The Impact of Social Support on the Learning Participation of College Students in Poor Areas: A Case Study of Liangshan, Sichuan Province

Abstract

This study investigates the impact of social support on the learning participation of college students in poor areas, focusing on Liangshan, Sichuan Province. Utilizing a structured questionnaire based on the Likert scale, data were collected to assess the roles of family, teacher, and peer support in shaping students’ academic engagement. The primary finding of this research is that all three forms of social support contribute positively to students’ learning participation, with teacher support exerting the most significant influence. Students in Liangshan perceive their teachers as vital sources of academic guidance and emotional encouragement, which translates into higher engagement and motivation in the classroom. Family support, especially emotional and motivational in nature, also correlates with active student participation, although structural limitations like parents' educational level may restrict their ability to provide academic help. Peer support is beneficial as well, particularly in fostering collaborative learning environments, though it tends to be more variable across individuals and contexts. Based on these insights, the study proposes practical recommendations: enhancing teacher training to include emotional mentoring, encouraging greater parental involvement through community programs, and fostering peer-support mechanisms within schools. While the study provides valuable evidence, it acknowledges limitations including its reliance on self-reported data and regional focus. Future research should incorporate mixed methods and broader geographic samples to deepen understanding and generalize findings. Ultimately, this study emphasizes the critical role of social support in promoting inclusive educational development and improving student outcomes in disadvantaged regions.