Support systems, psychological functioning, and academic performance of nontraditional female students

Traditional (18-22 years of age) and nontraditional (35-44 years of age) female students were compared on various aspects of their social support systems, child care, psychological functioning (depression and anxiety), and academic performance. Traditional students exhibited poorer psychological functioning when they were less satisfied with their emotional support network. In contrast, psychological functioning within the nontraditional students was independent of the amount and satisfaction with their emotional and instrumental social support resources. Despite having fewer sources of support, nontraditional students reported better academic performance than did the traditional students.