ArticleFrontiers in psychology2023
School climate and left-behind children's achievement motivation: The mediating role of learning adaptability and the moderating role of teacher support.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Urbanisation and mental health in left-behind children: systematic review and meta-analysis using resilience framework.Pediatric research · 2025Pooled it
- School-based music and extracurricular engagement as pathways to adolescent learning and wellbeing: mediating roles of self-regulation and school climate.Frontiers in psychology · 2026Article
- Deep learning-based classification of student GPA integrating psychological and family factors in the post-pandemic era.Frontiers in psychology · 2026Article
- Supporting the behavioral health of rural left-behind children through rural education: a multi-dimensional demands-driven strategy study.Scientific reports · 2025Article
- When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students.Psychology research and behavior management · 2025Article
- Article
- The relationship between cumulative family risk and depression in left-behind children: a moderated mediation model.BMC psychology · 2024Article
- The effect of peer victimization on adolescents' revenge: the roles of hostility attribution bias and rumination tendency.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
School climate has been reported to have an important impact on children's achievement motivation, but the mechanism for the impact of school climate on left-behind children has not been fully explored. The purpose of this study is to investigate the roles of left-behind children's learning adaptability and teacher support in mediating and moderating the relationship between school climate and achievement motivation. In this study, 1,417 left-behind children were surveyed. The results showed that: (1) after controlling for gender and age, the school climate still had a positive effect on the achievement motivation of left-behind children (
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