Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and related studies of the present study
in thematic way.

Socialization Skills

Liza S. Zorilla's study investigates the learning gaps in reading and writing
skills among Grade 12 Senior High School students who transitioned from modular
learning to progressive face-to-face classes at Eusebia Paz Arroyo Memorial National
High School in the Baao District, Division of Camarines Sur, during the school year
2022–2023. These learning gaps are examined through the lenses of knowledge,
motivation, environment, and communication. The study is grounded on the
assumption that these gaps exist due to underlying factors and that an Educator’s
Guide for Teacher-assisted Learning Engagements in Reading and Writing may offer
a viable solution.
Involving 106 Grade 12 students, the research utilizes a mix of teacher-made
questionnaires and Likert scales for data collection, with analysis conducted using
Total Population Sampling, Descriptive Statistics, Mean, and Rank. The findings
indicate that the most significant knowledge gap occurs when students struggle to
activate prior knowledge across various contexts. Poor learning styles and intellectual
limitations were identified as critical contributors to these gaps, underscoring the need
for teacher intervention in supporting reading and writing engagement.

To address these challenges, the study recommends strategies such as activating prior
knowledge, fostering a supportive learning environment, emphasizing the value of
face-to-face instruction, and enhancing teacher involvement. While focused on Senior
High School students, the insights and recommendations from this study have broader
applications across educational levels.
 According to a study by Emelyn L. Maambong and Emma A. Zalsos
conducted a study to examine the relationship between parental involvement and the
social skills development of 30 second-year BEED students at St. Peter’s College during
the school year (2023–2024). Utilizing a quantitative approach through face-to-face
surveys, the study assessed parental involvement in areas such as social interaction,
learning experiences, and decision-making, alongside students’ social skills in
educational settings, school success, and peer interactions. Data analysis, using
descriptive statistics including frequency, mean, Pearson correlation, and ANOVA,
showed that most respondents were female and aged 19 to 21. Among the dimensions of
parental involvement, learning experience scored the highest, while peer influence ranked
highest in social skills development. A significant positive correlation was found between
parental involvement and social skills development, especially in relation to education
and peer relationships. Additionally, demographic factors such as age, gender, parents'
occupation, and economic status demonstrated consistent benefits linked to parental
engagement. The study underscores the crucial role of active parental involvement in
enhancing both the social and academic outcomes of students and recommends
strengthening parental support and conducting further research across more diverse
populations and extended timeframes.

Gabrielle Yvonne Garra Amper, a (2018) graduate of the University of the

Philippines Diliman, conducted a study grounded on the assertion of former UP Diliman
Chancellor Caesar Saloma that “UP is a microcosm of the larger society.” Her research
examines the politeness strategies and self-presentation strategies employed by the
University Student Council standard bearers of each political party during the campaign
period. Specifically, it analyzes the candidates’ speeches delivered during The Philippine
Collegian’s Go Out and Vote election special interviews, aiming to uncover how their
linguistic strategies influence the identities projected by their respective political parties.
Utilizing an equal-status, mixed methods research design, the study draws on a
framework adapted from Michael Halliday’s Field-Tenor-Mode model to analyze these
speeches within a defined politico-electoral context. To deepen the analysis, the research
also incorporates data from each party’s social media posts and online focus group
discussions with both party officers and unaffiliated participants, offering a more
comprehensive view of the situational context and the projected and perceived identities
of each political group.

The study published in the Pakistan Journal of Social Science Review (Vol. 4,
No. 2, pp. 163–177, 2025) investigated the impact of collaborative teaching methods on
the development of healthy socialization skills among secondary school students,
drawing insights from both teachers and students. Using a quantitative survey design,
data were collected from 92 participants—20 teachers and 72 students from public
secondary schools—through the Students’ Socialization Level Scale (SSLS), which
measures peer interaction, communication, teamwork, empathy and respect, and
classroom management. The results of an independent samples t-test revealed statistically
significant differences in perceptions, with students consistently rating the effectiveness
of collaborative teaching higher than teachers across all domains. Students reported that
collaborative methods had notably improved their classroom discipline, communication
skills, teamwork, emotional intelligence, and peer relationships. These findings align with
Vygotsky's Social Development Theory, underscoring the importance of social
interaction in learning. The study concludes by emphasizing the need to integrate
cooperative learning strategies into classroom practices to support both social and
academic development. Key recommendations include the promotion of reflective
teaching practices, curriculum integration of collaborative methods, teacher training
programs, and the implementation of structured student feedback systems.

To understand its importance, a study by Muriel Darmon (2024) highlights the

significant impact of socialization on students' academic achievement and classroom
behavior. Schools actively teach students societal norms and values, providing them with
the skills and understanding needed to succeed. This structured learning process helps
students learn the rules and expectations of school and life, encouraging positive
classroom participation. Because this learning isn't accidental, but a planned effort to
share cultural knowledge, it's vital for developing students' social skills and
understanding, essential for both academic success and positive classroom motivation.
Therefore, understanding how socialization contributes to student success is crucial for
creating effective and supportive learning environments.
 This study, conducted by Emily and Lara (2018) shows that how students learn to
behave and interact (socialization) is a major factor in their overall development and how
well they do in school. It's a complex process of learning society's rules and values,
which is essential for students to fit into school and develop important social skills.
However, each student's experience with socialization is different, depending on their
background and the groups they belong to. These differences in experience affect how
involved students are in school and their academic results. Understanding these
differences is key to creating schools that support all students and give everyone a fair
chance to succeed. Therefore, creating inclusive classrooms that consider these diverse
backgrounds is crucial for ensuring equitable outcomes for all students.

According to Elliot et. al (2015), the study shows the significant influence of
socialization skills on students' academic success, despite their absence from the class.
Emphasizing that strong socialization skills are crucial for building positive relationships,
supporting academic learning, and fostering positive development, ultimately impacting
students' overall educational experience and likelihood of graduation, this underscores the
need for effective systems to assess and improve students' socialization skills to enhance
academic motivation.

Academic Motivation

The importance and relevancy of academic motivation are not limited to

students. Academic motivation is essential for teachers as well. Academic motivation in
teachers and prospective teachers was related to diverse positive outcomes including
academic self-efficacy of teachers and positive attitudes towards teaching in Turkey
(2016) Titrek et al.

The article examines motivation in higher education and relates it to the concept of
sustainability. It consists of a theoretical examination of the terms sustainable motivation
and academic motivation, and specifically postulates and explains the concept of
sustainable academic motivation. sustainable academic motivation is defined as a
proactive interconnection of basic ideas of sustainability and basic characteristics of
academic motivation (Blašková et al., 2019).

Academic motivation has also been found to be important to students’ mental

health: academic motivation was a significant negative predictor for suicidal risks (i.e.
depressive symptoms and suicidal behaviours), in 658 U.S. university students (Lee et al.,
2019)

Academic motivation has also been found to be significantly related to positive

attitudes towards learning, which includes less anxiety and more openness Tasgin &
Coskun, (2018), and negatively related to academic procrastination Malkoc & Mutlu
(2018).

This research synthesis examined the impact of grades, comments, and no

performance feedback on academic motivation and achievement in elementary and
secondary school. Four meta-analyses were conducted, with two each exploring the
impact of (a) grades versus no performance feedback and (b) grades versus comments on
academic motivation and achievement, respectively. Overall results indicated that grades
positively influenced achievement but negatively influenced motivation compared to no
feedback. However, compared to those who received comments, students receiving
grades had poorer achievement and less optimal motivation. Moderator analyses
generally suggested that overall effects varied as a function of the type of motivation (i.e.
the specific construct, internal vs. external motivation), context (e.g. academic subject;
comment type), student characteristics (e.g. achievement level), and methodology (i.e.
grade anticipation versus receipt), though it was not possible to test these moderators in
all analyses. Theoretical and methodological contributions and implications for education
practice are discussed.

The article examines motivation in higher education and relates it to the concept
of sustainability Sivrikaya, A. H. (2019). The relationship between academic motivation
and academic achievement of the students. Asian Journal of Education and Training,
5(2), 309–315. It consists of a theoretical examination of the terms ‘sustainable
motivation’ and ‘academic motivation’, and specifically postulates and explains the
concept of ‘sustainable academic motivation’. Sustainable academic motivation is
defined as proactive interconnection of basic ideas of sustainability and basic
characteristics of academic motivation. With primary attention on disclosing appropriate
measures for building sustainable academic motivation, an empirical part presents the
results of sociological questioning carried out on n = 181 teachers, administrators, and
managers of Slovak and Polish universities. Higher financial evaluation and creating
good relationships were found to be the most desirable motivation measures. Results also
emphasized a discrepancy between opinions of university managers versus opinions of
scientists and teachers regarding effective motivation. Based on the results, and with the
support of other opinions, sustainable academic motivation is subsequently defined from
five perspectives: (a) As the most important component of conscious behavior; (b) as the
starting point of behavior; (c) as the accelerator of behavior and development; (d) as the
process; and (e) as the resultative level of all motivational efforts and powers at higher-
education institutions. The final part of the article contains recommendations for
university management, when affecting and building sustainable academic motivation.

The COVID-19 pandemic has significantly impacted students learning, well-

being, and motivation due to remote learning, health concerns, and financial uncertainty.
This review examines 5 key theories of academic motivation, considering factors like
instructional, social, and sociocultural shifts. It proposes an integrative model,
"Motivation Within Changing Culturalized Contexts Model" to understand student
motivation during times of upheaval and its implications for educational practice. Fong,
C. J. (2022). Academic motivation in a pandemic context: a conceptual review of
prominent theories and an integrative model. Educational Psychology, 42(10), 1204–
1222.
Relationship Between Academic Motivation and Socialization Skills

Mundt et al. (2021) investigated how students’ connections within their peer
groups influence academic motivation. The study introduced the concept of peer group
embeddedness, which refers to the extent to which a student is socially integrated and
accepted by their classmates. Their findings showed that students who were more
embedded in cohesive peer groups experienced greater feelings of relatedness, which
fostered positive emotions and higher academic motivation. The study supports the Self-
Determination Theory, highlighting that the satisfaction of basic psychological needs
through social connection can enhance students' intrinsic motivation to learn.

In addition, Steenberghs et al. (2024) focused on the role of peer academic

socialization in shaping students’ academic motivation and engagement. Their research
found that students who interacted with peers who held strong academic values such as
high effort, aspiration, and classroom involvement, were more likely to adopt these
attitudes themselves. This peer influence led to higher emotional and behavioral
engagement, suggesting that socially motivated learning environments encourage
students to stay focused and committed to their academic goals.

Furthermore, Hu et al. (2024) explored the connection between peer relationships,

academic motivation, and academic achievement among junior high school students. The
study found that positive peer relationships improved students’ learning motivation,
which then led to higher engagement and academic performance. Motivation acted as a
partial mediator, showing that the benefits of strong peer ties extend beyond emotional
well-being and into measurable academic outcomes. This underscores the importance of
fostering positive peer interactions to enhance both motivation and performance.

In a study of 717 junior high students in eastern China (mean age 13.5 years),
Shao, Kang, Lu, Zhang & Li (2024) investigated how peer relationships predict academic
achievement through mediators. They found that positive peer relationships had both a
direct positive effect on achievement and an indirect effect through learning motivation
and engagement with the strongest pathway being peer relationships learning motivation
academic achievement. This chain-mediated pattern highlights that stronger social
connections among peers foster motivation, which then drives engagement and ultimately
improved academic performance.

During a 2024 study of 930 university students, Wang, Wang, Yang & Wenwen
Wang (2024) examined how teacher-student relationships influenced learning
engagement, with perceived social support acting as a mediator and academic
self-efficacy as a moderator. They reported that teacher student relationships significantly
predicted engagement; perceived social support mediated that linkage; and academic self
efficacy strengthened the initial pathway meaning students with higher self-efficacy
derived more benefit from teacher relationships via social support to engage more deeply.

A 2024 study published in Learning and Individual Differences explored the

interplay between social-emotional learning (SEL) skills and motivational beliefs
specifically self efficacy, interest, and growth mindset. The researchers concluded that
stronger SEL competencies (e.g. interpersonal and emotion regulation skills) were
positively linked with motivational constructs and thus contributed to higher levels of
academic motivation.

Studies in recent years show that socialization skills positively affect academic
motivation. Peer and teacher relationships have been linked to increased motivation,
engagement, and better academic outcomes (Shao et al., 2024; Wang et al., 2024). Social-
emotional skills also support motivation by improving students’ confidence and interest
in learning (Arias Rodríguez et al., 2022). In addition, peer support enhances academic
adjustment through hope and identity (Zhu et al., 2025). These findings highlight the
importance of social support in boosting students' motivation
 Lastly, Wentzel (1991) conducted an early but foundational study on social
competence and academic achievement in adolescents. The results indicated that students
who demonstrated socially responsible behaviors such as cooperating with peers,
following rules, and engaging in prosocial conduct—were more academically successful.
The study showed that peer acceptance and social skills contributed to academic
performance by supporting self-regulation and internal motivation, suggesting that social
competence helps students manage their responsibilities and persist through academic
challenges.

References

Hu, W., Wang, M. T., & Ye, F. (2024). Peer relationships and academic motivation: A
study on junior high school students. Journal of Educational Psychology, 116(2),
234–249.
Mundt, N., Rossmann, C., & Freund, P. A. (2021). Embeddedness in peer groups and
academic motivation: The role of peer group embeddedness in adolescents' school
engagement. Learning and Individual Differences, 89, 102003.
Steenberghs, A., Van den Bergh, L., & De Laet, S. (2024). Peer academic socialization
and student engagement: Exploring the impact of academically oriented peer
groups. Contemporary Educational Psychology, 68, 102162.
Wentzel, K. R. (1991). Social competence and academic achievement in middle school:
The role of peer relationships and social behavior. Child Development, 62(5),
1066–1078.