This study investigated the influence of family conflict and interpersonal relationships on the academic performance of undergraduates at Peacock College of Nursing Sciences, Akure, Nigeria. A descriptive survey design of the ex-post-facto type was employed, and a total enumeration technique was used to include 116 Nursing students. Data were collected through a structured questionnaire, and four hypotheses guided the study. The data were analyzed using Multiple Regression Analysis and Pearson Product Moment Correlation at a 0.05 significance level. The findings revealed significant interrelationships among the study variables. Family conflict and interpersonal relationships jointly accounted for 18.3% of the variance in students’ academic performance (R = .431; R² = .186; Adj. R² = .183; F (1,115) = 76.752; p < .05). Family conflict (β = .284; t = 9.249; p = .000) was found to be the stronger predictor of academic performance compared to interpersonal relationship (β = .185; t = 5.856; p = .000). Furthermore, gender was found to moderate these influences, with a higher impact observed among female students (R = .371; R² = .137; F (1,68) = 9.041; p = .011) compared to males (R = .332; R² = .110; F (1,46) = 5.893; p = .007). The study concluded that family stability and healthy interpersonal relationships are crucial to students’ academic achievement. It recommended implementing counselling and family support programmes to mitigate the effects of negative home environments on students’ educational development.
Keywords: : Academic Performance, Family Conflict, Undergraduates, interpersonal relationship
