Özet:

The present study explores the relationship of academic success with basic psychological needs (i.e., autonomy, competence, and relatedness) and perceived social support of friends, family, and instructors. These components are examined in the context of historically underrepresented (i.e., generational status, ethnicity, and gender) college students versus those in traditional majority groups. This assessment of perceived social support is essential to creating beneficial and supportive environments for all students. Results indicate a relation between motivation and group identities; concurrently, instructor support has the greatest impact on academic success. Institutions often neglect to emphasize the importance of connections among students and faculty. Our research suggests that significant focus should be placed on increasing promotion of instructor support and resources.

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