The Influence of Social Support on Academic Engagement among Higher Vocational College Students in Chengdu, China

Abstract

This study explored the influence of social support on academic engagement among higher vocational college students in Chengdu, China, aiming to understand the mechanisms through which social support enhances students’ learning engagement. A quantitative research approach was employed, involving a structured questionnaire distributed to 533 students. Structural equation modeling (SEM) and bootstrap analysis were used to test the hypothesized relationships.

The results showed that social support significantly improved academic engagement (β = 0.58, p < 0.001). In addition, academic self-efficacy (β = 0.46, p < 0.001) and self-regulated learning (β = 0.39, p < 0.001) were found to play significant mediating roles in this relationship. The sequential mediation effect of academic self-efficacy and self-regulated learning was also supported (β = 0.18, p < 0.01), indicating that social support enhances academic engagement through a chain mechanism of psychological and behavioral factors.

The findings suggest that social support not only directly promotes students’ academic engagement but also indirectly influences it by strengthening students’ confidence and learning strategies. These results imply that educators should pay greater attention to creating supportive learning environments and fostering students’ self-efficacy and self-regulated learning abilities. Future research should consider longitudinal designs and broader samples to further validate the stability and generalizability of these findings.