ISSN 1671-3710
CN 11-4766/R

心理科学进展 ›› 2023, Vol. 31 ›› Issue (4): 552-569.doi: 10.3724/SP.J.1042.2023.00552

• 元分析 • 上一篇    下一篇


吴佳桧1, 傅海伦1, 张玉环2   

  1. 1山东师范大学数学与统计学院, 济南 250358;
    2河南大学数学与统计学院, 开封 475004
  • 收稿日期:2022-05-31 出版日期:2023-04-15 发布日期:2022-12-30
  • 通讯作者: 傅海伦, E-mail:
  • 基金资助:
    山东省社会科学普及应用研究项目(2021-SKZZ-24); 河南省高等教育教学改革研究与实践项目(2021SJGLX197Y)

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

WU Jiahui1, FU Hailun1, ZHANG Yuhuan2   

  1. 1School of Mathematics and Statistics, Shandong Normal University, Jinan 250358, China;
    2School of Mathematics and Statistics, Henan University, Kaifeng 475004, China
  • Received:2022-05-31 Online:2023-04-15 Published:2022-12-30

摘要: 学业成就是衡量学生学习认知能力和检测其学习效果的重要指标, 受到感知社会支持和学习投入等因素的显著影响, 先前的研究已经考察了这两个因素对学业成就的共同作用机制, 但感知社会支持与学业成就的关系强度不明, 且尚不完全清楚中介效应、调节效应对二者关系的影响。因此当前研究采用元分析方法检验效应量的可靠性、学习投入的中介效应以及一系列调节效应。研究共纳入符合要求的原始文献41篇, 含78个研究。结果发现:(1)感知社会支持及子类型与学业成就呈现显著的正相关, 但效应值偏小, 即二者之间存在的是弱相关。此外, 感知社会支持及子类型显著正向预测学习投入, 且对学习投入的效应量高于对学业成就的效应量。(2)学段仅对感知教师支持的调节效应显著, 学业成就指标调节了感知社会支持及子类型与学业成就之间的关系, 而经济水平和文化背景的调节效应不显著。(3)学习投入在感知社会支持及子类型对学业成就的影响中起到部分中介作用, 且中介效应只存在于初中群体, 在高中群体中介效应不显著。

关键词: 感知社会支持, 学习投入, 学业成就, 元分析

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 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, 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.

Key words: perceived social support, student engagement, academic achievement, meta-analysis