Perceived Social Support and Learning Engagement Among First-Generation College Students in China: The Mediating Role of Positive Psychological Capital

A strengths-based approach explored how First-generation College Students (FGCSs) utilize external resources (e.g., social support) and internal resources (e.g., psychological strengths) for higher education engagement. A total of 311 Chinese FGCSs were surveyed to exam positive associations among perceived social support, positive psychological capital, and learning engagement. We discovered that positive psychological capital partially mediated the link between perceived social support and learning engagement. In practical terms, students who received more support reported higher levels of self-efficacy, resilience, optimism, and hope. Findings highlight the importance of developing support programs and resilience-building interventions, offering guidance on how to enhance FGCSs’ engagement.