The influence of social support and social skills on the academic performance of younger individuals and older adult college students

Leite, Soniárlei Vieira; França, Lúcia Helena de Freitas Pinho; Leite, Shirley Bezerra Feitosa

doi:10.1590/1982-0275202138e190146

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…Chinese parents and teachers always attached great importance to education (G. Wu & Ding, 2001); under this condition, it was reasonable to understand that HAA tended to receive more compliment, individual attention and positive feedback from both parents and teachers than their LAA peers, which might bring in positive parent–child relationship (Zheng et al, 2020) and teacher–student relationship (Fu & Zhao, 2020). In addition, already with high‐quality academic achievements, HAA might receive even higher education aspirations from both parents and teachers (Spera et al, 2009; Voydanoff & Donnelly, 1999), who then were involved and provided social support to help HAA achieve further more academic success (e.g., Leite et al, 2021; Wen & Li, 2022). Involvement in education was found associated with parent–child (Han & Jun, 2010) and teacher–student relationships (Ruiz‐Gallardo et al, 2016).…”

Section: Review Of the Literaturementioning

confidence: 99%

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Wang

2023

Child & Family Social Work

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Resilience is essential for students to resist adversity, and low academic achievers (LAA) may experience more challenges in resilience development than high academic achievers (HAA). This study aimed to compare resilience between LAA and HAA and to analyse the effects of protective factors in order to inform social work practices. This study analysed 1125 school‐aged subjects derived from a large survey conducted in 23 districts/counties in eight provinces in mainland China. We ran independent sample t‐tests to compare resilience between LAA and HAA, ran linear regression models to analyse the effects of internal and external protective factors on resilience, and tested the mediation effects of the protective factors. This study found that LAA were less resilient and more vulnerable to adversity than HAA. Internal protective factors helped to explain resilience, two main subfactors of which—self‐efficacy and confidence—fully mediated the effects of academic performance and resilience. External protective factors did not significantly impact resilience. We propose service strategies to enhance self‐efficacy and confidence in LAA in order to improve their resilience in social work practices.

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Section: Review Of the Literaturementioning

confidence: 99%

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Wang

2023

Child & Family Social Work

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Perceived Social Support and Its Dimensions in Relation to Academic Achievement: A Meta-Analysis Among Undergraduate Students

Liu,

Ashari,

Zhang

et al. 2024

PEC

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Undergraduate academic achievement serves as a vital measure of higher education standards. The impact of perceived social support on academic outcomes has gained considerable attention. Nevertheless, existing studies have shown varied results regarding its correlation with undergraduate achievement, and the moderating effects remain unclear. This research utilized a meta-analytic method to comprehensively assess the link between perceived social support, including its subtypes (teacher, peer, and parental support), and undergraduate academic achievement. It further explored how variables like gender, economic level, cultural background and academic achievement measurement type function as moderators. The analysis incorporated 27 studies, resulting in 41 distinct effect sizes across 31,019 undergraduate participants. The results indicated a positive but modest correlation between perceived social support and academic achievement, with teacher support having the strongest effect among subdimensions. Moreover, the moderating effects of contextual and demographic factors on the support-achievement relationship exhibited variations across different subdimensions of perceived social support. This study provides essential empirical evidence about the complex mechanisms linking perceived social support with academic outcomes, offering theoretical and practical guidance for educational policy and future research. Keywords: academic achievement, academic achievement measurement type, cultural background, economic level, meta-analysis, perceived social support

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The influence of social support and social skills on the academic performance of younger individuals and older adult college students

Cited by 2 publications

References 30 publications

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Are low academic achievers less resilient? Resilience of low and high academic achievers in Mainland China

Perceived Social Support and Its Dimensions in Relation to Academic Achievement: A Meta-Analysis Among Undergraduate Students

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