ArticleFrontiers in psychology2025
A moderated multilevel multiple mediation model of the effect of class teacher communication style on adolescents' school adjustment: the roles of basic psychological needs and psychological
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Aim: This study investigated the relationship between class teacher communication style and adolescents' school adjustment, with a particular focus on the mediating role of basic psychological needs and the serial mediating and moderating effects of psychological Methods: A total of 2,578 adolescents from 51 classes across four schools participated in a questionnaire survey, yielding 2,418 valid responses. The sample included students from both rural and urban schools, ranging from grades 7 to 11. A moderated multilevel multiple mediation model was employed, in which basic psychological needs (autonomy, relatedness, and competence) and psychological Results: Results showed that (1) both dimensions of teacher communication style significantly and positively predicted adolescents' school adjustment at both the student and class levels; (2) each of the three basic psychological needs independently mediated this relationship, with hierarchical differences in the mediation effects; (3) psychological Conclusion: A communication style characterized by both communion and agency was more conducive to adolescents' school adjustment. Both basic psychological needs and psychological
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