Academic Self-Efficacy as a Full Mediator Between Perceived Social Support and Mathematics Interest Among Vocational Students in Computer and Network Engineering

Abstract

This study examines the impact of perceived social support on the academic interest in mathematics among vocational high school students, as academic interest is a crucial determinant of engagement and success in learning mathematics. For students in Computer and Network Engineering (TKJ), mathematics is crucial for logical reasoning and technological problem-solving; nonetheless, many exhibit just modest motivation for the subject. Although there is increasing evidence that social support enhances favorable academic achievements, there is insufficient research elucidating the psychological process that connects support to interest in mathematics within vocational education contexts. This study demonstrates that academic self-efficacy fully mediates the association between perceived social support and interest in mathematics. Data were obtained from 260 TKJ vocational students utilizing a quantitative correlational design with a mediation model, employing validated questionnaires and evaluated through regression-based mediation testing. The findings indicated that perceived social support was a significant predictor of academic self-efficacy (β = 0.672, p < .001), and academic self-efficacy was a strong predictor of mathematics interest (β = 0.596, p < .001). The indirect impact was significant (β = 0.359, p < .001) and constituted 93.40% of the overall effect, whereas the direct effect was non-significant (β = 0.026, p = .213), so demonstrating full mediation. The findings suggest that initiatives to increase mathematics interest in vocational schools should focus on bolstering students' academic self-efficacy through continuous social support from family, peers, and educators.