scholarly journals Perceived social support as a predictor of academic success in Spanish university students

2019 ◽  
Vol 36 (1) ◽  
pp. 134-142 ◽  
Author(s):  
Carolina Tinajero ◽  
Zeltia Martínez-López ◽  
M. Soledad Rodríguez ◽  
M. Fernanda Páramo
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Emerging Adults ◽  
Perceived Social Support ◽  
Academic Failure ◽  
Apoyo Social ◽  
Academic Year ◽  
Estudiantes Universitarios

El apoyo social percibido es considerado un factor clave para la reducción del riesgo de estrés psicológico, fracaso académico y abandono de los estudios universitarios; sin embargo, la investigación relativa al modo en que el apoyo social puede incidir en el rendimiento académico de los estudiantes universitarios es escasa. El presente estudio examina la relación de diferentes provisiones y fuentes de apoyo social con el rendimiento académico de estudiantes universitarios españoles, en su primer y tercer curso. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos se recabaron durante el primer año académico (tiempo 1) y de nuevo en el tercer año (tiempo 2). Los análisis de regresión realizados  mostraron que diferentes dimensiones del apoyo social percibido predecían el éxito académico en el intervalo de dos años. Los resultados del estudio podrían servir para mejorar programas y políticas dirigidas a promover el ajuste y rendimiento académico de los estudiantes. Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students’ adjustment and academic achievement.

scholarly journals Perceived Social Support and Its Effects on Changes in the Affective and Eudaimonic Well-Being of Chilean University Students

2020 ◽  
Vol 11 ◽  
Author(s):  
Rubia Cobo-Rendón ◽  
Yaranay López-Angulo ◽  
María Victoria Pérez-Villalobos ◽  
Alejandro Díaz-Mujica
Keyword(s):  
Social Support ◽  
University Students ◽  
Perceived Social Support ◽  
Well Being ◽  
Stressful Event ◽  
Positive Effects ◽  
Positive Balance ◽  
University Life ◽  
Perception Of Support ◽  
Academic Year

The beginning of university life can be a stressful event for students. The close social relationships that they can experience can have positive effects on their well-being. The objective of this paper is to estimate the effect of perceived social support on the changes of the hedonic and eudaimonic well-being of Chilean university students during the transition from the first to the second academic year. Overall, 205 students participated (63.90% men and 36.09% women) with an average age of 19.14 years (SD = 1.73), evaluated during their first academic year (2017) and the succeeding one (2018). For the evaluation of perceived social support, the Spanish version of the Perceived Social Support Questionnaire “MSPSS” was used, and PERMA-profiler was used to measure hedonic and eudaimonic well-being. Changes through the time of hedonic well-being and social support and the correlations between the variables were analyzed. Changes in the perception of social support were analyzed according to four categories of hedonic well-being. The prediction of social support for eudaimonic well-being was evaluated. Results indicated that the perception of students’ social support did not change over time. Statistically significant differences were found in hedonic well-being scores in the two measurements, being significantly higher in the first measurement than in the second one. More than 50% of the participants presented a positive balance of affections. The perception of social support is associated with the two types of well-being. Students who had a high balance of affections had a greater perception of general social support than the groups of positive evolution of affections and a low balance of affections. In the case of the friends and family support dimensions, the perception in the high-balance group of affections concerning the low-scale group is greater. Improving the perception of social support increases the eudaimonic well-being of university students. The perception of support that students had during the beginning of their university life benefits their general well-being, which contributes to their mental health.

EXPECTATIVAS ACADÉMICAS Y PLANIFICACIÓN. CLAVES PARA LA INTERPRETACIÓN DEL FRACASO Y EL ABANDONO ACADÉMICO

2017 ◽  
Vol 3 (1) ◽  
pp. 83
Author(s):  
Ángeles Conde Rodríguez ◽  
Manuel Deaño Deaño ◽  
Antonio Augusto Pinto Moreira Diniz ◽  
Valentín Iglesias-Sarmiento ◽  
Sonia Alfonso Gil ◽  
...  
Keyword(s):  
Academic Success ◽  
University Students ◽  
Predictive Model ◽  
Student Mobility ◽  
Academic Failure ◽  
Human Information Processing ◽  
Academic Expectations ◽  
Academic Adaptation ◽  
The University ◽  
Estudiantes Universitarios

Abstract.ACADEMIC EXPECTATIONS AND PLANNING. KEYS TO INTERPRETATION OF FAILURE AND ACADEMIC ABANDONMENTAcademic expectations represent what students expect to achieve during their training. They are linked to previous experiences and events, in accordance with which forecasts about what will happen are made. If the expected events occur, the foreseen behavior will be carried out, such that expectations influence behavior and play an adaptive role of adjustment or maladjustment to academic reality. Planning has been defined as a hierarchical process that can control the order in which one performs a sequence of operations. The plan controls human information processing and the essential patterns of connections between knowledge, evaluation, and action. Academic adaptation in the different learning contexts is influenced by personal, academic, and social factors that cause many students to perceive many difficulties and make their adaptation more difficult. These students’ adaptation is still more difficult when the perceived difficulties are accompanied by their few coping strategies and by lack of support from the institutions. From a multi-dimensional conception of academic expectations (training for employment, personal and social development, student mobility, political/citizen involvement, social pressure, quality of training, and social interaction), a predictive model has been established in freshmen university students, with planning as a predictor of these expectations. The obtained predictive model provides an approach to the relationship between the strategies of problem solving, life goals, and academic expectations of freshman university students, which constitute key pieces in their academic success. At the same time, it allows a possible interpretation of academic failure and academic dropout, as well as of learning difficulties and problems adapting to the university context, and to other contexts and educational stages.Keywords: Academic expectations, planning, adaptation, academic success, academic failure, academic dropout.Resumen.Las expectativas académicas representan aquello que los estudiantes esperan alcanzar durante su formación. Están vinculadas con las experiencias y acontecimientos previos vividos, de acuerdo a los cuales se hacen previsiones sobre lo que sucederá. Si se producen los hechos anticipados se ejecutará la conducta prevista, por lo que las expectativas influencian la conducta y desempeñan un papel adaptativo de ajuste o no a la realidad académica. La planificación se ha definido como un proceso jerárquico que puede controlar el orden en el que se realiza una secuencia de operaciones. El plan controla el procesamiento de la información humana y las pautas de conexiones esenciales entre conocimiento, evaluación y acción. La adaptación académica, en los distintos contextos de aprendizaje, está influenciada por factores personales, académicos y sociales que hacen que muchos estudiantes perciban muchas dificultades y les sea dificultosa tal adaptación. Más difícil es aún la adaptación, cuando las dificultades percibidas van acompañadas de pocas estrategias de afrontamiento por parte de los estudiantes y por falta de apoyo por parte de las instituciones. Desde una concepción multidimensional de las expectativas académicas (formación para el empleo, desarrollo personal y social, movilidad estudiantil, implicación político/ciudadana, presión social, calidad de formación e interacción social), se ha establecido un modelo de predicción en estudiantes universitarios de primer año con la planificación como predictor de dichas expectativas. El modelo de predicción obtenido ofrece una aproximación al vínculo existente entre las estrategias de solución de problemas, los objetivos de vida y las expectativas académicas de los estudiantes universitarios de primer año, que constituyen piezas clave en su éxito académico. Al mismo tiempo permite una posible interpretación del fracaso y abandono académico, así como de las dificultades de aprendizaje y adaptación al contexto universitario y en otros contextos y etapas educativas.Palabras clave: expectativas académicas, planificación, adaptación, éxito académico, fracaso académico, abandono académico.

scholarly journals EXPECTATIVAS ACADÉMICAS Y PLANIFICACIÓN. CLAVES PARA LA INTERPRETACIÓN DEL FRACASO Y EL ABANDONO ACADÉMICO

2017 ◽  
Vol 1 (1) ◽  
pp. 167
Author(s):  
Ángeles Conde Rodríguez ◽  
Manuel Deaño Deaño ◽  
Antonio Augusto Pinto Moreira Diniz ◽  
Valentín Iglesias-Sarmiento ◽  
Sonia Alfonso Gil ◽  
...  
Keyword(s):  
Academic Success ◽  
University Students ◽  
Predictive Model ◽  
Student Mobility ◽  
Academic Failure ◽  
Human Information Processing ◽  
Academic Expectations ◽  
Academic Adaptation ◽  
The University ◽  
Estudiantes Universitarios

Abstract.ACADEMIC EXPECTATIONS AND PLANNING. KEYS TO THE INTERPRETATION OF FAILURE AND ACADEMIC ABANDONMENTAcademic expectations represent what students expect to achieve during their training. They are linked to previous experiences and events, in accordance with which forecasts about what will happen are made. If the expected events occur, the foreseen behavior will be carried out, such that expectations influence behavior and play an adaptive role of adjustment or maladjustment to academic reality. Planning has been defined as a hierarchical process that can control the order in which one performs a sequence of operations. The plan controls human information processing and the essential patterns of connections between knowledge, evaluation, and action. Academic adaptation in the different learning contexts is influenced by personal, academic, and social factors that cause many students to perceive many difficulties and make their adaptation more difficult. These students’ adaptation is still more difficult when the perceived difficulties are accompanied by their few coping strategies and by lack of support from the institutions. From a multi-dimensional conception of academic expectations (training for employment, personal and social development, student mobility, political/citizen involvement, social pressure, quality of training, and social interaction), a predictive model has been established in freshmen university students, with planning as a predictor of these expectations. The obtained predictive model provides an approach to the relationship between the strategies of problem solving, life goals, and academic expectations of freshman university students, which constitute key pieces in their academic success. At the same time, it allows a possible interpretation of academic failure and academic dropout, as well as of learning difficulties and problems adapting to the university context, and to other contexts and educational stages.Keywords: Academic expectations, planning, adaptation, academic success, academic failure, academic dropout.Resumen.Las expectativas académicas representan aquello que los estudiantes esperan alcanzar durante su formación. Están vinculadas con las experiencias y acontecimientos previos vividos, de acuerdo a los cuales se hacen previsiones sobre lo que sucederá. Si se producen los hechos anticipados se ejecutará la conducta prevista, por lo que las expectativas influencian la conducta y desempeñan un papel adaptativo de ajuste o no a la realidad académica. La planificación se ha definido como un proceso jerárquico que puede controlar el orden en el que se realiza una secuencia de operaciones. El plan controla el procesamiento de la información humana y las pautas de conexiones esenciales entre conocimiento, evaluación y acción. La adaptación académica, en los distintos contextos de aprendizaje, está influenciada por factores personales, académicos y sociales que hacen que muchos estudiantes perciban muchas dificultades y les sea dificultosa tal adaptación. Más difícil es aún la adaptación, cuando las dificultades percibidas van acompañadas de pocas estrategias de afrontamiento por parte de los estudiantes y por falta de apoyo por parte de las instituciones. Desde una concepción multidimensional de las expectativas académicas (formación para el empleo, desarrollo personal y social, movilidad estudiantil, implicación político/ciudadana, presión social, calidad de formación e interacción social), se ha establecido un modelo de predicción en estudiantes universitarios de primer año con la planificación como predictor de dichas expectativas. El modelo de predicción obtenido ofrece una aproximación al vínculo existente entre las estrategias de solución de problemas, los objetivos de vida y las expectativas académicas de los estudiantes universitarios de primer año, que constituyen piezas clave en su éxito académico. Al mismo tiempo permite una posible interpretación del fracaso y abandono académico, así como de las dificultades de aprendizaje y adaptación al contexto universitario y en otros contextos y etapas educativas.Palabras clave: expectativas académicas, planificación, adaptación, éxito académico, fracaso académico, abandono académico.

scholarly journals Psychological Well-Being in Emerging Adulthood: The Role of Loneliness, Social Support, and Sibling Relationships in Turkey

2022 ◽  
Vol 14 (1) ◽  
pp. 102-123
Author(s):  
Ezgi Alabucak Cinalioğlu ◽  
Esra İşmen Gazioğlu
Keyword(s):  
Social Support ◽  
University Students ◽  
Emerging Adults ◽  
Sibling Relationships ◽  
Perceived Social Support ◽  
Well Being ◽  
Significant Other ◽  
Psychological Well Being ◽  
Sibling Relations

The current study was conducted to examine the psychological well-being of Turkish emerging adults in terms of loneliness, dimensions of perceived social support, and attitudes towards sibling relationships. The sample consisted of 422 university students from three universities located in Istanbul, Turkey. According to the results of the study, loneliness, attitudes towards sibling relations, and perceived social support from family were significant predictors of psychological well-being. Perceived social support from friends and a significant other were not significant predictors of psychological well-being. All variables explained 40% of the total variance of psychological well-being.

scholarly journals La influencia del autoconcepto en el rendimiento académico en estudiantes universitarios

2014 ◽  
Vol 20 (1) ◽  
pp. 16 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Pedro R. Garfella Esteban ◽  
Francesc Sánchez Peris ◽  
Concepción Ros Ros ◽  
Beatriz Serra Carbonell
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Hierarchical Cluster ◽  
Self Concept ◽  
Catholic University ◽  
The University ◽  
The City ◽  
Academic Year ◽  
Moderate Relationship ◽  
Estudiantes Universitarios

RESUMEN Existen algunas investigaciones que confirman la relación positiva existente entre autoconcepto y rendimiento académico, generalmente de la dimensión autoconcepto académico y casi siempre en estudiantes no universitarios. En este trabajo se busca confirmar la influencia del autoconcepto en el rendimiento académico de los estudiantes universitarios. Para ello trabajamos con una muestra de 1298 estudiantes de las tres universidades de la ciudad de Valencia (España): Universidad de Valencia, Universidad Politécnica de Valencia y Universidad Católica de Valencia. Las dos primeras eran universidades públicas y la tercera lo era privada. Evaluamos el autoconcepto mediante el cuestionario AF5, que permite obtener puntuaciones de cinco tipos de autoconcepto: académico/laboral, emocional, familiar, físico y social. También tomamos datos del rendimiento obteniendo la media de cinco asignaturas troncales y obligatorias del curso en que se realizó la investigación. A partir de estas puntuaciones llevamos a cabo correlaciones entre puntuaciones de autoconcepto y calificaciones, y también análisis de regresión lineal que reflejaron una relación moderada entre tres de los cinco tipos de autoconcepto que evalúa el cuestionario (académico, familiar y físico) y el rendimiento. También realizamos análisis jerárquico de conglomerados (k‐medias) con las puntuaciones de autoconcepto, encontrando tres grupos de estudiantes, uno con buen perfil de autoconcepto y dos con peor perfil. El grupo con buen perfil tenía mejores calificaciones, aunque las diferencias existentes entre los tres grupos no llegaron a ser significativas en el ANOVA realizado. Estos resultados ayudan a tomar conciencia de la importancia de apoyar, como profesores, el desarrollo de un buen autoconcepto en nuestros estudiantes universitarios. Además complementan los resultados de otras investigaciones que han analizado otros constructos y su incidencia en el rendimiento de estos estudiantesABSTRACT There are some researches that confirm the positive relationship between self-concept and academic achievement, usually of the academic self‐concept dimension and almost always in non‐university students. In this work we were looking for confirming the influence of self-concept in the academic achievement of the university students. In order to do it we worked with a sample of 1298 students from the three universities located in the city of Valencia (Spain): the University of Valencia, the Polytechnic University of Valencia and the Catholic University of Valencia. The first two were public universities and the third one was private. We assessed the self‐concept by means of the AF5 questionnaire, which gives scores of five types of self-concept: academic/labour, emotional, family self‐concept, physical and social. We also took data from the academic achievement of university students by using the mean score of grades of five compulsory subjects of the academic year in which the research was conducted. From these scores we carried out correlations between self‐concept scores and grades, and also linear multiple regression analysis that showed a moderate relationship between three of the five types of self-concept that assesses the questionnaire (academic, physical and family self‐concept) and academic achievement. We also conducted hierarchical cluster analysis (k-means) with self-concept scores, finding three groups of students, one of them with a good profile of self-concept and the other two with a weaker profile. The first one had better grades, although di‐ fferences between the three groups were not significant in ANOVA. These results help us to realize the importance of supporting, as teachers, the development of a good self‐concept in our university students. Additionally, they complement the results of other studies that have examined other constructs and its impact on the academic achievement of university students.

scholarly journals Apoyo social percibido y factores sociodemográficos en relación con los síntomas de ansiedad, depre- sión y estrés en universitarios chilenos

2019 ◽  
Vol 24 (2) ◽  
pp. 105 ◽  
Author(s):  
Ana Barrera Herrera ◽  
Mariajosé Neira-Cofré ◽  
Paola Raipán-Gómez ◽  
Patricio Riquelme-Lobos ◽  
Bertha Escobar Alaniz
Keyword(s):  
Social Support ◽  
University Students ◽  
Perceived Social Support ◽  
Demographic Factors ◽  
Cross Sectional ◽  
Apoyo Social ◽  
Mental Health Symptomatology ◽  
Socio Demographic Factors ◽  
Anxiety Depression ◽  
The Impact

Abstract: Perceived social support and socio-demographic factors in relation to symptoms of anxiety, depression and stress in Chilean university students. Research with university students shows a high prevalence of mental disorders, so it is necessary to study the impact of protective variables such as social support. The objective of this study was to determine the influence of perceived social support and the socio-demographic factors gender and socio-economical level on symptomatology related to depression, anxiety, and stress. In the framework of a non-experimental and cross-sectional design, 449 undergraduate students answered the Depression, Anxiety and Stress Scales (DASS-21) and the Multidimensional Scale of Perceived Social Support (MSPSS). Results showed that perceived social support was negatively associated with psychopathological symptoms, and that family support is the strongest predictor of mental health symptomatology. These findings indicate that family social support is important to Chilean university students and plays a protective role against the symptoms of anxiety, depression and stress in this stage in life.Keywords: emerging adulthood; perceived social support; depression; anxiety; stress.Resumen: Las investigaciones con universitarios evidencian alta prevalencia de trastornos mentales por lo que es necesario estudiar el impacto de variables protectoras como el apoyo social. El objetivo del estudio fue determinar la influencia del apoyo social percibido y de los factores sociodemográficos de género y nivel socioeconómico en la sintomatología depresiva, ansiosa y de estrés. En el marco de un diseño no experimental y transversal, 449 estudiantes universitarios respondieron las Escalas de Depresión, Ansiedad y Estrés (DASS-21) y la Escala Multidimensional de Apoyo Social Percibido (MSPSS). Los resultados mostraron que el apoyo social percibido se asocia de forma inversa a los síntomas psicopatológicos y que el apoyo familiar es el mejor predictor ante la aparición de sintomatología de salud mental. Los resultados confirman que los jóvenes chilenos otorgan importancia al apoyo social familiar, el cual cumple un rol protector ante los síntomas de ansiedad, depresión y estrés en esta etapa vital.Palabras clave: Adultez emergente; apoyo social percibido; depresión; ansiedad; estrés.

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