ArticleFrontiers in psychology2024
Effect of teacher-student relationship on academic engagement: the mediating roles of perceived social support and academic pressure.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Self-control and social support in the link between academic pressure anxiety depression and social media addiction in college students.Scientific reports · 2026Article
- AI literacy and foreign language boredom in AI-assisted academic English learning: the roles of engagement and task value.Frontiers in psychology · 2026Article
- How teacher support and practical environment relate to engagement in project-based learning: the mediating roles of self-efficacy and autonomous motivation.Frontiers in psychology · 2026Article
- Exploring heterogeneous profiles of academic performance among college students: a latent profile and LASSO regression analysis.Frontiers in psychology · 2026Article
- Academic pressure and suicide risk among adolescents: a dual mediation model of depression and school cohesion.BMC public health · 2025Article
- Academic stress and online learning engagement in medical students: the parallel mediating roles of sleep quality and positive academic emotions.BMC medical education · 2025Article
- Trends in the perception of school climate in the Czech Republic: HBSC study 1994-2022.Central European journal of public health · 2025Article
- The impact of psychological needs, social support, and sport motivation on college students' sport commitment and sports participation.BMC psychology · 2025Article
- When personal experience becomes professional power: how pre-service teachers discover their creative capacity during teaching internships.Frontiers in psychology · 2025Article
- The impact of work concerns on teaching effectiveness: a structural equation modeling and multiple regression analysis in Chinese private universities.Frontiers in psychology · 2025Article
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Authors and funding
1 author.
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Abstract
Although previous research has established that a strong teacher-student relationship can enhance students' academic engagement, the mechanisms underlying this effect remain less explored. Therefore, this study examined the mediating roles of perceived social support and academic pressure in the association between teacher-student relationship and academic engagement. A survey involving 1,058 Chinese university students was conducted, with teacher-student relationship, perceived social support, academic pressure, and academic engagement being the evaluated factors. The results of structural equation modeling revealed that (a) teacher-student relationship directly and positively associated academic engagement, (b) teacher-student relationship indirectly and positively associated academic engagement through perceived social support, and (c) teacher-student relationship indirectly and positively associated academic engagement through both perceived social support and academic pressure. These results indicate that perceived social support and academic pressure are the primary factors mediating the effect of teacher-student relationship on academic engagement among university students.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.