Gender and socioeconomic status differences in university students’ perception of social support

Tinajero, Carolina; Martínez-López, Zeltia; Rodríguez, Ma Soledad; Guisande, M. Adelina; Páramo, Ma Fernanda

doi:10.1007/s10212-014-0234-5

Cited by 29 publications

(26 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of the SEM analysis confirm the positive relationship between food satisfaction and overall life satisfaction as reported previously in studies examining university students and adolescents (Keller et al, 2016;Schnettler et al, 2013;Vaqué et al, 2012Vaqué et al, , 2015. The SEM results suggest a positive relationship between family satisfaction and overall life satisfaction in students and also confirms the importance of family relationships as a source of life satisfaction in university students and youth (Kwok et al, 2015;Schimmack et al, 2002, Tinajero et al, 2015.…”

Section: Discussionsupporting

confidence: 86%

“…Nevertheless, a possible explanation for the results from Vaqué-Crusellas et al (2015 and those obtained in this study could be that people may weigh life domains differently during different life developmental stages (Bardo & Yamashita, 2014). Some authors have suggested that, for university students, family relationships appear to be among the most important domains of life satisfaction and have also found that family support heavily influences their life satisfaction (Guarnieri et al, 2015;Kwok et al, 2015;Schimmack et al, 2002;Tinajero et al, 2015). However, university students are also becoming increasingly involved in other contexts beyond their family (social, work, higher education) during this time (Guarni-eri et al, 2015).…”

Section: Discussionmentioning

confidence: 60%

“…Various studies have reported that higher levels of satisfaction with family relationships are associated with higher overall life satisfaction, regardless of age (Guarnieri, Smorti, & Tani, 2015;Loewe, et al, 2014). Notably, the influence of the family on an individual's well-being extends beyond childhood and adolescence (Thomson, Schonert-Reichl, & Oberle, 2015), continuing into emerging adulthood (Tinajero, Martínez-López, Rodríguez, Guisande, & Páramo, 2015). Positive family relationships and favorable environmental conditions may help individuals overcome life challenges, thus enhancing their life satisfaction during youth (Kwok, Cheng, & Wong, 2015).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Life, Family and Food Satisfaction in University Students

Schnettler

Grunert

Miranda-Zapata

et al. 2018

Sumapsi

View full text Add to dashboard Cite

This study assesses the relationship between food satisfaction and family satisfaction and their relationships to university student life satisfaction, while also exploring the moderating role of the place of student residence, student self-health perception and the importance students assign to food in relation to well-being. A survey was applied to a convenience sample of 269 university students. The questionnaire included: the Satisfaction with Life Scale, Satisfaction with Food-related Life, the family subscale of the Multidimensional Students' Life Satisfaction Scale and the first item of the Health-related Quality of Life Index. Having controlled for gender and socioeconomic status, it was found that a student's life satisfaction was significantly related to food satisfaction and, to a lesser extent, family satisfaction. Food satisfaction was positively and significantly related to family satisfaction. A moderating role of student residence was not found. Student health self-perception was found to moderate the relationship between family and life satisfaction, whereas the importance assigned to food in relation to well-being was found to moderate the relationship between food and student life satisfaction. These findings suggest that, in order to increase student life satisfaction, it is important to improve family satisfaction for those students who have a negative health self-perception. Likewise, improving food satisfaction is relevant for those students who gave low importance to food in regard to their well-being.

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 60%

mentioning

confidence: 99%

See 1 more Smart Citation

Life, Family and Food Satisfaction in University Students

Schnettler

Grunert

Miranda-Zapata

et al. 2018

Sumapsi

View full text Add to dashboard Cite

show abstract

“…The higher amount of intangible support that students received from their families in Group 1 and 3 is consistent with their higher levels of family life satisfaction 14 . The lack of statistical differences between the students' profiles concerning the amount of tangible resources contradicts the findings of various authors that have reported a positive relationship between family income or family tangible support and students' life satisfaction 4,20,33,34 . However, our results are in line with researchers that have found no relationship between these variables 7,26 .…”

Section: Discussioncontrasting

confidence: 77%

University student profiles according to satisfaction with life, food and family

Schnettler¹,

Miranda-Zapata²,

Grunert³

et al. 2018

Rev. chil. nutr.

View full text Add to dashboard Cite

The aim of this study was to distinguish university student profiles according to life satisfaction and satisfaction with food-related life and family, as well as to determine whether profiles differ in terms of their family support, quality of diet, body mass index (BMI) and socio-demographic characteristics. A questionnaire was applied to a non-probabilistic sample of 370 students of both sexes (mean age 21.1 years, 54.2% female) in Chile, including Satisfaction with Life Scale (SWLS), Satisfaction with Food-related Life (SWFoL) scale, Satisfaction with Family Life (SWFaL) scale, Family Resources Scale (FRS) and the Adapted Healthy Eating Index (AHEI). Three student types were distinguished with significant differences in average values of SWLS, SWFoL and SWFaL scales, z-scores from the intangible resources subscale from the FRS and average AHEI score. These profiles also differed in place of residence, dinner frequency at place of residence and BMI. Higher life satisfaction levels, as well as food-related life satisfaction, family life satisfaction, and intangible family support, were associated with a higher quality diet, lower BMI, living with parents while at university, and having dinner more frequently at home.

show abstract

“…In order to determine which dimensions of perceived social support were the best predictors of the academic achievement, correlational and linear regression analyses were performed to examine the relationships among the variables considered. The role of gender in the relation between social support and achievement was controlled, given that differences between men and women college students have been previously registered both in relation with perceived support and achievement (Richardson et al, 2012;Tinajero, Martínez-López, Rodríguez, Guisande, & Páramo, 2015).…”

Section: Discussionmentioning

confidence: 99%

Perceived social support as a predictor of academic success in Spanish university students

et al. 2019

Self Cite

View full text Add to dashboard Cite

El apoyo social percibido es considerado un factor clave para la reducción del riesgo de estrés psicológico, fracaso académico y abandono de los estudios universitarios; sin embargo, la investigación relativa al modo en que el apoyo social puede incidir en el rendimiento académico de los estudiantes universitarios es escasa. El presente estudio examina la relación de diferentes provisiones y fuentes de apoyo social con el rendimiento académico de estudiantes universitarios españoles, en su primer y tercer curso. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos se recabaron durante el primer año académico (tiempo 1) y de nuevo en el tercer año (tiempo 2). Los análisis de regresión realizados mostraron que diferentes dimensiones del apoyo social percibido predecían el éxito académico en el intervalo de dos años. Los resultados del estudio podrían servir para mejorar programas y políticas dirigidas a promover el ajuste y rendimiento académico de los estudiantes. Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students’ adjustment and academic achievement.

show abstract

Gender and socioeconomic status differences in university students’ perception of social support

Cited by 29 publications

References 60 publications

Life, Family and Food Satisfaction in University Students

Life, Family and Food Satisfaction in University Students

University student profiles according to satisfaction with life, food and family

Perceived social support as a predictor of academic success in Spanish university students

Contact Info

Product

Resources

About