%0 Journal Article
%T Academic Support From Peers as a Predictor of Academic Self
%A Ellen Rydell Altermatt
%J Journal of College Student Retention: Research, Theory & Practice
%@ 1541-4167
%D 2019
%R 10.1177/1521025116686588
%X Prior theory and research indicate that psychosocial contextual factors¡ªincluding students¡¯ ability to establish and maintain satisfying relationships and interactions with peers¡ªcan play an important role in predicting college students¡¯ academic performance and persistence. The current study contributes to this literature by examining the mechanisms by which college students come to feel academically supported by peers and the consequences of these perceptions for college students¡¯ academic self-efficacy. Findings indicate that friends¡¯ responses to college students¡¯ disclosures of everyday academic challenges and successes contribute to more general perceptions of peer academic support. Perceptions of peer academic support are, in turn, a predictor of higher academic self-efficacy. The implications of these findings for programs designed to enhance college students¡¯ academic performance and persistence are discussed
%K social support
%K peer relationships
%K college students
%K academic adjustment
%U https://journals.sagepub.com/doi/full/10.1177/1521025116686588