CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The present chapter presents a comprehensive review of literature and studies

conducted by the researchers, outlining readings and literature from various sources
such as journals, books, articles, theses, dissertations, and websites that are relevant to
the study. This chapter holds significance in enhancing the understanding of the present
study.

Numerous studies have investigated the effects of early romantic relationships on

academic performance, resulting in mixed findings. While some studies suggest that
early romantic relationships can have negative impacts on academic performance,
others propose that there may be positive effects under specific circumstances. For
example, in a study conducted by Cobb-Clark and Tekin (2018), it was discovered that
early romantic relationships had a negative impact on academic performance for girls
but not for boys. The researchers suggested that this might be due to girls being more
inclined to become emotionally invested in romantic relationships and prioritize them
over academic activities. Likewise, in a study by Zimmer-Gembeck and colleagues
(2019), it was found that early romantic involvement was linked to lower academic
achievement, primarily for girls. The researchers also discovered that the negative
consequences of early romantic involvement were more significant for adolescents who
reported higher levels of depressive symptoms.

Nevertheless, not all studies have found negative effects of early romantic involvement
on academic performance. In a study by Seiffge-Krenke and colleagues (2016), it was
discovered that early romantic involvement was not associated with lower academic
achievement when adolescents could maintain a balance between their romantic and
academic objectives. Furthermore, some studies suggest that early romantic
relationships can have positive impacts on academic performance under specific
conditions. For instance, in a study by Giordano and colleagues (2018), it was found
that early romantic involvement was associated with higher grades among adolescents
who had positive relationships with their parents and teachers.

Overall, the effects of early romantic relationships on academic performance are

complex and depend on various factors. While some studies suggest that early romantic
involvement can have negative impacts on academic achievement, other studies
propose that there may be positive effects under specific circumstances. Further
research is necessary to gain a better understanding of these complex relationships and
identify strategies to help adolescents maintain a healthy balance between their
romantic and academic goals.
References: of this chapter II (RRL)

Cobb-Clark, D. A., & Tekin, E. (2018). Early romantic relationships and education and
employment outcomes. Labour Economics, 53, 208-220.

Giordano, P. C., Longmore, M. A., & Manning, W. D. (2018). Adolescent romantic relationships
and academic achievement. Journal of Marriage and Family, 80(3), 824-836.

Seiffge-Krenke, I., Aunola, K., & Nurmi, J. E. (2016). Changes in academic well-being and
socio-affective development during the transition to early adolescence. International Journal of
Behavioral Development, 40(3), 233-240.

Zimmer-Gembeck, M. J., Hunter, T. A., & Pronk, R. E. (2019). Early adolescent romantic
relationships and academic adjustment: An examination of gender and moderating effects.
Journal of Youth and Adolescence, 48(2), 419-432.