ArticleBMC psychology2024
Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Validation and Testing of a Suicide Prevention Program in Preventing Suicidal Ideation and Improving the Mental Well-Being of School-Going Adolescents: Protocol for a Pre-Post Intervention Study.JMIR research protocols · 2025Article
- The association between adaptability and the symptoms of depression and anxiety in early adolescents: a network analysis in a longitudinal design.BMC psychiatry · 2025Article
- A survey on mental health among resident physicians: psychological resilience as a mediator.BMC psychiatry · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
backgroundAcademic resilience is crucial for adolescents as it enables them to overcome challenges and achieve educational success, yet the mechanisms underlying its development remain inadequately understood. This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents.
methodsThis descriptive correlational study was conducted between June 2022 and December 2022. The statistical population for this study encompassed all high school students in Tehran. To ensure the representativeness of the sample, a stratified random sampling technique was employed, involving a total of 400 high school students. Data were collected using online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). Descriptive statistics (e.g., mean, standard deviation, correlation matrix) and inferential statistics (e.g., path analysis) were used to analyze the data through SPSS-23 and LISREL version 8.7.2.
resultsThe findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05).
conclusionThis study underscores the pivotal role of supportive and engaging teaching styles in fostering academic resilience among adolescents. By significantly enhancing students' academic competence, these teaching approaches contribute to their overall well-being. These findings offer valuable insights for educators and policymakers to develop strategies that cultivate both academic skills and emotional strength, ultimately leading to improved educational outcomes.
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