ArticleScientific reports2026
Perceived peer support and academic achievement among university students: the chain mediating roles of emotion regulation and behavioral engagement.
Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Engagement, resilience, and social-emotional competence in university sports dance education: a moderated mediation model.Frontiers in psychology · 2026Article
- Social influence and academic performance: a serial mediation model in AI-enhanced learning.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Academic achievement in higher education is shaped not only by cognitive ability but also by social and emotional factors. Based on Social Cognitive Theory, this study examined the relationship between perceived peer support and academic achievement among university students, as well as the mediating roles of emotion regulation and behavioral engagement. Data were collected from 560 undergraduate students from two universities in China using a time-lagged three-wave survey design within one academic semester. Structural equation modeling was used to test the proposed mediation model. The results indicated that perceived peer support was positively associated with academic achievement. Emotion regulation and behavioral engagement each mediated this relationship. In addition, a significant sequential mediation pathway was identified, indicating that perceived peer support was associated with higher levels of emotion regulation, which in turn predicted greater behavioral engagement and subsequently higher academic achievement. These findings highlight a social-emotional-behavioral pathway linking peer support to academic achievement within the environment-person-behavior framework of Social Cognitive Theory. Practically, fostering supportive peer environments and promoting students’ emotion regulation skills may help encourage greater engagement and support students’ academic development.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.