How Romantic Relationships Affect Academic Performance*
Presentation Type
Poster Presentation
Mentor/Supervising Professor Name
Garcia, Melissa
Abstract (Description of Research)
Academic success and motivation are important factors in the well-being and future achievements of undergraduate students. While many influence academic outcomes, romantic relationships may be overlooked as a factor. This study explores whether romantic involvement enhances or hinders academic motivation and performance in college students. Methods: Participants (N = 102) were undergraduate students, grouped by relationship status: in romantic relationship or single/divorced. Data were collected via a Google Form survey, including demographic questions, self-reported GPA, and three validated scales: the Romantic Relationship Composite (for relationships quality), Escala Rendimiento Académico (for academic performance), and the Academic Motivation Scale. This quantitative study used self-report data, with romantic relationship status as the independent variable and academic motivation, performance, and Grade Point Average (GPA) as the dependent variables. Results: Students in romantic relationships reported slightly higher academic motivation scores (M=, SD=) compared to single/divorced peers (m=, SD=), though the difference was not statistically significant (p> .05). However, relationship satisfaction is positively correlated with academic motivation (r=, p> .05), suggesting that higher-quality relationships may support academic engagement. Conclusion: These findings suggest that while a relationship status alone may impact academic outcomes, the quality of romantic relationships could play a role in students’ motivation. Further research is recommended to explore these dynamics over time.
How Romantic Relationships Affect Academic Performance*
Academic success and motivation are important factors in the well-being and future achievements of undergraduate students. While many influence academic outcomes, romantic relationships may be overlooked as a factor. This study explores whether romantic involvement enhances or hinders academic motivation and performance in college students. Methods: Participants (N = 102) were undergraduate students, grouped by relationship status: in romantic relationship or single/divorced. Data were collected via a Google Form survey, including demographic questions, self-reported GPA, and three validated scales: the Romantic Relationship Composite (for relationships quality), Escala Rendimiento Académico (for academic performance), and the Academic Motivation Scale. This quantitative study used self-report data, with romantic relationship status as the independent variable and academic motivation, performance, and Grade Point Average (GPA) as the dependent variables. Results: Students in romantic relationships reported slightly higher academic motivation scores (M=, SD=) compared to single/divorced peers (m=, SD=), though the difference was not statistically significant (p> .05). However, relationship satisfaction is positively correlated with academic motivation (r=, p> .05), suggesting that higher-quality relationships may support academic engagement. Conclusion: These findings suggest that while a relationship status alone may impact academic outcomes, the quality of romantic relationships could play a role in students’ motivation. Further research is recommended to explore these dynamics over time.