A Meta-Analysis of the Relationship between Perceived Social Support and Student Academic Achievement: The Mediating Role of School Engagement

Abstract

Academic achievement is a crucial indicator of students’ cognitive ability and learning outcomes and is influenced by factors such as perceived social support and student school engagement. Prior studies have addressed the joint effects of the two factors on student academic achievement. Nevertheless, no specific analysis has been conducted on the relationship between perceived social support and student academic performance or potential mediating and moderating effects on this relationship. This meta-analysis included 78 effect sizes extracted from 41 studies and examined their validity and the mediating effect of student school engagement as well as other relevant moderating effects.