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

  1. Tinajero, Carolina 1
  2. Martínez-López, Zeltia 1
  3. Rodríguez, M. Soledad 1
  4. Páramo, M. Fernanda 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Ano de publicación: 2020

Título do exemplar: January - April

Volume: 36

Número: 1

Páxinas: 134-142

Tipo: Artigo

DOI: 10.6018/ANALESPS.344141 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Outras publicacións en: Anales de psicología

Resumo

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.

€ Ver financiamento

Información de financiamento

This research was financial sup-ported by the Spanish Ministry of Science and Innovation (PSI2011-24535).

Financiadores

Referencias bibliográficas

  • Abdullah, M.C., Kong, L. L., & Talib, A.R. (2014). Perceived social support as predictor of university adjustment and academic achievement amongst first year undergraduate in Malaysian public university. Malaysian Journal of Learning and Instruction, 11, 59-73.
  • Aleman-Ruíz, I., & Calvo-Francés, F. (2017). Validation of the Interpersonal Support Links Scale VIDA. Anales de Psicología, 33(1), 168-179, http://dx.doi.org/10.6018/analesps.33.1.232341
  • Aris, M., Yasin, M., & Dzulkifli, M.A. (2011). The relationship between social support and academic achievement. International Journal of Humanities and Social Science, 1(5), 277-281, http://dx.doi.org/10.22373/psikoislamedia.v1i1.1487.
  • Arnett, J.J. (2000). Emerging adulthood. A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480, http:// dx.doi.org/10.1037//0003-066X.55.5.469.
  • Asberg, K.K., Bowers, C., Renk, K., & McKinney,C. (2008). A Structural Equation Modeling Approach to the Study of Stress and Psychological Adjustment in Emerging Adults. Child Psychiatry Human Development, 39, 481-501, http://dx. doi.org/10.1007/s10578-008-0102-0.
  • Bean, J.P. (1980). Dropouts and turnover: The synthesis and test of causal model of student attrition. Research in Higher Education, 12(2), 155-187, http://dx.doi.org/10.1007/BF00976194.
  • Bean, J.P., & Metzner, B.S. (1985). A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, 55 (4), 485-540, http://dx.doi.org/10.2307/1170245.
  • Bordes, V., Sand, J.K., Kurpius, S.E.R., & Rayle, A.D. (2006). Validation of four measures of social support with Latina/o and non-Hispanic White undergraduates. Hispanic Journal of Behavioral Sciences, 28(1), 65-83, http://dx.doi.org/10.1177/0739986305283299.
  • Brock, D.M., Sarason, I.G., Sanghvi, H., & Gurung, R.A.R. (1998). The Perceived Acceptance Scale: Development and validation. Journal of Social and Personal Relationships, 15(1), 5-21, http://dx.doi.org/10.1177/0265407598151001.
  • Brouwer, J., Jansen, E., Flache, A., & Hofman, A. (2016). The impact of social capital on self-efficacy and study success among first-year university students. Learning and Individual Differences, 25, 109-118, http://dx.doi.org/10.1016/j.lindif.2016 .09.016.
  • Cabrera, A.F., Amaury, N., & Castañeda, M.B. (1993). College persistence: Structural equations modeling test of an integrated model of student retention. Journal of Higher Education, 64(2), 123-139, http://dx.doi.org/10.2307/2960026.
  • Calaguas, G.M. (2011). Academic achievement and academic adjustment difficulties among college freshmen. Journal of Arts, Science & Commerce, 3(2-3), 49-55.
  • Chambel, M.J., & Curral, L. (2005). Stress in academic life: work characteristics as predictors of student well-being and performance. Applied Psychology, 54(1), 135-147, http://dx.doi.org/10.1111/j.1464-0597.2005.00200.x.
  • Cheng, W., Ickes, W., & Verhofstadt, L. (2012). How is family support related to students’ GPA scores? A longitudinal study. Higher Education, 64(3), 399-420, http://dx.doi.org/10.1007/s10734-011-9501-4.
  • Clinciu, A.I. (2013). Adaptation and stress for the first year university students. Procedia - Social and Behavioral Sciences, 78, 718-722, http://dx.doi.org/10.1016/j.sbspro.2013.04.382.
  • Cohen, S., Gottlieb, B.H., & Underwood, L.G. (2000). Social relationships and health. In S. Cohen, L.G. Underwood, & B.H. Gottlieb (Eds.), Social support and health (pp. 3-25). New York: Oxford University Press.
  • Cole, B., Matheson, K., & Anisman, H. (2007). The moderating role of ethnic identity and social support on relations between well-being and academic performance. Journal of Applied Social Psychology, 37(3), 592-615, http://dx.doi.org/10.1111/j.1559-1816.2007.00176.x.
  • Credé, M., & Niehorster, S. (2012). Adjustment to college as measured by the Student Adaptation to College Questionnaire: A quantitative review of its structure and relationships with correlates and consequences. Educational Psychology Review, 24, 133-165, http://dx.doi.org/10.1007/s10648-011-9184-5.
  • Cutrona, C.E., Cole, V., Colangelo, N., Assouline, S.G., & Russell, D.W. (1994). Perceived parental social support and academic achievement: an attachment theory perspective. Journal of Personality and Social Psychology, 66(2), 369378, http://dx.doi.org/10.1037/0022-3514.66.2.369.
  • Cutrona, C.E., & Russell, D.W. (1987). The provisions of social relationships and adaptation to stress. In D. Perlma & W. Jones (Eds.), Advances in personal relationships: Vol.1 (pp. 37-67). Greenwich, CT: JAI Press Inc.
  • De Berard, M.S., Spielmans, G.I., & Julka, D.C. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66-80, http://dx.doi.org/10.1002/sim.2397.
  • De la Iglesia, G., Stover, J.B., & Fernández-Liporace, M.F. (2014). Perceived social support and academic achievement in Argentinean college students. Europe's Journal of Psychology, 10 (4), 637-649, http://dx.doi.org/10.5964/ejop.v10i4.777.
  • Dennis, J.M., Phinneay, J.S., & Chuateco, L.I. (2005). The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students. Journal of College Student Development, 46 (3), 223-236, http://dx.doi.org/ 10.1353/csd.2005.0023
  • Duchesne, S., Ratelle, C.F., Larose, S., & Guay, F. (2007). Adjustment trajectories in college Science programs: Perceptions of qualities of parents’ and college teachers' relationships. Journal of Counseling Psychology, 54(1), 62-71, http://dx.doi.org/10.1037/0022-0167.54.1.62.
  • Elkins, S.A., Braxton, J.M., & James, G.W. (2000). Tinto’s separation stage and its influence on first-semester college student persistence. Research in Higher Education, 41(2), 251-268, http://dx.doi.org/10.1023/A:1007099306216.
  • Fernández-Alonso, M. (2012). Social support networks in Spain: The factors that determine models of choice. International Sociology, 27(3), 384-402, http://dx.doi.org/10.1177/0268580911423063.
  • Fierro, D., & Moreno, A. (2007). Emerging adulthood in Mexican and Spanish youth: Theories and realities. Journal of Adolescent Research, 22(5), 476-503, http://dx.doi.org/10.1177/0743558407305774.
  • García-Martín, M.A., Hombrados-Mendieta, I., & Gómez-Jacinto, L. (2016). A Multidimensional Approach to Social Support: The Questionnaire on the Frequency of and Satisfaction with Social Support (QFSSS). Anales de Psicología, 32(2), 501-515, http://dx.doi.org/10.6018/analesps.32.2.201941.
  • Howell, J.L., Koudenburg, N., Loschelder, D.D., Weston, L., Fransen, K., De Dominics, S., ... Haslam, S.A. (2014). Happy but unhealthy: The relationship between social ties and health in an emerging network. European Journal of Social Psychology, 44, 612- 621, http://dx.doi.org/10.1002/ejsp.2030.
  • Lapsley, D.K., & Edgerton, J. (2002). Separation-individuation, adult attachment style, and college adjustment. Journal of Counseling and Development, 80, 484-492, http://dx.doi.org/10.1002/j.1556-6678.2002.tb00215.x.
  • Lau, E.Y.H., Chan, K.K.S., & Lam, C.B. (2018). Social Support and Adjustment Outcomes of First-Year University Students in Hong Kong: Self-Esteem as a Mediator. Journal of College Student Development, 59 (1), 129-134, http://dx.doi.org/10.1353/csd.2018.0011.
  • Li, J., Han, X., Wang, W., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120-126, http://dx.doi.org/10.1016/j.lindif.2017.11.016.
  • Mackinnon, S.P. (2012). Perceived social support and academic achievement: Cross-lagged panel and bivariate growth curve analyses. Journal of Youth and Adolescence, 41(4), 474–485, http://dx.doi.org/10.1007/s10964.
  • Martínez-López, Z., Páramo, M.F., Guisande, M.A., Tinajero, C., & Rodríguez, M.S. (2014). Apoyo social en universitarios españoles de primer año: Propiedades psicométricas del Social Support Questionnaire-Short Form (SSQ6) y el Social Provisions Scale (SPS). Revista Latinoamericana de Psicología, 46 (2), 102-110, http://dx.doi.org/10.1016/S01 200534(14)70013-5.
  • Nicpon, M., Huser, L., Blanks, E., Sollenberger, S., Befort, C., & Kurpius, S.E.R. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention: Research, Theory and Practice, 8(3), 345-358, http://dx.doi.org/10.2190/A465-356M-7652-783R.
  • Noor-Azniza, I., & Hairul-Nizam, I. (2005). Brief group interventions: An alternative way to help maladjusted students in campus. Paper presented at the Inclusive and Supportive Education Congress. International Special Education Conference, University of Strathclyde, Scotland. Retrieved from http://www.isec2005.org.uk/isec/ abstracts/papers_i/ishak_n.shtml.
  • Nora, A., & Cabrera, A.F. (1996). The role of perceptions of prejudice and discrimination on the adjustment of minority students to college. Journal of Higher Education, 67(2), 119-148, http://dx.doi.org/10.2307/2943977.
  • Páramo, M.F., Martínez, Z., Tinajero, C., & Rodríguez, M.S. (2014). The impact of perceived social support in first-year Spanish college students' adjustment. Educational Alternatives, 12, 289-300.
  • Pascarella, E.T., & Terenzini, P.T. (1991). How college affects students. San Francisco: Jossey-Bass.
  • Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students. San Francisco: Jossey-Bass.
  • Procidano, M.E., & Heller, K. (1983). Measures of perceived social support from friends and from family: three validation studies. American Journal of Community Psychology, 11(1), 1-24, http://dx.doi.org/10.1007/BF00898416.
  • Rascle, N., Bruchon-Schweitzer, M., & Sarason, I.G. (2005). Short form of Sarason’s Social Support Questionnaire (SSQ6): French adaptation and validation. Psychological Report, 97(1), 195-202, http://dx.doi.org/10.2466/PR0.97.5.195-202.
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353-387, http://dx.doi.org/10.1037/a0026838.
  • Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130(2), 261-88, http://dx.doi.org/10.1037/0033-2909.130.2.261.
  • Rodgers, L.S., & Tennison, L.R. (2009). A preliminary assessment of adjustment disorder among first-year college students. Archives of Psychiatric Nursing, 23(3), 220-230, http://dx.doi.org/10.1016/j.apnu.2008.05.007.
  • Rodríguez, M.S., Martínez-López, Z., Tinajero, C., Guisande, M.A., & Páramo, M.F. (2012). Adaptación española de la Escala de Aceptación Percibida (PAS) en estudiantes universitarios. Psicothema, 24(3), 483-488.
  • Rodríguez, M.N. & Coello, M.T. (2008). Prediction of University Students’ Academic Achievement by Linear and Logistic Models. The Spanish Journal of Psychology, 11 (1), 275-288.
  • Sarason, I.G., Levine, H.M. Basham, R.B., & Sarason, B.R. (1983). Assessing social support: The Social Support Questionnaire. Journal of Personality and Social Psychology, 44 (1), 127-139, http://dx.doi.org/10.1037/0022-3514.44.1.127.
  • Sarason, I.G., Sarason, B.R., Shearin, E.N., & Pierce, G.R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of Social and Personal Relationships, 4(4), 497-510, http://dx.doi.org/10.1177/ 0265407587044007.
  • Sarason, I.G., Pierce, G.R., & Sarason, B.R. (1990a). Social support: The sense of acceptance and the role of relationships. In B. R. Sarason, I. G. Sarason, & G. R. Pierce, (Eds.), Social support: An interactional view (pp. 97-128). New York: Wiley.
  • Sarason, I.G., Pierce, G.R., & Sarason, B.R. (1990b). Social support and interactional processes: A triadic hypothesis. Journal of Social and Personal Relatioships, 7, 495-506, http://dx.doi.org/10.1177/0265407590074006.
  • Sarason, I., Pierce, G., & Sarason, B. (1994). General and specific perceptions of social support. In W. Avison & I. Gotlib (Eds.), Stress and mental health: Contemporary issues and prospects for the future (pp. 151-177). New York: Plenum Press.
  • Spitzer, T.M. (2000). Predictors of college success: A comparison of traditional and nontraditional age students. NASPA Journal, 38 (1), 82–98, http://dx.doi.org/10.2202/1949-6605.1130.
  • Stallman, H. (2011). Embedding resilience within the tertiary curriculum: a feasibility study. Higher Education Research & Development, 30 (2), 121-133, http://dx.doi.org/10.1080/07294360.2010.509763.
  • Steele, C.R. (2011). Evaluating Potential Predictors of Academic Achievement and Retention among students in a First Year Seminar Course (Unpublished doctoral dissertation). Roosevelt University. Chicago, Illinois.
  • Tao, S., Dong, Q., Pratt, M.W., Hunsberger, B., & Pancer, S.M. (2000). Social Support: Relations to coping and adjustment during the transition to university in the People’s Republic of China. Journal of Adolescent Research, 15 (1), 123–144, http://dx.doi.org/10.1177/0743558400151007.
  • Tinajero, C., Martínez-López, Z, Rodríguez, M.S., Guisande, M.A., & Páramo, M.F. (2015). Gender and socioeconomic status differences in university students' perception of social support. European Journal of Psychology of Education, 30(2), 227-244, http://dx.doi.org/10.1007/s10212-014-0234-5.
  • Tinto, V. (1975). Dropout from Higher Education: A Theoretical synthesis of recent research. Review of Educational Research, 45(1), 89-125, http://dx.doi.org/10.3102/00346543045001089.
  • Turner, A.P., Sarason, I.G., & Sarason, B.R. (2001). Exploring the link between parental acceptance and young adult adjustment. Cognitive Therapy and Research, 25(2), 185-199, http://dx.doi.org/10.1023/A:1026420025379.
  • Walker, K.L., & Satterwhite, T. (2002). Academic performance among African American and Caucasian college students: Is the family still important? College Student Journal, 36(1996), 113-128.
  • Weiss, R. (1974). The provisions of social relationships. In Z. Rubin (Ed.), Doing unto others (pp. 17-26). Englewood Cliffs, NJ: Prentice Hall.
  • Wills, T.A., & Shinar, O. (2000). Measuring perceived and received social support. In S. Cohen, L.G., Underwood, & B.H. Gottlieb (Eds.). Social support measurement and intervention (pp. 87-135). Nueva York: Oxford University Press.
  • Wintre, M.G., & Bowers, C.D. (2007). Predictors of persistence to graduation: Extending a model and data on the transition to university model. Canadian Journal of Behavioural Science, 39(3), 220-234, http://dx.doi.org/ 10.1037/cjbs2007017.
  • Wintre, M.G., Dilouya, B., Pancer, S.M., Pratt, M.W., Birnie-Lefcovitch, S., Polivy, J., & Adams, G. (2011). Academic achievement in first-year university: Who maintains their high school average? Higher Education, 62(4), 467–481, http://dx.doi.org/10.1007/s10734-010-9399-2.
  • Wintre, M.G., & Yaffe, M. (2000). First-year students’ adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(1), 9–37, http://dx.doi.org/10.1177/0743558400151002.
  • Wynaden, D., Wichmann, H., & Murray, S. (2013) A synopsis of the mental health concerns of university students: results of a text-based online survey from one Australian university. Higher Education Research & Development, 32 (5), 846-860, http://dx.doi.org/10.1080/07294360.2013.777032.
  • Xerri, M.J., Radford, K., & Shacklock, K. (2017). Student engagement in academic activities: a social support perspective. Higher Education. Advance online publication, http://dx.doi.org/10.1007/s10734-017-0162-9.
  • Sharp, J. & Theiler, S. (2018). A review of psychological distress among university students: pervasiveness, implications and potential points of intervention. International Journal for the Advancement of Counselling, 40, 193-2012, http://dx.doi.org/10.1007/s10447-018-9321-7.
Fonte de datos: Dialnet