An Examination of College Student Academic Social Supports with Diverse College Students.

Abstract

Scott C Marley and M Jeanne Wilcox

This study examined the validity of seven academic support scales and their relationships with demographics, achievement and retention of diverse college students. In study one, 207 students completed an online survey containing five scales assessing student perceptions of faculty, university, family and peer supports. Exploratory factor analysis results supported the hypothesized five-factor structure. In study two, 633 students responded to the five initial scales and two additional scales related to family and peers to replicate and extend the factor structure. EFA results supported the hypothesized seven-factor structure. In study three, we examined relationships between the academic social support scales, student demographics, college GPA and fourth semester retention. Demographic differences were present on student perceptions of faculty, university community, family academic discussions, family college persistence, and family financial supports. Moreover, the academic social supports predicted college GPA across four semesters and fourth semester retention. Implications for research and practice are discussed.

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