The impact of social support on the academic performance of Vietnamese University students

Abstract

This study examined the association between perceived social support and academic performance among university students in Vietnam. Guided by Bronfenbrenner’s ecological systems theory, we conceptualized support from family, friends, and significant others as proximal resources that may reduce psychological strain and facilitate academic functioning. A convenience sample of 152 students completed an online survey comprising the Multidimensional Scale of Perceived Social Support and the Academic Performance Questionnaire. Internal consistency was evaluated using Cronbach’s alpha, and the hypothesis was tested using Pearson correlation and simple linear regression in SPSS 26. Perceived social support was positively associated with academic performance Descriptive results further indicated that family was the most salient source of perceived support. These findings underscore the relevance of proximal support systems to students’ academic functioning in Vietnam and suggest that universities may benefit from strengthening mentoring, peer-support, and family-engagement initiatives. Because the cross-sectional convenience sample was predominantly female and first-year, future longitudinal studies should test the direction and generalizability of these associations.