ERIC ED573210: Student Academic Support as a Predictor of Life Satisfaction in University Students

2015·0.36 MB·English

by  ERIC

Eurasiian Academy oof SciencesSoocial Sciences Journal
20155                            Volume:2                    S: 38 ‐49 
PPublished Onlinne March 2015 (http://socialscciences.eurasianacademy.org)) 
hhttp://doi.org/10.17740/eas.ssoc.2015‐V2‐044

STTUDENTT ACADDEMIC SSUPPORRT AS AA PREDIICTOR OOF
LIFE SAATISFAACTIONN IN UNIIVERSITTY STUUDENTSS

Ahmet Akın*, Serrhat Arslann**, Eyüp ÇÇelik, Çınaar Kaya, Niihan Arslann
*aakin@@sakarya.eddu.tr;
**[email protected];

Copyrigght © 2015 Ahmet Akıın, Serhat AArslan, Eyüpp Çelik, Çınnar Kaya, NNiihan Arslann. This is
an openn access artticle distributed under the Eurasian Academmy of Sciennces Licensee, which
permits unrestricted use, distribution, andd reproducttion in any medium, prrovided the original
work is properly ciited.

ABSTRRACT
The purrpose of this study is too examine tthe relationnship betweeen Academiic Support and Life
Satisfacction. Particcipants weree 458 univerrsity studennts who voluuntarily filleed out a package of
self-report instrumments. Studeent Academmic Supportt Scale andd Satisfactioon with Life Scale
were uused as meeasures. Thhe relationsships betweeen studennt academicc support and life
satisfacttion were eexamined ussing correlaation analyssis and steppwise regresssion analyysis. Life
satisfacttion was prredicted possitively by informationnal support,, esteem suupport, motiivational
support,, and ventinng support. The resultss were discuussed with rrespect to thhe related liiterature.
Academmic supportt has been shown too be an immportant vaariable for understandding life
satisfacttion and weell-being.

Keyworrds: academmic support,, life satisfaaction, stepwwise regresssion analysiis

1. INTRRODUCTION

Happineess and subbjjective welll-being has been, and ccontinues too be one off the most immportant
areas foor all humann beings, reegardless off the surrouunding timee and space.. In recent decades,
psychollogists tendded to shift their aattention frrom negatiive or unppleasant emmotional
experiennces such aas anxiety annd depressiion to positiive feelingss and psychhological weell-being
in geneeral (Ryan && Deci, 20001). Seligmman and Cssikszentmihhalyi (2000)), in their iinspiring
paper, ddescribed thhis general sshift of attenntion, or moovement refferred as “poositive psycchology”
and outtlined the ffunction annd merit off this approach: “A sscience of positive suubjective
experiennce positivee individual traits, andd positive innstitution ppromises to improve quuality of
life andd prevent thee pathologies that arisee when life is barren aand meaninggless” (Seliigman &
Csikszeentmihalyi 22000, p. 5).

The poositive expeeriences thaat increasee the level of subjecttive well-bbeing are thhe most
importaant area of studies in positive pssychology, bbecause theey increasee the qualityy of life
(Dienerr, Lucas, & Oishi, 20022). Subjectiive well-beiing can be ddescribed ass “a broad category
of phennomena thatt includes ppeople’s emmotional ressponses, domain satisffactions, annd global
judgmennts of life satisfactionn” (Diener, Suh, Lucass, & Smith, 1999, p. 277). The study of
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Eurasian Academy of SSciences Sociaal Sciences Joouurnal 2015, Voolume:2 39

happineess had a loong history and popularity in phiilosophical tradition annd subjective well-
being hhad been stuudied in pssychology eextensively (Ryan & Deci, 2001); and receently the
construccts of happiiness and liife satisfacttion have beeen studied within frammeworks off various
disciplinnes (Lim & Putman, 20010).

Subjectiive well-being is usuallly conceptuualized as cconsisting of two distinnctive domaains. The
first onee encompassses two clusters of afffective andd emotional experiencces; the presence of
positivee affect like the pleasannt feelings aand moods such as joyy and pride, and the abbsence of
negativee affect whiich denotes bothersomee emotions such as saddness, guilt and anger. (Diener,
2000; DDiener, Suhh, Lucas, && Smith, 11999). Lifee satisfactioon is the seecond dommain and
encomppasses the ccognitive eexperiences that consttitute subjecctive well-bbeing (Anddrews &
Withey,, 1976). Thee affective aand emotionnal subdommain of subjeective well--being is a ppleasure-
based general evaluuation of onne’s life, whhich is primmarily grounnded on emmootions and feelings.
The coggnitive comppound, labeeled as life ssatisfaction,, is an informmation-baseed evaluatioon of the
worth oof one’s lifee and the juudgment onn the extentt to which their life ciircumstancees fulfill
their exxpectations ((Pavot & DDiener, 19933). When thhe person reeports beingg satisfied wwith life,
s/he is mmost likelyy compares his/her percceived life circumstances with a set of self-imposed
standardds, and is saatisfied withh the degreee that thesee conditionss match thoose standardds (Pavot
& Dienner, 1993). TThus, the oppinion of saatisfaction is contingennt upon a ccomparison of one's
circumsstances withh the desiredd standards (Diener, Emmmons, Larrsen, & Grifffin, 1985).

The sattisfaction onn perceivedd quality off life is reggarded as aan importannt area of study in
positivee psychologgy (Keyes, SShmotkin, && Ryff, 20002); and has received iincreasing aattention
as an inndicator of optimal funnctioning (SSuldo & Huuebner, 20006). It is obbviously onne of the
main quuests of mannkind and innvolves the full range oof human fuunctioning. Life satisffaction is
also deffined as "a global asseessment of aa person's qquality of life accordinng to his/herr chosen
criteria"" (Shin & Johnson, 19778, p. 478) and one’s general evaaluation of ssome aspeccts of the
quality of his/her llife, such ass family, scchool, friendships etc. according tto his/her thoughts,
how farr a person reaches the standards hhe has set (DDiener et. aal., 1985). Inn the contexxt of the
present study, life satisfactionn will be connsidered as an index of overall fuunnctioning aand well-
being off students as an outcomme variable.

Studentt Academicc Support

Peer suupport which is traditioonally definned as acaddemic suppport from ppeers usually taking
place wwithin the coontext of couurses, one-tto-one studyying or prepparation for exams, has become
quite immportant in the currennt educationnal researchh (Keup & Mullins, 22010). Thesse skills-
based appproaches aare quite inadequate too meet the cchanging requirements of studentss (Clark-
Unite, 22007). Howwever, peer aacademic suupport is veery importannt for the stuudents espeecially in
terms off academic skill develoopment, carreer developpment, deveelopment off efficacy feeeling as
well as communiccation skill developmeent and esttablishing bbilateral rellationships (Smuts,
1996). Maxvell (22001) in hhis study, ddefines acaademic peer support aas "socializzing the
educatioon". Social support is experienceed by the inndividuals in the sociaal context of people
40  Studdent Academicc Support as AA Predictor Off Life Satisfacctıon in Univeersity Studentss

who recceive help, those who offer help oor potentiall helpers. Peer academmic support includes
the assistance interraction of sttudents to eeach other iin academicc issues (Keenny & Ricce, 1995;
Lafrenieere & Ledgerwood, 1997; Shaver & Buhrmesster, 1985).

Lack off social suppport for thee student mmotivates thhe student too seek acaddemic support from
other sttudents. Hoowever, theere is little information on the pprocess howw academicc student
support and peer ssupport occcur (Chen, 2005; DeBBerard, Spieelmans, & JJulka, 20044; Tinto,
1997, 22005). Peer academic support inccludes the solution off academic problems ffaced by
studentss (e.g., ansswering of questions about papeers, studyinng togetherr, sharing studying
habits, hhelping withh academic difficultiess) and acadeemic encourragement (ssupport for rreducing
exam sttress, acadeemically mootivating foor courses) (Mazer & Thompsonn, 2011; Thompson,
2008; TThompson & Mazer, 2009). Inffoormal peerr support inn undergradduate levell has an
importaant place inn terms of tthe academmic support system and academicc efficacy llevels of
studentss (Braithwaite, Bride, && Schrodt, 22003; Joness, 2008; Konng, 2009; MMortenson, 22006).

Thompsson (2008) stated that methods off communiccation with each other and academmic peer
support are quite iimportant foor the acaddemic succeess of students. Academmic peer suupport is
effective in the forrmation of nnew academmic expectattions and onn the academmic supporrt system
internalized by thee individuaal (Alfaro, Umana, && Bamaca, 2006; DeBBerard et all., 2004;
Kenny && Rice, 19995; Lafrenieere & Ledgeerwood, 19997; Thompsson, 2008; TTinto, 2005). In this
context,, informal aacademic peeer support has a quitee important place in thhe academicc success
of studeents (Giddaan, 1988; MMpofu, 20033; Penn-Eddwards & DDonnison, 22011). Tintoo (1997)
concludded that soccial and acaademic succcess levels of students are positivvely relatedd to their
academmic and soccial commuunication mmethods. Peeer academmic support is crucial for the
educatioon programms achieve thheir goals. In additionn, peer suppport may haave a positivve effect
on new learning gaains of the sttudents.

McKeacchie, Pintricch, Lin and Smith (19886) emphassizes that “the answer oof the best teaching
method is education aims, studdent, contennt and teachher. But another answerr as an alterrnative is
academmic peer suppport". Manny researcheers studied the effect oof social suupport on aacademic
success (De Berarrd, Spielmaan, & Julkaa, 2004; Forman, 19888; Kloomokk & Cosdenn, 1994;
Maleckii & Demarray, 2002). It was conncluded thatt social acaademic suppport is related with
cognitivve, emotionnal and behhavioral faactors on thhe studentss. In additiion, academmic peer
support has a posittive effect oon students with learniing difficultties and loww academicc success
(Rothmman & Cosdden, 1995; Wenz-Grooss & Sipeerstein, 19997). In stuudies on unniversity
studentss, it was foound that peeer supportt has a posiitive effect on academmic success (Elliott,
2007; MMazer & TThompson, 2011; Thoompson, 20008; Thomppson & Maazer, 2009)). These
supportiive interacttions amonng universitty students have a deevelopmenttal effect oon social
support and peer relations. Thompsonn (2008) exxamined thhe academiic support process
thorougghly in termms of studeents and prresented thee factors wwhich affectt academic support
processees of univerrsity students.
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Eurasian Academy of SSciences Sociaal Sciences Joouurnal 2015, Voolume:2 41

Researcch Focus annd Problemms of Reseaarch

Few stuudies have connectedd life satisffaction withh school ccharacteristiics (Valois,, Zullig,
Huebneer, & Dranne, 2009) and, to oour knowleedge, no research haas been coonducted
investiggating life saatisfaction’s relationshhip to acadeemic supporrt. Thus, thee aim of thee present
study iss to examinee the relatioonship between studentt academic ssupport andd life satisfaaction. In
present research thhe life satisffaction has bbeen considdered as an outcome annd student aacademic
support as the preddictor. It is hhypothesizeed that studeent academiic support wwould be asssociated
positiveely with liffee satisfactioon based onn the studiies on studeent academmic support (Alfaro,
Umana,, & Bamacaa, 2006; Chhen, 2005; DDeBerard, SSpielmans, && Julka, 20004; Kenny & Rice,
1995; LLafreniere & Ledgerrwood, 19997; Maxveell, 2001; Mazer & Thompsonn, 2011;
Thompsson, 2008; Thompsonn & Mazerr, 2009; TThompson, 2008; Tintto, 2005) and life
satisfacttion (Dieneer, Lucas, & Oishi, 22002; Dieneer, Suh, Luucas, & Smmith, 1999;; Keyes,
Shmotkkin, & Ryff, 2002; Lim & Putman, 2010; Pavoot & Dienerr, 1993).

2. METTHOD

Life sattisfaction aas a global indicator oof well-beinng and happpiness, is a central theme in
healthy functioningg of individduals. Acaddemic suppoort, on the oother hand iis a special form of
social support usuaally taking place in edducational institutions. In the pressent study, possible
predictive relationsship betweeen the consstructs of liife satisfaction and acaademic suppport has
been invvestigated inn a quantitaative correlaational reseaarch design.

Particippants

Particippants were 4458 (245 (544%) were ffemale and 2213 (46%) were male)) university students
from a medium sizze, public uuniversity. TThis univerrsity is located in the ccity of Sakaarya and
attracts students mmainly from cities acrooss the Turkkey. Of the participantts, 131 (29%%) were
first-yeaar students, 119 (26%) were seconnd-year studdents, 109 (24%) were third-year sstudents,
and 999 (21%) weere fourth-yyear studentts. Their agges ranged from 18 too 30years oold (M =
21.51, SSD = 2.43) aand their GPPA scores rranged fromm 1.86 to 3.770.

Instrumments and PProceduress

Student Academic Support Sccale (SASS). SASS devveloped by Mazer andd Thompsonn (2011)
consistss of 15 iteem includinng sub-dimmensions of informatiion supporrt, respect support,
motivattion supportt and relievving suppoort has a 5--point Likeert type graading (1 Neever - 5
Always). A develoopment studdy of the ooriginal scalle was condducted on 2253 individduals. Fit
index vvalues of four-dimensioonal model in confirmmatory factoor analysis aapplied to sstructure
validityy of the scaale was fouund as folllows: χ2= 83.17, p<.001, RMSEAA=.067, NNNFI=.98,
CFI=.999, SRMR= .03. The innternal conssistency relliability coeefficient is .94 for infoormation
support sub-dimenssion, .78 forr respect suupport sub-ddimension, .81 for motiivation suppport sub-
dimensiion and .844 for relievving supporrtt sub-dimennsion. Undder criterionn-related vaalidity, a
42  Studdent Academicc Support as AA Predictor Off Life Satisfacctıon in Univeersity Studentss

positivee relationshiip was founnd with "Invventory of Social Suppport Behaviiors" (r=.755, p<.01)
and "Peerceived Soccial Supportt Scale" (r==.44, p<.01).

The Sattisfaction with Life Scaale (SWLS). The SWLSS developedd by Dienerr, Emmons,, Larsen,
and Griffin (1985) consists off five items (e.g., In moost ways myy life is cloose to my iddeal) and
each iteem was pressented at a 77-point Likeert type scalle ranging ffrrom 1= stroongly disagrree to 7=
stronglyy agree. Tuurkish adapttation of thiis scale hadd been donee by Durakk, Senol-Duurak, and
Gencoz (2010). Thhey found that internall consistenccy was .81 ffor Turkish university sstudents.
A sum of all scorees yields a total score that rangess from 5 to 35; a higheer score inddicates a
higher llife satisfacttion level.

The connvenience ssampling tecchnique waas used in the selectionn of particippants. Convvenience
samplinng is a non--probability sampling ttechnique inn which participants aarre selected because
of theirr conveniennt accessibillity and prooximity to the researccher (Brymmaan, 2004). For this
reason, the resultss of this sttudy did nnot make innferences ffrrom populaation, whicch let to
decreasee external validity. PParticipantss voluntarilly participaate and arre free to fill out
questionnnaires withhout pressuure. Compleetion of the questionnaires was annonymous aand there
was a gguarantee oof confidenntiality. Thee instrumennts were addministered to the stuudents in
groups in the classsrooms. Thhe measurees were couunterbalanced in admiinistration. Prior to
adminisstration of mmeasures, alll participannts were toldd about the ppurposes off the study.

Studentts voluntarilly participaated in reseearch, comppletion of thhe scales wwas anonymmous and
there wwas a guaraantee of connfidentialityy. The scalles were addministeredd to the stuudents in
groups iin the classrrooms. Prioor to adminiistration of scales, all pparticipants were told aabout the
purposees of the stuudy. In this rresearch, Peearson correelation coeffficient and multiple reegression
analysiss were utilizzed to deterrmine the rrelationshipss between ddimensions of test anxxiety and
life satissfaction.

Data Annalysis

Four huundred and seventy-eigght studentss participatted in the study. Howeever, studennts were
excludeed from the study becaause 10 of tthem did noot respond to the instrruments as required
and 10 wwere foundd to producee extreme sccores. Thereefore, the daata obtainedd from 458 students
were sttatistically analyzed. IIn this reseearch, Pearrson correlaation coeffiicient and multiple
regressiion analysiss were utiliized to dettermine the relationshiips betweenn student aacademic
support and life sattisfaction. TThese analysses were carrried out viaa SPSS 11.55.
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Eurasian Academy of SSciences Sociaal Sciences Joouurnal 2015, Voolume:2 43

3. RESUULTS

Descripptive Data aand Inter-ccorrelationss

Table 11 shows thee means, sttandard devviations, intter-correlatiions, and innternal connsistency
coefficients of the variables uused. Prelimminary correelation analyysis showedd that informmational
support (r= .60), esteem suppport (r= .53)), motivatioonal supportt (r= .50), aand ventingg support
(r= .47)) related possitively assoociated withh life satisfaaction. Indeppendent sammple t tests revealed
that theere were nnot any stattistically siignificant ggender diffeerences in students aacademic
support and life sattisfaction.

Table 1  Descriptive SStatistics andd Inter‐correelations of thhe Variables
Variables  1  2  3  4  5 
1. Inforrmational Suupport  ─         
2. Esteem Support  .57**  ─       
3. Motivational Suppport  .56**  .75**  ─     
4. Ventting Supportt  .60**  .55**  .60**  ─   
5. Life satisfaction  .60**  .53**  .50**  .47**  ─ 
Mean  28.75  12.79  12.63  8.64  29.49 
Standardd deviation    6.2  2.41  2.64  1.80  5.09 
**p< .01 

Multiplle Regression Analysiis

Before applying reegression, asssumptions of multiplee regressionn were checcked. The data were
examineed for normmality by tthe Kolmoggorov-Smirnnov test. TThe Kolmoggorov-Smirrnov test
indicateed normalityy of distribuutions of tesst scores forr all tests inn the currentt study. Outtliers are
cases thhat have daata values thhat are veryy different from the ddata values for the maajjority of
cases inn the data seet. Outliers were investtigated usinng Mahalanobis distancce. A case iis outlier
if the prrobability associated wwith its D2 iss .001 or less (Tabachnnick & Fideell, 2001). BBased on
this critterion, five data were labeled as ooutliers and they were ddeleted. Muulti-collineaarity was
checkedd by the vvariance infflation factoors (VIF). All the VVIF values were less than 10
(Tabachhnick & Fiddell, 2001), wwhich indiccated that thhere was no multi-collinnearity.

Stepwisse multiple regression analysis haas applied too determinee which dimmensions off student
academmic support wwere the beest predictoors of life saatisfaction. Table 2 shhowed the reesults of
multiplee regressionn analysis wwhere the inndependent vvariables wwere the dimmensions of between
student academic support and the dependeent variablee was life saatisfaction.
44  Studdent Academicc Support as AA Predictor Off Life Satisfacctıon in Univeersity Studentss

Table 2 SSummary off Stepwise Muultiple Regreession Analyssis for Variabble Predictingg Life Satisfaaction 
Variables  B  SE   ββ  t  p  R  R2  F  p 
B
Step 1                 
Informattional suppoort  .495  .029  ..606  16.8891  .00  .606  .3667  285.300  .00 
Step 2                 
Informattional suppoort  .367  .034  ..449  10.7783  .00 
.648  .4220  44.5711  .00 
Esteem ssupport  .590  .088  ..278  6.6776  .00 
Step 3                 
Informattional suppoort  .352  .035  ..431  10.0053  .00 
Esteem ssupport  .466  .115  ..219  4.0447  .00  .650  .4223  2.850  .09 
Motivatiional supporrt  .176  .104  ..091  1.6888  .09 
Step 4                 
Informattional suppoort  .328  .038  ..402  8.6991  .00         
Esteem ssupport  .450  .115  ..212  3.9009  .00 
.653     .4266      2.826        .09 
Motivatiional supporrt  .128  .108  ..066  1.1888  .23 
Venting support  .223  .133  ..079  1.6881  .09         
*p<.01         

Informaational suppport entered the equaation first, accounting for 37% of the variance in
predicting life satiisfaction. EEsteem suppport entereed in the seecond step accountingg for an
additionnal 5% variiance. The last regresssion modelss, informatiional suppoort, esteem support,
motivattional suppoort and ventting supporrt as predicttors of life satisfactionn and accouunted for
43% off the variannce in life satisfactionn. The stanndardized bbeta coefficcients indicated the
relative influence oof the variaables in lastt model witth informatiional suppoort (β= .40, p< .01),
esteem support (β== .21, p< .055), motivatioonal supporrt (β= .07, pp< .05) and vventing suppport (β=
.08, p< .05) all siggnificantly iinfluencing life satisfaaction and innformationaal support wwere the
strongesst predictor of life satissfaction.

4. DISCCUSSION

The maain aim of the presennt study waas to exammine the rellationships between aacademic
support and studennts’ life satiisfaction annd whether academic support preddicted studeents’ life
satisfacttion levels. The resultts clearly ssupported the hypotheeses of the study. Preliminary
correlattion analysees showed thhat informaational support, esteem support, mmotivational support,
and vennting supporrt were possitively assoociated withh life satisfaaction. As aa result of stepwise
regressiion analysis, informattional suppport and essteem support predicteed life satisfaction
significaantly, wheereas motivvational suupport and venting ssupport didd not preddict life
satisfacttion significcantly. The present stuudy findingss are discusssed in view of related vvariables
with acaademic suppport.

When ccomparing the predictive values of life satiisfaction included in sstepwise reegression
analysiss the most ppredictive ssubdomain iis informatiional suppoort. This ressult showedd that the
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Eurasian Academy of SSciences Sociaal Sciences Joouurnal 2015, Voolume:2 45

more innformationall support annd esteem suupport levell increased, the more liife satisfactiion level
increaseed. Examinning the litterature, it is seen thhat the preesent studyy’s findingss are in
accordaance with prrevious reseearch findinngs (Danielssen, 2009; DDiener & Fuujita, 1995; Gilman,
Huebneer, & Laughhlin, 2000; Hamre & PPianta, 20006; Huebnerr, Suldo, Smmith, & MccKnight,
2004; NNatvig, Albbrektsen, & Qvarnstrømm, 2003; RReddy, Rhodes, & Muulhall, 20033; Suldo,
Riley, && Shaffer, 22006).

Studentt academic ssupport inclludes peer ssupport (Brraithwaite, BBride, & Scchrodt, 20033; Jones,
2008; KKeup & Muullins, 20100; Kong, 20009; Mazerr & Thomppson, 2011;; Mortensonn, 2006;
Thompsson, 2008; Thompsonn & Mazeer, 2009), social support (Kennny & Ricee, 1995;
Lafrenieere & Ledggerwood, 19997; Shaverr & Buhrmeester, 1985)), and sociaal academicc support
(Rothmman & Cosdden, 1995; Wenz-Grooss & Sipeerstein, 19997) such aas teacher support,
classmaate support, and parentaal support. DDanielsen (22009) statedd that studennts’ life satiisfaction
judgmennts are likkely to be influenced by studennts’ differennt social (ee.g., friend, family
individuual, teacher)) and individual resourrces.

In the lliterature, tthere is no study exammining the relationshiips betweenn student aacademic
support and life saatisfaction, but researcchers examiined the rellations betwween schoool-related
social ssupport andd life satisffaction (Daannielsen, 20009; Oberle, Schonert--Reichl, & Zumbo,
2011; FFlaspohler, Elfstrom, Vanderzee,, Sink, Bircchmeier, 20009; Siddaall, Huebnerr, Jiang,
2013; MMarion, Lauursen, Zetteergren, & BBergman, 20013). Also school is reegarded as a major
domain of studentss’ life satisfaction (Giilman, Huebbner, & Lauughlin, 20000; Suldo, RRiley, &
Shaffer,, 2006). Fuurthermore, a study rresult has sshown that increased feelings off school
alienatioon were rellated to a ddecrease in hhappiness llevel (Natviig, Albrektssen, & Qvaarnstrøm,
2003). SSchool aliennation indiccates lower perceived ssupport succh as receivviing from accademic,
peer, teacher, famiily, and staff support. These suppport resourcces are impportant to providing
informaational suppport whichh increasess students’’ life satissfaction. AAlso studennts’ life
satisfacttion can inccrease with esteem suppport providded to studennt by familyy members,, friends,
and teacchers.

5. CONNCLUSIONNS
The preesent studyy findings aare encouraaging for continued innvestigationn of how aacademic
support relates to sstudent life ssatisfactionn. Despite thhese promising results, there are immportant
limitatioons in our study. We relied solelly on the seelf-reports oof our partiicipants. Thherefore,
future rresearch shoould collectt the perspeectives of otthers, includding teacheers, staff, peeers, and
familiess to furtherr our underrstanding thhe relationsship betweeen academiic support and life
satisfacttion. Sociall support froom peers, ffaamilies, siggnificant othhers, and teaachers may serve to
buffer tthe impact oof decreasee in academmic achievemment and performancee, and may increase
student life satisfaaction. Futuure researchh should focus on variious aspectts of social support
which mmay affect liife satisfacttion positiveely.

Acknowwledgemennts
Authorss of the pressent manusccript do not have any coonflicts of iinterest.
46  Studdent Academicc Support as AA Predictor Off Life Satisfacctıon in Univeersity Studentss

REEFERENCCES
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