Evidence map›Paper›PMID 42614179›Full record

ArticleFrontiers in psychology2026

Teacher-related factors and students' academic performance: a multilevel analysis.

Wusen Qiu, Yuekun Shao, Weixin Lin, Zehe Yin, Chaoqiao Yang, Yao Yao

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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.

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0citing papers in PubMed
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1 · What the graph read from it

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.

2 · The registry

The trial behind it

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Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Wusen QiuCollege of Design, Hainan Vocational University of Science and Technology, Haikou, China.
Yuekun ShaoCollege of Design, Hainan Vocational University of Science and Technology, Haikou, China.
Weixin LinCollege of Design, Hainan Vocational University of Science and Technology, Haikou, China.
Zehe YinCollege of Design, Hainan Vocational University of Science and Technology, Haikou, China.
Chaoqiao YangChinese International College, Dhurakij Pundit University, Bangkok, Thailand.
Yao YaoChinese International College, Dhurakij Pundit University, Bangkok, Thailand.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: This study examines the influence of teacher-related factors on students' academic performance in the post-COVID-19 context using a multilevel framework, drawing on Social Cognitive Theory and Self-Determination Theory. Methods: Data were collected from 40 teachers and 418 students across 10 universities in Hainan, China. Confirmatory factor analysis (CFA) and common method variance (CMV) tests were conducted. Hierarchical linear modeling (HLM) was employed to examine the cross-level relationships among teacher-student relationships, teaching innovation, teacher professional identity, student self-efficacy, and academic performance. Results: The results indicate that teacher-student relationships and teacher professional identity are significantly associated with students' academic performance, whereas teaching innovation shows no significant association. Furthermore, student self-efficacy positively predicts academic performance and mediates the relationship between teacher-student relationships and academic performance. Conclusion: These findings highlight the critical role of relational and psychological mechanisms in post-pandemic educational recovery.

Indexed as

academic performanceself-efficacyteacher professional identityteacher-student relationshipteaching innovation

Identifiers

PMID42614179
PMCPMC13481189

What OpenQuestion holds

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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.