Abstract
PURPOSE: While the impact of social support on academic performance is acknowledged, the specific mechanisms by which social support affects academic performance, particularly through self-efficacy and learning engagement, remain poorly understood. This study aims to examine the correlation between social support and academic achievement among Chinese middle school students, framed within the Social Cognitive Theory. It also seeks to explore the mediating roles of self-efficacy and learning engagement in this relationship. METHOD: Data was collected from 265 individuals (mean age = 13.47 years, SD = 0.5) in four middle schools in Shandong Province, China in June 2023, using the simple random sample technique. Participants completed the questionnaires independently, and the data was analyzed using the structural equation model (SEM) in AMOS 24.0 and SPSS 24.0. RESULTS: Social support and academic performance have a direct and significant relationship with the SCT among middle school students. In addition, social support indirectly and positively affects academic performance through self-efficacy and learning engagement. The results also highlight self-efficacy as a key factor linking social support with academic performance. PRACTICAL IMPLICATIONS: This study offers valuable insights into the role of social support in Chinese middle school students' academic achievement, particularly by examining the impact of self-efficacy and learning engagement. These valuable findings may guide policymakers in creating a supportive educational environment both inside and outside the classroom, enhancing adolescents' self-confidence and engagement in learning. ORIGINALITY: This study contributes to the theoretical understanding of social support by investigating the mechanisms through which it impacts academic achievement. It clarifies the complex interactions among social support, self-efficacy, learning engagement, and academic achievement, with particular emphasis on the mediating roles of self-efficacy and learning engagement within the Chinese context.