The Effect of Core Self-Evaluation on Chinese Adolescents' Academic Achievement: The Mediating Role of Perceived Social Support

The Chinese culture has always placed great importance on adolescents' academic achievements. The present study aims to explore the moderation role among core self-evaluation and academic achievements after controlling demographic variables. This study examines indirect relations between core self-evaluation and academic achievements via perceived social support. A sample of 426 adolescents from 4 schools (170 boys and 256 girls, Mage=15.26 +/- 2.09) was recruited for this study to complete self-reporting questionnaires which included a core self-evaluation scale, the perceived social support questionnaire and an academic achievements questionnaire. The results indicated that: (1) core self-evaluation is positively associated with adolescents' academic achievements; (2) perceived social support plays a partial mediating role between core self-evaluation and adolescents' academic achievement. Perceived social support indirectly influences academic achievements; (3) The mediating model significantly reveals the effect mechanism of core self-evaluation on adolescents' academic achievements.