The current study examines the impact of perceived academic support from closest same-sex friends and romantic partners on two indicators of academic success: GPA (reported by the registrar’s office) and student engagement. Utilizing a longitudinal, daily-diary design, we investigate whether perceived academic support from closest same-sex friends and perceived academic support from romantic partners are unique constructs. Longitudinal path models also test the associations between academic support, student engagement, and GPA. Participants were emerging adults attending college (N = 246) at a large, Midwestern U.S. university, who were in a committed romantic relationship for at least 4 months. Results suggest academic support from friends and academic support from romantic partners are unique constructs. Academic support from friends, but not romantic partners, is positively associated with student engagement, which subsequently predicts GPA. These findings build upon work demonstrating the importance of close relationships in undergraduate student engagement and achievement.

目前的研究考察了来自最亲密的同性朋友和浪漫伴侣的学术支持对学术成功的两个指标的影响：GPA（由注册办公室报告）和学生参与度。利用纵向的日常日记设计，我们调查来自最亲密的同性朋友的感知学术支持和来自浪漫伴侣的感知学术支持是否是独特的结构。纵向路径模型还测试了学术支持、学生参与度和 GPA 之间的关联。参与者是上大学的新兴成年人（N= 246) 在美国中西部的一所大型大学，他们有至少 4 个月的坚定恋爱关系。结果表明，来自朋友的学术支持和来自恋人的学术支持是独特的结构。来自朋友而非恋人的学术支持与学生参与度呈正相关，后者随后可预测 GPA。这些发现建立在工作证明密切关系在本科生参与和成就中的重要性的基础上。