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<p>Undergraduate academic achievement (AA) is influenced by multiple psychological and social factors, with self-efficacy (SE) and social support (SS) playing critical roles. While SE’s positive effect on AA is well established, the mediating mechanism of SS remains unclear, particularly the alignment between expected social support (ESS) and actual perceived support (ASS). Addressing this gap, this study constructs a dual-layered mediation model grounded in Optimal Matching Theory (OMT) and Social Cognitive Theory (SCT) to examine the single mediation effect of social support adequacy (SSAQ) and the sequential mediation effect of ESS and ASS. A total of 351 Chinese undergraduates (35% male, 65% female) participated. Data were collected using the General Self-Efficacy Scale (GSE), Multidimensional Scale of Social Support (MSSS), and Student Educational Gains Scale (SEGS). Structural equation modeling (SEM) tested the hypotheses. Results showed that SE significantly predicted AA (Model 1: β = 0.450, <i>p</i> &lt; .001; Model 2: β = 0.359, <i>p</i> &lt; .001). SSAQ partially mediated the SE-AA relationship(β = 0.078, <i>p</i> = .001). ESS alone did not significantly predict AA (<i>p</i> = .386); however, the SE → ESS → ASS → AA sequential mediation effect was significant (β = 0.037, <i>p</i> = .017), suggesting that ESS enhances AA only when converted into ASS. This study validates SSAQ’s role in the SE-AA relationship, refines OMT, and informs targeted academic support strategies. Future research should explore cultural, gender, grade-level, and other potential moderating factors to further extend OMT’s applicability.</p>

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Examining the mediating role and mechanism of social support in the relationship between self-efficacy and academic achievement among undergraduate students in China: a study based on the optimal matching theory of social support

  • 期刊论文

  • 发表日期：

    2025年5月15日

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  • Jiayang Liu,
  • Zakiah Binti Mohamad Ashari,
  • Haihang Zhang,
  • Yilin Jiang

摘要

Undergraduate academic achievement (AA) is influenced by multiple psychological and social factors, with self-efficacy (SE) and social support (SS) playing critical roles. While SE’s positive effect on AA is well established, the mediating mechanism of SS remains unclear, particularly the alignment between expected social support (ESS) and actual perceived support (ASS). Addressing this gap, this study constructs a dual-layered mediation model grounded in Optimal Matching Theory (OMT) and Social Cognitive Theory (SCT) to examine the single mediation effect of social support adequacy (SSAQ) and the sequential mediation effect of ESS and ASS. A total of 351 Chinese undergraduates (35% male, 65% female) participated. Data were collected using the General Self-Efficacy Scale (GSE), Multidimensional Scale of Social Support (MSSS), and Student Educational Gains Scale (SEGS). Structural equation modeling (SEM) tested the hypotheses. Results showed that SE significantly predicted AA (Model 1: β = 0.450, p < .001; Model 2: β = 0.359, p < .001). SSAQ partially mediated the SE-AA relationship(β = 0.078, p = .001). ESS alone did not significantly predict AA (p = .386); however, the SE → ESS → ASS → AA sequential mediation effect was significant (β = 0.037, p = .017), suggesting that ESS enhances AA only when converted into ASS. This study validates SSAQ’s role in the SE-AA relationship, refines OMT, and informs targeted academic support strategies. Future research should explore cultural, gender, grade-level, and other potential moderating factors to further extend OMT’s applicability.