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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025
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An Analysis of the Connection Between Interpersonal Relationships
and Mental Health of Senior High School Students at Iligan City
National High School
Adilao, Abdulrahim Sani; Ansano, Nor-Hasmine; Barandia, Fritz Aerole D.; Bayas, Jehan; Cordero,
Rovic Angelou C.; Hofer, Meghan A.; Maurin, Harbie; Rivera, Earl Cydrick; Salindawan, Airah
Iligan City National High School Mahayahay, Iligan City
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100092
Received: 14 November 2025; Accepted: 20 November 2025; Published: 01 December 2025
ABSTRACT
This study explored the connection between interpersonal relationships and mental health of senior high school
students at Iligan City National High School. Personal Survey and online questionnaires were used for data
gathering with an emphasis on physical and emotional support, communication patterns, and conflict
management. There were a total of 55 respondents all together. Most respondents were aged 16-17, with a
majority being female and from medium-income families. The data reveal varied experiences of support: many
students are uncertain or neutral about the consistency of physical and emotional assistance they receive, while
responses about communication and conflict management show both positive efforts and challenges in
expressing emotions and solving disputes calmly. The findings indicate that positive relationships marked by
love, trust, support, and good communication foster emotional stability and motivation, while poor relationships
and unresolved conflicts increase stress and mental health difficulties. The study recommends that students
maintain healthy communication, teachers foster supportive classrooms, parents provide emotional support, and
schools offer mental health programs and awareness.
Keywords: interpersonal relationships, mental health, physical and emotional support, communication patterns,
conflict management
INTRODUCTION
Mental health is a vital component of an individual’s overall wellbeing, influencing how people think, feel, and
behave in their everyday lives. It plays a central role not only in personal happiness but also in academic
performance, workplace productivity, and the ability to maintain fulfilling relationships. Among students,
particularly those in adolescence, maintaining good mental health proves to be of significant challenge, as this
is a stage in life where the intersection of academic demands, developmental changes, and interpersonal
relationship dynamics remain as a constant challenge to balance and properly maintain. Relationships, whether
it is with family, friends, peers, or teachers have a central part of their daily lives, shaping their emotional states,
self-esteem, and capacity to handle stress. When these relationships are healthy and supportive, they can act as
protective factors, bolstering resilience and encouraging positive coping mechanisms. Conversely, strained,
toxic, or neglected relationships can contribute to stress, anxiety, and even long-term mental health issues,
impacting both personal and academic outcomes.
Historically, interpersonal relationships have been studied mainly in the context of sociology and psychology,
focusing on how social bonds influence behavior and mental well-being. In recent years, however, mental health
research has increasingly emphasized the role of social connections as both a preventive measure and a risk
factor for mental disorders. For students, particularly in the transitional phase to adolescence, the quality of
interpersonal relationships can determine how well they adjust to new responsibilities, peer groups, and academic
challenges. This period is often marked by heightened emotional sensitivity and identity exploration, making
students more vulnerable to the negative effects of relational conflicts, misunderstandings, or social isolation.
Misunderstandings with friends, recurring family disputes, and negative peer interactions such as bullying or
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exclusion can erode emotional stability, leading to academic disengagement, absenteeism, and deteriorating
academic performance .
Interpersonal relationships have a powerful influence on a person’s mental health. The quality of our social
connections can either strengthen our emotional well-being or make us more vulnerable to mental struggles. As
social beings, we naturally seek bonds with family, friends, classmates, and mentors, and these relationships
give us a sense of belonging, identity, and support. Positive and nurturing connections help us build resilience,
manage stress, and protect against issues like anxiety and depression. In contrast, relationships marked by
conflict, neglect, or a lack of genuine care can lead to isolation, low self-esteem, and a higher risk of mental
health problems. Research supports this link—Umberson and Montez (2010) found that strong social ties are
connected to lower levels of stress, anxiety, and depression, while unstable or poor relationships can increase
the risk of psychological distress. For adolescents in particular, supportive friendships, understanding families,
and encouraging teachers can greatly improve emotional resilience, which make it easier in turn to balance both
academic and personal pressures. On the other hand, toxic or neglectful relationships have been linked to
depression, low self-worth, and even behavioral issues (La Greca & Harrison, 2005). This highlights how crucial
healthy social connections are, especially in schools, where daily interactions play a big role in shaping students’
mental health.
In the Philippine context, cultural and socio-economic factors further shape the dynamics of interpersonal
relationships and their impact on mental health. Filipino culture traditionally values close-knit family ties,
communal living, and strong social support networks. While these cultural norms can provide a safety net during
difficult times, they can also create additional pressure when familial expectations clash with personal goals or
when social norms discourage open discussions about mental health. A study by Estrella and Reyes (2019)
revealed that Filipino adolescents often hesitate to share emotional struggles due to fear of stigma, judgment, or
being perceived as weak. This reluctance can be compounded by limited access to mental health resources,
particularly in rural areas where professional psychological services are scarce. The Mental Health Act of 2018
has aimed to address some of these gaps, but implementation challenges remain, especially in integrating mental
health education and support into school systems.
Technological advancements and the widespread use of social media have also transformed the landscape of
interpersonal relationships among students. While digital platforms provide opportunities for connection and
peer support, they can also contribute to cyberbullying, social comparison, and feelings of isolation. Research
by Best, Manktelow, and Taylor (2014) suggests that excessive engagement with social media can intensify
feelings of inadequacy and anxiety, particularly when online interactions replace face to face communication.
For students, balancing virtual and in-person relationships has become a modern challenge, with mental health
implications that are still being explored in educational research.
Given these complexities, understanding how interpersonal relationships affect the mental health of Iligan City
National High School students is essential for both educators and policymakers. This study seeks to investigate
the nature and quality of these relationships, how they influence students’ emotional well-being, and the coping
mechanisms students employ in response to relational stressors. It will also examine students’ perceptions of
their own relationship dynamics whether they feel supported, understood, and respected. These factors are of
utmost importance because it shows how these perceptions correlate with indicators of mental health such as
stress levels, emotional resilience, and self-esteem.
The research will further consider contextual factors such as socio-economic status, access to mental health
resources, and exposure to technology, which may influence both the quality of relationships and mental health
outcomes. By focusing on the SHS population within a local school division, the study aims to provide nuanced
insights into the everyday realities of students’ social lives and their psychological well-being.
Ultimately, the goal of this research is to contribute to the development of more supportive educational
environments where positive interpersonal relationships are actively fostered and mental health is prioritized.
The findings could inform targeted interventions, such as peer mentoring programs, conflict resolution
workshops, and family-school collaboration initiatives. These recommendations may also serve as valuable
resources for school administrators, guidance counselors, and policymakers seeking to improve mental health
outcomes among students nationwide. By shedding light on the intricate link between interpersonal relationships
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and mental health, particularly in the Philippine context, this study aspires to promote holistic well-being and
equip students with the emotional and relational skills necessary for success in both academic and life pursuits.
Statement of the Problem
This study aims to determine the influence of interpersonal relationships on the mental health of senior high
school students at Iligan City National High School. Focusing on physical and emotional support,
communication patterns, and conflict management.
Specifically, it seeks to answer the following questions:
1. What is the level of physical and emotional support students experience in their interpersonal
relationships?
2. 2.How do communication patterns in interpersonal relationships influence students’ mental health?
3. 3.How does conflict management within interpersonal relationships relate to students’ mental health?
4. 4.Do demographic factors (age, gender, socioeconomic status) significantly influence the relationship
between interpersonal relationships and students’ mental health?
Hypotheses
Learners who maintain high-quality interpersonal relationships marked by physical and emotional support,
communication patterns and conflict management are expected to exhibit better mental health outcomes,
including lower stress, anxiety, and depression, as well as greater overall psychological well-being, compared
to those with lower quality relationships. Demographic factors such as age, gender, socioeconomic status, and
personal life experiences may influence the strength and direction of this relationship. However, it is anticipated
that the positive link between relationship quality and mental health will remain significant even after accounting
for these variables, indicating that relationship quality independently and strongly predicts learners’ mental
health.
Alternative Hypothesis (H₁):
Learners who maintain higher-quality interpersonal relationships that are supported by physical and emotional
support, communication patterns and conflict management are more likely to experience better mental health
outcomes such as lower stress levels, reduced anxiety, and fewer feelings of depression compared to those with
lower-quality relationships. This positive relationship is expected to remain significant even after considering
demographic factors such as age, gender, and socioeconomic status.
Null Hypothesis (H₀):
The quality of interpersonal relationships, measured in physical and emotional support, communication patterns,
has no significant effect on learners’ mental health when age, gender, socioeconomic status, and outside stressors
are taken into account.
Research Question
1. Is there a significant difference in mental health outcomes between students who experience strong
physical and emotional support and those who do not?
2. What specific aspects of interpersonal relationships (e.g., communication, trust, support) are most
strongly associated with students’ mental health?
3. Is there a significant difference in mental health between students with mostly negative and mostly
positive interpersonal relationships?
Significance of the Study
This study is significant as it seeks to deepen the understanding of the intricate connection between interpersonal
relationships and mental health among learners. By examining key elements such as physical and emotional
support, communication patterns, the research aims to uncover how these factors collectively influence the
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psychological wellbeing of students. The insights gained will be invaluable to educators, school counselors,
mental health professionals, and policymakers who strive to create nurturing educational environments that
promote positive mental health outcomes.
Moreover, this study addresses an important gap in existing research by considering how demographic variables
such as age, gender, outside stressors and socio-economic status moderate the relationship between interpersonal
dynamics and mental health. Understanding these moderating effects will enable more tailored and culturally
sensitive interventions to support diverse student populations.
The identification of specific aspects of interpersonal relationships that are most strongly associated with mental
health can guide the design of targeted programs and strategies to enhance communication skills, emotional
support systems, and conflict resolution techniques within schools. Such evidence-based approaches have the
potential to improve student mental health, reduce feelings of loneliness and anxiety, and foster overall
psychological resilience.
Furthermore, the study's dual focus on both quantitative data (through statistical analysis) and qualitative insights
(via thematic data analysis) provides a comprehensive perspective. This mixed-methods approach not only
quantifies the strength of relationships but also captures the rich, subjective experiences of learners, ensuring a
holistic understanding of the challenges and supports affecting their mental health.
Ultimately, the findings of this research are expected to contribute to creating healthier interpersonal
environments that positively impact learners' academic performance and personal growth. It also serves as a
foundation for future studies exploring mental health and relational dynamics in educational settings.
THEORETICAL FRAMEWORK
This study examines the link between interpersonal relationships and mental health by using key theories that
explain how social interactions impact psychological well-being.
Sullivan’s Interpersonal Theory
Sullivan’s theory highlights that personality develops through social interactions, with stable and positive
relationships being crucial for healthy development. Unstable or problematic relationships can lead to mental
health issues, showing how interpersonal patterns affect psychological problems.
Interpersonal Psychotherapy (IPT)
IPT builds on Sullivan’s ideas by focusing on improving mental health through enhancing social functioning
and resolving interpersonal challenges like grief and conflicts. This approach emphasizes that the quality of
interpersonal relationships directly affects mental health outcomes.
Attachment Theory
Bowlby’s attachment theory explains how early bonds with caregivers shape adult relationships. Secure
attachments promote emotional security and well-being, while insecure attachments increase stress and risk for
depression. Research by Feeney and Collins reinforces the importance of supportive relationships for emotional
and psychological health throughout life.
Kiesler’s Transactional Interpersonal Model
Kiesler’s model describes interpersonal behaviors along dominance–submissiveness and friendliness–
disengagement dimensions. It helps understand how harmful interpersonal patterns, like disengagement, are
linked to depression and negatively impact mental health.
Integration and Relevance to the Study
These theories collectively deepen understanding of how interpersonal relationships influence mental health.
Sullivan’s and Bowlby’s theories provide a foundation for the role of relationships in psychological functioning,
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IPT offers practical ways to address relational problems, and Kiesler’s model explains harmful behavior patterns.
Together, they support this study’s goal to analyze how interpersonal relationships affect mental health
outcomes.
Conceptual Framework
The conceptual framework of this study is grounded in the understanding that interpersonal relationships play a
crucial role in influencing mental health in senior high students within Iligan City National High School. As the
quality of these connections can either promote well-being or contribute to psychological distress and mental
health concerns.
Figure 1. Conceptual Framework
Independent Variable: Interpersonal Relationships. The independent variable of this study is interpersonal
relationships, which consist of three main dimensions: physical and emotional support, communication patterns
and conflict management. Physical and emotional support refers to the care, encouragement, and empathy that
learners receive from peers, friends, and family. Communication patterns focus on how learners express
themselves, share ideas, and maintain healthy dialogue in their relationships. Conflict management involves the
ways learners handle disagreements and resolve misunderstandings with others. These dimensions of
interpersonal relationships are examined to determine how they influence learners’ mental health, in line with
the specific problems of the study.
Dependent Variable: Mental Health. This variable represents a person’s emotional, psychological, and social
well-being, which affects how they think, feel, and behave in daily life. It influences how individuals cope with
stress, relate to others, and make decisions. In the context of the conceptual framework we developed, mental
health is the dependent variable, meaning it is the outcome that may be influenced by the quality of interpersonal
relationships. When relationships are supportive and nurturing, they can enhance mental health by reducing
stress, boosting self-esteem, and promoting resilience against challenges such as anxiety or depression. On the
other hand, unhealthy or conflict-filled relationships can harm mental health, increasing the likelihood of
emotional distress, loneliness, and mental health disorders. Thus, mental health reflects the overall state of
psychological well-being shaped in part by the nature of a person’s social connections.
Scope And Delimitation
This study focuses on understanding the connection between interpersonal relationships and mental health
among senior high school students at Iligan City National High School. The research is limited to this school
because it’s a familiar place where we can gather information easily and without outside distractions.
We will only look at students between the ages of 16-20 since this is an important time when people go through
a lot of social and emotional changes. Focusing on this age group helps us keep the study clear and more focused.
There will be about 50 to 70 students who choose to participate willingly. We will make sure their information
stays private and that they feel comfortable sharing honest answers. All surveys and interviews will take place
at school to keep everything consistent.
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By limiting the study to this school, these ages, and this number of participants, we hope to get reliable results
that reflect the experiences of students like us. This way, the study is easier to manage, fair to everyone involved,
and useful for understanding how relationships affect mental health in our school.
Definition Of Terms
Conceptual Definition
Demographic Factors - Characteristics of learners such as age, gender, and socioeconomic status that may
influence how they experience interpersonal relationships and mental health.[1]
Interpersonal Relationship - A connection or association between two or more individuals characterized by
emotional, physical, and communicative interactions. In this study, it includes elements such as emotional and
physical support, communication patterns, and conflict management among learners.[2]
Mental Health - A learner’s psychological, emotional, and social wellbeing, which influences how they think,
feel, and cope with life’s stresses. This study looks at mental health outcomes related to anxiety, stress,
loneliness, depression, and overall psychological wellbeing.[3]
Psychological Wellbeing - A state characterized by positive mood, emotional balance, self-acceptance, and the
capacity to form satisfying interpersonal relationships, which is influenced by the quality of learners' social
connections.[4]
Operational Definition
Emotional Support - Expressions of empathy, encouragement, understanding, and care provided by close
relationships that contribute to the learner’s psychological well-being and resilience.
Communication Patterns - refer to the consistent ways in which individuals express thoughts, feelings, and
information within their relationships. These patterns shape how effectively people connect, resolve conflicts,
and provide support, ultimately impacting the quality of their interpersonal relationships and mental health.
Conflict Management - is the process of identifying and addressing interpersonal disagreements or tensions to
reduce negative effects on mental health and promote healthy relationships.
Social Connection - refers to the feeling of closeness and belonging with others, built through relationships that
provide emotional, psychological, and physical bonds. It's about feeling loved, cared for, and valued within a
network of social ties. These connections can be with family, friends, or within a larger community.
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies that are directly connected to the present
research. It discusses important concepts, theories, and previous findings that provide background and support
to the study. By examining these sources, the chapter identifies gaps and establishes the foundation for the
conduct of the current research.
Review of Related Literature
Mental Health as a Public Concern
Mental health has emerged as a pressing global issue, influencing individuals’ thoughts, emotions, and behaviors.
In the Philippines, Montemayor (2019) reported that approximately 3.3 million Filipinos suffer from depressive
disorders, with suicide rates of 2.5 for males and 1.7 for females per 100,000. To address this, Republic Act No.
11036, also known as the Philippine Mental Health Act, was enacted to provide accessible, community-based
mental health services and to promote awareness in schools and workplaces (Republic of the Philippines, 2018).
These initiatives highlight the urgency of addressing mental health challenges through preventive programs and
supportive systems.
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The Role of Interpersonal Relationships in Mental Health
Interpersonal relationships are widely recognized as essential to psychological well-being. Stewart-Brown
(2005) emphasized that relationships within families, schools, and communities form the foundation of mental
health. Smith (2023) and Johnson and Lee (2022) further argued that trust, empathy, and communication in
relationships foster resilience and reduce the risks of anxiety and depression. In the Filipino context,
pakikisama—a cultural value of harmony and belonging—illustrates how social acceptance and supportive
interactions enhance mental wellness. Garcia (2021) highlighted that strong family ties provide security and life
satisfaction, while Williams (2020) found that healthy romantic relationships help regulate emotions and
alleviate psychological distress.
Risks of Poor or Negative Relationships
Conversely, strained or negative interpersonal relationships can harm mental health. Okada, Suzue, and Jitsunari
(2010) observed that high school students without confidants experienced greater hopelessness and life
dissatisfaction, with boys being especially vulnerable. Brown and Davis (2019) linked negative family and peer
interactions to heightened stress and depressive symptoms. Miller (2022) identified loneliness as a major risk
factor for suicidal ideation, while Kim (2021) emphasized that neglect and abuse within families can lead to
long-term psychological harm.
Cultural, Educational, and Developmental Influences
The influence of interpersonal relationships varies across developmental stages and cultural settings. Nguyen et
al. (2023) noted that peer acceptance is particularly critical during adolescence, while family support becomes
more important in adulthood. Lopez and Martinez (2022) added that cultural norms shape how individuals value
and maintain relationships, which in turn affects coping strategies and mental health outcomes. In education, a
2025 comparative study revealed that the Philippines integrates mental health literacy across the K–12
curriculum more comprehensively than neighboring countries, highlighting schools as a critical context for
building resilience and awareness (PMC, 2025).
Stress, Coping, and Resilience
Stress remains one of the most significant contributors to mental health challenges, particularly depression.
Schneiderman, Ironson, and Siegel (2005) found that men are especially vulnerable to the psychological effects
of stress. Murphy (1988) provided one of the earliest discussions on the role of coping strategies in recovery
from trauma, emphasizing the importance of both personal mechanisms and external social support. More recent
research continues to affirm these insights, showing that resilience is reinforced by strong interpersonal
connections and social capital, which buffer the effects of stress and promote long-term well-being (Sage
Journals, 2025).
Digital Age Influences
In the modern era, technology and relationships are increasingly intertwined. A 2025 study revealed that the
quality of interpersonal relationships helps reduce loneliness and smartphone addiction among students,
suggesting that supportive human connections remain vital despite digital reliance (Frontiers in Psychiatry,
2025).
Review of Related Studies
Global Empirical Evidence
Several empirical studies confirm the importance of interpersonal relationships in mental health. Zartaloudi
(2011) reported that untreated depression often results from a reluctance to seek professional help and the
absence of supportive relationships. Schneiderman et al. (2005) also found that individuals with limited social
support are more prone to emotional distress. A 2024 scoping review of 64 studies on young adults showed that
high-quality relationships—whether with peers, family, or romantic partners—are strongly associated with
reduced distress and enhanced resilience (Open Psychology Journal, 2024).
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Philippine and Asian Context
In the Philippine setting, Okada et al. (2010) found that high school students without close confidants reported
higher hopelessness and dissatisfaction with life. Garcia (2021) noted that Filipino adolescents with strong
family bonds experienced greater life satisfaction and fewer depressive symptoms. Williams (2020) similarly
observed that romantic relationships marked by trust and open communication among young Filipino adults
reduced psychological distress. Beyond the Philippines, a 2025 Sri Lankan study revealed that maintaining social
connections during the COVID-19 pandemic helped reduce psychological strain (Arxiv, 2025).
Workplace and Adult Relationships
A 2023 study in India found that workplace interpersonal relationships and emotional coping strategies mediated
the link between emotional intelligence and overall wellness, emphasizing the protective role of supportive
bonds in adulthood (ResearchGate, 2023).
Digital Behavior and Youth Mental Health
Modern studies show that interpersonal relationships also affect digital habits. A 2025 investigation found that
students with stronger social connections were less vulnerable to loneliness and smartphone dependency,
illustrating how offline relationships help regulate online behaviors (Frontiers in Psychiatry, 2025).
Resilience and Cultural Traits
Finally, resilience has been identified as a key protective factor. A cross-cultural study in the Philippines and the
United States showed that grit, defined as perseverance and passion for long-term goals, was positively
associated with psychological well-being and negatively associated with mental distress (ResearchGate, 2021).
METHODOLOGY
This chapter presents the research design and the procedures used in the conduct of the study. It also includes
the locale of the study, the respondents, the sampling procedure, the research instrument, the data gathering
procedure, the ethical considerations, and the statistical treatment employed.
Research Design
This study will use a quantitative correlational research design to analyze the connection between interpersonal
relationships and the mental health of learners. This design is appropriate because it helps the researcher find out
if there is a relationship between the factors of interpersonal relationships—peer support, class cohesion, conflict
resolution, and emotional support, and the mental health of the respondents. It is also useful in checking if
demographic factors such as age, gender, and socioeconomic status affect this relationship.
Locale of the Study
Figure 1. Map of Iligan City National High School
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This research will be conducted at Iligan City National High School (ICNHS). The school has a diverse student
population in terms of age, gender, and socioeconomic status, which is directly aligned with the study’s focus
on demographic factors influencing mental health. ICNHS offers various strands under the Senior High School
program, such as Academic, TVL, and Sports, which creates opportunities for students to build different types
of interpersonal relationships. These interactions make the school an ideal setting to explore how communication
patterns, physical and emotional support, and conflict management affect mental health. The school also has an
active Guidance and Counseling Office that addresses students’ psychological and emotional concerns. This
shows the school’s recognition of the importance of student mental health, making it a suitable environment for
analyzing the connection between interpersonal relationships and mental well-being.In addition, ICNHS is
known for its large campus and student-centered activities that encourage collaboration, peer bonding, and
teamwork. These features provide meaningful contexts for observing how interpersonal relationships are formed
and managed among senior high school students
Participants / Respondents
There will be a total of 55 respondents of this study who will be senior high school students who are enrolled at
Iligan City National High School during the School Year 2025–2026.
They were chosen because they are within the developmental stage of adolescence and young adulthood, where
interpersonal relationships and mental health are considered most significant.
The profile of the respondents will include age (16-20), gender, and socioeconomic status, which will be
considered in analyzing how interpersonal relationships are connected to students’ mental well-being.
Sampling Procedure
A simple random sampling method will be employed to select participants who are willing participants to the
presented questionnaire. This approach is chosen due to its involvement in selecting participants
indiscriminately, ensuring no selection bias will not take place in the research. The study will include willing
groups of students from all around Iligan City National Highschool, representing themselves as one individual
instead of a group in order to capture a broader range of perspectives and understandings. The target is to include
at least 55 willing participants from all around ICNHS, thus enhancing the validity and complexity of the findings
within the standards of the study.
Data Gathering
The data for this study will be gathered using a structured questionnaire that focuses on the connection between
interpersonal relationships and mental health among students. The following steps will be followed:
Preparation of the Instrument
The researcher will prepare a questionnaire titled “Interpersonal Relationships and Mental Health Among Senior
High School Learners.” This questionnaire includes sections on demographic information, interpersonal
relationship factors, mental health status, demographic moderating influences, and perceived strategies or
interventions.
Securing Permission
Prior to data collection, permission will be sought from the respective class presidents and advisers, school
authorities or institution administrators to conduct the study and administer the questionnaire among students.
Informed Consent and Confidentiality
Participation will be voluntary. Respondents will be informed about the purpose of the research, the
confidentiality of their responses, and their right to withdraw at any time without any penalty.
Pilot Testing
The questionnaire will be pilot-tested with a small group of learners to ensure clarity, relevance, and reliability
of the questions. Any necessary adjustments will be made based on the pilot test results.
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Distribution of the Questionnaire
Upon approval, the researcher, with the assistance of school staff if needed, will distribute the questionnaires to
the voluntary respondents during scheduled school sessions. The respondents will be provided instructions on
how to complete the questionnaire and assured of confidentiality.
Completion and Collection
Respondents will be given adequate time (approximately 10-20 minutes) to complete the questionnaire. Once
the respondent is finished, the researcher or an assigned school personnel will collect all completed
questionnaires promptly to avoid data loss.
Data Handling and Storage
Collected questionnaires will be reviewed for completeness and accuracy. All data will be securely stored, with
access limited to the researcher to ensure privacy and confidentiality.
Instrument Used
The instrument utilized for this study titled “Interpersonal Relationships and Mental Health Among Senior High
School Learners“ was a structured questionnaire divided into seven key sections designed to comprehensively
assess the influence of interpersonal relationships on the mental health of senior high school learners. Each
section used a standardized 5-point Likert scale (Strongly Disagree to Strongly Agree) for items assessing
interpersonal relationship constructs and mental health dimensions.
Section 1: Demographic Information
This section gathered essential participant background data, including age, gender, and socioeconomic status
(parental income). These variables were included to explore their potential moderating effects on the relationship
between interpersonal relationships and mental health outcomes.
Section 2: Physical Support
This section assessed the degree of physical support perceived by the students from their families and friends.
Statements were designed to measure the availability and effectiveness of such support in helping students cope
with emotional distress and stressful situations.
Section 3: Emotional Support
This section assesses the degree of emotional support perceived by the students from their families and friends.
Statements were designed to measure the availability and effectiveness of such support in providing comfort,
understanding, and reassurance during times of emotional distress and challenges.
Section 4: Communication Patterns
Focusing on students’ communication experiences, this section measured the openness, understanding, and
comfort level students have when expressing thoughts and emotions within their interpersonal relationships.
Effective communication was viewed as a vital component influencing mental health.
Section 5: Conflict Management
This section evaluated how students handle conflicts in their relationships, including their communication
approaches to prevent or resolve disputes as well as the perceived emotional impact of such conflicts on their
mental well-being.
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Section 6: Psychological Well-being
Statements in this section were intended to capture students’ overall mental health status and the influence of
various interpersonal relationship factors (support, communication, conflict) on their psychological stability,
emotional resilience, and feelings of anxiety or sadness.
Section 7: Additional Open-Ended Question
An optional qualitative question allowed respondents to describe their perceptions of how demographic factors
such as age, gender, and socioeconomic status affect the support they receive and their mental health. This
section aimed to provide richer, explanatory data complementing the quantitative results.
This comprehensive and structured survey design supports the quantitative methodology of the study by enabling
systematic data collection and robust statistical analysis. It ensures that the results are objective, reliable, and
generalizable within the target population.
RESEARCH ETHICS
The researchers will respect the rights and dignity of all respondents throughout the study. Participation will be
voluntary, and no student will be forced or pressured to take part in the survey. Before answering, respondents
will be informed about the purpose of the study and how their data will be used. They will also have the right to
refuse or withdraw from the study at any time without any penalty.
All responses will be treated with strict confidentiality. The names of the respondents will not be written on the
questionnaires to protect their identities. Instead, codes will be used when tabulating the data to ensure
anonymity.
Statistical Treatment of The Data
This study used both descriptive and inferential statistics to analyze the data gathered from the respondents.
Descriptive statistics were applied to present the demographic profile and responses, while inferential statistics
were used to test significant differences and determine the relationship between variables.
1. Descriptive Statistics
Frequency and Percentage
Used to describe the demographic profile of the respondents in terms of age, gender, and educational level.
Where:
P = percentage
f = frequency
N = total number of respondents
To summarize categorical data such as age groups, gender, education, and strategies used.
b. Weighted Mean
Used to determine the level of interpersonal relationships and the level of mental health and wellbeing.
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Where:
f = frequency
x = weight of response
N = total number of responses
To calculate average scores on Likert-scale items (e.g., support, communication, mental health statements).
c. Standard Deviation
Measures variability/spread of responses, important to know how consistent or spread responses are
Why:
These provide a summary of the central tendency and dispersion of your data, helping to understand the overall
patterns and distributions of responses.
2. Inferential Statistics
a. t-Test
Compare mean effectiveness ratings between two demographic groups.
b. Correlation Coefficient
Used to measure the degree of relationship between the two main variables of the study (e.g., interpersonal
relationships and mental health).
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Compare mean scores between two groups (e.g., male vs. female, or those who have used counseling vs. those
who have not
0.00 – 0.19
Very Weak Almost no relationship between the variables
0.20 – 0.39
Weak Low relationship between the variables
0.40 – 0.59
Moderate Noticeable but not strong relationship
0.60 – 0.79
Strong High relationship between the variables
0.80 – 1.00
Very Strong Very high relationship, almost perfect correlation
Why: To assess if there are statistically significant differences in perceptions or outcomes by groups.
3. Thematic Data Analysis
Understand what respondents say in their own words about how demographics influence support/communication
and any other strategies they specify.
1. Extract text responses from open-ended questions.
2. Assign codes to meaningful segments.
3. Group codes into themes related to demographics and mental health strategies.
Presentation, Analysis, And Interpretation Of Data
This chapter provides the presentation of statistical data relative to the problems posited. The said data were
presented in tabular form in accordance with the specific questions posited on the statement of the problem.
Section 1: Demographic Information
TABLE 1 Age of Respondents
AGE
FREQUENCY
PERCENTAGE
RANK
Under 16
0
0%
4
16-17 Years Old
36
66.7%
1
18-19 Years Old
18
33.3%
2
20 and above
0
0%
3
TOTAL
54
100%
In this table most respondents (66.7%) are aged 16-17, typical of senior high school students, which is important
as different adolescent stages may influence how interpersonal relationships affect their mental health, followed
by 33.3% who are 18-19 years old. No respondents are under 16 or 20 and above.
TABLE 2 Gender of Respondents
GENDER
FREQUENCY
PERCENTAGE
RANK
Male
24
44.4%
2
Female
30
55.6%
1
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Prefer not say
0
0%
3
TOTAL
54
100%
Females represent 55.6% of respondents, while males represent 44.4%. No respondents chose “prefer not to
say.”. Gender differences matter because social interactions and mental health experiences can vary between
males and females in adolescence.
TABLE 3 Parental Income
PARENTAL INCOME
FREQUENCY
PERCENTAGE
RANK
Low
25
46.3%
2
Medium
28
51.9%
1
High
1
1.8%
3
TOTAL
54
100%
More than half of the respondents’ parents have a medium income (51.9%), followed by 46.3% with low income,
and only 1.8% with high income. Economic status can impact mental health and social relationships by affecting
stress levels and access to social resources.
SECTION 2: PHYSICAL SUPPORT
PIE CHART 1: My family and friends help me with tasks when I need assistance.
TABLE 4: My family and friends help me with tasks when I need assistance.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
My family and friends help me with
tasks when I need assistance.
1
3
28
20
3
This chart and table shows that a large portion of the respondents 50.9% answered neutral, while 36.4%%
responded in agreement. With the final two disagreeing and strongly agreeing being tied for 5.5% of the votes.
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Their responses imply that the amount of assistance loved ones seem to be helpful, the amount is believed to be
random, and infrequent.
PIE CHART 2: I feel that others are physically present to support me during difficult times.
TABLE 5: I feel that others are physically present to support me during difficult times.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I feel that others are physically present
to support me during difficult times.
3
11
23
17
1
This chart and table shows that a large portion of the respondents 41.8% answered neutral, while 30.9%
responded with agreement. 20% chose to disagree, with the 5.5% picking strongly disagree, and 1.8% choosing
to pick strongly agree. These responses imply that their choices are commonly varied in results with contrasting
beliefs and uncertainty being its highlight.
PIE CHART 3: I receive practical help from those close to me when I am stressed or overwhelmed.
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TABLE 6: I receive practical help from those close to me when I am stressed or overwhelmed.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I receive practical help from those
close to me when I am stressed or
overwhelmed.
2
5
29
14
5
This chart and table shows that a large portion of the respondents 52.7% answered neutral, while 25.5%
responded with agreement. 20% chose to disagree, and both teams strongly agree and disagree having 9.1%
votes respectively. The final group strongly disagrees, making up 3.6%. The results show a common occurrence
in experience yet offer varied results and uncertainty in one's belief of their benefit in their experiences.
SECTION 3: EMOTIONAL SUPPORT
PIE CHART 4: People close to me listen and understand my feelings.
TABLE 7: People close to me listen and understand my feelings.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
People close to me listen and
understand my feelings.
0
6
23
18
8
This chart and table shows that a large portion of the respondents 41.8% answered neutral, while 32.7%
responded with agreement. Only 14.5% indicated strongly agree, and the smallest respondents 10.9% answering
disagree. Their responses imply that
These traits of behaviors, although common in nature, are heavily consistent on individual circumstances, and
effect on motivation levels.
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PIE CHART 5: When I am upset, there is someone who offers me comfort.
TABLE 8: When I am upset, there is someone who offers me comfort.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
When I am upset, there is someone
who offers me comfort.
1
5
22
20
7
This chart and table shows that a large portion of the respondents 40% answered neutral, while 36.4% responded
with agreement. Only 12.7% indicated strongly agree, and the smallest respondents 9.1% answering disagree.
Their responses
Highlight the fact that although the traits of behaviors are commonly found, they are heavily consistent on
individual experiences, and the level of motivation
CHART 6: I feel emotionally supported by my family and friends.
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TABLE 9: I feel emotionally supported by my family and friends.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I feel emotionally supported by my
family and friends.
5
2
19
21
9
This chart and table shows that a large portion of the respondents 37.5% answered agree, while 33.9% responded
with neutral. 16.2% chose strongly agree, with the 8.9% picking strongly disagree, and 1.8% choosing to pick
disagree. These responses imply that the answers given are of varied and of positive degree.
SECTION 4: COMMUNICATION PATTERNS
CHART 7: I can openly express my thoughts and feelings to my friends.
TABLE 10: I can openly express my thoughts and feelings to my friends.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I feel emotionally supported by
my family and friends.
5
5
25
15
6
This chart and table shows that a large portion of the respondents 44.6% answered neutral, while 26.8%
responded with agreement. 10.7% chose strongly agree, with both 8.9% respondents respectively picking
strongly disagree and disagree. These responses, albeit common to be seen, are varied and uncertain in nature,
highlighted by the majority being neutral in their belief.
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CHART 8: My family listens to and understands me when I share my concerns.
TABLE 11: My family listens to and understands me when I share my concerns.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
My family listens to and understands
me when I share my concerns.
6
13
23
9
4
This chart and table shows that a large portion of the respondents 41.8% answered neutral, while 23.6%
responded with disagreement. 16.4% chose to agree, while 10.9% respondents strongly disagreed, and lastly,
7.3% strongly agreed. These responses highlight the major doubt between the trust and understanding between
parent and child in regards to mental health.
CHART 9: I feel comfortable talking about my emotions with others.
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TABLE 12: I feel comfortable talking about my emotions with others.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I feel comfortable talking about
my emotions with others.
5
12
20
17
2
This chart and table shows that a large portion of the respondents 35.7% answered neutral, while 30.4%
responded with agreement. 21.4% chose to disagree, while 8.9% respondents strongly disagreed, and lastly 3.6%
chose strongly to agree. Their responses imply that despite the commonality that these habits and behaviors
exhibit, it depends heavily on a person's varied belief, personality and mental state for them to express to others
their feelings the same.
SECTION 5: CONFLICT MANAGEMENT
CHART 10: I avoid conflicts by communicating effectively.
TABLE 13: I avoid conflicts by communicating effectively.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
I avoid conflicts by
communicating effectively.
0
6
17
26
7
This chart and table shows that the majority of the respondents 46.4% answered with agreement, while 30.4%
responded with neutral. Only 14.5% indicated strongly agree, and the smallest respondents 10.7% answering
disagree. These responses show the belief in independent problem solving through communication or action.
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CHART 11: When conflicts arise, I try to calmly find a solution.
TABLE 14: When conflicts arise, I try to calmly find a solution.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
When conflicts arise, I try to
calmly find a solution.
2
3
14
31
6
This chart and table shows that the largest portion of the respondents 55.4% answered agree, while 25%
responded with neutral. 10.7% chose to strongly agree, while 5.4% of respondents chose to disagree, and lastly
3.5% chose strongly disagree. Their responses imply that despite the commonality that these habits and
behaviors exhibit, it depends heavily on a person's belief, personality and mental state for them to assess their
situation in varied ways .
CHART 12: Conflicts with friends or family affect my mental well-being.
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TABLE 15: Conflicts with friends or family affect my mental well-being.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
Conflicts with friends or family
affect my mental well-being.
0
3
17
25
11
This chart and table shows that the majority of the respondents 44.6% answered with agreement, while 30.4%
responded with neutral. 19.6% indicated strongly agree, and the smallest respondents 5.4% answering disagree.
These responses highlight the commonality of such events and how it can negatively affect others as they
develop.
SECTION 6: PSYCHOLOGICAL WELL-BEING
CHART 13: Positive relationships with others contribute to my mental well-being.
TABLE 16: Positive relationships with others contribute to my mental well-being.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
Positive relationships with others
contribute to my mental well-being.
0
2
15
27
12
This chart and table shows that the largest portion of the respondents 37% answered with agreement, while
32.6% responded with neutral. 26.1% indicated strongly agree, and the smallest respondents 4.3% answering
disagree. Their responses displays the need for communication and companionship to stimulate growth in one's
wellbeing
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CHART 14: Poor communication or unresolved conflicts negatively affect my mental health.
TABLE 17: Poor communication or unresolved conflicts negatively affect my mental health.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
Poor communication or unresolved
conflicts negatively affect my mental
health.
1
6
14
22
13
This chart and table shows that the majority of the respondents 39.3% answered with agreement, while 25%
responded with neutral. 23.2% indicated strongly agree, 10.7% chose to disagree and the smallest respondents
1.8% answered strongly disagree. The responses show the frequency in occurrence and its effects on those it
includes, especially in youth.
CHART 15: Receiving physical and emotional support helps reduce my feelings of anxiety or sadness.
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TABLE 18: Receiving physical and emotional support helps reduce my feelings of anxiety or sadness.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
Receiving physical and emotional
support helps reduce my feelings of
anxiety or sadness.
1
2
8
30
15
This chart and table shows that the largest batch of respondents 53.6% answered with agreement, while 26.8%
responded with neutral. 14.3% indicated strongly agree, 3.6% chose to disagree and the smallest respondents
1.7% answered strongly disagree. Their responses highlight the effects and exposure to these habits massively
contributes to the mental wellbeing of others.
CHART 16: Overall, I consider myself emotionally stable and mentally healthy.
TABLE 19: Overall, I consider myself emotionally stable and mentally healthy.
QUESTION
STRONGLY
DISAGREE
DISAGREE
NEUTRAL
AGREE
STRONGLY
AGREE
Overall, I consider myself emotionally
stable and mentally healthy.
6
4
19
18
8
This chart and table shows that the majority of respondents 34.5% answered with neutral, while 32.7% responded
with agreement. 14.5% indicated strongly agree, 10.9% strongly disagree and the smallest respondents 7.3%
answered disagree. These responses imply that despite overall stable physical functionality, the mental
functionality can come off as varied from person to person whether negative or positive.
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SECTION 7: OPEN-ENDED QUESTIONS
TABLE 20: In your opinion, how do your age, gender, or socioeconomic background influence the support you
receive and your mental health?
STATEMENT
TRANSLATION
THEME
Q: In your opinion, how do your age, gender, or
socioeconomic background influence the support
you receive and your mental health?
P1: I think my age, gender, and background affect
how people see and support me. Sometimes, people
expect me to be strong or independent, so I don’t
always get the help I need. But my background also
taught me to be resilient, which helps me handle
stress and protect my mental health.
Age-related Expectations and
Pressure
P2: In my opinion my age now is turning 18 next
year and it i fluence my mental health through
knowing that I am older and I should probably
handling those kind of stuffs that hit directly to my
mental health and I know that only myself will help
me to get through of that mental health issues.
Age-related Expectations and
Pressure
P3: My age has always felt like a barrier that
separates me from others. I am always seen as the
older one. People tend to expect maturity, calmness,
and wisdom from me— even in situations where I'm
still figuring things out myself. As for gender,
societal norms and gender stereotypes might affect
how we express emotions or seek help. I'm not really
sure how my gender affects the support I receive, but
I know for sure it might influence how open I am
about my emotions. And socioeconomic
background, I don't always notice its effects— but I
know it shapes the kind of opportunities and support
I get.
Age-related Expectations and
Pressure
P4: I think my age, gender, and background really
affect the support I get and my mental health. At this
age, people expect me to be mature, but I still need
understanding and guidance. Being a girl sometimes
means facing pressure to act or look a certain way,
which can affect my confidence. Also, my family’s
situation influences how much support I receive,
when things are hard, it can be stressful and impact
my mental well-being.
Age-related Expectations and
Pressure
P5: As an 18 year old male, my age and gender affect
how people support me and my mental health. Some
people expect me to be strong and not show
emotions, so I don’t always get the support I need.
Being young, others sometimes think my problems
aren’t serious, which can make it harder to talk about
how I feel.
Age-related Expectations and
Pressure
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P6: As a 17-year-old female, I feel that the support I
receive is limited. At this age, I’m expected to be
mature and responsible, but sometimes people forget
that I’m still learning and growing. There’s a lot of
pressure placed on me from school, family, and
society which can affect my mental health. Being
open-minded helps, but it’s still overwhelming to
handle so many responsibilities at once. It feels like
a lot is put on my plate, and not enough support is
offered to help me manage it.
Age-related Expectations and
Pressure
P7: i think my age, gender, and socio background
affect how much support i get and howihandle my
mental health. as a teen, i sometimes feel
misunderstood by adults, but having a supportive
family and friends helps me cope better.
Age-related Expectations and
Pressure
The responses highlight age-related expectations. Respondents shared how their age creates certain expectations
and pressures that affect their mental health. Students often feel that being a certain age means they have to be
mature, responsible, and strong even when they are still learning to cope with life's challenges. For example, one
respondent said, "My age has always felt like a barrier that separates me from others.
TABLE 21: In your opinion, how do your age, gender, or socioeconomic background influence the support you
receive and your mental health?
STATEMENT
TRANSLATION
THEME
Q: In your opinion, how do your age, gender, or
socioeconomic background influence the support you
receive and your mental health?
P8: As an 18 year old male, my age and gender affect
how people support me and my mental health. Some
people expect me to be strong and not show emotions,
so I don’t always get the support I need. Being young,
others sometimes think my problems aren’t serious,
which can make it harder to talk about how I feel.
Gender Norms Affecting
Emotional Expression
P9: Gender expectations affect mental health a lot, men
are often told not to show emotion, while women are
sometimes labeled as “too emotional.” Either way, both
can feel misunderstood and unsupported.
Gender Norms Affecting
Emotional Expression
P10: I think age gender, and socioeconomic background
really affect the support people get and their mental
health. For example, young people aren’t always taken
seriously, men might feel pressured to hide their
feelings, and those with fewer resources often struggle
to get proper help. These factors can really shape how
someone deals with stress and whether they reach out
for support.
Gender Norms Affecting
Emotional Expression
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P11: When it comes to my age, 17 im still figuring
things out. With gender it really depends on how people
see me, some expect me to act or feel certain ways,
which can mess with my mental health if I don’t fit into
those ideas
Gender Norms Affecting
Emotional Expression
P12: I think my age, gender, and family background
affect the kind of support I receive and my mental
health. As a student, being young means I still depend
on my family and friends for emotional help. My gender
can also influence how people treat me or expect me to
act.
Gender Norms Affecting
Emotional Expression
Respondents shared that gender expectations influence how emotions are shown and the kind of support they
get. For example, boys often feel pressured to stay strong and hide their feelings, while girls are sometimes seen
as "too emotional." These ideas come from society’s ideas about how boys and girls should act, which can make
it hard for both to express what they truly feel. These gender roles affect mental health because if people don’t
express their emotions freely, they may not get the support they need.
TABLE 22: In your opinion, how do your age, gender, or socioeconomic background influence the support you
receive and your mental health?
STATEMENT
TRANSLATION
THEME
Q: In your opinion, how do your age, gender, or
socioeconomic background influence the support you
receive and your mental health?
P13: Honestly, being a 17yrs old girl from a low income
background makes getting support for my mental health a
real struggle. People often don't take my problems
seriously because of my age, and as a woman, I feel like I
need to be strong and not burden others. But the biggest
thing is definitely the money. My family is always stressed
about bills, so I feel guilty asking for help.
Socioeconomic
Status
P14: To me, nothing affects my health more than money
problems do, as most of my problems all circle back to
financials in the end
Socioeconomic
Status
P15: malaki ang effect ng age, gender, at social status sa
mental health, minsan hindi sineseryoso yung
nararamdaman ko, at ang hirap mag-reach out lalo na kung
kulang sa support at pera
Age, gender and social status
have a big effect on mental
health, sometimes my feelings
are not taken seriously, and it is
hard to reach out especially
when I am short on money.
Socioeconomic
Status
These responses highlight how poverty and lack of resources increase stress and limit access to help, which can
worsen mental health.“Being a 17-year-old girl from a low income background makes getting support a real
struggle,”.
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TABLE 23: In your opinion, how do your age, gender, or socioeconomic background influence the support you
receive and your mental health?
STATEMENT
TRANSLATION
THEME
Q: In your opinion, how do your age, gender, or
socioeconomic background influence the support you
receive and your mental health?
P17: from the support that i received from the people that
i know and to my mental health is alright i dont have that
many conflicts since i avoid them even though i am a high
tempered person and since im a teenager im still trying to
learn things on how to have composure and physical and
mental well-being throughout my entire life
Personal Resilience and Coping
P18: It really affects my mental health by these factors,
due to this reasons, yet i still considered it as a maybe it
is part of growing up. As a independent person it is not
really influence the socioeconomic in my life, gender,
and age it is because i live my life with a fullfilled
purpose.
Personal Resilience and Coping
Some people said they are strong enough to handle problems even if others don’t support them. They believe
their own strength helps them get through tough times and keep their mental health okay. Overall, some students
believe their own ability to cope is crucial in maintaining good mental health, even when external support is
limited.
TABLE 24: Distribution of the Key Theme: Age-related Expectations and Pressure
Theme
Frequency
Percentage
Age-related Expectations and Pressure
7
41.2%
This theme has the highest frequency and percentage, indicating that age-related expectations and pressure are
the most commonly experienced or mentioned issue among participants. It suggests that individuals may feel
pressured by society, family, or peers to meet certain milestones or achievements at a particular age (e.g.,
completing education, finding a job, or starting a family). This finding highlights how societal norms regarding
age can significantly influence people’s emotions, decisions, and self-perception.
TABLE 25: Distribution of the Key Theme: Gender Norms Affecting Emotional Expression and Support
Theme
Frequency
Percentage
Gender Norms Affecting Emotional Expression and Support
5
29.4%
This table shows that nearly one-third of the participants experienced the impact of gender norms on how they
express emotions and seek support. It implies that cultural expectations about masculinity or femininity may
limit individuals’ ability to express vulnerability or ask for help. For instance, men may feel pressured to suppress
emotions, while women may be expected to display empathy and emotional openness. This highlights the
ongoing influence of gender stereotypes on emotional well-being and interpersonal relationships.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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TABLE 26: Distribution of the Key Theme: Socioeconomic Status
Theme
Frequency
Percentage
Socioeconomic Status
3
17.6%
Well, although less frequently mentioned socioeconomic status shows that a smaller but notable portion of
participants identified financial or class-related issues as affecting their experiences. This could relate to
differences in access to education, healthcare, or emotional support depending on one’s economic background.
The data suggests that while not the dominant theme, economic inequality still plays a significant role in shaping
individuals’ stress, opportunities, and coping capacity.
TABLE 27: Distribution of the Key Theme: Personal Resilience and Coping
Theme
Frequency
Percentage
Personal Resilience and Coping
2
11.8%
This subject has the lowest frequency, indicating that fewer participants explicitly discussed personal resilience
and coping mechanisms. However, its inclusion suggests that despite pressures and challenges from age, gender
norms, or socioeconomic factors, some individuals demonstrate the ability to adapt, stay positive, and manage
difficulties effectively. This theme adds a hopeful and strength-based dimension to the findings, showing that
personal resilience still emerges amid external pressures.
SUMMARY, CONCLUSION, RECOMMENDATIONS
Summary
This study, titled “An Analysis of the Connection Between Interpersonal Relationships and Mental Health of
Senior High School Students at Iligan City National High School” aimed to analyze the connection between
interpersonal relationships and the mental health of senior high school students. The research focused on how
physical and emotional support, communication patterns, and conflict management can either positively and
negatively affect relationships with family, friends, classmates, and teachers can affect students’ emotional well-
being and mental state.
The findings showed that students who have strong and supportive relationships tend to feel happier, more
confident, and less stressed. In contrast, those who experience conflicts, lack of communication, or isolation
often show signs of anxiety, sadness, or low self-esteem. The study also revealed that peer relationships play a
big role in shaping students’ mental health since they spend most of their time with classmates and friends in
school.
Conclusion
The results of this study show that interpersonal relationships have an important effect on the mental health of
senior high school students. When students experience positive relationships filled with love, physical and
emotional support, trust, clear communication patterns, and effective conflict management, they tend to feel
more emotionally stable and motivated in their daily lives. These healthy interactions create a supportive
environment that helps them cope with challenges. On the other hand, students who have poor relationships or
face communication problems and unresolved conflicts often experience higher levels of stress, loneliness, and
other mental health difficulties. This highlights how crucial good interpersonal connections are for the overall
well-being of high school learners.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Recommendations
Based on the conclusion of the study, the following recommendations can be made;
1.For Students:
Maintain open communication and healthy friendships. Avoid toxic relationships and seek help from friends,
teachers, or counselors when feeling emotionally down.
2.For Teachers:
Create a supportive and understanding classroom environment. Encourage teamwork, kindness, and respect
among students to help them develop positive connections.
3.For Parents:
Spend quality time with your children and listen to their concerns. Emotional support from family is important
for a student’s mental health.
4.For Schools:
Implement programs or seminars about mental health awareness and relationship-building skills to help students
manage stress and emotions properly.
5.For Future Researchers:
Conduct further studies using larger samples or include other factors such as social media influence or family
background to understand more about the relationship between mental health and interpersonal connections.
ACKNOWLEDGMENT
The researchers would like to express their heartfelt gratitude to everyone who made this study possible:
1. To our research adviser Ma'am Joan A. Enad, who patiently guided us with valuable insights, corrections,
and encouragement that helped us improve our work. Your time and effort have been truly appreciated.
2. To the Iligan City National High School for allowing us to conduct this study and providing access to
their students.
3. We also give special thanks to our respondents, the Senior High School student, for their willingness and
time to participate in this research. Your honest answers and cooperation were vital to the success of our
study.
4. To our parents and families, we are deeply grateful for your unconditional love, patience, and support.
Your encouragement and understanding motivated us to keep going, even through challenges.
5. Lastly, to our classmates and friends, thank you for your help, ideas, and teamwork that made this journey
both productive and memorable.
This research would not have been possible without the collective support of all who believed in us. Thank you
so much!
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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