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

doi:10.2190/A465-356M-7652-783R

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

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Research output: Contribution to journal › Review article › peer-review

115 Scopus citations

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 language	English (US)
Pages (from-to)	345-358
Number of pages	14
Journal	Journal of College Student Retention: Research, Theory and Practice
Volume	8
Issue number	3
DOIs	https://doi.org/10.2190/A465-356M-7652-783R
State	Published - Dec 1 2006

ASJC Scopus subject areas

Education

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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.",

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AU - Huser, Laura

AU - Blanks, Elva Hull

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AU - Befort, Christie

AU - Kurpius, Sharon

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N2 - 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.

AB - 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.

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

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