Impact of perceived social support and psychological capital on university students’ academic success: testing the role of academic adjustment as a moderator

Abstract

Abstract Background Academic adjustment is a significant predictor of the academic success of students. The aim of this study is to examine how academic adjustment plays an important role as a moderator in perceived social support, psychological capital, and success outcome relationships among university students. Methods Three hundred seventy-three valid questionnaires were collected from different departments of different universities using convenience sampling method. Smart PLS 3.0 was used for data analysis. Results The study results indicated that perceived social support and psychological capital have a significant direct impact on academic adjustment and academic success. The results of the study also demonstrated that the relationships between perceived social support, psychological capital, and successful outcomes are partially and moderated by academic adjustment. Conclusion This research develops a predictive model for examining students’ academic adjustment to university and the outcomes of success based on social capital theory and conservation of resources theory. The current study suggests that it is necessary for policymakers to make full use of their ability to enable students to adjust to university life effectively. Higher education institutions should therefore pay full attention to the development of students’ academic skills that contribute to academic success.