ArticleInternational journal of environmental research and public health2022
Effect of Teacher Support on Adolescents' Positive Academic Emotion in China: Mediating Role of Psychological Suzhi and General Self-Efficacy.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 16 citations in OpenAlex.
- Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- Network analysis of the relationships among psychotic-like experiences, suicidal ideation and school connectedness among children and adolescents.BMC psychiatry · 2025Article
- Article
- Effects of physical activity on academic burnout among rural left-behind children in China: the chain-mediated roles of loneliness and general self-efficacy.Frontiers in psychology · 2025Article
- Moderating effects of general self-efficacy on courtesy stigma and anxiety and depressive symptoms of parents of children with autism spectrum disorder.Frontiers in psychiatry · 2024Article
- Promoting Health for Adolescents: An Editorial.International journal of environmental research and public health · 2023Article
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
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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, M
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