The relationship of loneliness and social support with college freshmen's academic performance and persistence

Megan Foley Nicpon, Laura Huser, Elva Hull Blanks, Sonja Sollenberger, Christie Befort, Sharon Kurpius

Research output: Contribution to journalArticle

50 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)345-358
Number of pages14
JournalJournal of College Student Retention: Research, Theory and Practice
Volume8
Issue number3
DOIs
StatePublished - 2006

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persistence
social support
performance
life situation

ASJC Scopus subject areas

  • Education

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The relationship of loneliness and social support with college freshmen's academic performance and persistence. / Nicpon, Megan Foley; Huser, Laura; Blanks, Elva Hull; Sollenberger, Sonja; Befort, Christie; Kurpius, Sharon.

In: Journal of College Student Retention: Research, Theory and Practice, Vol. 8, No. 3, 2006, p. 345-358.

Research output: Contribution to journalArticle

Nicpon, Megan Foley ; Huser, Laura ; Blanks, Elva Hull ; Sollenberger, Sonja ; Befort, Christie ; Kurpius, Sharon. / The relationship of loneliness and social support with college freshmen's academic performance and persistence. In: Journal of College Student Retention: Research, Theory and Practice. 2006 ; Vol. 8, No. 3. pp. 345-358.
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