Role of Perceived Social Support in Stress, Life Satisfaction and Academic Performance Among University Students

Abstract

The present study was designed to gain a better understanding of the role social support plays in reducing stress and promoting life satisfaction and academic performance among university students. A total of 241 male and female students were recruited in a sample using convenient sampling technique. The study revolved around two key questions i.e., whether social support acts as buffer in relationship between stress and academic performance and whether social support renders any interaction effect on relationship between life satisfaction and academic performance. The data were collected using Multidimensional Scale of Perceived Social Support, University Stress Scale, Satisfaction with Life Scale, and Academic Performance Scale. The findings suggest that social support partially mediates the relationship between stress and academic performance whereas the relationship between life satisfaction and academic performance is also contingent upon social support. Given the strength and consistency of findings, it follows that devising stress reduction academic programs would be benefiting for educational institutions. The educationists, researchers and mental health professionals may intervene to further investigate and establish relevant stress concerns and well-being indicators among students.