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The relationship of academic performance and social support to graduation among African‐American and White university students: A path‐analytic model
Author(s) -
Hershberger Scott L.,
D'Augelli Anthony R.
Publication year - 1992
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/1520-6629(199207)20:3<188::aid-jcop2290200303>3.0.co;2-6
Subject(s) - graduation (instrument) , path analysis (statistics) , psychology , white (mutation) , affect (linguistics) , social support , medical education , social psychology , medicine , mathematics , statistics , biochemistry , chemistry , geometry , communication , gene
The influence of perceived social support on differential graduation rates of African‐American and White students at a predominantly White university was assessed through path analysis. In the path model, precollege academic performance, first‐year college grade‐point average (CGPA), and general adjustment variables were hypothesized to affect graduation. Although this initial model provided an adequate fit to the data, the direct path from social support to CGPA was not significant. In a revised model, only the influence of CGPA directly influenced graduation. Further research must be conducted to clarify the interaction of academic and social‐behavioral variables in influencing graduation patterns.