THE INFLUENCE OF RELATIONSHIP BREAKDOWN ON THE PSYCHOLOGICAL WELLBEING OF UNIVERSITY STUDENTS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF STUDY
In Nigeria and other part of the world, post-secondary education is a period of academic and personal growth. Young adults are often living separately from their immediate families for the first time in their lives (Hendy et al., 2013). One of the ways in which young adults explore their newfound freedom is through establishing romantic relationships. Romantic relationships are a common developmental experience for young adults in university (Rhoades & Stanley, 2014). Beginning in middle and high school, the development of romantic relationships is a means for young people to establish a sense of intimacy. Relationships formed in high school are typically short and casual, while relationships formed in university tend to be longer-lasting and increasingly serious (Shulman & Connolly, 2013). Although, on average, romantic relationships in university last longer than those in high school, break-ups are still a common occurrence, and have the possibility of leading to serious psychological distress (Boelen & Reijntjes, 2009; Field et al., 2009; Frazier & Cook, 1993; Hendy, Can, Joseph, & Scherer, 2013; Simpson, 1987). Given that approximately 1.3 million students are registered in university programs throughout Canada today (Statistics Canada, 2014), it is important that research be conducted to better understand the needs of these students following a romantic break-up.
STATEMENT OF PROBLEM
Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic performance in previous studies including depression, Â anxiety, intrusive thoughts, controlling intrusive thoughts and sleep disturbances. Problems that might be expected to affect perceived academic performance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academic performance. Variables that were related to academic performance in previous studies including depression, anxiety, intrusive thoughts, controlling intrusive thoughts and sleep disturbances
RESEARCH OBJECTIVES
1.To determine the influence of age, pre existing mental health status and romantic relationships on levels of self-reported mental health
2.To determine the effect of relationships breakdown on students academic performance of universities students
3.To determine the types of  problems encounter by student after breakup
RESEARCH HYPOTHESIS
- It was hypothesized that, after controlling for the influence of age and preexisting mental health status, romantic relationship status would significantly predict levels of self-reported mental health, such that individuals who have experienced a recent dissolution of a romantic relationship would have lower levels of mental health than people whose romantic relationship has remained intact.
