Psychological levels of social support in education and their influence on student well-being and academic performance

This study examines the complex interrelationship among social support, psychological adjustment, and student performance. Underpinned by the buffering hypothesis and attachment theory, the investigation probes how perceived forms of social support—emotional, informational, and instrumental—provided by family, friends, and teachers impact student achievement. With a correlational design, 287 students between 12 and 24 years old were assessed with standardized instruments: the Academic Performance Scale, the Psychological Well-Being Scale (18 items), and the Social Support Questionnaire. Using statistical analysis with SPSS, there was a significant positive correlation between general social support and academic performance (r = 0.186, p = 0.002), meaning that a higher level of perceived support corresponds with better academic achievement. Nevertheless, the relationship between social support and psychological well-being was not statistically significant (r =0.112, p =0.057). Surprisingly, a very high positive correlation was observed between positive interpersonal relationships and overall psychological well-being (r =0.527, p <0.001), highlighting the imperative role of good connections in emotional well-being. The results indicate that although overall social support helps in academic achievement, particular relational factors propel psychological well-being. This research is part of an increasing volume of literature calling for supportive school settings and demands more research involving longitudinal designs, mixed methods, and cross-cultural insights to advance our knowledge on these dynamics.