The Relationship Among Emotional Regulation, Learning Motivation, Social Support, and Academic Performance in College Students: The Mediating Role of Self-Efficacy

As academic pressure continues to rise, college students’ academic performance has attracted increasing attention. Although previous studies have examined emotional regulation, learning motivation, and self-efficacy, limited research has distinguished the roles of specific regulation strategies or explored the moderating function of social support. This study integrates the emotional regulation model, self-determination theory, and self-efficacy theory to propose a theoretical model with both mediating and moderating mechanisms. The study gathered data from 866 students across several Chinese universities. Validated instruments were employed to assess cognitive reappraisal, expressive suppression, learning motivation, self-efficacy, social support, and academic performance. Data analysis was conducted using partial least squares structural equation modelling (PLS-SEM). Cognitive reappraisal, expressive suppression, and learning motivation were significantly associated with academic performance. Self-efficacy mediated these effects, and social support moderated the relationship between self-efficacy and academic performance. This study develops an integrated model of academic adaptation by linking emotional regulation, motivation, and support resources, thereby extending the theoretical scope of self-efficacy and social support. The findings suggest that students who report higher levels of emotional regulation, self-efficacy, and social support also tend to show better academic performance, highlighting potential areas for future support efforts in higher education.