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

Abstract

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.

Association Between Preschoolers’ Specific Fine (But Not Gross) Motor Skills and Later Academic Competencies: Educational Implications

“…On the other hand, as shown in all cases, the percentage of variability in academic competencies that is explained by the different specific motor skills varied from R 2 adj = 0.196 to R 2 adj = 0.274. In the humanities and social sciences, these R 2 adj values lie within an acceptable range, with these values being quite typical (and even other lower ones) in many education studies, some of which also focus on the explanation of academic performance (Oliveira et al, 2017;Pires et al, 2017;Cueli et al, 2019;Morales-Rodríguez et al, 2019;Schorr, 2019;Xiao et al, 2019;Tinajero et al, 2020). Social phenomena are complex and multidimensional, so it is not expected that all relevant variables indicating the subject's behavior will be included.…”

Academic Achievement in Spanish Secondary School Students: The Inter-Related Role of Executive Functions, Physical Activity and Gender

“…The percentage of variability in AA that is explained by these 3 variables (EF, PA and gender) varied from R 2 adj = 0.183 to R 2 adj = 0.272, values found to be within an acceptable range in the social sciences, in general, and specifically, in the area of educational research [ 71 , 72 , 73 ]. AA is a multi-dimensional phenomenon and therefore it is impossible to consider all of the relevant and diverse variables participating.…”

Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

“…For this reason, it is necessary that university institutions and educational reforms include the development of emotional competencies, because the improvement of these competencies has proven necessary for the development of students. Emotional competencies will help university students meet challenges, promote entrepreneurship, and achieve academic and career success [75][76][77][78][79][80]. As a practical implication of these findings, it is proposed that education and training associated with the emotional aspects for university students is included in the first few courses to enhance and develop these attributes in students to avoid academic failure [32][33][34][35].…”