Formation Mechanism of Legal Motivation Among College Students: A Moderated Mediation Model Involving Core Self-Evaluation and Social Support

This research examines how perceived social support shapes the legal motivation of Chinese university students by unraveling the underlying psychological pathways. Integrating the relational legal socialization framework with self-determination theory, we test a moderated mediation model in which subjective social support, comprising emotional and informational resources from families, peers, and institutions, exerts both a direct effect on legal motivation and an indirect effect through core self-evaluation, which is characterized by stable, positive self-beliefs. Additionally, we investigate the role of objective social support, defined as concrete resources and formal assistance, in moderating the link between subjective support and core self-evaluation. Utilizing survey responses from 365 undergraduates across mainland China, mediation and moderated mediation analyses with bootstrapped confidence intervals demonstrate that subjective support significantly enhances legal motivation, partially via improvements in core self-evaluation. Crucially, the mediating influence of core self-evaluation is stronger when objective support is high, confirming the moderation hypothesis. These findings enrich legal socialization theory by bridging individual psychological processes with behavioral outcomes in a Chinese context and underscore the importance of simultaneously cultivating perceived support experiences and strengthening formal support structures to foster legal motivation and compliance among college students.