Social Support and a Sense of Purpose: The Role of Personal Growth Initiative and Academic Self-Efficacy

Abstract

Objective: Studies have consistently found a positive relationship between social support and a sense of purpose; however, less is known about the underlying mechanisms of this relationship. The present study bridges this gap by proposing and testing a path model illustrating the mediating effects of personal growth initiative and academic self-efficacy on the linkage between social support and a sense of purpose.Method: A total of 2,085 Chinese college students completed the revised versions of the Social Support, Personal Growth Initiative, Academic Self-Efficacy, and Sense of Purpose Scales.Results: The results show that social support, personal growth initiative, and academic self-efficacy were all significantly associated with a sense of purpose. As predicted, personal growth initiative and academic self-efficacy mediated the relationship between social support and a sense of purpose, respectively. The results also support the hypothesized serial mediating effect.Conclusion: Individuals who feel more social support have a higher level of personal growth initiative, their academic self-efficacy is stronger, and their academic self-efficacy further enhances their sense of purpose. Additionally, comparisons among the three indirect effects indicated that the effect of personal growth initiative was significantly greater than those of the other two measures. Thus, it can be concluded that personal initiative plays a greater role in enhancing a sense of purpose. These findings not only help to understand how social support enhances the sense of purpose, but also provide insight into the underlying mechanism.

Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy

“…According to the conclusion of Zhao and Qin (2021), when students perceive more peer support, it is easier for them to carry out deep learning, and thereby students will improve their self-efficacy. In addition, previous studies have confirmed that individuals who feel more social support (from parents, peers and teachers) have a higher level of a personal growth initiative, and their self-efficacy is stronger (Cai and Lian, 2022).…”

“…Social support refers to a material or psychological resources from individuals' social networks that help them cope with challenges (Taylor et al, 2015) and mainly includes support received from family, teachers, and peers (Wang and Eccles, 2012;Wentzel et al, 2016;Cai and Lian, 2022). According to Bronfenbrenner's (1979) bio-ecological theory of human development, proximal processes such as interpersonal relationships and social support can either promote or hinder adolescents' ability to achieve desired outcomes.…”

“…According to self-determination (SDT), students' motivation flourishes when their basic needs (autonomy, competence, and relatedness) are satisfied (Ryan and Deci, 2000). Social support from parents, teachers and peers can satisfy students' basic needs, which promote student motivation (Ahn et al, 2018;Reeve, 2002;Cai and Lian, 2022). Concerning parents' support, it is defined as how parents are involved in and promote their children's education (Brewster and Bowen, 2004).…”

“…Parents support. A 6-item scale adapted from the subscale of the Multidimensional Scale of Perceived Social Support (MSPSS) developed by Zimet et al (Zimet et al, 1988;Ye et al, 2014;Cai and Lian, 2022) was used to measure students' perceived parents support. 6 items in the scale were divided into two sub-dimensions, which were substantial support and emotional support.…”

Sense of life purpose is related to grades of high school students via academic identity

“…Further on, school personnel could facilitate purpose-centered counseling and educational interventions that can help them to set academic and career goals that align with their life purpose and further discuss the value of high school education in fulfilling their life's purpose. Research has also shown that students with stronger academic self-efficacy, report greater sense of purpose ( Cai and Lian, 2021 ). With regard to academic identity, as per Bronfenbrenner's (1979) ecological systems theory and Brown et al.’s (2014) research, school personnel could foster students' academic identity through strengthening teacher-student relationships, providing challenging learning environments, and motivating students to set future educational goals and fulfill their highest potential.…”