Sustained promotion of Chinese college students’ employment
The impact of social support and goal orientation on academic achievement
Bibliographic Data
| ID | 22189646 |
|---|---|
| Authors | Baiyan Du (Quzhou University), Yuege Lai (Quzhou University), Yuzhe Qian (0000-0002-9734-2132, Quzhou University), Jun Cheng (0000-0003-0168-1410, Quzhou University) |
| Year | 2024 |
| Volume | 8 |
| Issue | 7 |
| Pages | 3640 |
| Publication date | 2024-07-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Infrastructure Policy and Development (JOURNAL) |
| Journal identifiers | ISSN: 2572-7923 • E-ISSN: 2572-7931 |
| Publisher | EnPress Publisher (PUBLISHER) |
| DOI | 10.24294/jipd.v8i7.3640 |
| OpenAlex | W4400785570 |
| Language | EN |
| References cited | 17 |
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 were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research
Academic achievement · Goal Orientation · Mathematics education · Political science · Grit, Self-Efficacy, and Motivation · Psychology · Social Psychology
Achievement goals in the classroom
Teacher support and learning engagement of EFL learners
Students’ perceptions of learning environment
Effects of Personality Traits, Social Support and Self-Efficacy on Predicting University Adjustment
School leadership that supports health promotion in schools
Learning Performance of University Students from the Perspective Of Positive Psychology
Grit, self-efficacy, achievement orientation goals, and academic performance in University students
The impact of microaggressions on Black college students’ worry about their future employment
A 2 × 2 achievement goal framework
Motivational processes affecting learning
Social Support as a Moderator of Life Stress
| Highly cited | No |
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