EXAMINING THE IMPACT OF PERCEIVED SOCIAL SUPPORT ON EMOTIONAL REGULATION, AND COPING STRATEGIES AMONG FIRST GENERATION, AND NON-FIRST-GENERATION UNIVERSITY STUDENTS

Abstract

Perceived social support (PSS) is essential for better managing academic stress and controlling emotions. While many studies have explored the challenges faced by students, there is a lack of focus on perceived social support, coping strategies (CS), and emotional regulation (ER). Consequently, this research examines the impact of PSS on CS and ER in First Generation (FG) and Non-First Generation (NFG) University Student population. This research is based on cross-sectional survey at Riphah International University, utilizing purposive quota sampling. Drawing on Taro Yamane’s formula, 256 students were recruited, and data were collected through Multidimensional Scale of Perceived Social Support (MSPSS), the Coping Scale, and the Emotional Regulation Questionnaire (ERQ). PSS, CS, and ER are reported more in NFGS than FGS. A positive relationships is observed between PSS and both CS and ER (family support with reappraisal: r = .73**; friend support with appraisal coping: r = .74**). Support from family, friends, and significant others are the strong predictors for emotional regulation. Regarding coping mechanisms, appraisal coping was bolstered by support from family, friends, and significant others, whereas behavioral coping was primarily driven by family and friend support. Additional analyses uncovered gender disparities, with males showing elevated PSS scores, alongside socioeconomic patterns where upper-class students outperformed their middle- and lower-class peers in PSS and ER. Overall, these results underscore the importance of targeted support programs to bolster student mental health and academic performance.

Keywords: Social Support, Coping Strategy, Emotional Regulation, First-Generation Students and Non-First-Generation Students