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The Relationship Between Social Support and Academic Performance Among College Students

Method and Results

Purpose of the Study

The purpose of the current study was to examine the relationship between social support and academic performance among college students.

Research Question and Hypothesis

Research Question: Is there a significant relationship between social support and academic performance in college students?

Hypothesis: There will be a positive relationship between social support and academic performance. College students with higher perceived social support scores are expected to report higher cumulative GPAs.

Method Participants

The sample consisted of 50 undergraduate students at Norfolk State University. Convenience sampling was used to recruit participants. The sample included 25 male students (50%) and 25 female students (50%). Participants ranged in age from 18 to 22 years and were enrolled full-time at the university.

To be included, participants had to be full-time undergraduate students between 18 and 25 years of age and able to provide informed consent. Graduate students, part-time students, and participants with incomplete survey responses were excluded.

Procedures

Participants were recruited through campus-wide emails, flyers posted in academic buildings, and in-class announcements. Before beginning the survey, all participants reviewed and electronically signed an informed consent form. Participants then completed an online survey through Qualtrics that included the Multidimensional Scale of Perceived Social Support and an Academic Performance Questionnaire. The survey took approximately 10 to 15 minutes to complete. Participants could choose to enter a raffle for one of five $20 gift cards.

Instruments

Multidimensional Scale of Perceived Social Support (MSPSS). The MSPSS is a 12-item scale that measures perceived support from family, friends, and a significant other. Each item is rated on a 7-point Likert scale from 1 (Very Strongly Disagree) to 7 (Very Strongly Agree). Higher scores indicate greater perceived social support. The scale has high internal consistency, with Cronbach's alpha values ranging from .85 to .91. Family, Friends, and Significant Other subscale scores may be calculated in addition to a total score.

Sample items included: “My family really tries to help me,” “I can count on my friends when things go wrong,” “There is a special person who is around when I am in need,” “I get the emotional help and support I need from my family,” “I can talk about my problems with my friends,” and “There is a special person in my life who cares about my feelings.”

Academic Performance Questionnaire. Academic performance was measured using each participant's self-reported cumulative GPA on a 4.0 scale.

Risks and Benefits

The study involved minimal psychological risk because participants may have reflected on their academic or social situations. Potential benefits included contributing to research that may improve student support programs and allowing participants to reflect on their academic and social well-being.

Voluntary Participation, Consent, and Confidentiality

Participation was voluntary. Participants could withdraw at any time without penalty and could skip any question they did not wish to answer. An electronic informed consent form was provided before the survey, and participants had to acknowledge and agree to participate before proceeding. No identifying information was collected, and all data were anonymous. Data were stored on a password-protected computer accessible only to the principal investigator. Results were reported in aggregate form so that individual responses could not be identified.

Data Analysis Plan

Descriptive statistics were used to summarize participant demographics, social support levels, and GPA. A Pearson correlation analysis was conducted to assess the relationship between MSPSS total scores and cumulative GPA.

Results

The study included 50 undergraduate students. Participants had an average age of 20.10 years (SD = 1.34), with ages ranging from 18 to 22 years. The sample included an equal number of male and female students.

The average MSPSS total score was 5.69 (SD = 0.77), with scores ranging from 4.23 to 6.80. The average cumulative GPA was 3.23 (SD = 0.52), with GPAs ranging from 2.20 to 4.00.

The Pearson correlation analysis showed a very strong, positive, statistically significant relationship between perceived social support and GPA, r = .980, p < .01. This result indicates that students with higher MSPSS total scores generally had higher GPAs. Therefore, the hypothesis was supported.

Descriptive Statistics

Variable	N	Mean	SD	Minimum	Maximum
Age	50	20.10	1.34	18	22
MSPSS Total	50	5.69	0.77	4.23	6.80
GPA	50	3.23	0.52	2.20	4.00

Correlation

Variable	MSPSS Total	GPA
MSPSS Total	1.000	.980**
GPA	.980**	1.000

N = 50. ** Correlation is significant at the .01 level (2-tailed).

Sample Dataset (N = 50)

ID	Gender	Age	MSPSS Total	GPA
	Male	20	6.00	3.2
	Female	21	6.20	3.6
	Female	19	4.77	2.8
	Male	22	6.50	3.9
	Male	18	4.70	2.5
	Female	20	6.80	4.0
	Male	21	5.30	3.0
	Female	19	6.20	3.5
	Male	20	4.50	2.4
10	Female	22	6.33	3.7
11	Male	20	5.30	2.9
12	Female	18	6.67	3.8
13	Male	19	4.27	2.3
14	Female	21	6.00	3.2
15	Male	22	5.83	3.1
16	Female	19	6.20	3.6
17	Male	20	5.17	2.7
18	Female	21	6.53	3.9
19	Male	18	4.27	2.6
20	Female	22	6.10	3.5
21	Male	19	5.77	3.3
22	Female	20	5.40	3.1
23	Male	21	4.77	2.7
24	Female	18	6.37	3.8
25	Male	22	6.03	3.4
26	Female	20	5.77	3.2
27	Male	19	4.87	2.6
28	Female	21	6.13	3.5
29	Male	18	4.23	2.2
30	Female	22	6.73	3.9
31	Male	20	5.27	3.0
32	Female	19	6.30	3.6
33	Male	21	4.43	2.5
34	Female	20	5.80	3.4
35	Male	22	5.10	2.8
36	Female	19	6.50	3.7
37	Male	18	4.70	2.6
38	Female	21	6.20	3.6
39	Male	20	5.50	3.1
40	Female	22	6.80	4.0
41	Male	19	5.20	2.9
42	Female	20	6.10	3.5
43	Male	21	5.00	2.7
44	Female	19	6.50	3.8
45	Male	22	5.60	3.3
46	Female	18	6.60	3.9
47	Male	20	4.90	2.6
48	Female	21	6.20	3.7
49	Male	19	5.20	3.0
50	Female	22	6.70	4.0

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