0 The Relationship between being in a Committed Relationship and Academic Performance in College Females Tania Jimenez and Ashley Tatem Abstract This correlational study investigated the relationship between being in a committed relationship and academic performance in college females. The study involved 60 female undergraduate participants from a small, private, Catholic women’s college in northeastern New Jersey. It was hypothesized that college females who were in a supportive committed relationship would have significantly higher GPAs than students who were in unsupportive relationships. The Psychosocial Intimacy Questionnaire (PIQ, Tesch, 1985) was used to measure intimacy, specifically romantic love, supportiveness, and communication ease in a participant’s committed relationship. A student’s current GPA and questions regarding course failure and academic probatio0n. This study investigated the relationship between being in a committed relationship and academic performance in female college students. College students refer to female undergraduates attending a small, private, Catholic women’s college in northeastern New Jersey, at any class standing (freshmen, sophomore, etc). Committed relationship refers to a monogamous, supportive relationship with the student’s significant other. Academic performance refers to the student’s GPA. A study by Bailey and Miller (1998) investigated if female and male undergraduates are more satisfied with their lives if they have more or less active life styles. How active students are in pursuing goals and having a large number of roles and obligations, while at the same time maintaining interpersonal relationships they could rely on for support and decision making. Life satisfaction was assessed with respect to students’ satisfaction with school performance and their dating and family relationships. This research also

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