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

doi:10.3724/SP.J.1042.2023.00552

Abstract

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

CLC Number:

B849: G44

WU Jiahui, FU Hailun, ZHANG Yuhuan. A meta-analysis of the relationship between perceived social support and student academic achievement: The mediating role of student engagement[J]. Advances in Psychological Science, 2023, 31(4): 552-569.

Figures/Tables 12

References 92

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编号	第一作者及年份	样本量	学段	经济水平和文化背景	文献来源	变量关系	学业成就
1	Archambault, 2013	1145	小学	发达/西方(加拿大)	期刊	TS & SE & AP	语/数
2	Bryce, 2019	1031	小学	发达/西方(美国)	期刊	TS/PS & SE & AP	语/数
3	Calero, 2012	89	小学	发达/西方(美国)	博士	TS/PS & SE & AP	GPA
4	Chan, 2013	526	小学、初中	发达/西方(美国)	期刊	PS & SE & AP	综合
5	Chen, 2005	270	初中、高中	发展中/东方(中国)	期刊	TS/PS/FS & SE & AP	语/数/英
6	Chen, 2009	80	初中	发达/西方(美国)	期刊	PS & SE & AP	GPA
7	de Bruyn, 2005	749	初中	发达/西方(荷兰)	期刊	TS/PS/FS & SE & AP	综合
8	Dotterer, 2011	1014	小学	发达/西方(美国)	期刊	TS & SE & AP	语/数
9	Dupont, 2015	226	大学	发达/西方(比利时)	期刊	TS/PS/FS & SE & AP	GPA
10	Federici, 2014	309	初中、高中	发达/西方(挪威)	期刊	TS & SE & AP	数
11	Ganotice, 2013	1694	高中	发达/东方(菲律宾)	期刊	TS/PS/FS & SE & AP	化
12	Hernandez, 2015	676	初中	发达/西方(法国)	期刊	SS & SE & AP	综合
13	Jelas, 2016	2359	初中、高中	发展中/东方(马来西亚)	期刊	TS/PS/FS & SE & AP	GPA
14	Jen, 2013	3901	初中	发展中/东方(中国)	期刊	TS/FS & SE & AP	数
15	Jungert, 2015	288	高中	发达/西方(瑞典)	期刊	TS/PS & SE & AP	GPA
16	King, 2014	1026	高中	发达/东方(菲律宾)	期刊	TS/PS/FS & SE & AP	GPA
17	Lam, 2012	3420	初中	混合国家(12个)	期刊	TS/PS/FS & SE & AP	综合
18	Maurizi, 2013	202	初中	发达/西方(美国)	期刊	TS/FS & SE & AP	综合
19	Mo, 2008	1971	初中	发达/西方(美国)	期刊	PS & SE & AP	GPA
20	Murray, 2009	104	小学、初中	发达/西方(美国)	期刊	TS/PS & SE & AP	语/数
21	Patrick, 2007	602	小学	发达/西方(美国)	期刊	TS & SE & AP	数
22	Perry, 2010	285	初中、高中	发达/西方(美国)	期刊	TS/PS & SE & AP	GPA
23	Sia, 2014	120	小学、大学	发展中/东方(印度)	期刊	SS & SE & AP	GPA
24	Siu, 2021	451	小学	发展中/东方(中国)	期刊	SS & SE & AP	综合
25	Smithikrai, 2018	802	大学	发展中/东方(泰国)	期刊	FS & SE & AP	GPA
26	Sohn, 2014	398	高中	发达/东方(韩国)	期刊	TS/PS & SE & AP	语/数
27	van Ryzin, 2011	423	初中、高中	发达/西方(美国)	期刊	TS/FS & SE & AP	数
28	Wang, 2013	1157	初中	发达/西方(美国)	期刊	TS/FS & SE &AP	GPA
29	Wang, 2010	1046	初中	发达/西方(美国)	期刊	TS & SE & AP	GPA
30	Wang, 2020	2458	大学	发展中/东方(中国)	期刊	TS & SE & AP	GPA
31	Whaley, 2012	362	初中	发达/西方(美国)	博士	TS & SE & AP	数
32	Yıldırım, 2012	4855	初中、高中	发展中/东方(土耳其)	期刊	TS & SE & AP	数
33	Zimmer-Gembeck, 2006	324	高中	发达/西方(澳大利亚)	期刊	TS/FS & SE &AP	综合
34	陈思亲, 2021	850	高中	发展中/东方(中国)	期刊	SS/TS/PS/FS & SE & AP	英
35	姜书睿, 2020	540	初中	发展中/东方(中国)	硕士	SS & SE & AP	语/数/英
36	李维, 2018	313	初中	发展中/东方(中国)	期刊	TS & SE & AP	语/数/英
37	梁兴丽, 2020	4973	初中	发展中/东方(中国)	期刊	SS/TS/PS/FS & SE & AP	GPA
38	路海东, 2016	600	小学	发展中/东方(中国)	期刊	TS/PS & SE &AP	综合
39	王承清, 2021	443	初中	发展中/东方(中国)	期刊	TS & SE & AP	语/数/英
40	张凤莲, 2019	297	初中	发展中/东方(中国)	期刊	TS/PS/FS & SE & AP	语/数/英
41	张丽杰, 2021	671	初中	发展中/东方(中国)	期刊	PS & SE & AP	数

编号	第一作者及年份	样本量	学段	经济水平和文化背景	文献来源	变量关系	学业成就
1	Archambault, 2013	1145	小学	发达/西方(加拿大)	期刊	TS & SE & AP	语/数
2	Bryce, 2019	1031	小学	发达/西方(美国)	期刊	TS/PS & SE & AP	语/数
3	Calero, 2012	89	小学	发达/西方(美国)	博士	TS/PS & SE & AP	GPA
4	Chan, 2013	526	小学、初中	发达/西方(美国)	期刊	PS & SE & AP	综合
5	Chen, 2005	270	初中、高中	发展中/东方(中国)	期刊	TS/PS/FS & SE & AP	语/数/英
6	Chen, 2009	80	初中	发达/西方(美国)	期刊	PS & SE & AP	GPA
7	de Bruyn, 2005	749	初中	发达/西方(荷兰)	期刊	TS/PS/FS & SE & AP	综合
8	Dotterer, 2011	1014	小学	发达/西方(美国)	期刊	TS & SE & AP	语/数
9	Dupont, 2015	226	大学	发达/西方(比利时)	期刊	TS/PS/FS & SE & AP	GPA
10	Federici, 2014	309	初中、高中	发达/西方(挪威)	期刊	TS & SE & AP	数
11	Ganotice, 2013	1694	高中	发达/东方(菲律宾)	期刊	TS/PS/FS & SE & AP	化
12	Hernandez, 2015	676	初中	发达/西方(法国)	期刊	SS & SE & AP	综合
13	Jelas, 2016	2359	初中、高中	发展中/东方(马来西亚)	期刊	TS/PS/FS & SE & AP	GPA
14	Jen, 2013	3901	初中	发展中/东方(中国)	期刊	TS/FS & SE & AP	数
15	Jungert, 2015	288	高中	发达/西方(瑞典)	期刊	TS/PS & SE & AP	GPA
16	King, 2014	1026	高中	发达/东方(菲律宾)	期刊	TS/PS/FS & SE & AP	GPA
17	Lam, 2012	3420	初中	混合国家(12个)	期刊	TS/PS/FS & SE & AP	综合
18	Maurizi, 2013	202	初中	发达/西方(美国)	期刊	TS/FS & SE & AP	综合
19	Mo, 2008	1971	初中	发达/西方(美国)	期刊	PS & SE & AP	GPA
20	Murray, 2009	104	小学、初中	发达/西方(美国)	期刊	TS/PS & SE & AP	语/数
21	Patrick, 2007	602	小学	发达/西方(美国)	期刊	TS & SE & AP	数
22	Perry, 2010	285	初中、高中	发达/西方(美国)	期刊	TS/PS & SE & AP	GPA
23	Sia, 2014	120	小学、大学	发展中/东方(印度)	期刊	SS & SE & AP	GPA
24	Siu, 2021	451	小学	发展中/东方(中国)	期刊	SS & SE & AP	综合
25	Smithikrai, 2018	802	大学	发展中/东方(泰国)	期刊	FS & SE & AP	GPA
26	Sohn, 2014	398	高中	发达/东方(韩国)	期刊	TS/PS & SE & AP	语/数
27	van Ryzin, 2011	423	初中、高中	发达/西方(美国)	期刊	TS/FS & SE & AP	数
28	Wang, 2013	1157	初中	发达/西方(美国)	期刊	TS/FS & SE &AP	GPA
29	Wang, 2010	1046	初中	发达/西方(美国)	期刊	TS & SE & AP	GPA
30	Wang, 2020	2458	大学	发展中/东方(中国)	期刊	TS & SE & AP	GPA
31	Whaley, 2012	362	初中	发达/西方(美国)	博士	TS & SE & AP	数
32	Yıldırım, 2012	4855	初中、高中	发展中/东方(土耳其)	期刊	TS & SE & AP	数
33	Zimmer-Gembeck, 2006	324	高中	发达/西方(澳大利亚)	期刊	TS/FS & SE &AP	综合
34	陈思亲, 2021	850	高中	发展中/东方(中国)	期刊	SS/TS/PS/FS & SE & AP	英
35	姜书睿, 2020	540	初中	发展中/东方(中国)	硕士	SS & SE & AP	语/数/英
36	李维, 2018	313	初中	发展中/东方(中国)	期刊	TS & SE & AP	语/数/英
37	梁兴丽, 2020	4973	初中	发展中/东方(中国)	期刊	SS/TS/PS/FS & SE & AP	GPA
38	路海东, 2016	600	小学	发展中/东方(中国)	期刊	TS/PS & SE &AP	综合
39	王承清, 2021	443	初中	发展中/东方(中国)	期刊	TS & SE & AP	语/数/英
40	张凤莲, 2019	297	初中	发展中/东方(中国)	期刊	TS/PS/FS & SE & AP	语/数/英
41	张丽杰, 2021	671	初中	发展中/东方(中国)	期刊	PS & SE & AP	数

变量关系	K	r	95% CI		Z	Q_w	I²	T²
SS & AP	14	0.28	0.27	0.38	10.622	152.148^***	91.456	0.006
TS & AP	32	0.19	0.16	0.23	10.435	310.523^***	90.017	0.009
PS & AP	20	0.17	0.13	0.24	6.288	250.518^***	92.815	0.007
FS & AP	12	0.14	0.10	0.18	5.934	62.990^***	82.537	0.005

变量关系	K	r	95% CI		Z	Q_w	I²	T²
SS & AP	14	0.28	0.27	0.38	10.622	152.148^***	91.456	0.006
TS & AP	32	0.19	0.16	0.23	10.435	310.523^***	90.017	0.009
PS & AP	20	0.17	0.13	0.24	6.288	250.518^***	92.815	0.007
FS & AP	12	0.14	0.10	0.18	5.934	62.990^***	82.537	0.005

变量关系	K	N	r	95% CI		${{I}^{2}}$	异质性
变量关系	K	N	r	95% CI		${{I}^{2}}$	Q_w	df	p
SS & SE	14	17651	0.42	0.29	0.52	97.764	581.464^***	13	< 0.001
TS & SE	32	37213	0.35	0.31	0.40	93.007	443.298^***	31	< 0.001
PS & SE	20	21803	0.32	0.22	0.37	96.335	518.354^***	19	< 0.001
FS & SE	12	13273	0.30	0.18	0.31	91.714	232.751^***	11	< 0.001