The relationship of academic performance and social support to graduation among African‐American and White university students: A path‐analytic model

Scott L. Hershberger, Anthony R. D'Augelli

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

The influence of perceived social support on differential graduation rates of African‐American and White students at a predominantly White university was assessed through path analysis. In the path model, precollege academic performance, first‐year college grade‐point average (CGPA), and general adjustment variables were hypothesized to affect graduation. Although this initial model provided an adequate fit to the data, the direct path from social support to CGPA was not significant. In a revised model, only the influence of CGPA directly influenced graduation. Further research must be conducted to clarify the interaction of academic and social‐behavioral variables in influencing graduation patterns.

Original languageEnglish (US)
Pages (from-to)188-199
Number of pages12
JournalJournal of Community Psychology
Volume20
Issue number3
DOIs
StatePublished - Jul 1992

All Science Journal Classification (ASJC) codes

  • Social Psychology

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