Research On The Impact Of Perceived Social Support On The Academic Achievement Of Master’s Students

In the context of the prosperous development of higher education in the world,securing and improving the quality of higher education has become the focus of global education development.In this context,China’s master’s degree education also enters a new strategic transformation period,and the importance of the quality of graduate talent cultivation is particularly prominent.The academic achievement of master students is the most direct indicator of the quality of higher education talent cultivation in China,and the improvement of academic achievement of graduate students is of great significance to the quality of graduate talent cultivation in China and the connotative development of graduate education quality.Among the many factors affecting academic achievement,social support is one of the important influencing elements and has received wide attention.This study concentrates on the academic achievement of master’s degree students and explores the influence of perceived social supporting on it.This study is focused around the following core questions: Firstly,what is the current state of academic achievement of Masters students? Secondly,what is the impact of perceived social support on the academic achievement of master’s students? Finally,what are the mechanisms through which perceived social support affects the academic achievement of master’s students?Based on the above issues,this article first systematically elaborates the eco-system theory,the social support theory and the value of control theory to lay the theoretical foundation for the follow up study,and uses literature analysis to clarify the concept of "perceived social support".Secondly,a survey was conducted on the three variables of perceived social support,academic achievement and academic emotion among 567 master’s degree students at J University.In this study,we build a structural equation model to test the relationship assumptions between "perceived social support",and "academic achievement",and "academic emotion".The results of this study show that the academic achievement of master’s students is moderately high,with master’s students performing better in the areas of academic performance and academic commitment,and slightly worse in the areas of academic skills and total self-performance.Specifically,academic achievement of master’s degree students only differed significantly between grades,and did not differ significantly in any of the other demographic variables;master’s degree students appreciated that social support had a positive effect on academic achievement,with appreciation of institutional resource support having the greatest effect;active academic mood had a clear positively impact on academic success,while passive academic track did not have a clear negative impact on academic success Active academic mood had a clearly positive impact on academic success,while passive academic track did not have a clearly negative impact on academic success;active academic mood partially mediated the relationship between social support and academic performance of master’s students.Finally,analysis of the present situation of academic performance of master students in the study and the problems that exist,we propose relevant suggestions from three levels: the university,supervisors and individual graduate students,through creating a supportive institutional environment and optimising the cultivation and management mode of graduate students,continuously improving the support of supervisors,as well as cultivating the selfregulation ability of individual graduate students,so as to better stimulate the positive academic emotions of master’s students.