scholarly journals Perceived Social Support and Academic Achievement in Argentinean College Students

2014 ◽  
Vol 10 (4) ◽  
pp. 637-649 ◽  
Author(s):  
Guadalupe de la Iglesia ◽  
Juliana Beatriz Stover ◽  
Mercedes Fernández Liporace
Keyword(s):  
Social Support ◽  
College Students ◽  
Academic Achievement ◽  
Perceived Social Support ◽  
Academic Career ◽  
Main Hypothesis ◽  
Academic Field ◽  
Best Friend ◽  
Best Friends ◽  
Males And Females

This research aimed at describing perceived social support and its relation to academic achievement in a sample of 760 Argentinean college students. Perception of social support was assessed in terms of four possible sources: parents, teachers, classmates, and boyfriend/girlfriend or best friend. Academic achievement was measured using three different indicators: the rate of passed, failed and dropped classes in the time since the academic career was initiated. The main hypothesis posed was that a higher perception of social support would be related to a better academic achievement (a bigger rate of passed classes, and a smaller rate of failed and dropped classes). Findings showed that women perceived significantly more support than men from all sources, except from teachers. Both males and females perceived more support from best friends or boyfriends/girlfriends, and identified teachers as the less supportive source. A higher perception of social support was associated with better academic achievement but only for females. Limitations of the study and implications for the set in motion of different interventions in the academic field, which could be specific to certain type of students, are discussed.

Role of perceived social support in depressive and somatic symptoms experienced by Bedouin Arab and Jewish Israeli undergraduates

2018 ◽  
Vol 56 (2) ◽  
pp. 359-378 ◽  
Author(s):  
Sarah Abu-Kaf ◽  
Golan Shahar ◽  
Gal Noyman-Veksler ◽  
Beatriz Priel
Keyword(s):  
Social Support ◽  
College Students ◽  
Depressive Symptoms ◽  
Ethnic Minority ◽  
Emotional Support ◽  
Perceived Social Support ◽  
Somatic Symptoms ◽  
Somatic Complaints ◽  
Arab Students

Elevated levels of depressive and somatic symptoms have been documented among college students. Over the past two decades, there has been an increase in the number of Bedouin Arab students studying at institutions of higher education in southern Israel. To date, research on coping and mental health problems among students who are members of this ethnic minority has been limited. This study examined the role of three aspects of perceived social support – availability, satisfaction, and the ability to get emotional support – in predicting depressive and somatic symptoms among Jewish Israeli and Bedouin Arab college students. A total of 89 Bedouin and 101 Jewish first-year students participated in this study, which involved two assessment waves 12 to 14 months apart. Participants completed questionnaires assessing depressive symptoms, somatic complaints, three aspects of perceived social support, and demographics. At Time 1, Bedouin students exhibited higher levels of depressive and somatic symptoms and lower levels of all three aspects of social support. Regression analyses showed that level of emotional support was a prospective predictor of somatization at Time 2. Moreover, when levels of emotional support were low, ethnic group predicted depression at Time 2; emotional support predicted depression only among Bedouin Arabs. The present study highlights the importance of the use of emotional support in predicting somatic complaints and depressive symptoms specifically among Bedouin Arab students. Clinical implications on intervention programs for ethnic minority students will be discussed.

scholarly journals Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

2021 ◽  
Vol 1 (1) ◽  
pp. 01-12
Author(s):  
Nirwana Permatasari ◽  
Farhana Rahmatillah Ashari ◽  
Nursyamsu Ismail
Keyword(s):  
Social Support ◽  
Online Learning ◽  
Family Support ◽  
Perceived Social Support ◽  
Linear Regression Analysis ◽  
Academic Resilience ◽  
Statistical Tool ◽  
Academic Field ◽  
Correlational Design ◽  
Support Element

The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

Psychosocial Predictors of Love Satisfaction Among College Students from Madeira

2020 ◽  
Vol 11 ◽  
Author(s):  
Luísa Soares ◽  
Orlanda Cruz ◽  
Filipa Oliveira ◽  
Carla V. Lucas ◽  
Félix Neto
Keyword(s):  
Social Support ◽  
College Students ◽  
Perceived Social Support ◽  
Love Styles ◽  
Social And Emotional ◽  
Emotional Loneliness ◽  
The Social ◽  
Confirmatory Factor ◽  
Life Scale ◽  
Love Life

Abstract This study examined three sets of psychosocial variables (love styles, perceived social support, and social and emotional loneliness) as predictors of satisfaction with love life among 357 college students from Madeira (57% females). The participants completed four scales, including the Love Attitudes Scale (LAS), the Multidimensional Scale of Perceived Support (MSPSS), the Social and Emotional Loneliness Scale (SELSA-S), and the Satisfaction with Love Life Scale (SWLLS). Confirmatory factor analysis supported the unidimensionality of the SWLLS among college students in Madeira region. Overall, satisfaction with love life was significantly predicted by indicators of love styles, perceived social support, and social and emotional loneliness, accounting respectively for 51%, 28%, and 60% of the variance being explained. The study provided additional evidence of the importance of love styles, social support and loneliness in satisfaction with love life.

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