Social support as a source of vitality among college students: The moderating role of social self-efficacy

Abraham Carmeli*, Ann C. Peng, John M. Schaubroeck, Inbar Amir

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Whereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self-efficacy (SSE). Social support has a positive effect on university students' academic performance, which is largely explained by its relationship with reported vitality among students with relatively low levels of SSE but not among students with higher SSE. We discuss the theoretical and practical implications for the existing literature on social support and vitality in academic settings.

Original languageEnglish
Pages (from-to)351-363
Number of pages13
JournalPsychology in the Schools
Volume58
Issue number2
DOIs
StatePublished - Feb 2021

Keywords

  • academic performance
  • energy
  • social self-efficacy
  • social support
  • vitality

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