Co esponding au ho : Rahul R
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
Psychological le els o social suppo in educa ion and hei in luence on s uden well-
being and academic pe o mance
Rahul R *, Digan a Baishya and Lekha Ramyaa R
K is u Jayan i College (Au onomous), Bengalu u, Ka na aka, India.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3613-3620
Publica ion his o y: Recei ed on 14 Ma ch 2025; e ised on 20 Ap il 2025; accep ed on 22 Ap il 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.1.1403
Abs ac
This s udy examines he complex in e ela ionship among social suppo , psychological adjus men , and s uden
pe o mance. Unde pinned by he bu e ing hypo hesis and a achmen heo y, he in es iga ion p obes how pe cei ed
o ms o social suppo —emo ional, in o ma ional, and ins umen al—p o ided by amily, iends, and eache s impac
s uden achie emen . Wi h a co ela ional design, 287 s uden s be ween 12 and 24 yea s old we e assessed wi h
s anda dized ins umen s: he Academic Pe o mance Scale, he Psychological Well-Being Scale (18 i ems), and he
Social Suppo Ques ionnai e. Using s a is ical analysis wi h SPSS, he e was a signi ican posi i e co ela ion be ween
gene al social suppo and academic pe o mance ( = 0.186, p = 0.002), meaning ha a highe le el o pe cei ed
suppo co esponds wi h be e academic achie emen . Ne e heless, he ela ionship be ween social suppo and
psychological well-being was no s a is ically signi ican ( =0.112, p =0.057). Su p isingly, a e y high posi i e
co ela ion was obse ed be ween posi i e in e pe sonal ela ionships and o e all psychological well-being ( =0.527,
p <0.001), highligh ing he impe a i e ole o good connec ions in emo ional well-being. The esul s indica e ha
al hough o e all social suppo helps in academic achie emen , pa icula ela ional ac o s p opel psychological well-
being. This esea ch is pa o an inc easing olume o li e a u e calling o suppo i e school se ings and demands
mo e esea ch in ol ing longi udinal designs, mixed me hods, and c oss-cul u al insigh s o ad ance ou knowledge on
hese dynamics.
Keywo ds: Social Suppo ; Psychological Well-Being; Academic Pe o mance; S uden s; In e pe sonal Rela ionships;
Bu e ing Hypo hesis; A achmen Theo y; Educa ional En i onmen ; Emo ional Suppo ; Co ela ional S udy
1. In oduc ion
1.1. Social suppo is key in de e mining he psychological well-being and academic pe o mance o s uden s
I is usually ca ego ized in o h ee dimensions: emo ional, in o ma ional, and ins umen al. Emo ional suppo is he
exp ession o empa hy, encou agemen , and conce n om amily membe s, pee s, and eache s ha leads o eelings o
belonging, mo i a ion, and sel -es eem [1]. In o ma ional suppo cons i u es guidance, counsel, and c i ique ha aid in
s uden managemen o academic p oblems, while ins umen al suppo deli e s conc e e ma e ial ha can encompass
economic assis ance, lea ning ma e ial p o ision, and eaching assis ance [2]. Collec i ely, bo h suppo s unc ion as
majo bu e s agains he expe ience o academic s ain and c ea e esilience. Academic pe o mance, ypically
measu ed by g ades, examina ion esul s, o pe o mance in class, is a mul i-de e mina e ou come in luenced by
pe sonal alen , mo i a ion, socio-economic backg ound, and suppo sys ems om ou side he en i onmen . Time and
again, e idence shows a s ong posi i e ela ionship be ween subjec i e social suppo and academic pe o mance. Fo
example, high suppo ed s uden s show g ea e sel -e icacy, pe sis ence, and academic in ol emen [3]. Social suppo
no only inc eases s uden s' academic in es men bu also enhances hei abili y o make and pu sue educa ional goals.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(01), 3613-3620
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O equal signi icance is he co ela ion be ween social suppo and psychological well-being, encompassing emo ional
s abili y, sel -es eem, and s ess managemen skills.
Highe le els o psychological well-being ha e been associa ed wi h mo e adap i e coping s yles, lowe anxie y, and
highe academic mo i a ion [4]. Suppo ed s uden s a e mo e likely o ha e a posi i e a i ude, be emo ionally esilien ,
and con on academic challenges wi h con idence and di ec ion. This emo ional basis plays an impo an ole in gene al
school adap a ion and achie emen . The explana o y amewo k o hese dynamics is based on he bu e ing
hypo hesis and a achmen heo y.
Based on he bu e ing hypo hesis, social suppo unc ions o bu e agains nega i e consequences o s ess, especially
in high-s ess se ings such as in schools [5]. A achmen heo y adds s eng h o his pe cep ion by highligh ing he
need o secu e ela ionships in he ea ly yea s as he ounda ion o psychological esilience and eelings o compe ence
[6]. Those s uden s wi h secu e a achmen owa ds ca egi e s, eache s, o pee s will be be e placed o ha e ai h in
hemsel es and con inue h ough challenges. The empi ical e idence con i ms hese heo ies. Fo ins ance, pe cei ed
social suppo s ongly p edic s bo h psychological well-being and academic pe o mance [7], and secu e a achmen s
a e linked wi h inc eased emo ional egula ion and pe sis ence a school [8]. Al hough he e has been conside able
li e a u e e i ying he bene icial ole o social suppo , he e a e s ill gaps in explaining how ce ain o ms o suppo —
emo ional, in o ma ional, and ins umen al—di e en ially impac s uden popula ions. Gi en ising academic
p essu es, ansi ions, and men al heal h s uggles among s uden s, i is c i ical o explo e hese links mo e closely. By
de e mining which elemen s o suppo a e mos e ec i e, schools can s uc u e in e en ions ha c ea e suppo i e
lea ning en i onmen s, imp o e s uden mo i a ion, and enhance men al heal h.
This esea ch aims o explo e he link be ween pe cei ed social suppo and s uden s' psychological well-being and
academic achie emen .
In pa icula , i aims o lea n how emo ional, in o ma ional, and ins umen al suppo a ec s uden s' coping wi h
school di icul ies, hei sel -es eem, and success in school. The esea ch also explo es he media ing psychological
a iables, including s ess and sel -es eem, in his ela ionship. By his analysis, he s udy aims o o e e idence-based
ecommenda ions o he de elopmen o suppo sys ems ha p omo e s uden esilience, engagemen , and
achie emen . The alue o his s udy is ha i can in o m educa ional policies and p ac ices.
Pas esea ch has highligh ed ha suppo i e ne wo ks ha e a posi i e impac on academic engagemen and men al
heal h. S uden s wi h suppo i e ela ionships a e mo e mo i a ed, emo ionally secu e, and academically esilien [9].
Likewise, eache and pee pe cei ed emo ional and ins umen al suppo a e s ong p edic o s o bo h academic
mo i a ion and pe o mance [10]. By ecognizing hese e ec s, educa o s, counselo s, and policy make s can design
in e en ions ha add ess s uden well-being alongside academic success. Building lea ning se ings ha combine
emo ional nu u e, guidance, and hands-on suppo no only enhances academic ou comes bu also can help os e
heal hie , mo e esilien s uden s.
1.2. Hypo hesis
• The e is no signi ican ela ionship be ween social suppo and psychological well-being among s uden s.
• The e is no signi ican ela ionship be ween social suppo and academic achie emen among s uden s.
• App aisal suppo does no signi ican ly in luence s uden s’ au onomy and pe sonal g ow h.
• Tangible suppo does no signi ican ly in luence s uden s’ en i onmen al mas e y and academic
achie emen .
• Sel -es eem suppo does no signi ican ly in luence s uden s’ sel -accep ance and pu pose in li e.
• Belonging suppo does no signi ican ly in luence s uden s’ posi i e ela ions wi h o he s and o e all
psychological well-being.
1.3. Resea ch Design
This s udy uses a co ela ional design o examine he ela ionship be ween social suppo , s uden well-being, and
academic success.
1.4. Ope a ional De ini ions
Academic Pe o mance: Measu able a ainmen o a s uden wi hin educa ional en i onmen s, quan i ied by g ades,
es sco es, and academic achie emen in gene al [11].
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Psychological Well-being: A s uden 's gene al men al heal h and emo ional esilience, shaped by s ess le els, sel -
e icacy, and coping s yles [12].
Social Suppo : The in o ma ional, ins umen al, and emo ional suppo p o ided by amily, pee s, eache s, and o he
suppo sys ems ha helps a s uden in his/he academic and psychological de elopmen [13].
1.5. Sampling Technique
This s udy employed a con enience sampling echnique, whe e he esea che con enien ly selec ed young adul s.
1.6. Inclusion c i e ia
• S uden s aged 12–24 who a e in school o college.
• S uden s who ge suppo om amily, iends, o eache s.
• S uden s wi h in o ma ion abou hei well-being and school pe o mance.
1.7. Exclusion c i e ia
• S uden s younge han 12 o olde han 24, o no in o mal educa ion.
• S uden s who don’ ge suppo om amily, iends, o eache s, o a e homeschooled.
• S uden s wi h se ious men al o physical heal h p oblems o any psychological issues
1.8. P ocedu e
The ques ionnai es we e con e ed in o Google Fo ms and we e ci cula ed among he pa icipan s. A e explaining he
goal o he s udy and ge ing hei pe mission o be e alua ed, hey we e gi en ins uc ions on how o comple e each
Google o m ool and asked o submi hones esponses. They ecei ed gua an ees ha he in o ma ion hey p o ided
would be used only o esea ch pu poses and ha hei answe s would emain con iden ial.
1.9. Tools o he S udy
• Academic Pe o mance Scale (APS): De eloped by esea che s om Saginaw Valley S a e Uni e si y, he APS
is an 8-i em, 5-poin Like scale used o assess s uden s' academic achie emen . I has high in e nal
consis ency (α = 0.89) and es - e es eliabili y (0.85), making i a eliable ool o e alua e pe o mance
indica o s such as g ades and es sco es.
• Psychological Well-Being Scale (18 i ems): C ea ed by Ca ol D. Ry , his scale measu es six dimensions o
psychological well-being using 18 i ems a ed on a 6-poin Like scale. I shows mode a e o high eliabili y (α
= 0.65–0.80) and s ong alidi y, co ela ing posi i ely wi h li e sa is ac ion and nega i ely wi h psychological
dis ess.
• Social Suppo Ques ionnai e (SSQ): De eloped by Sa ason e al. (1983), he SSQ measu es pe cei ed social
suppo in e ms o a ailabili y (SSQ-N) and sa is ac ion (SSQ-S). I has high in e nal consis ency (α > 0.90) and
s ong alidi y. The ool helps assess he impac o suppo om iends, amily, and eache s on s uden well-
being and academic ou comes.
1.10. E hical conside a ion
• The esea che will ci cula e he o m among he pa icipan s, explain he s udy, and eques his o he
pa icipa ion.
• The pa icipan s will be in o med ha hei esponses will be kep con iden ial and will only be used o
esea ch pu poses.
• E e y pa icipan will be made awa e o hei eedom o wi hd aw om he s udy a any poin and ha hei
pa icipa ion is en i ely olun a y.
• Th oughou he o m- illing p ocess, pa icipan s will be gi en chances o ask ques ions abou he p og am and
hei in ol emen in gene al h ough emails.
• The pa icipan s will be deb ie ed a e he s udy.
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2. Resul s
Table 1 Co ela ion Be ween Social Suppo and Psychological Well-being Among S uden s
Va iable
1
2
Social Suppo Scale A e age
—
0.112
Well-being Scale A e age
0.112
—
No e. N = 287. All co ela ions we e non-signi ican a p < 0.05 le el. H1: Rela ionship be ween Social Suppo and Psychological Well-being
The e was no signi ican co ela ion be ween social suppo and psychological well-being among s uden s ( = 0.112, p
= 0.057). The e o e, we ail o ejec he null hypo hesis.
Table 2 Co ela ion Be ween Social Suppo and Academic Achie emen Among S uden s
Va iable
1
2
Social Suppo Scale A e age
—
0.186**
To al AP
0.186**
—
No e. N = 287. **p < 0.01.
H2: Rela ionship be ween Social Suppo and Academic Achie emen
The e was a signi ican posi i e co ela ion be ween social suppo and academic achie emen among s uden s ( =
0.186, p = .002). The e o e, we ejec he null hypo hesis.
Table 3 Co ela ions Be ween App aisal Suppo , Au onomy, and Pe sonal G ow h
Va iable
1
2
3
To al App aisal Suppo Subscale
—
-0.040
0.085
To al Au onomy
-0.040
—
0.275**
To al Pe sonal G ow h
0.085
0.275**
—
No e. N = 287. **p < 0.01.
H3: In luence o App aisal Suppo on Au onomy and Pe sonal G ow h
App aisal suppo was no signi ican ly co ela ed wi h au onomy ( = -0.040, p = 0.504).
App aisal suppo was no signi ican ly co ela ed wi h pe sonal g ow h ( = 0.085, p = 0 .151). The e o e, we ail
o ejec he null hypo hesis.
Table 4 Co ela ions Be ween Tangible Suppo , En i onmen al Mas e y, and Academic Achie emen
Va iable
1
2
3
To al Tangible Subscale
—
-0.003
0.090
To al En i onmen al
-0.003
—
0.110
To al AP
0.090
0.110
—
No e. N = 287. All co ela ions we e non-signi ican a p < 0.05 le el.
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Table 5 Co ela ions Be ween Sel -es eem Suppo , Sel -accep ance, and Pu pose in Li e
Va iable
1
2
3
To al Sel -es eem
—
0.077
0.013
To al Sel -accep ance
0.077
—
0.084
To al Li e
0.013
0.084
-
No e. N = 287. All co ela ions we e non-signi ican a p < 0.05 le el.
H5: In luence o Sel -es eem Suppo on Sel -accep ance and Pu pose in Li e
Sel -es eem suppo was no signi ican ly co ela ed wi h sel -accep ance ( = 0.077, p = 0.195).
Sel -es eem suppo was no signi ican ly co ela ed wi h pu pose in li e ( = 0.013, p = 0.831). The e o e, we ail
o ejec he null hypo hesis.
Table 6 Co ela ions Be ween Belonging Suppo , Posi i e Rela ions, and O e all Well-being
Va iable
1
2
3
To al Belonging Suppo
—
0.065
0.081
To al Posi i e Rela ion
0.065
—
0.527**
Well-being Scale A e age
0.081
0.527**
—
No e. N = 287. **p < 0.01.
H6: In luence o Belonging Suppo on Posi i e Rela ions and O e all Well-being
Belonging suppo was no signi ican ly co ela ed wi h posi i e ela ions wi h o he s ( = 0.065, p = 0.272).
Belonging suppo was no signi ican ly co ela ed wi h o e all psychological well-being ( = 0.081, p = 0.169). The e o e,
we ail o ejec he null hypo hesis.
3. Discussion
The cu en esea ch explo ed he links be ween social suppo dimensions and psychological well-being and academic
pe o mance in s uden s. The esul s a e e ealing o he ways in which he di e en o ms o suppo impac s uden
ou comes, some con o ming o p io s udies and some de ia ing.
3.1. Social Suppo and Psychological Well-being
To ou su p ise, he esea ch did no iden i y any link be ween o al social suppo and psychological well-being ( =
.112, p = .057). This esul is a odds wi h sizeable li e a u e poin ing owa d posi i e ela ionships be ween social
suppo and men al heal h ou comes. Fo example, [14] used a me a-analysis ha showed mode a e posi i e
co ela ions be ween social suppo and well-being in di e se popula ions. Also, [15] iden i ied ha lowe quali y social
suppo among college s uden s was associa ed wi h men al heal h issues such as dep ession and anxie y.
Ou s udy's non-signi ican esul can be accoun ed o by se e al ac o s. One is ha , as posi ed by Cohen and Wills
(1985), social suppo migh be mo e aluable when he e is s ess h ough bu e ing e ec s a he han a ec ing well-
being di ec ly. Second, cul u al o con ex ual cha ac e is ics unique o ou sample may impac he pe cep ion and use o
social suppo , as [16] disco e ed cul u al a ia ions in he e icacy o a ious o ms o social suppo .
Thi d, as Uchino (2009) elabo a ed, social suppo and heal h ou comes ha e an in ica e ela ionship ha is equen ly
media ed by psychological, beha io al, and physiological pa hways ha may no be measu ed wi h di ec co ela ional
analyses.
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3.2. Social Suppo and Academic Achie emen
The s ong posi i e co ela ion be ween academic achie emen and social suppo ( =.186, p =.002) is consis en wi h
p e ious esea ch. Rosen eld e al. (2000) illus a ed ha pupils wi h high suppo om pa en s, eache s, and pee s
pe o med mo e academically han hose who had low suppo . Likewise, Malecki and Dema ay (2006) es ablished ha
pe cei ed eache social suppo was signi ican ly p edic i e o adolescen s' academic compe ence.
This connec ion is explained h ough mul iple mechanisms. Social suppo can possibly inc ease mo i a ion and
academic ask engagemen , as sugges ed by Wen zel.[17]. Fu he mo e, suppo i e ela ionships may assis s uden s in
lea ning e icien me hods o lea ning and equip hem wi h ools o mas e academic p oblems (Chen, 2005). The
compa a i ely low co ela ion in ou esea ch indica es ha al hough social suppo is a ac o in academic achie emen ,
cogni i e skills, s udy skills, and ins i u ional esou ces p obably ha e signi ican oles o play as well[18].
3.3. Speci ic Dimensions o Social Suppo
The insigni ican esul s o pa icula social suppo dimensions and hei impac on a ious domains o psychological
well-being and academic success a e a compelling con as o ce ain ea lie esea ch. Fo example, ou esul ha
app aisal suppo does no ha e a signi ican impac on au onomy o pe sonal g ow h is a odds wi h Thoi s' (2011)
indings implying ha ex e nal alida ion can con ibu e o sel -e icacy and pe sonal de elopmen .
In he same ein, he absence o subs an ial co ela ions be ween angible suppo and mas e y o he en i onmen o
academic pe o mance con lic s wi h some s udies like hose by Cheng and Chan (2004), who e ealed ha angible
assis ance helped in he managemen o en i onmen al demands. [19] sugges ed, howe e , ha how use ul di e se
o ms o suppo a e depends on cul u al ci cums ances and pe sonal inclina ions, which may accoun o ou indings.
The non-signi ican e ec o sel -es eem suppo on pu pose in li e and sel -accep ance also depa s om wo ks such as
Taylo and Tu ne (2001), which iden i ied emo ional suppo wi h a mo e de eloped sel -concep . None heless, as Ryan
and Deci (2001) explain in hei sel - de e mina ion heo y, in insic mo i a ions could be mo e impo an o genuine
sel -accep ance han ex e nal app o al.
Las ly, he absence o subs an ial co ela ion be ween belonging suppo and posi i e ela ions o gene al well-being is
con a y o Baumeis e and Lea y's (1995) belongingness hypo hesis ha s a es ha he need o belong is a basic human
mo i a ion wi h consequences o psychological unc ioning. I is consis en wi h Siewe [20] esul s ha he quali y,
no he p esence, o social ela ionships p edic s well-being ou comes.
No ably, ou esea ch es ablished a high posi i e co ela ion be ween good ela ionships wi h o he people and
psychological well-being ( =.527, p <.001), as a gued by Ry and Singe 's (2000) de ini ion o posi i e ela ionships as
a cen al psychological well-being dimension. This implies ha al hough membe ship suppo pe se may no be di ec ly
linked wi h well-being, he na u e o in e pe sonal ela ionships de eloped by s uden s is s ill impo an o hei
psychological heal h.
4. Conclusion
This s udy looked a he ela ionship be ween di e en ypes o social suppo and s uden ou comes in e ms o
psychological well-being and academic achie emen in a sample o 287. I concluded ha gene al social suppo was
ela ed o academic success bu no psychological well-being. Indi idual suppo dimensions like app aisal, angible,
sel -es eem, and belonging did no ha e signi ican co ela ions wi h hei espec i e hypo hesized ou comes.
None heless, high-quali y in e pe sonal ela ionships we e s ongly associa ed wi h psychological adjus men ,
illus a ing he p io i y o ela ional quali y o e ype o suppo . Implica ions a e ha educa ional and suppo
in e en ions should emphasize s uden s' o ma ion o quali y in e pe sonal ela ionships a he han p omo ing social
suppo in gene al. The limi a ions o he s udy a e i s c oss-sec ional na u e, use o sel - epo s, and es ic ed
gene alizabili y, implying he alue o u u e longi udinal s udies and esea ch among mo e di e se g oups.
4.1. Fu u e Implica ions
This esea ch has impo an implica ions o educa ional p ac ice, suppo se ices o s uden s, and u u e s udies by
calling o an emphasis on building suppo i e en i onmen s ha p omo e academic success as well as psychological
heal h. I indica es ha schools need o suppo signi ican s uden ela ionships h ough p og ams such as pee
men o ing and acul y ou each. S uden suppo se ices need o su pass b oad suppo s a egies and make
in e en ions mo e specialized by speci ic suppo dimensions, and ins i u ional policies need o emphasize inclusi e
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communi y-building s a egies. The esul s u he p o ide heo e ical con ibu ion by demons a ing ha he e ec o
social suppo a ies by ype and se ing and so equi es mo e di e en ia ed models in educa ional esea ch. Causali y,
subjec i e expe iences, and a ge ed in e en ions need o be in es iga ed in u u e esea ch. A an indi idual le el,
lea ne s a e also mo i a ed o ocus on quali y ela ionships as a key componen o psychological heal h. Finally, he
indings highligh he impo ance o cul u ally esponsi e suppo p og ams in app ecia ion o he a iabili y in suppo
e icacy among di e se s uden popula ions.
4.2. Limi a ions o he s udy
The esea ch has a numbe o limi a ions. I s c oss-sec ional na u e cons ains he de e mina ion o causali y, which
may be be e managed by longi udinal esea ch. The use o sel - epo ed da a can be biased, p omp ing he use o mo e
a ied me hods o assessmen . The limi ed di e si y o he sample cons ains gene alizabili y, emphasizing he inclusion
o di e se popula ions in u u e esea ch. Also, he esea ch concen a ed mos ly on quan i a i e componen s o social
suppo , and he doo was open o quali a i e wo k o in es iga e u he insigh s. Fu he esea ch mus s udy
possible mode a o s and media o s, including pe sonali y, coping mechanisms, and o ganiza ional ac o s, and
cons uc in e en ions o acili a e e ec i e suppo sys ems in schools.
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
No con lic o in e es o be disclosed.
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