A meta-analysis of the relationship between perceived social support and student academic achievement: The mediating role of student engagement

Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2022-11-10

Wu, Jiahui Fu, Hailun Zhang, Yuhuan

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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