THE RELATIONSHIP OF LONELINESS AND SOCIAL SUPPORT WITH COLLEGE FRESHMEN'S ACADEMIC PERFORMANCE AND PERSISTENCE

被引：120

作者：

Nicpon, Megan ^{[1
]}

Huser, Laura ^{[1
]}

Blanks, Elva ^{[1
]}

Sollenberger, Sonja ^{[1
]}

Befort, Christie ^{[1
]}

Kurpius, Sharon ^{[1
]}

机构：

[1] Arizona State Univ, Tempe, AZ 85287 USA

来源：

JOURNAL OF COLLEGE STUDENT RETENTION-RESEARCH THEORY & PRACTICE | 2006年 / 8卷 / 03期

关键词：

D O I：

10.2190/A465-356M-7652-783R

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：345 / 358

页数：14

共 32 条

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