Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students.

Wenmei Sun, Daixin He, Binxin Dong, Xubo Liu

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. 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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5 · Who and what money

Authors and funding

4 authors.

Wenmei SunFaculty of Education, Henan Normal University, Xinxiang 453007, China.ORCID 0000-0001-5795-7477

Daixin HeFaculty of Education, Henan Normal University, Xinxiang 453007, China.

Binxin DongFaculty of Education, Henan Normal University, Xinxiang 453007, China.

Xubo LiuFaculty of Education, Henan Normal University, Xinxiang 453007, China.

Funding

Postgraduate Education Reform and Quality Improvement Project of Henan Province YJS2026AL123

6 · The paper itself

Abstract

backgroundTo examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students.

methodsA survey was distributed to 376 junior high students, utilizing scales for perceived teacher support, adolescent academic emotions, and self-efficacy. Data analysis included descriptive, correlation, and linear regression methods in SPSS 27.0, with mediation effects assessed using the PROCESS macro.

results(1) Students' perceived teacher support significantly and positively predicted academic self-efficacy (

conclusionsPerceived teacher support directly enhanced academic self-efficacy both directly and indirectly through academic emotions, with positive academic emotions offering a more effective pathway than negative emotions.

Indexed as

academic behavior self-efficacyacademic competence self-efficacyacademic emotionsacademic self-efficacyperceived teacher support

Identifiers

PMID41898076

DOI10.3390/bs16030415

PMCPMC13024526

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LicenceCC BY

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