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The Moderating Impact of Social Support Among Social Work Students

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The Moderating Impact of Social Support Among Social Work Students
Abstract. Purpose: The purpose of this study was to examine the relationship between academic stress and perceived resilience among social work students, and to identify social support as a protective factor of resilience on this relationship. A conceptual model of moderation was used to test the role of social support as protective. Methods:
The sample consisted of 314 social work students (BSW=144; MSW=170) from three accredited schools/programs in the southern United States. Voluntary survey data were collected on demographics and constructs of academic stress, family support, friend support, and resilience. Hierarchical regression analysis was conducted to show the composite impact of demographic and model factors on the resilience outcome.
Moderation was tested using a traditional regression series as guidelines of moderation with continuous variables. Path analyses illustrated main effects and moderation in the study’s conceptual model. Results: The sample reported moderate levels of academic stress and social support, and a fairly high level of resilience. Academic stress negatively related to social support and resilience. Social support positively influenced resilience.
Academic stress accounted for the most variation in resilience scores. Friend support significantly moderated the negative relationship between academic stress and resilience.
Conclusion: The current study demonstrated the likelihood that friend support plays a protective role with resilience amid an environment of academic stress. Implications for social work faculty and internship agency practitioners are discussed.

Keywords: Academic stress; resilience; social support; social work students

A number of demands reportedly comprise academic stress: course requirements; time management issues; financial burdens; interactions with faculty; personal goals; social activities; adjustment to the campus environment; and lack of support networks


References: Aldwin, C. M. (1994). Stress, coping, and development: An integrative perspective. New York: Guilford Arthur, N. (1998). The effects of stress, depression, and anxiety on postsecondary students’ coping strategies Balk, D. E. (1995). Adolescent development: Early through late adolescence. Monterey, CA: Brooks/Cole Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator distinction in social psychological research Carver, C. S. (1998). Resilience and thriving: Issues, models, and linkages. Journal of Social Issues, 54, 245-266 Clifton, R. A. (1997). The effects of social psychological variables and gender on the grade point averages and educational expectations of university students: A case Council on Social Work Education. (2006). Directory of accredited social work degree programs standards. Retrieved May 1, 2008, from http://www.cswe.org/CSWE/accreditation. Demakis, G Erikson, E. (1968). Identity: Youth and crisis. New York: Norton. Ford, G Ginsberg, J., & Gapen, M. (2008). Academic worry as a predictor of sleep disturbance in college students Heiman, T. (2006). Social support networks, stress, sense of coherence and academic stress of university students with learning disabilities Kariv, D., & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students
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