Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement.

ABSTRACT: Academic achievement reflects students' learning outcomes over a period of time and serves as a crucial gauge of student learning levels, as well as a focal point of societal interest. To investigate the impact of teacher support on academic achievement and its mechanism of action, this study introduces two mediating variables-academic self-efficacy and academic emotions-to construct a chain mediation model, and conducts a survey among 800 university students in Nanjing. The findings reveal that teacher support directly impacts academic achievement; academic self-efficacy mediates the effect of teacher support on academic achievement; academic emotions also mediate the effect of teacher support on academic achievement; and there is a chain mediating effect of academic self-efficacy and aca

SUBMITTER: Xu B 

PROVIDER: S-EPMC11494070 | biostudies-literature | 2024 Oct

REPOSITORIES: biostudies-literature