The Relationship Between Academic Success and Social Support
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The following research study was conducted since November 2019. This research focuses on discovering the direct positive correlation between academic success and social support. This study was influenced by Erikson’s theory and Freud’s theory due to identity development and how influences as children influence behavior as adults. The college environment of a student affects whether he/she will succeed in college as determined by motivational figures. This depends as well on the social support given to these students. Social support in college includes resources such as freshmen success courses on-campus. Student’s identity development and manifestation is also affected by their integration into the college environment.
It’s hypothesized that a direct positive correlation exists between social support and academic success. “Social support” is defined as interactions with others face to face. “Academic success” is defined as grade point average (GPA) and grades earned last year. The same hypothesis was correlated with gender, cultural groups, classification, and first-generation college students. The study utilized 119 participants (N = 119). The anticipated sample was 150 participants. Freshmen were disqualified from participation. Students were given the link to the researcher’s questionnaire through the researcher’s selected professor. They answered the Multidimensional Scale of Perceived Social Support (MSPSS), which measured support from family, friends, and a “significant other” (Zimet et al., 1988). Application of the findings of this study are encouraged to be used in the development of student outreach and socialization programs. Future research will focus on integrating freshmen and determining a minimum score of social support and grade point average.