Perceived Social Support as a Catalyst for Academic Resilience: A Systematic Review of Narrative Literature

Résumé

Research has explored how students adapt to higher education, highlighting both internal and external influences. Academic resilience has emerged as a critical factor, with perceived social support identified as particularly influential. Given the heightened pressures experienced during the COVID-19 pandemic, understanding how perceived social support fosters academic resilience is especially relevant for current and future cohorts. This systematic review investigated the relationship between perceived social support and academic resilience in higher education during COVID-19. Literature was sourced from Google Scholar, EBSCOhost, and PubMed, using search terms including “Academic resilience”, AND “Perceived social support”, AND “COVID-19”, AND “Higher education”. Qualitative, quantitative, and mixed-methods studies were included. Data were analysed thematically, and a ‘qualitising’ process enabled comparison across methodologies. The PRISMA framework guided the assessment of study quality and bias. Key findings highlight the importance of support from family, peers, and lecturers in sustaining academic resilience during COVID-19. Mechanisms such as emotional regulation, venting, and communication were found to mediate this relationship. The review concludes that perceived social support, particularly from close relational networks, was central to academic resilience during the pandemic, working through mechanisms such as emotional regulation, venting, and communication. Institutions should actively promote such support through peer groups, inclusive activities, and timely communication, especially for students from low-income backgrounds. This review contributes to the literature by clarifying the mechanisms through which social support operates in times of crisis and offering practical recommendations for higher education. Keywords: Academic Resilience, COVID-19, Higher Education, Perceived Social Support, Students

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