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The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data wer...
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... this study, Table 3 summarizes the reliability and composition of social support, goal orientation and academic achievement, all of which use the Likert 5-degree scoring method, and social support uses the questionnaire in the Qi (2023) study. There are 12 questions in total, which are divided into three dimensions, school support, friend support and teacher support. ...Citations
... Teacher support is a constituent element within the social support system. Originally, the three elements of social support were family support, friend support, and teacher support (Baiyan, Yuege, Yuzhe & Jun, 2024). Originally, teacher support aimed to provide students with help and encouragement in various ways to promote their academic, emotional, and social development, meet their multiple needs, and assist them in achieving personal goals (Oh, 2015). ...
... Originally, teacher support aimed to provide students with help and encouragement in various ways to promote their academic, emotional, and social development, meet their multiple needs, and assist them in achieving personal goals (Oh, 2015). In the field of student vocational education, teacher support means providing systematic help through resources such as information and emotion to promote the development of students' vocational cognition, the improvement of skills, and the achievement of vocational goals (Baiyan, Yuege, Yuzhe & Jun, 2024). ...
This study explores the impact of career activity participation satisfaction and teacher support on college students’ career maturity, verifies the mediating role of career decision-making self-efficacy therein, and finally proposes strategies for improving college students’ career maturity from the perspective of the integration of industry and education. To this end, a total of 300 college students’ questionnaire survey results were analyzed. The results show that both career activity participation satisfaction and teacher support have significant positive effects on career decision-making self-efficacy and career maturity. Among them, the direct influence of teacher support on career maturity is better than that of career activity participation satisfaction. In addition, career decision-making self-efficacy mediates the relationships between career activity participation satisfaction and career maturity, and between teacher support and career maturity, having a partial mediating effect. This indicates that in the process of improving college students’ career maturity, it is necessary to focus on increasing college students’ career practice opportunities, establishing a sound integration mechanism of industry and education, and paying attention to teachers’ career guidance and support to enhance students’ career decision-making self-efficacy, thereby ultimately promoting students’ mature career awareness.
Undergraduate academic achievement serves as a vital measure of higher education standards. The impact of perceived social support on academic outcomes has gained considerable attention. Nevertheless, existing studies have shown varied results regarding its correlation with undergraduate achievement, and the moderating effects remain unclear. This research utilized a meta-analytic method to comprehensively assess the link between perceived social support, including its subtypes (teacher, peer, and parental support), and undergraduate academic achievement. It further explored how variables like gender, economic level, cultural background and academic achievement measurement type function as moderators. The analysis incorporated 27 studies, resulting in 41 distinct effect sizes across 31,019 undergraduate participants. The results indicated a positive but modest correlation between perceived social support and academic achievement, with teacher support having the strongest effect among subdimensions. Moreover, the moderating effects of contextual and demographic factors on the support-achievement relationship exhibited variations across different subdimensions of perceived social support. This study provides essential empirical evidence about the complex mechanisms linking perceived social support with academic outcomes, offering theoretical and practical guidance for educational policy and future research. Keywords: academic achievement, academic achievement measurement type, cultural background, economic level, meta-analysis, perceived social support
