Effect of Teacher Support on Adolescents’ Positive Academic Emotion in China: Mediating Role of Psychological Suzhi and General Self-Efficacy

Abstract

Positive academic emotions can promote good academic performance and development in students. Therefore, how teachers stimulate students to produce more positive academic emotions is particularly important. This study aimed to reveal the underlying mechanism of teacher support and adolescents’ positive academic emotions. A total of 854 students from western China participated in this survey, which included the Students’ Perception of the Teacher’s Behavioural Support Questionnaire, the Psychological Suzhi Questionnaire for Middle School Students, the General Self-Efficacy Scale, and the Achievement Emotions Questionnaire (396 boys; 12 to 20 years old, Mage = 15.3, SD = 2.04). Results showed that (1) teacher support, psychological suzhi, and general self-efficacy were positively correlated with students’ positive academic emotion; (2) psychological suzhi and general self-efficacy played a separate mediating role between teacher support and adolescents’ positive academic emotion; and (3) teacher support also influenced adolescents’ positive academic emotion through the serial mediation of psychological suzhi and general self-efficacy.

Self-Efficacy and Its Relationship With Computer-Based Multimedia Learning in Online Learning in Psychology Students

“…In conclusion, this research provided evidence of the importance of considering the development of self-efficacy in psychology students. Self-efficacy has demonstrated several benefits in the learning field (Vongkulluksn et al, 2017;Chen et al, 2022), and this study provided evidence of its importance in CBML use as a process of self-regulated learning (Moghadari, et al, 2020;Huang Y, Chan H, Wang Y, et al, 2023). This study also evidences the need to research other important factors for understanding the use of CBML in online courses such as e-learning motivation and task value in online environments (Keskin & Yurdugül, 2020;Nguyen &Tang, 2022).…”

The Impact of Typical School Provision of Physical Education, Physical Activity and Sports on Adolescent Mental Health and Wellbeing: A Systematic Literature Review

“…A cross-sectional study with alternative typical provision of physical education exposures, such as teaching skills, lesson planning and long-term planning, were also found to have non-significant effects in a diverse sample e.g., adolescents with disabilities, high grades, and low grades (Bertillis et al, 2018). This is inconsistent with studies that indicate the potential relationship between teaching style and student-teacher interactions on adolescent self-efficacy (Wentzel & Miele, 2016;Chen et al, 2022;Gunzenhauser et al, 2013). However, it must be noted that a paucity of empirical evidence exists that illuminates the impact of teachers on self-efficacy in adolescents with disabilities.…”

Promoting Health for Adolescents: An Editorial

“…Using cross-sectional, survey-based data from Norway between 2017-2019, the association between physical activity organized in sports clubs, non-organized physical activity, other organized leisure-time activities, and depressive symptoms among adolescents were investigated [10]. A different survey-based study in China, inclusive of cultural insights (i.e., Suzhi), investigated the underlying mechanism(s) of teacher support and adolescents' positive academic emotions, in relation to improving overall school performance [11]. A separate investigation was performed with 516 primary school students, on pupils' emotions by assessing the impact of cooperative project-based learning interventions in primary school, in relation to moral emotions, online empathy, anger management, and the impact of these aspects on key competencies [12].…”