Running head: ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

The Impact of Romantic Relationships on Academic Success

Evelyn Babaroudi, Marissa Elder, Orah Kabaei and Cynthia Sanchez
Touro University Nevada

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

Introduction
Upon entering a highly competitive program, students express higher levels of stress due
to the complexity of their schedules. This line of reasoning is not unusual, appearing often in
academic discourse. Being in a romantic relationship is one factor that influences students levels
of stress and academic performance, both negatively and positively. For students at the graduate
level, there are higher expectations for student achievement, including greater responsibility and
accountability for striving to meet those expectations. Romantic relationships imply similar
expectations, as individuals are expected to invest their time, effort, and commitment toward
building a healthy and mutual alliance.
For graduate students in a romantic relationship, the ability to balance responsibilities
may have a negative influence on academic performance. While this logic is not unusual, it is
unknown whether this claim is valid. Perhaps romantic relationships serve as a stable support
system and thus, provide motivation and strength in overcoming the obstacles of graduate
school. In this study we review several scholarly articles, addressing the theoretical claims
underlying romantic relationships and academic performance. We then explore the unique
perspectives of Touro University Nevada Occupational Therapy students whom are in a
committed relationship and finally, discuss the implications of the research.
Purpose and Significance of Study
Our initial research question was: how do students in the Touro Occupational Therapy 16
cohort describe the impact of their romantic relationship on their academic performance? The
purpose of this phenomenological study was to discover the academic performance of OT
students in a romantic relationship at Touro University Nevada. The results are significant, as
many students are in relationships, and can relate to and utilize the responses gathered in the

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

study. The results of our study can potentially help students develop a better understanding of
how to cope with the rigor of academics and the responsibility of personal life.
Literature Review
Research has shown that non-academic factors may significantly influence college
performance and retention (Gerdes & Mallinckrodt, 1994; Pritchard & Wilson, 2003). Pritchard
and Wilson (2003) found that emotional and social factors, such as stress, related to student
performance. Their study suggested that students who reported being emotionally and socially
healthy had a greater chance of succeeding in college than those who reported otherwise
(Pritchard & Wilson, 2003).
In addition, research has also shown that having a strong social support system can help
students achieve academic success as well (Pritchard & Wilson, 2003). Gerdes and Mallinckrodt
(1994), found that having a social support network was just as important as academic factors for
adapting to college and lowering the possibility of dropping out. It has been found that
specifically during the first year of college students have a harder time adapting to the new
environment, thus having positive relationships can help them adjust (Pritchard & Wilson, 2003).
Gerdes Mallinckrodt (1994) found that students who dropped out of college, even though they
were in good standing, dropped out because of emotional and adjustment issues. Further studies
showed that young adults who are married have their occupational and educational attainments
impacted by their relationship (McClelland, 1990). Other research suggests that there is a
positive correlation between social support and aspects of the cardiovascular endocrine and
immune systems (Uchido, Cacioppo, & Kiecolt-Glasert, 1996).
All in all, research has shown that social support plays a significant role in academic
success. In addition, social support can increase well-being due to its effects on emotional

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

factors. Therefore, we wanted to further expand on this research by specifically looking at the
effects of romantic relationships on academic success.
Methods
Design
The current study used a phenomenological approach to explore the effects of romantic
relationships on academic success. A phenomenological approach allows researchers to
determine the meaning for individuals of their lived experiences of a concept (Creswell, 2013).
This design was used to comprehend how individuals personally viewed the convergence of their
academic life and romantic relationship. We wanted to further explore what these individuals had
in common with their experiences and identify common themes. Interviews were conducted to
interpret each participants experiences from their point of view.
Participants
For this study, a convenience sample of seven participants was collected. Of the seven
participants, four were female (57%) and three were male (42%). Participants age ranged from
22 to 32 years of age. For the purpose of this study, each participant was also required to
currently be in a romantic relationship and enrolled in graduate school. Four of the participants
were married, two were living in cohabitation, and one was in a long distance relationship. In
addition, the entire sample size (N= 7) were English language speakers. We recruited graduate
level Occupational Therapy students from Touro University Nevada. Participants were recruited
by email and were all willing to participate (refer to Appendix B). Participants were recruited
over a period of one month beginning December 3, 2014. No participants were excluded from
the analysis.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

Data Collection
Data was collected through individual interviews of participants. All participants were
interviewed on campus in private study rooms with at least two of the researchers present. For
each interview, one researcher asked the participant the questions while the other typed the
transcripts. In addition, with consent of the participants, a voice recorder was used as well. Each
participant was informed the purpose of the study prior to their interview. Each interview
consisted of eight questions and lasted approximately 10-15 minutes. The eight questions were
based on the four major themes: stress levels, motivation, time management, and confidence (see
Appendix A).
Data Analysis
Upon completing the interviews, the researchers listened to the recordings and re-read the
transcripts in order to add any missing information. Each participants transcript was then coded
and divided into categories based on the questions. Major themes were then identified and used
to sort the data. A single document was created to separate each participants answers based on
the questions. Specific quotes were highlighted in different colors depending on the theme. A
table was then created to organize the coded data and provide a visual demonstration (see
Appendix C).
Results
Interview results
We conducted a series of individual interviews on the effects of being in a romantic
relationship to academic performance. As previously mentioned, the research study aimed to
explore the academic performance of OT students in a romantic relationship at Touro University
Nevada, School of Occupational Therapy. Among the various interviews, stress was a prevalent

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

theme, being significantly related to entering the graduate program. In addition to this, the
effects of balancing school and a relationship was a topic that was frequently discussed.
Participants expressed that although they valued their significant others support, they still
experienced stress throughout the program. Although stress is correlated with balancing school
and a relationship, it is inconclusive as to whether stress from the relationship or the program
leads to this increase, as participants did not indicate or outline their relationship as being
positive or negative.
Stress Levels
All seven participants agreed that their stress levels increased upon entering the program.
Herbert stated that his stress level increased from a one to a ten [since the start of the
program]. When asked how their romantic relationships impacted their stress levels, two of the
participants stated that their significant other positively impacted the way they managed stress.
Gary stated [she] supports me...she reminds me that this is what [I] want and that this is my
goal and that pretty much does it. Herbert also expressed how much his wife played a positive
role in his academic career by stating, she realized how hard it was on me and she was there [for
me] and it helped me a lot positively. On the other hand, three of the participants felt that being
in a romantic relationship added to the stress they were experiencing. Susan expressed that
being in a relationship made it harder because it created a lot of extra responsibilities that other
people do not have. Furthermore, the last two participants expressed that their relationship had
both a positive and a negative influence on academic performance. Eleanor described that it
was nice to have someone to comfort and vent to but at the same time its hard with time
management. More than one participant stated that it was difficult to make time for their
significant other, but that he/she was also a source of emotional support.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

Motivation
The main factors that motivated the seven participants to be diligent in their studies
boiled down to wanting to be successful in order to have a secure future. Eleanor stated I
want to have a secure future. I want to help people and be successful. William shared that as
much as he wants to finish the program, [In] the overall bigger picture, I want to be able to
become an OT and provide for my family. Additionally, participants shared that the emotional
support they receive from their significant other greatly impacts their motivation to do well in the
program. Herberts statement gives a nice depiction of this. He shared that everyday before I
leave, my wife calls out do great things. She is always supportive and I know that if I dont
make it out this semester, she will still be there for me. Gary expressed that She plays a big
role. Shes my support..we balance each other out very well.

Time Management
All seven participants also expressed that the main strategy they used to balance school
and their relationships was to block out periods of time and dedicate them to specific tasks.
Herbert identified scheduling as a helpful way to manage both academics and relationships
when he stated, I try to designate a time to where I am at school or the coffee shop for x amount
of time to get all my work done. Usually 9 to 9:30 is my cut off [and] then its [my wifes] time.
William agreed with Herbert when he said, I have a certain amount of time to spend with
my kids, eat dinner, and then put them to bed. After that, I have time to study again in the
evening. So Ive kind of broken down the hours of my day into blocks of time and when I can
spend time doing those things and I think thats helped me.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

Confidence
When asked about their confidence levels, students discussed the impact their significant others,
and their responsibilities as students, had on their academic performance more than any other
relationship or cultural role. All seven participants identified their significant other as being one of
the three most influential and confidence-building people in their lives. When discussing this topic,
Jan reported that her significant other gives her confidence because, He is my support system.
He is the person that I can call and vent to about everything and anything and he is not going tell
me to shut up. Just the little encouraging things he says give me confidence, [like] telling me I can
do it. The cultural role most frequently mentioned in the confidence section of the interviews
was student, with five out of the seven participants reflecting on this particular obligation.Upon
reflection on her role as student, Eleanor said , I feel confident, Ive made it this far. I feel like
Im learning a lot. Even if I do not do great on something, I feel like Ive learned from that, too.

Discussion
Implications
The implications of our study revolve around the coping mechanisms for relationships
that were established through the interview process. As participants discussed the dynamic of
their romantic relationship and academics, they revealed ways to cope with the stress of
maintaining occupational balance. For example, most participants discussed blocking out periods
of time for each of their cultural roles as a way to manage stress and manage their time. Planners
and to-do list were also mentioned by participants in their interviews as ways they manage their
school and personal life. Jan highlighted the benefits of planners when she said, Im really big
in to-do lists. I use my planner like its my life. I have to write it down and check it off so I can

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

feel accomplished. Exercising was also a popular coping mechanism discussed by participants.
For example, Gary stated, Fitness is important so I try to maintain that and try to tie that into
my day, even though we dont have that much time in the day.
For students pursuing higher education, these coping mechanisms can help them succeed
without having to struggle to adjust to the inevitably, and inherently, different life style that
rigorous academics bring. Because of our results, others may learn how to balance academics
and their personal life without having to learn through more difficult channels, such as increased
stress. They can also learn to use the support and motivation of their significant other to their
advantage as they navigate through what program they are enrolled in. Despite the many benefits
the study has yielded, generalizing our results will be difficult due to limitations in experience,
time, bias, and sampling pool.
Limitations
We, as researchers, were new to qualitative research and took time to adjust to this type of
evidence-based practice. As novices, some of our questions were more basic in nature and could
have been expounded upon when interviewing participants. For example, we asked participants
if their stress levels had increased when entering the program but we didnt ask participants to
elaborate why they thought this change occurred. This oversight made it more difficult to explain
our results when the study ended. Not only were we new to qualitative research, but we also
knew our participants, leading to inevitable bias.
Our knowledge of the participants prior to interviewing them can be seen as a limitation
because it provided a level of bias to our methods, leading to our viewpoints being somewhat
reflected in our results. Because we knew how participants managed stress, what their
relationships are like, and other personal details about them, our questions naturally reflected a

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

10

bias towards what we thought they would say in an interview. For example, we had heard
participants talk about how they receive confidence boosts from their significant others, so we
formed questions that addressed confidence in a positive light. This could have skewed our
results. Our knowledge of our participants was mainly due to our convenience sampling
methods.
The study was limited based on the fact that it utilized convenience sampling. Only
students in the OT 16 cohort were interviewed, making the results of the study less generalizable
to a broader population. This is particularly seen in the way stress and motivation impacted our
participants. For example, when discussing motivation to study, most interviewees indicated that
their desire to be an OT, to work in the healthcare industry, and make a difference for those who
are disabled or less fortunate were reasons they studied as much as they did. Others indicated
that the curriculum and science of occupational therapy motivated them to come to school. These
responses would not necessarily be found in graduate programs outside of the healthcare field, or
even outside an occupational therapy program. Not only was the study conducted only among
our cohort, but it was also done in a short amount of time as well. We had less time to prepare
questions, interview participants and compile data. This lead to less extensive interviews than a
typical qualitative research study. All of these factors make our study less generalizable as well
as less reliable.
Recommendations for future study
As the topic of romantic relationships and academic success continues to be studied and
tested, we, the researchers, suggest that the sample consist of participants from different
academic programs. Our study was limited due to the sampling methods we used. Responses
gained from participants studying other fields of knowledge could prove to be significantly

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

11

different from those obtained in this study. For example, none of our studys participants
mentioned money as a motivation for studying, but money can be a motivator for obtaining more
education. It may also be pertinent to explore how different types of social support, besides
romantic relationships, impact academic success. For example, researchers could look at the role
of a sibling relationship, a parent to child relationship or friendship and examine how academic
success is viewed in a non-romantic relationship. The study could also be expanded to measure
academic performance through quantitative means. Instead of examining how people view their
academic success and their romantic relationships, researchers could measure test scores to see if
the output or performance differs based on relationship status.
By examining the impact of romantic relationships on academic success, we were able to
narrow down the most commonly mentioned factors that influence the dynamic relationship
personal and professional selves. The studys interviews also proved informative, due to the fact
that participants revealed coping mechanisms that can be utilized by other students in a romantic
relationship pursuing higher education. As higher education continues to grow in popularity
amongst young people, studies focusing on the interconnectedness of social supports, such as
romantic relationships, and academics will be more relevant and insightful than ever before.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

12

References
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five
approaches (3rd ed.). Lincoln, NE: University of Nebraska.
Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college
students: A longitudinal study of retention. Journal of Counseling and Development,
72(3), 281-288.
McClellan, K. (1990). Cumulative Disadvantage among the highly ambitious .Sociology of
Education, 63, 102-121.
Pritchard, M., & Wilson, G. (2003). Using emotional and social factors to predict student
success. Journal of College Student Development, 44(1), 18-28.
Uchino, B. N., Cacciopo, J. T., & Kiecolt-Glaser, J. K. (1996). The relationship between social
support and physiological processes: A review with emphasis on underlying mechanisms
and implications for health. Psychological Bulletin, 119(3), 488-531.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

Appendix A
Grand tour questions
1. How do stress, romantic relationships, and academics influence each other?
2. How do motivation, romantic relationships, and academics influence each other?
3. How do time management, romantic relationships, and academics influence each other?
4. How do confidence, romantic relationships, and academics influence each other?
Sub-Question Script
Stress levels:
1.

How have your stress levels changed since entering the program and how does your

relationship play a role in this?

2.

Name 3 responsibilities you have and how you cope with things when those

responsibilities become overwhelming.

Motivation:
1.

What motivates you to come to school and study?

2.

How does your significant other play a role in this motivation?

Time management:
1.

How do you balance school work and your personal life [relationship]?

2.

Describe your typical daily routine and your significant others role in that routine

Confidence:
1. Describe the three most influential people in your life and their role in developing your
confidence.
2. Describe 2 roles in your life that are meaningful to you and your level of confidence in
fulfilling those roles

13

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

14

Appendix B
Recruitment Email
Hey guys!
My group and I are conducting research and would like to interview those of you who are in
committed relationships - "an interpersonal relationship based upon a mutually agreed upon
commitment to one another involving exclusivity". If you would like to participate, please let us
know!
Thank you!
Evelyn, Marissa, Cynthia and Orah.

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

15

APPENDIX C
Person Interviewed

Eleanor

Stress
levels

Motivation

Time
Management

Confidence

Relationship type

Program
effects on
stressIncreased

Reason for
studyingWanting a
secure
future

Balancing
school and
relationshi
pblock out
periods of
time for each
role

3 most
influential
peopleParent
(mom)
Sibling
(sister
S.O.

Co-habitating
Boyfriend/girlfrien
d

S.O.s role
in routineHousehold
chores,
financial
support

Cultural
roles
individual
is
confident
inStudent
Aunt

Balancing
school and
relationshi
pblock out
periods of
time for each
role

3 most
influential
peopleParents
S.O.
Future
clients (kids)

S. O.
effects on
program
stress+/+=
supportive
- = stress
associated
with time
away

Jan

Coping
mechanis
m when
overwhel
medCrying, try
to work out
a schedule,
time
manageme
nt
Program
effects on
stressIncreased
S.O.
effects on
program
stress+/-

S.O.s role
in
motivationEmotional
support,
secure
future with
that person

Reason for
studyingSecure
future,
support of
others
S.O.s role
in
motivation-

S.O.s role

Cultural
roles

Boyfriend/girlfrien
d

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

+=
supportive
- = stress
associated
with time
away

Mary

Coping
mechanis
m when
overwhel
medPlanners/
to-do lists,
putting
things off,
exercising
Program
effects on
stressIncreased
S.O.
effects on
program
stressTired/naggi
ng
Distance
Coping
mechanis
m when
overwhel
medPlanners/todo list,
taking
personal
time, grit
and bear it

Herbert

Program
effects on
stressIncreased

16

Emotional
support

in routine
Emotional
support

individual
is
confident
inStudent
Sibling
(sister)

Reason for
studyingEnjoyment
in learning
curriculum,
accelerated
program,
support of
others

Balancing
school and
relationshi
pblock out
periods of
time for each
role

3 most
influential
peopleParent (dad)
S.O.
Friends

S.O.s role
in
motivationEmotional
support,
secure
future with
that person,
helping with
responsibiliti
es

Reason for
studyingSecure
future

S.O.s role
in routine
Household
chores,
financial
support

Cultural
roles
individual
is
confident
inWife
Friend

Balancing
school and
relationshi
p-

3 most
influential
peopleParent

Marriage

Marriage

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

S.O.
effects on
program
stress+=
supportive

S.O.s role
in
motivationEmotional
support

Coping
mechanis
m when
overwhel
medTalk things
out,
surround
with
positive
people

Susan

Program
effects on
stressIncreased
S. O.
effects on
program
stress- = stress
associated
with
responsibilit
ies
Coping
mechanis
m when
overwhel
medExercising,
drinking
coffee/tea,
grit and
bear it,
emotional
support

Reason for
studyingSupport of
others, need
to finish
program
S.O.s role
in
motivationEmotional
support

17

block out
periods of
time for each
role

(mom)
S.O.
Brother-inlaw

S.O.s role
in routine
Household
chores,
financial
support

Cultural
roles
individual
is
confident
inStudent
Future
Father

Balancing
school and
relationshi
pblock out
periods of
time for each
role

3 most
influential
peopleProfessor
Wrightsman
S.O.
Friend
Cultural
roles
individual
is
confident
inStudent
Wife

S.O.s role
in routine
Household
chores,
financial
support

Marriage

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

18

system

Gary

William

Program
effects on
stressIncreased
S. O.
effects on
program
stress+=
supportive
Coping
mechanis
m when
overwhel
medScheduling
Program
effects on
stressGenerally
the same
with some
more
fluctuations
S. O.
effects on
program
stress- = stress
associated
with
responsibilit
ies
Coping
mechanis
m when
overwhel
medPlanner/ToDo list,
playing
with kids,
organizing

Reason for
studyingNeed to
finish
program,
example for
others
S.O.s role
in
motivationEmotional
support

Reason for
studyingSecure
future,
enjoyment
in learning
the
curriculum
S.O.s role
in
motivationEmotional
support

Balancing
school and
relationshi
pblock out
periods of
time for each
role, taking
personal
time
S.O.s role
in routineHousehold
chores
Balancing
school and
relationshi
pblock out
periods of
time for each
role, make
sure to
spend time
with family
S.O.s role
in routine
Household
chores, child
rearing

3 most
influential
peopleParents
(mom and
dad)
S.O.
Cultural
roles
individual
is
confident
inBrother
Boyfriend
3 most
influential
peopleParents
(mom and
dad)
S.O.
Cultural
roles
individual
is
confident
inParent
Student

Cohabitating
Boyfriend/girlfrien
d

Marriage

ROMANTIC RELATIONSHIPS AND ACADEMIC SUCCESS

19