Socioeconomic Status and Academic Achievement among University Students: The Moderating Role of Institutional Support

Abstract

Academic achievement among university students is shaped by numerous social, economic, and institutional factors. Among these, socioeconomic status (SES) has consistently emerged as a significant predictor of educational outcomes. However, the extent to which institutional support can mitigate the adverse effects of socioeconomic disadvantages remains an important area of investigation. This study examined the relationship between socioeconomic status and academic achievement among university students while investigating the moderating role of institutional support. A quantitative cross-sectional research design was employed using survey data collected from 250 undergraduate and postgraduate students enrolled in public and private universities. Data were analyzed using descriptive statistics, reliability analysis, Pearson correlation, multiple regression, and moderation analysis. The findings revealed that socioeconomic status significantly and positively influenced academic achievement. Institutional support also demonstrated a significant positive relationship with academic performance. Furthermore, moderation analysis indicated that institutional support significantly strengthened the positive association between socioeconomic status and academic achievement by reducing educational disparities among students from lower socioeconomic backgrounds. The study highlights the importance of financial assistance, academic advising, mentoring, counseling services, technological resources, and learning support programs in promoting equitable educational outcomes. The findings provide practical implications for university administrators, policymakers, and higher education institutions seeking to improve student success through targeted institutional interventions. Strengthening institutional support systems may serve as an effective strategy for narrowing academic achievement gaps and promoting inclusive higher education environments.