A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

Autor/inn/en	Mattanah, Jonathan F.; Brooks, Leonie J.; Brand, Bethany L.; Quimby, Julie L.; Ayers, Jean F.
Titel	A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?
Quelle	In: Journal of College Counseling, 15 (2012) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-0399
DOI	10.1002/j.2161-1882.2012.00003.x
Schlagwörter	College Freshmen; Intervention; Grade Point Average; Academic Achievement; Psychological Patterns; Social Support Groups; Comparative Analysis; Individual Characteristics + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Social support; Soziale Unterstützung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10