如今，世界高等教育蓬勃发展，大学生人才培养质量的重要性尤为突出。大学生学业表现是衡量我国高等教育人才培养质量的最直接指标，因此，对大学生学业表现影响因素的探讨值得研究者关注。本研究以大学本科生为研究对象，运用问卷调查法收集研究样本，统计分析法对数据进行处理分析，主要探究了感知社会支持对大学生学业表现的影响，以及心理资本在其中的中介作用和性别的调节作用。同时还探究了大学生在学业表现、感知社会支持以及心理资本水平上的现状。以及由于大学生性别、院校层次、年级的差异，其学业表现、感知社会支持和心理资本水平是否会有差异。研究结果如下：

(1) 大学生学业表现处于中等偏上水平，感知社会支持处于中等偏低水平，心理资本低于中等水平。

(2) 大学生学业表现、感知社会支持和心理资本水平在性别上差异显著。女性的学业表现水平显著高于男性。女性的感知社会支持水平显著高于男性。女性的心理资本水平显著高于男性。大学生学业表现、感知社会支持和心理资本水平在院校层次上差异显著。市属院校大学生的学业表现水平显著高于中央部署或985/211院校以及省属非985/211院校。市属院校大学生的感知社会支持水平显著高于中央部署或985/211院校以及省属非985/211院校。市属院校大学生的心理资本水平显著高于中央部署或985/211院校以及省属非985/211院校。大学生学业表现、感知社会支持和心理资本水平在年级上差异显著。大三和大四年级大学生的学业表现水平显著高于大一和大二年级的大学生。大三和大四年级大学生的感知社会支持水平显著高于大一和大二年级的大学生。大三和大四年级大学生的心理资本水平显著高于大一和大二年级的大学生。

(3) 大学生学业表现、感知社会支持和心理资本两两之间呈显著正相关。

(4) 感知社会支持对大学生学业表现具有显著的正向预测作用。

(5) 心理资本在感知社会支持对大学生学业表现的影响中起部分中介作用。

(6) 性别在三条路径中起调节作用。这三条路径分别为：感知社会支持→心理资本、感知社会支持→学业表现、心理资本→学业表现。具体来说，感知社会支持对心理资本的正向预测作用在女性群体中显著，而在男性群体中不显著。感知社会支持对学业表现的正向预测作用在女性群体中显著，而在男性群体中不显著。心理资本对学业表现的正向预测作用在女性群体中显著，而在男性群体中不显著。

据此，本研究从增强有效社会支持、提高心理资本水平、促进学业表现的提升出发，关注性别差异，为学校、家庭和社会领域的工作者提供新思路，在提升大学生心理资本水平的同时，促进大学生的学业表现。

Nowadays, with the vigorous development of higher education in the world, the importance of the quality of college students' talent training is particularly prominent. College students' academic performance is the most direct indicator to measure the quality of talents training in higher education in China. Therefore, the study of the influencing factors of college students' academic performance deserves the attention of researchers. This research takes the undergraduates as the research object, uses the questionnaire survey method to collect the research sample, and then uses the statistical analysis method to process and analyze the data. The primary objective is to investigate the influence of perceived social support on the academic performance of college students, along with the mediating effects of psychological capital and the moderating role of gender. At the same time, it also explores the status quo of college students in terms of academic performance, perceived social support and psychological capital. Furthermore, it explores whether there are disparities in these areas among students based on their gender, college level, and grade. The results of the study are as follows:

(1) The academic performance of college students is at the upper-middle level. Perceived social support is in the middle low level. Psychological capital is below the medium level.

(2) There are significant gender differences in college students' academic performance, perceived social support and psychological capital. The level of academic performance of female is significantly higher than that of male. The level of perceived social support was significantly higher in female than in male. The level of psychological capital of female is significantly higher than that of male. There are significant differences in college students' academic performance, perceived social support and psychological capital levels at the college level. The academic performance level of university students in municipal colleges is significantly higher than that in central deployment or 985/211 colleges and provincial non-985/211 colleges. The perceived social support level of college students in municipal colleges is significantly higher than that of central deployment or 985/211 colleges and provincial non-985/211 colleges. The level of psychological capital of college students in municipal colleges is significantly higher than that in central deployment or 985/211 colleges and provincial non-985/211 colleges. There are significant differences in college students' academic performance, perceived social support and psychological capital levels in grades. The level of academic performance of junior and senior students is significantly higher than that of freshman and sophomore students. The level of perceived social support of junior and senior students was significantly higher than that of freshman and sophomore students. The level of psychological capital of junior and senior students is significantly higher than that of freshman and sophomore students.

(3) There is a significant positive correlation between academic performance, perceived social support and psychological capital.

(4) Perceived social support has a significant positive predictive effect on college students' academic performance.

(5) Psychological capital plays a partial mediating role in the influence of perceived social support on college students' academic performance.

(6) Gender plays a moderating role in the three pathways. The three paths are: perceived social support → psychological capital, perceived social support → academic performance, and psychological capital → academic performance. Specifically, the positive predictive effect of perceived social support on psychological capital is significant in female groups, but not significant in male groups. The positive predictive effect of perceived social support on academic performance is significant in the female group, but not significant in the male group. The positive predictive effect of psychological capital on academic performance is significant in female group, but not significant in male group.

Based on this, this study starts from strengthening effective social support, improving the level of psychological capital, and promoting the improvement of academic performance, paying attention to gender differences, and providing new ideas for workers in school, family and social fields. It aims to improve the level of college students' psychological capital, and at the same time promote college students' academic performance.