Effects of Love of Academic Performance
College life can be stressful, although it is undoubtedly one of the most memorable experiences in one's life. It represents a critical developmental period for both late adolescents and young adults (Chickering, 1969). Social factors such as romantic relationships, organizations and clubs, and sports activities have been found to have effects on students' academic performance. These social factors affect academic performance in terms of time demanded and the psychological state they may cause. A student may be influenced to be involved in any of the stated variables. The question is how one strikes a balance between the stressful academic attainment and social activities.
Environment
Environment comprises factors that play a role in academic performance. The environment may be physical or socio-physical. All factors have a direct or indirect relationship with students' performance.
Romantic Relationships
The daily routine of university life brings new sleeping and eating habits, increased workload, and new responsibilities. University students are prone to stress due to the transitional nature of university life (Wright, 1967). They must adjust to being away from home, perhaps for the first time, and maintain a balance between high level of academic success and a new social environment. These daily stressors do not cause anxiety by themselves. Stress results from interactions between stressor and the individual's perception and reaction to them (Romano, 1992). The amount of stress experienced may be influenced by the individual's ability to effectively cope with stressful events or situations (Zurilla and Sheedy, 1991). A romantic relationship may ease environmental stress (Berger, 1997). Paul and White (1990) observe that being in an intimate relationship involves trust, sensitivity, and responsiveness, being able to make a commitment, striving for equity and mutuality. For a student, it also means working to achieve academic balance. However, Zimmer
Environment
Environment comprises factors that play a role in academic performance. The environment may be physical or socio-physical. All factors have a direct or indirect relationship with students' performance.
Romantic Relationships
The daily routine of university life brings new sleeping and eating habits, increased workload, and new responsibilities. University students are prone to stress due to the transitional nature of university life (Wright, 1967). They must adjust to being away from home, perhaps for the first time, and maintain a balance between high level of academic success and a new social environment. These daily stressors do not cause anxiety by themselves. Stress results from interactions between stressor and the individual's perception and reaction to them (Romano, 1992). The amount of stress experienced may be influenced by the individual's ability to effectively cope with stressful events or situations (Zurilla and Sheedy, 1991). A romantic relationship may ease environmental stress (Berger, 1997). Paul and White (1990) observe that being in an intimate relationship involves trust, sensitivity, and responsiveness, being able to make a commitment, striving for equity and mutuality. For a student, it also means working to achieve academic balance. However, Zimmer