The Moderating Effect of Social Spport in the Relationship Between High School Students’ Self-Efficacy and School Life Adjustment

Objectives In this study, we sought to verify the moderating effect of social support in the relationship between high school students' self-efficacy and school life adjustment. Methods To this end, an online survey was conducted among high school students nationwide, consisting of measures of self-efficacy, school adjustment, and social support. In order to analyze the data of a total of 400 patients, frequency analysis, descriptive statistics, and pearson correlation analysis were performed using the Window SPSS 26.0 statistical program, and the adjustment effect was verified by hierarchical regression analysis. Results First, there was a positive correlation between self-efficacy, social support, and school life adjustment, and a significant static correlation between social support and school life adjustment was also found. Second, social support had a moderating effect on the relationship between self-efficacy and school life adjustment. Conclusions This suggests that self-efficacy can have a positive impact on a high school student's adaptation to school life if support is provided to protect them from friends, romantic partners, or family members who prefer the adaptation to school life. Based on these research results, the significance, limitations, and suggestions of this study were discussed.