The Relationship of Loneliness and Social Support with College Freshmen's Academic Performance and Persistence

Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Soci...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2006-11, Vol.8 (3), p.345-358
Main Authors: Nicpon, Megan Foley, Huser, Laura, Blanks, Elva Hull, Sollenberger, Sonja, Befort, Christie, Kurpius, Sharon E. Robinson
Format: Article
Language:English
Subjects:
Academic achievement
Academic Persistence
College campuses
College Freshmen
College Students
Commuting Students
Correlation
Gender Differences
Grade Point Average
Loneliness
On Campus Students
Psychological Patterns
School Holding Power
Social Support Groups
Student retention
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Summary:Based on Tinto's (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and positively related to academic persistence decisions. Less loneliness and more social support predicted more positive persistence decisions. Neither social support nor loneliness was related to GPA; however, freshmen living on campus had higher GPAs than those living off campus. Women perceived receiving more social support from both friends and family than did men. These results are discussed in light of what might be done to influence greater persistence.
ISSN:1521-0251
1541-4167
DOI:10.2190/A465-356M-7652-783R