NOTE 4

Giordano, Phelps, Manning, Longmore (2009) noted that in the adolescent period, "teenagers are really much becoming aware or "interested" about being involve in romantic relationships. They are very curious about what it feels like being in that certain romantic world. And if they will know more about it, some may consider it as really a part of growing up or somehow, this romantic relationship are important in their lives. However, most teenagers did not widened their horizons in that said relationship, like they did not consider the possibilities if they are going to engage in that certain situation - if that romantic relationships has to do with their academic performances, if this romantic relationship may or may not affect to their development as a student. But this hypothesis haven't been into in-depth research because researchers are looking on to the other angles that affects students academic performances like "parent and peer influences". They are also focusing on the other factors that affects academic performances that includes "family characteristics, social development, teacher's expectations" and the student's motivation as well, in regards to their academic performances  because the "tendency to overlook" the person that is involved in this kind of relationship may goes back to the past idea that this relationship are just "relatively" noticeable and that there is no need to examine this. They are not focusing to this romantic relationship-academic performances issue because they know that this romantic relationship are just merely existing in a short time to the teens life, unlike to the parent-peer influences that it can be considered as a lifetime influences that's why they hypothesize that this parent-peer relationship has a bigger factor in the academic development of a teenager.