The impact of teacher support on school adaptation among Chinese urban adolescents: a moderated mediation model.

ABSTRACT:

Background

The issue of school adaptation among urban adolescents has received increasing attention. Previous research has primarily focused on Chinese rural and mobile adolescents, exploring the impact of factors such as teacher support, resilience, and left-behind status on their academic achievement. However, there has been relatively limited research on urban adolescents in this regard.

Methods

In line with the study's objectives, this study selected parent and student questionnaires from the CEPS (2013-2014) and CEPS (2014-2015) datasets for a matched analysis. This process resulted in a final sample of 2502 urban adolescents aged 13 to 15. The key variables examined included teacher academic support, teacher emotional support, teacher relationship support, resilience,

SUBMITTER: Fang G 

PROVIDER: S-EPMC11812263 | biostudies-literature | 2025 Feb

REPOSITORIES: biostudies-literature