This study investigated the relationships between student burnout, intention to drop out, and satisfaction with studies, considering their self-reported social support from parents and significant others. First-year black African students from a peri-urban South African university campus (n = 452; females = 58.63%; mean age = 20.08 years, SD = 2.70 years) completed burnout, intention to drop out, satisfaction with studies, and social support measures. Regression analyses showed students with higher burnout symptoms (i.e. exhaustion, cynicism, and lack of professional efficacy) to have a higher intention to drop out from university and to be less satisfied with their studies. Social support from parents and significant others moderated certain relationships between burnout, intention to drop out, and satisfaction with studies. Understanding the role of social support on quality of student life could assist academic development and support services to provide better-targeted interventions with first-year university students.

这项研究考虑了学生的父母和重要他人的自我报告的社会支持，研究了学生倦怠，辍学意图和对学习的满意度之间的关系。来自南非郊区大学校园的一年级黑人非洲学生（n= 452; 女性= 58.63％；平均年龄= 20.08岁，SD = 2.70岁）已完全倦怠，辍学的意愿，对学习的满意度和社会支持措施。回归分析显示，倦怠症状较高（例如，精疲力竭，犬儒主义和缺乏专业素养）的学生更倾向于退出大学，对他们的学习不太满意。父母和其他重要人士的社会支持缓解了倦怠，辍学意图和对学习的满意度之间的某些关系。理解社会支持对学生生活质量的作用可以帮助学术发展和支持服务，为一年级大学生提供针对性更强的干预措施。