Examining the Social Support, Psychological Capital, and Academic Success in University Students: The moderating role of Academic Adjustment

Abstract

The recent research was endeavored to evaluate the level of significance that academic adjustment plays in influencing the academic accomplishment of pupils. For the purpose of the study, 250 valid responses were collected from a variety of university departments through the use of convenience sampling. The process of analyzing the data was carried out via using SPSS. Based on the data collected from the participants of this study, it was revealed that the perception of social support and psychological capital have a substantial impact on the outcomes of academic adjustment and success. The interaction between social support and academic success (SE = 1.54, p = 0.001), indicated a significant positive relationship. Similarly, the interaction between psychological capital and academic success showed (SE = 0.43, p = 0.036) a significant positive association. Moreover, the moderation effect of academic achievement on the relationship between social support and academic success was found to be significant (SE = 0.31, p = 0.013). Likewise, academic achievement was observed to moderate the relationship between psychological capital and academic success significantly (SE = 0.26, p = 0.000).This underscores the necessity for institutions of higher education to place an emphasis on the formation of academic qualities that enhance success, as well as for policymakers to provide assistance to students in effectively adapting to new circumstances.