EXPLORING HOW SOCIAL SUPPORT SHAPES SELF-EFFICACY, BELONGING, PSYCHOLOGICAL WELL-BEING, AND ACADEMIC OUTCOMES IN STEM STUDENTS

This study examined the relationships between four dimensions of social support (emotional/informational, positive social interaction, affectionate, and tangible support) and student outcomes (academic success, sense of belonging, academic self-efficacy, and psychological well-being) among STEM undergraduates. Participants completed an online survey containing validated scales of social support and student outcomes, as well as demographic items. Correlational analyses revealed meaningful associations between certain forms of social support (affectionate, positive social interaction, and emotional/informational support) and specific student outcomes (sense of belonging, psychological well-being, and academic self-efficacy). However, multiple regression analyses did not identify significant predictors, likely due to the small sample size and high multicollinearity among the social support subscales. Despite these limitations, the findings provide valuable exploratory insights into the role of social support in shaping students’ academic experiences. These results highlight the potential importance of fostering supportive relationships in higher education as a strategy to promote student success, well-being, and retention in STEM fields.