Relationship Dynamics and Academic Performance
Academic Level at Time of Presentation
Senior
Major
Psychology
Minor
Sociology
2nd Student Academic Level at Time of Presentation
Senior
2nd Student Major
Psychology
2nd Student Minor
Business Management
List all Project Mentors & Advisor(s)
Esther Malm, PhD
Presentation Format
Oral Presentation
Abstract/Description
Relationship Dynamics and Academic Performance
The present study examines the relationship among adverse childhood experiences, parenting styles, childhood trauma, academic performance, and romantic relationship functioning in college students. We question whether there is a difference in academic performance between college students who have higher Adverse Childhood Experience (ACE) scores and Childhood Trauma (CTQ) scores and those who have lower Adverse Childhood Experience and Childhood Trauma Scores. Adverse childhood experiences and childhood trauma include subsections of physical neglect, emotional neglect, sexual abuse, emotional abuse, and physical abuse. Academic performance is examined by the student's current or previous semester's grade point average. The main parenting styles analyzed for this study include Permissive, Authoritarian, and Authoritative. Previous studies have not examined College students' academic performance in relation to childhood experiences, making this a gap in research and limited in findings. The majority of the research done on academic performance and childhood experiences has been conducted in K-12 settings. We hypothesize that (1) College students with high Adverse Childhood Experiences test scores and Childhood Trauma scores will have lower academic performance than those with low Adverse Childhood Experiences test scores and low Childhood Trauma scores, (2) Higher authoritative parenting scores will be associated with higher academic scores among college students, whereas authoritarian and permissive parenting scores will be associated with lower academic scores, (3) Individuals with higher levels of unresolved childhood emotional trauma will report greater romantic relationship avoidance and delayed initiation of romantic relationships in adulthood. We have been approved by the IRB to conduct this study and are currently collecting data through SONA. This survey is ongoing with 82 participants, and the results will be presented at Murray State University during Scholars Week.
Keywords: Childhood experiences, academic performance, relationship dynamics, childhood trauma, parenting styles
Spring Scholars Week 2026
Psychology: Projects In-Progress
Relationship Dynamics and Academic Performance
Relationship Dynamics and Academic Performance
The present study examines the relationship among adverse childhood experiences, parenting styles, childhood trauma, academic performance, and romantic relationship functioning in college students. We question whether there is a difference in academic performance between college students who have higher Adverse Childhood Experience (ACE) scores and Childhood Trauma (CTQ) scores and those who have lower Adverse Childhood Experience and Childhood Trauma Scores. Adverse childhood experiences and childhood trauma include subsections of physical neglect, emotional neglect, sexual abuse, emotional abuse, and physical abuse. Academic performance is examined by the student's current or previous semester's grade point average. The main parenting styles analyzed for this study include Permissive, Authoritarian, and Authoritative. Previous studies have not examined College students' academic performance in relation to childhood experiences, making this a gap in research and limited in findings. The majority of the research done on academic performance and childhood experiences has been conducted in K-12 settings. We hypothesize that (1) College students with high Adverse Childhood Experiences test scores and Childhood Trauma scores will have lower academic performance than those with low Adverse Childhood Experiences test scores and low Childhood Trauma scores, (2) Higher authoritative parenting scores will be associated with higher academic scores among college students, whereas authoritarian and permissive parenting scores will be associated with lower academic scores, (3) Individuals with higher levels of unresolved childhood emotional trauma will report greater romantic relationship avoidance and delayed initiation of romantic relationships in adulthood. We have been approved by the IRB to conduct this study and are currently collecting data through SONA. This survey is ongoing with 82 participants, and the results will be presented at Murray State University during Scholars Week.
Keywords: Childhood experiences, academic performance, relationship dynamics, childhood trauma, parenting styles