Presentation Title

The Effects of Social Support and Campus Engagement on Academic Achievement

Faculty Mentor

Jennifer Coons

Start Date

23-11-2019 10:45 AM

End Date

23-11-2019 11:30 AM

Location

12

Session

poster 4

Type of Presentation

Poster

Subject Area

behavioral_social_sciences

Abstract

Transitioning to university can be a stressful period in a student’s life. A major challenge of a student’s successful transition lies in their motivation and engagement to achieve academically (DeBerard, M. S., Spielmans, G. I., & Julka, D. L., 2004). Studies have shown that academic struggles are associated with the student’s lack of engagement and social support as well as a feeling of disconnection with their academic environment (Tinto, 1987; Wentzel, Battle, Russel, & Looney, 2010; Salzer, 2012). The current study aimed to evaluate the relationship between student’s campus engagement, social support, and academic achievement (measured via GPA). There were 152 (68% female; mean age = 19.02) participants in the present study who were all enrolled in one of two introductory psychology classes taught by the same instructor. A correlation analysis was used to determine whether campus engagement, social support, and GPA were related. Overall campus engagement (r=.223, p=.037) and social support (r=.170, p=.037) was positively related to GPA. Additionally, campus engagement consisted of three subscales that assessed different types of campus engagement which all positively related to GPA: behavioral engagement (r=.205, p=.011), cognitive engagement (r=.238, p=.003), and campus belonging (r=.233, p=.004). Future research should examine the interdependence between social support, campus engagement, and academic achievement to determine the order in which these systems operate.

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Nov 23rd, 10:45 AM Nov 23rd, 11:30 AM

The Effects of Social Support and Campus Engagement on Academic Achievement

12

Transitioning to university can be a stressful period in a student’s life. A major challenge of a student’s successful transition lies in their motivation and engagement to achieve academically (DeBerard, M. S., Spielmans, G. I., & Julka, D. L., 2004). Studies have shown that academic struggles are associated with the student’s lack of engagement and social support as well as a feeling of disconnection with their academic environment (Tinto, 1987; Wentzel, Battle, Russel, & Looney, 2010; Salzer, 2012). The current study aimed to evaluate the relationship between student’s campus engagement, social support, and academic achievement (measured via GPA). There were 152 (68% female; mean age = 19.02) participants in the present study who were all enrolled in one of two introductory psychology classes taught by the same instructor. A correlation analysis was used to determine whether campus engagement, social support, and GPA were related. Overall campus engagement (r=.223, p=.037) and social support (r=.170, p=.037) was positively related to GPA. Additionally, campus engagement consisted of three subscales that assessed different types of campus engagement which all positively related to GPA: behavioral engagement (r=.205, p=.011), cognitive engagement (r=.238, p=.003), and campus belonging (r=.233, p=.004). Future research should examine the interdependence between social support, campus engagement, and academic achievement to determine the order in which these systems operate.