ung total, natago nmin sila kasi ung admin nmn andun lang sila sa office, e may vacant room pinapapunta lang naming sila dun tpus isa-isa inject lang, mabilis lang din nmn maginject. E and then nung bayaran na humihingi ung manager nila ng resibo wala kameng maibibigay na resibo aun, tpus sinabe n nmin sa admin, sabe ng admin osige kunin nyo n ung bayad, ang panget lang sa nangyare dun kinuha nila lahat ng bayad walang napunta samin, hindi nmn kame pinagalitan kasi kumita sila samin 1,8 din un. 130 10. One time kasi nung nag admit kami ng patient inuubo sya, ang kinuha lang naming vital kasi ang routine naming dun pag may patient pag sa resident on duty sya or family med ang kinukuha lang nmin vital stat, bp tyaka weight, e ung patient na inadmit namin, trinatrangkaso tas may ubo so as a nurse dapat kinuha kaagad ung temp nya, pulse rate tyka respiratory rate e d ko kinuha, bp, weight lang ginwa ko, tas pag hatid ko sa doctor, edi nalaman nya problem e kailangan ngang alam kung ano ung pulse rate, r.r pati temp, sabi nya nurse ka paman din hindi mo ginawa ung responsibility mo, professional din nmn ung doctor kaya hindi sya nagpapahiya sa harap ng ibang tao tatlo lang nmn kami andun, ako ung doctor tyka ung ksama ko pang nurse, so para sakin degrading din un kasi license ka paman din tpus ung pinaka basic pa na bagay ung nakalimutan kong gawin. Pero ngyon nagagawa ko n nmn sya, kahit hindi na hinihingi ng doctor kinukuha ko pa rin. 11. Oo, one time ko lang ginawa yan, kasi, sa ano kami nyan ee s info, ung co-worker ko nakikipagusap sa patient na mataray so nagtatanong sya about prices nung mga professional doctors nag inquire ung isang patient sa derma kung magkano ung PF, sabi nya 4 lang ang inisip ng patient four thousand e ang dapat lang is 400, tapus nagwalk out ung patient sa knya, tapus dumeretcho sya sa doctor sinabihan nya ung doctor na ang mahal ng PF nya, tpus nagexplain din ung doctor sa patient na 400 lang tas umalis pa rin ung patient, sabay punta ung doctor sa admin tas pinatawag ung kaibigan ko, nasabi bat sinasabe mo na ganito ang PF ko, hindi nmn dapat nagagalit ang patient nagwowalk out npapahiya pangalan ko, sabay pumasok na ako, nagintrude na ako, sabe ko sir narinig ko po usapan nila sabi kong gnyan, tpus sinabe po tlga ni vinice na 400 lang po tlga ung PF nyo ang, nagkaroon lang po siguro ng miscommunication kasi ung patient po nagtataray na din pot pus akala nya, e ung features kasi ni Venice masungit din ung dating so sabi nya sinabi din nung doctor na sinusungitan nya ung patient sabi ko wala nmn po kasing ano, nagsungit or whatever tapus nagintrude din po ako sa knila nun, inexplain ko ung mga procedures tpus ung PF nyo is 400 pero ayaw rin po maniwala ng patient tpus hindi din po kami nagsusungit kasi bawal din po samin magsungit kasi nagaral din po kami ng ano, therapeutic communication na bawal tlga sumagot sa mga patients, tapus aun naniwala samin ung doctor, nagsorry din sya sa co-worker ko, nkakatakot lang din kasi mamaya bumalik ung patients na ganun n nmn ung story. Nurse 2: 1. Oo, yes. Ah, friend, para sakin ang friend my confidant. Syempre halimbawa, sa lahat ng problems mo sa buhay mo maishashare mo sa friends. Hindi nmn msyado lahat ng coworkers ko ganun tingin ko. Para sakin acquaintance ko lang sila, oo ksamahan ko sila, pero di ko sila super friend. Hindi nmn kami nkakagala kasi iba-iba kami ng anu e, ng off. 2. Oo 3. Issues sa work, kasi syempre d maiiwasang magkaissue dto. Un personal, halimbawa sa house, problems sa house. 4. Oo, mabait dn ako sa knila. Hindi ako nagpapaka bitch, material thing hindi nmn msyado, halimbawa sa food, oo magshashare kami. Oo sa girl naghuhug and beso. 5. Hindi, hindi pa, anu ako e, mapagpigil. 131 6. Oo minsan, kasialam mo un, meron kaming co-worker na medjo tamad. Insensitive sya, parang imbis na team work tayo, sya ung pinakamadali o kaya sya wala lang, aun kaya parang ako hindi satisfied kasi hindi kami as a team. 7. Oo, nalalate ako, parang araw-araw ako nalalate e, kasi malapit lang ung bahay naming so parang confident akong pumasok ng mga 5 mins before time tpus pag dating ko, 10 mins late nap ala ako. 8. hindi pa ako nagkakaroon ng mistakes with my friends at work, at kung mangyari man yun, we’ll take full responsibility of it. Though most of the time we obey by the rules at kung ano ung ipinapagawa samin ng aming head nurse or chief doctor. 9. wala pa naman, hindi pa kami gumagawa ng sarili naming decision. Lahat pinapaalam naming sa head doctors and nurses kasi pag dito kumilos ka lang nang onting masama chikka na agad, alam na kaagad nila. 10. Oo, dito, bago pa lang ako nun, kasi ano tungkol un dun sa sinaswip na credit card, so hindi nmn ako marunong nun, walang marunong samin nun kasi new nurses kami hindi un nature samin, wala din ung anu nun, cashier, kasi dito multitasking kami, parang lahat inaano naming, so aun edi hindi lahat kami maranung, pati ung doctors hindi marunong magswipe, oo marunong sya, ako may credit card ako pero di ko alam ung mga functionfunction, tpus sabi ko, ‘doc paki dagdagan daw po un ng 5%’ tapus sumigaw sya, ‘oo maya maya na yan, eto muna’. Aun na-embarrass ako, sa harap ng patients, sa harap ng buong admin. Namin sinigawan nya ako. Pero ok lang hindi nmn sumama ung loob ko sa knya parang kasma sa work un e kung sensitive ako msyado, walang mangyayare sa buhay ko. Hindi, hindi naapektuhan ung work ko, kasi hindi ko sya msyadong nakikita clinic days lang, 11. Parang wala nmn akong matatandaang nagsinungaling kme dyan. Wala akong matandaang instance ee. Nurse 3: 1. Yes, friend is someone I can count on, good and bad times. Oo sila rin, (close kau?) hindi nmn, meron akong isang kaclose na pinasok ko rin dito, pero encoder lang sya kasi classmate ko sya nung collage. Sa mga co-nurses ko, sakto lang bsta lahat sila ano friends-friends. 2. Oo 3. Wala, Tungkol sa work, personal, osige sa love life misan, family problems, hindi nmn. Ung mababaw lang na family problems. 4. Yes, wala, ah, hindi bsta lage ko lang sila kinakausap gnun lang. 5. Hindi pa. 6. Oo minsan, aahh, wala lang, pag minsan, pag hindi sila seryoso sa work, pero ok lang. 7. Hindi, late ng mga15 mins. Wla lang kasi maga ung time 10, tas wala nmn kaming id so pumipila pa kami sa labas. 8. Hidni pa. as far as I know, hindi pa ako nakakagawa ng mistake with my friend. Kasi samin pag nagkamili ka, alam agad ng mga boss o doctors lalo na ung head nurse namin kaya as much as possible hindi kami gagawa ng mali, instead magtutulungan kami magkakaibigan sa mga bagay na di namin alam para maiwasan ung pagkakamali. 9. Hindi pa. 132 10. Yes, wala lang kasi pinapasok ung chart e may patient pa, habang may patient pa parang mataray siya, sabi nya ‘pwd bang mamaya nay an?’ gnun lang, oo naapektuhan ako nung una, pero parang nasanay na lang ako nung huli. 11. Hindi pa. Nurse 4: 1. Yes. Mmmm friend,ano, ung taong nageenjoy kang kasama, kasi friends ko means matuturing mo lang syang friend kapag matagl mo ng nkasama. Acquaintance pa lang, 2 months pa lang nman kami magkakasma. Ok lang, ok na, pero hindi nmn ganun kadeep kasi bago pa lang kame. 2. Ditto? Oo. Work issues 3. Ah, ano, lagging pinaguusapan… work related. Mga boss, ahh kung minsan kapag ung mga work nung ibang kasma namin dito, syempre pag anu, may problema un ung pinaguusapan nmin. (personal? Like family problems) Yes minsan pag nagkwekwentuhan tlga napguusapan. 4. Yes, pag may ginawa ‘thank you’. Hug anu pa ba, gift. 5. Hindi pa naman. 6. Oo kasi un nga pag may problema sa mga tulad nung mga ano pre employement ung mga medical ung mga result nila tas samin lagi ung ano, kasi kami ung may information, pag may mga kulang, ok nmn pag kame mga nurses, sa mga ibang department lang ditto, sa x-ray tyka sa lab, una amin nman ok, tpus pag dating sa knila mahihirapan ka. Oo nman masya kami at times, pag walang problema, magkagalit, hindi pa nmn nangyayare yan, respect pa rin kahit may galit or whatsoever. 7. Never pa, pero nalalate ako dito. Umaalis kasi ako ng bahay pag malapit na ung oras, tpus ntratrafic aun. Kasi tanghali akong gumising. Mabagal kumilos kasi. 8. Syempre nmn meron n cgro, pero wala akong maalala. Wala sa mga paper works lang din,. 9. Wala pa nmn. wala pa naman, kasi lagi kami nagtatanong sa administration namin at pinapaalam naming lahat. 10. Yes. Actually hindi ko ksalanan. 2nd day ko dito nung firstday ko kasi sa lab ako na ano, lab lang ako na routine, kaya nung first time ko sa information, ung magaano ng patients ung sa card, kasi my health card kami dito nagfill up ako ng form, binigay lang kasi sakin un, pinasa lang, eh hindi ko alam na patient tlga sya dito kala ko sya rin ung nag-bs, kaya aun, ako ung nagfill up nung form tapus un pala walng b sung patient, ung isa kong kasama pinasok n nya sa doctor tpus un, lumabas ung doctor nagalit kasi daw hindi ko daw ba lam na may. Nsiga w sya, oo sa harap ng maraming tao. Wala, ano nakakatakot, kinakabahan ako kasi syempre first time ko mapagalitan, tpus hindi ko pa alam ung nangyayare. After nun, kasi sinasabi lang nila nag nun lang tlga magsalita un, wala lang sa knya un, so parang malungkot lang ako, natahimik, aun, tahimik nmn tlga ako kasi parang hindi pa kami msyadong, 2nd day, tas ok ka lang gumaganun sila, hindi nmn naapekotahan ung work ko, ano lang tlga ako sa kaba, buti nga napigilan kong umiyak e. kasi nakatayo lang tlga ako. 11. Hindi pa naman. hindi pa, kasi lagi naman ung mga kaibigan ko pag nagkaproblema sila sa work, inaamin nila agad ung pagkakamali nila, handa kaming suportahan ung kaibigan naming sa mga ganyang bagay kasi pagtapus naman ng sermon ng doctor e nagcocomfortan kami sa isa’t isa para gumaan ang loob at lalo pa naming pinapalakas 133 ang loob nila, hindi na naming kailangan pang magsinungaling para lang sa pagkakamali ng kaibigan kasi alam na naming ang tama at mali. Nurse 5: 1. Oo, kailangan namna kasi. Friends, sila ung mga taong mapagkakatiwalaan ko tapus ung pwd ko ring takbuhan pag may problema except sa family, sila ung mga kaclose ko after family. Oo ung mga co-workers ko ganun sakin. 2. Ay oo naman, araw-araw yan d yan pwd mawala. (Hahaha) 3. syempre nung, kasi ung unang una kame nagkita dto pinaguusapan naming kung san kami nagtapos, love life, ganun tas pag issues na, issues na ay kailangan pala ng nurses dun sa ibang bansa napaguusapan nmin, ganun, ganun ganun lang. 4. oo nmn, eh ano lang, parang gantihan lang kame, kasi pag pinakiusapan ko sila susundin nila, tpus pag ako nmn pinakiusapan ako naman ung ano, ako nmn ung gagawa para sa kanila. Parang ganithan lang kami dito, kung ano ung gnawa ko sa kanila, gagawin din nila. 5. oo naman, eh, hindi pwd sabihin ee, mm satin satin lang ha? (oo naman) ewan ko lang kung nasagot na to ni mico, kasi may katrabaho kami dtong babae na medjo tamad aun. Syempre nakakapikon, pero d ko naman pinapakita, kung baga kinikeep ko na lang, kasi baka mamaya may masaktan e. hindi ko pa nmn sya nsisisgawan, ang worst ko lang nasabe nun ‘venice ikaw nmn dto’ na medjo may tono, na galit. Ok naman kami kinikeep ko na lang un, masirap ang friendship saying. 6. Parang wala, hindi ko pa naeexpirience kasi pag ako nagwork gusto ko ung ano lang. wala pa nmn nangyayare saming ganun e. pero pag team ano lang, kasi ditto, kanya knya kami ng work except lang pag maramihan tlga, magpapartner ung iba. 7. Once pa lang, kasi may nilalakad/gingawa ako sa bahay nun e. siguro mga 30 mins late ako nun. 8. Ah, kasi ung ano un, pasyente pumasok sa Pedia e kailangan ng temperature tyka weight eh hindi pala nakuhanan nung isa kong, ung senior naming, so ang ginawa ko, pineke ko na lang. onti lang naman. Oo nalaman naman, ako ung napagalitan, sabe ko ok lang, kasi, first time kong napagalitan nun, 9. Parang wala, kasi lagi kami sa admin nagtatanong e. 10. Oo naman. Two times na siguro, una ung sa pedia ung walang tem and weight. Kalmado nmn ung pagsabi nya sakin dapat daw sa susunod ganito, kalmado lang ung hindi napapasigaw. Tapus ung pangalawa, un ung medjo nasigawan na ako, ni doctor, kasi ang nangyare nagpaurinalisis ung patient un ung gusto ng pasyente eh dapat daw dadaan muna kay doc bago magpaurinalisis. Un nsigawan talga ako sa harapan ng maraming tao. Syempre nakakahiya sa una, sorry ako ng sorry kay doc, aun sabe ko sa susunod n lang po. Aun. 11. Oo meron, eh kasi kung mapapagalitan siya ee, nakakahiya kasi ang daming tao tapus mapapagalitan lang, ako n lang gumawa. kasi ung ano un, request form, ang sabe niya kasi nakagawa na siya nung isang araw, e hinahanap sakin wala nmn akong mapakita, tinatanong ko sya, tas sabi ko, e mam baka busy lang po hindi nagawa kaya aun. Aun ginawan ko na lang, nakakahiya e. Nurse 6: 134 1. Oo, ah, friend, ah, ung taong lageng kasama mo, tas parang andyan lage pag Masaya ka, pati pag malungkot ka lagging kang sasamahan, hindi sila nawawala andyan lang sila parati para sakin. Oo ganun sila sakin, pero hindi nmn lahat, mga nurses lang, kami mga nurses, oo ok nman kmi ung relationship naming. Oo ngasasama-sama namn kami sa labas. 2. Oo, ako ung nagsasabi kung ano gusto kong sabhin. 3. Kung ano lang npapasan ko dito, aun, mahirap nga lang ung sa personal medjo hindi gaano, kasi parang hindi pa msyadong panatag, pero parang kunyare pag sa work, kung ano ung gingawa nya, hindi ko minsan masabe na mali un ganto, so hindi ko deretchahah nasasabi, sa iba ko nasasabi, kasi hindi ko alam kung pano ko sasabihin sa knya, parang mahirap. 4. Oo naapriciate ko, wala lang, nag ‘tha-thank you lang’ ganun lang, beso sa mga friends na girls. 5. Hindi p nmn 6. Oo, minsan dito kasi meron kaming kawork na parang medjo ano sya, parang ano, medjo hindi siya natulong kasi, tpus parang minsan pag nababadtrip ako, parang hindi sya tumutulong kasi, dun ako naiinis, kaya anu, kasi na sakin lahat ng gawa, kaya oo mababadtrip ka na, e syempre hindi mo nmn sya mapagsasabihan na ano na, tulungan mo ko, minsan sinsabihan ko pero hindi pa rin nagbabago, ung parang ‘ui paki ano nmn gnyan, ui pansinin mo nmn ako, tulungan mo nmn ako ang dami ko ng gnagawa, hindi mo pa rin ako pinapansin’ parang gnun. 7. Oo naman, hindi nmn maiiwasan un, medjo malayo ung bahay namin, kaya medjo ano, tpus trapik pa, pero onti lang nmn mga 10 mins late. 8. Oo minsan, ung minsan hindi nasisingil ung mga ano, medical certificate, pinalagpas n lang nmin. Meron pa ung medication ba un, hindi rin nmin napabayaran. Aun pag gnun, hindi n lang nmin sinsabe. Hindi alam ng admin. 9. Wala pa nmn. Wala nmn, hindi pa nmn. 10. Hindi pa nmn, hindi nmn. Oo wag nmn sana, pero wag naman ung sa harap ng maraming tao, nakakahiya un 11. Hindi pa naman. Nurse 7: 1. I do encourage myself to be a friend with others and I expose myself to new acquaintances, but I must also establish my limitations with them as well. A friend for me is a person that you can depend on in anytime of your attitude and behavior and in times of troubles and in good times. An open person for a chance to become a better person. A must be true to each other. It does imply with my friends at work because I see to it that I do my responsibility also as a friend to them by guiding and giving them an advice and sticking with them in times of good and bad or intimes of troubles. 2. Yes, we often communicate and share issues. 3. Issues about work, workplace, someone we both know or anything under the sun topic, and doing so, I think it increases the level of our friendship for we share some of our opinions on an issues and we resolve also some conflicts regarding one matter. 4. Yes, I do often appreciate my friends at work by showing them in return their act of friendship for me but still with neutrality. At times I give them some small tokens that I 135 know they would appreciate. I think that they do also appreciate the act of kindness to them. 5. Yes I had an experience that I lost my temper and got angry to my co-worker. What I did at that time is I stay quite and tried not to confront the person right away, because I don’t usually speak to the person immediately or during the time of my anger for the reason of I might say to him/her something that I might or we both regret afterwards. Yes, we are still in good terms. 6. Yes, I had an experience that I had dissatisfaction on my job/work due to my co-worker to an incident of her being so arrogant to me to the point she physically hurt me. 7. It depends upon the situation. 8. Yes, I had an incident of committing a mistake to a friend that result in not good relationship with her anymore. 9. Yes, at times we had a decision that supervisor/head was not aware of it and did not discover (as fas as we know) put decision. 10. Yes, I was embarrassed and scolded by a doctor in front of a patient and I felt demoralized at that time. 11. Yes, if the incident/trouble is not grave I usually tell whit lies ans reason out of his/her action why he/she done that. Not so often, because I see to it, that I get the both side first and stay neutral to the issue. I don’t act biased because he/she is a friend to me. Nurse 8: 1. Yes a person who can help and understand you in times of difficulty. No, a person that is your close or you can tell your problem regarding professional matter. 2. Yes 3. Profound level issue, and slight personal. 4. Yes, by saying good job, it is a form of self achievements 5. Yes, when things get complicated like increase toxic or heavy work load and then your co-worker is not doing well, yes. 6. Yes because after the shift I saw errors and the work is unfinish with in the shift 7. No 8. No 9. Yes, sometimes. 10. Yes just think it in positive way and just ignore it. not at all 11. Yes as needed. Nurse 9: 1. Yes 2. Yes if not too private 3. About work, workplace 4. Yes I just tell them my appreciation 5. No 6. None 7. Yes, I attended other patients needs 8. Yes, no 9. Yes, yes 10. Yes I just ignore tha person but it affects my work 136 11. No, we handle patients bues so everybody/ all of my co-worker should know Nurse 10: 1. Yes, for me friend is someone you can easily get along with someone you can trust. 2. Not often, it dependes to the issue that I know. 3. Those issues which is good only. Yes 4. Yes, by saying thank you to what ever he/she did to me. 5. No, not ever ever. 6. Sometimes, if my co-worker doesn’t help performing our task or duty, become toxic and busy 7. Not really 8. No 9. Not yet 10. No 11. No Doctor 1: 1. yes...a friend is someone you can trust, smart, someone who is dependable and i presume she knows her job or role in the hospital. as their boss in the hospital there is always a limit the friendship.He or she should always remember that friendship ends when she commits gross mistakes especially when the life of the patient is at stake. 2. yes.. 3. most often, regarding the job, the hospital and sometimes personal i think so.. 4. yes.. by praising them or sending them to seminars which could enhance their capabilities and knowledge, or giving them gifts, or remembering their special days like bdays and celebrate with their coworkers or a promotion. by expressing their thanks or performing well in their work. 5. yes..when they don't perform well in their work or made mistakes while delivering services to the patients or acting rude to the patients or the grievances of the patients talk to them tell them of the mistakes.. and that mistakes should be not be repeated. send memorandum or suspension. they should be in good terms with me he he he... 6. yes.. they didn't cope up with my expectations and standards or from the complaints of patients. 7. yes.. unavoidable circumstances, or emergency, or not just not feeling well, or just timid, tinatamad minsan 8. just petty things. no. 9. most of the time ako nakakadiscover of their mistakes.. 10. not yet. 11. maybe it depends on the gravity of the offense. kung di naman masyado grabe ang kasalanan nya for example late lang sya ng 1-2 hours sa pagbigay meds ok lang yon. but not with gross negligence naman. but sabi ko nga paminsaminsan lang . Doctor 2: 137 1. Yes. I look for a friend whom i can trust,can relate with and share ideas and someone i could easily get along with. 2. Yes 3. Work and family related. Sometimes chikahan(chismis) hehehe of course, some sort of bonding if we share some chika. Lol! 4. I do apprciate them. It’s a symbiotic relationship.Sometimes i give them small stuffs to show apprecition of their niceties and in turn at times they return the favor,metrialwise or not 5. Yes.We're only human nman I confronted her. Ask her why she had to lie. Her silence was tantamount of admisssion. never spoke to her for 2 days. She was the first to approach but never made an apology. I never did too. We r n good terms then but not the way it used to be(kanta un)hehehe 6. during my residency in Baguio General Hospital. Slow put ung co resident ko. She always asks for assistance. can’t decide on herself in terms on mgt of her patients. 7. Of course,most oftentimes because of overlapping of appointments.A patient may need more time of examination compared to some.Depends on case to case basis. 8. This happened when I was the chief resident. A medical intern inadvertently administered Pen G IV to a pt that had an anaphylaxis later on. It was an emergency situation but the 1st year resident had no knowledge on how to manage such case and was panicking na. I was operating at that time but need to ungloved. And ran the fastest I can.(I was 7 months preggy pa)we were able to save the patient liaise the face on the intern and the 1st yr resident..lol! 9. Yes. As doctors we need to act at once and give immediate remedy as the need arises. After which we call the attention of our superiors. In that way were able to learn how to manage different cases. It’s really part of our training 10. Yes. Several times but not grave enough. The initial reaction is to feel disgusted but when friends do come to the rescue, everything is k na. belat lng nla.hahaha 11. Yes. if I feel that she committed an honest mistake and show remorse about it,i wont hesitate to tell a lie for her/him. Anyway, what are friends for?(Aplicable to petty things lng ha and not grave offenses /misconduct)Can’t remember na. Doctor 3: 1. Yes, friends are people that you can rely on and accept you as who you are without any pretentions Friends at work are people who makes your job less complicated. 2. Yes especially when called upon. most of the time but not necessarily always. 3. New techniques, experiences with difficult cases, whats new in the field. Yes meaning it doesnt only makes your diagnosis easier but also benefits most specially your patients. 4. Sometimes. By referring complicated cases and get feedback afterwards. Learning process continues. 5. Yes, when negligence causes harm to my patients. try to correct if its possible.some but not all. 6. Yes, when they tend to mismanage patients when its so easy to ask opinion or simply call for help. 7. Yes, OB-GYN field is always emergency so time management is so difficult. 8. Yes, nope. just minor things. Making gross mistakes in Medical field would mean the life of your patient. so mistakes is not allowed in as much as you can. 138 9. None, every case during training in OB-GYN must be reported to our Consultants. If something happened thay are the first one to know. 10. yes, i just kept silent,. initially yes, but adjusted just a few days after. 11. At my present status, It is not applicable. Private practice means taking the responsibility on your own doings. THE RELATIONSHIP BETWEEN HAPPINESS AND JOB PERFORMANCE OF KITCHEN CREWS IN A FOUR STAR HOTEL SETTING Keric Joyseph G. Jurado The study sought if there is a relationship between happiness and performance among kitchen crews in a four star hotel setting. Descriptive and quantitative method was used to interpret the data and computations were done using MS Excel. Forty five (N=45) kitchen crews of a four star hotel and five (N=5) supervisors were the participants of the study. SHS was used to indicate the happiness of kitchen crews; on the other hand performance review form was used by the supervisors to assess the performance of the kitchen crews. Pearson r was used to find correlation between happiness scores and job performance scores; the results from Pearson r showed a 0.36 (r = 0.36) which means there is a positive correlation between happiness and job performance. This shows happiness has a low relationship to job performance of kitchen employees of four star hotels. 139 What is happiness? We often associate happiness with rewards such as money, material things, and the likes. There is no exact definition of happiness. It is the easiest emotion to feel and the hardest to define. According to Cambridge (2008) there are variables that correlate with happiness such as social relationships, employment, health, eating chocolate, physical exercise, and income. In addition, Selligan (2005) pointed out that one route to happiness is positive emotion. McGillivray and Clarke (2006) pointed out that there are two categories of happiness: subjective and objective. Supported by Lyubomirsky (1999), happiness is subjective. And since as mentioned that happiness is hard to define, we often base what makes a person happy with his or her personal ideas. As we all know, each individual is unique; therefore, what makes them happy varies as well. Like for instance, one may be happy because of money, social relationships, a brand new car, or any other material or non – material objects. In relation, people who are happy in the work setting are generally happy to work experience as according to Kerns (2007); so most likely, a happy individual would be performing well in his job. La Belle (2005) found that some individuals see rewards through cash, material things and the treatment that he is receiving from his head in exchange for their work performance. Performance, as defined by Kerns (2007) in his study, refers to actions that drive the achievement of key results. It is the accomplishment of given tasks which are measured according to different standards. In the corporate setting, these key results could be the employee’s attendance, responsibility, work quantity and quality, initiative, or sense of responsibility. But the main concern is, what really would be a factor that may lead to a good job performance? The study conducted by Zelenski, Murphy, and Jenkins (2008) suggested that happiness may indeed foster productivity. Findings were consistent at both the trait level of analysis (happy 140 people are productive people) and at the state level of analysis (people are more productive when in happy moods). As of today, one of the booming industries is hotels. As reported by Edralin and Castillo (2001), there is a 2 million increase of tourists in the country and the need of accommodation is in demand which is provided by hotels. According to Kadampully and Suhurtanto (2000), there is a large increase of competition in hotels and skills are needed by managers. Managers are developing ways in enhancing employee happiness for them to be more engaged in their work (Seligman, et. al, 2005). One of the top priorities of the hotel industry is to provide good food. Kitchen crews are the ones who prepare the food and they control half the expenses of hotel. Hence, the researcher developed this study involving the kitchen crews since they are the people behind the success of hotels. In view of this, it aims to answer the following problems: 1. Is there relationship between happiness in general and job performance rating of kitchen crews in a hotel environment? And; 2. Does happiness levels affects job performance ratings of an employee? Since happiness is a very broad construct, the researcher evaluated the employees’ subjective happiness and correlates it with their job performance as assessed by their supervisors. Happiness and job performance are very important matters to an employee; thus, this study will show evidence that there is a relationship between subjective happiness and job performance. Result of this study is beneficial because it would help the management to find new leads and provide new approaches that would improve performance of the employees; it would benefit the customers and would help acknowledge the service of the kitchen by providing a better service to the customer especially in preparing food; and lastly, it would help improve the sales, lessen turnovers and promote the hotel industry. 141 Conceptual Framework In the study of Lyubomirsky (2007), she measured the levels of subjective happiness of an individual using four factors. First, how the individual feels in general; second, how happy he is compared to most of his peers; third is his extent of making the most of everything; and fourth, how unhappy he may be. On the other hand, since the performance levels may vary according to industry, the researcher loaded such factors that are all related in determining the job performance level of kitchen crews. The said factors are as follows: work quality or the value of the kitchen crews’ services; work quantity or the ability to complete target number of tasks; judgment or ability to create sound decisions; adherence to company rules or obedience of the employees; responsibility or dependability; flexibility which is the ability to adjust yourself in different job situations; initiative or inventiveness; cooperation or ability to work well with the team; attendance or punctuality; and interpersonal skills or the ability to deal with customers. In her study entitled 'Do Happy Workers Work Harder? The Effect of Job Satisfaction on Work Performance', Argyle (n.d.) wrote: "There is no research on the effects of overall happiness or life-satisfaction on productivity. However, there is a lot of research on the relationship between job satisfaction and work performance. Job satisfaction is quite highly correlated with overall happiness, and can be looked at as one of its main component." Figure 1: Relationship Between Subjective Happiness Level and Job Performance Level 142 For this reason, as illustrated in Figure 1, the researcher assumes that the subjective happiness of an individual has a relationship with his job performance. Happiness is an emotion; and our emotions somehow affects our ability to perform. Hence, from that concept, the researcher presupposes that there is a positive correlation between levels of subjective happiness and level of job performance. REVIEW OF RELATED LITERATURE Positive psychology is defined as an umbrella term for the study of positive emotions such as positive character traits (Seligman, 2005). Seligman, et al (2002) defined positive emotion (pleasant life), engagement (engaged life) and meaning (meaningful life) as routes to happiness. This was supported by the study of Lyumbomirski (2009) that 50 percent of a given human's happiness level is genetically determined, 10 percent is affected by life circumstances and situation, and the 40 percent of happiness is subject to self perception. . And also, Kemvar et al (2009) stated in his study that the meaning of happiness is not fixed; rather, it shifts as people age. Whereas younger people are more likely to associate happiness with feeling excited, older people are more likely to associate happiness with feeling peaceful. Further, this change is driven by increased feelings of connectedness (to others and to the present moment) as one ages. Happiness According to the study of Cambridge (2008) the following variables correlate with happiness: social relationships, extraversion, marital status, employment, health, democratic 143 freedom, optimism, endorphins released through physical exercise and eating chocolate, religious involvement, income and proximity to other happy people. Meanwhile, McGillivray and Clarke (2006) have identified that well being is classified into two categories objective and subjective. Objective measures well being through observable facts through cardinal measures and subjective measures of wellbeing capture people’s feelings or real experience in a direct way through ordinal measures. In the measurement of happiness, Aranza (2010) used Oxford Happiness Inventory (OHI) (Hills, P. & Argyle M., 2002) to design and assess how happy the individual is with life statements on feelings of total control, satisfaction in life, and life rewards and promise to name a few. It has a test-retest reliability of .5-.6 with a six year interval. And thus found out that which assumes that happiness is something stable and lasting and not just a momentary sensation depending upon the mood of the individual Another study by Kerns (2007) shows in the context of performance management, "performance" refers to actions that drive the achievement of key results. A "high performer" is an individual (or work group) that performs the actions necessary to drive key results. "Happiness" is the experience of frequent, mildly pleasant emotions, the relative absence of unpleasant feelings, and a general feeling of satisfaction with one's life." People who are happy in the work setting are generally having more positive experiences than negative ones in connection with the work place and their job. Meanwhile, Siligman, Park, and Perteson (2005) stated that working in organizations need to focus more attention on developing practical happiness-enhancing interventions to assist managerial leaders to help their people become more engaged in their work, experience meaning in their work, and experience positive emotions, thoughts, and images in relation to the work and work environment. With tools to help people in organizations enhance their happiness combined with effective performance management systems, happy high performers will likely grow in numbers within organizations. 144 In addition, Organ (1988) wrote in his study that: One of the major assets of an organization is the people that it employs. This is because an effective organization aims to involve good work performers. ''When practicing managers endorse the proposition that satisfaction causes performance, they are thinking that satisfied people are more willing to do little 'extras' either spontaneously or when requested, and in general are easier to work with in a day-to-day relationship'' Job Performance Jonge (2000) research was focused on the relation between rewards and the physical health risks experienced by employees. Based on the results of the study, there is a difference between the efforts devoted by the employees with regards to their work and the occupational rewards that they receive. Based on the study, employees who are not able to get sufficient rewards for their efforts are likely to experience health problems like emotionally, physically, psychologically, and job dissatisfaction. Supported the study of Ahmad et al. (2010) In the study, the researchers stated that employees are particularly concerned about discrimination with regards to fair pay, and this may hold back their motivation levels to do their job well. In addition Ahmad et al. (2007), employees are also driven to work for their chosen organization over a longer period of time if they are paid fairly. For some employees, job security is also very important, and for some, this can already serve as a reward. Which supports the study of Chiang and Birtch (2009) also added that rewards that are non-financial in nature, such as the provision of an increase in holidays, and increases in family benefits, contribute towards the employee perceiving his/her workplace as a ‘supporting and caring’ organization. In addition Islam (2005) concluded in his study that a Performance Appraisal System is important in an organization. It is used for different purposes like salary increase, promotion, and even termination. It is also said that it should be ongoing throughout the year. Results of the performance appraisal form are used to show the development and overall performance of the company 145 Hotel industry According to the research of Edralin and Castillo (2001) the Department of Tourism reported that the international arrivals stood at 2.17 million, a slight increase from the previous year’s total of 2.15 million visitors during the year (1999). Despite the economic crisis suffered by its Asian markets, the Philippines’ foreign exchange receipts from tourism went up by 5.83% from $2.41 billion in 1998 to $2.55 billion in 1999. Moreover, the Philippines enjoyed the highest repeat visitors in Asia at 54.22 percent, indicating that the tourism sector can survive external threats and competition in the region. A hotel is defined by Medlik and Ingram (2000) as “an institution of commercial hospitality, which offers its facilities and services for sale.” These services and facilities include rooms and facilities (Medlik & Ingram, 2000). The supply of services in the hotel environment often requires the provision of customer service involving interaction between employees and customers. According to Kandampully and Suhurtanto (2000) there is a large increase of competition in hotel industry and skills are needed by managers to cope up with the competition. Chung (2000) supported by Okeiyi et. al. (1994) in their study highlighted the importance of employee relation and managerial skills are important in the hotel industry. In addition O’ Halloran et. al. (1992) stated that management identifies the key importance in relation to the customer and co workers are interpersonal skills. As cited by Burns (1997), customer experience is the main priority of a hotel industry; employees must have mix of skill and capabilities as customer service is primarily an interpersonal experience. As supported, Riley (2007) in his study revealed that the company provide the desired experience of the customer. Meanwhile, Oniel et al. (2010) wrote in their study that "People who are less envious often go above and beyond their normal job duties to do things like cover for an employee who has gone home to help a sick family member.” The study showed that the envious workers were 146 also less likely to help co-workers to volunteer for additional duties and to more likely to predict uncooperative behaviour. SYNTHESIS There is no exact definition for the term happiness; that is why we always rely on the subjective or the own perception of the individual on what makes him or her happy. This practice might not be completely accurate but this is the most effective way in determining how happy a person is since standards of happiness varies from one person to another. Although there are no exact studies on the effects of overall happiness to job performance, there are a lot of studies on relationship between job performance and job satisfaction. Job satisfaction is highly correlated with happiness and may be looked as similar to it. Hence, it is frequently observed that people who are happy in the work place tends to be productive. Meanwhile, as discussed earlier, one of the top industry in the country are hotels. The reason behind all of its success lies within the good performance of its people. Food service is the main concern of hotels; so therefore, management always sees to it that the kitchen crews perform their duties freely well. But the main question is, how will one perform well in the workplace? Does the happiness of an employee have a relationship with his performance? Thus, from the written literature stated above, the study was developed to find out whether there is a relationship between the subjective happiness and job performance of employees and whether their happiness affects one’s job performance. The focus is on the kitchen crews of hotels since as mentioned, they are the top priority of the industry. METHOD Research Design The descriptive-correlation was used in this study. The research was designed to compare the values of each variable in order to find out if there is a relationship between happiness and 147 the employee’s job performance. In order to measure the relationship of the two variables which are happiness and job performance, this designed was employed. Participants This study was confined to know the relationship of happiness to job performance of kitchen crews in a four star hotel. There were fifty respondents (N = 50) who participated in the study: forty five kitchen crews (N = 45) and five supervisors (N = 5). The supervisors were selected based on their assigned areas of responsibility: from the cold kitchen, hot kitchen, butchery, pastry and commissary. On the other hand, the kitchen crews were purposively selected by their supervisors: nine kitchen crews (N = 9) from the cold kitchen; nine kitchen crews (N = 9) from the hot kitchen; nine kitchen crews (N = 9) from the butchery; nine kitchen crews (N = 9) from the pastry; and nine kitchen crews (N = 9) from commissary. Research Instruments Two survey questionnaires were used in this study. The SHS is a 4-item scale of global subjective happiness. The first two items reveals how the respondents characterize themselves using both absolute ratings and ratings relative to peers, whereas the other two items offer brief descriptions of how happy and unhappy they maybe. The SHS has been validated in 14 studies with a total of 2,732 participants. Test-retest and correlations suggested good to excellent reliability, and construct validation studies of convergent and discriminant validity confirmed the use of this scale to measure the construct of subjective happiness. The SHS is anchored on a 7 - point Likert type scale; 7 as the highest and 1 being the lowest; except for question number four which is reverse coded. On the other hand, the second questionnaire, which was the Job Performance Appraisal and Development Review Form, was provided by the company. It is a form which is commonly used by the hotel to measure the job performance of their kitchen employees. It measures 10 key factors of a kitchen crews: attendance, work quality, work quantity, initiative, responsibility, judgment, adherence to rules, flexibility, cooperation, and interpersonal skills. It is scored using 148 the following performance ratings: 7 for outstanding, 6 for very good, 5 for good, 4 for satisfactory, 3 for unsatisfactory, 2 for poor, and 1 for needs improvement. Procedures With the help of an associate official inside the hotel, the researcher sent out letters of request for potential participants of the study. Afterwards, the researcher purposively selected 5 supervisors that were assigned to the different areas in the kitchen. At the same time, the researcher purposively selected nine crews for each supervisor. The selected kitchen crews were asked to participate in the study by answering the SHS questionnaire while the supervisors were asked to evaluate their subordinates' performance using the standardized performance appraisal form of their company. After accomplishing the questionnaires and review form, all data were handed over to the researcher. STATISTICAL ANALYSES After data has been gathered, results were tallied and computations were done with the use of Microsoft Excel Software. For correlating the responses of the two surveys, Pearson R formula was used. RESULTS/FINDINGS The Subjective Happiness Scale contains 4 questions. Frequencies were run and mean values were computed. The following results were garnered: Figure 2: Subjective Happiness of the Respondents 149 The first question describes how the employees feel in general with the mean value of 6.42 (M = 6.42). Meanwhile, the second question depicts how happy they are compared to most of their peers. The mean value of their responses was 6.2 (M = 6.2). The third question portrays to what extent they make the most of everything and on the average, their rating falls on 6.07 (M = 6.07). Lastly question number 4 explains how unhappy they may be and the participants garnered an average score of 5.98 (M =5.98). Table 1: Ratings of the Responses to SHS Questionnaire Rating Above 5.5 4.5 – 5.5 Below 4.5 Happiness Level Very happy Generally happy Less happy Respondents 30 15 0 N = 45 % 67% 33% 0 100% Table 1 shows happiness level of the respondents as measured by SHS Questionnaire. Items in the test are designed to measure the subjective happiness of an individual. Table 1 reveals that out of 45 respondents, 30 or 67% belong to very happy, 15 or 33% belong to generally happy and none of the respondents belong to less happy in terms of level of 150 happiness. Combining the results of the 4 questions, the overall rating of subjective happiness of the participants is 6.16 (M = 6.16) meaning they are very happy. Using the standardized Job Performance Appraisal and Development Review Form of the hotel, frequencies were run as well to evaluate the participants’ job performance level according to the ranking of the 10 factors. Figure 3: Job Performance Rank orders of the ten factors of job performance were as follows: interpersonal skills or ability to deal with customers with the mean of 6.56 (M= 6.56); work quality or value of kitchen crews’ services with a mean of 6.42 (M = 6.42); adherence to company rules or kitchen crews’ obedience with a mean of 6.4 (M = 6.4); attendance or punctuality with a mean of 6.31 (M = 6.31); judgment or ability to make good decision with 6.18 mean value (M = 6.18); initiative or inventiveness with 6.09 mean value (M = 6.09); responsibility or dependability with 5.93 mean value (M = 5.93); flexibility or ability to adjust one’s self in certain situations at 5.91 mean value 151 (M = 5.91); work quantity or ability to complete the target number of tasks with 5.85 mean value (M = 5.85); and lastly, cooperation or ability to work with mean value of 5.48 (M = 5.48). Evaluating the rankings garnered, the first nine factors mentioned (interpersonal skills, work quality, adherence to company rules, attendance, judgment, initiative, responsibility, flexibility, and work quantity) got a rating equivalent of very good while the last factor (cooperation) got a rating equivalent of satisfactory. Rating equivalents and their descriptive measures were shown on Table 2 Table 2: Ratings of Job Performance of Kitchen Crews Rating 7 5.5 – 6.9 4.5 - 5.5 1.1– 4.5 1 Performance Outstanding Very good Satisfactory Unsatisfactory Needs improvement Respondents 0 22 23 0 0 N = 45 % 0 49% 51% 0% 0% 100% Table 2 shows job performance rating of kitchen respondent, as measured by Performance Appraisal and Development Review Form. Items in the said form are designed to measure the performance of the kitchen crew as assessed by their supervisors. Table 2 reveals that out of 45, 0 or 0% were performing their job outstandingly, 22 or 49% were performing their job very good, 23 or 51% were performing their job satisfactory, 0 or 0% was performing their job unsatisfactory and none of the respondents were in the needs improvement. This shows that 100% percent were performing their job accordingly and as expected by the management. 152 Overall, the participants’ performance is rated very good since the rating of their job performance fall at the mean value of 6.13 (M = 6.13). Figure 4: Scatter Plot of the Relationship Between the Levels of Subjective Happiness and Job Performance Result of the Pearson r correlation projected a value of 0.36 (r = 0.36). This only means that there is a weak or little association between subjective happiness and job performance levels of an individual. Table 3: Analysis of Subjective Happiness and Job Performance Ratings Variables Happiness Scores Performance Levels No. of Cases 45 45 X 6.16 43 6.13 0.36 0.30 df Calculated Value Critical Value 153 As seen in Table 3, the calculated Pearson Correlation (r = 0.36) is greater than the critical value of 0.30. Since the computed Pearson value is greater than the critical value, the researcher rejected the null hypothesis and concludes that there is a relationship between subjective happiness and job performance. DISCUSSION The researcher used SHS to find the level of happiness of kitchen employee’s four star hotels. The average level of happiness of the employees is 5.6 which mean they are very happy. If the happiness score is 5.5 above, it means they are generally happy. If the score is 4.5-5.5, it means they are average happy and 4.5 below are less happy Results show that out of 45 respondents, 30 or 67% belong to very happy, 15 or 33% belong to generally happy and none of the respondents belong to less happy in terms of level of happiness. Combining the results of the 4 questions, the overall rating of subjective happiness of the participants is 6.16 (M = 6.16) meaning they are very happy. According to Kerns (2008) people who are happy in their work setting are generally having more positive experiences than negative ones. Lyubomirsky (2008) supported this with his research stating that happiness is perceived subjectively by every individual; while Cambridge (2008) has identified variables that correlates with happiness. This means variables that generate happiness of an individual are present as seen to the given results are high. On the other hand, the researcher used Performance Appraisal Form to find the performance rating of the kitchen employees. The rating performance score of 7 above falls under outstanding performance, 5.5-6.9 falls under very good performance, 4.5-5.5 falls under satisfactory,1.1-4.5 falls under unsatisfactory and 1 falls under needs improvement. Islam (2005) concluded in his study that a Performance Appraisal System is important in an organization. It is used for different purposes like salary increase, promotion, and even termination. It is also said that it should be ongoing throughout the year. Results of the 154 performance appraisal form are used to show the development and overall performance of the company. Results show that out of 45 kitchen crew, 0 or 0% were performing their job outstandingly, 22 or 49% were performing their job very good, 23 or 51% were performing their job satisfactory, 0 or 0% was performing their job unsatisfactory and none of the respondents were in the needs improvement. This shows that 100% percent were performing their job accordingly and as expected by the management. It also shows that the company or the department of the dining crew is doing very well. In the performance rating review, all results generated high scores. The highest is interpersonal skill and the bottom highest is cooperation. Employee generated an average rating of 6.56 (M = 6.56) which falls under the rating very good. Interpersonal skills which generated the highest mean score of 6.56, results shows evidence to the research of (O’halloran et al 1992) that interpersonal skill is a key skill to the relationship with the management and co workers in a hotel industry, in addition (burn 1997) stated customer service is an interpersonal experience. This shows that hotel kitchen crew employees give’s much importance to interpersonal skills since the job itself requires communication towards co-workers, management and customer’s service is an interpersonal experience and the industry is all about the overall customer experience. Meanwhile, the lowest score is cooperation, generated a mean score of 5.48 supported the study of (Oniel et al 2010) that workers who are envy in the hotel industry are likely to help co workers. However, managers find ways to eliminate these kinds of problems and to cope up with the competition cited from the study of (Chung, 2000). This shows that hotel management finds ways in improving its employees will lead to better performance of the employee. This study aims to seek the relationship of happiness and job performance. The results from Pearson r showed a correlation value of 0.36 (r = 0.36) which shows low a correlation between happiness and job performance. This shows happiness has a relationship to job performance of kitchen employees but a low correlation. These responses shows further evidence to Kaplan, S., Bradley, J. C., Luchman, J. N., & Haynes, D. (2009) specifically stated that 155 positive emotions have a relationship with the performance rating by their supervisor. Negative emotions as well have a relationship with having a low performance rating by their supervisor. Since Negative affect is usually associated in counterproductive workplace behaviour like theft, absenteeism and abuse. Barsade and Gibson (2007) once wrote in their article that when an individual is experiencing positive emotions, it usually increases in any rating of job performance, higher income and enhancing negotiating ability. Barsade and Gibson (2007) ended their research by explaining that employees are not isolated “emotional islands”; that is why affect matters in an organization. They explained that employees bring themselves to work which includes their moods, emotions and traits wherein their experiences and expressions affect their co-workers, other people and the outcome of their work. CONCLUSION Based on the results gathered, 92% showed a high level of happiness and 88% scored a high performance rating. The researcher concludes that there is a significant relationship between happiness and job performance of kitchen employee. The happiness level of employees might affect his or her job performance. Most probably, employees who are happy are more involved, satisfied and dedicated with their jobs compared to their counterparts. They are more likely to obtain achievements as positive and happy feelings are negatively interrelated with burnout, absentisms and turnover. Thus, having these negative factors make it more costly to a company. Finding correlation between happiness and job performance shows evidence that there is a relationship between the level of happiness of an individual and his or her work performance. RECOMENDATION The researcher recommends the next study to use employees from 4 star and two star hotels as the participant of the study to determine whether there is a difference to the level of the 156 happiness and performance. The researcher assumes that different hotel levels have different factors like incentives, working environment, management, work quantity, etc. Second increase the number of respondent, to make the study more reliable. Lastly stricter criterion like age and gender should be used in screening the participants for further studies. Those factors may have an effect with the results of this study. REFERENCES Ahmad, S., Ali, I., Rehman, K., Khan, M.A., and Waseemullah, (2010). Insecure job And low pay leads to job dissatisfaction. Interdisciplinary Journal of Contemporary Research in Business, Vol. 1, No. 11. Barsade, S. G. & Gibson, D. E. 2007. Why Does Affect Matter in Organizations? Academy of Management Perspectives, Vol. 21(1), pp. 36-59. Buick, I., & Thomas, M. (2001). Why do middle managers in hotels burn out? International Journal of Contemporary Hospitality Management, 13, 304-309. doi:10.1108/EUM0000000005968 C. Peterson, N. Park, M.E.P. (2005). Orientations to Happiness and Life Satisfaction: The Full Life Versus the Empty Life. Journal of Happiness Studies, 6, no. 1,: 25-41. Kaplan, S., Bradley, J.C., Luchman, J.N., & Haynes, D. (2009). On the role of positive and negative affectivity in job performance: A meta-analytic investigation. Journal of Applied Psychology, 94, 162-176. La Belle, J.E. 2005. The paradox of safety hopes and rewards: are you rewarding the right behaviour? Professional Safety, pp. 37-39. Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist, 56, 239–249. Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness:Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155. Peterson, C. (1988). Explanatory style as a risk factor for illness. Cognitive Therapy and Research, 12, 117-130. Peterson, C., Semmel, A., von Baeyer, C., Abramson, L. T., Metalsky, G. I., & Seligman, M. E. P. (1982). The Attributional Style Questionnaire. Cognitive Therapy and Research, 6, 287-300. Seligman, M.E.P. and Schulman, P. (1986). Explanatory style as a predictor of productivity and quitting among life insurance agents. 157 Veenhoven, R. (2009). WDH World Database of Happiness: Continuous register of scientific research on subjective appreciation of life. Electronic Sources: Factorial Validity of a Job Performance Scale. Retrieved January 14, 2011, from http://epm.sagepub.com/cgi/content/abstract/46/1/23 Jonge et al. (2000) The Relationship Between Rewards and the Physical Health Risks Experienced by Employees. Retrieved February 9, 2011, from http://www.fss.uu.nl/sop/Schaufeli/189.htm. Kerns C.D (2007). Both Job Performance and the Employees' Level of Happiness Impact the Potential of Success for an Organization. Retrieved January 14, 2011 from http:// putting-performance-and-happiness-together-in-the-workplace.htm 158 Appendix A SURVEY QUESTIONNAIRE Dear Respondent, The following is a survey on kitchen crews on a hotel environment. Data from the survey will be used in a scholarly research as part of the requirements for a baccalaureate degree in Psychology under the San Beda College Psychology program. Rest assured that all responses will be treated with great confidentiality with only the researcher handling the survey results. For this purpose, I have assigned a coded name to each of you. Please indicate the coded name assigned to you on the blank corresponding to the “Name”. Do not indicate your real names. Participation in this survey will in no way affect your performance ratings nor your current status with your company. NAME:_________________________________ JOB POSITION: ___________________________ COMPANY:__________________________ SEX: ____M ____F AGE: 159 Appendix B PERFORMANCE APPRAISAL AND DEVELOPEMENT REVIEW FORM NAME: DESIGNATTION: SECTION/DEPARTMENT: STATUS: INSTRUCTIONS • • • • • • • Rate performance for the period covered on the basis of factors specified below Cite instances to support or justify your rating. Highlight employee’s specific positive achievements of strengths and discuss them first. Discuss employee’s areas for improvement, find out their causes, and get employees suggestion on how he or she plans to improve them. Record the employee action plan(s) to improve performance. Summarize everything that has been discussed and ensure that an agreement has been reached before asking employee to sign. After the appraisal discussion, provide the employee with a copy of this report. DATE EMPLOYED: DATE OF LAST REVIEW: REVIEW DUE ON: PERIOD COVERED: ________________________________________________________________________ PERFORMANCE RATING: 7. Outstanding 6. Very good 5. Good 4. Satisfactory 3. Unsatisfactory 2. Poor 1. Needs improvement ________________________________________________________________________ Factors WORK QUALITY WORK QUANTITY JUDGEMENT RULES RESPONSIBILITY FLEXIBILITY INITIATIVE COOPERATION ATTENDANCE INTERPERSONAL SKILLS 7 6 5 4 3 2 1 AVERAGE RATING __________ 160 JUSTIFICATION: (Use separate sheet of paper if more space is needed.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. STRENGHTS: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ AREAS FOR IMPROVEMENT: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ACTION PLAN TO IMPROVE PERFORMANCE: ________________________________________________________________________ ________________________________________________________________________ RECOMMENDATION: (Optional)_______________________________________________________________ RATINGS AND ACTION PLAN TO IMPROVE PERFORMANCE DISCUSSED WITH EMPLOYEE _________________ Employee’s Signature ________________ Supervisor (Rater) 161 Approved By: _________________ Department Head ONLINE CONSUMER BEHAVIOR AND SATISFACTION OF WORKING MOTHERS AT HOME Mandap, Jean Marie I. This study deals with the satisfaction of working mothers on online buying. This research showcases the factors why people, especially working mothers, chose to engage in online buying, that leads to consumer satisfaction namely: usefulness, behavioral intention, and usage behavior of the consumer. The researcher used the Technology Acceptance Model (TAM) by Klopping and McKinney (2000). This study was conducted in Alabang, Muntinlupa. 250 mothers (N=250) who were working at home were selected for this research. The respondents were chosen due to their interest in purchasing online. They were asked to answer the TAM that consists of 23 questions. Based from the results of the scores, perceived usefulness, perceived ease of use, and behavioral intention are significantly connected to the consumer’s online shopping usage (r=.737, p<0.01). The researcher concluded that the usefulness of the product or services, intention, and usage behavior contributes to the consumers’ satisfaction. In the present day, people may explore different things by using the internet. We can play different games or sports by using video games, play station, etc. According to Media Use Statistics (2010), the total media time consumed in using technology is 32% on Television, 25% on a computer, 20% on a mobile device (ex. cell phone), 11% on video games, 6% on a radio, 4% on movie theatres, and 3% on CD’s. Technology today is linked to the people’s lifestyle and it clearly shows that people chose technology that satisfies their wants and needs (Media Literacy Clearing House, 2010). 162 Satisfaction is the fulfillment or gratification of a desire, need, or appetite. It is a feeling of pleasure or contentment derived from such gratification (Wilkinson, 2007). Technology is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment (Grey, 2007). The world is definitely not what it was a few years ago and every new technology invented claims to alter the definitions of satisfaction individually and socially. Today, many people are engaged in using technology as their source of satisfaction. Technology was invented and upgraded because people have unlimited wants and needs. Instead of doing tasks manually, people invented technology to make things for them and make things easier. Before, if a person was looking for a hobby he would go out of his house and explore the different sports or go into a library and read a book. If people needed something, they were required to go out of their houses and go to the store to buy the thing that they wanted or needed. Today, people can buy the things that they want over the internet without making any effort of going out of their houses. Some believe technology makes people happier because, people always want to upgrade their electronics to newer and more efficient pieces of equipment. People have been progressing for thousands of years, and we still are. Researchers are always looking to improve the current technology and come up with modern, efficient devices to improve our lives (Levin & Arafeh, 2002). If society were to stop emerging with new inventions, the world would probably be very unsatisfied. Researchers believe that the leading edge of technology is what makes us satisfied (Grey, 2007). Computers are a perfect example of technology that makes individuals satisfied. Technology is, in some forms, directly related to happiness and satisfaction. Simple devices have been developed to make almost every aspect of life easier. Remote controls, laptop computers, palm pilots, and cellular phones are just a few examples of how technology is able to make life easier. People who own “hi-tech” computers are glad to have them because computers make simple task in life easier, as a result taking away stress. Students can easily make their home works with just a few clicks on the keyboard. Employees can easily receive letters without waiting for the mail man to deliver it but by the use of e-mail. 163 People nowadays have chosen to buy different things online with the use of the internet. Consumer behavior has been defined as the “psychological processes that consumers go through in recognizing needs, finding ways to solve these needs, making purchase decisions, interpret information, make plans, and implement these plans” (Ricci,2006). The consumer’s reason is because it gives individual convenience. Instead of going somewhere to buy a gadget or any product they would prefer to go online and buy the product that they want there. Because of the satisfaction that technology has brought to people, they continue to engage with it and link this together with their everyday life and habits. According to researchers, there are modern devices that are ignored by other individuals, but without these devices, people would surely feel the loss since their lives would be more stressful, so today's technological devices truly do make people more satisfied (Grey, 2007). There are hundreds of hobbies and jobs that exist because of modern technology. There are hobbies and jobs for all ages and taste that would not exist if it were not for the help of modern technology. If it were not for modern technology people could not play video games or listen to music. Consumer satisfaction is an abstract concept and the actual manifestation of the state of satisfaction that will vary from person to person and product/service to product/service (Straub & Watson, 2001). The state of satisfaction depends on a number of both psychological and physical variables which correlate with satisfaction behaviors such as return and recommend rate. The level of satisfaction can also vary depending on other factors the customer, such as other products against which the customer can compare the organization's products. Achieving high levels of consumer satisfaction requires that organizations continually monitor and examine the experiences, opinions, and suggestions of their customers and people who are potential customers. Improving service quality to meet customers’ standards is an ongoing part of doing business. In this way, customers drive the market and the organization. At the same time that organizations act to attract and satisfy customers, the customers themselves exercise ultimate influence. Their satisfaction depends on both their expectations and their treatment (Mckinney et al., 2002). Through their choices, customers decide which organizations survive and thrive, determine what goods and services are available, and shape how they are 164 provided. In addition to using their purchasing power, informed consumers can shape the marketplace by communicating their preferences and standards to organizations that are poised to listen and respond. Working people are the biggest consumers of the different devices or new modern gadgets because it would help them accomplish their tasks a lot faster and easier, especially for those people who are working from their homes. Online buying becomes really helpful for those people who work at home because they can easily buy and transport the things that they need at home and also the devices that they need for work by the use of internet. Instead of going to an office and to do their work, they chose to buy the things that they use online and do their jobs at home. This usually happens with working mothers. Because of their jobs interfering with their responsibility at home, they end up being stressed out and very unsatisfied. They have to go to the store personally to buy things that they need at home and also go to work. Because of online buying, they are able do all of their tasks at work and at the same time also their responsibilities at home. Electronic commerce is fundamentally changing the way consumers shop and buy goods and services. Consumers have begun to learn how to act in an ever-changing electronic market environment. Like any diffusion of innovation, there is a learning curve for most consumers to behave in electronic commerce in a way they feel the most comfortable. For some consumers, shopping and buying online have become part of their daily lives, whereas others may consider it, without taking any action yet. The researcher’s purpose in this study is to identify if consumers find online shopping as useful and easy to use, how frequently they make such purchases, if there is a relationship between the usefulness of the product or service to the consumer’s intention to make purchases, and how can this affect the consumer’s satisfaction. 165 Conceptual Framework Perceived Usefulness Perceived Ease of Use Behavioral Intention Usage Behavior Online Consumer Satisfaction 166 This framework showcases the factors why people chose to be engaged in using technology: Usefulness and Ease of use. Technology is made to help us finish our tasks without doing any extra effort. People use technology not only to do certain tasks but also to discovere the different aspects about that electronic gadget and to lessen an individual’s boredom. In selecting electronic gadgets, we should consider the individual’s attitude, behavioral intention, and usage behavior. Selecting an electronic device depends on the person’s interest, needs, etc. On the study of Koufaris(2000) about the Application of Technology Acceptance Model and Flow Theory to Online Consumer Behavior which was focused only on predicting intentions, by incorporating measures of usage behavior. The results assert that attitude and perceived behavior control are direct determinants of behavioral intention, which in turn affects behavior. When users are presented with new technology, a number of factors influence their decision about how and where they will use it. These factors are Perceived usefulness and Perceived ease of use. Perceived usefulness (PU) - This was defined by Davis (1989) as "the degree to which a person believes that using a particular system would enhance his or her job performance". Perceived ease-of-use (PEOU) - Davis defined this as "the degree to which a person believes that using a particular system would be free from effort" (Koufaris,2000). According also to the diagram above, there are three things that contribute to an individual’s online consumer satisfaction. One of the contributors is Behavioral intention. Behavioral intention includes the qualities of a website that ensure functionality of the site, including: security, privacy, and usability/site design (Dhillon 2002). Behavioral intention also includes convenience, trust and trustworthiness of Web merchants, and delivery time. Convenience includes the overall ease of finding a product, time spent on shopping, post purchase service, complete contact information, and minimization of overall shopping effort. Consumers don’t want to wait for products purchased online. Customer Satisfaction is a comparison of expectations versus perception of experience. Customer Loyalty relates to a relationship between a company (services) and a customer. Customer Loyalty includes attitudes where a customer’s judgments and feelings about a product, service, relationship, brand, or company are associated with repeat purchases. Usage Behavior is the habitual use of products or services for sale. Products purchased online are no different than 167 those purchased at stores. Customers choose between competing products depending upon which offer the best value (Kraemer 2002). Factors determining this include merchandising, overall product value, and availability of product customization (Hise 2000; Torkzadeh & Dhillon 2002; Zhu 2002). Usage behavior deals with consumers’ perceptions of the actual product being purchased. Because of the wider product variety that internet offers to consumers, consumers tend to be satisfied and they choose to continue to make purchases. Review of Related Literature Technology Technology is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment. As more information is digitized, we move from a top-down broadcast model of communications to one that fosters creativity and collaboration. The digital age devalues lower-order thinking skills but provides tools that allow us to analyze, evaluate and create new things. According to Grey (2007), “Technology is most simply and comfortably defined as an array of tools that is made to improve and help us with our work and to advance our living”. The use of technology has definitely changed the way that people live because people usually depend their work in technology. Pathradkar (2008) made a study about Happiness and Satisfaction involving Technology and concluded that “the third layer of needs in the Maslow’s hierarchy is where most people fit the technology paradigm”. Grey (2007) stated that, “Technology is about using a best tool for accomplishing a given task”. Technology can refer to material objects of use to humanity, such as machines or hardware, but it can also encompass broader themes, including systems, methods of organization, and techniques. The Pew Internet and American Life project found that individuals use the Internet extensively. Levin and Arafeh made a study about the use of Internet, the two researchers found out that individuals, around 17 million people, use the internet to find information for their work, homework, etc. (Levin & Arafeh, 2002) people find it easy to accomplish their task when they have the help of technology. By the use technology, they are not obliged to do their work manually. Just a few clicks on the keyboard and the task that you have to do are done. The total media time consumed in using technology is 25 % on a computer, 20% 168 on a mobile device (ex. Cellphones). By looking at the statistics, it clearly states how helpful technology is on our daily lives. Today, because of the big help that technology has contributed to our daily lives, consumers chose to live life easier. They chose to buy the things that they want online not only because it is more convenient but it also adds to the fact that they are also attracted to the online advertisements. Technology or specifically the internet is a huge window that shows a lot of ideas and opportunities with a single click of a button. The emergence of the Internet as a tool for the business-to-consumer aspect of e-commerce has far reaching ramifications. Most importantly, it has created opportunities for businesses to reach out to consumers in a very direct way and create electronic markets. Also by virtue of the technology, it has allowed consumers immediate access to these electronic markets. “There are approximately 113 million Americans, or 59% of the total population, using the Internet for a myriad of activities” (Pew Research Center, 2000; National Telecommunications and Information Administration [NTIA], 2002). Totty made a study about online shopping and consumers. The findings were, “Increasingly, commercial websites seek to provide useful product information to attract more and more online shoppers” (Totty, 2001). Online Invitations encourage consumers to buy more and more gadgets or products that they want. Another study (Pew Research Center, 2000) listed “researching a product or service before buying it” as an activity that 75% Americans do online, while 55% “buy a product.” The proliferation of business-to consumer e-commerce activities has created a need to understand how and why people participate in e-commerce activities”. This study treats consumer e-commerce as a technology adoption process and evaluates the suitability of two popular adoption models (Gefen & Straub, 2000; Lederer, Maupin, Sena, & Zhuang, 2000; Lee, Park, & Ahn, 2001; Lin & Lu, 2000; Magal & Mirchandani, 2001). According to the statement written, the consumers who buy online are more compared to those who are going to the market. It is appealing because of the discounts that they could possibly get if they are going to buy it online. Satisfaction Satisfaction is the feeling of contentment and gaining what your system wants. An individual can also gain the feeling of satisfaction through the environment, seeing and doing the 169 things that they want. Wilkinson (2007) made a study in the United States with 130 people regarding the impact of money to an individual’s self-satisfaction. Wilkinson stated that “a person becomes happy and satisfied if the need of the individual is granted”. Accomplishing goals can also enhance our satisfaction. Consumer satisfaction is a term generally used to measure a consumer’s perception of a market's products and services. Consumers nowadays feel more satisfied in using Online buying because of the convenience that they are experiencing. Mary Wolf made a study about consumer behavior and internet usage. Wolf defined customer satisfaction as “consumers' perception to their online shopping experience, and indicates that four factors--website design, convenience, security and customer service--are positively related to customer satisfaction to the website”(Wolf, 2003). Even though online buying might be risky, consumers still choose to engage in buying online because of the positive effects and satisfaction that they feel. According to the research of Hansen, Jensen, and Solgaard on Risk and Online Shopping, the researchers stated that “Online shopping is undoubtedly riskier than shopping in a store that has been physically visited, in that shoppers cannot concretely experience or touch the goods they wish to purchase” (Hansen, Jensen, & Solgaard, 2004). Ha and Perk made a study regarding the connection between online shopping and satisfaction. The researchers found that “the online shopping experience brought about more positive effect on the individual’s satisfaction.”(Ha and Perk, 2005) Consumer Satisfaction Consumer satisfaction is critical for establishing long-term client relationships (Straub & Watson 2001) and, consequently, is significant in sustaining profitability. As a result, a fundamental understanding of factors that impact online customer satisfaction is of great importance to e-commerce (McKinney et al., 2002). Consumer satisfaction is the consequence of experiences during various purchasing stages: needing something, gathering information, about it, evaluating purchasing alternatives, actual purchasing decision, and post purchasing behavior (Wolfinbarger & Gilly, 2001). During information gathering, the Internet offers consumers extensive benefits, because it reduces search costs, increases convenience, vendor choices, and product options (Dhillon, 2002). However, online consumers are dependent upon the Website information as a replacement for physical contact with salespersons (McKinney et al., 2002). As a result, consumers make inferences about the attractiveness of a product based on: information 170 provided by retailers, and design elements of the Website such as ease and fun of navigation (Wolfinbarger & Gilly, 2001). An experienced online customer may find his or her experience to be very enjoyable and fulfilling. The experienced online shopper is more likely to have an easier time navigating the site, searching for information on particular products, as well as ordering online. Shopping via the Internet is salient in this experienced customer’s mind because of past experiences with the use of technology. This experienced shopper may be more likely to leave the Website with a feeling of satisfaction, granted the purchases arrive in a timely manner, and receiving the product is hassle free. Another shopper, new to the process of shopping online, may find it difficult and impersonal. Different customers will consider different costs and benefits in appraising the net value of prospective Internet purchases (Kraemer, 2002). As a result, it is imperative that the beliefs and expectations of the consumer are noticed and met by Internet businesses. Behavioral Intention Behavioral intention is also a contributing factor in consumer satisfaction. Behavioral intention includes the qualities of a website that ensure functionality of the site, including: security, privacy, and usability/site design (Torkzadeh & Dhillon, 2002). Ranganathan and Ganapathy (2002) defined security threat as a circumstance, condition, or event with the potential to cause economic hardship to data or network resources in the form of destruction, disclosure, modification of data, denial of service, and/or fraud, waste, and abuse. To alleviate customers’ fears, many Websites offer alternate forms of payment (e.g. telephone ordering) and/or accounts with ID’s and passwords (Ranganathan & Ganapathy, 2002). Bélanger et al. (2002) found that the presence of security features on an e-commerce site was important to consumers, and discuss how consumers’ privacy and security concerns may be addressed by similar technology protections as those of the business, such as encryption and authentication. In this study, the features evaluated within the attribute of security include: whether the site provides encryption, whether the site requires the user to set up an account with an ID and password, and whether a confirmation screen is displayed after the completion of the purchase to ensure accuracy. 171 A key to building a usable Website is to create good links and navigation mechanisms (Shun & Yunjie, 2006). An advantage of the Internet is its capacity to support interactivity for users and online consumers are influenced by the interactivity of the Website (Palmer, 2002). Fast, interactive, uncluttered, and easy-to-navigate sites with quality searching capabilities should be perceived more favorably by consumers. Behavioral Intention focuses on consumers’ feelings and perceptions during and after the shopping experience. Factors determining this include convenience, trust and trustworthiness of Web merchants, and delivery time (Bélanger et al., 2002; Torkzadeh and Dhillon, 2002). The online consumer leads a wired lifestyle and is time starved, suggesting that online shoppers may do so to save time (Schaupp & Belanger, 2005). This indicates that the overall convenience of the shopping experience is very important as well as the amount of time it takes for the product to be received. Convenience includes the overall ease of finding a product, time spent on shopping, post purchase service, complete contact information, and minimization of overall shopping effort. Trust is important during the actual shopping experience, because if the consumer does not trust the merchant to make good on their purchase the transaction will not take place. Consumers don’t want to wait for products purchased online. Consumers want to receive purchases as quickly as possible, as well as being able to track them while in transit. Tracking numbers may fulfill the consumers’ need for instant gratification because they can estimate delivery time. Attitude is an important contributor to an individual’s satisfaction. An individual’s needs and wants depend also with their attitude. Customer Satisfaction is a measurement or indicator of the degree to which customers or users of an organization’s products or services are pleased with those products or services. Customer Satisfaction is a comparison of expectations versus perception of experience. Customer Loyalty relates to a relationship between a company (services) and a customer. Customer Loyalty includes attitudes where a customer’s judgments and feelings about a product, service, relationship, brand, or company are associated with repeat purchases. Customer Loyalty also includes behaviors where customers make repeat purchases of their current brand, rather than choosing a competitor brand instead. According to the Balanced Scorecard Institution, “Recent management philosophy has shown an increasing realization of the importance of customer focus and customer satisfaction in any business. These are leading indicators: if customers are not satisfied, they will eventually find other suppliers that will meet 172 their needs. Poor performance from this (consumer satisfaction) perspective is thus a leading indicator of future decline, even though the current financial picture may look good”. Usage Behavior Usability is also used to describe the quality of user experience across websites, software, products and environments. Usability is also very important in website development. Usage behavior pertains to the constant or habitual use of the product or service for sale. Products purchased online are no different than those purchased at stores. Usage Behavior the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency and satisfaction in a specified context of use. Usability is a qualitative attribute that assesses how easy user interfaces are to use. The word "usability" also refers to methods for improving ease-of-use during the design process. Customers choose between competing products depending upon which offer the best value (Limayem, Khalifa, & Frini, 2000). Factors determining this include merchandising, overall product value, and availability of product customization (Szymanski & Hise2000; Torkzadeh & Dhillon 2002; Zhu & Kraemer, 2002). Usage behavior deals with consumers’ perceptions of the actual product being purchased. Merchandising associated with selling offerings online separate from site design and shopping convenience (Szymanski & Hise, 2000). Lokken et al., (2003) claim that it may be that consumers expect e-commerce to offer a wider product variety because of the reach of the Internet and the potential to track down specialty goods and services. Because of the wider product variety that internet offers to consumers, consumers tend to be satisfied and they choose to continue to make purchases. Synthesis Generally, it appeared that the usefulness of online shopping and consumer satisfaction is possibly related or linked to each other. Based from the literatures, which implied that consumers used online buying in order for them to accomplish their tasks easily? Previous studies showcase that each factors are very important in achieving the consumer’s satisfaction. The Internet offers consumers extensive benefits, because it reduces search costs, increases convenience, vendor choices, and product options. Online consumers are dependent upon Website information as a replacement for physical contact with salespersons. Consumers make inferences about the 173 attractiveness of a product based on information provided by retailers, and design elements of the Website such as ease, usefulness and fun of navigation. In order for an individual to be satisfied and for them to continue making online purchases, we should consider the usefulness of the product or service, individual’s attitude, behavioral intention, and usage behavior. Methods Research Design The researcher used a descriptive method in this study. In particular, questionnaires were used to gather data for the research. Pearson correlation test was used to find out whether consumer behavior and life satisfaction were related. This was done through SPSS. Participants To choose the participants, the researcher used a purposive sampling method. The participants selected to be part of the research were those who regularly bought products online. In this study, the researcher selected 250 mothers from Alabang, Muntinlupa aged 25-40 years old who are working at home (such as brokers, businesswomen, etc) and were engaged in purchasing products or services online were asked to answer the questionnaires. Instruments The researcher used Technology Acceptance Model, which were answered by the participants. The questions from the model were related to the reasons why consumers are engaged in buying products online. The following questions for the participants were based from TAM (Technology Acceptance Model) by Davis (1989) and were developed by Klopping and Mckinney (2000). The Technology Acceptance Model (TAM) is an information system theory that models how users come to accept and use a technology. The model suggests that when users are presented with new technology, a number of factors influence their decision about how and where they will use it, notably: Perceived usefulness (PU) - This was defined by Fred Davis as "the degree to which a person believes that using a particular system would enhance his or her job performance". Perceived ease-of-use (PEOU) - Davis defined this as "the degree to which a 174 person believes that using a particular system would be free from effort" (Klopping & Mckinney, 2000; Venkatesh & Davis, 2000). The questionnaire contains 20 questions. The questions may come from personal experiences, kind of lifestyle, how much time and money do they spend on electronic gadgets, and how much they depend on technology. The following questions also helped the researcher to determin how satisfied an individual was in using technology and online buying. The sample questions are: “Using the online buying enables me to accomplish my tasks more quickly”, “Using the Internet makes it easier for me to shop”, “ Overall, I find the Internet useful for my daily activities.” The researcher used the Likert Scale in this study. The questions were answered using a scale of 1-5 (1-strongly agree, 5- strongly disagree). Procedure The researcher distributed survey forms to be answered by the participants to collect the needed information for the said topic which used Likert Scale. Questionnaires were used to gather the information needed, to measure their satisfaction on online usage, and also to know how they value the use of technology. The researcher gave the participants 10-15 minutes to answer the questionnaire. Data Analysis The researcher collected and correlated the results with the Pearson correlation of SPSS. The researcher assessed the internal consistency of the items with the use of Cronbach’s Alpha and found out that items were highly reliable (=.897). Results The researcher interpreted the results by correlating the scores of consumer behavior and usage with the use of SPSS. To interpret the score for online consumer behavior, the scores were segregated and correlated per factor (items 1-3 = Perceived usefulness, items 4-6= Perceived Ease of use, items 7-11= Behavioral intention, and items 12-23= Actual use). The scores were also tallied in order to identify which of the respondents find online shopping useful and satisfying. 175 Perceived Usefulness No. of mothers (out of 250) 217 33 0 In percentage 86.8% 13.2% 0% Perceived online shopping as useful Neutral Perceived online shopping as not usefulness Based from the table above, it appeared that out of the 250 working mothers, 86.8% (217) were shopping online. The respondents found online shopping as useful and satisfying. On the other hand, 13.3% (33) of the working mothers were neutral. None of the working mothers was dissatisfied with online shopping. Perceive Ease of Use No. of mothers(out of 250) Perceived online shopping as easy 145 to use Neutral 85 Perceived online shopping as 20 confusing or difficult to use In percentage 58% 34% 8% The second table shows that out of the 250 of the working mothers, 58% (145) claim that shopping online was practical and easy to use, while 34% (85) were neutral. 8% (20) of the working mothers find using online for their shopping activities as difficult and confusing. Usage No. of mother(out of 250) 145 105 0 In percentage 58% 42% 0% Frequently buy online Neutral Rarely/Do not buy online 176 The third table shows that out of the 250 working mothers, 58% (145) were using or frequently purchasing online while the remaining 42% (105) were neutral. None of the working mothers were not using or rarely use online shopping. Behavioral Intention No. of mothers (out of 250) 145 98 13 In percentage 58% 36.8% 5.2% Has the intention to continue purchasing (satisfied) Neutral Has no intention to continue purchasing (unsatisfied) Based from the fourth table, out of the 250 respondents, it appeared that 58% (145) of the working mothers were highly satisfied with shopping online and had the intention to continue purchasing while 36.8% (98) were neutral. 5.2% (13) of the respondents were dissatisfied and has no intention to continue purchasing. After tallying the results, it appeared that more than half of the working mothers found online shopping useful and easy to use. Most of the respondents frequently purchased online and had the intention to continue making purchases. When responses were categorized according to three different areas such as: perceived usefulness, perceived ease of use, and behavioral intention, it was found out that all these factors were significantly related with actual online shopping usage at 0.01 level. For instance, perceived usefulness was significantly correlated with actual usage (r=.541, p<0.01) which implies that the usefulness of the product or service is connected with the likelihood of making purchases online. On the other hand, ease of use was also correlated with actual usage of online shopping (r=.442, p=<0.01) which implies that working mothers find shopping online easier were more likely to shop online. With regards to intention to shop online and actual usage, it was also found to be correlated r=.746, p<0.01 which means that if mothers have the intention to purchase online, they were more likely to do so. The results showed that it is more likely for the consumers, especially working mothers to feel satisfied when they find the product or service useful, convenient/easy to use, and helpful 177 to accomplish their task. It implies that the working mothers are highly satisfied because of the ease that they experienced whenever they make purchases. It clearly showed that online buying completely helped the respondents in accomplishing their tasks because of the usefulness of the product which makes their lives better. Discussion In this study, Technology Acceptance Model was used to find out the relationship of the usefulness of online shopping to the consumers’ satisfaction. Technology Acceptance Model (TAM) is one of the most dominant research models which have been used widely. The TAM has two key determinants which are Perceived Usefulness (PU) and Perceived ease of use (PEoU). In this study, two factors are also found to be significant: the behavioral intention of the consumer and usage behavior. The main purpose of the TAM is to present an approach to study the effects of external variables towards people’s internal beliefs, attitudes, and intentions. TAM has developed and evolved continually over the years. It has been confirmed by many scholars as a practical theoretical model for investigation of user’s/consumer’s behavior. The results showed that most of the working mothers perceived buying online as useful which implies that the usefulness of the product or service is connected to whether the consumer is going to continue making purchases or not. Consumer satisfaction is the consequence of experiences during various purchasing stages: needing something, gathering information about it, evaluating purchasing alternatives, actual purchasing decision, and post purchasing behavior (Wolfinbarger & Gilly 2001). Individuals continue to purchase online because they can actually attain the things that they need in order for them to fulfill their tasks. Perceived Usefulness is the degree to which a person believes that using a particular system would enhance his or her job performance (Venkatesh & Davis, 2000). Online buying makes consumers feel satisfied because it helps the consumers to minimize or lessen their work load or tasks. The Online consumers are said to be satisfied because of the feeling of convenience that they experience whenever they purchase online. The respondents claim that by purchasing online they accomplish their jobs more quickly than doing it manually, and they do less effort in fulfilling their tasks. Based from the results, the score for perceived ease of use 178 were entailed that working mothers find it easier for them to shop online than personal. The consumers often make purchases because of the usefulness and uncomplicated use of the product. Fast, interactive, uncluttered, and easy-to-navigate sites with quality searching capabilities should be perceived more favorably by consumers (Bélanger et al. 2002; Nielsen 2000; Torkzadeh and Dhillon 2002). It appeared that most of the mothers were satisfied with online buying because it makes their lives less stressful. Their tasks and responsibilities at work and also at home were easily done because they don’t have to make any effort to go to the stores personally and buy the things that they need at home and at work that is why they have more time to unwind. Davis identified Perceived Ease of Use as the degree to which a person believes that using a particular system would be free from effort (Venkatesh & Davis, 2000). Based from the results, most of the working mothers found it desirable to shop online and had the intention to continue purchasing. Working mothers prefer to purchase online because they can buy what they need and at the same time they can also accomplish what they have to do at home and at work. In the study made by Lokken, (Lokken et al., 2003) he found out that consumers expect e-commerce to offer a wider product variety because of the reach of the Internet and the potential to track down specialty goods and services. Because of the wider product variety that internet offers to consumers, consumers tend to be satisfied and they choose to continue to make purchases. Products purchased online are no different than those purchased at stores. Customers choose between competing products depending upon which offer the best value (Limayem, Khalifa, & Frini, 2000). They are said to be satisfied because they can actually get the things that they need online with the same quality of the product that is sold in stores and it is more convenient for them because they can save and maximize their time. Behavioral Intention focuses on consumers’ feelings and perceptions during and after the shopping experience. Factors determining this include convenience. Convenience includes the overall ease of finding a product, time spent on shopping, post purchase service, complete contact information, and minimization of overall shopping effort (Bélanger et al. 2002; Nielsen 2000; Torkzadeh and Dhillon 2002). Instead of doing their unfinished tasks in the office and go to the store afterwards to buy the things that they need at home, they can actually do all these at home with the use of online buying. The online consumer leads a wired lifestyle and is time starved, 179 suggesting that online shoppers may do so to save time (Schaupp & Belanger, 2005). Consumers do such purchases in order for them to manage their time. The usefulness of the product is very important for the consumers because if it is too complex to use the product or if they don’t know how to use it, it will lead that they will not continue to purchase any products or services. It is possible that it is due to lack of information on the product or services that is why they find it difficult to use online purchasing. Attitude is an important contributor in consumer satisfaction. The individual’s judgments, needs, and feelings about a product or service depend on the individual’s attitude. Customer Satisfaction is a measurement or indicator of the degree to which customers or users of an organization’s products or services are pleased with those products or services. According to Balanced Scorecard Institution (2010), if the customers are not satisfied, they will eventually find other suppliers that will meet their needs. Customer Loyalty includes behaviors where customers make repeat purchases of their current brand, rather than choosing a competitor brand instead. If an individual liked the product that he receives, it is more likely that he will decide to continue or repeat the purchase. In this study, the individuals continue to be engaged with online buying because the product and services that the internet offers met their needs. Based from the results, it appeared that most of the working mothers are highly satisfied and contented with buying things online and it made their tasks easier because of the usefulness of the internet. Szymanski and Hise (2000) examined e-satisfaction from the consumer’s perspective and found that convenience, site design, and financial security displayed the greatest effect on e-satisfaction. The reason why consumers purchase online is because of the convenience and ease that they experience from the service. If the product or service failed to feed the needs of the consumers, there is a possibility that they will find another service that can sustain their needs. If the individual is satisfied with the performance of the service, the individual will continue to make such purchases and it may automatically contribute to the consumers’ satisfaction because of the ease and convenience that the individual is experiencing. Based from the results, it shows that the individuals who participated in this study are completely satisfied with the product and services that they get from online buying. Conclusion and Recommendation 180 The results of the study indicate that consumers especially working mothers who were involved in this study showed that they are satisfied with the product and services that they get from online buying. It is also concluded that because of the satisfaction that they get from online buying, they actually managed and maximized their time well and it reflects in this study that because of the satisfaction that they receive from online buying, it also appeared that they were satisfied with their life due to the convenience that they are experiencing from buying things online. Usefulness, attitude, and the intention of the consumer are the most important factors of this study. These factors contribute to the individual’s willingness to purchase online. Future studies could explore more about this topic. A factor such as why some individuals still find technology unsatisfying is also very important to explore for this research study to improve. In order to make this study more interesting, it would be better if the future researchers would identify and focus on the other factors that contribute to an individual’s consumer satisfaction. Technology is improving due to the new inventions and devices that are made year after year. It would be better to use more updated materials so that the results/scores are more valid. References Calkins, J.D., Farello, M.J., and C.S. Shi (2000) “From retailing to e-retailing. McKinskey Quarterly 1” Diener, Emmons, Larsen, & Griffin (1985) “Satisfaction with Life Scale” Grey (2007) “Technology and Today” Ha and Perk (2005), Positive Effects of Online Shopping Experience Hansen, Jensen, and Solgaard (2004), Online Shopping and Satisfaction Harris Interactive (2001). Consumer privacy attitudes and behaviors survey wave II, The Privacy Leadership Initiative. Journal of Social and Clinical Psychology, Vol. 23, No. 5, 2004, pp. 603-619 Lee, M.K.O. and E. Turban (2001). A trust model for Internet shopping. International Journal Electronic 181 Commerce 6 (1), 75-91. Levin and Arafeh (2002), Understanding Online Satisfaction McKinney, V., K. Yoon, F. Zahedi (2002). The Measurement of Web-Customer Satisfaction: An Expectation and Disconfirmation Approach. Information Systems Research 13(3) 296-315. Media Literacy Clearing House, 2010 Moon, J. W., & Kim, Y. G. (2001) “Extending the TAM for a world-wide-web context” Information & Management, 38(4), 217-230. R. Hise (2000). E-Satisfaction: An initial examination. Jrnl of Retailing 76(3) 309-322. Salanova, M., Grau, R. M., Cifre, E., & Llorens, S. (2000). Computer training, frequency of usage and burnout: The moderating role of computer selfefficacy Straub, D., R. Watson (2001). Research Commentary: Transformational issues in researching IS and net-enabled organizations. Information Systems Research 12(4) 337345. Torkzadeh, G. and G. Dhillon (2002). Measuring factors that influence the success of Internet commerce. Information Systems Research 13(2) 187-204. Van Slyke, C., F. Bélanger, C. Comunale (2004), Adopting Business-to-Consumer Electronic Commerce: The Effects of Trust and Perceived Innovation Characteristics. The Data Base for Advances in Information Systems. 35 (2). 32-49. W. Wilkinson (2007), Happiness, Well-being, and Satisfaction Young LLP. Forrester Research, Inc. (2000). URL: http://www.forrester.com. Zhu, K., K. Kraemer (2002). E-commerce metrics for net enhanced organizations: Assessing the value of ecommerce to firm performance in the manufacturing sector. Information Systems Research 13(3), 275-295. www.centreforconfidence.co.uk/ www.ppc.sas.upenn.edu/index.html http://www.mckinskeyquarterly.com/electron/reet00.asp. http://www.cio.com/archive/webbusiness/080197_going.html http://www.understandingprivacy.org/content/library/ harris2-execsum.pdf. 182 http://www.ascusc.org/jcmc/vol3/issue1/ho.html. http://www.ocf.berkeley.edu/~jinnie/advantage.html Appendix Table 1 (Results) Case Processing Summary N Cases Valid 250 % 100.0 .0 100.0 Excludeda 0 Total 250 a. Listwise deletion based on all variables in the procedure. Reliability Statistics Cronbach's Alpha .897 N of Items 23 Scale Statistics Std. Mean 85.4520 Variance Deviation 108.329 10.40812 N of Items 23 183 Item-Total Statistics Scale Scale Mean if Variance Corrected if Item-Total Cronbach's Alpha if Item Deleted .894 .891 .896 .892 .894 .895 .893 .893 .893 .888 .892 .895 .897 .897 .891 .891 .893 .892 .894 .890 .892 Item Deleted Item Deleted Correlation VAR00001 81.0920 VAR00002 81.7000 VAR00003 81.2200 VAR00004 81.7600 VAR00005 81.7280 VAR00006 81.9120 VAR00007 81.7160 VAR00008 81.6640 VAR00009 81.6200 VAR00010 81.5880 VAR00011 81.7080 VAR00012 82.6360 VAR00013 82.5920 VAR00014 82.4720 VAR00015 81.7120 VAR00016 81.6600 VAR00017 81.5520 VAR00018 81.2520 VAR00019 81.6440 VAR00020 81.5520 VAR00021 81.4600 101.289 97.616 101.160 97.565 99.966 100.595 100.686 100.529 100.429 96.508 98.513 99.060 98.604 101.415 99.491 99.037 101.124 99.498 101.379 99.019 98.514 .461 .579 .387 .545 .468 .406 .523 .486 .490 .692 .533 .425 .392 .335 .592 .587 .526 .527 .470 .626 .549 184 Correlation PU PEoU PU Pearson Correlation 1 .335 PEoU Pearson Correlation .335 1 Int Pearson Correlation .487 .336 Usage Pearson Correlation .541 .442 CS Pearson Correlation .757 .702 LS Pearson Correlation .252 .252 **Correlation is significant at the 0.01 level (2tailed) Int .487 .336 1 .746 .819 .404 Usage .541 .442 .746 1 .737 .482 CS .757 .702 .819 .737 1 .551 LS .252 .621 .404 .482 .551 1 Questionnaires Strongly Agree 1. Using the Internet enables me to accomplish my tasks more quickly. 2. Using the Internet makes it easier for me to shop. 3. Overall, I find the Internet useful for my daily activities. 4. It is difficult to learn how to use the Internet to do my shopping activities. 5. I took a long time to learn to Agree Neutral Disagree Strongly Disagree 185 use the Internet to do my shopping activities. 6. I often become confused when I use the Internet for my shopping activities. 7. I think it would be very good to use the Internet for my shopping activities in addition to traditional methods. 8. In my opinion it would be very desirable to use the Internet for my shopping activities in addition to traditional methods. 9. It would be much better for me to use the Internet for my shopping activities in addition to traditional methods. 10. Using the Internet for my shopping activities is a good idea. 11. Overall, I like using the Internet for my shopping activities. 12. I use the Internet for my shopping activities very frequently (many times per day). 13. On average, how many different online shopping places do you visit in a given month (Choose only one)? A. None B. 1-2 C. 3-5 D. 6-20 E. over 20 186 14. In general, much time do you spend doing online shopping activities per week (Choose only one)? A. 0-5 minutes B. 6-15 minutes C. 16-60 minutes D. over 60 minutes 15. On average, how frequently do you use the Internet for your shopping activities (Choose only one)? A. once a year B. two or three times a year C. monthly D. daily Strongly Agree 16. Sufficiently detailed product information is maintained on product websites. 17. On the websites I visit, product information is either obvious or easy to find out. 18. I can get product information quickly and easily from a website when I need it. 19. The online product information that I use or would like to use is accurate enough for my purposes. 20. The online product information is up to date enough for my purposes. Agree Neutral Disagree Strongly disagree 187 21. The online product information that I need is displayed in a readable and understandable form. 22. The online product information maintained at websites is pretty much what need to carry out my tasks. 23. The product information is stored in so many forms it is hard to know how to use it effectively. DEVELOPMENT OF ARCHETYPAL BASED PROJECTIVE PERSONALITY TEST Andrea Lourdes P. Panganiban The aim of this study was to construct a projective personality test for children. The personality test was based on the archetype of the favourite character of the individual. For the item generation, (N=77) children between 7-12 years old participated (N=19 male; N=58 female). (N=44) children between 6-12 years old were asked to participate for Wave 1 of the pilot test. (N=16 male; N=28 female). For the second wave of the pilot test, 30 children between 8-13 years old participated (N=10 male; N=20 female). The test is individually administered, with 8 characters that represent the 8 archetypes. The concept of the test was that each participant would be asked to choose his favourite character among those presented to him, that 188 character was then taken away. The participant was then asked which among the remaining characters was favourite his, then that too would be taken away. The procedure would be repeated until all the characters were chosen. To validate the results, the parents/guardians of the participants were asked to answer the Personality Questionnaire for Kids, which is a 44 item online test. The first three characters chosen by the participant was compared to the type given by the parent from the questionnaire. To check the validity and reliability of the test, a linear formula was used to correlate the test-retest results of Wave 2. To check the validity of the test, the parents answers were compared to the first two choices of both the test and retest of their child, which gave the value of R2=.6023 for the test and R2=.7785 for the retest. The results of the test-retest done on the 2nd wave gave a value of R2= .7926, for the reliability value of the test. Favorite characters are more memorable and important than the other characters one encounters, this is because viewers develop relationships with them (Cohen,1999). According to Hoffner (2005) all of the definitions (identification) involve a bond or connection between an individual and another person (or entity), such that the individual adopts traits, attitudes, or behaviors of the other person, or incorporates the other’s characteristics into his or her sense of self. For this study, favourite characters would refer to children’s mass media characters. According to the studies that the researcher has found there are similarities between the person and his/her favourite character (Harwood, 1999; Hoffner, Levine, & Toohey, 2008; Lin & Lin, 2007; Eyal & Rubin, 2003; Garner, 1999; Mcdonald & Kim, 2001). The favourite character was chosen because the person found similarities between himself and the character or because the person found a trait that he wanted to have. The goal of this research is now to construct a projective personality test that would only use the archetypes of the favourite characters of children. According to Carl Jung (Pietikainen, 2001), archetypes are the inherent patterns of thought or symbolic imagery derived from past collective experience and present in the individual unconscious. It is an unlearned tendency to experience things in a certain way; it is the ‘original’ model to which others are patterned after. 189 Eric Berne (Kottma & Ashby, 2000) theorized transactional analysis. One of its concepts ‘life scripts’ says that children unconsciously find a myth, a character, story, etc. that they fit and mold their lives into just like identification and modelling. This theory could possibly explain why children pick a certain character as their favourite. This study would benefit theories in development, because it is certain that the characters have an effect the development of the person, just like social learning and life scripts, there are those things that people see while they are younger and imitate them until they grow-up. Also, it would help schools, since it is a personality test that would only take a few minutes to administer, which would mean that it wouldn’t be time consuming. Everyone has had their fair share of favourite characters, but what exactly do these characters tell about a person’s personality? This research would study the suitability of using favourite cartoon characters of children between 8-13 years old in determining personality pattern. The researcher plans to create a projective personality test that wouldn’t be time consuming and also valid and reliable for use in the educational setting. Also studies have shown that children have very short attention spans, so giving them a long test would not only be hard for the child, but also for the psychologist, since the goal of this thesis is to create a projective personality test about favourite characters, this test would hopefully catch the child’s attention and would make him/her want to participate in the test, which would make things easier for both the child and the one giving the test. Framework Personality of the child Archetype of the favourite character Life scripts chosen by the individual The current study aims to relate a child’s personality to the archetypal characteristics of his/her favourite character and to the life scripts chosen by the child. 190 What’s does every prince charming have in common? Or how about the princesses in fairy tales? The villains? The Super Heroes? Each of them have their own archetype, an archetype basically is the original to which others are modelled. But one must also remember that an archetype isn’t the ‘whole’, but rather only a part to which a personality is attributed to. Development during childhood is very important, what we learn while we are young, we bring for the rest of our lives, according to Freud (Busch, 2006; Bohleber, 2007). But also, it is during one’s childhood, that one learns to imitate and model what we see others do, especially the role models in one’s life. It is therefore important to find out what do children’s favourites characters actually say about their personality. The framework above shows how the child’s personality and the archetypal personality of his/her favourite character are related. The two variables are connected since it the child who chooses his/her favourite character because of the similarities between the two of them, and the more similarities that the child perceives, the higher the chance that that character would become the favourite. The favourite character then becomes a role model to the child, who then adopts a certain personality or characteristic of the character that they admire. But also, the reverse can also happen, the child may see a characteristic of the character that they want to imitate, and because of this, the character becomes the favourite, now since that character has become the favourite and the child now sees that s/he has more similarities with the favourite character. Berne’s transactional analysis has a concept that states that the life script that an individual chooses during childhood would determine the life path that that individual would take during his lifetime. This would mean that, the individual’s personality and characteristics would depend on that of the character’s life script that he has chosen. Related Literature There are two sets of beliefs for this study. One says that it is the favourite character that molds the personality of the child (Hall, 2007; Harwood, 1999; Hoffner, 1996a; Hoffner, 2005b; Hoffner, et al:, 2008) while the other says that a child chooses his/her favourite character by the 191 way that he/she relates and connects to that specific character (Eyal & Rubin, 2003; Garner, 1999; Lin & Lin, 2007; Mcdonald & Kim, 2001). Childhood Personality Psychologists have said that the development of an individual’s personality during childhood is very important. According to Freud (Beebe, Cambray, & Kirsch, 2001), it is during the latency stage (6-11) where a child’s personality stabilizes. Freud also said that what happens during the time that one is a child will have great impact when that individual is older. Another theorist who discussed personality would be Erikson, who said that at every age, there is a certain ‘goal’ to be learned and reached which would be carried on for one’s whole life. It is during this time that the person is molded into what s/he will become when they grow older. And just like Freud, Erikson believed that everything that one carries during childhood will be carried upon until they die, or until they come across a total life changing experience later on. According to the concept of life scripts by Dr. Eric Berne from his theory on transactional analysis in 1957, a child unconsciously chooses a life path to follow by picking a story or character by the age of 7. Though people revise this script by adolescence, they still follow it faithfully all throughout their lives. If the individual isn’t able to faithfully follow the path of the script chosen, then it is when neurosis begins for that individual. (Rathbone, Moulin, & Conway, 2008). Another way that an individual changes his life script is when he has already fulfilled the first script that he has chosen, and needs another one to follow. One theory that relates to Berne’s Life Scripts is about social learning from Skinner, where he stated that personality is learned from others, it is also connected to his social learning theory where one learns through imitation of models. The similarity between social learning and life scripts is that they both are learned through socialization, though the former is consciously done, which means that one has a choice of following or not; while the latter is subconscious, and would result in neurosis if the individual fails to follow the path of his life script. 192 Parasocial Relationships According to some studies the term parasocial relationship basically is a long-term close friendship between the person and the media character. It would seem to the person that s/he is actually part of the character’s world and vice versa. (Eyal & Rubin, 2003; Hall, 2005; Hoffner, 1996a; Hoffner, 2005b; Hoffner, et al., 2008; Mcdonald & Kim, 2001;). It is through these parasocial interactions and relationships that the child learns to be like his/her favourite character. According to some researches done (Harwood, 1999; Hoffner, Levine, & Toohey; 2008; Hoffner, 2005) a child chooses his/her favourite character by the way that he/she can relate or connect to that specific character. The more that one is able to relate to a certain character, the more likely it is that that character would be one’s favorite, whether it be sooner or later. Hoffner (2005) also suggested that the longer one feels the bond to a favourite character, the more personality traits are absorbed from that certain character. On the other hand, another study (Lin & Lin, 2007) suggests that one’s self and social identity are based on one’s identification with his/her favourite character. This happens due to imitation and modelling of one’s personality to fit that of the idol. This could be the effect of conformity, which is also present in young children as it is in older ones and in adolescents. There are even some instances when the child dreams to look like their favourite character. A similar study was conducted regarding this theory; it was about how women choose what books they read, and choose them because of the way they believed that the main (female) character of that story was ‘just like them’ or someone they wanted to become when they were older (Garner, 1999). Another similar study found that aggressive viewers watched aggressive shows on more instance than non-aggressive viewers, and are more likely to act more aggressive than normal after watching said shows. It seems that those aggressive shows reinforce the behaviour, and encourage them to heighten their aggressive behaviour. (Eyal & Rubin, 2003). This study supports Bandura’s theory regarding children and imitation, where he studied children’s reaction to watching a violent film and recorded their behaviour afterwards. On the more positive note of this theory Hall (2007) suggested in her study that one’s genre is chosen because of the way it 193 expresses one’s social identity and is gratified by that genre. Different types of social identities prefer different genres to that of others, and also the genre that one chooses would expresses, reinforces, or gratifies ones social identity, and helps one fit in better. Electronic characters (characters from games) have had its impact on the personality and development of children and the youth. It is suggested that identification with these electronic characters is greater among younger children while that of older ones. It also seems that as one matures, identification with these characters lessens directly, but it does not necessarily mean that since their identification lessened, the impact that those characters had on them did. Also, younger children are more likely to compare themselves with their favourite characters and this would last throughout their life time. The more that the child connects, imitates, and models the character, the more likely he/she will describe himself similar and on the same level as that of the character. And also, the physical differences of the child and the character have negative effects on the child (Mcdonald & Kim, 2001). In Madrid, Spain, a research was conducted, though their main topic was violence in movies, they did also ask their participants to write down their characteristics and traits as well as of those characters in the 3 movies which they deemed as their ‘favorite’. Out of the 6 traits for them and the characters, the results showed that half of the traits were the same between the participant and the character (Clemente, Espinosa, & Vidal, 2009). Another study concluded that the amount of time of viewing wasn’t as great a factor as that of the connection of the viewer to the characters of the show (Ward & Rivadeneyra, 1999), and that there is a chance that one would develop ‘stereotypes’ from what the viewer perceives from the show/s. Parsons and Howe (2006) conducted a study regarding superhero and non-superhero toys and boys imaginative play with them, suggested that when the dyads of boys played with the superhero toys, it was possible that the children were mutually exploring the roles that came with those characters, to try to understand life on a personal level, based on those roles. 194 On the other hand, a study about the influences of parents, teachers, peers, and sports heroes on the goal orientation of children in their physical education was conducted on 266 secondary students in the United Kingdom. The researchers wanted to find out if the influences given by those different people have different effects on the children. According to the results of the study, sports heroes became predictors of both ego and task orientation. The way that the participants became either task or ego oriented depended on the way they perceived their sport hero (a child whose sport hero is more task oriented became more task oriented than ego oriented, and vice versa) (Carr & Weigand, 2002). Similar to Carr and Weigand (2002), parents and pop-culture were tested instead of sports heroes was done by Anderson and Cavallaro in 2002 (Anderson & Cavallaro, 2002) regarding children’s modelling between parents and pop-culture ‘models’. Their results showed that a child’s role model depended upon his/her ethnicity and gender. Parents were chosen as the role model the most, though a significant number also choose people from pop-culture, and the number increases even dramatically if sports athletes are included. Parents were chosen mainly for their attitudes, and pop-culture persona for their skills. The study also found out that children were more likely to choose a role model with the same ethnicity as they are, and both genders were quite reluctant to choose a role model of the opposite gender. Cohen (1997) studied the differences between the use of TV of males and females in Los Angles, on some 209 undergraduate students. Its result showed that women formed stronger parasocial relationships with the TV characters than the males did, and that the males used TV to solve problems, while the females attitude towards TV was more towards their emotions, that is finding it as a friend or companion. (Cohen, 1997). Another research made by Cohen (1999) in Israel, studied the relationship of TV viewers to their favourite characters, as the important part of their medium. His study made us of 196 urban and rural teenagers from northern Israel who answered a questionnaire. The findings are that the favourite characters acted as the counterparts of the teenagers, and as pseudo-friends who were interested in the same things that they were and ‘taught’ them about those interests. (Cohen, 1999) 195 A different theory was tested by Hall (2005), her variables included extraversion, psychoticism, and neuroticism, and their preferences when it comes to music and media viewing found out that the different types of personalities tend to choose different genres when it comes to music and media viewing. Method Research Design The current research is an instrument construction. The test constructed for this study is a projective personality test. The test method for taking the test was based on Luscher’s Color Test, instead of colors, the cards will contain characters. Those characters were based on the Personality Questionnaire for Kids and Jung’s archetypes. Participants The participants for the item generation were aged between 6-12 years old. They all came from Manresa School in BF Paranaque. Out of the 100 students selected, only 77 were allowed by their parents to participate. From the 77 results, only 63 could be used. 28.57% (N=22) of the participants were males; 68.25% (N=53) were females and the remaining 3.17% (N=2) weren’t answered. Age Breakdown 6–8 25.4% 9 -12 71.44% Unknown 3.17% The participants the Wave 1 of the pilot test were from a children’s village in Muntinlupa, all aged between 6-12 years old. 60 participants were selected, and all the participants were allowed by their guardian to participate. Out of all results gathered for Wave 1, 11.67% of the data from the guardian was unusable, and 15% of the data from the guardian was missing, leaving only 44 results to be useable. 36.36% (N=22) of the participants were males, the 196 remaining 63.63% (N=38) were females. 27.27% (N=16) of the participants were between 6-8 years old, 15.91% (N=10) of the participants were between 9-10 years old, and the remaining 56.82% (N=34) of the participants were between 11-12 years old. 30 children from 8-13 years of age participated in the second wave of the pilot test. All the children came from a school in Paraῆaque.33.33% (N=10) of the participants of Wave 2 were males, while the female sample was 66.66%. (N=20). 10% (N=3) of the participants were between the ages 8-9, 3.33% (N=1) were between 10-11, and the rest of the 86.67% (N=26) were between 12-13 years old. Wave 2 Participants Instruments For the item questionnaire participants. contained was The two y 15 c 10 n e u 5 q e r 0 F 8 9 10 11 12 13 Age Males Females Total generation, given to questionnaire a the questions. First, who is your favourite character and second, from where and why? The answers were used to create the list of favourite characters of children, and also to be able to categorize their archetypes for the test to be constructed. 197 For Wave 1 and 2 of the constructed test, the researcher gave two tests, the first one was for the parents, the Personality Questionnaire for Kids (BSM Consulting, 1998), which was found in the internet which was free of charge and can be found in Appendix B. The questionnaire is like the MBTI, but only uses 3 of the 4 letters, and with only 8 typologies. This questionnaire was developed by BSM Consulting in 2000. As for the validity and reliability: “We estimate that the Personality Questionnaire will indicate an Englishspeaking adult’s personality type accurately 85% of the time in a non-controlled (i.e. over the internet) environment. Resulting types are repeatable 75% of the time in a non-controlled environment, and 95% of the time in a controlled environment. Unless otherwise noted, these statistics were generated from a set of 100,000 subjects” (www.personalitypage.com, 2010) The Personality Questionnaire for Kids was an online test, the parents were given a print out of the questionnaire which they answered. Those answers were then manually inputted into the online test by the researcher one by one to get the personality of each child. The print out answered by the parents/guardians asked for the name, age and gender of their children, which the researcher also took note of during the test administration. The 8 personality types from the Personality Questionnaire for Kids can be seen in the table below. For the purpose of this study, the researcher assigned each personality type a letter. The letter will be used to refer to each personality type so that it would be easier, and less confusing when referring to each type. The first column contains the acronyms for each personality type, the second column contains the general traits of the personality type, while the third column is the personality type derived from the Personality Questionnaire for Kids. Personality type ESP ISJ ENP INJ EFJ General Traits Extroverted Sensing Perceiving Introverted Sensing Judging Extroverted iNtuivitive Perceiving Introverted iNtuitive Judging Extroverted Feeling Judging Letter Assigned A B C D E 198 IFP ETJ ITP Introverted Feeling Perceiving Extroverted Thinking Judging Introverted Thinking Perceiving F G H The second test was the projective personality test that was based on the archetypes was created for this research. The test aims to determine the archetype of the child’s favourite character and what this would mean in relation to the child’s personality. The second run of the task will be the one used to assess the child’s personality. The test was basically patterned after the Luscher Color Test (Luscher & Scott, 1990; Nennstiel, 2010). The characters shown on the cards can be seen in Appendix E. As the test was patterned after the Luscher Color Test (Nennstiel, 2010), the order that the characters were chosen will have an effect on the participant’s personality. For the Luscher Color Test, the first choice represents what the participant wants to follow or imitate, while the second and third choices show who he actually is, and what he shows others. While the last choice would be the most disliked, and only chosen out of necessity. Follow the basic idea of this, the researcher only used the first 3 and the last character chosen to indicate the participant’s personality. The children were then asked to take the personality test created by the researcher. Each card was drawn in a similar manner to the others. The card was made from cardboard with white background, with the size of 3.6x5”, and the drawings themselves were in black and white, in order to reduce bias during the task. There were 8 cards, to match the 8 personalities given by the result of the Personality Questionnaire for Kids. Procedure Item Generation To create the items, 100 children were randomly selected to answer a survey about their favourite character and why they chose this character. The parents/guardians of the participants were sent a consent letter. Only the children whose parents/guardians’ gave their permission 199 were given the survey. The researcher had the participants grouped and tested the participants by their grade levels, and having them sit one seat apart; the researcher gave them the survey to answer. They were told that they were not allowed to talk to their seatmates, and any questions should be directed to the researcher only. The second step involved the researcher to compile the list of characters and segregate them according to their (Jungian) archetype/s. To do this, the researcher asked the assistance of three other people, two of whom were Psychology graduates and the other was still currently studying Psychology. They all came from different colleges. The reason of the researcher to ask for assistance was to reduce the risk of bias when categorizing the characters into the personality types (according to the Personality Questionnaire for Kids). The assistants’ only participation was during the tabulation and interpretation of the results for the item generation part of the study. The researcher, together with the assistants researched the traits of each of the characters given the participants. These traits were then used to segregate the characters into the personality types, using a master list of the traits per personality type. To get a shortened list of the traits per personality and to establish the archetype for each personality, the researcher asked help of the assistants got the most common traits liked of the favourite characters by the participants. After the short list of the traits per type were created, the researcher and the assistants then brainstormed to find the archetype that would most fit the list of traits they now had. Pilot Testing: Wave 1 Each child was to be tested individually by the researcher. Each child was given a choice of the 8 cards, each with a generalized cartoon for each archetype. The order of the cards was always random. The child was then asked to choose which one was his favourite among the cards that were laid out in front of him. The researcher then removed that card and asked which card he would choose now that his first choice is not there anymore. The 2 nd choice was also removed and the procedure was repeated until the last card was chosen. The order of the cards chosen by each child was recorded. The task was done twice. The average time taken by all the participants to finish the task (twice) was 15 minutes each. If at any time during the test, the 200 participant changes his mind, the change is not considered and the first choice will still be taken out of the choices; there was no time limit given to the participants to complete the test. Pilot Testing: Wave 2 Just like the procedure done in Wave 1, each child was tested individually and was given a choice of 8 cards that were set in front of him randomly. The child was then asked to pick which character was his favourite among the group, and this card was then removed from the choices. Then, the child was asked which character was his favourite among those remaining, and the second card was to be taken too. The procedure was to be repeated until all 8 cards were chosen. The task was done twice with each child, and the order of the cards chosen was recorded by the researcher. On the average, it took the participants 15 minutes to finish the test. Just like Wave 1, if the participant changes his mind about what character he likes more, the first character chosen will still be taken out of the choices remaining. Personality Type Matching Their parents/guardians, assuming that they know their children well enough, were asked to answer an online version of the Personality Questionnaire for Kids, which was used to check the personality of the child compared to one of the first three characters that the child chose during the second run of the test. The main idea in doing this is that the personality type given by the parents/guardians should match or describe the personality of the child and that of the first three favourite characters chosen to a point. Archetypal Personality Type Construction The researcher made a new list of personality archetypes and their traits. To compile the list of traits per archetype personality, the researcher arranged the results according to the personality types given by the parents and guardians, then got the personality types of all the first three and last character chosen by the children who belong to each type. Then, the researcher gathered all the traits from all the first three characters that were similar with the traits found in each type. As for all the last characters per personality, the researcher got the opposite of the similar traits of the last character and the personality type 201 All the traits gathered from both Wave 1 and Wave 2 were then compiled as 1 and were then used to define the traits of the personality types of all the children who chose that specific character. The list of the archetypes and the traits and their corresponding personality types from the Personality Questionnaire for Kids (Appendix D). To fix the traits per archetype, the researcher tallied all the positive and negative matches, and then cancelled out those traits that appear in both positive and negative matches. A positive match is the match between the traits of one of the first three choices of the participant to their personality type from the Personality Questionnaire for Kids, while a negative match is the match between the traits of the character last chosen to the personality type from the questionnaire. To do this, the tally was done using adding and subtracting. For example, if the Princess (A) personality type, had 3 positive matches and 1 negative match to type D, then type D would be given the final score of two; if type F got 1 match for both positive and negative, then it would be cancelled out with the final score of 0; and if type G had 1 positive match and 4 negative matches, then G would get the final score of -3. This would mean that the similar traits between A and D would be used as the traits for A, and the similar traits for A and G would be turned around (sociable will become shy for example), those traits will be then added to the list of traits that will describe A. If D and G have traits that are both similar with A, then the one with the higher number, whether positive or negative, will be kept. Validity/ Reliability Testing For the validity/reliability procedure, the test-retest method was used. Only the participants from Wave 2 were asked to do the test-retest procedure, the reason for this is that the participants from Wave 2 were easier to contact and that the participants from the children’s village had other things to attend to and had conflicting schedules with the researcher. The participants from Wave 2 were asked to retake the test 2 weeks after the first. To measure the both the reliability and the validity of the test, a linear formula was used using Microsoft Excel. The reliability value of the test was obtained by correlating each participant’s first choice for both the test and retest. The correlation between the participant’s first two choices 202 and their parent’s answer for their personality type was used to check the validity of the test, this was done for both the test and retest separately. Results/Findings For the item generation, out of the 45 characters chosen, 4 characters belong to the ESP personality type; 2 from the ENP; 0 from ISJ; 4 from INJ; 15 from EFJ; 4 from IFP; 11 from ETJ and 5 from ITP. The percentage of the characters that belong to each type can be seen in the table below. The results for the item generation show that EFJ and ETJ are the two highest personality types of the character chosen; 42.86% and 20.63% respectively. Both types are extraverted and judging, while the one is feeling and other is thinking. Personality Type ESP ISJ ENP INJ % 7.94% 0% 3.17% 6.35% Personality Type EFJ IFP ETJ ITP % 42.86% 9.52% 20.97% 9.52% The most common traits per personality type that the children liked for their favourite character can be found in Appendix E, together with the drawings per Personality Type. The table below shows the three most chosen characters and least chosen for each wave, for both males and females, in terms of frequency. Wave Choice # Males Females Wave 1 2 C E D D 1 H E H E 3 E E C B Wave Choice # Males Females 1 H E H E Wave 2 2 C E D D&H 3 E E C B Wave 1 Choice # Males Females 7 B F A G A G 8 G A 203 Wave 2 Choice # Males Females B F 7 A&B G 8 A&G G G G The complete results for both Wave 1 and 2 can be found in Appendix B. The researcher only used the first 3 characters chosen on the 2nd run of the task for the interpretation of the results. For Wave 1, only 44 sets of data could be used. Out of the 44 sets, 10 (22.73%) sets turned out spoiled, where the personality type given by the guardian did not match any of the first 3 characters chosen by the child, or that the type given by the parent was least liked by the child. 40.91% (18 children) of the results from the personality test answered by the guardian matched one of the first three characters chosen by the child. Choices 1, 2, and 3 each have 6 children that matched with the personality given by their guardian. Another observation made by the researcher was that 15 sets (34.1%) from the personality test answered by the parents match 2 out of the 3 letters from the first three characters chosen by the child; and also, all those 15 sets show that the child choose those characters before they chose the character with the same type that their guardian believed them to be. For example; a child chose E (EFJ), A (ESP), and G (ETJ) as his first 3 characters. His guardian said that he had a type G personality. E has a one letter difference from G; this difference is the middle letter ‘F’ and ‘T’. This could mean that the child is more of a ‘feeling’ type than a ‘thinking’ type. For the first test of the participants of Wave 2, a linear formula was used to correlate the personality type given by the parents and the first choice; and between the type given by the parent and the first two choices of the child. Wave 2 showed that 30% (9) of the participants’ personality type provided by the parent is the same as the first character chosen by the child; 23.33% (7) match with the second character chosen by the child; and 20% (6) match with the third. 204 To assess the reliability of the test using the Test-Retest method, the researched used a linear formula to correlate the results of the second runs of both the test and retest, though only using the first character chosen by each participant. The result of the linear formula was R2=.7926 (Figure 1), which tells us that the test is reliable at almost 80% of the time. Figure 1: Correlation between the Test and Rest Results For assessment of the test’s validity, a linear formula was also used, though this time; four sets of items were correlated. The first two set of items used for the validity were the parent’s answers to the personality questionnaire and their children’s first choice on the second run of the test, with the results of R2=.1747 (Figure 2); the next ones used were the personality type of the child according to the parent and the children’s first choice on the second run of the retest, with R2=.2942 (Figure 3) as the result. The last two sets of items used for the validity of the test were the personality type of the child according to their parents and the child’s first two character choices with R2=.6023 (Figure 4) and R2=.7785 (Figure 5), the results belonging to the test then the retest respectively. 205 Figure 2: Parent's answer and first character choice (Test) Figure 3: Parent's answer and first character choice (Retest) Figure 4: Parent's answer and first two character choices (Test) 206 Figure 5: Parent's answer and first two character choices (Retest) The participants from Wave 1 who were defined as belonging to type G by their guardians were less likely to chose Emotion (G) as one of their first three favourite characters, though there are 2 out of the 7 who did, those who did not chose the Loyal Friend instead, who is different with Emotion only by being a ‘feeling’ type rather than a ‘thinking’ type. On the other hand, 4 of the participants from Wave 2 were said to have this type of personality. 2 out of the 4 included Emotion as one of their first three, while the other 2 chose the Loyal Friend instead. We can assume that like those from Wave 1 who also belong to the archetype of Emotion, see themselves more as feelers rather than thinkers. The results regarding the type H personality (the Super Hero) show that the participants from wave 1 were more inclined to choose a different type over the Super Hero for the first three characters. A reason for this might be because out of the 5 children who were said to be type H, only one was a male. The other characters chosen by those 5 children were the Artist, the Loyal Friend, and the Princess. Both the Artist and the Loyal Friend had 4, while the Princess had 3. This might mean that they would rather be saved than be the one so save others. The final personality traits for each child were based on the Archetypal personality types that the researcher created were based on the top three favourite and least favourite of all the children categorized into their personality types according to their parents/guardians. 207 Discussion The results obtained from Wave 1, which came from a children’s village, came out as random. The frequencies for the personality type of the child given by the parents and the character chosen by the child were distributed quite fairly among all the 8 choices. A reason for this might be because each ‘mother’ in the village takes care of 7-15 children and that they aren’t able to track down the children as good as they could if they only had 3 or 4 at the most. Due to this number of children to take care of, the mothers might not know each child well enough to have given a real valid answer to the personality test for the children that they had to answer, which was used to validate the test. As a solution to this, for wave 2, the researcher decided to ask children who belong to a real family. From the results of Wave 2, we can say that children who live with their real families are known better by their parents/guardians than those who live in a children’s village. This can be seen by the percentage difference where Wave 1 has 22.73% of insignificant data, and only 40.91% of the personality types from the Personality Questionnaire for Kids match one of the first three characters chosen by the child; while 10% of the data was insignificant, and 70% of the tests match one of the first three characters chosen by the child for Wave 2. The researcher observed that there were some cases where the child chose a character that had the same first and third letters with the personality type chosen by their parent/guardian. This can be observed in both waves. The middle letters and their counterparts are S vs. N; and F vs. T. This could mean that the child might be more of a ‘iNtuitive’ type rather than a ‘Sensing’ type; or more of a ‘Feeling’ type rather than a ‘Thinking’ type, or vice versa. Though there are cases like this in both waves, more of these are found in the first wave of the test. This might possibly mean that the parents and guardians of these children know them, but not well enough. A problem with gathering the data was that younger boys tended to avoid choosing the female characters, saying that they were for girls only and not for boys. Some of the younger boys even said that the female characters were bad and wrong for boys. Younger boys were more hesitant to identify with the opposite gender, while there was the same problem with girls their age though not that much. This observation was also made in some studies by other researchers (Cohen, 1997a; Cohen, 1999b). This is the reason why for the second wave, the participant’s age bracket was moved higher to 8-13 years old. 208 The test constructed showed better results when the age bracket was raised, this might mean that older children are more comfortable with who they already are, and see feminine characteristics as bad or wrong less than younger boys do. Also, as according to the literature, an individual’s personality stabilizes at around 6-11 years old (Beebe, Cambray, & Kirsch, 2001). Some of the younger participants might not have stable personalities during the testing yet. A male participant also told the researcher during his task, that boys (in general) don’t like to be associated with female characteristics. When the boy was asked if a male character had been drawn for Innocence and for the Princess, would he have chosen them earlier on, instead as the last; the participant still said no, that even if the characters had been male, if their characteristics were still seen as more feminine than masculine, he still would have picked them later on. He also informed the researcher that he believed that this would be true for real boys. This would show that certain traits are deemed as more feminine or more masculine and it would be hard to remove the stereotyping, as other researchers have found this out (Anderson & Cavallaro, 2002; Lin & Lin, 2007; Ward & Rivadeneyra, 1999), and this would predict whether the character would be chosen or not by the males. Younger female participants were more likely to choose female characters first, though the older girls did not have a problem with choosing the male characters. Those female participants who did chose the female characters first (the Princess and the Emotion) did get a match with their parent’s/guardians perception of their personalities. This shows us that females are more comfortable with the idea of having males as friends than the other way around at a young age, similar to a previous study made (Cohen, 1999). Another observation made was that children who appeared more confident with themselves had a higher rate of having a match with their personality type from the questionnaire to the first two choices that the child made among the characters presented. This would mean that the child is comfortable with himself and does not feel pressure to change his personality for other reasons, unlike a previous study that showed that some individuals choose what they watch to fit in with their desired genre (Hall, 2005). Compared to the results of Wave 1 under type H, the Wave 2 participants, which were all females, all chose the Super Hero as one of the first characters chosen. A theory that can be 209 derived from this is that children in the children’s village feel that they are less able to make a difference compared to those their counterparts who are better off. The children who are better off may believe that they can make a difference in this world with what they aspire to do in the future together with their resources, while those in the children’s village may feel that they are restricted by their current predicament and would rather not try; they may also feel that they are the ones who need to be saved (from their current states). A previous study regarding the difference between super hero and other types of action figures and their role in game playing and interaction among young males (Parsons & Howe, 2006) show that the more universal the role of the action figure is, the better the children play and interact with each other, with each one playing complementing roles during their game play. The researcher was able to make a list of 8 archetypal personality types, each with their own list of traits from the pilot tests. These 8 types were used as the final personalities of the participants. The traits of each personality were gathered by collecting all the similar traits of the first three characters chosen by the children who belong to each type to that specific type (and not to the other traits that they are grouped with), and by getting the opposite of the similarities of the least liked characters and the type itself. The reason for doing this would be because the personality of a person is not just one archetype, according to Jung (Pietikainen, 2001), individuals are made up of traits of several archetypes. Thus by getting the similarities and the difference/s, like the Luscher Color Test method (Nennstiel, 2010), the real personality can be seen. To assess the reliability and validity of the test, the Test-Retest method was used along with linear formula to get the values of both the reliability and validity. The reason why this method was chosen was to check if the participants would choose the same characters as their most and least favourites 2 weeks after the first test was first done. Though the test constructed was a projective personality test, it had promising results in defining the participants’ archetypal personality types. The values obtained from the validity and reliability show that the test is valid as it measures the personality of the participants, with matching up to 77.85% between the parents perception and the child’s own perception of himself. The results of the reliability test using the 210 linear formula also showed that the test can be considered reliable, with it being consistent 79.36% of the time. Most of the participants choose the same first three and last characters, a reason for this might be because the characters themselves were drawn to be a stereotypical drawing of each of the archetypal personalities, the participants have an idea of what those characters represent; which means that they have an idea of what the characters would be like, and also they might still remember a part of their answers when they first took the test. There were answers where the characters for the second and third choices would interchange; though the first and last characters would still remain the same. Even if this happened, it wouldn’t really matter, because what was important was the most favourite and the least. Also, the change between the 2nd and 3rd choices can be seen as a sign that the children’s choices are somewhat stable already, we can’t expect them to remember the exact order of their first set, even so, the change is rather minimal, since we can compare their choices with the 1st set of the test as only having some slight differences, which only range from 1 up or 1 down. And also, though there were some changes in the order of the characters chosen, only a few did choose to change the characters among his first three choices; as most of the changes are only among the rankings of the first three characters chosen during the first time they took the test. At the current ages of the participants, children do not change their favourite character as often as they would if they were younger and even among these younger children; one would be able to see a pattern among the characters that the child would chose, and what sets of programs they would watch. This would mean that the participants’ favourites and least favourites would be somehow the same for the Test-Retest. This shows us that these children basically know who and what they like and don’t like. This being said, we may assume that the test is reliable and valid when it comes to giving the personality of the test taker. The personality type of the children who will take the test in the future should be based on the first character that they will choose. It was only during the research stage that the 2 nd, 3rd and last characters were important. These choices were only used to create the list of traits under each personality type. 211 Conclusions and Recommendation The researcher believes that the test constructed for this study is acceptable. Though there are some gray areas in the test, like culture bias, gender bias, the parent-child relationship; the test itself did measure the children’s personality. The results from the second wave showed promising results, as the validity and reliability values are both greater than R2=.70. The test should also be given another wave, but the next time the age bracket should be between 9-11, as the researcher did not have enough participants within that age bracket. A problem that was seen was the bias of not only the female characters, by the males, but also the feminine traits in general. Another problem area would be whether the parent/ guardian really does know his/her child. There is a big possibility that the child’s friends know him better than his parents know their own child, future research should study the perception of the parent towards the child and the child’s perception about his self. References Anderson, K. J., & Cavallaro, D. (2002). Parents or pop culture? children's heroes and role models. Childhood Education , 78 (3), 61. Beebe, J., Cambray, J., & Kirsch, T. B. (2001). What freudians can learn from jung. Psychoanalytic Psychology , 18 (2), 213-242. Bohleber, W. (2007). Remembrance, trauma and collective memory: the battle for memory in psychoanalysis1. International Journal of Psychoanalysis , 88, 329. Busch, F. (2006). A shadow concept. International Journal of Psychoanalysis , 87, 1471. Carr, S., & Weigand, D. A. (2002). The influence of significant others on the goal orientations of youngsters in physical education. Journal of Sport Behavior , 25 (1), 19. Clemente, M., Espinosa, P., & Vidal, M. Á. (2009). Aggressive symbolic model identification in 13 year old youths. The European Journal of Psychology Applied to Legal Context , 1 (1), 45-68. Cohen, J. (1999). Favorite characters of teenage viewers of israeli serials. Journal of Broadcasting & Electronic Media , 43 (3), 327. Cohen, J. (1997). Parasocial Relations and Romantic Attraction: Gender and Dating Status Differences. Journal of Broadcasting & Electronic Media , 516+. Eyal, K., & Rubin, A. M. (2003). Viewer aggression and homophily, identification and parasocial relationships with television characters. Journal of Broadcasting & Electronic Media , 47 (1), 77. Garner, A. C. (1999). Negotiating our positions in culture: popular adolescent fiction and the self-constructions of women. Women's Studies in Communication , 22 (1), 85. 212 Hall, A. (2005). Audience personality and the selection of media and media genres. Media Psychology , 7, 377–398. Hall, A. (2007). The social implications of enjoyment of different types of music, movies and television programming. Western Journal of Communication , 71 (4), 259. Harwood, J. (1999). Age identification, social identity gratifications and television viewing. Journal of Broadcasting & Electronic Media , 43 (1), 123. Hoffner, C. A., Levine, K. J., & Toohey, R. A. (2008). Socialization to work in late adolescence: the role of television and family. Journal of Broadcasting & Electronic Media , 52, 282-302. Hoffner, C. (1996). Children's wishful identification and parasocial interaction with favorite television characters. Journal of Broadcasting & Electronic Media , 40, 389-402. Hoffner, C. (2005). Young adults’ wishful identification with television characters: the role of perceived similarity and character attributes. Media Psychology , 7, 325352. Kottma, T., & Ashby, J. (2000). Perfectionistic children and adolescents: implications for school counselors. Professional School Counseling , 3 (3), 182. Lange, R., & Rentfrow, J. (2007). Color and personality: strong's interest inventory and cattell's 16PF. North American Journal of Psychology , 9 (3), 423. Lin, Y.-C., & Lin, C.-H. (2007). Impetus for worship: an exploratory study of adolescents' idol adoration behaviors. Adolescence , 42 (167), 575. Mageau, G., & Vallerand, R. (2003). The coach–athlete relationship: a motivational model. Martin, M. M., Rocca, K. A., Cayanus, J. L., & Weber, K. (2008). Relationship between Coaches' Use of Behavior Alteration Techniques and Verbal Aggression on Athletes' Motivation and Affect. Mcdonald, D. G., & Kim, H. (2001). When i die, i feel small: electronic game characters and the social self. Journal of Broadcasting & Electronic Media , 45 (2), 241. Nennstiel, A. (2010). The Lüscher Color Test. Retrieved Septemeber 2010, from Sewanee: http://www.sewanee.edu/chem/Chem&Art/Detail_Pages/ColorProjects_2003/Nen nstiel/ Parsons, A., & Howe, N. (2006). Superhero toys and boys' physically active and imaginative play. Journal of Research in Childhood Education , 20 (4), 287. Pietikainen, P. (2001). Dynamic psychology, utopia, and escape from history: the case of c.g. jung. Utopian Studies , 12 (1), 41. Rathbone, C. J., Moulin, C. J., & Conway, M. A. (2008). Self-centered memories: the reminiscence bump and the self. Memory & Cognition , 1403. Vargas, T. M., Warners, A. L., & Feltz, D. L. (2003). the Predictability of Coaching Efficacy on Team Efficacy and Player Efficacy in Volleyball. Ward, L. M., & Rivadeneyra, R. (1999). Contributions of Entertainment Television to Adolescents' Sexual Attitudes and Expectations: The Role of Viewing Amount versus Viewer Involvement. The Journal of Sex Research , 237. Wilson, M. A., & Stephens, D. E. (2007). Great Expectations: An Examination of the Differences between High and Low Expectancy Athletes' Perception of CoachTreatment. 213 Appendix A These are samples of the consent letters sent to the parents for the item generation participants and the pilot test participants Dear Parents/ Guardians, I am a 4th year BA-Psychology student from San Beda College Alabang and I am currently doing my thesis. My thesis is about constructing a personality test for children that is based on the archetypes. I would therefore like to ask for your permission to have your son/daughter participate in the data collection for my thesis. Your child has been randomly chosen among the students of Manresa School who are between 7-12 years old, among 99 others. Your child will be asked to answer a simple unintrusive survey and all information about your child will be kept confidential and all the data gathered will only be used in the completion of my thesis. Thank you for your kind consideration. Andrea Lourdes P. Panganiban IV-BA Psychology San Beda College Alabang ____________________________________________________ __ RE: Parent’s Consent Letter for their child’s participation for a Thesis Research ___ I/We agree to let my/our son/daughter participate. ___ I/We do not agree to my/our son/daughter participate. ________________________ Parent’s name over signature 214 Dear Parents/ Guardians, I am a 4th year BA-Psychology student from San Beda College Alabang and I am currently doing my thesis. My thesis is about constructing a personality test for children that is based on the archetypes. I would therefore like to ask for your permission to have your son/daughter participate in the data collection for my thesis. Your child along with 149 other children will be asked to participate for my study. Your child will be interviewed individually. All that I will ask them to do is to choose among which of the 8 characters I will present to them is their favourite, until their least favourite. All the information that I have gathered about your child will be kept confidential and will only be used for the completion of my thesis. I will also ask all the parents to answer a personality questionnaire about their children, which I will use to check my results, comparing the child’s answers to their parents/guardians. If you are willing to let your child participate in my study, please fill in the personality questionnaire attached to this letter as a sign of your consent. Thank you for your kind consideration. Andrea Lourdes P. Panganiban IV-BA Psychology San Beda College Alabang 215 Appendix B – Personality Questionnaire for Kids 1. Compared with other kids of a similar age, is the child more of a slow, deliberate reader, absorbing every detail fast reader, sometimes skimming over details Don't know 2. When dealing with other people, does it describe the child better to say that they need approval, and are very upset if someone expresses dissatisfaction with them seek approval, but can function without it don't care what others think Don't know 3. Does the child more often think something through before speaking speak up before they've thought something through Don't know 4. When criticized, does the child usually react emotionally and/or cry not cry or get emotional, although they may be confused or upset Don't know 5. When meeting new people, is the child more likely to be shy until they get to know them be friendly and unafraid, and enjoy meeting the strangers observe from the sidelines for a short while, and then be friendly and unafraid Don't know 6. When the child has done a good job at something, do they know that they've done well, and not need praise to reinforce this know that they've done well, but seek praise to affirm need for someone to praise them before they realize that they've done well Don't know 7. Does the child usually get things done early or on time 216 at the last minute or late Don't know 8. Does it describe the child better to say that he or she seems to always be talking is more quiet Don't know 9. When speaking, does the child usually show more sensitivity to people's feelings directness and honesty Don't know 10. Does the child seem to need to follow a routine schedule to be comfortable follow a routine or not - it doesn't appear to matter overly to the child enjoy being able to "go with the flow" without having to follow a schedule Don't know 11. When interacting with others (NOT the parents), is the child more affectionate and cuddly reserved and doesn't really like to be fussed over Don't know 12. Is the child more organized disorganized Don't know 13. Is the child more interested in reading or hearing stories that are similar to real-life situations, with realistic characters fantasy-based, with unrealistic characters and situations Don't know 14. Does the child always seem concerned about people's feelings sometimes say things that are hurtful Don't know 217 15. Does the child more often value having everything put away in its place not show any value for having things orderly or tidy Don't know 16. When upset about something, will it help the child more if you help them to logically solve the problem hug and comfort them Don't know 17. When there is a last minute change in plans, is the child more often perfectly fine with it a bit unsettled by the change Don't know 18. Is the child always very aware of their surroundings and other people sometimes off in their own world, or daydreaming Don't know 19. Which type of school assignment would the child find easier: writing a 2-page essay about a given topic memorizing a long paragraph Don't know 20. Does the child prefer to do a chore when they are told what steps should be taken to do the task they are given a general goal and left alone to achieve it in their own way Don't know 21. Is the child generally calm and quiet loud and full of energy Don't know 22. When doing project, does the child tend to enthusiastically start a project but not necessarily follow it through to completion 218 follow a project through to completion Don't know 23. Does the child often keep their thoughts to themselves share most of their thoughts and ideas Don't know 24. Is the child generally more laid-back, accepting, flexible, and open to new experiences decisive, discerning, structured, and needs time to adjust to new environments Don't know 25. In school, does the child prefer Math Science Writing or English Art Don't know 26. When doing a homework assignment, is the child tolerant of distractions, such as TV and other people talking irritated by distractions, and prefer to work alone Don't know 27. When given a division math problem to work on, which of the following approaches better describes this child's method to solving the problem: the child notes that this is a division problem, refers to the list of steps (mental or written) that must be taken to solve a division problem, then works the problem stepby-step until they get an answer the child notes that this is a division problem, reminds himself or herself of what division means, perhaps by drawing a picture (mental or written) of dividing objects into parts, then uses their understanding of the goal to solve the problem Don't know 28. Does the child not have many friends 219 have a couple of close friends have lots of friends Don't know 29. When working on a big project, is the child more likely to work steadily on the project until it's completed work in bursts, i.e. not do anything for several days and then do a lot in one day Don't know 30. In the classroom, is the child more likely to raise their hand and speak up often hold back, and not participate unless called upon Don't know 31. Is the child more oblivious to their environment very observant and aware of the details of their environment Don't know 32. When approaching a new situation, is the child ready to jump in and try anything willing and eager to jump in after they have watched for a short while cautious and reserved, but interested in joining in cautious and reserved, and unlikely to join in Don't know 33. Does the child have a good memory for details often forget details, or else they never noticed them in the first place Don't know 34. Which describes the child best: a female who is very interested in clothes and general appearance a female who is NOT overly interested in clothes and appearance a male who is very interested in sports a male who is NOT overly interested in sports Don't know 220 35. In a situation where someone is yelling, does the child become quite upset, regardless of whether or not they are the ones being yelled at take it pretty much in stride Don't know 36. Does it describe the child better to say that they form strong opinions about things, usually pretty quickly aren't especially opinionated, and don't form opinions quickly Don't know 37. When the child is really interested in something (for example, a Tree), are they more likely to: ask a million questions about all of the details related to their interest, such as 'How many leaves are on that tree?' and 'how tall is the tree?' ask a few deep, global questions about their interest, such as 'Where did trees come from?' Don't know 38. When meeting someone new, is the child more likely to be ready to think the best about the new person ready to think the worst about the new person until they get to know them Don't know 39. In the classroom, is it more important to the child that their teacher treats them fairly, i.e. gives them the grade that they deserve appreciates them as individuals and likes them Don't know 40. Does the child more often make decisions quickly seem to be unable to decide Don't know 41. Does it describe the child best to say that they are very interested and in tune with how others are feeling interested in others and extremely sensitive to what other people think of them interested in other peoples ideas and thoughts, but not overly interested in their 221 emotions somewhat unaware of and insensitive to other people's feelings Don't know 42. Would the child's attitude be more like: I want it the way I want it I take things as they come Don't know 43. Is the child more imaginative and dreamy down to earth Don't know 44. In a group of strangers, is the child comfortable with being the center of attention more comfortable with being in the background Don't know 222 Appendix C G/A is the gender and age of the participant. The PQFK is the Personality Questionnaire for Kids. The highlighted letters are the personality type that the parents/guardians gave using the Personality Questionnaire for Kids. The numbers on the top columns represent the order which the personality types were chosen. The corresponding personality types per letter can be found in the instuments section. Wave 1 ESP - A G/A M/13 M 11 PQFK ESP A ESP A 1 H C H H 2 C H G G 3 D D F F 4 G G E E 5 E E C D 6 A A D C 7 B F A B 8 F B B A ISJ - B G/A M6 F8 F10 F12 PQFK ISJ B ISJ B ISJ B ISJ B 1 A A A A E E A A 2 C B B B B B D D 3 H C D D A A E E 4 G D E E G G B B 5 F E G F D D G G 6 E G C C C C C C 7 D F F G H H H H 8 B H H H F F F F ENP - C G/A M6 PQFK ENP 1 E E 2 F F 3 G G 4 H H 5 D D 6 C C 7 B B 8 A A 223 M 10 M 12 M 12 F6 F8 F11 C ENP C ENP C ENP C ENP C ENP C ENP C C E H H C E A A A A D D E C E G E C B B B C B B F D G E G H C C C B E E G F D D H G D D D D H H H G B A B D E E E E F C D H A B D B F F F F C F A A C C F F G G G G G G B B F F A A H H H H A A INJ - D G/A F11 F12 PQFK INJ D INJ D 1 D D E E 2 C C B B 3 H H A A 4 B F D D 5 F B F F 6 E E G G 7 A A C C 8 G G H H EFJ - E G/A M6 M9 M 10 M 11 M 12 F6 PQFK ETJ E EFJ E EFJ E EFJ E EFJ E EFJ 1 H E E E E E H H C C A 2 C F F H C C C C H H B 3 E G C C D D G G F E D 4 F H H G H H E F E F E 5 G D G F A A F E G G H 6 A C D D B B B B D D G 7 B B A A F F D D B B F 8 D A B B G G A A A A C 224 F6 F7 F8 F11 F12 E EFJ E EFJ E EFJ E EFJ E EFJ E A E E B B A A D D D D B B B C C B B G G G G D A A A D E E C C B B E G G D A C C H H E E H H D E E F F F F C C G C C H H H H E E H H F D H G G D D B B G G C F F H F G G A A A A IFP - F G/A M9 M 12 F9 F11 F12 PQFK IFP F IFP F IFP F IFP F IFP F 1 C C E E A A E E D D 2 H H G G E E B B E E 3 E E C H B B A C A A 4 F G H C D D D A B B 5 G F F F G G H D H C 6 D D D D H H F F G H 7 B A B B C C C H C G 8 A B A A F F G G F F ETJ - G G/A M 12 F8 F12 F12 PQFK ETJ G ETJ G ETJ G ETJ 1 E E B B D D E 2 C C A E B B B 3 H H E A F F D 4 D D H C C C A 5 B B D H A A G 6 G G F D H H C 7 A A G G E E H 8 F F C F G G F 225 F12 F12 F12 G ETJ G ETJ G ETJ G C E E E E G G H A A D D F H G G G A A H F E D D B B C C D H H H H A A F B B F G B B B C C G F D D A F F C C E E ITP -H G/A M12 F10 F12 F12 F12 PQFK ITP H ITP H ITP H ITP H ITP H 1 D D A A B B D D A A 2 E E B B A A E E D D 3 H H E E D D G F E E 4 G G D G E E C G B B 5 C C G F C C F H G G 6 F F F D G G H C H H 7 B B H H H H B B C C 8 A A C C F F A A F F Wave 2 ESP - A G/A M8 PQFK ESP A F12 F13 ESP A ESP A 1 H (ITP) H A A C (ENP) C 2 G F D D A A 3 C E E B F F 4 E G B E D D 5 F C C C E E 6 D B H F B B 7 B A F H G G 8 A D G G H H 226 ISJ - B G/A M9 PQFK ISJ B 1 H (ITP) C (ENP) H (ITP) C (ENP) A B 2 C H C H B E 3 D B E F E A D D B E F F 4 E D F E D D H H F F E E 5 B E G G C C B B H H A A 6 A G A A H H G G C C C C 7 G F B B F F C C G G B B 8 F A D D G G F F A A G G M12 ISJ B F12 F13 F13 F13 ISJ B ISJ B ISJ B ISJ B E (EFJ) A E A E B D D D (INJ) H D H ENP - C G/A M8 M12 F12 F13 F13 F13 PQFK ENP C ENP C ENP C ENP C ENP C ENP C 1 D (INJ) D H (ITP) H E (EFJ) E E (EFJ) E A (ESP) A C C 2 F E C C B B F C D D G H 3 E F E E A C B B H C E G 4 C A B B C A C F G H D E 5 B B F F D D D D C G A D 6 A C A A F F H A F F H A 7 H H D D G G A H E B F F 8 G G G G H H G G B E B B 227 INJ - D G/A F13 F13 PQFK INJ D INJ D 1 G D 2 D G 3 H H H H 4 F F G G 5 A A B B 6 C C C C 7 B E E E 8 E B A A D (INJ) F D F EFJ - E G/A M12 PQFK EFJ E 1 F E 2 E F 3 H H 4 C C 5 D D 6 G G 7 A A 8 B B IFP - F G/A M13 F12 F12 F13 PQFK IFP F IFP F IFP F IFP F 1 D (INJ) D H (IFP) H C (ENP) C E (EFJ) E 2 E E E G E F H H 3 H H G E F E A F 4 A A D D B B B A 5 B B C C A A C B 6 F F F F G H D C 7 C D B B H G F D 8 G G A A D D G G ETJ - G G/A M11 M12 M12 F12 PQFK ETJ G ETJ G ETJ G ETJ 1 H (ITP) H C (ENP) H (ITP) H (ITP) H E (EFJ) 2 D E H G F G A 3 C C G C E C D 4 F D E E D B H 5 B F F F C A C 6 E G D D G D G 7 G B B A A F B 8 A A A B B E F 228 G E D A C H G B F ITP -H G/A F12 F13 F13 F13 PQFK ITP H ITP H ITP H ITP H 1 E H E H F (IFP) F B (ISJ) B 2 F E H E B H C C 3 D D B B E B E H 4 H A D D H E H E 5 C B G C C C F D 6 B C C A G G A A 7 A G A G D D G F 8 G F F F A A D G Appendix D The archetypes constructed for the test can be found on the first row, while the second row is where the representative letters used for both the archetypes and their corresponding types from the Personality Questionnaire for Kids can be found. The third and forth rows are for the traits that each archetype has. 229 Appendix E The Princess A Artistic Lots energy Has several at same time Loves being the center of attention Loves animals B Shy Innocence The Socialite C withCurious, D Artistic change Seem The Artist The Friend E Love LoyalThe Sidekick F beingShy Enjoys reading Quiet serious Wants G withSeem Strongly opinionated compromise toCurious, always 'why' forLead than follow Independent Decisive, Honest direct Energetic Sociable Emotion The Hero H olderQuiet Original, independent, Enjoys books Serious asksGood ratherPrize competence and knowledge and anddirect One-on-one rather than group work with their interests Super of strangers change likes to askUnsettled bythe center ofstrangers attention olderEnjoys Sociable Energetic Original, than they are Curious Unsettled by'why' Seems olderindependent, than they are people Social Curious andDon't like tounique projects than they are and unique Private the Private Quiet gentle andLoves beingOriginal attention Unique Perfectionists please Wants toNeed affection Sensitive the center ofIndependent Enthusiastic others Independent Social Lead ratherFriendly than follow Perfectionists Seems olderEnjoy than they are reading Energetic please others physical authoritative Honest Not into Not team sports cal c intoDoes thingsNot muchNot forneed muchDoes notDon't like team sports one at a time care Uninterested learning forlike animalssports knowledge, physical competence, affection and interests Impracti in and new things rather compromise Weakly opinionated unrealisti Would 230 Wave 2 Retest • The 1st row contains the results for the 2nd trial during the 1st test, while the 2nd row contains the results for the 2nd trial during the retest. ESP - A G/A M8 F12 F13 PQFK ESP A ESP A ESP A 1 H H A A C C 2 F F D D A A 3 E E B B F F 4 G C E E D D 5 C B C C E E 6 B G F F B G 7 A A H H G B 8 D D G G H H ISJ - B G/A M9 PQFK ISJ B M12 ISJ B F12 F13 F13 F13 ISJ B ISJ B ISJ B ISJ B 1 C (ENP) C C (ENP) C B B E D B B D D 2 H B H H E A A E D D H H 3 B H F F A E D B E E F F 4 D E E E D D H H F H E E 5 E G G G C C B C H G A B 6 G D A A H H G A C F C A 7 F F B B F F C F G C B C 8 A A D D G G F G A A G G ENP - C 231 G/A M8 M12 F12 F13 F13 F13 PQFK ENP C ENP C ENP C ENP C ENP C ENP C 1 D D H C E E E C A A C C 2 E E C H B C C B D C H G 3 F F E E C B B E C D G H 4 A C B B A A F F H H E E 5 B B F F D G D D G F D D 6 C A A D F D A A F G A F 7 H H D A G F H H B B F A 8 G G G G H H G G E E B B INJ - D G/A F13 F13 PQFK INJ D INJ D 1 D D D D 2 G H F H 3 H G H F 4 F A G G 5 A C B B 6 C E C C 7 E F E E 8 B B A A EFJ - E G/A M12 PQFK EFJ E 1 E E 2 F F 3 H H 4 C C 5 D D 6 G G 7 A A 8 B B IFP - F G/A M13 F12 F12 PQFK IFP F IFP F IFP 1 D D H H C 2 E H G G F 3 H E E E E 4 A A D C B 5 B B C D A 6 F F F F H 7 D D B A G 8 G G A B D 232 F13 F IFP F C E E F H F E F H B A A A B B G C C H D D D G G ETJ - G G/A M11 M12 PQFK ETJ G ETJ G M12 F12 ETJ G ETJ G 1 H H H (ITP) G H G E E 2 E E G H G H D A 3 C C C C C C A D 4 D D E E B B C C 5 F F F F A A H H 6 G G D A D D G G 7 B B A D F F B B 8 A A B B E E F F ITP -H G/A F12 F13 F13 F13 PQFK ITP H ITP H ITP H ITP H 1 H H H F F F B B 2 E E E H H H C C 3 D D B B B B H H 4 A A D G E G E E 5 B B C C C C D D 6 C C A E G E A A 7 G G G D D D F F 8 F F F A A A G G 233 Appendix F The Drawings of the characters that were printed on the cards can be seen below. The order to which they are placed are A, B, C, D, E, F, G, and H; which is in line with the letters used for the tabulation of the results. The traits listed next to them are those selected by the participants from the item generation group. Those traits had the highest frequencies per personality type. Only the drawings were included in the cards used to test the participants. The Princess ESP Likes to do everything in a big way, Lots of energy, Loves the outdoors, Loves animals, Loves sports and other physical activities. Appreciates beauty. Artistic; Loves being the center of attention. 234 Innocence ISJ Quiet and thoughtful, needs stability and routine, wants to know the rules and expect everyone to follow them, aware and protective of her body, neat and clean, enjoys participating in sports and team activities, doesn't like to be the center of attention, reserved when meeting new people. The Socialite ENP Lots of energy, loves to talk about his ideas, likes being original and interesting, likes to be the leader , very social, independent and wants to do things for himself, likes being the center of attention, tends to be dramatic and enjoys acting and performing, outspoken, energetic, interupt and finish other people's sentences The Artist INJ Vivid imagination, is curious about everything, often in her own world daydreaming, enjoy art and music, loves books, perfectionist, original and independent, values her uniqueness, not overly concerned with grades, but wants to understand what interests her The Loyal Friend EFJ 235 Friendly and outgoing, sensitive and is in tune with other's feelings, upset by conflict, upbeat and enthusiastic, perfectionist and is hard on himself, enjoys people and interacting with others, loves to please people, has a desire to take care of others, active and energetic, independent, and wants to do things for himself, decisive and authoritative The Sidekick IFP Very idealistic, takes things seriously and personally, quiet and gentle, extremely sensitive, shy and reserved with strangers, wants to please others, love animals, messy, needs lots of love and affection. Emotion ETJ Strongly always capable, uninterested with sufficient, The Super Hero ITP Logical and objective, adventurous and loves taking physical risks, original and values his uniqueness, independent and doesn't like being told what to do, quiet and serious, honest and direct, very observant, not very affectionate, easy going and undemanding,wants to be good at his interests, has his own standards, values the truth. opinionated and self-confident, thinks that he's right, strong willed and independent, intelligent and active and likes physical sports, unaware and in how others feel, makes decisions quickly and authority, very competitive, independent and selfprefers to lead than follow. 236 THE EFFECT OF THE ACT OF CHEWING TO A PERSON’S LEVEL OF SELF-EFFICACY Carlos Raphael J. Paraino Self-efficacy is our belief in our own ability to succeed in specific situations. It plays a major role on how individuals approach tasks, goals, and challenges. Understanding and enriching self-efficacy can lead an individual to being more productive and fulfilled in his everyday life. The goal of this study is to be able to determine if the act of chewing has an effect on an individual’s level of self-efficacy. The study used the independent group design as its method of research. The participants of this study were college students gathered through convenience sampling (n=30). The General SelfEfficacy Scale was used to measure the level of self-efficacy within the participants. The data was analyzed through SPSS. The study was able to conclude that the act of chewing did not produce any significant effects in the participants’ levels of selfefficacy (t(14) = -1.127, p > .05). This implies that the act of chewing has no significant effect on a person’s level of self-efficacy. It has been said that numerous factors affect an individual’s performance. Aside from an individual’s set of abilities or skills, these factors indirectly play a role in affecting performance. These factors may contribute or harm an individual’s performance in a particular activity. One of these is self-efficacy, which is described as "one's capabilities to organize and execute the courses of action required to produce given attainments” (Holden, Baker, Meehagnan, & Baker, 237 2002). It can also be defined as “how well one can execute courses of action required dealing with prospective situations” (Tones & Tilford, 2001). Self-efficacy in psychology has been described as a belief that allows individuals to have better and more positive outlooks on themselves to perform a particular task before them. This belief does not necessarily give a person an ability to do anything he’s never done before, but gives him an assurance to trust and depend upon his skill to overcome an obstacle. An athlete, whether his skills are of the finest in the world, could still play at mediocre level without him or her realizing the ability to fully perform at her fullest potential. A doctor would not be able to perform his best when performing a crucial operation on a patient, which could gravely affect the outcome of the operation. A student, who has the potential to be valedictorian, capable of attaining a scholarship in a world-class university could merely end up in a mediocre school after taking a series of entrance tests with a low level of self-efficacy. Albert Bandura described individuals with high levels of efficacy as (1) View challenging problems as tasks to be mastered, (2) Develop deeper interest in the activities in which they participate, (3) Form a stronger sense of commitment to their interests and activities, (4) Recover quickly from setbacks and disappointments. He then described individuals with low levels of self-efficacy as (1) Avoid challenging tasks, (2) Believe that difficult tasks and situations are beyond their capabilities, (3) Focus on personal failings and negative outcomes, (4) Quickly lose confidence in personal abilities (Yunus & Wan Ali, 2009). Self-efficacy has generally been researched in the office, school, and sports environments. Most of the researches conducted on self-efficacy have focused on its long term presence and development in a working, school, or sports environment. Many past researches such as those done by Albert Bandura have focused mainly on how self-efficacy affects an individual’s performance and how an individual prepares to execute a particular action or task. Albert Bandura stated that “Individuals who perceive themselves as highly self-efficacious activate sufficient effort that, if well executed produces successful 238 outcomes, whereas those who perceive self-efficacy are likely to cease their efforts prematurely and fail on the task” (Stajkovic & Sommer, 2006). Studies conducted such as this have examined the relationship between self-efficacy and different motivational and behavioral outcomes in clinical and organizational settings. What this study plans to focus on is if a variable such as chewing gum could possibly have an effect on the level of self-efficacy in an individual upon himself for even a short amount of time. The independent variable to be presented by the study would be the act of chewing gum. A professor from Swinburne University was able to prove that chewing gum had positive psychological effects on an individual (Young, 2008). The effects he was able to establish were relieved anxiety, increased alertness, reduced stress, and improved performance. His study however, did not establish self-efficacy as a variable affected by chewing gum. The aim of this study was to analyze whether or not the act of chewing gum has an effect on a person’s level of self-efficacy. The treatment group was assigned the task of chewing gum, while the control group represented the absence of chewing gum. The levels of self-efficacy were determined using the General Self-Efficacy Scale. The GSE was developed by Matthias Jerusalem and Ralf Schwarzer in 1981. This study pursued the following inquiries; would the act of chewing gum have a significant effect in the treatment groups’ level of self-efficacy? Will the control group still be consistent in their level of self-efficacy on both tests? Would the treatment and control groups have no significant difference in their levels of self-efficacy during the pretest? Would both groups have a significant difference in their levels of self-efficacy during the post-test? Framework Pre-Test Initial level of SelfEfficacy Intervention Absence or Presence of Chewing Gum Post-Test Post-level of SelfEfficacy 239 The study used the independent group design; it aimed to prove that the independent variable, which is the act of chewing gum, would be able to create a surge or increase in the level or presence of self-efficacy in an individual. On the other hand, with the first objective in mind, the research hoped to also establish that the absence of chewing gum does not affect the presence of self-efficacy in an individual. Review of Literature The purpose of this study is to examine the effects of the act of chewing on the level of self-efficacy in an individual. For more than a decade now, positive emotions and attitudes such as self-efficacy were studied as the primary focuses of different researches. Chewing gum however, has only been recently touched upon in the field of psychology. Self-efficacy has been sought to be measured by different researches conducted in the past. A past study conducted by Moritz, Feltz, Fahrbach and Mack (2000) examined the relationship between self-efficacy and performance in sport. The results showed that the most important moderator was concordance, which highlighted the importance of matching the selfefficacy and performance measures. Similar to an experiment conducted by Zimmerman (2000) focusing on self-efficacy as one of the essential motives to learn, the results showed that self-efficacy beliefs were sensitive to subtle change in students’ performance context, to interact with self-regulated learning processes, and to mediate students’ academic achievement. Another similar study was conducted by Aida Yunus and Wan Zah Wan Ali (Yunus & Wan Ali, 2009) with one of its primary objectives focusing on identifying students’ level of effort, self-efficacy, and worry in solving mathematical problems based on gender, current cumulative grade point average (CGPA) and year of study. Significant positive correlations were established between effort, self-efficacy, and overall motivation with students’ overall academic achievement. Research conducted by Baker, Holden, Gary, Meenaghan, and Rosenburg (2002) aimed to create a measure of an educational outcome for research methods courses using an effect size estimate approach to construct validity focusing on the concept of self-efficacy---the extent to which students are confident about carrying out different research tasks, from library research to 240 designing and implementing practice research projects. Such a measure could be included in future multidimensional assessments. The RSE (the produced scale) was sufficiently sensitive to detect change in students' research self-efficacy from the beginning to the end of their participation in a single-semester research course. Researches in the past have also been done on chewing gum as an independent variable. A study by Smith (Smith, 2009) analyzed the effect of chewing gum on mood, learning, memory and performance of an intelligence test. The study showed that chewing gum was only able to increase alertness, and had no significant effect on the other variables. Intellectual performance was improved during the gum condition. A similar study conducted by Jess R. Baker, Jessica B. Bezance, Ella Zellaby and John P. Aggleton (Baker, Bezance, Zellaby, & Aggleton, 2004) focused on chewing gum being able to produce context-dependent effects upon memory. The results show that chewing gum during initial learning was associated with superior recall, and that chewing gum led to contextdependent effects as a switch between gum and no gum (or no gum and gum) between learning and recall led to poorer performance. A second experiment provided evidence that sucking gum was sufficient to induce some of the same effects as chewing. Past researches have focused on the effects of self-efficacy to the performance of an individual in a given task. The first study mentioned aimed to correlate performance effectiveness to the levels self-efficacy present in its participants. The second and third studies focused on self-efficacy in academic achievement. Both studies analyzed self-efficacy present in students by their performance in the academic setting. These studies have successfully established that there is indeed a correlation between self-efficacy and performance. Past studies have also been done on chewing gum. Both of the studies mentioned were able to correlate chewing gum with intellectual performance. The aim of this study is to establish if the act of chewing gum has an effect on a person’s level of self-efficacy. This study differs from past studies as it does not wish to correlate selfefficacy to performance, nor chewing gum to intellectual performance; but to establish an effect between the act of chewing and self-efficacy. 241 In order to be able to accomplish the aim of the study, a treatment group, which would be assigned the act of chewing gum, was set up, while a control group which won’t be assigned the variable was set up. Both groups underwent a pre-test, wherein their initial levels of self-efficacy were measured before the intervention phase; these are the levels of self-efficacy present in them before the test will undergo intervention. Afterwards, the treatment group underwent the presence of the independent variable before taking the post-test. The control group received no intervention before taking the post-test. Method Research Design The researcher chose to use the independent group design. It is one of the ideal methods used when it comes to quantitative study involving an independent variable. It involves a deliberate manipulation of one variable, while trying to keep other variables constant. Participants The participants of the study were 30 college students. Half of them were assigned to the treatment group, while the other half to the control group. Convenience Sampling was used to gather participants. It was used to draw a sample out of a population close at hand. Instruments The researcher used the following instruments in the study. Orbit Sugar free Chewing Gum was given to the treatment group and acted as the independent variable of the study. The Gum is especially sugar free to avoid misconceptions that sugar could play as an extraneous variable. The General Self-Efficacy Scale (GSE) was used to measure the levels of self-efficacy in both the pre-test and post-test of the study. It is a 10-item psychometric scale designed to 242 examine optimistic self-beliefs to cope with the different difficulties imposed by demands in life. The scale was developed in Germany by Matthias Jersualem and Ralf Scwarzer in 1981. The creators stated that everyone is allowed to use the scale to further their respective studies as long as they are given credit. The scoring of this test was be done by adding up all responses to a sum score. The range is from 10 to 40 points. Two variations of the test were used. The tests proved to be reliable (r = .932 and p< .01). Procedure The researcher first gave a letter to potential participants. After acknowledging the letter, the researcher informs the participant of the nature of the study and its relevance. Once a sample of participants was gathered, the experiment began. The researcher gathered two participants at a time, and respectively assigned each one to the treatment and control group. The participants were asked to sign pre-test form once the experiment began in order to confirm informed consent. The participants took the unrevised GSE during the pre-test phase. The study allotted at least three hours as the time gap between the pre-test and the posttest. The treatment group participants were given the independent variable before taking the post-test. In order to eliminate time pressure as a factor, the participants took the tests within the same day in their own convenient timeslots for as long as they meet the requirement of having a time gap of at least three hours. The researcher chose three hours as the minimum time gap in order to ensure that the participants engage in minimal activity in order to lessen the probability of possible external variables, as well as to give participants adequate time to refresh themselves after the pre-test. This method was repeated until 30 participants were able to accomplish the experiment. The study did not take into account the quantity of time the treatment group had while chewing gum as they were taking the post-test. After each pair was done participating, they were debriefed of the nature of the study. The study spanned a total of 2 months. Statistical Analysis 243 SPSS was used for data analysis. Pearson’s Correlation was used to check the tests’ reliability. Paired-Samples T-Test and Independent Samples T-Test were used to check whether chewing gum has an effect in participants’ efficacy level. Results The act of chewing gum proved to have no significant effect in the level of self-efficacy of the treatment group on the pre-test and post-test, t(14) = -1.127, p > .05. There were no significant effects between the control group’s pre-test and post-test, indicating their performance was consistent on both tests, t(14) = .332, p > .05. The pre-test performances of the treatment group and control group had no significant difference, meaning the level of selfefficacy of both groups during the pre-test were similar, as t(14) = -1.767, p > .05. The post-test failed to reveal a statistically reliable difference between the treatment group’s and the control group’s (levels of self-efficacy, as t(14) = -1.362, p > .05; meaning that both the performance of the treatment group and the control group had no significant difference despite the treatment group being administered the independent variable. The control group’s performance was better than the treatment group’s performance on both tests; however, the treatment group showed improvement in their performance from the pre-test (M=25.40; SD=6.51) to the post-test (M=26.13; SD=6.61). Despite the slight degradation of performance, the control group was nearly consistent in both the pre-test (M=29.53; SD=6.30) and the post-test results (M=29.33; SD=6.25). Discussion The results of the study showed that the act of chewing had no effect in the self-efficacy level of the subjects. This could be due to some participants not taking the test seriously. A prime example is participant 12 from the treatment group. His answers were the highest (4) in the scale for every item for both tests. He was a lot faster than most of the participants in answering the tests. 244 Another reason could be that participants of the treatment group were skeptical on the idea of the need to chew gum prior to answering the post-test. A few of them showed excessive curiosity while others eventually chewed the gum soon after. Some of the participants liked chewing the gum while some of the others did not, which may have played a factor in their attitude while answering the post-test. None of the participants complained in any manner about the tests, which proved that the tests were as simple and concise. The participants of each group took the tests without the presence of individuals from the other group, which eliminates the chances of them pondering about the different conditions given to the other group. The experiment was structured in accordance to the independent group design. After having participants from the treatment group chew gum, the researcher expected a significant change in the level of self-efficacy; however, this was not the case. The researcher made sure of the absence of external variables in the environment as the experiment was on-going. After some observations while conducting the experiment, the researcher thinks that being provided chewing gum made some of the participants more curious of the gum rather than answering the post-test itself. An example of this would be some participants asking what the importance of chewing gum prior to answering the post-test was. This may have hindered the performance of the treatment group. The control group completed the experiment with the same attitude on both tests. This could be attributed to them not experiencing an intervention before taking the post-test. The time the treatment group spent on chewing gum was not taken into consideration because according to Smith (2009), the time taken by the participants in chewing gum was not needed to be measured in order to establish its effects. The study did not also take into account gender difference among the participants because past studies such as Smith (2009) and Baker et al. (2004) have not separated gender as a basis for interpreting results. The study was able to establish that the treatment and control groups did not show any significant difference in each others’ respective levels of self-efficacy during the pre-test. This is 245 important since any significant changes that could have occurred during the post test should be attributed to the presence or absence of chewing gum. The current study wanted to establish a connection, similar to the study of Moritz et Al. (2000) which established concordance, matching self-efficacy with performance measures. This study in-turn wanted to achieve something similar by connecting self-efficacy with the act of chewing, however it failed to establish its connection. A study mentioned earlier by Zimmerman (2000) showed that self-efficacy beliefs were sensitive to subtle change in students’ performance context. The current study focused on a similar belief with self-efficacy supposedly being sensitive to whether a person is chewing or not. The current study however, failed to establish an effect between its two variables. The GSE acted in similar fashion as the RSE, used by Baker et al (2002). In their study the GSE was used to detect change in the current study’s participants’ level of self-efficacy, similar to how the RSE was used to detect change. Conclusions and Recommendations The study failed to establish an effect between the act of chewing and self-efficacy. The participants did not exhibit significant effects in their performances after being given chewing gum as the independent variable. This goes to show that there could possibly be other factors other than simply chewing that could raise a person’s level of self-efficacy. The act of chewing clearly did not play a significant role in affecting the participants’ self-efficacy during the course of the study. The control group was able to show consistency by not exhibiting significant results in their performance which further proves the test’s validity since it is the same restructured test. After careful analysis of data during the course of this study, future researchers could broaden their studies by attempting to relate more variables to self-efficacy; such as to seek what other factors that go along with chewing that could affect self-efficacy. 246 Future studies could also improve the methodology of the current study and utilize it to conduct their own research. They could focus on other populations aside from those from the college level; gather more participants, a lot more time between the tests and more time administering the act of chewing to participants. Self-efficacy is important in every organization in today’s world. Every individual has to perform in society in order to further enrich it and at the same time earn a good living for themselves. It is through this reason alone that it is important for future researchers to further the studies on self-efficacy and find out various ways of enriching it in every individual. References Bandura, A. (1997b). Self-efficacy: the exercise of control. Barling, J., & Beattie, R. (1983). Self-efficacy beliefs and sales performance. Journal of Organizational Behavior Management , 41 - 51. Cohn, M. A. (2008). Positive emotions: short-term mechanisms, long-term outcomes, and mediating processes. Fredrickson. (2002). Positive emotions trigger upward spirals toward emotional wellbeing. Holden, G., Baker, K., Meehagnan, T., & Baker, G. (2002). Research self-efficacy: a new possibility for educational outcomes assessment. Journal of Social Work Education . J., S., R., F. A., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism. Moritz, S., Feltz, D., Fahrbach, K., & Mack, D. (2000). The relation of self-efficacy measures to sport performance: a meta-analytic review. 247 Pajares, F. (2007). Empirical properties of a scale to assess writing self-efficacy in school contexts. Measurement and Evaluation in Counseling and Development . Smith, A. (2009, April). Effects of chewing gum on mood, learning, memory and performance of an intelligence test. Nutritional Neuroscience . Stajkovic, A., & Sommer, S. (2006). Journal of Applied Social Psychology. Tavani, C. M., & Losh, S. C. (2003). Motivation self-confidence and expectations as predictors of the academic performances among our high school students. Child Study Journal . Tones, K., & Tyford, S. (2001). Health promotion: effectiveness, efficiency, and equity. 104. Wolfson, S., & Neave, N. (2007). Coping under pressure: cognitive strategies for maintaining confidence among soccer referees. Journal of Sport Behavior . Young, D. (2008, September 1). Chewing gum may reduce stress according to new research. Retrieved July 26, 2010, from Medical News Today: http://www.medicalnewstoday.com/articles/119826.php Yunus, A., & Wan Ali, W. Z. (2009). Motivation in the learning of mathemematics. European Journal of Social Sciences . Zimmerman, B. (2000). Self-efficacy: an essential motive to Learn. Contemporary Educational Psychology . 248 Appendix GSE (Pre-Test) Kindly SHADE the circle pertaining to your answer. (I) 1 I can always manage to solve difficult problems if I try hard enough. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 2 If someone opposes me, I can find the means and ways to get what I want. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 3 It is easy for me to stick to my aims and accomplish my goals. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 4 I am confident that I could deal efficiently with unexpected events. 249 Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 5 Thanks to my resourcefulness, I know how to handle unforeseen situations. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 6 I can solve most problems if I invest the necessary effort. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 7 I can remain calm when facing difficulties because I can rely on my coping abilities. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 8 When I am confronted with a problem, I can usually find several solutions. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 9 If I am in trouble, I can usually think of a solution. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 10 I can usually handle whatever comes my way. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 250 GSE (Post-Test) Kindly SHADE the circle pertaining to your answer. (II) 1 I can keep my cool when facing difficulties because I can rely on my coping abilities. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 2 I can usually take on challenges coming my way. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 3 I attribute my resourcefulness to knowing how to handle unplanned situations. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 4 If I exert effort I can solve most problems. 251 Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 5 I am quick to think of a solution in times of trouble. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 6 When I am faced with a problem, I can usually find several solutions. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 7 I can find the means and ways to get what I want even though someone gets in my way. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 8 I am confident that I could face unexpected events efficiently. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 9 I can find ways to solve difficult problems always if I try hard enough. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 10 It is effortless for me to stick to my aims and accomplish my goals. Strongly Disagree ○ Disagree ○ Agree ○ Strongly Agree ○ 252 Reliability ****** Method 1 (space saver) will be used for this analysis ******  R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) Reliability Coefficients 253 N of Cases = 30.0 N of Items = 10 Alpha = .9036 Reliability ****** Method 1 (space saver) will be used for this analysis ******  R E L I A B I L I T Y A N A L Y S I S - S C A L E (A L P H A) Reliability Coefficients N of Cases = 30.0 N of Items = 10 Alpha = .9268 Correlations 254 T-Test 255 256 257 Letter of Informed Consent August 2, 2010 Greetings, I am currently doing a research on self-efficacy. I am investigating this not only because it is related to my course, but to further studies in order to improve self-efficacy which can help people perform better in their activities in their everyday lives. If you decide to contribute to the study, you will be asked to answer two surveys on two different occasions on your most convenient time. This study will benefit not only future studies, but also help other people in improving their attitudes as they immerse in their working environments every day. Taking part in this study is entirely up to you, and no one will hold it against you if you decide not to participate in it. If you do take part, you may stop at any time without penalty. In addition, you may ask to have your data withdrawn from the study after the research has been conducted. If you want to know more about this study, please contact me on my phone number 0920932-95-34, or on my e-mail [email protected]. This study has been approved by Dr. Paul Hilario of San Beda College Alabang. Sincerely, Carlos Raphael Jimenez Paraino 258 Competitiveness Attitude and Academic Performance of First Year High School Students of Bacoor National High School – Gawaran Annex School Year 2010-2011 Erwin Bryan N. Pitero Abstract Studies on competitiveness attitude focus on sex and group differences and its effects on performance of individuals. This study aims to answer the following questions, what is the competitiveness attitude of the respondents, what is the academic performance of the respondents and is there a significant relationship between the competitiveness attitude and academic performance of the respondents? The study has 250 respondents who answered a competitiveness questionnaire. The participants were first year students of Bacoor National High School – Gawaran Annex. The results gathered showed that the respondents are moderately competitive and has fair grades and there is a significant correlation between the two variables (r=.331, p < 0.01) Introduction Competitiveness is relevant to a wide variety of situations; it is a personality characteristic that has not been widely studied. Most studies about competitiveness in social psychology focuses on gender and age differences and group effects. (Smither and Houston, 2002) Competition sets the capable athlete, artist, musician or budding politician on the right 259 path toward understanding what it takes to win. According to Freud, competition would be about finding a balance between id and ego and achieving life goals using constructive energies. Competition is just not about fulfilling personal pleasure but also about regulation and control of pleasures in the direction of socially acceptable achievements. Gender differences and group effects are the frequent topics of previous studies about competitiveness. Gender differences on competitiveness are mostly dominant in the male participants (Gneezy and Rustichin, 2004). Group effects on competitiveness are commonly focused on group performance and attitude towards the group (Schopler, Insko, Wieselquist and et. al., 2000). Competition can tell an academic student when more work, more time, or improved studying strategies are needed to catch up to other students who achieve higher grades and better results from their study programs. Competition seeks to benefit an individual/group/organism by damaging and/or eliminating competing individuals, groups and/or organisms; it opposes the desire for mutual survival. It is “winner takes all”, the rationale being that the challenge is a zerosum game; the success of one group is dependent on the failure of the other competing groups. Coopetition or Cooperative competition (Fitch and Loving, 2007) is based upon promoting mutual survival - “everyone wins”. “The Invisible Hand” is a process where individuals compete to improve their level of happiness but compete in a cooperative manner through peaceful exchange and without violating other people. Erik Erikson’s Psychosocial Theory is composed of eight stages and each stage has its own characteristics and virtue to develop. One of his developmental stages is the Industry and Inferiority, this stage covers the early school years from approximately age 5 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a feeling of competence, competitiveness and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful. "Children at this age are becoming more aware of themselves as individuals." They work hard at "being responsible, being good and doing it right." They are now more reasonable to share and 260 cooperate. Allen and Marotz (2003) also list some perceptual cognitive developmental traits specific for this age group: Children understand the concepts of space and time, in more logical, practical ways, beginning to grasp, gain better understanding of cause and effect and understand calendar time. At this stage, children are eager to learn and accomplish more complex skills: reading, writing, telling time. They also get to form moral values, recognize cultural and individual differences and are able to manage most of their personal needs and grooming with minimal assistance (Allen and Marotz, 2003). At this stage, children might express their independence by being disobedient, talking back and being rebellious. Another theory about developmental stages and tasks is Havinghurst’s Developmental Tasks which states that children ages 6-12 acquire these following characteristics and tasks: learning to get along with age-mates, learning an appropriate masculine or feminine social role, developing fundamental skills in reading, writing, and calculating, developing concepts necessary for everyday living, developing conscience, morality, and a scale of values, achieving personal independence and attitudes toward social groups and institutions. Academic performance refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. Academic performance is the ability to study and remember facts and being able to communicate your knowledge verbally or down on paper. This study aims to answer the following questions, what is the competitiveness attitude of the respondents? What is the academic performance of the respondents? Is there a significant relationship between the competitiveness attitude and academic performance of the respondents? This study comprises the competitiveness attitude and academic performance of the respondents. This study does not comprise gender, age, group differences and other factors which may affect the competitiveness attitude and academic performance of the respondents. Conceptual Framework 261 Competitiveness Attitude Academic Performance The competitiveness attitude variable influences the academic performance of the students. The researcher aims to relate the competitiveness attitude of the students to their academic performance. Ercison’s psychosocial theory and Havinghurst’s developmental tasks states that individuals who belong to the ages 5-12 develop characteristics that may be connected to competitiveness like competence, sense of pride to their accomplishments and abilities and attitudes toward social groups. These theories also state that individuals in this stage start to develop fundamental skills in reading, writing, and calculating and children need to cope with new social and academic demands. Review of Related Literature This study focused in the relationship of student’s competitiveness attitude in their academic performance. Common studies about competition are about gender differences and a large body of knowledge indicates the competitiveness nature of human beings is more prevalently found in males. It is the main subject of previous studies Gneezy, Niederle and Rustichini’s (2003) study is about effects of gender differences in performance of individuals in competitiveness environments. The result of the experiment was the effect is stronger when women have to compete against men than in single-sex competitiveness environments while men showed an increase in performance: this suggests that women may be able to perform in competitiveness environments. In another study by Gneezy and Rustichini (2004) about gender and competition at a young age, the result was very similar to other studies about gender difference and competition; competition improves performance relative to a noncompetitiveness environment for boys, but not for girls. Both studies got the same results; men are more competitiveness than females. 262 In a study by Shwalb, Shwalb and Nakazawa (1995) about cooperation and competitive attitudes of adolescent, seventh graders or 1st year high school students scored higher on academic competitiveness competitive that the eighth and ninth graders. In a previous study about age and gender effects on cooperative and competitive attitude by the same author in 1985, the results revealed two major developments in the types of competitive activities clustered by pupils: (1) from a general factor in the elementary level like sports, social and academic items to a academic/non-academic division in the middle school and (2) to an individualistic/group differentiation in high school like winning contests, praise by teachers, being best in class and sports. In sports, sex differences in competitiveness are well established, but it is unknown if they originate from sociocultural conditions or evolved predispositions (Deaner, 2005). In his study, Deaner concluded that males are more world-class ruuners than females. In another study by Kivlighan and Granger, they examined individual differences in salivary α-amylase response to competition in relation to gender, previous experience, behavior, attitudes, and performance (Kivlighan and Granger, 2006). They found out sex differences in competitiveness partly reflect evolved predispositions. In a study by Johnson and Ahlgren about the relationship between students’ competitiveness attitude and attitude towards schooling the results were competitiveness attitudes were independent across grades 2 to 12. Competitiveness changed its pattern of correlates, showing relationships to several positive attitudes only in high school. In another study by Chan and Lam (2008) about the effects of students’ competitiveness attitude selfefficacy in vicarious learning, the 71 seventh graders who participated in the study who are in the competitiveness classroom, students’ self-efficacy increased when they engaged in vicarious learning. In the non-competitiveness classroom, students’ self-efficacy did not show a significant 263 change when they engaged in vicarious learning. The findings suggested that when students engaged in vicarious learning in a competitiveness classroom, their self-efficacy increases. Implications for efforts to design constructive context for vicarious learning are discussed. “This study investigated potential non-linear relationships between competitiveness as measured by the Revised Competitiveness Index and performance in college students, the results showed that within a quadratic equation with an inverted-U shape, competitiveness explained significant observed variance in college GPA”. (Valenti, 2007) In a study M. Bacolod and J. Tobias (2005) about school quality and academic achievement in developing countries like the Philippines, the results revealed that schools in the Philippines play an important role in student achievement. The clear upward slope of the medians provides one bit of evidence supporting this claim, and the range between the best and worst schools is meaningfully large. Furthermore, the school quality plays an important role though class size, teacher experience and student-teacher ratio performs negligible part. There are limited resources that tackle competitiveness attitude and academic performance of young respondents. In a study about competitiveness attitude in graduate schools, the students in the class were empowered to become competitiveness and compete among one another. This type of academic encouragement from instructors may have introduced students to the concept of motivation. The topic of students’ competitiveness attitude at all academic levels is often noticed and discussed between professionals, but little research has been conducted focusing on it and how it impacts students personally, socially, or academically (Crestinger, 2003). Most studies on competitiveness focuses on age, gender and group differences. Most of these studies have similar results, males are more dominant and individuals are more competitive if working alone than working in a group because the focus would be cooperation and not competition. There are limited researches about competitiveness in the educational setting. This study would add to the existing studies that tackle competitiveness attitude in the educational setting. 264 Methodology Research Design The researcher used descriptive correlational type of research. Descriptive type of research describes the data and characteristics about the population or phenomenon being studied. A correlational study is a scientific study in which a researcher investigates associations between variables. Participants The participants are students of the Bacoor National High School – Gawaran Annex. The researcher chose the first year level because it is the most populated and their subject teachers were the same for all the five sections. The first year level had 250 students. The first year in high school is the transition stage from elementary to a more complicated level. It is the stage wherein a student must adjust from being comforted into developing independence. Psychosocial Theory states that in this stage, individuals should develop competence and pride. Instrument A permit from the Department of Education of Cavite (see Appendix A) was secured to conduct the study and take the information needed from the respondents. The researcher used a parental consent for the respondents as required by the Department of Education. The researcher used a self-constructed competitiveness questionnaire (see Appendix C). The questionnaire is composed of 30 items. The questionnaire used in the study had a reliability of alpha=.860. A scale constructed by the researcher was used to classify the respondents according to their competitiveness attitude. The scale of the Department of Education was used to classify the students according to their academic performance. The competitiveness attitude questionnaire used a likert scale to categorize the respondents’ answers, 5 being highly competitiveness, 4 moderately competitiveness, 3 averagely competitiveness, 2 fairly competitiveness and 1 being poorly competitiveness. 265 Procedure The researcher acquired a permit from the Department of Education to conduct the study. The Department of Education required the researcher to give out a parental consent for future reference. The researcher went to the Bacoor National High School to present the permit from the Department of Education, parental consent and competitiveness questionnaire. The school principal and the guidance counselor asked the researcher to give out the parental consent and coordinate with the first year moderator. The moderator and the researcher decided to conduct the study the following week after the students’ first quarter examination. The researcher constructed a competitiveness questionnaire. The response would be compared to the participants’ academic ratings. The researcher asked the help of the first year level coordinator of the school to assist in conducting the study. The coordinator asked the students to sit accordingly as to avoid probable cheating and disturbance. They were asked to answer the scale sincerely because this would be the main subject of the study. The participants used the Likert scale for their response. The scales were explained by the researcher. The students were guided during the test; the coordinator together with the researcher managed the students and assisted them with their questions. The results were compared to their academic rating using Pearson R from their 1st quarter average this year. The researcher constructed a scale for the levels of competitiveness attitude of the respondents. Statistical Treatment Cronbach's alpha is a measure of internal consistency, that is, how closely related a set of items are as a group. It is used to test the reliability of the self-constructed competitiveness questionnaire. The Pearson R correlation tells you the magnitude and direction of the association between two variables that are on an interval or ratio scale. It is used to correlate the competitiveness attitude and academic performance. The researcher used SPSS v.17.0 in computing for the reliability of the self-constructed test and correlation of the total response of the students and the grade point average. 266 Results Problem 1: What is the competitiveness attitude of the respondents? Tab1e 1: Competitiveness attitude Levels of Competitiveness Attitude Highly Competitiveness (130-154) Moderately Competitiveness (105-129) Averagely Competitiveness (80-104) Fairly Competitiveness (55-79) Poorly Competitiveness (30-54) Total Number of Respondents 12 112 110 16 0 250 Percentage 4.8% 44.8% 44% 6.4% 0% 100% Table 1 shows the competitiveness attitude of the respondents. 112 or 44.8% of the respondents were moderately competitiveness, 110 or 44% of the respondents were averagely competitiveness, 16 or 6.4% of the respondents were fairly competitiveness, 12 or 4.8% was fairly competitiveness and 0 or 0% was poorly competitiveness. The mean of the competitiveness attitude of the respondents was 104.34. The standard deviation of the competitiveness attitude of the respondents was 15.80 267 Problem 2: What is the academic performance of the respondents? Tab1e 2: Academic performance Levels of Academic performance Outstanding (95-100) Very Good (89-94) Good (83-88) Fair (76-82) Poor (71-75) Total Number of Respondents 0 6 61 162 21 250 Percentage 0% 2.4% 24.4% 64.8% 8.4% 100% Table 2 shows the competitiveness attitude of the respondents. 162 or 64.8% had fair academic performance, 61 or 24.4% of the respondents had good performance, 21 or 8.4% of the respondents had poor academic performance, 6 or 2.4% of the respondents had very good academic performance and 0 or 0% of the respondents had outstanding academic performance. Though the most of the respondents belong to those who have fair grades, the average of the whole population is 80. The mean of grade average of the respondents was 80.62. The standard deviation of the competitiveness attitude of the respondents was 3.37. Problem 3: Is there significant relationship between the students’ competitiveness attitude and academic performance? 268 The results showed a low-small r or low correlation (r=.331, p < 0.01) between the competitiveness attitude of students and their grades from the previous quarter. The results showed that there was significance but had low correlation. The total score of the questionnaire was compared to the student’s grade using the Pearson Correlation. Discussion Competitiveness Attitude This study is similar to previous studies of Shwalb, Shwalb and Nakazawa in 1985 and 1995 wherein their results showed that seventh graders or 1st year high school students are more competitive than students in elementary school or higher levels. High school students are more focused on individual achievement, praise from teachers winning contests and competition among peers. The results of this study and previous reports are agrees to the Developmental tasks and Erikson’s psychosocial theory. According to Erikson’s psychosocial theory, Industry refers to purposeful or meaningful activity. It's the development of competence, competitiveness and skills, and a confidence to use a 'method', and is a crucial aspect of school years experience. Erikson described this stage as a sort of 'entrance to life'. This correlates with Freud's psychosexual Latency stage, the focus is on learning, skills, schoolwork, when sexual motives and concerns are largely repressed while children concentrates on work and skills development. A child who experiences the satisfaction of achievement - of anything positive - will move towards successful negotiation of this crisis stage Academic Performance 269 The academic performance results showed that the respondents academic performance falls under the fair rating or it belongs to the below average division. This result was similar to the study by Tobias and Bacolod about the school quality and academic achievement of student. The academic achievement of the students was affected by the quality of the school and its capacity to provide resources for learning. The parent’s capacity to support learning, parental education and household expenditure also affect academic achievement (Bacolod and Tobias, 2005) The psychosocial theory of Erikson and developmental stages and tasks of Havigurst states that, in this stage, children in the 6-13 age range start to go to school and focus on learning. At the same time, developmental tasks relate to the expansion of the individual's world outside of the home like getting along with age mates, learning skills for culturally valued games and to the mental thrust into the world of adult concepts and communication like skills in writing, reading, and calculating. Developmental tasks for adolescents require a person to develop personal independence, learning to achieve and developing a mature set of values and ethical principles. Relationship of competitiveness attitude and academic performance Most of studies about competitiveness attitude tackles age, gender and group difference and there handful of studies that relates it to factors linked to the educational setting but in the studies of Chan and Lam (2008) showed similar results; competitiveness attitude is related to learning and positive attitude toward schooling and academic performance, this suggests that competitiveness attitude and academic performance has significant relationship. In this study, the results showed significance between the two variables but obtain small correlation, which indicated that competitiveness attitude was not the only factor that affects academic performance. There were other factors that may have affected academic performance, 270 like quality of the school, class size, capacity of the school and parents to provide resources and household expenditures (Bacolod and Tobias, 2005). In conclusion, the results of the variables independently and individually were similar to previous reports; the researcher can settle that this age group is competitive with the support of the results of this study and previous researches and the schools of developing countries like the Philippines affects the academic performance of the students and competitiveness attitude was not the only factor that may affect academic performance. Conclusion and Recommendation This study showed that there was a relationship between competitiveness attitude of students and their academic performance and the level of the competitiveness attitude of students influence their academic performance. The results obtained were from a competitiveness attitude questionnaire answered by 250 respondents. The total score of the competitiveness attitude questionnaire of the students and their grade average were computed for the correlation. Most of the respondents fell into the moderately and averagely competitive students while most of the respondents fell under those who have fair grade point average. According to the results gathered the competitiveness attitude and the academic performance of the respondents is significantly correlated though the 44.8% of the respondents are moderately competitiveness and 64.7% of the respondents had fair academic performance. One limitation of this study is that the researcher failed to gather demographic profiles from the respondents, future researchers should use the demographic background to verify other factors that may affect academic performance. This study would open a different view on competitiveness attitude. School management and faculties can create an atmosphere wherein it can develop competitiveness attitude and 271 improve the academic performance of the students. The teachers can use external factors like motivation to improve and develop the students’ competitiveness attitude (Cretsinger, 2003) then enhance their academic performance. Future researchers can use a different variable to relate to competitiveness attitude, a more specific field of intelligence like Logical-mathematical and Linguistics. The academic performance may also be related to motivation and study habits. Future researcher of the same field may also consider using a standardized for more accurate instruments. Bibliography Booth, Granger, D., Mazur, A., & Kivlighan, K. (2006). Testosterone and social behavior. Social forces, 85(1), 167-191. Chan, Joanne C. Y. & Shui-fong Lam (2008), Effects of competition on students’ self-efficacy in vicarious learning, British Journal of Educational Psychology (2008), 78, 95–108 272 Deaner, Robert (2006) More males run relatively fast in U.S. road races: Further evidence of a sex difference in competitiveness. Evolutionary Psychology, 4: 303-314. Deaner, Robert (2006) More males run fast: a stable sex difference in competitiveness in U.S. distance runners. Evolution and Human Behavior, 27: 63-84. Eileen Allen, Lynn R. Marotz (2003) Developmental Profiles: Pre-Birth Through Twelve Gneezy, Uri & Rustichini, Aldo, Gender and competition at a young age, American Economic Association (2004) Gneezy, Uri; Niederle, Muriel and Rustichini, Aldo. Performance in competitiveness environments: gender differences. Quarterly Journal of Economics, August 2003, 118(3), pp. 1049–74 Kohn, A. (1986/1992). The Case Against Competition. Boston: Houghton Mifflin. Johnson, David and Ahlgren, Andrew (2001), Relationship between student attitudes about cooperation and competition and attitudes toward schooling, journal of educational psychology 2001, vol. 68, no. 1, 92-102 Matthew Crestinger, Academic ompetitiveness among graduate students (2003) Schopler, John, Chester Insko, Jennifer Wieselquist, Michael Pemberton, Betty Witcher, Rob Kozar, Chris Roddenbe, Tim Wildschut (2000), When groups are more competitive than individuals: The domain of the discontinuity effect. Shwalb, David, Swalb Barbara, Japanese cooperative and competitive attitudes: age and gender effects 273 Shwalb, David, Swalb Barbara, and Nakazawa Jun (1995), Competitive and cooperative attitudes: a longitudinal survey of japanese adolescents. Valenti, Matthew Charles, U Tennessee, (2007), An examination of competitiveness and personality in relation to academic and sales performance. Appendix A Department of Education Permit 274 275 Appendix B Competitiveness Attitude and Academic Performance Competitiveness Academic Competitiveness Respondents Attitude Performance Attitude 96 83 36 110 115 85 37 110 94 83 38 122 103 91 39 113 102 86 40 107 100 84 41 140 132 83 42 123 112 86 43 113 130 86 44 97 117 88 45 88 101 85 46 99 108 84 47 99 116 85 48 121 124 89 49 128 113 87 50 99 95 83 51 95 105 85 52 127 128 83 53 105 109 83 54 122 129 83 55 93 118 84 56 94 120 87 57 91 111 87 58 119 115 89 59 89 109 86 60 90 124 85 61 98 132 84 62 116 139 86 63 106 110 86 64 120 115 89 65 66 121 85 66 80 121 86 67 91 133 88 68 87 122 88 69 86 136 89 70 68 94 77 106 94 Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 71 Academic Performance 80 83 85 85 84 85 89 87 84 85 85 85 86 88 85 79 80 80 78 79 75 79 79 79 79 79 81 79 78 79 79 81 79 81 79 81 276 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 84 78 117 99 96 80 104 97 116 79 112 117 85 105 116 108 78 99 132 112 120 106 77 109 99 96 90 94 127 111 100 116 91 87 80 83 80 80 80 79 79 80 81 79 83 78 79 78 85 78 78 75 81 79 79 79 79 82 78 80 79 80 75 77 81 82 79 81 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 106 118 119 119 118 131 124 104 117 86 112 90 104 117 95 99 94 96 110 88 127 125 117 129 128 128 108 116 107 103 123 113 118 94 82 81 76 82 80 81 78 83 83 82 82 75 82 83 79 78 75 82 75 83 82 81 80 82 80 75 82 81 75 81 81 81 75 81 141 116 82 176 102 80 277 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 211 212 111 100 127 125 122 117 98 106 94 104 91 97 93 118 88 100 69 84 86 100 127 69 73 64 94 78 103 106 102 108 91 94 111 111 72 117 83 82 81 82 82 82 79 83 80 79 77 83 75 81 81 81 80 81 81 80 77 80 80 79 83 80 77 80 83 83 80 80 75 81 75 75 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 231 232 111 115 116 76 59 108 86 95 87 104 81 115 114 112 98 81 97 102 116 95 90 103 116 113 108 99 121 91 121 98 92 125 109 131 118 79 81 81 80 80 80 80 80 80 83 81 80 82 80 80 80 77 81 80 80 76 81 75 80 81 80 81 78 80 80 80 81 83 75 77 77 79 278 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 94 90 97 80 97 119 87 86 99 79 96 86 90 81 92 106 114 96 83 78 75 77 78 81 76 78 78 78 77 76 75 76 77 80 82 78 233 234 235 236 237 238 239 240 241 242 243 244 245 246 247 248 249 250 103 115 90 90 91 119 93 89 107 101 93 134 131 100 99 105 101 112 75 75 76 78 76 75 77 78 76 78 77 83 79 78 81 84 78 75 Appendix C Competitiveness Attitude Questionnaire 279 Name: ______________________________ Instruction: Encircle the number that best describes you 5 – Always 4 – Very Often 3 – Sometimes 2 – Rarely 1 – Never 1. I would want to get a perfect score 5 4 3 2 1 2. I perform better when I am competing against someone 5 4 3 2 1 3. I prefer when I am the only one striving for a goal 5 4 3 2 1 4. I care to be the best that I can be 5 4 3 2 1 5. In a game I focus on how the other players compare to me 5 4 3 2 1 6. I believe that winning is important in both work and games 5 4 3 2 1 7. When I win an award or game it means that I am the best compared to everyone else that was playing 5 4 3 2 1 8. It is fair that the best person win the game 5 4 3 2 1 280 9. I like to be the first one finished with a test 5 4 3 2 1 10. I am disappointed if I do not reach a goal that I have set for myself 5 4 3 2 1 11. I want to be better than others 5 4 3 2 1 12. Achieving excellence is important to me 5 4 3 2 1 13. I want score higher than my classmates, it means that I did better than them 5 4 3 2 1 14. I want to excel in all that I do. 5 4 3 2 1 15. It is important for me that a winner is decided in a game 5 4 3 2 1 16. It annoys me when other people perform better than I do 5 4 3 2 1 17. I like to see everyone do well in games 5 4 3 2 1 18. I want to be successful, even if it’s at the expense of others 5 4 3 2 1 281 19. Doing your best is not enough; it is important to win 5 4 3 2 1 20. I like to play games seriously 5 4 3 2 1 21. I admire people who overcome all competitors on the road to success 5 4 3 2 1 22. I get angry at myself when I make mistakes in competition 5 4 3 2 1 23. I stay focused and positive before any competition 5 4 3 2 1 24. The more challenging the competition, the better I perform 5 4 3 2 1 25. I enjoy competing with my classmates in a test 5 4 3 2 1 26. I'm usually pleased by the outcomes of my competitions 5 4 3 2 1 27. I think about my performance after a competition is over. 5 4 3 2 1 28. I perform better when I compete with my classmates in finishing a test 5 4 3 2 1 282 29. I perform better when the competition is challenging 5 4 3 2 1 30. I like to be the best student in the classroom in every test or game 5 4 3 2 1 Appendix D Competitiveness Questionnaire Reliability Cronba ch's Alpha 0.86 Cronbach's Alpha Based on Standardized Items 0.863 N of Items 30 Mean 104.04 Variance 242.948 Std. Deviation 15.58679 N of Items 30 VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR00006 VAR00007 VAR00008 VAR00009 VAR00010 VAR00011 VAR00012 VAR00013 VAR00014 VAR00015 VAR00016 VAR00017 VAR00018 VAR00019 VAR00020 Scale Mean if Item Deleted 100.14 100.82 100.61 100.02 100.64 100.3 100.93 100.68 100.79 100.83 100.7 99.93 100.57 100.74 100.46 101.19 100.17 100.32 100.63 100.14 Scale Variance if Item Deleted 229.192 227.078 224.947 226.646 231.526 222.778 223.682 228.159 233.501 231.759 227.808 236.005 228.753 226.073 227.544 228.863 225.112 231.594 231.064 230.788 Corrected Item-Total Correlation 0.431 0.444 0.456 0.489 0.279 0.553 0.439 0.367 0.179 0.303 0.329 0.148 0.357 0.434 0.407 0.36 0.491 0.309 0.297 0.326 Squared Multiple Correlation 0.433 0.498 0.56 0.521 0.345 0.617 0.462 0.376 0.381 0.447 0.48 0.473 0.424 0.446 0.484 0.429 0.499 0.483 0.45 0.403 Cronbach's Alpha if Item Deleted 0.855 0.854 0.854 0.853 0.859 0.851 0.854 0.856 0.862 0.858 0.858 0.862 0.857 0.854 0.855 0.856 0.853 0.858 0.858 0.857 283 VAR00021 VAR00022 VAR00023 VAR00024 VAR00025 VAR00026 VAR00027 VAR00028 VAR00029 VAR00030 100.66 101.09 100.3 100.26 100.96 100.98 100.65 100.79 100.43 100.43 227.843 234.123 222.293 227.124 224.928 225.333 230.028 227.036 228.005 223.924 0.411 0.181 0.536 0.47 0.422 0.507 0.378 0.375 0.422 0.499 0.448 0.368 0.51 0.494 0.418 0.45 0.416 0.512 0.525 0.511 0.855 0.862 0.852 0.854 0.855 0.853 0.856 0.856 0.855 0.853