The goal of this study was to examine these two values (utang na loob and gratitude) in terms of how they are understood by Filipinos and how they are manifested in the hope of delineating meanings and establishing links between the two construct. Using qualitative responses of Filipino respondents regarding their conception of utang na loob and gratitude, the following descriptions were identified: pagkilala (acknowledgement), pagtutumbas (reciprocity), and panlipunang gampanin (social responsibility) as conceptual meanings for utang na loob; and pasasalamat (thankfulness) and pagtutumbas (reciprocity) for gratitude. Reciprocity being found to be shared by two concepts was also analyzed and contextualized.

This paper reviewed 6 forgiveness studies that were made to understand Filipino forgiveness behaviors. The aim was to extract general Filipino values as well as the cultural values that Enriquez proposed in his theory of kapwa. Using combined qualitative and quantitative approaches in the research reports of those studies, the values that were salient in the experience of forgiving a transgressor were identified. Results showed that certain personal (open-mindedness and understanding) and interpersonal (smooth interpersonal relationship and justice) characteristics become evident in forgiving another a transgressor. Likewise, loob-related values were recovered from the analysis. The value of freedom was contextualized in terms of its function in the forgiveness experience. Finally, a value-based forgiveness model was proposed based on the results.

Social networking sites are prevalent media in communication and self-expression among people across different ages. The study determined possible personality differences of Facebook users with public and private profiles and examined personality traits that are predictive of Facebook profile preference through a descriptive-predictive research design. Two hundred seventy college students (n=270) whose ages range from 15 to 27 were recruited from a private collegiate institution in Manila City. Findings revealed that Facebook users with public and private profiles differ in openness, t(298) = -2.04, p<.05, while the robust predictor of Facebook profile preference is conscientiousness (β=-.20, t=3.09, p<.005). Distinction in the way profiles are chosen depends on predisposition to be broad-minded, creative and appreciative while preference over public and private Facebook profiles relies on tendencies to exercise greater degree of self-control, order and regulation. Selection of Facebook profiles, therefore, is a behavior that can be influenced by innate predispositions in the form of personality traits.

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Children's perception about their teachers has been widely addressed utilizing student evaluation of teacher's performance. However, there is with regard to how children perceive their teachers based on the warmth -competent dimensions following Fiske's Stereotype Content Modeling Theory (2006).Using a within-subject randomized block design through the process of Psychopy, a sample of 80 kindergarten to Grade 3 Filipino students were presented with word-stimuli describing their teachers as either warm or competent. The word-stimuli tasks revealed how these learners regularly construct and use categorical representations to simplify how they make sense of other people. Paired sample t-test analysis supports Fiske's notion that warmth is primarily perceived, while competence takes a secondary role. Results suggest that students perceive the warmth dimension as integral in social judgment about teachers and thus affects stereotypical ideas of teachers needing to be more nurturing. The results show in-service teachers how they are stereotyped by their young students and highlights characteristics that contribute to the teaching-learning process. Thus, this study supports the claim that cognition about teachers and how they should relate with their students usually form a psychological process of inducing positive emotions and relationships towards learning, lending a classroom atmosphere that promotes a healthy student-teacher relationship which consequently reinforces students' learning.