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

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 | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article 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Self-Control from a Psychological Capital Perspective Mengting Qian, Chunshun Yan, Zeqing Xu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8051434/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 8 You are reading this latest preprint version Abstract 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. family support academic achievement personal motivation self-control Chinese master’s students Figures Figure 1 Figure 2 Figure 3 Figure 4 1. Introduction The enhancement of higher education quality and the cultivation of innovative talents increasingly depend on improving the academic achievement levels of master’s students. However, the current master’s student population faces challenges such as increased academic pressure and prominent mental health issues, making the improvement of their academic achievement levels an urgent need. Particularly in the context of higher education massification, how to effectively promote master’s students’ academic achievement has become an important issue in the field of higher education. Family support, as an important external resource affecting students’ academic achievement, plays an irreplaceable role in master’s students’ academic development. Recent research indicates that family support can significantly improve students’ academic performance and psychological adaptation (Dennis et al., 2019 ). A study of 567 master’s students at a Chinese university found that all three dimensions of social support—family support, supervisor support, and institutional resource support—could significantly predict academic achievement (Luan et al., 2024 ). Research shows that family emotional support has a positive impact on academic achievement by promoting mental health and increasing student engagement (Dennis et al., 2019 ). However, the internal mechanisms by which family support affects academic achievement need further exploration, particularly the pathways of action in the Chinese cultural context require in-depth study. Personal motivation is considered an important psychological mechanism connecting external support with academic achievement. A study of 2106 Chinese university students showed that social support affects academic engagement through the mediation of academic motivation (Jian et al., 2023 ). For master’s students, achievement motivation not only affects their acquisition of knowledge and skills but also relates to the formation of their autonomous learning ability and academic self-confidence (Yang & Chen, 2022). However, the mediating role of personal motivation in the relationship between family support and academic achievement has not been sufficiently verified. Self-control, as a core ability for individuals to regulate behavior and emotions, plays an important moderating role in the formation process of academic achievement. Research indicates that self-control refers to an individual’s ability to maintain thoughts, emotions, and behaviors consistent with long-term important goals when facing short-term temptations (Duckworth et al., 2019 ). A study of 150 German university students found that even after controlling for cognitive ability, self-control could still significantly explain differences in academic achievement (Stadler et al., 2016 ). However, systematic empirical research on how self-control moderates the relationships between family support and personal motivation as well as academic achievement is still lacking. Psychological capital theory provides an important theoretical framework for understanding the mechanisms influencing master’s students’ academic achievement. As a positive psychological state, psychological capital has positive effects on various beneficial outcomes for students, including improving academic achievement, enhancing academic engagement, and strengthening mental health (Li et al., 2023 ). Research has found that university students’ psychological capital is significantly positively correlated with learning empowerment, and learning empowerment fully mediates the relationship between psychological capital and engagement (You, 2016 ). Another study showed that perceived social support and psychological capital both have significant direct effects on academic adaptation and academic success (Shahzad et al., 2023 ). In the context of master’s education, psychological capital theory helps explain how family support affects academic achievement by cultivating positive psychological resources. Although existing research has separately explored the relationships between family support, personal motivation, self-control, and academic achievement, there lacks an integrative theoretical model to reveal the complex interactive mechanisms among these variables. Particularly in the Chinese cultural context, the high value families place on children’s education gives family support unique connotations and modes of action. Research on 3137 Chinese master’s students during the pandemic found that academic support, as a protective environmental factor for individuals, was significantly positively correlated with master’s students’ academic performance (Liu et al., 2022 ). Therefore, constructing a comprehensive model encompassing family support, personal motivation, self-control, and academic achievement has important significance for deeply understanding the patterns of master’s students’ academic development. Based on the above analysis, this study, guided by psychological capital theory, constructs a moderated mediation model to explore the relational mechanisms between master’s students’ family support and academic achievement. Specifically, this study aims to verify: (1) the mediating role of personal motivation between family support and academic achievement; (2) the moderating role of self-control in the relationships between family support and academic achievement as well as between family support and personal motivation. Through survey analysis of 522 Chinese master’s students, this study expects to provide theoretical foundation and practical guidance for promoting master’s students’ academic development. 2. Literature Review and Hypotheses 2.1 Psychological Capital Theory Psychological capital theory originated from the development of positive psychology and positive organizational behavior, proposed by Luthans and colleagues in the early 21st century (Luthans et al., 2007 ). Psychological capital is defined as an individual’s positive psychological developmental state, containing four core dimensions: Hope, Efficacy, Resilience, and Optimism, referred to as the HERO model (Luthans et al., 2015 ). Unlike traditional human capital and social capital, psychological capital emphasizes the plasticity and developability of individuals’ positive psychological states, representing a relatively malleable psychological resource (Luthans et al., 2004 ). The core viewpoint of psychological capital theory is that external resources need to be transformed into individuals’ positive psychological states to exert maximum effect. According to conservation of resources theory, individuals tend to maintain adaptive functioning through the synergistic action of multiple psychological resources; when one resource is abundant, the need for other resources relatively decreases (Hobfoll, 2002 ). This theory provides an important framework for understanding how family support affects master’s students’ academic achievement. In educational contexts, the application value of psychological capital theory is increasingly prominent. Through systematic review, Li et al. ( 2023 ) found that psychological capital has positive effects on university students’ academic achievement, academic engagement, and psychological adaptation. Shahzad et al. ( 2023 ) found that both perceived social support and psychological capital have significant direct effects on academic adaptation and academic success. Ma and Ooi ( 2025 ) further found that psychological capital mediates the relationship between school support and students’ academic achievement. Based on psychological capital theory, this study proposes the following theoretical framework: family support, as an external resource, promotes academic achievement by stimulating master’s students’ positive psychological states (personal motivation); simultaneously, individuals’ internal regulatory capacity (self-control) as a psychological resource moderates this influence process. Specifically, family support transforms external support into intrinsic motivation by satisfying master’s students’ basic psychological needs, stimulating their hope and optimism, enhancing self-efficacy, and cultivating academic resilience. Self-control, as an individual difference variable, moderates the efficiency of transforming external resources into internal psychological capital. This theoretical model provides scientific foundation for deeply understanding the psychological mechanisms of master’s students’ academic development. Based on this analysis, this study proposes a psychological capital theoretical model (see Fig. 1 ) to provide an analytical framework for exploring how family support affects master’s students’ academic achievement. (Fig. 1 is near here) 2.2 Academic Development Needs of Master’s Students in the Context of Higher Education Massification in China Since the 1990s, Chinese higher education has experienced unprecedented expansion, transforming from an elite education system to a mass and universal education system (Xu, 2021 ). This revolutionary growth has established the world’s largest higher education system (WES Global, 2022 ). Higher education massification has reshaped the landscape of master’s education. China’s annual master’s enrollment increased from 570,600 in 2015 to 1,185,700 in 2025, but the number of applicants grew even more rapidly, with master’s entrance examination applications reaching 3.88 million in 2025 (Li, 2025). This supply-demand imbalance reflects the structural challenges facing master’s education. The massification process has profound impacts on master’s students’ academic development. First, academic competitive pressure has significantly increased. Mok and Jiang ( 2018 ) pointed out that higher education massification does not necessarily enhance social mobility but may instead exacerbate educational inequality. In China, the income gap between domestically trained university graduates and overseas returnees continues to widen, forcing more students to choose further education to enhance competitiveness. Second, academic pressure and mental health issues are increasingly prominent. Research shows that up to 50% of graduate students report symptoms of depression, anxiety, or burnout during training, with 76% of graduate students working more than 41 hours per week (SenthilKumar et al., 2023 ). Pérez-Jorge et al. ( 2025 ) found that the main stressors facing current university students include excessive workload, assessment pressure, and difficulty coordinating academic and personal life. Third, job market mismatch problems are prominent. Higher education massification has led to mismatches between university education and the labor market, with many master’s graduates facing “overeducation” phenomena, where credential devaluation reduces their competitive advantage in the job market (Mok & Jiang, 2018 ). Finally, the need for psychological capital cultivation has become increasingly important. Under the challenges of the mass education system, master’s students need stronger psychological resilience, self-efficacy, and other positive psychological qualities to cope with various challenges (Xiao et al., 2025 ). Research shows that 34.4% of graduate students felt stressed in the past 12 months, with 28.9% diagnosed or treated for anxiety symptoms (Research.com, 2025 ). In summary, in the context of higher education massification, master’s students’ academic development needs show diversified and complex characteristics. Family support, as an important external resource, has important significance for meeting master’s students’ academic development needs by stimulating personal motivation and enhancing self-control. 2.3 Research Hypotheses 2.3.1 Family Support and Master’s Students’ Academic Achievement Family support refers to emotional, informational, and material resources provided by family members to students, including emotional care, learning guidance, and financial assistance (Dennis et al., 2019 ). Family support plays a fundamental role in students’ academic development, providing students with security, belonging, and sustained learning motivation. Extensive empirical research has confirmed the significant positive correlation between family support and academic achievement. Dennis et al. ( 2019 ) studied 728 low-income first-year students and found that family emotional support has a positive impact on academic achievement by promoting mental health and increasing student engagement. Luan et al. ( 2024 ) studied 567 master’s students and found that all three dimensions of social support (family support, supervisor support, and institutional resource support) could significantly predict academic achievement, with family support playing a key role as an important component. The mechanisms by which family support affects academic achievement are mainly manifested in three aspects. First, emotional support provides students with psychological security. Research shows that in families with active parental involvement, students’ on-time graduation rate reaches 85%, significantly higher than peers lacking parental involvement (SOLVED, 2025 ). Second, family support can effectively stimulate students’ learning motivation. Jian et al. ( 2023 ) studied 2106 Chinese university students, showing that social support significantly affects academic engagement through the mediation of academic motivation. Finally, family support indirectly affects academic achievement by enhancing students’ self-esteem levels (Li et al., 2018 ). For master’s students, the role of family support is particularly important. Due to the high learning pressure and heavy research tasks at the master’s level, students need understanding, encouragement, and support from their families. Jabbar et al. ( 2019 ) pointed out that social-emotional support and substantive support from family members can help students cope with difficulties in academic and personal life, promoting persistence and achievement of students in STEM fields. Based on psychological capital theory and the above empirical evidence, this study proposes the following hypothesis: H1. Family support is significantly and positively correlated with master’s students’ academic achievement. 2.3.2 The Mediating Effect of Personal Motivation Personal motivation refers to the internal driving force generated by individuals to achieve specific goals, including intrinsic and extrinsic motivation (Ryan & Deci, 2020 ). In educational contexts, personal motivation is considered an important psychological mechanism connecting external support with academic achievement. Self-determination theory indicates that when individuals’ basic psychological needs are satisfied, intrinsic motivation will be enhanced, thereby promoting positive academic outcomes (Howard et al., 2021 ). Family support stimulates personal motivation by satisfying master’s students’ psychological needs. Research shows that family emotional support can enhance students’ self-efficacy and learning interest, thereby improving intrinsic motivation (Guay, 2022 ). A study of Chinese university students found that social support significantly affects academic engagement through the mediation of academic motivation (Jian et al., 2023 ). Family support provides students with a safe psychological environment, enabling them to focus on pursuing learning goals while reducing the negative impact of external pressure on motivation. Personal motivation has important predictive effects on academic achievement. Meta-analytic research indicates that intrinsic motivation is significantly positively correlated with academic achievement and is a key factor in promoting students’ sustained learning and excellent performance (Taylor et al., 2014 ). Master’s students with high levels of personal motivation are more willing to invest time and energy in deep learning, showing stronger academic persistence and innovation ability (Yang & Chen, 2022). Additionally, motivation can stimulate students’ autonomous learning behaviors and metacognitive strategy use. Based on the above analysis, the following hypotheses are proposed: H2. Family support is significantly and positively correlated with personal motivation. H3. Personal motivation is significantly and positively correlated with master’s students’ academic achievement. H4. Personal motivation mediates the relationship between family support and master’s students’ academic achievement. 2.3.3 The Moderating Effect of Self-Control Self-control refers to an individual’s ability to maintain thoughts, emotions, and behaviors consistent with long-term goals when facing short-term temptations (Duckworth et al., 2019 ). In academic contexts, self-control is considered an important individual difference variable affecting academic achievement, helping students resist distractions, maintain focus, and persist in completing academic tasks (Stadler et al., 2016 ). According to the resource conservation perspective of psychological capital theory, individuals’ psychological resources are limited; when one resource is abundant, the need for other resources relatively decreases (Hobfoll, 2002 ). For master’s students, self-control as an internal regulatory resource may moderate the strength of the relationship between family support and academic achievement. Students with high self-control can better manage and motivate themselves, showing relatively lower dependence on external support (Tangney et al., 2004 ). Research indicates that self-control plays a moderating role in the relationship between family support and academic achievement. Students with high self-control can more effectively utilize resources provided by families and transform them into intrinsic motivation (Galla & Duckworth, 2015 ). A study of university students found that self-control moderated the impact of social support on academic performance, with high self-control students better able to internalize external support into sustained learning motivation (Wolters & Hussain, 2015 ). Additionally, self-control can alleviate stress that may arise from excessive family attention, helping students maintain learning autonomy (Vasquez et al., 2019 ). From a neuroscience perspective, self-control involves executive functions of the prefrontal cortex and can regulate the allocation of emotional and cognitive resources (Diamond, 2013 ). Master’s students with stronger self-control abilities can more rationally evaluate the role of family support when facing academic challenges, avoiding excessive dependence on external resources. Based on the above analysis, this study proposes the following hypotheses: H5. Self-control moderates the relationship between family support and master’s students’ academic achievement. H6. Self-control moderates the relationship between family support and personal motivation. Based on psychological capital theory and the above hypotheses, this study’s research framework is formed (see Fig. 2 ). (Fig. 2 is near here) 3. Research Methods 3.1 Participants This study adopted a stratified random sampling method, targeting Chinese master’s students currently enrolled. Considering the heterogeneity of the master’s student population in terms of geographical distribution, academic disciplines, and training types, stratified sampling was conducted according to geographical regions, academic disciplines, and training types to ensure sample representativeness and generalizability of research results. This study strictly adhered to research ethics principles and received approval from the relevant ethics committee. All participants were informed of the research purpose and voluntary participation principle before completing the questionnaire, ensuring that data would only be used for academic research and personal information would be strictly confidential. A total of 552 questionnaires were distributed through the Questionnaire Star platform, with 552 successfully collected. Researchers conducted quality screening of the collected questionnaires, excluding those with abnormal completion times, extensive missing data, or obvious random response patterns. Finally, 522 valid questionnaires were retained, with a validity rate of 94.6%. The demographic information of master’s students participating in the study is as follows. First, female master’s students accounted for 58.8% (307 people), while male master’s students accounted for 41.2% (215 people), with significantly more female than male students. Second, in terms of grade distribution, third-year students had the highest proportion at 32.8% (171 people), second-year students accounted for 27.8% (145 people), first-year students accounted for 22.4% (117 people), and students within one year of graduation accounted for 17.0% (89 people), reflecting that the sample covered all stages of master’s training. Third, in terms of household registration distribution, rural household registration master’s students accounted for the largest proportion at 58.4% (305 people), while urban household registration master’s students accounted for 41.6% (217 people). Fourth, in terms of academic discipline distribution, STEM master’s students accounted for 60.3% (315 people), while non-STEM master’s students accounted for 39.6% (207 people, including 188 in humanities and social sciences and 19 in arts and sports), with STEM students dominating. Finally, in terms of master’s degree type, academic master’s students accounted for 60.9% (318 people), while professional master’s students accounted for 39.1% (204 people), with academic master’s students slightly outnumbering professional master’s students, reflecting the current landscape of Chinese master’s education emphasizing both academic and professional types. 3.2 Measurement Instruments 3.2.1 Family Support Family support was measured using the Family Support Scale (FSS) adapted from House’s social support scale. This scale was localized based on House’s social support classification framework (House, 1981) and Barrera’s family support theory (Barrera, 1986), combined with the characteristics of Chinese graduate student populations. The FSS contains 4 items covering three core dimensions of family support. The emotional support dimension measures emotional care and psychological comfort provided by family members, such as “My family atmosphere is very good”; the instrumental support dimension evaluates financial assistance provided by the family, such as “I don’t worry about financial problems”; the informational support dimension includes parents’ influence on graduate students through behavioral modeling and educational guidance, such as “My parents’ educational approach is conducive to cultivating me” and “My parents are quite self-disciplined in life”. Participants rated each item using a five-point Likert scale, from “1 = completely disagree” to “5 = completely agree”, with higher scores indicating higher levels of academic achievement in the corresponding dimension. The scale demonstrated good reliability and validity, with satisfactory internal consistency coefficients for all dimensions. 3.2.2 Academic Achievement Academic achievement was measured using a self-developed Academic Achievement Scale for Master’s Students, based on Bloom’s taxonomy of educational objectives and the training goals of Chinese master’s education. The scale contains 12 items covering three dimensions: subject knowledge and skills (4 items, e.g., “I have solid theoretical knowledge in my field”), research capabilities (4 items, e.g., “I can independently conduct academic research”), and professional affect (4 items, e.g., “I have a strong sense of professional identity”). Participants used a five-point Likert scale for rating, with higher scores indicating higher academic achievement levels. 3.2.3 Personal Motivation Personal motivation was measured using the Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell (1989). The scale contains 8 items measuring intrinsic motivation (4 items, e.g., “I study because I enjoy learning new things”) and identified regulation (4 items, e.g., “I study because it’s important for my future career”). Participants rated items on a five-point Likert scale, with higher scores indicating higher levels of personal motivation. 3.2.4 Self-Control Self-control was measured using the Brief Self-Control Scale (BSCS) developed by Tangney et al. ( 2004 ). The scale contains 13 items measuring individuals’ ability to control impulses, maintain focus, and regulate emotions and behaviors, such as “I am good at resisting temptation” and “I have difficulty breaking bad habits” (reverse scored). Participants used a five-point Likert scale for rating, with higher scores indicating stronger self-control abilities. 3.2.5 Control Variables Previous research indicates that demographic characteristics may affect master’s students’ academic achievement. In this study, gender, grade, household registration, major category, and master’s degree type were included as control variables in the model. 3.3 Data Analysis This study used SPSS 26.0 and Amos 26.0 for data analysis. First, Amos 26.0 was used for confirmatory factor analysis to assess scale validity, and SPSS 26.0 was used for reliability analysis, common method bias testing, descriptive statistics, and correlation analysis. Second, PROCESS macro Model 4 was used to test the mediating role of personal motivation, employing bias-corrected Bootstrap method (5000 resamples), with significance of mediation effects determined by 95% confidence intervals not containing 0. PROCESS Model 8 was used to test the moderating role of self-control, with moderation effects determined by the significance of interaction term regression coefficients, followed by simple slope analysis. All analyses controlled for gender, grade, household registration, major category, and master’s degree type variables, with significance level set at p < 0.05. 4. Results 4.1 Common Method Bias Testing To control for potential interference of common method bias on research conclusions, this study conducted Harman’s single-factor test on measurement items for family support, academic achievement, self-control, and personal motivation. Results showed that all items extracted 8 potential factors with eigenvalues greater than 1, with the first factor explaining 27.128% of the variance, below the critical threshold of 40%, indicating that the data was not significantly affected by common method bias and the research results have high credibility. 4.2 Descriptive Statistics and Correlation Analysis The overall mean of master’s students’ academic achievement was 3.656 (SD = 0.827), with significant differences in subdimension scores: subject knowledge and skills (M = 3.708, SD = 0.668) scored highest; research capabilities (M = 3.521, SD = 0.710) was second; professional affect (M = 3.401, SD = 0.904) was relatively weaker, indicating that master’s students’ professional identity and emotional attitudes need further strengthening. Inter-variable correlation analysis showed that family support was significantly positively correlated with academic achievement (r = 0.343, p < 0.001), personal motivation (r = 0.416, p < 0.001), and self-control (r = 0.200, p < 0.001); academic achievement was highly positively correlated with personal motivation (r = 0.665, p < 0.001), with a correlation coefficient of 0.245 (p < 0.001) with self-control; the correlation coefficient between personal motivation and self-control was 0.332 (p < 0.001), indicating significant synergistic relationships among variables, laying the foundation for subsequent mediation and moderation effect analyses. 4.3 Mediating Role of Personal Motivation The PROCESS macro Model 4 developed by Hayes (2017) in SPSS 26.0 was used to test the relationships among family support, personal motivation, and master’s students’ academic achievement. In the model, family support was the independent variable, master’s students’ academic achievement was the dependent variable, personal motivation was the mediating variable, and gender, grade, household registration, major category, and master’s degree type were control variables. Table 1 shows that family support significantly positively affects personal motivation and master’s students’ academic achievement (β = 0.338, p < 0.01; β = 0.080, p < 0.001). Personal motivation significantly positively affects master’s students’ academic achievement (β = 0.408, p < 0.001). Therefore, hypotheses H1, H2, and H3 are supported. Table 1 Mediation effect test of personal motivation. Dependent Variable Independent Variable R² Adjusted R² F β SE t p Academic Achievement 0.145 0.135 14.572*** Gender -0.056 0.216 9.657*** 0.000 Grade 0.074 0.051 -1.312 0.190 Household registration 0.065 0.024 1.788 0.074 Major category 0.043 0.049 1.576 0.116 Master’s degree type 0.127 0.047 1.015 0.310 Family support 0.338 0.050 3.076** 0.002 Personal Motivation 0.181 0.171 18.956*** Gender 0.002 0.054 0.050 0.961 Grade 0.067 0.025 1.647 0.100 Household registration -0.021 0.051 -0.525 0.600 Major category -0.053 0.049 -1.286 0.199 Master’s degree type 0.016 0.052 0.402 0.688 Family support 0.408 0.035 10.086*** 0.000 Academic Achievement 0.475 0.468 66.438*** Gender -0.058 0.187 3.635 0.000 Grade 0.032 0.040 -1.712 0.087 Household registration 0.078 0.019 0.973 0.331 Major category 0.077 0.039 2.424 0.016 Master’s degree type 0.117 0.037 2.309 0.021 Family support 0.080 0.039 3.602 0.000 Personal motivation 0.635 0.029 2.249 0.025 * p < 0.05, ** p < 0.01, *** p < 0.001 (two-tailed). (Table 1 is near here) The bias-corrected bootstrap method was used to evaluate the mediating effect of personal motivation, with 5000 resamples. (Table 2 is near here) Table 2 Total effect, direct effect, and mediation effect of personal motivation. Path Effect SE Bias-corrected 95% CI Ratio Lower Upper Total effect 0.274 0.033 0.209 0.340 100% Direct effect 0.065 0.029 0.008 0.121 23.7% Indirect effect 0.210 0.025 0.161 0.259 76.3% Table 2 shows that the direct effect of family support on master’s students’ academic achievement was 0.065, with a 95% confidence interval of [0.008, 0.121], not containing 0, indicating a significant direct effect pathway between family support and master’s students’ academic achievement. The mediating effect of personal motivation between family support and master’s students’ academic achievement was 0.210, with a 95% confidence interval of [0.161, 0.259], not containing 0, indicating that personal motivation significantly mediates the relationship between family support and master’s students’ academic achievement. Therefore, hypothesis H4 is supported. It’s worth noting that the indirect effect (0.210) was significantly larger than the direct effect (0.065), indicating that personal motivation plays an important mediating role in the process by which family support affects academic achievement, accounting for 76.3% of the total effect. The specific pathway by which family support affects master’s students’ academic achievement is shown in Fig. 3 . (Fig. 3 is near here) 4.4 Moderating Role of Self-Control PROCESS macro Model 8 was used to test the moderating effect of self-control. Family support was the independent variable, master’s students’ academic achievement was the dependent variable, personal motivation was the mediating variable, self-control was the moderating variable, and gender, grade, household registration, major category, and master’s degree type were control variables. Table 3 shows that the interaction term between family support and self-control significantly negatively affects academic achievement but does not affect personal motivation. Therefore, self-control moderates the relationship between family support and academic achievement, supporting hypothesis H5 but not H6. Table 3 Self-control moderation effect test. Dependent Variable Independent Variable R² Adjusted R² F β SE t p Personal Motivation 0.245 0.233 20.787*** Gender 0.022 0.052 0.433 0.665 Grade 0.034 0.024 1.386 0.166 Household registration -0.001 0.050 -0.029 0.977 Major category -0.067 0.047 -1.432 0.153 Master’s degree type 0.026 0.050 0.512 0.609 Family support 0.339 0.133 2.550* 0.011 Self-control 0.259 0.165 1.576 0.116 Family support × Self-control -0.010 0.041 -0.240 0.810 Academic Achievement 0.484 0.474 53.375*** Gender -0.064 0.040 -1.585 0.114 Grade 0.018 0.019 0.938 0.349 Household registration 0.098 0.038 2.540* 0.011 Major category 0.084 0.036 2.308* 0.021 Master’s degree type 0.139 0.039 3.565*** 0.000 Family support 0.587 0.034 17.165*** 0.000 Personal motivation 0.355 0.104 3.426*** 0.001 Self-control 0.383 0.128 2.998** 0.003 Family Support×Self-Control -0.093 0.032 -2.930** 0.004 *p < 0.05, **p < 0.01, ***p < 0.001 (two-tailed) (Table 3 is near here) Further simple slope analysis (see Fig. 4 ) shows that among master’s students with high levels of self-control, the effect of family support on academic achievement was not significant (simple slope = -0.006, t = -0.156, p > 0.05). Compared to master’s students with moderate levels of self-control (simple slope = 0.063, t = 2.213, p < 0.05), the effect of family support on academic achievement was more significant among master’s students with low levels of self-control (simple slope = 0.132, t = 3.571, p < 0.001). (Fig. 4 is near here) Additionally, as shown in Table 4 , self-control moderated the effect of family support on master’s students’ academic achievement. This indicates that as self-control levels increase, the direct effect of family support on academic achievement weakens, possibly because master’s students with high self-control have reduced dependence on external support. Table 4 Mediation effects at different personal motivation levels. Personal Motivation Effect BootSE BootLLCI BootULCI Moderated mediation effect E1(M-1SD) 0.132 0.037 3.571 0.000 E2(M) 0.063 0.029 2.213 0.027 E3(M + 1SD) -0.006 0.037 -0.156 0.876 (Table 4 is near here) 5. Discussion Based on psychological capital theory, this study constructed a moderated mediation model of how family support affects master’s students’ academic achievement, systematically verifying the mediating role of personal motivation and the moderating effect of self-control. The research results not only provide a new theoretical perspective for understanding the internal mechanisms of master’s students’ academic development but also offer important empirical evidence for educational practice. 5.1 Direct Impact of Family Support on Master’s Students’ Academic Achievement The research results confirmed the significant positive correlation between family support and master’s students’ academic achievement (r = 0.343, p < 0.001), supporting hypothesis H1. This finding is consistent with existing literature (Luan et al., 2024 ; Dennis et al., 2019 ), indicating that family support is an important external resource for promoting master’s students’ academic success. From the perspective of psychological capital theory’s HERO model, family support provides master’s students with multiple positive psychological resources. Specifically, emotional support stimulates students’ Hope and Optimism by providing psychological security and belonging; instrumental support enables students to focus on academic pursuits by reducing financial pressure, enhancing self-Efficacy; informational support cultivates students’ Resilience and persistence through parents’ behavioral modeling and value transmission. The synergistic effect of these four dimensions constitutes the psychological capital foundation for promoting academic achievement (Luthans et al., 2015 ). In the Chinese cultural context, families’ deep involvement in children’s education has unique significance. Chinese collectivist culture emphasizes family responsibility and intergenerational support, making families not only sources of emotional support but also important shapers of academic values and achievement motivation. Unlike Western individualist cultures that emphasize independence, Chinese master’s students are more inclined to internalize family expectations as personal goals, forming an academic pursuit motivation of “family-nation unity.” In the context of higher education massification, master’s students face increasingly competitive pressure and psychological burdens, making family support an important buffer for coping with setbacks and maintaining resilience. 5.2 The Mediating Mechanism of Personal Motivation: Transformation from External Support to Internal Drive The research results show that personal motivation plays a significant mediating role between family support and master’s students’ academic achievement, with the indirect effect (0.210) accounting for 76.3% of the total effect, supporting hypotheses H2, H3, and H4. This finding reveals the core psychological mechanism of transforming external support into academic success. First, family support significantly positively predicts personal motivation (β = 0.338, p < 0.01). According to self-determination theory, when individuals’ basic psychological needs (autonomy, competence, and relatedness) are satisfied, intrinsic motivation will be stimulated (Ryan & Deci, 2020 ). Family support satisfies relatedness needs by providing emotional care, enhances competence through informational guidance, and supports autonomy by respecting choices, thereby comprehensively stimulating master’s students’ learning motivation. Within the psychological capital theory framework, this process reflects the transformation of external resources into internal psychological capital, with family support activating individuals’ hope and optimism, providing a continuous source of motivation for goal pursuit. Second, personal motivation significantly positively predicts academic achievement (β = 0.408, p < 0.001). This is consistent with numerous research findings (Taylor et al., 2014 ). Master’s students with high levels of motivation show stronger learning engagement and persistence, are more willing to adopt deep learning strategies, and demonstrate stronger recovery ability when facing academic setbacks. From the efficacy dimension of psychological capital, motivation encourages students to have confidence in completing academic tasks; from the hope dimension, motivation provides students with clear goal orientation and path planning abilities. The mediation effect analysis further confirms the core role of personal motivation. Family support primarily promotes academic achievement by stimulating intrinsic motivation rather than producing only direct effects. This finding is consistent with the core viewpoint of psychological capital theory: external resources must be transformed into individuals’ positive psychological states to exert maximum effect (Shahzad et al., 2023 ). For master’s students, various supports provided by families ultimately need to be internalized into personal learning motivation and goal pursuit to be transformed into sustained academic performance. 5.3 The Moderating Effect of Self-Control: Boundary Conditions of Individual Differences The research results show that self-control plays a significant moderating role in the relationship between family support and master’s students’ academic achievement (β = -0.093, p < 0.01), supporting hypothesis H5. Simple slope analysis indicates that for master’s students with lower levels of self-control, the effect of family support on academic achievement is more significant (simple slope = 0.132, p 0.05). This finding reveals the compensatory mechanism of psychological resources. According to conservation of resources theory (Hobfoll, 2002 ), individuals tend to maintain adaptive functioning through combinations of multiple resources. Master’s students with high self-control possess strong internal regulatory abilities, can effectively manage learning behaviors and emotional states, and maintain academic performance through self-drive and self-monitoring. These students have already formed relatively independent academic self-regulation systems, thus showing relatively lower dependence on external family support (Stadler et al., 2016 ). Conversely, master’s students with low self-control lack effective internal regulatory mechanisms, are more susceptible to external temptations and distractions, and show weaker persistence and focus in academic tasks. For these students, family support plays a crucial external regulatory role, compensating for their insufficient internal regulatory capacity by providing structured learning environments, timely supervisory feedback, and emotional encouragement. This complementary effect of external support and internal regulation reflects the synergistic resource perspective in psychological capital theory. However, self-control did not significantly moderate the relationship between family support and personal motivation, so hypothesis H6 was not supported. This result may stem from several reasons: First, motivation formation is a complex emotional-cognitive process primarily influenced by external environmental stimuli and value identification, while self-control as an executive function primarily plays a role when motivation is transformed into specific behaviors. Second, in the Chinese cultural context, family support’s motivational stimulation has deep cultural foundations, and this stimulation process may be relatively independent of individuals’ self-control levels. Finally, the self-control scale used in this study may reflect more behavioral regulation abilities rather than individual differences at the motivation formation level. 6. Theoretical and Practical Implications This study is the first to construct a moderated mediation model of how family support affects master’s students’ academic achievement based on psychological capital theory, providing a new theoretical perspective for understanding master’s students’ academic development mechanisms. In the context of higher education massification, this study reveals the action mechanisms of family support as an important external resource, as well as the key roles of personal motivation and self-control in this process. 6.1 Theoretical Contributions From a theoretical perspective, this study makes important contributions in three aspects. First, it expands the application scope of psychological capital theory in master’s education. By introducing psychological capital theory’s HERO model into master’s students’ academic achievement research, this study verifies the applicability of psychological capital theory in higher education contexts and provides new empirical support for the resource conservation perspective of psychological capital theory (Carmona-Halty et al., 2021 ). Second, it constructs an integrative theoretical model. This study systematically explains the complex relational mechanisms among four variables: family support, personal motivation, self-control, and academic achievement, with personal motivation’s mediating effect accounting for 76.3% of the total effect, revealing the key psychological pathway for transforming external support into academic success. Finally, it identifies boundary conditions for academic achievement influences. The moderating role of self-control indicates that differences in individuals’ internal regulatory capacity affect the effectiveness of external support, providing a new theoretical perspective for understanding individualized developmental pathways of academic achievement. 6.2 Practical Implications This study provides guidance for master’s student training practice at three levels. First, establishing diversified family support systems . Educational institutions should fully recognize the fundamental role of family support in master’s students’ academic development, establish sound family-school communication mechanisms, and provide differentiated support services for students from different family backgrounds to help compensate for insufficient family support. Second, strengthening intrinsic motivation cultivation mechanisms . Given the core mediating role of personal motivation, master’s student training should focus on stimulating and maintaining students’ intrinsic learning motivation by increasing academic choice autonomy, designing challenging research tasks, and constructing multidimensional evaluation systems to effectively transform external support into internal drive. Finally, implementing individualized academic guidance strategies . Based on the moderating effect of self-control, educational practice should pay attention to students’ individual differences, develop targeted academic support plans for students with different self-control levels, and enhance students’ internal regulatory capacity through interventions such as self-regulation strategy training (Zhang et al., 2020 ). In summary, this study provides a systematic theoretical framework and practical pathways for promoting master’s students’ academic development, contributing to the construction of a more scientifically effective higher education support system and promoting overall improvement in master’s education quality. 7. Limitations and Future Research This study has several limitations. First, the cross-sectional design limits inferences about causal relationships among variables. Future research should adopt longitudinal tracking or experimental designs to verify causal mechanisms. Second, the sample mainly comes from mainland China, and the cross-cultural applicability of research results needs verification. Future research should extend to different cultural backgrounds for comparative analysis. Third, this study mainly relies on self-report scales, which may pose risks of common method bias. Future research should combine objective academic indicators and diversified measurement methods. Finally, this study lacks qualitative data to deeply explore influence mechanisms. It is recommended to adopt mixed-method research designs, using qualitative methods such as interviews to further explain the specific processes by which family support transforms into academic achievement. Declarations Author Note Mengting Qian and Chunshun Yan contributed equally to this work as co-first authors. Ethics approval and consent to participate This study was approved by the Ethics Committee of Shanghai Academy of Educational Sciences (Ethics Review Number: SAES240921). All participants provided written informed consent to participate in the study. Consent for publication Not applicable. Availability of data and materials The data that support the findings of this study are available from the corresponding author, Mengting Qian, upon reasonable request. Competing interests The authors declare that they have no competing interests. Funding No external funding was received for this study. Authors’ contributions M.Q. conceived and designed the study, collected and analyzed the data, and wrote the manuscript. C.Y. contributed to the study design and data interpretation. Z.X. assisted with data collection and statistical analysis. All authors read and approved the final manuscript. Acknowledgements The authors would like to thank all the master’s students who participated in this study. We also acknowledge the support from the participating universities in facilitating data collection. References Bagdžiūnienė D, Žukauskaitė I, Bulotaitė L, Sargautytė R. Study and personal resources of university students’ academic resilience and the relationship with positive psychological outcomes. Front Psychol. 2025;16:1517359. Bandura A. Social cognitive theory of self-regulation. Organ Behav Hum Decis Process. 1991;50(2):248–87. Bandura A. Self-efficacy: The exercise of control. W.H. Freeman and Company; 1997. Barrera Jr M. 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17:22:55","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":40990,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003eModerating role of self-control in the relationship between family support and academic achievement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFS: Family support, SC: Self-control\u003c/p\u003e","description":"","filename":"4.png","url":"https://assets-eu.researchsquare.com/files/rs-8051434/v1/b9b5cdd5000a131fc78bbe9d.png"},{"id":98444683,"identity":"d48e7d1b-02bc-4583-a864-f500cf72f4d1","added_by":"auto","created_at":"2025-12-17 17:16:52","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1913735,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8051434/v1/20b86e4b-8a16-4041-aab6-db31a1d48c77.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003eFamily 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\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eThe enhancement of higher education quality and the cultivation of innovative talents increasingly depend on improving the academic achievement levels of master\u0026rsquo;s students. However, the current master\u0026rsquo;s student population faces challenges such as increased academic pressure and prominent mental health issues, making the improvement of their academic achievement levels an urgent need. Particularly in the context of higher education massification, how to effectively promote master\u0026rsquo;s students\u0026rsquo; academic achievement has become an important issue in the field of higher education.\u003c/p\u003e\u003cp\u003eFamily support, as an important external resource affecting students\u0026rsquo; academic achievement, plays an irreplaceable role in master\u0026rsquo;s students\u0026rsquo; academic development. Recent research indicates that family support can significantly improve students\u0026rsquo; academic performance and psychological adaptation (Dennis et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). A study of 567 master\u0026rsquo;s students at a Chinese university found that all three dimensions of social support\u0026mdash;family support, supervisor support, and institutional resource support\u0026mdash;could significantly predict academic achievement (Luan et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). Research shows that family emotional support has a positive impact on academic achievement by promoting mental health and increasing student engagement (Dennis et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, the internal mechanisms by which family support affects academic achievement need further exploration, particularly the pathways of action in the Chinese cultural context require in-depth study.\u003c/p\u003e\u003cp\u003ePersonal motivation is considered an important psychological mechanism connecting external support with academic achievement. A study of 2106 Chinese university students showed that social support affects academic engagement through the mediation of academic motivation (Jian et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). For master\u0026rsquo;s students, achievement motivation not only affects their acquisition of knowledge and skills but also relates to the formation of their autonomous learning ability and academic self-confidence (Yang \u0026amp; Chen, 2022). However, the mediating role of personal motivation in the relationship between family support and academic achievement has not been sufficiently verified.\u003c/p\u003e\u003cp\u003eSelf-control, as a core ability for individuals to regulate behavior and emotions, plays an important moderating role in the formation process of academic achievement. Research indicates that self-control refers to an individual\u0026rsquo;s ability to maintain thoughts, emotions, and behaviors consistent with long-term important goals when facing short-term temptations (Duckworth et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). A study of 150 German university students found that even after controlling for cognitive ability, self-control could still significantly explain differences in academic achievement (Stadler et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). However, systematic empirical research on how self-control moderates the relationships between family support and personal motivation as well as academic achievement is still lacking.\u003c/p\u003e\u003cp\u003ePsychological capital theory provides an important theoretical framework for understanding the mechanisms influencing master\u0026rsquo;s students\u0026rsquo; academic achievement. As a positive psychological state, psychological capital has positive effects on various beneficial outcomes for students, including improving academic achievement, enhancing academic engagement, and strengthening mental health (Li et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Research has found that university students\u0026rsquo; psychological capital is significantly positively correlated with learning empowerment, and learning empowerment fully mediates the relationship between psychological capital and engagement (You, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Another study showed that perceived social support and psychological capital both have significant direct effects on academic adaptation and academic success (Shahzad et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In the context of master\u0026rsquo;s education, psychological capital theory helps explain how family support affects academic achievement by cultivating positive psychological resources.\u003c/p\u003e\u003cp\u003eAlthough existing research has separately explored the relationships between family support, personal motivation, self-control, and academic achievement, there lacks an integrative theoretical model to reveal the complex interactive mechanisms among these variables. Particularly in the Chinese cultural context, the high value families place on children\u0026rsquo;s education gives family support unique connotations and modes of action. Research on 3137 Chinese master\u0026rsquo;s students during the pandemic found that academic support, as a protective environmental factor for individuals, was significantly positively correlated with master\u0026rsquo;s students\u0026rsquo; academic performance (Liu et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Therefore, constructing a comprehensive model encompassing family support, personal motivation, self-control, and academic achievement has important significance for deeply understanding the patterns of master\u0026rsquo;s students\u0026rsquo; academic development.\u003c/p\u003e\u003cp\u003eBased on the above analysis, this study, guided by psychological capital theory, constructs a moderated mediation model to explore the relational mechanisms between master\u0026rsquo;s students\u0026rsquo; family support and academic achievement. Specifically, this study aims to verify: (1) the mediating role of personal motivation between family support and academic achievement; (2) the moderating role of self-control in the relationships between family support and academic achievement as well as between family support and personal motivation. Through survey analysis of 522 Chinese master\u0026rsquo;s students, this study expects to provide theoretical foundation and practical guidance for promoting master\u0026rsquo;s students\u0026rsquo; academic development.\u003c/p\u003e"},{"header":"2. Literature Review and Hypotheses","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Psychological Capital Theory\u003c/h2\u003e\u003cp\u003ePsychological capital theory originated from the development of positive psychology and positive organizational behavior, proposed by Luthans and colleagues in the early 21st century (Luthans et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Psychological capital is defined as an individual\u0026rsquo;s positive psychological developmental state, containing four core dimensions: Hope, Efficacy, Resilience, and Optimism, referred to as the HERO model (Luthans et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Unlike traditional human capital and social capital, psychological capital emphasizes the plasticity and developability of individuals\u0026rsquo; positive psychological states, representing a relatively malleable psychological resource (Luthans et al., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe core viewpoint of psychological capital theory is that external resources need to be transformed into individuals\u0026rsquo; positive psychological states to exert maximum effect. According to conservation of resources theory, individuals tend to maintain adaptive functioning through the synergistic action of multiple psychological resources; when one resource is abundant, the need for other resources relatively decreases (Hobfoll, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). This theory provides an important framework for understanding how family support affects master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003cp\u003eIn educational contexts, the application value of psychological capital theory is increasingly prominent. Through systematic review, Li et al. (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that psychological capital has positive effects on university students\u0026rsquo; academic achievement, academic engagement, and psychological adaptation. Shahzad et al. (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) found that both perceived social support and psychological capital have significant direct effects on academic adaptation and academic success. Ma and Ooi (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) further found that psychological capital mediates the relationship between school support and students\u0026rsquo; academic achievement.\u003c/p\u003e\u003cp\u003eBased on psychological capital theory, this study proposes the following theoretical framework: family support, as an external resource, promotes academic achievement by stimulating master\u0026rsquo;s students\u0026rsquo; positive psychological states (personal motivation); simultaneously, individuals\u0026rsquo; internal regulatory capacity (self-control) as a psychological resource moderates this influence process. Specifically, family support transforms external support into intrinsic motivation by satisfying master\u0026rsquo;s students\u0026rsquo; basic psychological needs, stimulating their hope and optimism, enhancing self-efficacy, and cultivating academic resilience. Self-control, as an individual difference variable, moderates the efficiency of transforming external resources into internal psychological capital. This theoretical model provides scientific foundation for deeply understanding the psychological mechanisms of master\u0026rsquo;s students\u0026rsquo; academic development.\u003c/p\u003e\u003cp\u003eBased on this analysis, this study proposes a psychological capital theoretical model (see Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) to provide an analytical framework for exploring how family support affects master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e(Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e is near here)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Academic Development Needs of Master\u0026rsquo;s Students in the Context of Higher Education Massification in China\u003c/h2\u003e\u003cp\u003eSince the 1990s, Chinese higher education has experienced unprecedented expansion, transforming from an elite education system to a mass and universal education system (Xu, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This revolutionary growth has established the world\u0026rsquo;s largest higher education system (WES Global, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Higher education massification has reshaped the landscape of master\u0026rsquo;s education. China\u0026rsquo;s annual master\u0026rsquo;s enrollment increased from 570,600 in 2015 to 1,185,700 in 2025, but the number of applicants grew even more rapidly, with master\u0026rsquo;s entrance examination applications reaching 3.88\u0026nbsp;million in 2025 (Li, 2025). This supply-demand imbalance reflects the structural challenges facing master\u0026rsquo;s education.\u003c/p\u003e\u003cp\u003eThe massification process has profound impacts on master\u0026rsquo;s students\u0026rsquo; academic development. First, academic competitive pressure has significantly increased. Mok and Jiang (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) pointed out that higher education massification does not necessarily enhance social mobility but may instead exacerbate educational inequality. In China, the income gap between domestically trained university graduates and overseas returnees continues to widen, forcing more students to choose further education to enhance competitiveness.\u003c/p\u003e\u003cp\u003eSecond, academic pressure and mental health issues are increasingly prominent. Research shows that up to 50% of graduate students report symptoms of depression, anxiety, or burnout during training, with 76% of graduate students working more than 41 hours per week (SenthilKumar et al., \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). P\u0026eacute;rez-Jorge et al. (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2025\u003c/span\u003e) found that the main stressors facing current university students include excessive workload, assessment pressure, and difficulty coordinating academic and personal life.\u003c/p\u003e\u003cp\u003eThird, job market mismatch problems are prominent. Higher education massification has led to mismatches between university education and the labor market, with many master\u0026rsquo;s graduates facing \u0026ldquo;overeducation\u0026rdquo; phenomena, where credential devaluation reduces their competitive advantage in the job market (Mok \u0026amp; Jiang, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFinally, the need for psychological capital cultivation has become increasingly important. Under the challenges of the mass education system, master\u0026rsquo;s students need stronger psychological resilience, self-efficacy, and other positive psychological qualities to cope with various challenges (Xiao et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Research shows that 34.4% of graduate students felt stressed in the past 12 months, with 28.9% diagnosed or treated for anxiety symptoms (Research.com, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn summary, in the context of higher education massification, master\u0026rsquo;s students\u0026rsquo; academic development needs show diversified and complex characteristics. Family support, as an important external resource, has important significance for meeting master\u0026rsquo;s students\u0026rsquo; academic development needs by stimulating personal motivation and enhancing self-control.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Research Hypotheses\u003c/h2\u003e\u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\u003ch2\u003e2.3.1 Family Support and Master\u0026rsquo;s Students\u0026rsquo; Academic Achievement\u003c/h2\u003e\u003cp\u003eFamily support refers to emotional, informational, and material resources provided by family members to students, including emotional care, learning guidance, and financial assistance (Dennis et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Family support plays a fundamental role in students\u0026rsquo; academic development, providing students with security, belonging, and sustained learning motivation.\u003c/p\u003e\u003cp\u003eExtensive empirical research has confirmed the significant positive correlation between family support and academic achievement. Dennis et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) studied 728 low-income first-year students and found that family emotional support has a positive impact on academic achievement by promoting mental health and increasing student engagement. Luan et al. (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) studied 567 master\u0026rsquo;s students and found that all three dimensions of social support (family support, supervisor support, and institutional resource support) could significantly predict academic achievement, with family support playing a key role as an important component.\u003c/p\u003e\u003cp\u003eThe mechanisms by which family support affects academic achievement are mainly manifested in three aspects. First, emotional support provides students with psychological security. Research shows that in families with active parental involvement, students\u0026rsquo; on-time graduation rate reaches 85%, significantly higher than peers lacking parental involvement (SOLVED, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). Second, family support can effectively stimulate students\u0026rsquo; learning motivation. Jian et al. (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) studied 2106 Chinese university students, showing that social support significantly affects academic engagement through the mediation of academic motivation. Finally, family support indirectly affects academic achievement by enhancing students\u0026rsquo; self-esteem levels (Li et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFor master\u0026rsquo;s students, the role of family support is particularly important. Due to the high learning pressure and heavy research tasks at the master\u0026rsquo;s level, students need understanding, encouragement, and support from their families. Jabbar et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) pointed out that social-emotional support and substantive support from family members can help students cope with difficulties in academic and personal life, promoting persistence and achievement of students in STEM fields.\u003c/p\u003e\u003cp\u003eBased on psychological capital theory and the above empirical evidence, this study proposes the following hypothesis:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH1.\u003c/b\u003e Family support is significantly and positively correlated with master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\u003ch2\u003e2.3.2 The Mediating Effect of Personal Motivation\u003c/h2\u003e\u003cp\u003ePersonal motivation refers to the internal driving force generated by individuals to achieve specific goals, including intrinsic and extrinsic motivation (Ryan \u0026amp; Deci, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In educational contexts, personal motivation is considered an important psychological mechanism connecting external support with academic achievement. Self-determination theory indicates that when individuals\u0026rsquo; basic psychological needs are satisfied, intrinsic motivation will be enhanced, thereby promoting positive academic outcomes (Howard et al., \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFamily support stimulates personal motivation by satisfying master\u0026rsquo;s students\u0026rsquo; psychological needs. Research shows that family emotional support can enhance students\u0026rsquo; self-efficacy and learning interest, thereby improving intrinsic motivation (Guay, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). A study of Chinese university students found that social support significantly affects academic engagement through the mediation of academic motivation (Jian et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Family support provides students with a safe psychological environment, enabling them to focus on pursuing learning goals while reducing the negative impact of external pressure on motivation.\u003c/p\u003e\u003cp\u003ePersonal motivation has important predictive effects on academic achievement. Meta-analytic research indicates that intrinsic motivation is significantly positively correlated with academic achievement and is a key factor in promoting students\u0026rsquo; sustained learning and excellent performance (Taylor et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Master\u0026rsquo;s students with high levels of personal motivation are more willing to invest time and energy in deep learning, showing stronger academic persistence and innovation ability (Yang \u0026amp; Chen, 2022). Additionally, motivation can stimulate students\u0026rsquo; autonomous learning behaviors and metacognitive strategy use.\u003c/p\u003e\u003cp\u003eBased on the above analysis, the following hypotheses are proposed:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH2.\u003c/b\u003e Family support is significantly and positively correlated with personal motivation.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH3.\u003c/b\u003e Personal motivation is significantly and positively correlated with master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH4.\u003c/b\u003e Personal motivation mediates the relationship between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section3\"\u003e\u003ch2\u003e2.3.3 The Moderating Effect of Self-Control\u003c/h2\u003e\u003cp\u003eSelf-control refers to an individual\u0026rsquo;s ability to maintain thoughts, emotions, and behaviors consistent with long-term goals when facing short-term temptations (Duckworth et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). In academic contexts, self-control is considered an important individual difference variable affecting academic achievement, helping students resist distractions, maintain focus, and persist in completing academic tasks (Stadler et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAccording to the resource conservation perspective of psychological capital theory, individuals\u0026rsquo; psychological resources are limited; when one resource is abundant, the need for other resources relatively decreases (Hobfoll, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2002\u003c/span\u003e). For master\u0026rsquo;s students, self-control as an internal regulatory resource may moderate the strength of the relationship between family support and academic achievement. Students with high self-control can better manage and motivate themselves, showing relatively lower dependence on external support (Tangney et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eResearch indicates that self-control plays a moderating role in the relationship between family support and academic achievement. Students with high self-control can more effectively utilize resources provided by families and transform them into intrinsic motivation (Galla \u0026amp; Duckworth, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). A study of university students found that self-control moderated the impact of social support on academic performance, with high self-control students better able to internalize external support into sustained learning motivation (Wolters \u0026amp; Hussain, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Additionally, self-control can alleviate stress that may arise from excessive family attention, helping students maintain learning autonomy (Vasquez et al., \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFrom a neuroscience perspective, self-control involves executive functions of the prefrontal cortex and can regulate the allocation of emotional and cognitive resources (Diamond, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Master\u0026rsquo;s students with stronger self-control abilities can more rationally evaluate the role of family support when facing academic challenges, avoiding excessive dependence on external resources.\u003c/p\u003e\u003cp\u003eBased on the above analysis, this study proposes the following hypotheses:\u003c/p\u003e\u003cp\u003e\u003cb\u003eH5.\u003c/b\u003e Self-control moderates the relationship between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement.\u003c/p\u003e\u003cp\u003e\u003cb\u003eH6.\u003c/b\u003e Self-control moderates the relationship between family support and personal motivation.\u003c/p\u003e\u003cp\u003eBased on psychological capital theory and the above hypotheses, this study\u0026rsquo;s research framework is formed (see Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e(Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e is near here)\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"3. Research Methods","content":"\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Participants\u003c/h2\u003e\u003cp\u003eThis study adopted a stratified random sampling method, targeting Chinese master\u0026rsquo;s students currently enrolled. Considering the heterogeneity of the master\u0026rsquo;s student population in terms of geographical distribution, academic disciplines, and training types, stratified sampling was conducted according to geographical regions, academic disciplines, and training types to ensure sample representativeness and generalizability of research results. This study strictly adhered to research ethics principles and received approval from the relevant ethics committee. All participants were informed of the research purpose and voluntary participation principle before completing the questionnaire, ensuring that data would only be used for academic research and personal information would be strictly confidential.\u003c/p\u003e\u003cp\u003eA total of 552 questionnaires were distributed through the Questionnaire Star platform, with 552 successfully collected. Researchers conducted quality screening of the collected questionnaires, excluding those with abnormal completion times, extensive missing data, or obvious random response patterns. Finally, 522 valid questionnaires were retained, with a validity rate of 94.6%.\u003c/p\u003e\u003cp\u003eThe demographic information of master\u0026rsquo;s students participating in the study is as follows. First, female master\u0026rsquo;s students accounted for 58.8% (307 people), while male master\u0026rsquo;s students accounted for 41.2% (215 people), with significantly more female than male students. Second, in terms of grade distribution, third-year students had the highest proportion at 32.8% (171 people), second-year students accounted for 27.8% (145 people), first-year students accounted for 22.4% (117 people), and students within one year of graduation accounted for 17.0% (89 people), reflecting that the sample covered all stages of master\u0026rsquo;s training. Third, in terms of household registration distribution, rural household registration master\u0026rsquo;s students accounted for the largest proportion at 58.4% (305 people), while urban household registration master\u0026rsquo;s students accounted for 41.6% (217 people). Fourth, in terms of academic discipline distribution, STEM master\u0026rsquo;s students accounted for 60.3% (315 people), while non-STEM master\u0026rsquo;s students accounted for 39.6% (207 people, including 188 in humanities and social sciences and 19 in arts and sports), with STEM students dominating. Finally, in terms of master\u0026rsquo;s degree type, academic master\u0026rsquo;s students accounted for 60.9% (318 people), while professional master\u0026rsquo;s students accounted for 39.1% (204 people), with academic master\u0026rsquo;s students slightly outnumbering professional master\u0026rsquo;s students, reflecting the current landscape of Chinese master\u0026rsquo;s education emphasizing both academic and professional types.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Measurement Instruments\u003c/h2\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e3.2.1 Family Support\u003c/h2\u003e\u003cp\u003eFamily support was measured using the Family Support Scale (FSS) adapted from House\u0026rsquo;s social support scale. This scale was localized based on House\u0026rsquo;s social support classification framework (House, 1981) and Barrera\u0026rsquo;s family support theory (Barrera, 1986), combined with the characteristics of Chinese graduate student populations.\u003c/p\u003e\u003cp\u003eThe FSS contains 4 items covering three core dimensions of family support. The \u003cb\u003eemotional support\u003c/b\u003e dimension measures emotional care and psychological comfort provided by family members, such as \u0026ldquo;My family atmosphere is very good\u0026rdquo;; the \u003cb\u003einstrumental support\u003c/b\u003e dimension evaluates financial assistance provided by the family, such as \u0026ldquo;I don\u0026rsquo;t worry about financial problems\u0026rdquo;; the \u003cb\u003einformational support\u003c/b\u003e dimension includes parents\u0026rsquo; influence on graduate students through behavioral modeling and educational guidance, such as \u0026ldquo;My parents\u0026rsquo; educational approach is conducive to cultivating me\u0026rdquo; and \u0026ldquo;My parents are quite self-disciplined in life\u0026rdquo;.\u003c/p\u003e\u003cp\u003eParticipants rated each item using a five-point Likert scale, from \u0026ldquo;1\u0026thinsp;=\u0026thinsp;completely disagree\u0026rdquo; to \u0026ldquo;5\u0026thinsp;=\u0026thinsp;completely agree\u0026rdquo;, with higher scores indicating higher levels of academic achievement in the corresponding dimension. The scale demonstrated good reliability and validity, with satisfactory internal consistency coefficients for all dimensions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003e3.2.2 Academic Achievement\u003c/h2\u003e\u003cp\u003eAcademic achievement was measured using a self-developed Academic Achievement Scale for Master\u0026rsquo;s Students, based on Bloom\u0026rsquo;s taxonomy of educational objectives and the training goals of Chinese master\u0026rsquo;s education. The scale contains 12 items covering three dimensions: \u003cb\u003esubject knowledge and skills\u003c/b\u003e (4 items, e.g., \u0026ldquo;I have solid theoretical knowledge in my field\u0026rdquo;), \u003cb\u003eresearch capabilities\u003c/b\u003e (4 items, e.g., \u0026ldquo;I can independently conduct academic research\u0026rdquo;), and \u003cb\u003eprofessional affect\u003c/b\u003e (4 items, e.g., \u0026ldquo;I have a strong sense of professional identity\u0026rdquo;). Participants used a five-point Likert scale for rating, with higher scores indicating higher academic achievement levels.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003e3.2.3 Personal Motivation\u003c/h2\u003e\u003cp\u003ePersonal motivation was measured using the Academic Self-Regulation Questionnaire (SRQ-A) developed by Ryan and Connell (1989). The scale contains 8 items measuring intrinsic motivation (4 items, e.g., \u0026ldquo;I study because I enjoy learning new things\u0026rdquo;) and identified regulation (4 items, e.g., \u0026ldquo;I study because it\u0026rsquo;s important for my future career\u0026rdquo;). Participants rated items on a five-point Likert scale, with higher scores indicating higher levels of personal motivation.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section3\"\u003e\u003ch2\u003e3.2.4 Self-Control\u003c/h2\u003e\u003cp\u003eSelf-control was measured using the Brief Self-Control Scale (BSCS) developed by Tangney et al. (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). The scale contains 13 items measuring individuals\u0026rsquo; ability to control impulses, maintain focus, and regulate emotions and behaviors, such as \u0026ldquo;I am good at resisting temptation\u0026rdquo; and \u0026ldquo;I have difficulty breaking bad habits\u0026rdquo; (reverse scored). Participants used a five-point Likert scale for rating, with higher scores indicating stronger self-control abilities.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section3\"\u003e\u003ch2\u003e3.2.5 Control Variables\u003c/h2\u003e\u003cp\u003ePrevious research indicates that demographic characteristics may affect master\u0026rsquo;s students\u0026rsquo; academic achievement. In this study, gender, grade, household registration, major category, and master\u0026rsquo;s degree type were included as control variables in the model.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Data Analysis\u003c/h2\u003e\u003cp\u003eThis study used SPSS 26.0 and Amos 26.0 for data analysis. First, Amos 26.0 was used for confirmatory factor analysis to assess scale validity, and SPSS 26.0 was used for reliability analysis, common method bias testing, descriptive statistics, and correlation analysis. Second, PROCESS macro Model 4 was used to test the mediating role of personal motivation, employing bias-corrected Bootstrap method (5000 resamples), with significance of mediation effects determined by 95% confidence intervals not containing 0. PROCESS Model 8 was used to test the moderating role of self-control, with moderation effects determined by the significance of interaction term regression coefficients, followed by simple slope analysis. All analyses controlled for gender, grade, household registration, major category, and master\u0026rsquo;s degree type variables, with significance level set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Common Method Bias Testing\u003c/h2\u003e\u003cp\u003eTo control for potential interference of common method bias on research conclusions, this study conducted Harman\u0026rsquo;s single-factor test on measurement items for family support, academic achievement, self-control, and personal motivation. Results showed that all items extracted 8 potential factors with eigenvalues greater than 1, with the first factor explaining 27.128% of the variance, below the critical threshold of 40%, indicating that the data was not significantly affected by common method bias and the research results have high credibility.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Descriptive Statistics and Correlation Analysis\u003c/h2\u003e\u003cp\u003eThe overall mean of master\u0026rsquo;s students\u0026rsquo; academic achievement was 3.656 (SD\u0026thinsp;=\u0026thinsp;0.827), with significant differences in subdimension scores: subject knowledge and skills (M\u0026thinsp;=\u0026thinsp;3.708, SD\u0026thinsp;=\u0026thinsp;0.668) scored highest; research capabilities (M\u0026thinsp;=\u0026thinsp;3.521, SD\u0026thinsp;=\u0026thinsp;0.710) was second; professional affect (M\u0026thinsp;=\u0026thinsp;3.401, SD\u0026thinsp;=\u0026thinsp;0.904) was relatively weaker, indicating that master\u0026rsquo;s students\u0026rsquo; professional identity and emotional attitudes need further strengthening.\u003c/p\u003e\u003cp\u003eInter-variable correlation analysis showed that family support was significantly positively correlated with academic achievement (r\u0026thinsp;=\u0026thinsp;0.343, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), personal motivation (r\u0026thinsp;=\u0026thinsp;0.416, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and self-control (r\u0026thinsp;=\u0026thinsp;0.200, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001); academic achievement was highly positively correlated with personal motivation (r\u0026thinsp;=\u0026thinsp;0.665, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), with a correlation coefficient of 0.245 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001) with self-control; the correlation coefficient between personal motivation and self-control was 0.332 (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), indicating significant synergistic relationships among variables, laying the foundation for subsequent mediation and moderation effect analyses.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Mediating Role of Personal Motivation\u003c/h2\u003e\u003cp\u003eThe PROCESS macro Model 4 developed by Hayes (2017) in SPSS 26.0 was used to test the relationships among family support, personal motivation, and master\u0026rsquo;s students\u0026rsquo; academic achievement. In the model, family support was the independent variable, master\u0026rsquo;s students\u0026rsquo; academic achievement was the dependent variable, personal motivation was the mediating variable, and gender, grade, household registration, major category, and master\u0026rsquo;s degree type were control variables.\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows that family support significantly positively affects personal motivation and master\u0026rsquo;s students\u0026rsquo; academic achievement (β\u0026thinsp;=\u0026thinsp;0.338, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01; β\u0026thinsp;=\u0026thinsp;0.080, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Personal motivation significantly positively affects master\u0026rsquo;s students\u0026rsquo; academic achievement (β\u0026thinsp;=\u0026thinsp;0.408, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). Therefore, hypotheses H1, H2, and H3 are supported.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMediation effect test of personal motivation.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDependent Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndependent Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eR\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAdjusted R\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eβ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic Achievement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.145\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.135\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e14.572***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.056\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.216\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e9.657***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGrade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.074\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.051\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-1.312\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.190\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHousehold registration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.065\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.788\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.074\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMajor category\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.043\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.049\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.576\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.116\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree type\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.127\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.047\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.015\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.310\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.338\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.050\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e3.076**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.002\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonal Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.181\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.171\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e18.956***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.002\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.054\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.050\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.961\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGrade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.067\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.025\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.647\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.100\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHousehold registration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.021\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.051\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.525\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.600\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMajor category\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.053\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.049\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-1.286\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.199\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree type\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.016\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.052\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.402\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.688\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.408\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.035\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e10.086***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic Achievement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.475\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.468\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e66.438***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.058\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.187\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e3.635\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGrade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.032\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.040\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-1.712\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.087\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHousehold registration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.078\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.973\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.331\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMajor category\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.077\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.039\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.424\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.016\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree type\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.117\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.037\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.309\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.021\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.080\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.039\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e3.602\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.635\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.249\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.025\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e*\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.01, ***\u003cem\u003ep\u003c/em\u003e\u0026thinsp;\u0026lt;\u0026thinsp;0.001 (two-tailed).\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e(Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e is near here)\u003c/p\u003e\u003cp\u003eThe bias-corrected bootstrap method was used to evaluate the mediating effect of personal motivation, with 5000 resamples.\u003c/p\u003e\u003cp\u003e(Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e is near here)\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eTotal effect, direct effect, and mediation effect of personal motivation.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePath\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eEffect\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e\u003cp\u003eBias-corrected 95% CI\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e\u003cem\u003eRatio\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.274\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.033\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.209\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.340\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e100%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDirect effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.065\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.121\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e23.7%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIndirect effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.210\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.025\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.161\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e0.259\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e76.3%\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that the direct effect of family support on master\u0026rsquo;s students\u0026rsquo; academic achievement was 0.065, with a 95% confidence interval of [0.008, 0.121], not containing 0, indicating a significant direct effect pathway between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement. The mediating effect of personal motivation between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement was 0.210, with a 95% confidence interval of [0.161, 0.259], not containing 0, indicating that personal motivation significantly mediates the relationship between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement. Therefore, hypothesis H4 is supported. It\u0026rsquo;s worth noting that the indirect effect (0.210) was significantly larger than the direct effect (0.065), indicating that personal motivation plays an important mediating role in the process by which family support affects academic achievement, accounting for 76.3% of the total effect. The specific pathway by which family support affects master\u0026rsquo;s students\u0026rsquo; academic achievement is shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e(Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e is near here)\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Moderating Role of Self-Control\u003c/h2\u003e\u003cp\u003ePROCESS macro Model 8 was used to test the moderating effect of self-control. Family support was the independent variable, master\u0026rsquo;s students\u0026rsquo; academic achievement was the dependent variable, personal motivation was the mediating variable, self-control was the moderating variable, and gender, grade, household registration, major category, and master\u0026rsquo;s degree type were control variables.\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows that the interaction term between family support and self-control significantly negatively affects academic achievement but does not affect personal motivation. Therefore, self-control moderates the relationship between family support and academic achievement, supporting hypothesis H5 but not H6.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSelf-control moderation effect test.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"9\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDependent Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eIndependent Variable\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eR\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAdjusted R\u0026sup2;\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eβ\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eSE\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c9\"\u003e\u003cp\u003ep\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonal Motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.245\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.233\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e20.787***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.022\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.052\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.433\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.665\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGrade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.034\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.024\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.386\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.166\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHousehold registration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.050\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.977\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMajor category\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.067\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.047\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-1.432\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.153\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree type\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.026\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.050\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.512\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.609\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.339\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.133\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.550*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.011\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-control\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.259\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.165\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e1.576\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.116\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support \u0026times; Self-control\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.010\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.041\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-0.240\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.810\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAcademic Achievement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.484\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.474\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e53.375***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.064\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.040\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-1.585\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.114\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGrade\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.019\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e0.938\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.349\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHousehold registration\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.098\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.038\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.540*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.011\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMajor category\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.084\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.036\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.308*\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.021\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree type\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.139\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.039\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e3.565***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily support\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.587\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.034\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e17.165***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePersonal motivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.355\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.104\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e3.426***\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelf-control\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.383\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.128\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e2.998**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.003\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFamily Support\u0026times;Self-Control\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e-0.093\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e\u003cp\u003e0.032\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e\u003cp\u003e-2.930**\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e\u003cp\u003e0.004\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"9\"\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;0.05, **p\u0026thinsp;\u0026lt;\u0026thinsp;0.01, ***p\u0026thinsp;\u0026lt;\u0026thinsp;0.001 (two-tailed)\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e(Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e is near here)\u003c/p\u003e\u003cp\u003eFurther simple slope analysis (see Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e) shows that among master\u0026rsquo;s students with high levels of self-control, the effect of family support on academic achievement was not significant (simple slope = -0.006, t = -0.156, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). Compared to master\u0026rsquo;s students with moderate levels of self-control (simple slope\u0026thinsp;=\u0026thinsp;0.063, t\u0026thinsp;=\u0026thinsp;2.213, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), the effect of family support on academic achievement was more significant among master\u0026rsquo;s students with low levels of self-control (simple slope\u0026thinsp;=\u0026thinsp;0.132, t\u0026thinsp;=\u0026thinsp;3.571, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001).\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e(Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e is near here)\u003c/p\u003e\u003cp\u003eAdditionally, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, self-control moderated the effect of family support on master\u0026rsquo;s students\u0026rsquo; academic achievement. This indicates that as self-control levels increase, the direct effect of family support on academic achievement weakens, possibly because master\u0026rsquo;s students with high self-control have reduced dependence on external support.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eMediation effects at different personal motivation levels.\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonal Motivation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003e\u003cem\u003eEffect\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u003cem\u003eBootSE\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003e\u003cem\u003eBootLLCI\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003e\u003cem\u003eBootULCI\u003c/em\u003e\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eModerated mediation effect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eE1(M-1SD)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.132\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.037\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.571\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eE2(M)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.063\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.029\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.213\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.027\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eE3(M\u0026thinsp;+\u0026thinsp;1SD)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e-0.006\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.037\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e-0.156\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e\u003cp\u003e0.876\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e(Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e is near here)\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cp\u003eBased on psychological capital theory, this study constructed a moderated mediation model of how family support affects master\u0026rsquo;s students\u0026rsquo; academic achievement, systematically verifying the mediating role of personal motivation and the moderating effect of self-control. The research results not only provide a new theoretical perspective for understanding the internal mechanisms of master\u0026rsquo;s students\u0026rsquo; academic development but also offer important empirical evidence for educational practice.\u003c/p\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Direct Impact of Family Support on Master\u0026rsquo;s Students\u0026rsquo; Academic Achievement\u003c/h2\u003e\u003cp\u003eThe research results confirmed the significant positive correlation between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement (r\u0026thinsp;=\u0026thinsp;0.343, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), supporting hypothesis H1. This finding is consistent with existing literature (Luan et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Dennis et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), indicating that family support is an important external resource for promoting master\u0026rsquo;s students\u0026rsquo; academic success.\u003c/p\u003e\u003cp\u003eFrom the perspective of psychological capital theory\u0026rsquo;s HERO model, family support provides master\u0026rsquo;s students with multiple positive psychological resources. Specifically, emotional support stimulates students\u0026rsquo; Hope and Optimism by providing psychological security and belonging; instrumental support enables students to focus on academic pursuits by reducing financial pressure, enhancing self-Efficacy; informational support cultivates students\u0026rsquo; Resilience and persistence through parents\u0026rsquo; behavioral modeling and value transmission. The synergistic effect of these four dimensions constitutes the psychological capital foundation for promoting academic achievement (Luthans et al., \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2015\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the Chinese cultural context, families\u0026rsquo; deep involvement in children\u0026rsquo;s education has unique significance. Chinese collectivist culture emphasizes family responsibility and intergenerational support, making families not only sources of emotional support but also important shapers of academic values and achievement motivation. Unlike Western individualist cultures that emphasize independence, Chinese master\u0026rsquo;s students are more inclined to internalize family expectations as personal goals, forming an academic pursuit motivation of \u0026ldquo;family-nation unity.\u0026rdquo; In the context of higher education massification, master\u0026rsquo;s students face increasingly competitive pressure and psychological burdens, making family support an important buffer for coping with setbacks and maintaining resilience.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003e5.2 The Mediating Mechanism of Personal Motivation: Transformation from External Support to Internal Drive\u003c/h2\u003e\u003cp\u003eThe research results show that personal motivation plays a significant mediating role between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement, with the indirect effect (0.210) accounting for 76.3% of the total effect, supporting hypotheses H2, H3, and H4. This finding reveals the core psychological mechanism of transforming external support into academic success.\u003c/p\u003e\u003cp\u003eFirst, family support significantly positively predicts personal motivation (β\u0026thinsp;=\u0026thinsp;0.338, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). According to self-determination theory, when individuals\u0026rsquo; basic psychological needs (autonomy, competence, and relatedness) are satisfied, intrinsic motivation will be stimulated (Ryan \u0026amp; Deci, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Family support satisfies relatedness needs by providing emotional care, enhances competence through informational guidance, and supports autonomy by respecting choices, thereby comprehensively stimulating master\u0026rsquo;s students\u0026rsquo; learning motivation. Within the psychological capital theory framework, this process reflects the transformation of external resources into internal psychological capital, with family support activating individuals\u0026rsquo; hope and optimism, providing a continuous source of motivation for goal pursuit.\u003c/p\u003e\u003cp\u003eSecond, personal motivation significantly positively predicts academic achievement (β\u0026thinsp;=\u0026thinsp;0.408, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001). This is consistent with numerous research findings (Taylor et al., \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Master\u0026rsquo;s students with high levels of motivation show stronger learning engagement and persistence, are more willing to adopt deep learning strategies, and demonstrate stronger recovery ability when facing academic setbacks. From the efficacy dimension of psychological capital, motivation encourages students to have confidence in completing academic tasks; from the hope dimension, motivation provides students with clear goal orientation and path planning abilities.\u003c/p\u003e\u003cp\u003eThe mediation effect analysis further confirms the core role of personal motivation. Family support primarily promotes academic achievement by stimulating intrinsic motivation rather than producing only direct effects. This finding is consistent with the core viewpoint of psychological capital theory: external resources must be transformed into individuals\u0026rsquo; positive psychological states to exert maximum effect (Shahzad et al., \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). For master\u0026rsquo;s students, various supports provided by families ultimately need to be internalized into personal learning motivation and goal pursuit to be transformed into sustained academic performance.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e5.3 The Moderating Effect of Self-Control: Boundary Conditions of Individual Differences\u003c/h2\u003e\u003cp\u003eThe research results show that self-control plays a significant moderating role in the relationship between family support and master\u0026rsquo;s students\u0026rsquo; academic achievement (β = -0.093, p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), supporting hypothesis H5. Simple slope analysis indicates that for master\u0026rsquo;s students with lower levels of self-control, the effect of family support on academic achievement is more significant (simple slope\u0026thinsp;=\u0026thinsp;0.132, p\u0026thinsp;\u0026lt;\u0026thinsp;0.001); while for master\u0026rsquo;s students with higher levels of self-control, the effect of family support is not significant (simple slope = -0.006, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e\u003cp\u003eThis finding reveals the compensatory mechanism of psychological resources. According to conservation of resources theory (Hobfoll, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2002\u003c/span\u003e), individuals tend to maintain adaptive functioning through combinations of multiple resources. Master\u0026rsquo;s students with high self-control possess strong internal regulatory abilities, can effectively manage learning behaviors and emotional states, and maintain academic performance through self-drive and self-monitoring. These students have already formed relatively independent academic self-regulation systems, thus showing relatively lower dependence on external family support (Stadler et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eConversely, master\u0026rsquo;s students with low self-control lack effective internal regulatory mechanisms, are more susceptible to external temptations and distractions, and show weaker persistence and focus in academic tasks. For these students, family support plays a crucial external regulatory role, compensating for their insufficient internal regulatory capacity by providing structured learning environments, timely supervisory feedback, and emotional encouragement. This complementary effect of external support and internal regulation reflects the synergistic resource perspective in psychological capital theory.\u003c/p\u003e\u003cp\u003eHowever, self-control did not significantly moderate the relationship between family support and personal motivation, so hypothesis H6 was not supported. This result may stem from several reasons: First, motivation formation is a complex emotional-cognitive process primarily influenced by external environmental stimuli and value identification, while self-control as an executive function primarily plays a role when motivation is transformed into specific behaviors. Second, in the Chinese cultural context, family support\u0026rsquo;s motivational stimulation has deep cultural foundations, and this stimulation process may be relatively independent of individuals\u0026rsquo; self-control levels. Finally, the self-control scale used in this study may reflect more behavioral regulation abilities rather than individual differences at the motivation formation level.\u003c/p\u003e\u003c/div\u003e"},{"header":"6. Theoretical and Practical Implications","content":"\u003cp\u003eThis study is the first to construct a moderated mediation model of how family support affects master\u0026rsquo;s students\u0026rsquo; academic achievement based on psychological capital theory, providing a new theoretical perspective for understanding master\u0026rsquo;s students\u0026rsquo; academic development mechanisms. In the context of higher education massification, this study reveals the action mechanisms of family support as an important external resource, as well as the key roles of personal motivation and self-control in this process.\u003c/p\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003e6.1 Theoretical Contributions\u003c/h2\u003e\u003cp\u003eFrom a theoretical perspective, this study makes important contributions in three aspects. First, it expands the application scope of psychological capital theory in master\u0026rsquo;s education. By introducing psychological capital theory\u0026rsquo;s HERO model into master\u0026rsquo;s students\u0026rsquo; academic achievement research, this study verifies the applicability of psychological capital theory in higher education contexts and provides new empirical support for the resource conservation perspective of psychological capital theory (Carmona-Halty et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Second, it constructs an integrative theoretical model. This study systematically explains the complex relational mechanisms among four variables: family support, personal motivation, self-control, and academic achievement, with personal motivation\u0026rsquo;s mediating effect accounting for 76.3% of the total effect, revealing the key psychological pathway for transforming external support into academic success. Finally, it identifies boundary conditions for academic achievement influences. The moderating role of self-control indicates that differences in individuals\u0026rsquo; internal regulatory capacity affect the effectiveness of external support, providing a new theoretical perspective for understanding individualized developmental pathways of academic achievement.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section2\"\u003e\u003ch2\u003e6.2 Practical Implications\u003c/h2\u003e\u003cp\u003eThis study provides guidance for master\u0026rsquo;s student training practice at three levels. First, \u003cb\u003eestablishing diversified family support systems\u003c/b\u003e. Educational institutions should fully recognize the fundamental role of family support in master\u0026rsquo;s students\u0026rsquo; academic development, establish sound family-school communication mechanisms, and provide differentiated support services for students from different family backgrounds to help compensate for insufficient family support. Second, \u003cb\u003estrengthening intrinsic motivation cultivation mechanisms\u003c/b\u003e. Given the core mediating role of personal motivation, master\u0026rsquo;s student training should focus on stimulating and maintaining students\u0026rsquo; intrinsic learning motivation by increasing academic choice autonomy, designing challenging research tasks, and constructing multidimensional evaluation systems to effectively transform external support into internal drive. Finally, \u003cb\u003eimplementing individualized academic guidance strategies\u003c/b\u003e. Based on the moderating effect of self-control, educational practice should pay attention to students\u0026rsquo; individual differences, develop targeted academic support plans for students with different self-control levels, and enhance students\u0026rsquo; internal regulatory capacity through interventions such as self-regulation strategy training (Zhang et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn summary, this study provides a systematic theoretical framework and practical pathways for promoting master\u0026rsquo;s students\u0026rsquo; academic development, contributing to the construction of a more scientifically effective higher education support system and promoting overall improvement in master\u0026rsquo;s education quality.\u003c/p\u003e\u003c/div\u003e"},{"header":"7. Limitations and Future Research","content":"\u003cp\u003eThis study has several limitations. First, the cross-sectional design limits inferences about causal relationships among variables. Future research should adopt longitudinal tracking or experimental designs to verify causal mechanisms. Second, the sample mainly comes from mainland China, and the cross-cultural applicability of research results needs verification. Future research should extend to different cultural backgrounds for comparative analysis. Third, this study mainly relies on self-report scales, which may pose risks of common method bias. Future research should combine objective academic indicators and diversified measurement methods. Finally, this study lacks qualitative data to deeply explore influence mechanisms. It is recommended to adopt mixed-method research designs, using qualitative methods such as interviews to further explain the specific processes by which family support transforms into academic achievement.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eAuthor Note\u003c/p\u003e\n\u003cp\u003eMengting Qian and Chunshun Yan contributed equally to this work as co-first authors.\u003c/p\u003e\n\u003cp\u003eEthics approval and consent to participate\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Ethics Committee of Shanghai Academy of Educational Sciences (Ethics Review Number: SAES240921). All participants provided written informed consent to participate in the study.\u003c/p\u003e\n\u003cp\u003eConsent for publication\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003eAvailability of data and materials\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author, Mengting Qian, upon reasonable request.\u003c/p\u003e\n\u003cp\u003eCompeting interests\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003eFunding\u003c/p\u003e\n\u003cp\u003eNo external funding was received for this study.\u003c/p\u003e\n\u003cp\u003eAuthors\u0026rsquo; contributions\u003c/p\u003e\n\u003cp\u003eM.Q. conceived and designed the study, collected and analyzed the data, and wrote the manuscript. C.Y. contributed to the study design and data interpretation. Z.X. assisted with data collection and statistical analysis. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003eAcknowledgements\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank all the master\u0026rsquo;s students who participated in this study. We also acknowledge the support from the participating universities in facilitating data collection.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBagdžiūnienė D, Žukauskaitė I, Bulotaitė L, Sargautytė R. Study and personal resources of university students\u0026rsquo; academic resilience and the relationship with positive psychological outcomes. Front Psychol. 2025;16:1517359.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBandura A. Social cognitive theory of self-regulation. Organ Behav Hum Decis Process. 1991;50(2):248\u0026ndash;87.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eBandura A. Self-efficacy: The exercise of control. W.H. 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Pers Indiv Differ. 2020;132:109583.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"family support, academic achievement, personal motivation, self-control, Chinese master’s students","lastPublishedDoi":"10.21203/rs.3.rs-8051434/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8051434/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eBased on psychological capital theory, this study examined the impact of family support on the academic achievement of Chinese master\u0026rsquo;s students, revealing the mediating role of personal motivation and the moderating role of self-control. A survey of 522 Chinese master\u0026rsquo;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\u0026rsquo;s students\u0026rsquo; academic development.\u003c/p\u003e","manuscriptTitle":"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","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-12 17:22:50","doi":"10.21203/rs.3.rs-8051434/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-12-20T07:40:53+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"96129026953796044445042921404592925393","date":"2025-12-17T06:45:02+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"312133229427492990554502992933542608296","date":"2025-12-14T14:38:42+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-12-09T14:31:14+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-11-12T14:19:26+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-11-12T08:17:22+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-11-12T08:14:32+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-11-06T21:33:23+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"78e72e76-9b13-4c56-be33-0622db10f850","owner":[],"postedDate":"December 12th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-12-12T17:22:50+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-12 17:22:50","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8051434","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8051434","identity":"rs-8051434","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}