Exploring the relationship between self-efficacy, social support, academic anxiety, and academic outcomes: a meta-analysis structural equation modeling approach

The results showed that self-efficacy was positively correlated with academic outcomes at a moderate to high level (<i>r</i> = 0.354), social support was positively correlated with academic outcomes at a moderate to low level (<i>r</i> = 0.245), and academic anxiety was negatively correlated with academic outcomes at a moderate to low level (<i>r</i> = -0.179). All correlations between variables were significant (<i>p</i> < 0.001). Cultural background, grade level and the types of academic outcomes measurement exerted moderating effects on some relationships: under Eastern culture, the influence of social support on academic outcomes was stronger, and the influence of self-efficacy on academic outcomes increased with grade level. The relationship between self-efficacy and academic outcomes was stronger in the objective measures group. Structural equation modeling confirmed that social support and academic anxiety mediated the relationship between self-efficacy and academic outcomes, with a total indirect effect of 14.12%. This study identified how self-efficacy, social support, and academic anxiety shape academic outcomes, providing practical insights for enhancing student learning.