EFFECTS OF ROMANTIC RELATIONSHIP ON SELF ESTEEM, IDENTITY AND ACADEMIC PERFORMANCE MUHAMMAD -. LUQMAN
DEPARTMENT OF PSYCHOLOGY
BAHAUDDIN ZAKRIYA UNIVERSITY MULTAN
Sponsored by: HUMA WASEEM (firstname.lastname@example.org)
The present study aims at studying romantic relationship and its effects on academic performance, identity and self esteem. Parent and peer influences on academic achievement are well documented, but little research has examined links to romantic involvement during the adolescent period. This study was conducted to discover whether or not there is an association between academic performance and involvement in romantic relationship adolescence and its effects on identity development and self esteem. The variables looked at were dating status (single or involved), level of involvement in the relationship, and grade point average, identity status, self esteem. Variables were calculated on a survey measuring relationship and school satisfaction, self esteem, identity status. 101 students attending B.Z University and 100 students studying in 10th grade Educator high School Sahiwal were surveyed. Approximately fifty-one percent of those surveyed were involved in a relationship. The relationship assumed between grade point average and dating status was not supported by the data. INTRODUCTION
On a daily basis, college students are faced with a conflict of interest: to study or not to study. Often times these decisions are affected by outside factors that are beyond the control of the student (i.e. work, athletics, involvement in organizations). One other factor that is believed to be a major influence is the existence of a significant other. While involved in a relationship during college, one might be forced to choose either studying for school or spending time with the significant other, leaving the student with increased amounts of stress. Level of commitment to the relationship must also be taken into consideration. A student who is involved...
Michael M. Campbell
This study explored the validity of the Motivational Systems Theory (MST) as a measure of performance of college studentspursuing business degrees and the level of academic performance attained across gender and race lines. This goal is achieved by investigating the relationships between motivational strategies, biological factors, responsive environment factors, skill/prior ability, and academic performance of these college students and the impact on the level of academic performance by the college students ' gender and race. The unit of analysis used in this study was 259 college students pursuing business degrees in an institution of higher learning in the south- eastern region of the United States. The instrument of choice was the Motivated Strategies for Learning Questionnaire (MSLQ) which was used in prior studies to survey the relationship between motivation and learning strategies and performance of students in the disciplines of arts and sciences, philosophy, psychology and natural sciences. The MSLQ will be used to obtain students responses to 50 questions pertaining to their college experience as relates to their motivation and application of learning strategies. The results indicated that the motivational systems theory is a valid predictor of performance. The female students ' levels of academic performance were higher than their male counterparts irrespective of race. The biological trait, test anxiety, impacted Caucasian females more than the other gender or race groups. ANOVA confirmed that statistically significant relationships existed between academic performance and demographic variables gender and race. MANOVA confirmed that the differences in performance levels across gender and race lines were statistically significant. The results strongly supported the premise that the levels of academic performance are impacted significantly across gender and race lines for college students pursuing degrees in accredited business programs.
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