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Research Paper Group 3

This research paper analyzes how pleasure-seeking behaviors affect the academic performance of senior high school students. A correlational research design was used along with questionnaires to gather data from 45 students. The results found a negligible correlation between pleasure-seeking behaviors and academic performance. This contradicts existing evidence and implies other factors may have influenced the results.

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0% found this document useful (0 votes)

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Research Paper Group 3

Uploaded by

Sophia Aliyah Miel Macabeo

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TRESTON INTERNATIONAL COLLEGE

SENIOR HIGH SCHOOL

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND

An Analysis of How Pleasure-Seeking Behaviors Affect the

Academic Performance of Senior High

School Students

A Research

Presented to the

Senior High School Faculty

Treston International College

In Partial Fulfillment

Of the Requirements in the course

Work Immersion – Capstone Research

Macabeo, Sophia Aliyah Miel E.

Cortes, Maureene Beatrice P.

Taba, Clariz Cassandra N.

Torres, Christal Joy O.

March 30, 2022

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND

Approval Sheet

This research paper entitled “An Analysis of How Pleasure-Seeking Behaviors Affect

the Academic Performance of Senior High School Students” by Sophia Aliyah Miel

Macabeo, Maureene Beatrice Cortes, Clariz Cassandra Taba, and Christal Joy Torres in partial

fulfillment of the requirements in Work Immersion – Capstone Research is hereby recommended

for approval and acceptance,

_________________________

Panelist

_________________________ _________________________

Panelist Panelist

_________________________ _________________________
ALEJANDRO DY SANDIE A. GONZALES
Research Adviser Grade 12 Coordinator

This research paper is accepted in partial fulfillment of the requirements for the Senior High
School Level.

_____________________________ ________________________________
KENNETH C. CASTILLO MARIA CAROLINA C. ABANIL
Officer-In-Charge Principal
Senior High School Senior High School

_____________________
Date

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
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Certificate of Originality

This is to certify that this research paper is my/our work and does not contain any

material previously published or written by another person nor material which to a

substantial extent has been accepted for the award of any in Treston International College,

and other educational institutions, except where due acknowledgment is made in the thesis.

Any contribution made to the research by others, with whom I/we have worked at Treston

International College or elsewhere, is explicitly acknowledged in the thesis.

MACABEO, SOPHIA ALIYAH MIEL E.

CORTES, MAUREENE BEATRICE P.
TABA, CLARIZ CASSANDRA N.
TORRES, CHRISTAL JOY O.
Researchers

_________________
Date

Attested by:

MR. ALEJANDRO DY
Adviser

________________
Date

First and foremost, the researchers would want to express gratitude and praises to God,

the Almighty Father. He who gave strength and patience throughout the completion of this study,

He who gave the blessings of knowledge and persistence to the researchers for this research to be

successful. This study and its overall output were made possible for all acknowledged herein.

Undoubtedly and meritoriously, the fellow researchers have done such so in different ways they

have found possible to set the foundations and finishing output of this study analysis. A genuine

pleasure to state that this study and its accomplishment were nothing without the guidance of our

former research adviser Mr. Gian Salazar, and current research adviser, Mr. Alejandro Dy, both

great educators who never gave up on teaching the researchers the proper way to view

‘Research’ in a different yet meaningful way, and in expression too of our great recognition for

the efforts well-done by our research validator Dr. Stephanie Badillo for instilling more than

enough knowledge unto us all throughout the process of creating and finishing the study of who

truly has one of the major roles of having accomplished so. And of course, this will not be

successful without the panels that shall make this study possible by lecturing the researchers with

facts and experiences, and sharing their perspectives and opinions. All said persons deserve the

researchers’ foremost recognition and acknowledgement. Hence, the Team of Four would like to

present all acts of salutations to others who have played a role, big or small, that has not been

aforementioned hereof for motivating us to continue further pursuing such study, from the

beginning, until now. Furthermore, an inspiration and motivation for the researchers to pursue

studying research, a project involving interactions and being able to build friendship and trust,

and an honor to be able to be trusted with such responsibility of achieving the tasks of this study.

Nowadays, people have become increasingly attracted to the feeling of pleasure due to various

available and easily accessible resources that satisfy that urge—reaching a point where it affects

their attitude towards other matters, such as studying compared to gaming, that may not provide

the same feeling. The present study aims to provide a better insight into the various physical and

psychological effects of pleasure-seeking behaviors that largely influence the academic

performance of senior high school students. To gather all necessary data, the researchers utilized

a Correlational research design along with Purposive sampling in the form of Likert-scale

questionnaires via Google Forms, conducted on 45 senior high school students. Results illustrate

that Pleasure-Seeking Behaviors have a negligible correlation with Academic Performance,

determined using Pearson’s Correlation Coefficient, wherein, the researcher establishes the

decision of accepting the null hypothesis and rejecting the alternative hypothesis which indicates

that there is in fact no significant relationship between the two variables. The findings contradict

the existing pieces of evidence on the relationship between pleasure-seeking behaviors and an

individual’s learning proficiency and motivation to perform; and how one affects the other,

implying that there may be other external and internal factors that affected the results, hence,

should be given further notice by other researchers.

Keywords: Pleasure, Pleasure-Seeking Behaviors, Academic Performance, Learning

Proficiency, Dopamine, Biopsychology, Neurotransmitters, Motivation

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND
Table of Contents
COVER PAGE ............................................................................................................................... i

APPROVAL SHEET ..................................................................................................................... ii

CERTIFICATE OF ORIGINALITY ............................................................................................ iii

ACKNOWLEDGMENT .............................................................................................................. iv

ABSTRACT ................................................................................................................................... v

TABLE OF CONTENTS ............................................................................................................. vi

LIST OF TABLES ...................................................................................................................... vii

LIST OF FIGURES .................................................................................................................... vii

LIST OF APPENDICES ........................................................................................................... viii

INTRODUCTION ....................................................................................................................... 1

MATERIALS AND METHODS ................................................................................................. 18

RESULTS ..................................................................................................................................... 24

DISCUSSION .............................................................................................................................. 34

CONCLUSION ............................................................................................................................ 38

RECOMMENDATION ................................................................................................................ 39

REFERENCES ............................................................................................................................ 41

APPENDICES ............................................................................................................................. 46

CURRICULUM VITAE ...........................................…....................…................…..........…..... 58

Table Title Page

1.1 Legend for Statements About How Pleasure-Seeking Behaviors Affect

the Academic Performance of Senior High School Students ……...…..… 34

1.2 Positive Effects of Pleasure-Seeking Behaviors on the Academic

Performance of Senior High School Students ...……………………...….. 34

1.3 Negative Effects of Pleasure-Seeking Behaviors on the Academic

Performance of Senior High School Students ...………………………..... 35

2.1 Correlation Coefficient Interpretation ...………………………..….... 40

2.2 Testing of Significance of Correlation Coefficient ...…………..…… 41

List of Figures

Figure Title Page

1. Demographic Profile of Respondents by Age ………………...…….. 32

2. Demographic Profile of Respondents by Academic Performance ….. 33

3. Types of Activities Senior High School Students Do as a Response to

Satisfy Their Pleasure-Seeking Behaviors ...…................................... 37

4. The Varying Amount of Time Senior High School Students Spend on

Leisurely Activities ...…...................................................................... 38

5. The Varying Amount of Time Senior High School Students Spend on

Their Academic-Related Tasks ...…..................................….............. 39

Appendix Title Page

A. Questionnaire ………………………………………………………. 55

B. Letter for Validation of Research Instrument ………………………. 58

C. Letter to the Participants …………………………………………… 60

D. Raw Data …………………………………………………………… 61

E. Statistical Calculations ……………………………………………... 65

In today’s generation, people have become increasingly attracted to the feeling of

pleasure; continuously finding and looking for ways to pursue the same feeling over and over

again. The desire of creating a similar experience that the individual has previously taken a liking

to is suddenly then reflected in their behavior and attitude, influencing their choices and bias

towards certain activities. Accordingly, on a biological basis, the brain chemical dopamine plays

a large role in these pleasure-seeking behaviors—being actively significant in the attitude of

students towards what they devote themselves to with an anticipation of a “reward”, in this case,

a pleasurable feeling. Other neurotransmitters, namely; oxytocin, serotonin, and endorphins have

a similar scope of effects. Henceforth, associating these specific brain chemicals, dopamine at

the forefront, with students’ drive to study and perform “well” academically—in contrast to their

tenacity to engage in tasks they associate with pleasure.

According to the article Pleasure by Katz (2016), collectively, pleasure is simply defined

as every type of feeling that effectively puts one in a positive state and makes one feel “good”, as

opposed to feeling “bad” such as being in a state of pain and suffering. Furthermore, pleasure is

perceived to be attractive wherein a single experience allows the succeeding similar experiences

to feel as nice as the previous one. Modern science also explains its relativity with motivation; on

the other hand, modern philosophers begin to acknowledge the feeling’s association with science

itself due to the progress on substances that are used for psychiatric purposes, hence stating how

“pleasure is a biological phenomenon.”

Epicurus, an ancient Greek philosopher, quotes "Nature has placed mankind under the

governance of two sovereign masters, pain and pleasure"—with motivation’s inclusion and

connection with this phenomenon, according to the article Pain or pleasure: What motivates

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you? by North (2012), 80-90% of the high performers (i.e., a person who exerts great effort in

reaching their goals) motivation is derived from the thought of acquiring their desires.

Additionally, 80% of the average person’s motivation is attributed to their prudence and 20% is

pursuing what they pine for; people’s drive towards achieving a goal increases more when they

want to avoid repeating the same distasteful experience they had in order to attain the ideal

experience they aspire for.

In accordance with Epicurus’ philosophy, an Austrian neurologist, Sigmund Freud coined

the term pleasure principle in his psychoanalysis theory of personality. Cherry (2020) states that

the pleasure principle is an individual’s inherent eagerness to seek pleasure and avoid pain in

order to satisfy their desires as opposed to an unfavorable feeling when these urges are not met.

Despite this instinctive force driving an individual’s motivation to increase for them to execute

an action, it also demands instant gratification, which may result in behaviors inappropriate at the

given moment. For instance, “If you followed the demands of the pleasure principles, you might

swipe your boss's water bottle off the table and take a big swig right in the middle of a business

meeting if you were thirsty.”

Moreover, in the article The Pleasure Principle: Connections between Reward and

Learning by Schaffhausen (2020), the desire of humans to keep seeking pleasure and engaging in

harmful behaviors to meet their need to obtain that “pleasurable feeling” is analyzed further.

Individuals often disregard the long-term consequences that come along with the harmful tasks

they associate with a good feeling that only lasts for a brief moment, resulting in larger problems

in the later moments. Addiction and obesity serve as a case in point of issues arising from

pleasure-seeking behaviors; starting from a small urge to one that is recurring to replicate the

same good feeling, pleasure, that had been experienced previously.

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Similarly, Christensen (2017) states how prevalent pleasure-seeking behaviors are in the

modern world due to the accustomization of individuals to various effortless ways to acquire

pleasure. Access to sources of pleasure such as technology for entertainment purposes (video

games, internet, etc.) and delectable foods and beverages have become comfortably available.

Hence, why everyone is prone to creating an environment for themselves to rely on such

behaviors they find enjoyable—people as such are dubbed “pleasure junkies”, as they willingly

engage in such pleasure-seeking behaviors repetitively. This can, however, result in negative

consequences on an individual’s biopsychological health if done excessively; addiction begins as

their decision-making behavior then becomes conditioned to be in favor of these short-term

pleasure-satisfying habits and disdainful towards long-term productive activities such as working

and studying.

To understand what the term biopsychology is in a deeper sense, in the book Psychology,

9th Edition by Myers (2009), the author succinctly stated that “Everything psychological is

simultaneously biological.” The saying refers to the fact that all thoughts, feelings, and behavior

have an intricate biological process behind them occurring in the human body. This research

distinctly anchors on this particular truth, studying students’ behaviors behind a scientific lens –

an effort that falls under the field of behavioral neuroscience, otherwise known as biopsychology.

Additionally, Schaffhausen (2020) continues to explain the biological process behind the

pleasure-seeking psychological phenomenon in order to gain a better insight into how it occurs in

the first place, particularly, by linking it with dopamine, a neurotransmitter in the brain.

According to the article What are neurotransmitters? by Berry (2019), neurotransmitters are

chemical messengers in the body that relay signals between neurons (information messengers)

and target cells (i.e. muscles, glands, and other neurons). They play a significant role in nearly

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every functioning of the body, managing automatic responses from breathing and heart rate to

learning and concentration levels. Furthermore, neurotransmitters have various psychological

functions such as fear, managing mood, pleasure, and joy along with their various physiological

functions altogether.

Amongst many of the types of neurotransmitters found and produced in the brain,

dopamine, in particular, is the one brain chemical that everyone seems to have knowledge about

and is widely referred to as a significant part of the “pleasure system” in the brain. Sheppard

(2021) explains that dopamine is commonly referred to as the “feel-good chemical” due to its

part in the pleasure and reward center of the brain that relies on certain behaviors that one

partakes in with the expectation of feeling good or anticipating a reward after completion.

Furthermore, many neurological, cognitive, and behavioral functions are directly influenced by

dopamine such as movement, reinforcement and reward, thoughts and emotions, arousal, and

modulation of certain hormones and glands.

In accordance with this, in the article How Does Dopamine Drive Our Behavior? by

Saeed (n.d), dopamine categorizes as a “happy chemical” along with similarly categorized brain

chemicals such as endorphin, oxytocin, and serotonin, that play an essential part in an

individual’s happiness. As dopamine affects everything from an individual’s thoughts to memory

and behavior, an imbalance or low levels of dopamine may have a direct negative impact on both

their physical and psychological health. To further illustrate, Sheppard (2021) describes that too

much or too little dopamine, or simply, “dopamine deficiency” may induce various struggles

such as feelings of restlessness and fatigue. Moreover, loss of balance, mood swings, low energy,

lack of motivation, low sex drive, brain fog, poor sleeping habits, depressive thoughts, and

anxiety may arise, hindering the ability of one to lead a ‘sufficient’ life; with the lack of

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dopamine production going as far as completely impeding even the body’s basic functionalities.

Extremely low levels of dopamine diminish one’s ability to engage and feel the excitement from

activities once enjoyed.

On the other hand, healthy levels of dopamine increase one’s drive to pursue and

participate in activities they receive a pleasurable feeling from. Motivation and productivity

heighten, focus and concentration improve, energy, and a high sex drive is maintained, altogether

making one feel more excited about life. In addition to that, Stahl (2021) states how when one

succeeds at achieving their desired results, a rush of dopamine swamps the brain, observably, in

creative tasks such as knitting, drawing, or writing—a stimulation of creativity happens.

Furthermore, Riters (2011) writes, anticipatory seeking behavior known as “motivation”

and “reward'' which is a feeling of joy for pleasure, are closely related; still distinct components

of behavior depend on different neurochemical modulators. If an action provides a reward, it is

more likely to be repeated, and if the reward is extensive, it reflects a high degree of motivation

thus having a vigorous pursuit of the reward even in the face of obstacles. Truly, dopamine is

known for its role in productivity, thus far, its specifications have been challenged.

To understand the brain chemical’s psychological function in a deeper sense, in What

does dopamine mean?, an article written by Berke (2018), explains how dopamine signals the

brain to measure whether it is worth expending time, attention, and energy on a certain activity.

In simple terms, this measuring system can be described either as weighing how much an act

helps with survival with examples including intercourse and eating—or simply when it feels like

an action leads to ‘pleasure’ like drug use. These characteristics explain why dopamine is

commonly associated with the brain’s “reward system.”

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For instance, the role of dopamine can be observed even in simple situations such as

picking which ice cream flavor to buy based on previous experiences that established one’s

preference towards what flavor would bring them better satisfaction. In this proposed theory,

when the aftermath diverges from one’s presumptions, the brain responds by releasing dopamine

in the attempt to assist the individual to minimize and adapt to such contrarieties. Relating the ice

cream scenario as a case in point, the contrariety is between the presumed quality of taste of the

ice cream and how the taste quality, in reality, turns out to be. That being said, the brain grows

accustomed to the flavor that is repeatedly selected by the individual and starts to anticipate the

desired reward along with the choice’s results (Bogacz, 2020).

Due to dopamine’s significance in the physical and psychological functioning of the

human body, it is one of the brain chemicals that can easily be influenced by a variety of internal

and external factors, resulting in either an increase or decrease in its levels. Commonly, a

naturally occurring context for this would be the engagement of an individual in various

activities such as daily or habitual ones.

Too much or too little dopamine affects the body in many ways, from physical diseases

and illnesses to more mental afflictions such as addiction, low moods, as well as the loss or gain

of motivation, pleasure, and satisfaction. According to Watson (2021), the following activities:

(1) eating foods high in tyrosine (the building block of dopamine) such as soy, poultry, dairy, and

fruit (2) Intake of drugs (3) leisurely activities like shopping and listening to music (4)

engagement in intercourse (5) immediately-rewarding and enjoyable low-energy tasks like

gaming and browsing through social media or the internet, etc., have been known to traditionally

increase dopamine levels. Moreover, in line with the previous statement’s implied commonality

of said activities, in the article Youth Activities and Hobbies: Before and During the Pandemic by

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YouthBeat (2021), data shows that in 2020, 10% of youths choose to go out to eat, 9% partook in

club or afterschool activities, 17% spent their time watching movies, 9% played sports, 24%

hung out with their friends, and 22% would read as a pleasurable activity.

Contributing to this observation, Goldstein (2019) also provides data on how teenagers

would usually prefer to spend their time. According to the conducted survey, besides 41% of

their time being consumed during their bedtime, 13% is spent on-screen, 6% is spent on other

leisure activities, 5% is dedicated to socializing, 5% is spent on eating, and the other collective

30% is used up on other daily activities such as work, errands, etc. Lastly, the survey conducted

by YPulse (2019), also revealed that individuals aged 13-25 seek pleasure and fun from activities

such as playing video games, watching television and movies, going out with friends, and lastly,

reading.

Moreover, Davidow (2012) reveals his gratitude to neuroscience, wherein people are

beginning to understand that achieving a goal or anticipating the reward of new content for

completing a task can excite certain parts of the brain, which releases the neurotransmitter

dopamine into the brain's pleasure centers. Behaviors experienced by individuals are perceived

as pleasurable, possibly resulting into uncontrollable and persistent behaviors such as the urge to

keep playing a game, gamble online, due to their obsession to keep seeking experiences that

allow for hedonic feelings.

The Medical University of Vienna released a 2016 article that further explains the

relationship between the mental phenomena of addiction and dopamine. It is stated that certain

actions lead to the unnatural production of too much dopamine, making people seek it frequently

in pursuit of the high levels that lead to the feeling of pleasure. This dopamine production may

turn excessive, releasing at ‘wrong’ times and signaling the brain to reward actions that may not

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benefit the body’s health. Such actions can include the unbridled consumption of junk food,

exorbitant shopping, too much screen time, and unrestrained gambling aside from the most

common causes of addiction—drug, tobacco, and alcohol abuse. Additionally, Linden (2011)

quotes "Understanding the biology of the pleasure system will help us better understand and treat

addiction” stating that it is important to remember that the human pleasure system is the

consequence of the combination of genetics, stress, and life experiences altogether.

With the same points made, Blum et al. (2012) concluded that the scientific

understanding of addiction and all its ramifications and the incorporation of these new

techniques and concepts into diagnosis, treatment, and most importantly prevention strategies

may ultimately lead to not only reduced relapse but importantly enhance the quality of life for

many (The Addictive Brain: All Roads Lead to Dopamine, 2012, p. 142). Pleasure-seeking

behaviors done by individuals lead to addiction. Nevertheless, these neurotransmitters,

specifically, dopamine as positive reinforcement could lead to the betterment of one’s quality of

life.

In accordance with the addictive tendencies gained from seeking too much dopamine, the

concept of detoxification is introduced. Detoxification is generally defined as the removal of

toxins from the body for the purpose of cleansing, Dopamine Detox: What Is It, How Do You Do

It And Does It Work?, an article written by Carver-Carter (2022), discusses the concept of its

application onto dopamine, coined as “dopamine detox”, what it is, what it does, and how it may

help overcome addiction. As the brain’s reward system develops and becomes programmed in a

certain way, it releases dopamine as a response to enjoyable activities. For instance, smoking at

the pub has become a normalized behavior for an individual, as a response, the brain then

anticipates the pleasurable feeling associated with the usage of cigarettes when they are in that

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same territory. Dopamine detox helps reduce this; it is a method in which time off from

pleasurable activities is encouraged in hopes of decreasing one’s reward sensitivity.

In a different article, Todd (2021) adds that the general concept behind dopamine detox is

for individuals to withhold their need for a pleasurable feeling, allowing themselves to feel the

lows away from their addictive tendencies. Furthermore, in the same article, Dr. Sepah [as cited

by Todd (2021)], lists six compulsive behaviors that dopamine detox may help diminish, such

are: (1) emotional eating (2) excessive internet usage and gaming (3) gambling and shopping (4)

porn and masturbation (5) thrill and novelty seeking (6) recreational drugs. By taking a certain

amount of time away from these dopamine-increasing activities (an unhealthy degree),

individuals allow themselves to stray independently from their dependence on dopamine

(addiction) and the euphoric feeling it gives.

However, it must be noted that the true intention of the natural production of dopamine is

to reward tasks that bring accomplishment—making dopamine crucial for creating a state of

motivation. According to Bromberg-Martin et al. (2010), dopamine release doesn't always have

to mean ‘liking’ or taking pleasure in an action or task but is important at ‘wanting’ something

enough to be motivated to achieve them. To expound, the simplified process for an event that

causes dopamine release can be seen as the following; “if cell A activates cell B, and cell B

causes a behavioral action which results in a reward, then dopamine would be released and the

A→B connection would be reinforced”.

A drop in dopamine is linked to low levels of enjoyment, essentially the lack of

immediate gratification or reward at the end of the task at hand. Activities like these include

cumbersome, repetitive, or technical practices the person finds draining like managing important

business, numbers, or studying for long periods of time. Emotional deficiencies like depression

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and anxiety play a part, as well as the decline or abrupt stop of incoming pleasure; like the fade

of a fireworks display, withdrawal from drugs, and time off from using technology (Castro,

2014).

To support the previous statement, in an experiment conducted by Bardgett et al. (2009),

rats were put in a T-shaped maze—with one side having a taller pile of food at the end compared

to the other. As expected, the animals veered towards the bigger reward. However, when the

researchers made the route more challenging by adding small walls they had to climb over, the

rats became more likely to go towards the smaller reward which had a normal route. A related

experiment also involving rodents further substantiates the point. As an addendum, in the

experiment by Nakazato (2005), the rats were trained to pull a lever for a food reward upon

hearing an auditory signal. Unlike the previous study, the one at hand is specifically studying

behavior relations to dopamine concentration. They observed that dopamine levels within a

5-month period were highest at week 7 when the animals were still steadily learning, and

subsided by week 13 when they significantly understood the process; proving repetition and

getting used to tasks results in less pleasure, thus producing less dopamine.

Moreover, in the study The Role of Dopamine in Learning, Memory, and Performance of

a Water Escape Task by Denenberg et al. (2004) [as cited in an article by Rollins (2021)],

dopamine levels were yet again tested with laboratory rats. In the conducted experiment,

dopamine was injected into the mice in order to objectively measure how significant its part is in

learning. Two groups of mice both suffering from dopamine deficiency were used: one group

was injected with dopamine whilst the other half was not. Both groups were then subjected to

performing decision-making tasks and the anticipated results appeared and were presented by the

mice’s attitude towards the tasks. The group of mice with good dopamine levels succeeded in

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learning the given tasks and in contrast, the dopamine-deprived group struggled and was barely

able to learn the given task.

Rollins (2018) concludes that the experiment successfully demonstrated how the lack of

dopamine produced during the process of learning prompts a decrease in motivation and

engagement towards the activity, resulting in a lower performance rate. Furthermore, the

association between memory and dopamine was also shown, hence, in this case, higher levels of

dopamine proved an increase in memory retention, allowing the healthy group of mice to

remember the actions needed to succeed at the given task.

In the concept of motivation in the context of learning, the article The Role of Dopamine

in Motivation and Learning written by Hamid et al., (2015) introduces how the anticipation of

obtaining a reward from a situation and how worthy it is, is perpetually indicated by dopamine

levels. This then allows people to have the ability to determine how much amount of work and

effort they should put in towards achieving a goal—termed “reward learning” within the brain

(i.e., an increase of dopamine when a person expects a reward); a great analogy for this would be

a dog drooling as a response to hearing a bell out of pure excitement, expecting a treat or what is

beyond the door. Moreover, it is also stated how dopamine acts as a learning indicator,

encouraging through positive feedback and peer recognition, the brain to pursue a predetermined

reward.

However much focused upon, as mentioned in the previous studies, it isn’t the only

neurochemical with major roles behind the behavioral processes being studied. Along with

dopamine, Breuning (2012) labels the neurotransmitters; endorphin, oxytocin, and serotonin as

“happy chemicals”. This is because they each have the ability to trigger different ‘good’ or

‘pleasant’ feelings, contributing to daily life as well as overall survival. Akin to other

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neurotransmitters, they carry out their functions by giving messages and signals to the brain

according to the situation, relying on earlier experiences to gather information on how to act

correctly. The importance of the following pleasure chemicals can be seen in an article by Hinton

& Schiller (2015), in which data gathered by Research School International from 435

elementary, middle, and high school students systematically proved the correlation between

happiness and academic performance as happier respondents had a higher-grade point average or

GPA.

Endorphin is the neurotransmitter responsible for the response to physical pain and is

commonly referred to as the "painkiller" brain chemical. Hertz (2020), states that while the

stimulation for endorphins such as exercising, eating spicy or sweet food, laughter, smelling

pleasant aromas, etc. are mostly similar to those of other happy chemicals – negative experiences

such as crying, stress, and sustaining injuries are also part of the many ways to generate it. There

are positive consequences for such stimulation, such as the "runner's high", in which a body feels

good and experiences 'euphoria' or intense elation after pushing it beyond capacity. However,

less-than-ideal issues may also occur. Since endorphins are still chemicals of pleasure, being

naturally released during negative situations can lead to dismissing the threat of various dangers

thus making people more prone to bad experiences. A parallel with academic situations like

procrastination and cramming, as well as joy after getting satisfactory scores can be observed.

Meanwhile, oxytocin is sometimes referred to as the "love chemical". This is because its

functions are usually related to social behaviors such as trust, recognition, bonding, empathy,

generosity, etc. It is also largely associated with parental roles such as childbirth, intercourse, and

breastfeeding. A few ways to increase oxytocin levels are by giving and receiving compliments,

displaying physical touch and affection, playing with pets, and more. Like dopamine, the way

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these chemicals work is heavily reward-seeking because social interactions rely on carrying out

actions that are assumed to have a good outcome. This can be illustrated in how oxytocin is

stimulated when seeing a pleasant expression on other people's faces (Auyeung, et al., 2013).

Lastly, there is the brain chemical – serotonin. Like its fellow neurotransmitters, it has

multiple pleasure functions ranging from stabilizing moods, developing memory, controlling

sleep, and regulating overall feelings of happiness. Similar to oxytocin, and dopamine, it gets

stimulated by reward-seeking behaviors like establishing the importance of success, social status,

and respect from peers, hence its significance in learning and motivation (Dayan et al., 2018).

As determined from the related works of literature used as the basis for this research,

“pleasure-seeking behaviors” and/or “reward-motivated behaviors” do extensively associate with

motivation, learning, and productivity, qualities that are significant to students’ academic

performance. The present research examines how the capacity and function of pleasure-seeking

behaviors affect students’ motivation and productivity, thereby significantly influencing their

ability to perform well academically. In this study, the researchers investigate the effects of

pleasure-seeking behaviors and their biological process, impacting the attitude of students toward

studying or academic affairs as an activity, in comparison with other tasks or hobbies they

choose to devote time to. Upon that, the researchers seek to gain further clarity on the correlation

between the two aforementioned variables through the following research questions:

1. What are the effects of pleasure-seeking behaviors on the academic performance of

senior high school students?

a. Positive Effects

b. Negative Effects

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2. What type of activities do senior high school students choose to participate in as a

response to satisfy their pleasure-seeking behaviors?

● Browsing through social media

● Eating hyper-palatable foods and beverages

● Listening and singing along to music

● Playing video games

● Reading (for pleasure)

● Shopping/Going out with friends

● Watching television or movies/series

3. Does the varying amount of time exerted in the aforementioned pleasure-seeking

activities have an effect on the student's academic performance?

A set of hypotheses is used by the researchers in order to predict the possible outcomes

for the stated research questions in the form of null and alternative claims:

The varying amount of time exerted in the aforementioned pleasure-seeking

activities has an effect on the student's academic performance

Ho = The varying amount of time exerted in the aforementioned pleasure-seeking

activities does not have an effect on the student's academic performance.

Ha = The varying amount of time exerted in the aforementioned pleasure-seeking

activities does have an effect on the student's academic performance.

The objective of this quantitative study is to identify the various physical and

psychological effects of “pleasure-seeking behaviors” and/or “reward-motivated behaviors” that

largely impact the academic performance of students in senior high school. Looking in the brain

to understand the pleasure phenomena biologically, dopamine, among the many

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neurotransmitters in the brain, stands out due to its recognizability as the “feel-good” and

“pleasure-seeking” chemical, thereby, being the main neurological culprit for the many choices

and preferences an individual makes in pursuit of pleasure. These traits are also then associated

with memory capacity, motivation, and productivity levels an individual may have towards

something factored by past experiences, leading to an anticipated outcome or feeling after the

completion of an action or activity; predicting whether they will feel rewarded, pleased, or

disappointed from such. Through this study, the researchers hope to provide information on the

influences pleasure-seeking behaviors display in learning proficiency and performance, as well

as to educate students and other individuals on how even the simplest of actions and decisions

made, can be modified in a certain way to achieve a better lifestyle leading to greater work and

learning performance.

The findings of this research shall be of benefit to psychologists and psychiatrists as

they may use this study as a basis for understanding how pleasure-seeking behaviors occur and

the role that brain chemicals such as serotonin, oxytocin, endorphins, and especially dopamine

play in the motivation and productivity of individuals in a deeper and wider sense—allowing

them to create a better connection between brain chemicals, other than the aforementioned ones,

with neuropsychological disorders such as addiction, affecting their general performance in the

way they feel or how they do with certain tasks.

In addition, this research may also be of aid to neuroscientists as it provides information

and insight about serotonin, oxytocin, endorphin, and especially dopamine, the known “happy

chemicals” of the brain, and their impact on the behavior and cognitive functioning of an

individual. With this, they may utilize such knowledge for scientifically examining and testing

the brain—further understanding the biological explanation behind human behavior involving

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their consciousness, thoughts, and emotional and physical responses. Neuroscientists may also

find a better linkage between the activity of the brain chemicals and how it is influenced

(changed in levels) by an individual’s motives or preferences, and vice versa.

Furthermore, educators and students can make use of this study to get a better grasp of

how motivation, determination, and productivity works in a deeper level and scientific manner,

applying it to the concept of studying. Subsequently, this gives them the idea of how and why

learning and working on school duties may be difficult for other individuals, allowing them to

combat this and provide a better way of succeeding in a more desirable performance and results.

With the knowledge of how seeking pleasure alters their levels of devotion, students learn how to

manage this behavior better and absorb how its effects may be good or unhealthy if not

controlled; relying on that pleasurable or “happy feeling” too often and avoiding what feels

boring. Lastly, educators may be encouraged to further focus on monitoring how certain tasks

that are given, affect their students and perceive how brain chemicals play a role in such in order

to mold a more “rewarding or pleasing” and engaging educational environment.

Lastly, future researchers may also benefit from this study as they may use it for

reference, support, or as evidence for their own study. Any future studies correlating

Pleasure-Seeking Behaviors with Academic Performance may use this study as a guide, on the

other hand, studies that go beyond the main brain chemicals used in the present study such as

dopamine, serotonin, oxytocin, and endorphins, may further use this study as a pillar to fulfill

their study’s objective.

This quantitative research is limited to pleasure-seeking or interchangeably,

reward-motivated behaviors only, particularly referring to behaviors that individuals engage in

with the intention of pursuing a reward, a pleasurable feeling, hence influencing the overall

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perception of an individual towards certain activities observed through their interest, dedication,

motivation, and productivity towards them. Additionally, it tackles the biological process

(biopsychology; a branch of behavioral neuroscience) behind these behaviors, involving

neurotransmitters such as endorphins, oxytocin, serotonin, ¾ of the “happy chemicals” that are

minorly discussed in the paper, and mainly, dopamine, as it is often referred to as the main

chemical of pleasure and reward. Accordingly, the study identifies both the positive and negative

sides of these behaviors in an individual’s physical and psychological functioning, entirely

affecting their attitude towards tasks that suit their preference or will give them that shot of

dopamine (e.g., listening to music, gaming, studying, eating hyper-palatable foods, etc.), and its

outcomes reflected on their academic performance. The researchers chose to examine and collect

information from the range of Grade 11-12 Senior High School students residing within the

National Capital Region (NCR) only. Having stated such, as the topic of biopsychology is

incredibly vast and complex—other classified behaviors and other types of neurotransmitters are

not discussed; and as such might not be enough to fully explore the significant roles and effects

that behaviors along with brain chemicals, altogether, play in the academic performance of

students. Future research should widen the selection process.

The present research study analyzes and discusses the effects of pleasure-seeking

behaviors on the academic performance of senior high school students, particularly by using its

influence on their perception and feelings towards studying based on the pleasure, interest, or

satisfaction (reward) they acquire from it in comparison to various other activities as the basis. In

order to gather results and identify the relationship between the two determined variables,

Pleasure-Seeking Behaviors and Academic Performance, the researchers used a Correlational

research design. Correlational research is a type of non-experimental research method that aims

to identify and establish a statistical relationship between two variables (Formplus Blog, 2020).

Through this, the researchers seek to provide apprehension and reveal the correlation between

Pleasure-Seeking Behaviors and Academic Performance, allowing them to determine whether

the correlation is strong or weak, or positive or negative by providing various features of one

variable that affect the other.

In accordance with its main objective, the demographic location of the participants is

taken into account of availability and substantiality, therefore, within the boundaries or

geographical area of the Metropolitan Area of Manila within the National Capital Region (NCR)

of the Republic of the Philippines. This promotes the convenience and practicality of the

research locale basis on attaining the target participants of the aforementioned study. As the

present study is being carried on during an ongoing pandemic, the research gathering process is

done online and virtually; allowing for easier collection of data due to the dismissed inclusion of

the participant’s locations. Furthermore, the research also takes into consideration the

convenience of attaining the target participants and their availability and accessibility to

participate in the study.

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To yield valid and accurate results, the researchers obtained an appropriate sample size of

45 participants with an apparent fulfillment of the following qualifications: (1) The participant

should be a student in the Grade 11 or 12 Senior High School level (2) The participant should

have enough academic records to be used as groundwork (3) By default standards, the participant

is expected to be in the 16 - 20 years old age group (4) The participant must be within the

boundaries or geographical area of the Metropolitan Area of Manila within the National Capital

Region (NCR) of the Republic of the Philippines.

In order to gather participants for the present study, the researchers utilized the Snowball

sampling method. The researchers particularly chose to use Snowball sampling as it is a

technique in which the participants are requested to acquire more participants that are willing to

take part in the study. The researchers selected at least 2 students from the senior high school

level, fulfilling the criteria of the individuals they wish to analyze, as the initial participants for

the present study, and were afterward asked for a referral to other potential participants in

accordance with the specific qualifications. Each of the participants should satisfy the criteria of

being a Grade 11 or 12 Senior High School student who should have enough academic records as

groundwork. Furthermore, there are no limitations with regards to their gender and location as it

does not particularly affect the results.

The instrument used to conduct this study is a researcher-structured questionnaire.

Specifically, a series of closed-ended questions are administered online. The questionnaires were

constructed based on the hypothetical framework which focuses on pleasure-seeking behaviors

playing a significant role in an individual’s motivation and drive, influencing the academic

performance of senior high school students. Additionally, for the data collection of the present

study, the researchers identified and selected the participants who qualify for this study. The

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researchers utilized Google Forms for its accessibility and convenience, to provide an online

survey for the participants to fill out in order to obtain the necessary data. Data gathering is made

possible through the internet, specifically, applications such as Gmail, Google Chats, Telegram,

Discord, and Messenger, taking the current online education setup into account and assisting

both the researchers and participants in the coordination of this study.

Prior to the data gathering process, a letter of consent shall be signed by the participants

as proof that they are willing to join and provide information for the study. The researchers

started the data gathering procedure by providing a set of closed-ended questionnaires online via

the utilization of Google Forms which demonstrates the necessary information to establish the

corresponding statistical relationship between Pleasure-Seeking Behaviors and Academic

Performance. Subsequently, classification of data is done to determine how certain

activities/behaviors derived from pleasure-seeking, influence the student’s academic

performance due to their changes in attitude towards studying in comparison to the

aforementioned activities. Lastly, careful analysis and study of the information gathered is

performed by the researchers in order to gain a better cognizance of how pleasure-seeking

behaviors affect the academic performance of senior high school students in a deeper and more

intricate sense through various data and evidence from the response of the participants.

Statistical Treatment of Data

To elicit accurate results, raw data collection is done through the set of questionnaires

composed in the form of Matrix Questions administered online. The responses gathered from the

participants are tabulated and interpreted to answer the particular statements of the problem. In

the present study, the researchers utilized the Likert Scale—a conventional research approach

frequently used to analyze the answers to a survey questionnaire and measure degrees of

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agreement/disagreement; specifically, a 4-Point Scale, commonly perceived as a “forced” Likert

Scale due to the absence of the “neutral” option, leaving the participants forced to concoct an

opinion allowing the researchers to acquire specific responses (Formplus Blog, 2019). In

accordance with such, the responses gathered from the questionnaire measure the level of

significance of pleasure-seeking behaviors in the academic performance of senior high school

students. Furthermore, the researchers employed the appropriate statistical tools such as the

Percentage, Weighted Mean, and T-test in the analysis of the data.

1. Percentage

This is used to calculate the frequency counts and percentage distribution of

personal-related variables of the participants.

𝐹
Formula: % = 𝑁
×100

% is the percentage

F is the Frequency

N is the total number of participants

100 is a constant value

2. Weighted Mean

This is used to ascertain the assessment of the participants with regard to their personal

profiles.

𝐹𝑥
Formula: 𝑋 = 𝑁

X is the weighted mean

F is the frequency

x is the weight of each item

In order to determine if there is a correlation between the independent and dependent

variables: Pleasure-Seeking Behaviors and Academic Performance, the researchers utilized

Pearson Correlation Coefficient—a type of correlation that is used to evaluate the level of

association between two variables measured on an interval scale (Statistics Solutions, 2021).

Afterward, the researchers perform a hypothesis test, “testing of significance” in order to reach a

conclusion on whether to reject or accept a claim that is based on the observed data.

1. Pearson Correlation Coefficient

This is used to identify the strength of the relationship between the two variables.

𝑁∑𝑥𝑦 − (∑𝑥)(∑𝑦)
Formula: 𝑟 =
2 2 2 2
[𝑁∑𝑥 − (∑𝑥) ][𝑁∑𝑦 − (∑𝑦) ]

r is the Pearson’s correlation coefficient

N is the number of samples

x is the first variable

y is the second variable

2. Testing of Significance (T-test)

This is utilized to find the T-value of the data that will be used to assess the degree of

association between the two variables.

𝑛−2
Formula: 𝑡 = 𝑟 2
1−𝑟

t is the T-value

r is the value of r

n is the number of participants

|t| > t-crit = accept the alternative hypothesis; reject the null hypothesis

|t| < t-crit = accept the null hypothesis; reject the alternative hypothesis

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Results

This chapter presents an analysis of the data and results gathered from the survey

questionnaires and their interpretation which was utilized for identifying the relationship

between Pleasure-Seeking Behaviors and Academic Performance. Additionally, the section

includes all the findings and statistics acquired.

Figure 1

Demographic Profile (Age)

Figure 1 shows the five (5) age groups who were included in this study: 16, 17, 18, 19,

and 20. Among the 45 Senior High School participants, 18 of them are 18-year-old students

(40%) in the senior high school level which belongs to the majority. On the other hand, there are

17 participants who are 17-year-old students (37.8%). Lastly, there are 6 participants belonging

to the 19-years-old age group (13.3%), 2 participants aged 16 years old (4.4%), and 2 other

participants aged 20 years old (4.4%) which all belong to the minority of the 45 participants who

qualified to participate in the study.

Figure 2

Figure 2 shows the variety of General Weighted Average (GWA) that students can

receive in their Senior High School years: 70-75, 75-80, 80-85, 85-90, 90-95, 95-100. The GWA

of 70-75 and 75-80 with a population count of 0% shall be excluded from the counting. On the

other hand, among 45 of the participants, 17 of them received a GWA of 90-95 (37.8%) in the

senior high school level which belongs to the majority. On the other hand, there are 14

participants who received a GWA of 95-100 (31.1%). Lastly, there are 10 participants who have

a GWA of 85-90 (22.2%) and 4 participants with a GWA of 80-85 (8.9%).

I. The Effects of Pleasure-Seeking Behaviors on the Academic Performance of Senior High

School Students

Table 1.1

Legend for Statements About How Pleasure-Seeking Behaviors Affect the Academic Performance

of Senior High School Students

Scale Range Verbal Interpretation

4.00 – 3.26 Strongly Agree (SA)

2.50 – 1.76 Disagree (D)

1.75 – 1.00 Strongly Disagree (SD)

The first part of the main research survey is composed of choices presented in a 4-point

Likert scale which is designated as: 4.0 – Strongly Agree; 3.25 – Agree (Affirming, whether the

question is related to the positive/negative effects of pleasure-seeking behaviors to the academic

performance of senior high school students); 2.5 – Disagree; and 1.75 – Strongly Disagree

(Denying, depending if the question is related to the positive/negative effects of pleasure-seeking

behaviors to the academic performance of senior high school students).

Table 1.2

Positive Effects of Pleasure-Seeking Behaviors on the Academic Performance of Senior High

School Students

Statement Mean Verbal Interpretation

1. Engaging in my hobbies
before proceeding with my
academics allows me to feel 3.18 A
more motivated to work on
them.

2. Receiving encouragement
from people around me helps
3.33 SA
me feel more motivated to
pursue my school tasks.

3. Expecting a reward makes

me gain motivation to start 3.49 SA
and finish a school task.

4. Working in an environment
that makes me feel happy
3.58 SA
allows me to perform better
in school.

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5. Following a productive
schedule is easier when I
3.33 SA
derive pleasure from school
tasks.

Total/Average 3.38 SA
Table 1.2 illustrates the evaluation of senior high school students pertaining to their views

on the positive effects of gaining pleasure from certain activities or simply, pleasure-seeking

behaviors, on their academic performance. This table displays a computed total average of 3.38

(SA) amongst the 45 participants who qualified for the main survey which determines that the

majority strongly agree that pleasure-seeking behaviors do provide a positive influence on the

academic performance of students in the senior high school level.

Table 1.3

Negative Effects of Pleasure-Seeking Behaviors on the Academic Performance of Senior High

School Students

Statement Mean Verbal Interpretation

1. I often get distracted from

my academics due to my
3.09 A
desire to do my hobbies
instead.

2. I tend to procrastinate on
my school work as I don’t
3.09 A
feel motivated enough to do
them.

3. I find it difficult to
concentrate on subjects I do 3.02 A
not feel interested in.

4. Being overly captivated by

3.07 A
other tasks and activities

5. Anticipating no reward
from my school performance
affects my dedication to 2.71 A
putting an effort into
improving it.

Total/Average 3.00 A
Table 1.3 presents the assessment of a senior high school student covering their

perception of the negative effects of gaining pleasure from certain activities or simply,

pleasure-seeking behaviors, on their academic performance. This table displays a computed total

average of 3.00 (A) amongst the 45 participants who qualified for the main survey which

determines that the majority agree that pleasure-seeking behaviors have negatively influenced

the academic performance of students in the senior high school level.

II. Type of activities that senior high school students choose to participate in as a response

to satisfy their pleasure-seeking behaviors

Figure 3

Types of Activities Senior High School Students Do as a Response to Satisfy Their

Pleasure-Seeking Behaviors

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Figure 3 illustrates a list of seven (7) activities that senior high school students choose to

participate in as a response to satisfy their pleasure-seeking behaviors: 1.) Browsing through

social media, 2.) Eating hyper-palatable foods and beverages, 3.) Listening and singing along to

music, 4.) Playing video games, 5.) Reading (for pleasure), 6.) Shopping/Going out with friends,

and 7.) Watching television and movies/series. The figure shows that “Listening and singing

along to music” is the most prevalent activity with 75.6% (34 out of 45) of the participants

finding it pleasurable to do. On the other hand, 64.4% (29 out of 45) for “Playing video games”,

62.2% (28 out of 45) for “Browsing through social media”, 60.0% (27 out of 45) for “Watching

television and movies/series”, 48.9% (22 out of 45) for “Shopping/Going out with friends”, and

37.8% (17 out of 45) for both “Eating hyper-palatable foods and beverages” and “Reading (for

pleasure)” of the participants were all accumulated for each of the aforementioned activities.

III. The Effects of the Varying Amount of Time Exerted in the Aforementioned

Pleasure-Seeking Activities on the Student's Academic Performance

The Varying Amount of Time Senior High School Students Spend on Leisurely Activities

Figure 4 illustrates that most senior high school students, 37.8% (17 out of 45), spend 2-4

hours on their leisurely activities. Furthermore, 28.9% (13 out of 45) of the participants choose to

spend more than 4 hours of their time on leisurely activities. On the other hand, the remaining

26.7% (12 out of 45) spend only around 1-2 hours and 6.7% (3 out of 45) prefer to exert only an

hour of their time on leisurely activities.

Figure 5

The Varying Amount of Time Senior High School Students Spend on Their Academic-Related

Tasks

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Figure 5 illustrates that most senior high school students, 31.1% (14 out of 45), spend 2-4

hours on their academic-related tasks. Similarly, 31.1% (14 out of 45) of the participants also

choose to spend 1-2 hours only. On the other hand, the remaining 24.4% (11 out of 45) spend

more than 4 hours and 13.3% (6 out of 45) prefer to spend only an hour of their time on

academic-related tasks.

Figure 6

Comparison Between Time Exerted on Leisurely Activities and Academic-Related Tasks

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Figure 6 shows a comparison between the amount of time the students choose to spend

on the two differentiated activities/tasks. 37.8% (17 out of 45) of the participants spend 2-4 hours

on their leisurely activities whilst only 31.1% (14 out of 45) of the participants spend the same

amount of time on their academic-related tasks; 28.9% (13 out of 45) students spend 4 hours+ of

their time on leisurely activities, on the other hand, only 24.4% (11 out of 45) of the students

spend more than 4 hours of their time on academic-related tasks.

Table 2.1

Correlation Coefficient Interpretation

Statement Value of R Interpretation

Relationship of
Pleasure-Seeking Behaviors
and Academic Performance -0.0401745206 Negligible Correlation
in Senior High School
Students

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Pearson’s Correlation Coefficient was utilized in order to determine the strength of the

relationship between the two variables. During the analysis, the computed Pearson (r) of the

variables resulted in the value of -0.0401745206. This is used to ascertain the size of the

correlation ranging from 0.00-1.0 (No Correlation - Very High Positive/Negative Correlation).

As shown in Table 2.1, according to the interpretation table, the Pearson (r) - -0.0401745206

means that there is a negligible correlation between the two variables.

Table 2.2

Testing of Significance of Correlation Coefficient

Statement R-Value T-Value T-Critical Interpretation

Relationship of
Pleasure-Seeking Accept
Behaviors and Ho = 𝜌 = 0
Academic -0.0401745206 -0.26343700492 2.021
Performance in Reject
Senior High Ha = 𝜌 ≠ 0
School Students
The Correlation Coefficient or Pearson (r) identifies how strong the relationship is

between the two variables, however, it is important to note that its authenticity is also influenced

by the number of observed data points in the sample. This allows for a hypothesis test “testing

the significance of the correlation coefficient” to be performed where the computations involve

the values of both Pearson (r) and the sample size n together (OpenStaxCollege, 2013). Table 2.2

illustrates that during analysis, the T-value resulted in -0.26343700492 determined from the test

statistic formula, which is then compared to the T-Critical value of 2.021 determined from the

intersection between the use of n = 45 - 2 and its corresponding two-tails value (0.05) in the table

of critical values. These computed values are then used by the researchers to decide whether to

accept or reject either the null hypothesis or the alternative hypothesis. In this case, since the

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T-Value is lower than the T-Critical, the researchers accepted the 𝐻𝑜: 𝜌 = 0 (null hypothesis) and

rejected the 𝐻𝑎: 𝜌 ≠ 0 (alternative hypothesis) which means that there is no significant

relationship between the two variables and that the correlation coefficient is not significantly

different from zero (0).

Summary

From the findings of the study, it was revealed that the qualified participants are

composed of mostly 18-year-old senior high school students, making up about 40% demographic

profile. Subsequently, their General Weighted Average (GWA) was acquired as part of their

profile in order to assess their academic performance. With the presented GWAs, 37.8% of the

participants received a GWA of 90-95 which has the second-highest set of grades from the given

options and shows a good academic standing amongst the participants.

Furthermore, the participants demonstrate both positive and negative influences that

pleasure-seeking behaviors have on their academic performance, and these are then further

illustrated through the following analysis by the researchers: Results show that in regards to

pleasure-seeking behaviors having positively affected the academic performance of senior high

school students, the participants generally settled on Strongly Agree with an average of 3.38 —

meaning that the effects of these pleasure-seeking behaviors prove to be greatly motivating and

beneficial to their approach towards academics. Correspondingly, in regards to the

pleasure-seeking behaviors having negatively affected their academic performance, the

participants also leaned on Agree with an average of 3.00 — referring to how these behaviors

that seek pleasure may encourage an apathetic attitude towards academic-related tasks, reflecting

on their performance; though, garnering a higher average, it is shown that its positive effects

prevail.

Additionally, out of all the leading pleasure-seeking activities performed by individuals

of the same age and occupation as the participants in the modern-day world, the most prevalent

choice of activity was “Listening and singing along to music”, picked by 75.6% of the

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participants as an activity that gives them a pleasurable feeling whilst the second one was

“Playing video games” with 66.7% of the participants finding it pleasurable — supported by the

study conducted by Watson (2021) that states individuals find listening to music and low-energy

tasks like gaming, incredibly pleasuring and have been traditionally known to increase

dopamine. On the other hand, the least favored activities with only 37.8% of the participants’

choice, were both “Eating hyper-palatable foods and beverages” and “Reading (for pleasure) —

which contradicts the data from YPulse (2019) which states that reading (for pleasure) is one of

the prevalent activities that individuals from ages 13-25 do in pursuit of a pleasurable feeling; as

“Reading (for pleasure)” is one of the least chosen pleasuring activities by senior high school

students.

Moreover, the study also revealed the difference between the time exerted on the

aforementioned leisurely activities and academic-related tasks by senior high school students —

which then determines which they prefer to dedicate their time to and consequently, receive more

pleasure from. Results display that 37.8% of the participants choose to dedicate 2-4 hours of

their time and 28.9% designate more than 4 hours of their time, continuously with no more than

30 minutes of break, to their leisurely activities/hobbies. On the contrary, 31.1% of the

participants choose to dedicate 2-4 hours of their time, continuously with more than 30 minutes

of break, to their academic-related tasks. Similarly, another 31.1% of the participants choose to

spend their 1-2 hours of time on their academic-related tasks. In comparison, more participants

prefer to spend a greater amount of time on their leisurely activities than the time they appoint on

their academic-related tasks — backed by Castro (2014)’s study, stating that a drop in an

individual’s dopamine levels is associated with lack of enjoyment towards their tasks at hand;

such tasks are more likely to be described as “cumbersome, repetitive, and technical.”

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The researchers performed Pearson’s –r Correlation in order to further analyze the

correlation between pleasure-seeking behaviors and the academic performance of senior high

school students, in which the variables resulted in a negligible coefficient of -0.0401745206

which tells that there is no clear direct relationship between the two. Afterward, the researchers

utilize the T-test Analysis for hypothetical testing of the significance in which the variables

resulted in a value of -0.26343700492 leading to the decision of accepting the null hypothesis

(Ho) and rejecting the alternative hypothesis (Ha) meaning that there is no significant relationship

between the two variables and that the correlation is not significantly different from 0.

These results contradict the existing pieces of evidence from the referenced studies

presenting a significant correlation between the pleasure-seeking behaviors/reward-motivated

behaviors (and biologically, dopamine) and an individual’s learning proficiency/performance.

However, the article The Pleasure Principle: Connections Between Reward And Learning by

Schaffhausen (2020), states that the connection between dopamine and pleasure is quite complex

due to the response time of dopamine towards a pleasurable activity as it seems that dopamine is

released even before the occurrence of the pleasurable activity; making dopamine a “predictor”

of the amount of pleasure an individual can derive from an activity rather than being the

“pleasure” chemical itself. Due to this complexity of a relationship within the biological aspects

of pleasure-seeking behaviors, it may in fact affect its direct correlation with academic

performance.

Moreover, it should also be considered that these students will not always act out their

pleasure-seeking behaviors due to the appropriateness of the settings. In addition to this, as stated

by Cherry (2020), if individuals choose to always satisfy their inherent urge to pursue the feeling

of pleasure, they may end up performing actions that are inappropriate at the given moment —

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such as feeling thirsty during a business meeting; if the pleasure principle is followed with no

prior thought to it, the individual may improperly take their boss’ beverage and take a drink from

it. Henceforth, there are various possible outside factors such as self-control and discipline, other

neurotransmitters (brain chemicals), environmental settings, etc. that may have played an

influence in the results of this study which can further expound on why the null hypothesis (Ho)

had been accepted in this case.

Based on the interpretation and analysis of data gathered from the study’s participants

and its corresponding meanings, the researchers conclude the following. Firstly, most of the

participants have shown a good academic standing, upholding a high General Weighted Average

(GWA) that indicates they perform well in their academics. Secondly, despite being in the same

direction of agreement, students from the senior high school level exhibit a stronger concurrence

on the positive effects of pleasure-seeking behaviors on their academic performance in

comparison with its negative effects. Furthermore, “Listening and singing along to music” is the

most favored and pleasurable activity among senior high school students whilst the second one is

“Playing video games”. Lastly, senior high school students prefer to spend more time on their

leisurely activities/hobbies compared to the time they designate for doing their academic-related

tasks which may relate back to the pleasure principle, wherein these students choose to avoid

being in the position of pain or struggle. Altogether, it is revealed that pleasure-seeking

behaviors have a negligible correlation with the academic performance of senior high school

students wherein, the researchers establish the decision of accepting the null hypothesis (Ho) and

rejecting the alternative hypothesis (Ha) which determines that there is in fact no significant

relationship between the two variables.

As the results of the present study challenge and impugn what most previous studies state

about the connection between pleasure-seeking behaviors and an individual’s attitude towards

learning/academics; particularly leading to their learning proficiency and academic performance,

the researchers suggest:

Aside from social factors, psychologists and psychiatrists should look further into the

biological factors such as neurotransmitters (brain chemicals) that trigger particular patterns and

behaviors often seen exhibited by their patients and assess how these would influence an

individual’s psychological well-being as well as their ability to function, perform, and work

properly and productively on a daily basis; and vice versa, understanding how performing these

behaviors also encourage the further production of these chemicals possibly resulting into

overproduction or even, deprivation of such, causing neuropsychological disorders.

Additionally, neuroscientists are advised to investigate more on dopamine’s role in an

individual’s desire for pleasure (pleasure-seeking behaviors) and create a more apparent

relationship between the two. Furthermore, various psychological factors should also be taken

into account during experimentations, such as the theory of pleasure principle — in which, to

meet their biological and psychological needs, individuals seek the feelings of pleasure whilst at

the same time, avoiding feelings of pain.

In addition, the researchers also suggest educators understand how chemicals in the brain

may actively influence the academic performance of students — such as how their dopamine

levels increase or decrease based on the tasks given to them in school. With this in mind, they

can adjust and modify their educational systems to give every student an opportunity to perform

and learn better and more effectively. On the other hand, students should also understand how to

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
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discipline themselves more knowing that overproduction of dopamine (and other chemicals) or

deprivation of it are both harmful and will incredibly affect their performance, hence, they

should manage their urges more as well as where they spend their time on; seeing which is more

important objectively, rather than satisfying their pleasure-seeking behavior for a temporary hit.

Finally, future researchers are advised to widen the locale of the present study as well as

the selection process of participants in order to gain a better analysis of the correlation between

the Pleasure-seeking Behaviors and the Academic Performance of senior high school students.

Moreover, the researchers also recommend that they broaden the scope of the topic and variables

used in the study in order to gain a better insight into the influence of pleasure (as well as the

biological factors behind it) on an individual’s overall behavior including their motivation and

productivity and physical and psychological well-being.

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net-addiction/259820/

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Formplus Blog. (2019, September 5). The 4,5, and 7 Point Likert Scale + [Questionnaire

Examples]. Formplus. https://www.formpl.us/blog/point-likert-scale

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Methods. Formplus. https://www.formpl.us/blog/correlationa l-research

Goldstein, D. (2019, March 1). How Do Teenagers Spend Their Time? Mekko Graphics.

https://www.mekkographics.com/how-do-teenagers-spend-their-time/Linden (2011)

Hamid, A. A., Pettibone, J. R., Mabrouk, O. S., Hetrick, V. L., Schmidt, R., Vander Weele, C.

M., Kennedy, R. T., Aragona, B. J., & Berke, J. D. (2016). Mesolimbic dopamine signals

the value of work. Nature neuroscience, 19(1), 117–126. https://doi.org/10.1038/nn.4173

Hertz, O. (2020). Happy brain chemicals: How they can make you a better professor or student.

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Hinton, C. & Schiller, L. (2015). It’s true: happier students get higher grades.

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Katz, L. (2016, June 17). Pleasure. Stanford Encyclopedia of Philosophy.

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Myers, D.G. (2009). Psychology, 9th Edition. Worth Publishers. 1429215976

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Nakazato, T. (2005). Striatal dopamine release in the rat during a cued lever-press task for food

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Study]. eLearning Industry.

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Saeed, M. (n.d). Effects of Dopamine: How Dopamine Drives Human Behavior. Into Action

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ves-your-health/?sh=461c6ae013a6

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Questionnaire

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Letter for Validation of Research Instrument

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Letter to the Participants

Raw Data

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND

Statistical Calculations

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND

SOPHIA ALIYAH MIEL E. MACABEO

+639675427081
[email protected]
11 Diamond St. Deva Village, San Miguel, Taguig City, 1630 Metro Manila

Work Experience

● Class President of School Year 2015-2016

● Class President of School Year 2016-2017

● Class Secretary of School Year 2017-2018

● Class Treasurer of School Year 2018-2019

● Class Vice President of School Year 2019-2020

● Computer Club Secretary School Year 2017-2018

● Math Club Secretary School Year 2017-2018

● Math Club President School Year 2019-2020

● Science Club Vice President School Year 2019-2020

● Event Coordinator (Technical) School Year 2019-2020

● Muse in United Nations School Year 2019-2020

Educational Background

Senior High School: Treston International College

University Parkway District, 32nd Street Corner, C-5, Taguig, 1634
Metro Manila
2020-2022
ACAD - Science, Technology, Engineering and Mathematics (STEM)

Junior High School: The Fisher Valley College

5 M. L. Quezon Ave., Taguig 1630 Metro Manila
2016-2020

Elementary: The Fisher Valley College

Honors and Awards / Achievements

● 2013-2014 Batch Rank 1

● 2014-2015 Batch Rank 1

● 2015-2016 Batch Valedictorian

● 2016-2017 Batch Rank 1

● 2017-2018 Batch Rank 1

● 2018-2019 Batch Rank 1

● 2019-2020 Batch Valedictorian

● Best in the Subject English

● Best in the Subject Mathematics

● Best in the Subject Computer

● Winner in Slogan Making School Year 2016-2017

● Winner in the Female Duo Category of Badminton in Sports Fest 2019-2020

● 2020-2021 High Honors with Academic Excellence

● 2021 First Semester Highest Honors

● Subject Excellence in Contemporary Philippine Arts from the Regions

● Subject Excellence in Earth and Life Science

● Subject Excellence in General Chemistry 1

● Subject Excellence in Media and Information Literacy

Personal Background

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND
Age: 17

Sex: Female

Date of Birth: October 24, 2004

Place of Birth: Taguig City, Metro Manila, Philippines

Citizenship: Filipino

Civil Status: Single

Language Spoken: Filipino, English

Religion: Roman Catholic

MAUREENE BEATRICE P. CORTES

+639184347302
[email protected]
Camella Ellisande, Blk 8 Lot 11, Brgy. Calzada, Taguig City, Philippines

Work Experience

● Member of Props Department for School Plays (Grade 7-10)

● Head Poster Editor for School Plays (Grade 10)

● Pageants (Grade 3)

Educational Background

Senior High School: Treston International College

University Parkway District, 32nd Street Corner, C-5, Taguig, 1634,
Metro Manila
                                   2020-2022
ACAD -Science, Technology, Engineering and Mathematics (STEM)

Junior High School: Integrated Montessori Center
Ph 2, St., AFPOVAI, 51 Diego Silang, Taguig, 1630 Metro Manila
2016-2020

Elementary: Thy Covenant Montessori School
Phase 2, #Lot 20 Blk 18 R. Magsaysay Street, Afpoval, Taguig, 1630, Metro
Manila
                       2010-2013

Integrated Montessori Center

Ph 2, St., AFPOVAI, 51 Diego Silang, Taguig, 1630 Metro Manila
2013-2016

Honors and Awards / Achievements

● With Honors (2018-2022)

● 1st Place Science Month Rocket Launch (2020)

● With Credit ICAS English (2019)

● Winner of Miss TCMS Pageant (2013)

● Best in Speech (2013)

● Class Top 5 (2006-2013)

Personal Background

Age: 18

Sex: Female

Date of Birth: December 15, 2003

Place of Birth: Quezon City, Metro Manila, Philippines

Citizenship: Filipino

Civil Status: Single

Language Spoken: Filipino, English

Religion: Roman Catholic

CLARIZ CASSANDRA N. TABA

+639560870656
[email protected]
MRB 13, Brgy. Ususan, Taguig City

Work Experience

● Junior High School Scholar at Senator Renato “Compañero” Cayetano Memorial

Science and Technology High School (School Year 2016-2020)

● Volleyball Trainer (School Year 2017-2020)

● Futsal Trainer (School Year 2019-2020)

● Cadet of Cadet Officer Candidate Course (School Year 2018-2019)

● Cadet/Captain of Citizenship Advancement Training (School Year 2019-2020)

● Bravo Company Commander of Citizenship Advancement Training (School Year

2019-2020)

● Event Organizer of The Supreme Student Government (School Year 2018-2020)

● Event Coordinator of The Supreme Student Government (School Year 2018-2020)

● Senior High School Scholar at Treston International College (School Year 2020-2022)

● Pageants Title Holder in SBATI (School Year 2013-2014)

● Majorette of Band and Lyre (School Year 2013-2016)

Educational Background

Senior High School: Treston International College

University Parkway District, 32nd Street Corner, C-5, Taguig, 1634
Metro Manila
2020-2022
ACAD -Science, Technology, Engineering and Mathematics (STEM)

University Parkway District 32nd Street corner C5 Road, Bonifacio Global City, Taguig
TRESTON INTERNATIONAL COLLEGE
SENIOR HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS STRAND
Junior High School: Senator Renato "Compañero" Cayetano Memorial Science and
Technology High School
31st cor. 51st st., BCDA, Pamayanang Diego Silang, Ususan 1632
Taguig, Philippines
2016-2020

Elementary: St. Bernard Academy of Taguig Inc.

B4, L12, Ph2, Pinagsama Village, Western Bicutan, Taguig City, Metro
Manila
2010-2016

Honors and Awards / Achievements

● Valedictorian (2008 - 2009)

● 1st Honor (2009 - 2010)

● 2nd Honors (2013 - 2015)

● Salutatorian (2015 - 2016)

● With Honors (2017 - 2018)

● 1st Place in Oral Declamation (English)

● Essay Writing Champion (English & Science)

● Mathematics Quiz Bee Champion

● English Quiz Bee Champion

● Science Quiz Bee Champion

● Volcano Exhibition Winner & Special Awardee

● 1st Place in the Amazing Race for Science

● Volleyball Varsity

● Volleyball Most Valuable Player (MVP)

● Gold Medalist in Volleyball

● Gold Medalist in Futsal

● Basketball Most Valuable Player (MVP)

● Badminton Champion

● Track & Field Champion

● Ms. SBATI 2014 1st Runner Up Best in the Subject Mathematics

● Extra Curricular Award for Sports

● Extra Curricular Award for Band and Lyre

● Best in Reading

● Best in Spelling

● Best in English

● Best in Art

● Best in Mathematics

● Best in Science

● Subject Excellence in Pagsulat sa Filipino sa Piling Larangan (School Year 2020-2021)

● Subject Excellence in Physical Education and Health I (School Year 2020-2021)

● Subject Excellence in General Biology II (School Year 2020-2021)

● First Semester Academic Excellence with High Honors (School Year 2020-2021)

● Second Semester Academic Excellence with Honors (School Year 2020-2021)

● Academic Excellence with Honors (School Year 2020-2021)

Personal Background

Age: 18

Sex: Female

Place of Birth: Taguig City, Metro Manila, Philippines

Citizenship: Filipino

Civil Status: Single

Language Spoken: Filipino, English

Religion: Roman Catholic

CHRISTAL JOY O. TORRES

+639272144081
[email protected]
Airforce Road South Signal Village, Taguig City, Philippines

Work Experience

● Member of Dance Competition for School (Grade 7-10)

● Member of Volleyball Competition for School (Grade 10)

● Pageants (Grade 10)

Educational Background

Senior High School: Thycovenant Montessori School

Phase 2, #Lot 20 Blk 18 R. Magsaysay Street, Afpoval, Taguig, 1630
Metro Manila
2020-2021
ACAD -Science, Technology, Engineering and Mathematics (STEM)

Senior High School: Treston International College

University Parkway District, 32nd Street Corner, C-5, Taguig, 1634,
Metro Manila
                                   2021-2022
                                   ACAD -Science, Technology, Engineering and Mathematics (STEM)

Junior High School: Saint Lawrence Foundation School Inc.
Blk. 75 Lot 1 S Pendatum Ave, Taguig, 1633, Metro Manila
2016-2019