Perceived Social Support and Academic Achievement in Argentinean College Students
Author(s) / Creator(s)
de la Iglesia, Guadalupe
Stover, Juliana Beatriz
Fernández Liporace, Mercedes
Abstract / Description
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.
Keyword(s)
perceived social support academic achievement college students buffering modelPersistent Identifier
Date of first publication
2014-11-28
Journal title
Europe's Journal of Psychology
Volume
10
Issue
4
Page numbers
637–649
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
de la Iglesia, G., Stover, J. B., & Fernández Liporace, M. (2014). Perceived Social Support and Academic Achievement in Argentinean College Students. Europe's Journal of Psychology, 10(4), 637–649. https://doi.org/10.5964/ejop.v10i4.777
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ejop.v10i4.777.pdfAdobe PDF - 527.25KBMD5: ccf24fad0d4537028b9cafe7e15c954b
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Author(s) / Creator(s)de la Iglesia, Guadalupe
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Author(s) / Creator(s)Stover, Juliana Beatriz
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Author(s) / Creator(s)Fernández Liporace, Mercedes
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PsychArchives acquisition timestamp2018-11-21T09:59:15Z
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Made available on2018-11-21T09:59:15Z
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Date of first publication2014-11-28
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Abstract / DescriptionThis 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.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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Citationde la Iglesia, G., Stover, J. B., & Fernández Liporace, M. (2014). Perceived Social Support and Academic Achievement in Argentinean College Students. Europe's Journal of Psychology, 10(4), 637–649. https://doi.org/10.5964/ejop.v10i4.777
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/918
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1110
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v10i4.777
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Keyword(s)perceived social supporten_US
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Keyword(s)academic achievementen_US
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Keyword(s)college studentsen_US
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Keyword(s)buffering modelen_US
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Dewey Decimal Classification number(s)150
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TitlePerceived Social Support and Academic Achievement in Argentinean College Studentsen_US
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DRO typearticle
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Issue4
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Journal titleEurope's Journal of Psychology
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Page numbers637–649
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Volume10
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Visible tag(s)Version of Record