The relationship between perceived peer support and academic adjustment among higher vocational college students: the chain mediating effects of academic hope and professional identity.

Purpose: Academic adjustment is essential for the academic success of higher vocational college students. Although previous research has explored the role of perceived peer support in the academic adjustment of general undergraduate students, its role and underlying mechanisms in this group remain unclear. This study aims to explore the relationship between perceived peer support and academic adjustment, focusing on the chain mediating roles of academic hope and professional identity.