Perceived Social Support and Academic Achievement in Argentinean College Students

Autores
de la Iglesia, Guadalupe; Stover, Juliana Beatriz; Fernandez Liporace, Maria Mercedes
Año de publicación
2014
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Stover, Juliana Beatriz. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
PERCEIVED SOCIAL SUPPORT
ACADEMIC ACHIEVEMENT
COLLEGE STUDENTS
BUFFERING MODEL
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/35407
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Perceived Social Support and Academic Achievement in Argentinean College Studentsde la Iglesia, GuadalupeStover, Juliana BeatrizFernandez Liporace, Maria MercedesPERCEIVED SOCIAL SUPPORTACADEMIC ACHIEVEMENTCOLLEGE STUDENTSBUFFERING MODELhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5This 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.Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Stover, Juliana Beatriz. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaPsychOpen2014-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/35407de la Iglesia, Guadalupe; Stover, Juliana Beatriz; Fernandez Liporace, Maria Mercedes; Perceived Social Support and Academic Achievement in Argentinean College Students; PsychOpen; Europe's Journal of Psychology; 10; 4; 5-2014; 637-6491841-0413CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.5964/ejop.v10i4.777info:eu-repo/semantics/altIdentifier/url/https://ejop.psychopen.eu/article/view/777info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:36:38Zoai:ri.conicet.gov.ar:11336/35407instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:36:38.677CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Perceived Social Support and Academic Achievement in Argentinean College Students
title Perceived Social Support and Academic Achievement in Argentinean College Students
spellingShingle Perceived Social Support and Academic Achievement in Argentinean College Students
de la Iglesia, Guadalupe
PERCEIVED SOCIAL SUPPORT
ACADEMIC ACHIEVEMENT
COLLEGE STUDENTS
BUFFERING MODEL
title_short Perceived Social Support and Academic Achievement in Argentinean College Students
title_full Perceived Social Support and Academic Achievement in Argentinean College Students
title_fullStr Perceived Social Support and Academic Achievement in Argentinean College Students
title_full_unstemmed Perceived Social Support and Academic Achievement in Argentinean College Students
title_sort Perceived Social Support and Academic Achievement in Argentinean College Students
dc.creator.none.fl_str_mv de la Iglesia, Guadalupe
Stover, Juliana Beatriz
Fernandez Liporace, Maria Mercedes
author de la Iglesia, Guadalupe
author_facet de la Iglesia, Guadalupe
Stover, Juliana Beatriz
Fernandez Liporace, Maria Mercedes
author_role author
author2 Stover, Juliana Beatriz
Fernandez Liporace, Maria Mercedes
author2_role author
author
dc.subject.none.fl_str_mv PERCEIVED SOCIAL SUPPORT
ACADEMIC ACHIEVEMENT
COLLEGE STUDENTS
BUFFERING MODEL
topic PERCEIVED SOCIAL SUPPORT
ACADEMIC ACHIEVEMENT
COLLEGE STUDENTS
BUFFERING MODEL
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv 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.
Fil: de la Iglesia, Guadalupe. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Stover, Juliana Beatriz. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Fernandez Liporace, Maria Mercedes. Universidad de Buenos Aires. Facultad de Psicología; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
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.
publishDate 2014
dc.date.none.fl_str_mv 2014-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/35407
de la Iglesia, Guadalupe; Stover, Juliana Beatriz; Fernandez Liporace, Maria Mercedes; Perceived Social Support and Academic Achievement in Argentinean College Students; PsychOpen; Europe's Journal of Psychology; 10; 4; 5-2014; 637-649
1841-0413
CONICET Digital
CONICET
url http://hdl.handle.net/11336/35407
identifier_str_mv de la Iglesia, Guadalupe; Stover, Juliana Beatriz; Fernandez Liporace, Maria Mercedes; Perceived Social Support and Academic Achievement in Argentinean College Students; PsychOpen; Europe's Journal of Psychology; 10; 4; 5-2014; 637-649
1841-0413
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.5964/ejop.v10i4.777
info:eu-repo/semantics/altIdentifier/url/https://ejop.psychopen.eu/article/view/777
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv PsychOpen
publisher.none.fl_str_mv PsychOpen
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.069144

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