Family Support and Master’s Students’ Academic Achievement: The Mediating Role of Personal Motivation and the Moderating Role of Self-Control from a Psychological Capital Perspective

Based on psychological capital theory, this study examined the impact of family support on the academic achievement of Chinese master’s students, revealing the mediating role of personal motivation and the moderating role of self-control. A survey of 522 Chinese master’s students found that family support was significantly and positively correlated with academic achievement. Personal motivation mediated the relationship between family support and academic achievement, with the indirect effect accounting for 76.3% of the total effect. Self-control moderated the relationship between family support and academic achievement, with students high in self-control showing relatively lower dependence on external support. The results indicate that family support promotes academic achievement by stimulating personal motivation, while self-control, as an individual difference variable, moderates this influence process. This study enriches the application of psychological capital theory in higher education and provides theoretical foundation and practical guidance for promoting master’s students’ academic development.