Perceived social support and life satisfaction among freshmen: Mediating roles of academic self-efficacy and academic adjustment

Akanni, Abimbola A.; Oduaran, Choja

doi:10.1080/14330237.2018.1454582

Cited by 34 publications

(22 citation statements)

References 13 publications

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“…Social support from family, friends, and significant others is also significantly correlated with satisfaction with life among migrants. We couldn't find the study about the association of social support with satisfaction with life among migrants; however, this result is consistent with another study conducted with university students [22][23][24]. Sharing feelings with others makes people feel better and makes them treasure each moment with happiness.…”

Section: Discussionsupporting

confidence: 64%

The effect of perceived social support on psychological distress and life satisfaction among Nepalese migrants in Japan

et al. 2021

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Background The world is becoming individualized due to modernization. International migration is one of the factors that lead to family dissociation and a lack of social support. Social support is viewed as a crucial factor that contributes to psychological well-being and satisfaction with life among migrants. However, very little is known about the impacts of social support on psychological distress and satisfaction with life among migrants. Therefore, we conducted this study to assess the association of perceived social support with psychological distress and satisfaction with life among Nepalese migrants, and we evaluated the factors associated with receiving social support. Methods This was a cross-sectional study conducted with a convenience sample of Nepalese migrants (N = 249) living in Tokyo. Self-administered online questionnaires were distributed using social networks and chain referral methods. The measures included the Multidimensional Scale of Perceived Social Support, the General Health Questionnaire, and Satisfaction with Life Scale. Descriptive analysis, Pearson’s correlation analysis, and multiple linear regression analyses were performed using SPSS ver. 25. Results The mean (SD) age of the respondents was 31.8 years old (7.3). The family, friends, and significant others subscales of the multidimensional scale of perceived social support were negatively correlated with psychological distress (p<0.01). The family subscale was positively correlated with satisfaction with life (p<0.05), and the friend and significant others subscales were positively correlated with satisfaction with life (p<0.01). Social support from the family was significantly and negatively associated with the type of visa (Beta = -0.160, p = 0.049), and marital status was negatively associated with support from significant others (Beta = -0.175, p = 0.024). Conclusion Social support from family, friends, and significant others was found to be influential in decreasing psychological distress and increasing satisfaction with life among Nepalese migrants in Tokyo. Strengthing social support system through the expansion of interpersonal network may help minimize the psychological distress

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Section: Discussionsupporting

confidence: 64%

The effect of perceived social support on psychological distress and life satisfaction among Nepalese migrants in Japan

et al. 2021

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“…Similar results were reported for first-year university students, in which it was also shown that social support networks of family and faculty members could improve academic satisfaction related to adjustment to university life. 19 Additionally, it has been verified that academic adjustment positively influenced the success of Netherlands university students. This success was measured in terms of their grades, number of credits earned, and intention to stay.…”

Section: Discussionmentioning

confidence: 96%

Online academic satisfaction during the COVID-19 pandemic in medical students: role of sleep, emotions, college adjustment, and digital skills

et al. 2022

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Background: The measures taken to contain the COVID-19 pandemic, led to significant changes in university education, resulting in the new normal standard of virtual teaching in many undergraduate medical schools worldwide. Therefore, the aim of this paper was to determine the factors related to academic satisfaction with virtual teaching in medical students during the COVID-19 pandemic. Methods: A cross-sectional-analytical study was conducted on medical students at a private university in Peru, through self-reported questionnaires divided into sociodemographic data and variables of interest that could influence academic satisfaction during the pandemic. To evaluate possible factors related to academic satisfaction, stepwise regression models were performed for both sexes. Results: In total, data from 310 medical students, 117 males and 193 females, were analyzed. Academic satisfaction reached a score of 11.2 ± 2.9, which was similar in both sexes. The best regression model for males (AIC: 544.32; RMSE: 2.42; R2: 0.30) showed that adaptation to university life (favorable change) and depression (unfavorable change) explained 30% of changes in students' academic satisfaction. While in females (AIC: 907.59; RMSE: 2.49; R 2: 0.22) the model integrated favorable factors such as adjustment to college life and anxiety; while depression and poor sleep quality were unfavorable factors. Conclusion: Factors that contributed to academic satisfaction in medical students were determined in this study, which differed by gender. Thus, it is important to take into account the particularities of male and female medical students in order to improve their academic satisfaction during their university careers.

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“…In Vietnam, almost all recent reforms and international aid projects in the higher education sector more or less highlight the importance of supporting lecturers with new pedagogies and methods of instruction (Hamano, 2008;Nguyen, 2010). In the literature, many authors (such as Baumert et al (2010); Akanni and Oduaran (2018); Bruffaerts et al (2018); Chalapati et al (2018); Keller et al (2017); Mortenson (2006)) relate lecturers' pedagogical competencies to students' motivation for learning, claiming that this is the key to inspire learners. Kunter et al (2008), for example, found that enthusiastic teaching, characterised with teachers' express style and energetic, animated, inspiring teaching, particularly produces high-quality learning and is indicative of student outcomes and interest.…”

Section: Discussionmentioning

confidence: 99%

“…It is widely perceived that transitioning to the freshman year often confer a positive experience, which involve presenting new opportunities to the students. The challenges in the transition stage have been explored in academic, personal, professional and interpersonal terms (Fisher and Hood, 1987;Towbes and Cohen, 1996;DeBerard et al, 2004;Brooker et al, 2017;Akanni and Oduaran, 2018).…”

Section: First-year Students and The Transitioning To University Learmentioning

confidence: 99%

Factors Affecting Academic Performance of First-Year University Students: A Case of a Vietnamese University

Nguyen

et al. 2020

International Journal of Education and Practice

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Article History KeywordsFactors Academic performance First-year university students Vietnam Higher education Students' motivation Lecturers' pedagogical knowledge Skills.Having research-informed and evidence-based information into factors that impact students' academic performance is crucial for institutions to be able to identify gaps in the provision of training and support for students. This study is motivated by the need to determine and analyse such factors at a university that has been experiencing high academic failure and dropout rates. The study employed quantitative research methods with the leading research instrument being a survey administered to 397 first-year students from 13 disciplines and 7 faculties. Exploratory Factor Analysis (EFA) and multiple linear regression were used to identify the underlying relationships between variables. According to the research findings, there are five key factors that contribute to academic performance and success of first-year university students, namely, students' motivation, lecturers' pedagogical knowledge and skills, lecturers' professional knowledge and credential, learning resources and conditions and course structure. . These factors have been ranked from the one with the most substantial effect to the one that confers least impact. The findings can have important implications for proposing measures to improve academic performance for the university as well as other institutions in the higher education sector.

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Perceived social support and life satisfaction among freshmen: Mediating roles of academic self-efficacy and academic adjustment

Cited by 34 publications

References 13 publications

The effect of perceived social support on psychological distress and life satisfaction among Nepalese migrants in Japan

The effect of perceived social support on psychological distress and life satisfaction among Nepalese migrants in Japan

Online academic satisfaction during the COVID-19 pandemic in medical students: role of sleep, emotions, college adjustment, and digital skills

Factors Affecting Academic Performance of First-Year University Students: A Case of a Vietnamese University

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