The Influence of Social Support on the Academic Performance/Self-Efficacy of Students in Methodist University College Students, Ghana

Abstract

The study examined the influence of social support on the academic performance/self-efficacy of students at Methodist University College, Ghana. The purpose is to examine whether social support influence academic performance, examine whether gender differences exist in social support students receives and their academic performance, explore how high resilience self-will predict academic performance. The research design employed was a survey. One hundred and twenty students were selected for the study from four faculties of the University using stratified proportional and simple random sampling methods. The standardized instrument of medical outcome social support survey scale, the academic self-efficacy scale, and the resilience scale were used. Four hypotheses were analyzed. The results indicate that a positive relationship between social support leads to good academic performance. There was no difference in terms of social support and academic performance by female and male students. Students with high resilience had high academic attainments. Social assistance does not influence the academic self-efficacy of students. It is recommended that Universities and higher institutions of learning should have well-functioning counselling centres. Keywords: Academic self-efficacy, Depression, Emotional Support, Psychological distress, Stress, Social Support.