Relationship between perceived social support and learning engagement in medical students under stress regulation

doi:10.3969/j.issn.1674-490X.2026.04.008

Abstract

Abstract: Objective To explore the relationship between perceived social support and learning engagement in medical students in Nanjing and provide intervention basis for improving their learning engagement. Methods A questionnaire survey was conducted in 350 clinical medicine undergraduates in Nanjing using the Perceived Social Support Scale(PSSS), the Simplified Coping Style Questionnaire(SCSQ), the Chinese Version of Utrecht Work Engagement Scale-Student(UWES-S), and the Stress Scale for College Students(SSCS). Results Learning engagement was positively correlated with perceived social support and positive coping style(r=0.323, 0.527, both P<0.01), and negatively correlated with stress(r=-0.144, P<0.01). The positive influence of perceived social support on learning engagement is fully mediated by positive coping style. Moreover, the relationship between perceived social support and positive coping style is moderated by stress. Conclusion Enhancing perceived social support, cultivating positive coping strategies, and implementing differentiated interventions for high-stress individuals are effective paths to improve medical students' learning engagement.

Key words: perceived social support, learning engagement, positive coping style, stress, medical students

CLC Number:

Jiang Yuxi, Xu Junwei, Li Yao, Tian Xinzhu, Yu Xiaoning. Relationship between perceived social support and learning engagement in medical students under stress regulation[J]. Journal of Hebei Medical College for Continuing Education, 2026, 43(4): 64-70.

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