Investigating social influence: exploring the impact of interpersonal dynamics on behavior among Grade 12 students of Olivarez College absenteeism and tardiness./ John Lloyd S. Aquino, Nerlinda D. Babida, Dianne Katrine J. Cruz, Camille Z. Eledia, & Eistephen Ace F. Fabroa

By: Contributor(s): Material type: TextPublication details: Parañaque City: Olivarez College, 2024.Subject(s): DDC classification:
  • T 150 2024 0130
Dissertation note: Undergraduate thesis. Summary: This study examines the impact of interpersonal dynamics on absenteeism and tardiness among Grade 12 students in Olivarez College. Utilizing an explanatory sequential mixed-methods design, the research began with an intervention program followed by interviews to explore student experiences and perceptions. Findings reveal a significant influence of peer relationships on attendance behaviors, aligning with SOcial Influence Theory. Themes, such as the role of friendship, illustrate how peer interactions contribute to school-avoidant behaviors. The study challenges existing educational models by demonstrating that traditional disciplinary approaches may be less effective without considering these social dynamics. It suggests new frameworks for school psychologists and educators to incorporate peer relationship management into intervention strategies potentially enhancing student engagement and reducing absenteeism. This approach not only underscores the importance of interpersonal relations in education but also advocates for psychologically informed methodologies to address common school issues.
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Undergraduate thesis.

This study examines the impact of interpersonal dynamics on absenteeism and tardiness among Grade 12 students in Olivarez College. Utilizing an explanatory sequential mixed-methods design, the research began with an intervention program followed by interviews to explore student experiences and perceptions. Findings reveal a significant influence of peer relationships on attendance behaviors, aligning with SOcial Influence Theory. Themes, such as the role of friendship, illustrate how peer interactions contribute to school-avoidant behaviors. The study challenges existing educational models by demonstrating that traditional disciplinary approaches may be less effective without considering these social dynamics. It suggests new frameworks for school psychologists and educators to incorporate peer relationship management into intervention strategies potentially enhancing student engagement and reducing absenteeism. This approach not only underscores the importance of interpersonal relations in education but also advocates for psychologically informed methodologies to address common school issues.

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