Creating Successful Relationships

Creating Successful Relationships

1.0 Literature Review

Increasing global pandemics and academic burdens have brought severe psychological health concerns among female college students. Unfortunately, scholars addressing this topic had conflicting opinions on causes and remedies to female students’ psychological issues. According to Leon (2005), social interactions and social contexts influence behavior patterns that have direct impact on the female student’s physical and psychological wellbeing. Social support contributes to sound self-efficacy which in turn leads to excellent physical activities (Leon, 2005). Similarly, Aleman (2010) argued that most female college students’ psychological problems occur due to weakening social bond between them during and after a college education. Unfortunately, friendship requires constant investment of energy or it will cease (Aleman, 2010). In concurrence, Cumming et al. (2006) posited that romantic relationships and friendships are voluntary and can strengthen, or decline due to concrete decisions. As such, female students can establish and sustain relationships through constant social support or communication (Cumming et al., 2006). College female students sustain friendships in which each member feels valued, loved, trusted and finds the meaning and purpose of life (Leon, 2005). All these articles agreed that the original factor that unites female students many weaken due to declined communication with former friends or establishment of new relationships in other places. In such context, members must seek the appropriate mechanism to supplement their bond.

Resources used in this proposal suggested different approaches of strengthening female students’ relationships. Firstly, Aleman (2010) considered self-authorship model vital in influencing female students’ identity development and self-image in relationships. As young adults, female college students experience neurological development, which influences reasoning, consciousness and awareness (Aleman, 2010). Students who understand and articulate new circumstances such as adulthood, employment and marriage could adequately explore subjectivity and identity attributes. Consequently, self-authorship could contribute to a stable and permanent cognitive capital, and allows female students to interpret and combine complex knowledge with their sense of self.

Moreover, sororal relationships contribute immensely to female students’ cognitive development and self-image by mitigating academic-related fears and stress and substantiate ideas and thoughts. These relationships can develop one’s positive ethnic or race-driven self-perceptions and help them assess ideas and other important life topics without risks. Likewise, these relationships provide a platform where college students from any part of the world can share different worldviews and excel academically without feeling disadvantaged (Aleman, 2010). Besides, female friendships could influence the proper development of college students’ cognitive components which usually create self-image. These students could develop cognitive values based on how they relate to their female peers. Most female youths could use these relationships to get new information and struggle to know themselves or others while practicing advanced thinking during decision-making. More so, these bonds could motivate them to articulate risk-free actions, playfulness and free-flowing achievements during learning (Leon, 2005). Apart from allowing these young adults to practice an inductive and honest discussion that embodies interpersonal reasoning, these relationships can also allow them develop proper reasoning and perception.