The issue of academic achievement among Chinese university students is emerging due to difficulties in finding employment. This study investigates the structural relationships between social support, goal orientation, and academic achievement with the aim of enhancing students’ academic performance and facilitating sustained employability. Data were collected from 202 college students in South China, revealing that students’ levels of social support, goal orientation, and academic achievement were all moderate. Lower-grade students, in comparison to higher-grade students, exhibited lower levels of social support, goal orientation, and academic achievement. Additionally, students from lower economic backgrounds tended to lack social support. Among the factors of social support, goal orientation, and academic achievement, there were positive correlations among these three variables. Social support significantly and positively influenced goal orientation and academic achievement. Specifically, the sub-factors of social support, school support, and teacher support had differential effects, with school support enhancing academic achievement and teacher support boosting goal orientation. Goal orientation also significantly and positively impacted students’ academic achievement, with the sub-factor of mastery goals having a stronger influence. Goal orientation partially mediated the relationship between social support and academic achievement. This study discusses limitations and provides insights for future research.

Adams, D., Lok Tan, K., Sandmeier, A., et al. (2023). School leadership that supports health promotion in schools, A systematic literature review. Health Education Journal, 82(6), 693–707. https://doi.org/10.1177/00178969231180472

Alamri, M. M. (2023). A Model of E-Learning through Achievement Motivation and Academic Achievement among University Students in Saudi Arabia. Sustainability, 15(3), 2264. https://doi.org/10.3390/su15032264

Alhadabi, A., & Karpinski, A. C. (2019). Grit, self-efficacy, achievement orientation goals, and academic performance in university students. International Journal of Adolescence and Youth, 25(1), 519–535. https://doi.org/10.1080/02673843.2019.1679202

Ames, C., & Archer, J. (1988). Achievement goals in the classroom, Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260

Asuquo, P. N., & Inaja, A. E. (2013). Fostering Sustainable Career Development and Employability Among Young People in the Changing World of Work, Employers’ Perspective. Procedia—Social and Behavioral Sciences, 84, 1492–1499. https://doi.org/10.1016/j.sbspro.2013.06.778

Bokszczanin, A., Palace, M., Brown, W., et al. (2023). Depression, Perceived Risk of COVID-19, Loneliness, and Perceived Social Support from Friends Among University Students in Poland, UK, and India. Psychology Research and Behavior Management, Volume 16, 651–663. https://doi.org/10.2147/prbm.s380318

Chen, M., & Mok, I. A. C. (2023). Perceived parental involvement influences students’ academic buoyancy and adaptability, the mediating roles of goal orientations. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1248602

Cheng, L. (2018). The Influence of Academic Achievements on the Quality of Employment for Undergraduates of Private Higher Education in China. Proceedings of the 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). https://doi.org/10.2991/icmess-18.2018.178

Chong, P. (2014). The Research on the Relationship among Perfectionism Achievement Motivation and Job Expectations about College Students. [Master’s thesis]. Hunan Normal University.

Cobb, S. (1976). Social Support as a Moderator of Life Stress. Psychosomatic Medicine, 38(5), 300–314. https://doi.org/10.1097/00006842-197609000-00003

Datu, J. A. D., Labarda, C. E., & Salanga, M. G. C. (2019). Flourishing is Associated with Achievement Goal Orientations and Academic Delay of Gratification in a Collectivist Context. Journal of Happiness Studies, 21(4), 1171–1182. https://doi.org/10.1007/s10902-019-00122-w

Dong, X., & Simon, M. A. (2009). Gender Variations in the Levels of Social Support and Risk of Elder Mistreatment in a Chinese Community Population. Journal of Applied Gerontology, 29(6), 720–739. https://doi.org/10.1177/0733464809348057

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. https://doi.org/10.1037/0003-066x.41.10.1040

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501

Erzen, E., & Ozabaci, N. (2021). Effects of Personality Traits, Social Support and Self-Efficacy on Predicting University Adjustment. Journal of Education, 203(2), 353–366. https://doi.org/10.1177/00220574211025059

Ho, Y. K. (2013). The Effect of social support and Achievement Goal Orientations on Career Decision Level by Junior College students. Journal of College Education, 14(34), 69–83.

Hyejin, K. (2022). A Study on the Relationship between Positive Psychological Capital, Social Support, Major Commitment, Career Attitude Maturity and Academic Achievement of University Students Majoring in Culinary Arts [PhD thesis]. Kyung Hee University.

Ji, R. X. (2021). Practice and Exploration of Art Characteristic Courses of Primary Education Major in Universities, Take Sichuan University of Arts and Sciences as an Example. Sichuan University of Arts and Science Journal, 31(1), 105–108.

Jung, H. P., Byoung, G. Y. (2020). The effect of Grit and Career Preparation Behavior on Academic Achievement among Healthcare major College Students. Journal of Digital Convergence, 18(9), 257–264. doi:10.14400/JDC.2020.18.9.257

Kampylafka, C., Polychroni, F., & Antoniou, A.-S. (2023). Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities, Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies. Behavioral Sciences, 13(2), 78. https://doi.org/10.3390/bs13020078

Kim, H. (2019). Analyzing Factors influencing Career Preparation Behavior of College Students. The Journal of Career Education Research, 32(3), 25–41. https://doi.org/10.32341/jcer.2019.09.32.3.25

Kim, J.-H., & Lee, H.-R. (2021). The effect of achievement goal orientation on career decision levels of students majoring in airline service, the dual mediating effect of self-leadership and learning flow. International Journal of Tourism and Hospitality Research, 35(6), 195–207. https://doi.org/10.21298/ijthr.2021.6.35.6.195

Kim, Y. (2023). Factors Influencing Academic Achievement by Grade of Science and Engineering College Students Graduated from Vocational High Schools, Focusing on Comparison with General High Schools Graduates. Journal of Knowledge Information Technology and Systems, 18(3), 647–658. doi:10.34163/jkits.2023.18.3.014

Kong, H., Wang, G., Cheng, D., et al. (2023). The impact of adolescent achievement goal orientation on learning anxiety, The mediation effect of peer interaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1095498

Lee, G., Park, T. I., & Cho, H. (2020). Maladaptive Perfectionism and College Adjustment of International Students in Korea, A Moderated Mediation Model of Social Support. Sustainability, 12(11), 4729. https://doi.org/10.3390/su12114729

Lee, H., & Kim, N.-R. (2016). The Relationships between Achievement goal Orientation, Academic Stress, Major Satisfaction, and Academic Achievement among Health Administration Students. Journal of the Korea Entertainment Industry Association, 10(6), 291. https://doi.org/10.21184/jkeia.2016.12.10.6.291

Li, R., Liu, H., Chen, Y., et al. (2021). Why teachers want to leave? The roles of achievement goals, burnout and perceived school context. Learning and Individual Differences, 89, 102032. https://doi.org/10.1016/j.lindif.2021.102032

Liu, Q., Du, X., & Lu, H. (2022). Teacher support and learning engagement of EFL learners, The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42(4), 2619–2635. https://doi.org/10.1007/s12144-022-04043-5

Liu, S. M. (2010). Research on Effectiveness of Higher Vocational Education Curriculum. Doctoral Dissertation. Shanghai Normal University.

Liu, X., Gao, X., & Ping, S. (2019). Post-1990s College Students Academic Sustainability, The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance. Sustainability, 11(3), 775. https://doi.org/10.3390/su11030775

Luo, Y.-F., Yang, S.-C., Gong, R., et al. (2019). Learning Performance of University Students from the Perspective of Positive Psychology. Social Behavior and Personality, An International Journal, 47(3), 1–10. https://doi.org/10.2224/sbp.7595

Marley, S. C., & Wilcox, M. J. (2021). Do family and peer academic social supports predict academic motivations and achievement of first-year college students? Journal of Applied Research in Higher Education, 14(3), 958–973. https://doi.org/10.1108/jarhe-06-2020-0158

Maun, D., Chand, V. S., & Shukla, K. D. (2023). Influence of teacher innovative behavior on students’ academic self-efficacy and intrinsic goal orientation. Educational Psychology, 43(6), 679–697. https://doi.org/10.1080/01443410.2023.2241682

McEown, K., & Sugita-McEown, M. (2018). Individual, parental and teacher support factors of self-regulation in Japanese students. Innovation in Language Learning and Teaching, 13(4), 389–401. https://doi.org/10.1080/17501229.2018.1468761

Menand, H. (2014). Critical Instruction, Student Achievement, and the Nurturing of Global Citizens. Critical Practice in P-12 Education, 1–23. https://doi.org/10.4018/978-1-4666-5059-6.ch001

Miller, A. L. (2022). Reconsidering Achievement Goal Orientation for Undergraduate Honors Students. Journal of Advanced Academics, 33(3), 364–399. https://doi.org/10.1177/1932202x221086139

Mishra, S. (2020). Social networks, social capital, social support and academic success in higher education, A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29, 100307. https://doi.org/10.1016/j.edurev.2019.100307

Moya Clemente, I., Ribes Giner, G., & Sanahuja Vélez, G. (2020). Towards Sustainability in University Education. Improving University Graduates Chances of Employability by Participation in a High Achievement Academic Program. Sustainability, 12(2), 680. https://doi.org/10.3390/su12020680

Park, J.H. (2023). The Effects of Self-Esteem of College Students Majoring Beauty on Academic Achievement and Career Attitude. [Master’s thesis]. Youngsan University.

Paul, J., & Shrivastava, A. (2015). Comparing entrepreneurial communities. Journal of Enterprising Communities, People and Places in the Global Economy, 9(3), 206–220. https://doi.org/10.1108/jec-06-2013-0018

Peipei, S. (2021). A Study on the Relationship between Achievement Goal Orientation Self-efficacy and Academic Achievement of College Students. [Master’s Thesis]. Nanjing University of Posts and Telecommunications.

Peng, J., Yu, T. (2023). Multi-dimensional Analysis of the Phenomenon of ‘Lying Flat’ among Contemporary College Students, Based on a Research and Analysis of 9305 College Students from 23 Universities. Journal of Beijing University of Aeronautics and Astronautics (Social Sciences Edition), 2, 174–181. doi.10.13766/j.bhsk.1008-2204.2022.0203

Pi, H., Xu, X. (2014). The Relationship Among College Students’ Life Goals, Social Supports and Interpersonal Relations. Journal of Changsha University. 28(06),126–129.

Pierard, C., Baca, O., & Schultz, A. (2022). Connecting Student Employment to Student Learning and Post-Graduation Goals, Findings from a Multi-Semester Study. Journal of Library Administration, 62(5), 633–655. https://doi.org/10.1080/01930826.2022.2083441

Qi, X. (2021). Research on the Quality of Music Professional Training in Colleges and Universities, Based on 17 Undergraduate Colleges and Universities in H Province. Doctoral Dissertation. East China Normal University.

Qi, Z. (2023). The Effect of Perceived Social Support on Exercise Self-Efficacy, Analysis of the Causal Relationship Between Exercise Commitment, and Exercise Persistence Intention. [Master’s thesis]. Woousk University.

Rivers, D. J. (2021). A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program. Journal of Educational Computing Research, 59(7), 1343–1369. https://doi.org/10.1177/0735633121995903

Sajedifard, M., & Sajedifard, Z. (2022). Rural students’ achievement goal orientation choices, A qualitative analysis of the influential individuals and factors. School Psychology International, 43(2), 156–177. https://doi.org/10.1177/01430343221074614

Salami, T., Lawson, E., & Metzger, I. W. (2021). The impact of microaggressions on Black college students’ worry about their future employment, The moderating role of social support and academic achievement. Cultural Diversity and Ethnic Minority Psychology, 27(2), 245–255. https://doi.org/10.1037/cdp0000340

Shon, R. (2022). Darkness Visible. Brain & Life, 18(5), 40–40. https://doi.org/10.1097/01.nnn.0000892064.11225.83

Smart Learning for A Sustainable Society. (2023). In C. Anutariya, D. Liu, Kinshuk, A. Tlili, J. Yang, & M. Chang (Eds.), Lecture Notes in Educational Technology. Springer Nature Singapore. https://doi.org/10.1007/978-981-99-5961-7

Soltani, A., Boka, R.-S., & Jafarzadeh, A. (2022). Students’ perceptions of learning environment, associations with personal mastery goal orientations, regulations, and academic performance in biology. International Journal of Science Education, 44(9), 1462–1480. https://doi.org/10.1080/09500693.2022.2082578

Song, B., Yoon, B., Lee, D., Kim, J. (2023). Effects of social support, learning flow, and learning satisfaction on academic achievement in university students. The Korean Journal of Emergency Medical Services, 27(1), 59–70. doi:10.14408/KJEMS.2023.27.1.059

Soowon, P., Boungho, C. (2017). The Relationship among Career Decision Value, Academic Motivation and Academic Achievement, Focusing on Social Concern Value. Journal of Future Oriented Youth Society, 14(2), 1–20.

Sukkamart, A., Pimdee, P., Leekitchwatana, P., et al. (2023). Predicting student-teacher self-directed learning using intrinsic and extrinsic factors, a Theory of Planned Behavior adoption. Frontiers in Psychology,14. https://doi.org/10.3389/fpsyg.2023.1211594

Shweta, M. (2020). Social networks, social capital, social support and academic success in higher education: A systematic review with a special focus on ‘underrepresented’ students. Educational Research Review, 29(C), 100307–100307. https://doi.org/10.1016/j.edurev.2019.100307

Vakkai, R. J. Y., Harris, K., Chaplin, K. S., Crabbe, J, J. (2020). Reynolds Mara. Sociocultural Factors That Impact the Health Status, Quality of Life, and Academic Achievement of International Graduate Students, A Literature Review. Journal of International Students, 10(3), 758–775. doi: 10.32674/JIS.V10I3.1222 https://doi.org/10.32674/jis.v10i2.1222

Wu, J., & Zhao, T. (2022). Encouraging China’s College Students to Achieve Sustainable Careers, Evidence from Structural Equation Modeling. Sustainability, 14(16), 9837. https://doi.org/10.3390/su14169837

Xia, B., Yang, T., Zuo, B. (2023). Construction and Application of the Quantitative Early Warning Model for University Students’ Employment. Research in Educational Development, 9, 0–67. doi: 10.14121/j.cnki.1008-3855.2023.09.008

Xueli, C. (2022). Research on The Employment Presentsituation and Countermeasures of College Students in Undergraduate College in Hohhot. [Master’s thesis]. Inner Mongolia.

Yeon, O. P., Park, S. J., Hur, J. (2017). A Study on the Effects of Employment Community Characteristics on Employment Community Commitment, Job Seeking Efficacy, and Job Seeking Behavior. Journal of Employment and Career, 7(2), 103–124. doi:10.35273/JEC.2017.7.2.006

Yoo, G. Shin, D. (2013). Effects of Stress Coping Styles on Academic Burnout and Employment Stress among Undergraduate Students. Korea Journal of Counseling, 14(6), 3849–3869. doi:10.15703/kjc.14.6.201312.3849 https://doi.org/10.15703/kjc.14.6.201312.3849

Zeng, J. (2021). An Research on the Perceived Social Support, Psychological Capital and Academic Achievement of College Students,Taking Hangzhou as an Example.The Theory and Practice of Innovation and Enntrepreneurship, 15, 5–8.

Zetian, C., Wenjie, L., Yangchenhui, L. (2022). Educational Background and Academic Achievement of Poverty-Stricken College Students-Thinking Based on ‘Small-Town Swot’. Paper presented at 2022 10th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference. Sanya. China. doi:10.25236/IEESASM.2022.022

Zhang, Y., Guan, X., Ahmed, M. Z., et al. (2022). The Association between University Students’ Achievement Goal Orientation and Academic Engagement, Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy. Sustainability, 14(10), 6304. https://doi.org/10.3390/su14106304

Zhao, Y., Wang, Z., & Ren, Z. (2023). Research on the influence of family capital on academic achievement of first-generation college students in China. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1174345