ArticleChild psychiatry and human development2025
Unpacking the Pathway from Teacher Support to Academic Anxiety: Sequential Mediation by Self-Efficacy and Social Media use Among Chinese High School Students.
Article in Child psychiatry and human development, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study investigated the associations between perceived teacher support and academic anxiety among Chinese high school students, examining academic self-efficacy and social media use as potential mediating variables. Data were collected from 3,326 students (aged 14-19) across three regions in China using validated self-report measures. Path analysis identified three key relationships: (1) a negative association between perceived teacher support and academic anxiety; (2) academic self-efficacy and social media use as individual mediators in this relationship; and (3) these factors as sequential mediators in a chain pathway linking perceived teacher support with academic anxiety. These findings underscore the significant statistical association between teacher-student relationships and academic anxiety, and further illuminate the broader correlational dynamics among external support, psychological beliefs, digital behaviors, and emotional states. This research provides preliminary evidence with important implications for addressing academic anxiety in competitive educational environments.
Indexed as
Identifiers
41273470What OpenQuestion holds
Registered trials
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.