Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.; Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success.

Academic burnout is prevalent among university students. Many studies have shown the importance of interpersonal (e.g. social support) and external (e.g. workload) factors in determining the causes of burnout. The purpose of this study was to examine the role of workload, social support, psychosocial training, and gender on burnout among university students and the degree to which these factors can predict burnout levels. Replicating other studies, measures of workload (objective and subjective), social support (Multidimensional Scale of Perceived Social Support), and previous psychosocial training were related to burnout (Maslach Burnout Inventory) among 150 undergraduate students. Consistent with existing literature, high levels of burnout were associated with high levels of both objective and subjective workload, with subjective workload having a greater impact. Lower levels of burnout were associated with higher levels of social support. Previous psychosocial training was not associated with the levels of burnout. Social support from teachers was found to be to most influential variable within this study. This unique finding can contribute to the limited existing body of knowledge on academic burnout, as well as bring awareness to university administrators and faculty regarding the important role that teachers play in the academic success of their students.

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