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Gender and socioeconomic status differences in university students’ perception of social support

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Abstract

Perceived social support has been shown to be one of the most important protective factors for emerging adult students during their transition to university. However, the relationships between perceived social support and dimensions of gender and family background, which have been shown to affect adjustment to college life, remain unexplored. The current study analyzes the effect of gender, parents’ education, and family income level on social support perceived by Spanish university students. The sample consisted of 575 women and 280 men, of average age 18.02 years (SD = 0.52) enrolled in the first year of degree courses at the University of Santiago de Compostela (Spain). Three measures were used to assess various facets of perceived social support, namely perceived acceptance, social provisions, and support availability and satisfaction. Gender differences were identified for several perceived social support dimensions; women reported a wider social network, which should cover more diverse needs of social support. In addition, differences related to mother’s education and family income level emerged for the availability of support and perceived acceptance. The results highlight the different role of gender and family background in several dimensions of perceived social support during the transition to emerging adulthood.

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Acknowledgments

This research was financial supported by the Spanish Ministry of Science and Innovation (PSI2011-24535) and FPU Program of the Ministry of Education, Culture and Sports (AP2009-3529).

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Authors and Affiliations

  1. Department of Developmental and Educational Psychology, Faculty of Psychology, C/ Xosé María Suárez Núñez, s/n, Campus Vida, 15782, Santiago de Compostela, A Coruña, Spain

    Carolina Tinajero, Zeltia Martínez-López, Mª Adelina Guisande & Mª Fernanda Páramo

  2. Department of Social, Basic Psychology and Methodology, Faculty of Psychology, University of Santiago de Compostela, Santiago de Compostela, 15782, Spain

    Mª Soledad Rodríguez

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  1. Carolina Tinajero
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  3. Mª Soledad Rodríguez
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  4. Mª Adelina Guisande
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  5. Mª Fernanda Páramo
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Correspondence to Carolina Tinajero.

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Carolina Tinajero Department of Developmental and Educational Psychology, Faculty of Psychology, C/ Xosé María Suárez Núñez, s/n, Campus Vida, 15782 Santiago de Compostela, A Coruña, Spain e-mail: carolina.tinajero@usc.es

Current themes of research:

Self-regulated learning. Academic achievement. Gender differences. Perceived social support.

Most relevant publications in the field of Psychology of Education:

Tinajero, C., Lemos, S. M., Araújo, M., Ferraces, M. J., & Páramo, M. F. (2012). Cognitive style and learning strategies as factors which affect academic achievement of Brazilian university students. Psicologia: Reflexão e Crítica, 25(1), 105–113.

Tinajero, C., Castelo, A., Guisande, A., & Páramo, F. (2011). Adaptive teaching and field dependence-independence: Instructional implications. Revista Latinoamericana de Psicología, 43(3), 497–510.

Tinajero, C., Castelo, A. M., Guisande, M. A., & Páramo, M. F. (2010). Self-regulated learning in female students with different cognitive styles: an exploratory study. Perceptual and motor skills, 111(1), 31–44.

Zeltia Martínez-López Department of Developmental and Educational Psychology, Faculty of Psychology, 15782 University of Santiago de Compostela, Spain. e-mail: zeltia.martinez@usc.es

Current themes of research:

Perceived social support. Academic adjustment of first-year university students.

Most relevant publications in the field of Psychology of Education:

Martínez-López, Z, Páramo, M. F., Guisande, M. A., Tinajero, C., Almeida, L. S., Rodríguez, M. S. (2014) Apoyo social en universitarios españoles de primer año: Propiedades psicométricas del Social Support Questionnaire-Short Form (SSQ6) y el Social Provisions Scale (SPS). Revista Latinoamericana de Psicología, 46(2), 102–110.

Mª Soledad Rodríguez Department of Social, Basic Psychology and Methodology, Faculty of Psychology, 15782 University of Santiago de Compostela, Spain. e-mail: msoledad.rodriguez@usc.es

Current themes of research

Behavioral science research methodology, especially construction and validation of scales and structural models.

Most relevant publications in the field of Psychology of Education:

Rodríguez González, M. S., Tinajero Vacas, C., Guisande Couñago, M. A., & Páramo Fernández, M. F. (2012) The Student Adaptation To College Questionnaire (SACQ) for use with Spanish students. Psychological Reports, 111, 624–640.

Juncos-Rabadán, O., Facal, D., Rodriguez, M. S., & Pereiro, A. X. (2010). Lexical knowledge and lexical retrieval in ageing: Insights from a tip-of-the-tongue (TOT) study. Language and Cognitive Processes, 25(10), 1301–1334.

Seoane Pesqueira, G., Valiña García, M. D., Rodríguez González, M. S., Martín Rajo, M., & Ferraces Otero, M. J. (2007). Diferencias individuales en razonamiento hipotético-deductivo: importancia de la flexibilidad y de las habilidades cognitivas. Psicothema, 19(2), 206–211.

Mª Adelina Guisande Department of Developmental and Educational Psychology, Faculty of Psychology, 15782 University of Santiago de Compostela, Spain. e-mail: mariaadelina.guisande@usc.es

Current themes of research

Self-regulated learning. Academic environment. Academic achievement in Higher Education.

Most relevant publications in the field of Psychology of Education:

Almeida, L. S., Guisande, M. A., & Paisana, J. (2012). Extracurricular involvement, academic adjustment and achievement in higher education: A study with Portuguese students. Anales de Psicología, 28(3), 860–865

Guisande, M. A., Tinajero, C., Cadaveira, F., & Páramo, M. F. (2012). Attention and visuospatial abilities: A neuropsychological approach in field-dependent and field-independent schoolchildren. Studia Psycologica, 54(2), 83–94

Mª Fernanda Páramo Department of Developmental and Educational Psychology, Faculty of Psychology, C/ Xosé María Suárez Núñez, s/n, Campus Vida, 15782 Santiago de Compostela, A Coruña, Spain e-mail: mfernanda.paramo@usc.es

Current themes of research

Social support and academic adjustment of first-year university student. Transition, adjustment and academic achievement in Higher Education.

Most relevant publications in the field of Psychology of Education:

Rodríguez González, M. S., Martínez López, Z., Tinajero Vacas, C., Guisande Couñago, M. A., & Páramo Fernández, M. F. (2012). Adaptación española de la Escala de Aceptación Percibida (PAS) en estudiantes universitarios. Psicothema, 24(3), 483–488.

Tinajero, C., Castelo, A., Guisande, A., & Páramo, F. (2011). Adaptive teaching and field dependence-independence: Instructional implications. Revista Latinoamericana de Psicología, 43(3), 497–510.

Soares, A. P., Guisande, A. M., Almeida, L. S., & Páramo, F. M. (2009). Academic achievement in first‐year Portuguese college students: The role of academic preparation and learning strategies. International Journal of Psychology, 44(3), 204–212.

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Tinajero, C., Martínez-López, Z., Rodríguez, M.S. et al. Gender and socioeconomic status differences in university students’ perception of social support. Eur J Psychol Educ 30, 227–244 (2015). https://doi.org/10.1007/s10212-014-0234-5

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  • DOI: https://doi.org/10.1007/s10212-014-0234-5

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