CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

In expounding more ideas in the study, the researchers made a review of related foreign and local literatures as well as studies relevant to their present study collected from different sources. These related literature and studies cover the topics such as personality, behavior, social learning, and mental health. A. Foreign Literature
Humanistic Psychology
According to Crooks and Stein (1988), humanistic psychology differs from both the psychoanalytic approach and behaviorism in that it does not view humans as being controlled by either event in the environment or by internal, irrational, and unconscious forces. Humanist psychologists, most notably Abraham Maslow (1908-1970) and Carl Rogers (1902-1987), de-emphasize the influence of both stimulus-response events and unconscious processes in determining human behavior. Instead, they emphasize the role of free chance and our ability to make conscious rational choices about how we live our lives. Humanists also believe that people have a natural inclination to strive to fulfill their potential, a process called self-actualization. Although many of humanism’s major tenets are just as difficult to rest objectively as are the concepts of psychoanalysis, many psychologists respond favorably to this movement’s optimism. Humanism has increased psychologists’ awareness of the importance of such things as love, feeling needed, personal fulfillment and self-esteem.
Behavior
Brady, et. al. (1963) said that behavior about past performances is verbal responses which are based on past behavior. The discriminative stimulus is an item of the individual’s past performance, and verbal response is reinforced if it is of the same form as a response which would have been emitted by a direct observer of the behavior in question. The community encourages this behavior continuously when it asks questions such as “How did things go at work today? What was the movie about that he saw last night?” The possibility of this kind of control depends upon an extensive self-descriptive repertoire. Only if the individual can describe his own behavior fairly continuously is he likely to be able to recount it. The process of recounting the day’s activity is essentially repeating the verbal responses emitted earlier as the individual described his own performances as they occurred.
Even though social behavior consists of very complex interactions among groups of people, many social behaviors can be analyzed by looking at the specific reinforcement contingencies affecting the behavior of each individual. The social interaction is, then, the change in the reinforcing practices of one individual as his behavior is affected by a second individual, or group of individuals, and vice versa. The relations between a parent and a maturing child illustrate a fairly complex social interaction which may be profitably analyzed by looking at specific reinforces maintaining the behavior of each individual in turn.

Myers (1989) stated that the social-cognitive perspective applies principles of social learning and cognition to personality, with particular emphasis on the ways in which our personalities are influenced by our interaction with the environment.
Exploring behavior in situations. This perspective deals with the reciprocal determinism-how personal-cognitive factors combine with the environment to influence people’s expectations regarding situations. By studying variations among people in their perceived locus of control and in the experiences of learned helplessness or self-efficacy, researchers have found that an inner locus of control helps people to cope with life.
Assessing Behavior in situations. Social-cognitive researchers study how people’s behaviors and beliefs both affect by their situations. They have found that the best way to predict someone’s behavior in a given situation is to observe that person’s behavior in similar situations.
Evaluating the social-cognitive perspective. Though faulted for underemphasizing the importance of unconscious dynamics and inner traits, the social cognitive perspective build on psychology’s well-established concepts of learning and cognition and reminds us of the power of social situation.
Individual behavior in the presence of others- experiments on social facilitation indicate that the presence of either observer s or co-actors can arouse individuals, slightly boosting their performances on easy task but hindering it on difficult ones. When people pool their efforts toward a group goal, social loafing may occur as individual’s free-ride on other’s efforts. When people are aroused and made anonymous by group, they may become less self-aware and self-restrained, a psychological state known as de-individuation. To be with others in situations that constrain our sense of control may give rise to feeling of crowding.
Discussions with like-minded others often produce group polarization, an enhancement of the group’s ‘prevailing attitudes. This is one cause of groupthink the tendency for harmony-seeking groups to make unrealistic decisions after suppressing unwelcome information which is the effects of group interaction.
Personality Development Brady, et. Al. (1963) also mentioned, in the development of personality, the male child shows no distinctive differences from the female child specifically related to sex until the age of about two years. During the two to four periods, however, sexual effects begin to manifest themselves. Girls show a greater tendency to develop fears in the context of a richer fantasy life and somewhat later, perhaps, are more inclined to imaginative daydreaming than are boys.
The usual healthy teenager in our culture is, in many ways somewhat glazed mirror in which his parents may look at themselves. He tends to reactivate conflicts which were incompletely resolved by them during the same periods in their lives. It is in fact, these parental problems and, specifically, the defects in their maturation which occasion the most compelling social problems for the typical teenager. While there many important teenage experiences for which no analogues exist in the life of his parents, it is with those particular adolescent performances which reactivate parental conflicts that this section is concerned. Personal maturity is not an all-or-none proposition. It is a partial, irregular, and episodic achievement of adult life which is readily compromised by passing injury or stress.

As noted by Lamberton and Minor (1995), learning to balance a need to nurture oneself with other peoples’ need to be accepted and liked is very important. Once his self-esteem has risen to a comfortable level, he will find that knowing who he is, then taking of the real himself, will be quite possible to do without making anyone but the very insecure person feel threatened.
People have basic need to be with other people and to relate to them. Although some of them seem to have it more strongly than others, all people have the need to belong. They often form groups just because they tend to form ties with people they see frequently, such as people they work with, attend classes with, and so on.

According to Stumpf (1999), a dialogue with “others” assumes that everyone can some way share similar experience of the world, but according to Merleau-Ponty’s theory, which concentrates on each subject’s internal experience of the world, explain how two people can have a coherent conversation? Perceptions are relative to each person as a result of their unique perspectives, since “our body is our point of view of the world”.
According to Engle and Snellgrove (1945), a person in good mental health is well-adjusted to his social environment, both from his own point of view and from the points of view of others. He is able to live with his fellow men without undue stresses, strains, and conflicts. He finds life satisfying and pleasant most of the time. He lives in such a way as to make life satisfying and pleasant to others. Certainly mental health is a good worth striving for. High school students like everyone else, face many problems which make it difficult for them to achieve the goal of mental health. In fact, because people are changing so rapidly and are approaching adult status, they seem to encounter difficult situations rather frequently. They run head-on into many frustrating circumstances and situations involving conflict. As a result, people may become emotionally upset. They must learn when to control their emotional reactions.
A pleasing personality is too fundamental to be developed by any simple bag of social tricks. The development of a truly pleasing personality is the work of a lifetime. It is worthwhile, however, to think over the following points:
1. Sincerity. People must strive for genuine friendliness rather than for the mere superficial aspects of friendliness. There is no place for insincerity in friendship. The making of acquaintances for business purposes or from any selfish standpoint lacks the sincerity involved in the process of really making friends.
2. A basic guiding philosophy. The person who has no basic guiding philosophy of life is not likely to attract friends. He is undependable. Whether or not we accept the details of a person’s philosophy, we admire the person who has definite and essentially worthy ideals that he upholds. The individual seeking to develop qualities that will attract friends must begin with a concern for the general good as the foundation of his personality, using honesty as the cornerstone. He must set for himself the standards of sticking with a task even though it may occasionally be unpleasant. He has a responsibility to himself and to ant task he undertakes, and he does not merely try to get by. But setting standards is not enough. A person must live up to his standards, which must become part of his life plan. Some persons find a basic guiding philosophy of life in their religion.
3. Unselfishness. In order to have friends, it is absolutely necessary to be of help to others. In fact, a person must sometimes go out of his way to help others. At times he must be willing to sacrifice his own comfort and wishes for the comfort and needs of others without expecting favors in return.
4. A tendency to look for good in people. It is quite easy to find fault with people. In many ways others do not live up to our standards, as people often fail to do our best. It is not always easy to find admirable qualities in others, but they are almost always there. If a person is seeking friends, it is absolutely necessary for him to look for good in other people.
5. Cheerfulness. People judge a smiling face to be friendlier than a serious one. Life has its unpleasant as well as its pleasant sides, but the person who smiles has gone a long way in making friends. If others can relate humorous incidents so that people will really enjoy hearing about them, do so, but do not force into a conversation. Let your narrative have a point and be in good taste. There is an “art of being humorous in an agreeable way.” Develop a healthy sense of humor. Learn to laugh at jokes on yourself, but do not laugh at cruel or embarrassing jokes on others. Remember that being cheerful does not necessarily means that they must tell continually. The person who can comfort, gladden, encourage, and help others by actions and words is a cheerful person.
6. Control of emotions and moods. The person who “flies off the handle” and has his “feeling hurt” easily is not likely to attract friends. Control, rather than repress, emotions. On a picnic the girl who screams at the sight of a worm may be considered amusing the first few times. If she keeps it up, however, she will be considered a nuisance if she is afraid of worms, she will make more friends by quietly moving away from the offending situation than by giving free vent to her emotion. The person who goes into raptures of joy over the least bit of good news is likely to repel rather than attract friends. On the other hand, the person who shows neither pleasant nor unpleasant emotional reactions is likely to be considered dull and a pour prospect as a friend. A mood is a mild emotional state that lingers on for some time after the emotion producing situation has passed.
7. Self-respect. People do not like a cringing individual. They cannot expect others to respect them and be a friend unless they respect themselves. Others will not think their friendship worthwhile unless they consider themselves worthwhile person.

B. Local Literature
According to Abad, et. Al (1996), personality is more than charm, poise, or physical appearance. It includes habits, attitudes, and all physical, mental, emotional, social, moral, and religious characteristics that an individual possesses.
Here are the seven components of personality: 1. Habits – they are reactions that very often repeated as to become fixed characteristics or tendencies. 2. Attitudes – These are certain ways of viewing things gained from the environment, changed by the working of the mind, and the imagination with the physical endowments, particularly by the emotions. 3. Physical traits – It includes the facial appearance, height, physical defects, complexion, strength, and health. 4. Mental traits – It includes our ability to control the mind. Floyd Allport lists the following mental abilities:
a. problem solving ability b. memory and learning ability c. perceptual ability d. constructive imagination e. special imagination f. soundness of judgment g. general adaptability 5. 6. Emotional traits – It gives an individual the capacity to face different situations in life, and still maintain his composure. 7. Social traits – Gives an individual the ability to get along with others– to be sociable and friendly. 8. Moral and religious traits – The standards for a person’s actions and behavior. His moral traits are manifested by his conduct. His religious traits guide his actions according to his belief.

Stress Aquino and Viranda (1991) stated in their book that stress is a collection of bodily responses, including more rapid heart rate, elevated blood pressure, rapid breathing, sweating palms, and increased tension. Physiologists suggested that these components were part of the “fight or flight” response, a series of physical reactions that prepare an organism to face danger or flee from it. Hans Selye, a well-known endocrinologist and biologist, popularized the word “stress” in describing the general adaptation syndrome. Selye said that our body responds to stress in several stages. 1. First stage – Alarm reaction. The nervous system is activated, digestion slows, heartbeat, blood pressure, and breathing rate increase, and the level of blood sugar rises. In brief, the body pulsates with energy. 2. Second stage – Resistance sets in. The body mobilizes its resources to overcome stress. During this phase the heart and breathing rates may return to normal. 3. Last stage – Exhaustion. Finally, if some measure of equilibrium is not restored, exhaustion is reached.

Stress is caused by many factors and these stress-producing factors are called stressors. These stressors are: 1. Life change – refers to any event that requires a modification in the accustomed way of living. 2. Daily hassles – the irritating demands and troubled relationships that plague us day in and day out. 3. Crowding – It is a condition that disturbs our sense of control over our relationship with other people. 4. The workplace – many facets of the workplace can produce stress, including deadlines, unmanageable workloads, inadequate salaries, poor relationships with bosses and co-workers, few opportunities to participate in decision making, role conflicts, and lack of appreciation.

Coping with stress entails the responses we make in order to master, tolerate, or reduce stress. Coping is a complex combination of emotions, thoughts and behaviors. It involves a number of types of behavior. At the most basic level, we can distinguish between emotion-focused coping and problem-focused coping. Problem-focused coping changes the troubling situation. If you resolve a problem through it, you no longer have reason to feel threatened. If you engage in emotion-focused coping, the objective situation remains the same but you experience it as less stressful.

School Adjustment
In a book “The Psychology of Adolescence” by Kapunan (1971), Crow and Crow listed suggestions that can help the adolescent adjust himself in school. 1. Selecting a school – In small communities, selecting a school is not a problem but in the large communities like Manila, selection of the school is a problem. There are also parents who insist that their children attend the school they graduated from. A school should be selected for these bases: suitability, locale, cost of tuition, personnel efficiency, adequacy of facilities. 2. Good study habits – Learning cannot be effective unless the adolescents are trained to know how to study under desirable study conditions.
Subject-matter learning is made possible through the following improved study habits, according to Crow and Crow and Cole and Ferguson: * Have a right attitude toward study. * Focus attention on what you are learning. * Know why an assignment has been made. * Study with an intent to recall. * Attempt to understand what the writer is presenting. * Raise questions as you read. * Organize ideas in your own words, or take brief notes. * Make intelligent use of repetition, review. * Know that some material is more quickly and easily mastered than others. * Continue practice in all subjects. * Be alert on the points emphasized in the book. * Consult the dictionary for unfamiliar words. * Make an outline of the lesson. 3. Updated curriculum – It refers to the accumulated and total experiences in and outside the classroom. 4. Guidance in course selection – There are limited choices of courses in smaller schools and there are wide variety of courses in bigger schools. Sometimes these choices can complicate matters that they have to seek advice from their parents or guidance counselors. 5. Social activities in school – School friendships are lasting and worthwhile. But forming friendships can only be satisfactory if the young person is properly guided by his parents’ attitudes, that is, on cooperation, friendliness, tolerance, or acceptability in his relations at home. 6. Teacher-student relationship –The relationship between teachers and students should be friendly, but within the limits of dignity.

Fear is another factor to consider. Some students are afraid to recite even if they know the answer. They also fear examinations. Students should be trained to do their best in their work. To develop in the student the desire to study, he should be encouraged to do something he can finish with some degree of success.
Student’s Skills Development
As presented by Gines (1998), the teacher is expected to guide in the development of learner’s thinking skills. The teacher has more background on the theories and principles of human development with emphasis on intellectual development. She knows the thinking capacity in every stage and is able to design learning activities appropriate for the learner so that she can enhance his or her thinking skills. A teacher who understands the intellectual dynamics of thinking and the effects of these factors can elicit, sustain and extend the efforts of learners so they cooperate and participate in the learning activities. This engagement and involvement in the learning activities develop and enhance self-esteem. Of course the teacher can modify the student’s belief about himself and his environment. A teacher is sensitive to the non-intellectual factors that promote the psychological climate of successful teaching and learning. She is aware of the concepts and principles of individual differences, self-esteem, attribution, motivation, management and control of the learning environment and a lot more that really affect the learning outcomes. A teacher’s training in the development of the dimensions of thinking give her a chance to experience the different dimensions of learning. This gives her more capacity to lead the learners to higher levels of thinking skills. She can model the thinking process. Her students can learn through cognitive apprenticeship. The measure of competence and performance becomes comprehensive and objective because all aspects are considered concise, accurate and explicit feedback gives direction so that the learner proceeds with a sense of efficiency and dignity. It is imperative that the teacher or anyone who attempts to facilitate learning know the components and the strategies.

According to Tapalla (2009), as a moderator of an open forum you ought to process a lot of tact, concern, assertiveness, sensitivity and open-mindness. He must also be skillful in establishing audience rapport. As the chief mediator, his duty is to see to it that everybody is satisfied, so when they leave the hall, all of them have that feeling to be a winner. First of all, to have a successful open forum he has to be aware of the possible questions and concerns that may arise. Be ready with the best answers. In short, be prepared. Research if needed, for additional information and knowledge. These will always provide big help in case somebody would like to pin him down. To avoid being pinned down be ready to with extra data. They will always be needed and he will find them handy if the need arises. Second, be positive all times. Combine it with tact. Never loses cool no matter how offensive the questions are. Smile and make voice pleasant. Make everybody feel important. The questions and comments are only instruments to promote better understanding among the people in the group.

Kahayor and Beiba (2004) noted that Educational Psychology School psychologists are usually trained in child development and in clinical and educational psychology. They evaluate children’s learning and emotional problems, administer tests on personality, intelligence and achievement, and consult with parents and teachers to help with classroom problems. Educational psychologists specialize in teaching and learning. They work more often in universities where they do research work on teaching methods and train teachers and school psychologists. They are all familiar with the nature-nature theory, heredity-environment factor which attempts to explain a lot of controversial, heretofore learned and unlearned aspects of psychology. While personality hinges on both factors- the learned and unlearned aspects, these still can be expanded to include more possibilities. One authority, Morgan, divides these factors into four convenient terms:
a. Inherited Predisposition: this means that we are only predisposed, through heredity, to develop patterns of personality which are not set or fixed but which are only tendencies. For example, if one’s parents have strong personalities, one is more predisposed to develop also strong personalities. Whether this is due more to heredity or to environment is not the issue.
b. Abilities: these, too, may be inherited or acquired. One’s intelligence, inherited through genes and honed by various experiences, makes one’s abilities distinctly one’s own.
c. Family and Home Environment: these play a most vital role in personality development. One’s early associations are in the home. As the individual matures, the influence of the family group in emotional responses, beliefs, morals, social interrelations, attractiveness, outlook, religious affiliations, etc, cannot be overemphasized.
d. Culture: the set-up of families is shaped by culture. This is the mold which the family consciously or unconsciously fits the personality of the child. It is transmitted through language, mores, and traditions, beliefs of groups or individuals. The culture patterns of the Americans are different from that of the Filipinos because of geographical boundaries, climate and practices. The personality of a Filipino who goes abroad would be different from those of the Americans but after quite a time, the Filipino may learn to adopt the ways and beliefs of the people there and these in a way, after his personality.
Socialization
According to Berne, each individual is born a helpless being but with potentials for organic (wholeness) development. His helplessness is itself the basis for his reliance upon other people for nourishment, comfort, warmth and affection. The child is born in an inferior situation which Harris’ (1969) life positions concept may be termed “He is not OK.” As the child develops a sense of well-being as he finds comfort in the attention given him by the members of his family, he may develop an attitude of “He is OK” with regard to the significant others in life. If socialization has been effective, the child develops into an adult believing “He is OK; they are OK.” Socialization is the process of priming the behavior of an individual in ways consonant with the behavior of others in the group within a cultural setting. Socialization naturally begins to take place in child rearing and is carried on more formally in the school and in the sphere of adult work.

Socialization is broadly conceived as an ongoing process. The social learning process consists of language transactions and behavior modeling that as early as the first year of his life, the child begins to socialize actively as soon as he is able to recognize people as individuals apart from himself. His initial social behavior is in the form of body language – smiling when pleased, clinging when afraid, crying when startled or hurt, extending his body towards a recognized friendly person, and drawing away from a stranger. All these are non-verbal ways of communicating his reaction to the social environment. As soon as he is able to talk, he communicates with others in simple, comprehensible, although shortcut verbal transactions. This way he is able to make known to others his needs and expects others to respond to his satisfaction. As he learns to walk, his environmental boundary expands. He is then able to go where he wants and touch objects he sees around; his curiosity is aroused and he asks many questions. His basic drives for physiological comfort and affiliation, too, take on the other secondary forms, such as self-esteem, recognition and intellectual curiosity. The child begins to ask: Why? Why not? His family supplies him with the information. All significant members of the family who supply the child with the information about his world generally do so from an educational-cultural view point. The child then begins to realize that in all aspects of dealing with people there are rules to follow. From working to sleeping, there are certain prescribed “do’s and don’ts”. Often, however, the “don’ts” appear more predominant in the adult’s transactions so that the child develops a sense of frustration and anxiety. He may then develop an attitude of fear, anxiety or rebellion, as manifested in temper, tantrums, as when a child cries aloud, throws things around or rolls on the floor when he fails to get what he wants. He may at times employ a sulking withdrawal in which he limits his normal transactions with the rest of the family. In severe cause of powerlessness, he is prompted to run away from home. Very crucial at his negativistic stage is how the members of the family react to his irritating, non-conforming behavior. In the Filipino family, child temper tantrums are frequently met with adult temper tantrums. The child is shouted at, threatened with bodily harm or actually spanked severely until he is paralyzed with fear of adults. This display of adult power brings the child back to a feeling of helplessness and subordination.

Emotions
Aguirre, et. al. (2012) stated that emotions help people monitor their social behavior and regulate their interaction with others. Every person unconsciously learns to “read” the outward expressions of other people and apply past experience to determine what these outward signs indicate about what the other person is feeling.
Emotions can be self-validating. Emotions usually give us different information about a situation or event. They give signals for our body to sense and know that there is something going on. Sometimes, individuals pick up signals about a situation unconsciously, and then may have an emotional reaction, but are not sure what set off the reaction. They may feel “something does not right about this” or “He had a feeling something was going to happen and it did” are some of the signals that may be generated.
Motivation
Motivation assumes involvement for the reason that learned behavior will not occur or facilitate unless it is energized. Whether it is a primary or secondary influence on behavior, there is still observable behavior change during the process when motivation is utilized. Motivation is always present in order to compel action: to set a goal and to drive the individual to try and attain that goal. Whether the goal is actually attainable or not is irrelevant, motivation still exist to compel individuals to try and attain their goals.

C. Foreign Studies
According to Ball (2004), In order to facilitate a high level of student involvement, the family has to accept the ends and understand the means of the expressive and instrumental orders. The ability and inclination to understand and accept are likely to be dependent on the socio-economic location and cultural orientation of the family. Bernstein identifies a range of possible relations that the family may have with the school. It is aim of the school to move students towards where they understand and accept the means and ends of the school. However this is be more likely to be easier according to the family’s initial orientation to the school. Although the eventual form of student role involvement cannot be read off. From the parental perceptions because other experiences and influences come into play throughout the school career, the culture of the family and that of the school, is likely to have strong effects at least on students’ initial location.
Bullying
According to Anderson (2007), bullying is not just a part of growing up and once people recognize the emotional destruction and effect it has on societal values everyone involved should no longer ignore the problem. A consequence of bullying is mentioned by Dietz (1996) and Garret (2004), Adults who have bullied others whilst at school reported a greater degree of depression than those who did not bully. For the victim consequences are usually interpreted as messages in his environment; the main message is that the world is a horrible and unsafe place. Laflamme, Engstrom, Moller, Alldahl, and Hallqvist (2002) stated that children who are bullied become isolated from their peers. Garret (2003) mentioned that the victims of bullying are generally unhappy with low self-esteem, avoiding places such as school due to the social interactions taking place there.

D. Local Studies
Personality
According to Omas-Asas (2000), as cited by Francisco, et. Al. (2013), Santos in her Personality For Today’s Youth, defines personality as the sum- total of the qualities and characteristics of person as shown in her manner of walking, talking, dressing, and her attitudes, interests and ways of reacting to other people. It refers further to all factors within the person that influences his characteristic ways of behaving, thinking and feeling.

Angustia et. al. (2013) said that according to Eagly et. al. (1991) judgments of other’s personality are often swayed by their appearance, especially their physical attractiveness. People tend to see desirable personality characteristics in those who are good looking, seeing them as more sociable, friendly, poised, warm and well adjusted than those who one less attractive.
Academic Achievement Academic achievement has been variously defined as level of proficiency attained in academic work or as formally acquired knowledge in school subjects which is often represented by percentage of marks obtained by students in examinations. (Kohli, 1975). Moreover, Reis et. al. (1984) reported that academic achievement also has a significant effect of self evaluation of learners. To reach the goal of excellence in the academic sphere, and to optimize academic achievement to a maximum, a review of correlates of academic achievement and its implications to educationists and policy makers would be meaningful. But Hsu (1983) found similar results. Teachers who are successful in creating a climate of warmth and support can extract greater pupil achievement. Adjustment in school, at home and with peers generates greater classroom trust (Angustia, et. al.).

According to Shore (2003), as cited by Arabit, et. al. (2013), the dependent student is surely seeking attention, but she may be seeking more. Feeling helpless and perhaps possessing a “what’s-the-use” mindset, she may have concluded that it is pointless to try because she will fail anyway. As a result, she may expect you not to only think for her but to do her schoolwork for her as well. She may even resist learning so she can maintain that connection and closeness with you. Dependency can create a problem for both teacher and student. The dependent child can command so much of your attention that you have little time left for other students. The student’s dependency can also keep her from learning to think independently and act responsibly.
They also mentioned that students can engage in problematic behavior because of health problems, personal or family problems, adjustment or developmental issues (e.g., “immaturity” or self-esteem issues), or general academic difficulties. Cultural or generational issues can also play a role. The culture of the US classroom is not homogenous, and expectations for classroom conduct can vary greatly, but they are all informed by the same basic academic values. Students from other cultures who do not share same values might not understand implicit expectations for classroom behaviors.
Membership
Forsyth (2011) said that memberships are not static. At some point in his or her life, an individual may find he or she belongs to many groups. At other times, however, people may feel that their relationships with others are too superficial. In such situations, people often experience loneliness and escape it they turn to groups for companionship. Teenagers tend to do everything that will prevent their peer group to leave them as well as to feel that they belong to them (Asuncion, et. al., 2013).
Loneliness
Loneliness is not the same as being alone, for some situations people are not troubled by isolation or relative paucity of relations with others. Loneliness, instead, is a psychological reaction to a lack of personal or social relation with other people. Emotional loneliness occurs when the problem is a lack of a long term, meaningful intimate relationship with other person. This type of loneliness might be triggered by divorced, a break up with a lover or a repeated romantic failures. Social loneliness, in contrast occurs when people feel cut off from their network of friends, acquaintances and group members. People who have moved to a new city and a children who have rejected by their peers are often experience social loneliness, because they are no longer imbedded in a network of friends and acquaintances. Both type of loneliness created feelings of sadness, depression, emptiness longing shame and self-pity.
Groups can alleviate loneliness. They can provide the antidote to loneliness by (1) organizing and integrating connections with other individuals and (2) promoting the development of warm supportive intimate relationships between members.
Adaptability
The gender of someone is relevant to their adaptability to the environment because of the behavior differences between male and female. The way they approach the new people and how they can be friends with them may differ with the customs of male and female. The type of school attended in the past is relevant because students from public schools tend not be used to the quality of facilities of private schools and its amount of learning equipment and the same could be said for ones that come from private schools shifting to public schools. Sociability is relevant because the students can only be more efficient with the right amount of peers that motivate them. The more sociable they are, the more friends they can gain. The more friend that they are motivated to study. Moreover, Asch (1951) said that social influence is the process by which the actions of an individual or group affect the behavior of others. A group is two or more people who interact with one another, perceive themselves as part of a group, and are independent. The distinction between the three types of social pressure –conformity, compliance and obedience –depend on the nature and strength of the social pressure brought to bear a person (Angustia, et. al., 2013).

In relation to the study, all people have a natural inclination to strive to fulfill their potential. To socialize with other people, they need to sincere, cheerful, unselfish, and must have self-respect. Personality includes habits, attitudes, and all physical, mental, emotional, social and religious characteristics which may help a transfer student adjust to his or her new environment. A student must also have a good study habits and he must know the background of the school.
Socializing with other people is an ongoing process. It consists of communication and affection. Body language is a form of non-verbal communication wherein people may known what the person is thinking or feeling by looking at the facial expression or movement.
The researchers found out that those students who are suffering from bullying might feel stressed and depressed. These caused them to be isolated from their peers. People have the basic need to belong with other people to feel that they are accepted and liked, the more friends they have, the more they can be motivated.