A Study on the Impact of Social Support on Learning Adaptation Among Music Major College Students

Against the backdrop of increasing specialization and individualization in higher art education, music major college students face unique learning challenges and psychological pressures. Existing research indicates that social support, as a key external resource, can significantly enhance students' learning adaptation and mental health development. Based on social support theory and the framework of positive psychology, this study employs a questionnaire survey to explore the pathways through which social support, self-efficacy, and psychological resilience influence learning adaptation among music major college students. Using a sample of 412 music major students, structural equation modeling was applied to examine the relationships among variables. The findings reveal: (1)Social support can significantly and positively predict learning adaptation; (2)Self-efficacy and psychological resilience play significant mediating roles between social support and learning adaptation; (3)Teacher support and family support exhibit stronger predictive power for learning adaptation. The results elucidate the mechanisms of social support's positive functions, enrich the theoretical model of factors influencing learning adaptation, and provide a theoretical basis and practical pathways for constructing student development support systems in higher art education.