IntroductionHigher educational institutions (HEI) have changed a lot during the past decades, mainly but not exquisitely owing to the Bologna process (Kryk, 2016). Universities used to create and foster strong communities, where teachers knew their students, developed their talents and have prepared them for life. Students used to form bonds for life and lasting friendships had been forged through/due to the demanding, but rewarding years of higher education (Baker, 2013; Androniceanu, Ohanyan, 2016; Jovovic et al., 2016; Berechet, 2016).However, the once elite education, which was available only for the selected few, has turned into something very different; showing the signs and bearing the disadvantages of mass education. The phenomenon is affecting not only the teacher-student, but the student-student relations. Students are not connected to each other the way they used to be; and the HEIs as means to create social embeddedness do not serve their purpose any more (Kezar, 2014). HEI have lost their power to retain their students (Gerdes, Mallinckrodt, 1994). Students do not identify themselves with their local university community; tend to make less and less friendships during their studies (Androniceanu, 2015; Popescu, Mourao, 2016). This lack of sufficient integration however, is affecting their commitment not only toward the HEI itself, but higher education in general (Tinto, 1987) and hence generates a vicious cycle. Online and blended learning, which is becoming a substantial component of the higher education system, is also an issue that cannot be neglected, when exploring the social embeddedness of students in HEI (Picciano, 2015; Shea, Bidjerano, 2010).Does this detachment mean that the students are lonely and lack the necessary social support because of the present way of how higher education is organised; or are the students different from those in the past favouring different kinds of contacts and connections, finding substitutes for HEIs as providers of social connections easy? Are the students of the 21st century well off regarding social support? Do they trust their peers more than their family members?The research presented in this paper aims to find answers to these questions. With the help of a quantitative research on 249 young adolescents in their bachelor studies I intend to identify the role of family and peers at the university in the social support of the respondents. Within this paper, I also tackle the importance of interpersonal trust and its effect on the social support of those in the sample.I am well aware that the research presented in the paper is not suitable to validate relations of the variables investigated, however, the data presented are indicative, and thought inducing; and it can also form a basis for further research with a more targeted sampling.1.Social supportHumans are social beings. Not only because in this modern age only very few of us would be capable of sustaining his/her life without the help of others, but because humans like to belong. Having (significant) others around provides motivation and reward, can be source of reassurance and punishment, offers resources and support in informational, tangible as well as emotional sense. Thompson (1995) defined social embeddedness as frequency of contacts with others, which has a potential to integrate individuals into a supportive community. Frequency of contact however is not the only feature to be taken into consideration when exploring social embeddedness. The social network, and its strength to provide resources and support for the individual is also dependent on the size, diversity, functionality and variability of the social network the individual possesses and the centrality of the very person within this network.According to Bourdieu (1997) social support is a form of capital - namely that of social capital, which is strongly connected to the individual and hence can provide increasing return to its owner when utilised as a resource. …
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