Courtship: Impact of intimate relationship among young accountancy students of UM in their
academic performances
Sexual health is a continuous concern of college and university administrators across the country.
The purpose of this study was to explore the linear and circular relationship between academic
performance, risky sexual behaviors and sexually transmitted diseases. While these relationships have
been vastly studied in high school students, there is limited information on how these relationships play
out in college students. The National College Health Assessment-II was analyzed to identify the
correlations between academic performance, risky sexual behaviors and sexually transmitted diseases. I
analyzed the relationship between approximate grade point average and number of sexual partners,
approximate grade point average and condom use and approximate grade point average and anal
intercourse. I also examined the relationships between sexually transmitted disease status and
approximate grade point average. Lastly I looked at how all three (academic performance, risky sexual
behaviors, and sexually transmitted disease status) relate to each other. The results showed that generally,
students with higher grade point averages engaged in risky sexual behaviors less frequently than those
with lower grade point averages. Students with higher grade point averages reported fewer sexual
partners, engaged in anal intercourse less frequently and reported higher rates of condom use during
vaginal intercourse. Sexually transmitted disease diagnosis/treatment was also correlated with
approximate grade point average in relation to gonorrhea, chlamydia and HIV. Students with lower grade
point averages reported higher frequency of STD diagnosis/treatment within the last 12 months. Finally
our results showed that students with higher grade point averages were less likely to be diagnosed/treated
for a sexually transmitted diseases. The odds of students engaging in anal intercourse were increased as
grade point averages decrease; however, the odds of students using condoms during vaginal intercourse
decreased as grade point averages increase. (M. Foshter) 2014
The authors propose a theoretical model linking emotions, self-regulated learning, and motivation
to academic achievement. This model was tested with 5,805 undergraduate students. They completed the
Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3
self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire
(EQ), and the Motivation Questionnaire (MQ). The findings were consistent with the authors’ hypotheses
and appeared to support all aspects of the proposed model. The structural equation model showed that
students’ emotions influence their self-regulated learning and their motivation, and these, in turn, affect
academic achievement. Thus, self-regulated learning and motivation mediate the effects of emotions on
academic achievement. Moreover, positive emotions foster academic achievement only when they are
mediated by self-regulated learning and motivation. The results are discussed with regard to the key role
of emotions in academic settings and in terms of theoretical implications for researchers. (Mega, Carolina,
Ronconi, Lucia, De Beni, Rossana) 2014
This study investigated factors predicting the courtship stalking behavior of male college
students. Data were collected from 164 male college students who were described as men who wanted to
date women who did not want to date them. Participants were from either a four-year university or a two-
year college located in A-city, Korea. Courtship stalking behaviors were measured using Sinclair and
Frieze's Courtship Stalking Behaviors Scale. The collected data were analyzed using a χ 2 -test, a Mann-
Whitney U-test, and a binomial logistic regression. As male students’ dating frequency decreased, so did
courtship stalking behaviors (Exp (B) = .093, p = .001). As male students’ attachment anxiety increased,
so did courtship stalking behaviors (Exp (B) = 1.065, p = .046). Moreover, as male students’ experience
with physical violence increased, so did courtship stalking behaviors (Exp (B) = 1.339, p = .019). Finally,
if male college students have had childhood experience with physical violence and have high attachment
anxiety, there is a need for the early detection and management of their relationship with the opposite sex.
(Eun Young Yoo, Seung A Lee, Sung Hee Lee) 2016
