Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 4/2012

01-04-2012 | Empirical Research

Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

Auteur: Sean P. Mackinnon

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 4/2012

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help disentangle the direction of relationships. This study uses a cross-lagged panel and a bivariate growth curve analysis with a three-wave longitudinal design. Participants include 10,445 students (56% female; 12.6% born outside of Canada) transitioning to post-secondary education from ages 15–19. Self-report measures of academic achievement and a generalized measure of perceived social support were used. An increase in average relative standing in academic achievement predicted an increase in average relative standing on perceived social support 2 years later, but the reverse was not true. High levels of perceived social support at age 15 did not protect against declines in academic achievement over time. In sum, perceived social support appears to have no bearing on adolescents’ future academic performance, despite commonly held assumptions of its importance.
Literatuur
go back to reference Altermatt, E. (2007). Coping with academic failure: Gender differences in students’ self-reported interactions with family members and friends. The Journal of Early Adolescence, 27, 479–508. doi:10.1177/0272431607302938.CrossRef Altermatt, E. (2007). Coping with academic failure: Gender differences in students’ self-reported interactions with family members and friends. The Journal of Early Adolescence, 27, 479–508. doi:10.​1177/​0272431607302938​.CrossRef
go back to reference Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal of Advanced Academics, 19, 700–743. Retrieved from http://www.jaa.uconn.edu/. Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal of Advanced Academics, 19, 700–743. Retrieved from http://​www.​jaa.​uconn.​edu/​.
go back to reference Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44. doi:10.1111/1529-1006.01431.CrossRef Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4, 1–44. doi:10.​1111/​1529-1006.​01431.CrossRef
go back to reference Bogard, K. L. (2005). Affluent adolescents, depression, and drug use: The role of adults in their lives. Adolescence, 50, 281–306. Bogard, K. L. (2005). Affluent adolescents, depression, and drug use: The role of adults in their lives. Adolescence, 50, 281–306.
go back to reference Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications and programming. Mahwah: Lawrence Erlbaum Associates Inc. Byrne, B. M. (2001). Structural equation modeling with AMOS: Basic concepts, applications and programming. Mahwah: Lawrence Erlbaum Associates Inc.
go back to reference Costigan, C. L., Hua, J. M., & Su, T. F. (2010). Living up to expectations: The strengths and challenges experienced by Chinese Canadian students. Canadian Journal of School Psychology, 25, 223–245. doi:10.1177/0829573510368941.CrossRef Costigan, C. L., Hua, J. M., & Su, T. F. (2010). Living up to expectations: The strengths and challenges experienced by Chinese Canadian students. Canadian Journal of School Psychology, 25, 223–245. doi:10.​1177/​0829573510368941​.CrossRef
go back to reference Curran, P. J. (2000). A latent curve framework for the study of developmental trajectories in adolescent substance use. In J. S. Rose, L. Chassin, C. C. Presson, S. J. Sherman, J. S. Rose, L. Chassin, et al. (Eds.), Multivariate applications in substance use research: New methods for new questions (pp. 1–42). Mahwah: Lawrence Erlbaum Associates Publishers. Curran, P. J. (2000). A latent curve framework for the study of developmental trajectories in adolescent substance use. In J. S. Rose, L. Chassin, C. C. Presson, S. J. Sherman, J. S. Rose, L. Chassin, et al. (Eds.), Multivariate applications in substance use research: New methods for new questions (pp. 1–42). Mahwah: Lawrence Erlbaum Associates Publishers.
go back to reference Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., & Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369–378. doi:10.1037/0022-3514.66.2.369.PubMedCrossRef Cutrona, C. E., Cole, V., Colangelo, N., Assouline, S. G., & Russell, D. W. (1994). Perceived parental social support and academic achievement: An attachment theory perspective. Journal of Personality and Social Psychology, 66, 369–378. doi:10.​1037/​0022-3514.​66.​2.​369.PubMedCrossRef
go back to reference Cutrona, C. E., & Russell, D. W. (1987). The provisions of social relationships and adaptation to stress. Advances in Personal Relationships, 1, 37–67. Cutrona, C. E., & Russell, D. W. (1987). The provisions of social relationships and adaptation to stress. Advances in Personal Relationships, 1, 37–67.
go back to reference DeBerard, M., Spielmans, G., & Julka, D. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66–80. DeBerard, M., Spielmans, G., & Julka, D. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66–80.
go back to reference DuBois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and adaptation in early adolescence. Child Development, 63, 542–557. Retrieved from http://www.jstor.org/stable/1131345. DuBois, D. L., Felner, R. D., Brand, S., Adan, A. M., & Evans, E. G. (1992). A prospective study of life stress, social support, and adaptation in early adolescence. Child Development, 63, 542–557. Retrieved from http://​www.​jstor.​org/​stable/​1131345.
go back to reference Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430–457. doi:10.1207/S15328007SEM0803_5.CrossRef Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430–457. doi:10.​1207/​S15328007SEM0803​_​5.CrossRef
go back to reference Erikson, E. H. (1950). Childhood and society. New York: Norton. Erikson, E. H. (1950). Childhood and society. New York: Norton.
go back to reference Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
go back to reference Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75, 63–82. doi:10.3102/00346543075001063.CrossRef Kuncel, N. R., Credé, M., & Thomas, L. L. (2005). The validity of self-reported grade point averages, class ranks, and test scores: A meta-analysis and review of the literature. Review of Educational Research, 75, 63–82. doi:10.​3102/​0034654307500106​3.CrossRef
go back to reference Kwak, K. (2003). Adolescents and their parents: A review of intergenerational family relations for immigrant and non-immigrant families. Human Development, 46, 15–136. doi:10.1159/000068581.CrossRef Kwak, K. (2003). Adolescents and their parents: A review of intergenerational family relations for immigrant and non-immigrant families. Human Development, 46, 15–136. doi:10.​1159/​000068581.CrossRef
go back to reference Lakey, B., & Cohen, S. (2000). Social support theory and measurement. In S. Cohen, L. G. Underwood, & B. H. Gottlieb (Eds.), Social support measurement and intervention (pp. 29–52). New York: Oxford University Press. Lakey, B., & Cohen, S. (2000). Social support theory and measurement. In S. Cohen, L. G. Underwood, & B. H. Gottlieb (Eds.), Social support measurement and intervention (pp. 29–52). New York: Oxford University Press.
go back to reference Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York: Springer.
go back to reference Ma, X., & Klinger, D. A. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education, 25, 41–55. doi:10.2307/1585867.CrossRef Ma, X., & Klinger, D. A. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education, 25, 41–55. doi:10.​2307/​1585867.CrossRef
go back to reference Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163. doi:10.1111/j.1745-6916.2006.00010.x.CrossRef Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133–163. doi:10.​1111/​j.​1745-6916.​2006.​00010.​x.CrossRef
go back to reference Muthén, L. K., & Muthén, B. O. (2007). Mplus user’s guide: Version 6. Los Angeles: Muthén and Muthén. Muthén, L. K., & Muthén, B. O. (2007). Mplus user’s guide: Version 6. Los Angeles: Muthén and Muthén.
go back to reference Nicpon, M., Huser, L., Blanks, E., Sollenberger, S., Befort, C., & Kurpius, S. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention: Research, Theory and Practice, 8, 345–358. doi:10.2190/A465-356M-7652-783R.CrossRef Nicpon, M., Huser, L., Blanks, E., Sollenberger, S., Befort, C., & Kurpius, S. (2006). The relationship of loneliness and social support with college freshmen’s academic performance and persistence. Journal of College Student Retention: Research, Theory and Practice, 8, 345–358. doi:10.​2190/​A465-356M-7652-783R.CrossRef
go back to reference Ong, A., & van Dulmen, M. (Eds.). (2007). Oxford handbook of methods in positive psychology. New York: Oxford University Press. Ong, A., & van Dulmen, M. (Eds.). (2007). Oxford handbook of methods in positive psychology. New York: Oxford University Press.
go back to reference Pratt, M., Hunsberger, B., Pancer, S., Alisat, S., Bowers, C., Thomas, N. et al. (2000). Facilitating the transition to university: Evaluation of a social support discussion intervention program. Journal of College Student Development, 41, 427–441. Retrieved from http://www.jcsdonline.org/. Pratt, M., Hunsberger, B., Pancer, S., Alisat, S., Bowers, C., Thomas, N. et al. (2000). Facilitating the transition to university: Evaluation of a social support discussion intervention program. Journal of College Student Development, 41, 427–441. Retrieved from http://​www.​jcsdonline.​org/​.
go back to reference Purswell, K. E., Yazedjian, A., & Toews, M. L. (2008). Students’ intentions and social support as predictors of self-reported academic behaviors: A comparison of first- and continuing-generation college students. Journal of College Student Retention: Research, Theory and Practice, 10, 191–206. doi:10.2190/CS.10.2.e.CrossRef Purswell, K. E., Yazedjian, A., & Toews, M. L. (2008). Students’ intentions and social support as predictors of self-reported academic behaviors: A comparison of first- and continuing-generation college students. Journal of College Student Retention: Research, Theory and Practice, 10, 191–206. doi:10.​2190/​CS.​10.​2.​e.CrossRef
go back to reference Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17, 205–226. doi:10.1023/A:1007535930286.CrossRef Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17, 205–226. doi:10.​1023/​A:​1007535930286.CrossRef
go back to reference Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47–61. doi:10.1007/s10964-008-9368-6.PubMedCrossRef Rueger, S. Y., Malecki, C. K., & Demaray, M. K. (2010). Relationship between multiple sources of perceived social support and psychological and academic adjustment in early adolescence: Comparisons across gender. Journal of Youth and Adolescence, 39, 47–61. doi:10.​1007/​s10964-008-9368-6.PubMedCrossRef
go back to reference Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30, 707–722. doi:10.1080/03075070500340036.CrossRef Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: the role of social support in the first‐year experience of higher education. Studies in Higher Education, 30, 707–722. doi:10.​1080/​0307507050034003​6.CrossRef
Metagegevens
Titel
Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses
Auteur
Sean P. Mackinnon
Publicatiedatum
01-04-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 4/2012
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-011-9691-1

Andere artikelen Uitgave 4/2012

Journal of Youth and Adolescence 4/2012 Naar de uitgave