Exploring Social Support Barriers and Stress in First-Year College Students

Elizabeth Valenti, Grand Canyon University 

Magen Branham, Grand Canyon University

https://doi.org/10.9743/JIR.2024.13.7

Abstract

This study aimed to explore the relationship between social support and perceived stress, and identify barriers to accessing support among undergraduate freshman students (N = 203). Quantitative assessment was conducted using the Multidimensional Scale of Perceived Social Support (MSPSS) and Perceived Stress Scale (PSS-10), supplemented by qualitative data from an open-ended questionnaire. Results indicated that students experienced higher-than-average levels of stress compared to the general population similar in age. Higher levels of social support were positively correlated with increased self-efficacy and negatively correlated with perceived helplessness. Qualitative analysis determined that students sought support primarily from family, friends, and counseling services, while barriers to seeking support included self-reliance, fear of burdening others, and trust issues. The findings suggest that college students with greater social support tend to feel less helpless and more efficacious. Recognizing and addressing support-seeking obstacles are crucial in providing appropriate resources to students. These implications underscore the significance of cultivating a supportive environment to enhance the well-being and success of undergraduate students.

Keywords: barriers to social support, stress, undergraduate college students