A study of academic performance stress and perceived social support among 1st year graduate students, 1994

The purpose of this study was to examine the relationship between academic performance, stress, and perceived social support among 1st year graduate students enrolled at a predominantly Black college. Forty-eight 1st year graduate social work students were given a survey to ascertain levels of stress, perception of peer relations, academic performance and other demographic characteristics. Pearson's (r) and Chi-Square were the methods used for analysis. Results indicated that the relationship between the dependent variable and independent variables were not significant at the .01 level. However, a statistically significant relationship between Stress and Peer Relations was discovered at the .01 level. The researcher concluded that, both, interpersonal (i.e., psychological) and environmental factors (i.e., social support) should be considered when measuring selected outcomes of academic performance