This study was conducted to discover whether or not there is an association between academic performance and involvement in a romantic relationship amongst high school students.
The variables looked at were dating status (single or involved), level of involvement in the relationship, and grade point average. Approximately fifty-one percent of those surveyed were involved in a relationship.
These studies show that relationships with teachers in the later years of schooling can still significantly impact the academic achievement trajectories of students (Midgley et al., 1989).
Another example of the importance of teacher-student relationships in high school students stems from intervention studies aimed at improving academic outcomes for low-income students (Murray & Malmgren, 2005).
Many factors contribute to a student’s struggling grades; the aim of this research was to isolate the effects of dating on a student’s academic performance.
Low-income students who have strong teacher-student relationships have higher academic achievement and have more positive social-emotional adjustment than their peers who do not have a positive relationship with a teacher (Murray & Malmgren, 2005).
In one intervention study that aimed to increase positive relationships between low-income high school students and their teachers, results showed that students who participated in the intervention significantly improved their GPA over the course of five months (Murray & Malmgren, 2005).
Such research shows that positive teacher-student relationships can improve academic skills in students as early as middle school and as late as high school (Midgley et al., 1989; Murray & Malmgren, 2005).
Variables were calculated on a survey measuring relationship and school satisfaction. The relationship assumed between grade point average and dating status were not supported by the data.
However, students involved in a relationship experienced more stress when facing deadlines for school.