earticle

영어

This study aims to examine the mediating effects of academic self-efficacy and self-control in the relationship between social support and academic helplessness among Chinese adolescents. A survey was conducted with 936 middle and high school students in China, and the relationships among variables were analyzed using a structural equation model. The results indicated that social support had a positive effect on academic self-efficacy and self-control, and these variables, in turn, had a negative effect on academic helplessness. In particular, higher levels of social support were associated with increased confidence in overcoming academic challenges and an improved ability to regulate behavior and emotions. Additionally, both the individual mediating effects of academic self-efficacy and self-control, as well as the sequential mediating effects between social support and academic helplessness, were found to be statistically significant. Moreover, the study provides a theoretical basis for developing comprehensive programs focused on enhancing academic self-efficacy and self-control, which are essential for enabling students to engage effectively in learning within high-pressure educational environments. This research offers foundational data that may inform future multi-faceted interventions aimed at mitigating academic helplessness among Chinese adolescents and enhancing overall psychological stability. Finally, the findings contribute to a deeper understanding of the complex interplay between external support systems and internal psychological resources. These results hold significant implications for educational practice and underscore the importance of implementing tailored support strategies in diverse academic settings.