Saying "I Do" in College:

According to Erikson's Theory of Psychosocial Development and because marriage as an undergraduate student is not the norm, marital status may have implications for college students' academic performance. In addition, relationship quality may predict how well undergraduates perform academically. Thus, the goal of this study is to examine how marital status predicts academic performance and whether or not relationship quality moderates this association. Data for this study comes from an online survey of undergraduate students from a university in the Midwestern United States (N = 111, 81.1% female, 87.4% White/Caucasian, 21.2% married). Results revealed that marital status is negatively associated with cumulative grade point average (GPA) and perception of GPA. There were no significant effects of relationship satisfaction, relationship communication, or the interaction of relationship quality and marital status for academic performance. Implications for academic performance and young adult development will be discussed.

Autorentext

O Dr. Mickey Langlais obteve o seu bacharelato em Psicologia e Civilizações Clássicas na Universidade do Tennessee e obteve o seu mestrado e doutoramento em Desenvolvimento Humano e Ciências da Família na Universidade do Texas - Austin. Selena Beard obteve o seu bacharelato em Estudos Familiares com uma especialização em Saúde Pública.

Klappentext

According to Erikson's Theory of Psychosocial Development and because marriage as an undergraduate student is not the norm, marital status may have implications for college students' academic performance. In addition, relationship quality may predict how well undergraduates perform academically. Thus, the goal of this study is to examine how marital status predicts academic performance and whether or not relationship quality moderates this association. Data for this study comes from an online survey of undergraduate students from a university in the Midwestern United States (N = 111, 81.1% female, 87.4% White/Caucasian, 21.2% married). Results revealed that marital status is negatively associated with cumulative grade point average (GPA) and perception of GPA. There were no significant effects of relationship satisfaction, relationship communication, or the interaction of relationship quality and marital status for academic performance. Implications for academic performance and young adult development will be discussed.