This study explores the personality factors behind Filipino college students' social media usage. Using descriptive-correlational design, a random sample of 338 Filipino undergraduate students, between ages of 16 to 22, was employed to generate relationships and understand predictions among factors derived from NEO Personality Inventory and Facebook Intensity Scale. Results indicated that respondents tend to be more neurotic and less agreeable but conscientious. Regression analysis model delineated that among the personality factors, extraversion and neuroticism traits were contributory factors of Facebook use. Pearson's correlations suggested that the extraversion trait has significant positive associations with Facebook use, number of Facebook friends, and time spent on Facebook while neuroticism trait showed significant negative influence with number of Facebook friends. Thus, findings affirmed the claim that some aspects of personality lead to increase Facebook usage, and that these constructs are largely influenced by their personal characteristics.

The responsibility of academic institutions to produce holistically developed individuals puts compounded pressure on the school administrators to raise students' achievement. While most learning institutions put a premium on readying its learners in attaining scholastic success, it is quite apparent how most Philippine schools neglected to put an ample attention to one's emotional and social growth. This current study utilized a descriptive-correlational design-with a randomized sample of 203 university academic achievers between ages of 16 to 21-to generate relationships among factors derived from Emotional Quotient-i: Youth Version (EQ-i:YV) and academic performance as measured by General Pointed Average (GPA). Pearson's correlations suggested that the overall emotional intelligence has significant positive associations with intrapersonal, interpersonal, stress management, adaptability and general mood scales while overall emotional intelligence and its composite scales are related to academic performance. Thus the findings affirmed the claim that the more the academic achievers become emotional-social intelligent, the higher their tendency to exude academic prowess. This study further highlights the potential implications of emotional intelligence in educational progress and academic success; hence emotional intelligence-based activities should be integrated in higher education curriculum.

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.

In an attempt to indigenize psychology in the Philippines, shared identity has been used to explain concepts related to Filipino social behaviors. Since shared identity is an overarching concept that exudes Filipino behaviors in the social context, it is assumed that shared identity can further describe how and why Filipinos forgive. Thus, this study is attempted to understand forgiveness in the context of shared identity. Study I involved 30 Filipino undergraduate students to categorize people whom they interact with not one of us and one of us as well as to identify offenses that require forgiveness. Results from qualitative analyses were integrated in vignette stories which were used as priming for the experiment. In Study II, 62 Filipino undergraduate students were randomly assigned to several experimental conditions for evaluation of interaction effects of forgiveness-seeking behavior and shared identity. Results revealed that a forgiveness-seeking behavior was not being used in forgiving others; instead, it was the degree of relationship that determines one’s tendency to forgive. People who have developed a more profound relationship with others may be forgiven more easily because of the nature of the relationship one has with the transgressor. Thus, the decision to forgive may be considered multilayered and it had to be examined in both micro and macro levels.

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