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A Social Support Intervention and Academic Achievement in College: Does Perceived Loneliness Mediate the Relationship?

Authors


concerning this article should be addressed to Jonathan F. Mattanah, Psychology Department, Towson University, 8000 York Road, Towson, MD 21252 (e-mail: jmattanah@towson.edu).

Abstract

The authors examined whether a social support intervention reduced loneliness and increased academic achievement among college freshmen. Eighty-eight 1st-year students randomly assigned to a social support group program reported less loneliness in the spring of their freshman year and obtained higher grade point averages in the fall of their sophomore year, compared with control participants, after controlling for demographic variables. Loneliness barely mediated the relationship between the social support intervention and academic achievement, suggesting other mechanisms by which the intervention enhanced academic performance.

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