eng Science and Education Publishing American Journal of Educational Research 2327-6150 2014-01-06 2 1 13 17 10.12691/education-2-1-3 EDUCATION2014213 article Kerry A. Schwanz kaschwan@coastal.edu 1 Linda J. Palm 1 Crystal R. Hill-Chapman 2 Samuel F. Broughton 2 Department of Psychology, Coastal Carolina University, Conway, South Carolina, USA Department of Psychology, Francis Marion University, Florence, South Carolina, USA The relationship between parent relations and college students' academic performance was examined in two studies using samples of students enrolled in two southeastern liberal arts universities (N = 466). T scores on the Relations with Parents subscale on the college version of the Behavior Assessment System for Children-2 served as the measure of student perception of parent relations and academic performance was measured using official university GPA and probation/suspension data. Results for the first study indicated a significant positive correlation between parent relations scores and GPAs. Additionally a significant negative correlation was found between parent relations scores and probation/suspension status. When gender differences were examined, parent relations scores accounted for more variance in academic performance for women than men. Systematic replication of the study at a nearby liberal arts university produced findings congruent with the initial investigation. Implications for college personnel who work with academically at- risk students are discussed. http://pubs.sciepub.com/education/2/1/3/education-2-1-3.pdf parent relationsacademic performancecollege probation/suspensioncollege students