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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/35407
Ver los metadatos del registro completo
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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 Técnicas2025-09-03T10:08:21Zoai: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:34982025-09-03 10:08:22.209CONICET 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 |
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openAccess |
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https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
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PsychOpen |
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PsychOpen |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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