- social support,
- academic achievement
How to Cite
Copyright (c) 2021 Psychological Research (in the Balkans)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The purpose of this study was to examine the impact of social support on academic achievement of university of Ghana students. The sample size consisted of 15 undergraduate students drawn from three halls of residence at the University of Ghana. The sample was made of 5 level 100, 5 level 200 and 5 level 300 students. The age range of participants was between 19 and 23 years. Qualitative data was collected using semi structured interviews and the data was analysed using content analysis. The findings of this study suggest that social support contribute significantly to students’ academic achievement through three categories which include; social support enhances good mental state or wellbeing which boost students’ cognitive engagement in learning and academic activities. The findings also suggest that social support is a motivator which drives students towards academic success, and also, the findings suggest that social support enhances academic achievement through self-belief and self-confidence. This study implies that as part of making educational reforms to improve student’s academics, all stakeholders involved such as lecturers, policy makers and the government should consider the psychosocial needs of students that can enhance their academic performance.
- Azmitia, M., Cooper, C. R. & Brown, J.
- R. (2009). Support and guidance from fami lies, friends, and teachers in Latino early ado lescents’ math pathways. Journal of Early Adolescence, 29(1), 142-169. doi: 10.1177/ 0272431608324476
- Baker, J. A. (1999). Teacher-Student interaction in urban at-risk classrooms: Differential behav ior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100, 57-70.
- Chambers, E. A., Hylen M., Schreiber, J. B. (2006). Achievement and at-risk middle school students’ perspectives of academic support. Journal of Research in Character Education, 4: 33-46.
- Creswell, J. W. & Poth, C. N. (2017). Quali tative inquiry and research design: choosing among five approaches (4th Ed.). Thousand Oaks, CA: Sage.
- Danielsen, A. G., Wiium, N., Wilhelmsen,
- B. U. & Wold, B. (2010). Perceived support provided by teachers and classmates and stu dents’ self-reported academic initiative. Jour nal of School Psychology, 48(3), 247-267. doi: 10.1016/j.jsp.2010.02.002
- Deci, E. L., Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychologi cal Inquiry, 11: 227-268.
- Dubow E. F., Tisak J., Causey D., Hryshko
- A. & Reid, G. (1991). A two-year longitudinal study of stressful life events, social support, and social problem-solving skills: Contributions to children’s behavioural and academic adjust ment. Child Development, 62: 583-599.
- Dupont, S., Galand, B., Hospel, V. & Nils,
- F. (2014). Social context, self-perceptions and student engagement: A SEM investigation of the self-system model of motivational develop ment. Electronic Journal of Research in Edu cational Psychology. 12(1), 5-32. http://dx.doi. org/10.14204/ejrep.32.13081
- Elias, M. J. & Arnold, H. A. (Eds.) (2006). The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press
- Elliott, S. N., Malecki, C. K. & Demaray, M.
- K. (2001). New directions in social skills assess ment and intervention for elementary and mid dle school students. Exceptionality, 9, 19-32.
- Fass, M. E. & Tubman, J. G. (2002). The in fluence of parental and peer attachment on col lege students’ academic achievement. Psychol ogy in the Schools, 39, 561 573. http://dx.doi. org/10.1002/pits.10050
- Feldman, K. A. (2007). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry, & J. C. Smart (Eds.), the scholarship of teaching and learning in higher education: An evidence-based approach (pp. 93-129). http://dx.doi.org/10.1007/1-4020- 5742-3 5
- Franklin N. G. (2013). Effects of Academic Stress and Perceived Social Support on the Psychological Wellbeing of Adolescents in Ghana. Open Journal of Medical Psychol ogy, 2013, 2, 143-150 http://dx.doi.org/10.4236/ ojmp.2013.24022
- Furrer, C. & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Edu cational Psychology, 95, 148-162. http://dx.doi. org/10.1037/0022-06126.96.36.199
- Goodnow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
- House, J. S. (1981). Work stress and social sup port. Reading, MA: Addison-Wesley.
- Legault L., Green-Demers I., Pelletier, L. (2006). Why do high school students lack moti vation in the classroom? Toward an understand ing of academic a motivation and the role of social support. Journal of Educational Psychol ogy, 98: 567-582.
- Lindsey, M. A., Joe, S. & Nebbitt, V. (2010). Family matters: The role of mental health stigma and social support on depressive symptoms and subsequent help seeking among African Ameri can boys. Journal of Black Psychology, 36(4), 458-482. doi: 10.1177/0095798409355796
- Lumsden L. S. (1994). Student Motivation to Learn. Retrieved from ERIC Database. (ED99C00011)
- Mattanah J. F., Brooks L. J., Brand B. L., Quimby J. L., Ayers, J. F. (2012). A social support intervention and academic achievement in college: Does perceived loneliness mediate the relationship? Journal of College Counselling, 15: 22-36.
- Mattanah, J. F., Lopez, F. G. & Govern, J.
- M. (2011). The contributions of parental attach ment bonds to college student development and adjustment: A metaanalytic review. Journal of Counselling Psychology, 58(4), 565-596. http:// dx.doi.org/10.1037/a0024635
- Midgley, C., Feldlaufer, H. & Eccles, J. S. (1989). Student teacher relations and attitudes toward mathematics before and after the tran sition to junior high school. Child Develop ment, 60, 981-992. http://dx.doi.org/10.2307/ 1131038
- Owusu, A. (2008). Global school-based student health survey (gshs): Ghana report. Murfrees boro, TN: Middle Tennessee State University, Ghana Education Service, and the World Health Organization.
- Richardson, R., Abraham, C. & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and metaanalysis. Psychological Bul letin, 138, 353-387. http://dx.doi.org/10.1037/ a0026838
- Robbins, S. B., Oh, I., Le, H. & Button, C. (2009). Intervention effects on college perfor mance and retention as mediated by motiva tional, emotional, and social control factors: Integrated meta-analytic path analyses. Journal of Applied Psychology, 94, 1163-1184. http:// dx.doi.org/10.1037/a0015738
- Roeser, R. W., Midgley, C. & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychologi cal and behavioural functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
- Saarni, C. (2007). The development of emo tional competence: Pathways for helping chil dren become emotionally intelligent. In R. Bar On, J. Maree, and M. J. Elias (Eds.), Educating people to be emotionally intelligent (pp. 15-36). Westport, CT: Praeger
- Schaps, E. & Solomon, D. (2003). The role of the school’s social environment in preventing student drug use. Journal of Primary Prevention, 23(3), 299-328.
- Song J., Bong M., Lee K., Kim, S. (2014). Longitudinal investigation into the Role of Perceived Social Support in Adolescents’ Aca demic Motivation and Achievement. Journal of Educational Psychology. From <http://dx.doi.org/10.1037/edu0000016> (Retrieved on 3 April 2014).
- Steptoe, A., Wardle, J. & Polland, T. M. (1996). Stress, social support and health-re lated behaviour: A study of smoking, alcohol consumption and physical exercise. Jour nal of Psychosomatic Research, 41, 171-180. doi:10.1016/0022-3999(96)00095-5
- Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623. http://dx.doi.org/10.2307/2959965
- Torres, J. B. & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persis tence and health. Journal of Vocational Behav iour, 59(1), 53-63. http://dx.doi.org/10.1006/ jvbe.2000.1785
- Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K. & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688. http:// dx.doi.org/10.1037/a0015083
- Vallerand, R. J., Fortier, M. S. & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
- Vygotsky, L. S., Rieber, R. & Carton, A. S. (Eds.) (1987). The collected works of L. S. Vy gotsky, Vol. 1: Problems of general psychology. New York: Plenum Press.
- Williams, G. C. & Deci, E. L. (1996). Inter nalization of biopsychosocial values by medi cal students: a test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
- Zins, J. E., Weissberg, R. P., Wang, M. C. & Walberg, H. J. (Eds.). (2004). Building aca demic success on social and emotional learning: What does the research say? New York: Teach ers College Press.