Hope, social support, intelligence, and academic performance of first year students at a higher education institution

Abstract

The objective of this study was to examine the relationship between hope, social support, intelligence and academic performance at a higher education institution. A cross-sectional survey design with an availability sample (N = 308) was utilised. The Hope Scale (HS), Multidimensional Scale of Perceived Social Support (MSPSS), The Abstract Reasoning Test (ART) and a biographical questionnaire were administered to participants. Results demonstrated that positive, statistically and practically significant correlations were established between fluid intelligence and grade point average. Fluid intelligence was found to be a statistically significant predictor of grade point average, however neither hope nor social support predicted grade point average in this sample. Moderating effects of hope and social support on the relationship between fluid intelligence and grade point average was tested and found no statistically significant moderating effects, based on the characteristics of the research sample, a hypothesis was generated for the aforementioned findings.

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