Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Academic achievement can be considered as a measure of student's knowledge level and adaptation to school. As a valid indicator for quantitatively assessing the effectiveness of national education, academic achievement has become a key concern for students, parents, schools, and society. While intrinsic motivation is important in the process of increasing academic achievement goals, extrinsic support is equally essential for students. In recent years, empirical studies based on social cognitive theory have analyzed the relationship between social support and academic achievement, revealing that perceived social support is more predictive and functional. With continuing advances in developmental psychology, current research is increasingly focusing on the mediating mechanisms between perceived social support and academic achievement. Student engagement is a specific indicator of student involvement in the learning process and an important measure of learning competence; thus, it can positively and significantly predict academic achievement. However, there are no uniform findings on how perceived social support and its sub-indicators affect academic achievement, and the extent to which both are influenced by student engagement factors has not thus far been definitively addressed. In addition, the current meta-analysis failed to comprehensively validate the correlation between perceived social support and academic achievement, exploring only the relationship between the three indicators of perceived social support and academic achievement, and the study tended to focus on a single dimension such as autonomy support. Moreover, current meta-analyses have not yet comprehensively revealed the mediating role of student engagement, with most studies focusing on integrating effect sizes and exploring possible moderating variables, using samples that do not involve mediating variables or the studies have devoted themselves to exploring the effects of multiple factors (e.g., individuals' cognitive and non-cognitive factors) and their chained relationships on academic achievement, with inclusion samples covering multiple mediating variables. In light of this, the current study classified perceived social support based on the microsystems that most directly influence student development in ecological systems theory and used meta-analysis to obtain reliable estimates of effect sizes, mediating effects of student engagement, and a range of moderating effects in conjunction with self-system processes theory. A total of41 empirical research and 78 studies were included through literature retrieval. The results were as follows: (1) There was a significant positive correlation between perceived social support and its sub-indicators and academic achievement; however, because the effect values were small, a weak correlation was indicated, with perceived social support as a whole having the strongest correlation, followed by perceived teacher support, perceived parental support, and perceived peer support. In addition, perceived social support and its sub-indicators were found to be positively related to student engagement. The effect of perceived social support and its sub-indicators on student engagement was higher than academic achievement. (2) Student grade moderated the relationship between perceived teacher support and academic achievement only. Academic achievement indicators moderated the link between perceived social support and its sub-indicators and academic achievement, while the moderating effects of economic level and cultural background on the relationship between perceived social support and its sub-indicators and academic achievement were not significant. (3) The direct effect pathway between perceived social support and its sub-indicators and academic achievement showed a significant positive correlation. Student engagement partially mediated the effect of perceived social support and its sub-indicators on academic achievement. In addition, the partial mediating effect of student engagement was only significant for students in the junior high school group and not for the senior high school group.
submitted time 2023-03-25 Cooperative journals: 《心理科学进展》
Abstract： Academic achievement can be considered as a measure of student's knowledge level and adaptation to school. As a valid indicator for quantitatively assessing the effectiveness of national education, academic achievement has become a key concern for students, parents, schools, and society. While intrinsic motivation is important in the process of increasing academic achievement goals, extrinsic support is equally essential for students. In recent years, empirical studies based on social cognitive theory have analyzed the relationship between social support and academic achievement, revealing that perceived social support is more predictive and functional. With continuing advances in developmental psychology, current research is increasingly focusing on the mediating mechanisms between perceived social support and academic achievement. Student engagement is a specific indicator of student involvement in the learning process and an important measure of learning competence; thus, it can positively and significantly predict academic achievement. However, there are no uniform findings on how perceived social support and its sub-indicators affect academic achievement, and the extent to which both are influenced by student engagement factors has not thus far been definitively addressed. In addition, the current meta-analysis failed to comprehensively validate the correlation between perceived social support and academic achievement, exploring only the relationship between the three indicators of perceived social support and academic achievement, and the study tended to focus on a single dimension such as autonomy support. Moreover, current meta-analyses have not yet comprehensively revealed the mediating role of student engagement, with most studies focusing on integrating effect sizes and exploring possible moderating variables, using samples that do not involve mediating variables or the studies have devoted themselves to exploring the effects of multiple factors (e.g., individuals' cognitive and non-cognitive factors) and their chained relationships on academic achievement, with inclusion samples covering multiple mediating variables. In light of this, the current study classified perceived social support based on the microsystems that most directly influence student development in ecological systems theory and used meta-analysis to obtain reliable estimates of effect sizes, mediating effects of student engagement, and a range of moderating effects in conjunction with self-system processes theory. A total of41 empirical research and 78 studies were included through literature retrieval. The results were as follows: (1) There was a significant positive correlation between perceived social support and its sub-indicators and academic achievement; however, because the effect values were small, a weak correlation was indicated, with perceived social support as a whole having the strongest correlation, followed by perceived teacher support, perceived parental support, and perceived peer support. In addition, perceived social support and its sub-indicators were found to be positively related to student engagement. The effect of perceived social support and its sub-indicators on student engagement was higher than academic achievement. (2) Student grade moderated the relationship between perceived teacher support and academic achievement only. Academic achievement indicators moderated the link between perceived social support and its sub-indicators and academic achievement, while the moderating effects of economic level and cultural background on the relationship between perceived social support and its sub-indicators and academic achievement were not significant. (3) The direct effect pathway between perceived social support and its sub-indicators and academic achievement showed a significant positive correlation. Student engagement partially mediated the effect of perceived social support and its sub-indicators on academic achievement. In addition, the partial mediating effect of student engagement was only significant for students in the junior high school group and not for the senior high school group.
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2022-11-10
Abstract：
Academic achievement is an important indicator for measuring students' cognitive ability to learn and to identify the effectiveness of student learning, and it is significantly influenced by factors such as perceived social support and student engagement. Previous studies have examined the mechanisms of perceived social support and student engagement in academic achievement; however, the degree of correlation between perceived social support and its sub-indicators and academic achievement has not been clarified thus far, and the moderating and mediating effects on this relationship are not yet fully understood. Therefore, the present study employed meta-analysis to obtain reliable estimates of effect sizes, the mediating effect of student engagement, and a range of moderating effects. A total of 41 empirical research and 78 studies were included through literature retrieval. The results were as follows: (1) There was a significant positive correlation between perceived social support and its sub-indicators and academic achievement; however, because the effect values were small, a weak correlation was indicated. In addition, perceived social support and its sub-indicators were found to be positively related to student engagement. The effect of perceived social support and its sub-indicators on student engagement was higher than academic achievement. (2) Student grade moderated the relationship between perceived teacher support and academic achievement only. Academic achievement indicators moderated the link between perceived social support and its sub-indicators and academic achievement, while the moderating effects of economic level and cultural background on the relationship between perceived social support and its sub-indicators and academic achievement were not significant. (3) Student engagement partially mediated the effect of perceived social support and its sub-indicators on academic achievement. In addition, the partial mediating effect of student engagement was only significant for students in the junior high school group and not for the senior high school group.
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