ArticleFrontiers in psychology2026
Psychosocial and mental health correlates of perceived teacher support among young adults across cultures: above and beyond the effects of childhood trauma.
Article in Frontiers in psychology, 2026. 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
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Although individuals typically spend more than 10 years in school, with school days often lasting 6 hours or more, little is known about the potential psychosocial and mental health benefits of teacher support for young people while considering the effects of childhood trauma. Methods: This study examined whether perceived teacher support would be positively associated with self-esteem and confidence in career development while negatively associated with depressive symptoms and post-traumatic stress (PTS) symptoms, after controlling for childhood trauma. This study analyzed data from two culturally different samples of young adults ( Results: Perceived teacher support was significantly associated with self-esteem (β = 0.282-0.300, Conclusion: The findings are very consistent across two samples, despite differences in measures and sociocultural and language backgrounds. The study highlights the potential benefits of teacher support in promoting the well-being of young people, especially in the context of childhood trauma, although further longitudinal studies are needed. The findings point to the need to provide teachers with necessary training, support and resources so that they are ready to support students in need.
Indexed as
Identifiers
What 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.