ArticleFrontiers in psychology2021
When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- The moderating role of support systems in associations between dating violence and depressive symptoms among Black adolescents.Cultural diversity & ethnic minority psychology · 2026Article
- Effect of physical exercise on mental health risks among Chinese left-behind children: chained mediating roles of regulatory emotional self-efficacy and psychological sense of school membership.Frontiers in psychology · 2026Article
- Taking a Closer Look at Teacher Support and Children's Mental Health: The Mediating Role of Self-Concept and the Moderating Role of Area.Behavioral sciences (Basel, Switzerland) · 2025Article
- The Mediating Roles of Future Work Self and Hope on the Association Between Perceived Social Support and Depressive Symptoms Among Chinese Vocational School Students: A Cross-Sectional Study.Psychology research and behavior management · 2023Article
- The Relationship Between Parent-Adolescent Communication and Depressive Symptoms: The Roles of School Life Experience, Learning Difficulties and Confidence in the Future.Psychology research and behavior management · 2022Article
- Longitudinal Relationship Between Bullying Victimization and Depression Among Left-Behind Children: Roles of Negative Thoughts and Self-Compassion.Frontiers in psychology · 2022Article
- Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study.Frontiers in pediatrics · 2021Article
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3 authors.
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Abstract
Teacher support (TS) makes students feel loved and cared for because they believe that their teachers will provide them with opportunities to make choices, support them in independent problem solving, and understand their inner feelings. High TS levels reduce depression and anxiety, thereby improving students' mental well-being. This cross-sectional study involved 3,573 students from 29 schools in 16 counties/cities of six provinces, namely, Guizhou, Hubei, Jiangxi, Shanxi, Sichuan, and Yunnan. The aim was to examine the impact of TS on students' level of depression. The results indicated that for children in elementary schools, their status as left-behind children (LBC) played a moderating role between TS and depression. The level of depression in non-LBC children decreased significantly with increases in TS, but the reduction for LBC children was not significant. For children in middle/junior high schools, their LBC status did not play a moderating role between TS and depression. TS was negatively correlated with the children's level of depression, but there was a significant positive relationship between their LBC status and depression. The theoretical and practical significance of the research findings were further discussed.
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