The Impact of Social Support on Academic Performance among International Students in Heilongjiang Province: The Mediating Role of Academic Self-Efficacy

Abstract

Under the background of cross-cultural education and global mobility, the unique geographical environment and cultural characteristics of Heilongjiang Province pose complex challenges to the academic adaptation of international students. This study aims to explore the influence path of social support on the academic performance of international students and focuses on examining the mediating role of academic self-efficacy in this process. Through conducting a questionnaire survey among 509 international students in colleges and universities in Heilongjiang Province, and using Amos 26.0 to construct a structural equation model (SEM) for empirical analysis. Analysis shows that all three types of social support can significantly and positively predict the academic performance of international students. Among them, peer support demonstrates the strongest indirect driving force by enhancing an individual's academic self-efficacy. The mediating effect test further confirmed that academic self-efficacy plays a significant partial mediating role between social support and academic performance. In the specific context of extremely cold climate and a significant sense of cultural boundaries in Heilongjiang Province, informal interactions among peers have irreplaceable value in alleviating environmental stress and restoring academic confidence.
This research theoretically deepens the application logic of social cognitive theory in extremely objective environments. On the practical level, the study suggests that the management department of international students in Heilongjiang Province should enhance the academic success rate and educational quality perception of international students in China by strengthening the guidance of mentors and the peer mutual assistance network.