A Meta-Analysis of the Relationship between Social Support and Academic Performance

The purpose of this study is to explore the relationship between social support and academic performance from a meta-perspective. The research method is a meta-analysis method, and 26 related data published between September 2005 and September 2024 were utilized. The analysis method of this study was to analyze the effect size using a random effects model. The validity of this data analysis was secured through heterogeneity, publication bias, and moderation effects. The results of this study revealed that there was a medium-sized positive correlation between social support and academic achievement. In addition, the change in the study period and the parameter were found to be the main variables that significantly moderated the relationship between social support and achievement. This study recommends that educators and policy makers prioritize and encourage social support while acknowledging the influence of family and peers on academic performance. They should support the creation of a more educational environment and make every effort to improve academic performance and the overall quality of education.