Introduction: This study aimed to examine the mediating role of academic self-efficacy belief between perceived social support and academic well-being components.
Methods: The sample consisted of 341 high school students were selected using perceived social support multi-stage cluster sampling completed the scales of (psss; Zimet, Dahlem, Zimet & Farley, 1988), academic self-efficacy belief (ASEB; Patrick, Hicks, Ryan, 1997) and academic well-being (AWB; Tuominen-Soini, Salmela-Aro & Niemivirta, 2012). The proposed model was evaluated using structural equation modeling.
Results: The results indicated social support had positive relationship with school value, satisfaction with educational choice and schoolwork engagement and negative relationship with School burnout. Also perceived social support through academic self-efficacy belief cause to forecast academic well-being components.
Conclusions: According to, it can be said perceived social support through promoting academic self-efficacy belief cause to promote academic well-being components. These findings emphasized the role of social support in incite people in access to well-being in academic environment.