Abstract
The current study examines the impact of perceived academic support from closest same-sex friends and romantic partners on two indicators of academic success: GPA (reported by the registrar’s office) and student engagement. Utilizing a longitudinal, daily-diary design, we investigate whether perceived academic support from closest same-sex friends and perceived academic support from romantic partners are unique constructs. Longitudinal path models also test the associations between academic support, student engagement, and GPA. Participants were emerging adults attending college ( N = 246) at a large, Midwestern U.S. university, who were in a committed romantic relationship for at least 4 months. Results suggest academic support from friends and academic support from romantic partners are unique constructs. Academic support from friends, but not romantic partners, is positively associated with student engagement, which subsequently predicts GPA. These findings build upon work demonstrating the importance of close relationships in undergraduate student engagement and achievement.
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