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

Abstract

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.A major area of research in higher education focuses on retention of students from their freshman year to degree completion. Discovering ways to retain students is vital, since attrition rates have been reported as varying from 10% to 345 Ó 2006, Baywood Publishing Co., Inc.50% at colleges and universities around the country (Tinto, 1993). Furthermore, recent statistics indicate that between 20 and 30% of these students leave during their freshman year (Arizona State University (ASU), 2003; National Center for Education Statistics, 2003). Because of these high attrition rates, researchers have tried to identify a causal model for student attrition as well as to find ways to decrease its prevalence.In particular, Tinto's model (1993) of college student attrition has received considerable support in the literature (e.g.). His concept is based on a theory of person-environment fit, where students' experiences in their social and academic environments are influenced by their individual attributes, dispositions, family background, and prior educational experiences. Tinto also added a time dimension to the model, accounting for the shifts that occur at different times during the academic year. He stressed that students who develop satisfying relationships with peers tend to earn better grades and are more inclined to remain in college than are students who fail to develop these significant ties.A limited number of studies have applied Tinto's model to qualitative methods of inquiry. Hemmings, Jin, and Low (1996) used both quantitative and qualitative approaches to determine what influenced high school students to remain in school. The quantitative analyses identified 11 constructs that influenced students' decisions including individual characteristics, family background, peer groups, and societal determinants such as school and neighborhood. The qualitative analyses indicated that students felt their decisions to stay in school were related to a combination of factors, such as family encouragement, school success and enjoyment, peer support, and positive relationships with teachers.Also using qualitative methods, Braunstein and McGrath (1997) examined the assumptions, beliefs, and perceptions of faculty and administrators who...

Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments

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Validation of the self-regulated online learning questionnaire

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Perceived Parenting Styles as Predictor of Internet Addiction in Adolescence

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