How social support shapes college students' intention to change majors: the mediating role of self-efficacy and the moderating effect of self-regulation skills

Understanding why college students consider changing majors is critical for improving academic fit and supporting career development in higher education. Drawing on a mixed-methods design, this study examines how social support shapes students' intention to change majors through a moderated mediation framework. Quantitative data were collected through a large-scale questionnaire survey and analyzed using structural equation modeling, while qualitative interviews were conducted to complement and contextualize the quantitative findings. Self-efficacy was examined as a mediating mechanism linking social support to students' intention to change majors, and self-regulation skills were tested as a moderating factor in this process. The results indicate that social support has a significant effect on students' intention to change majors. Specifically, self-efficacy partially mediates the relationship between social support and major-change intention, and self-regulation skills strengthen the positive effect of social support on self-efficacy. These findings advance understanding of the psychological mechanisms underlying students’ major-change intentions and offer practical implications for institutional support policies and interventions aimed at enhancing major fit and promoting students' long-term career development.