Work

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

Year: 2026

Type: article

Abstract: BACKGROUND: To examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students. METHODS: A 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: < 0.001) independently mediated the relationship between perceived teacher support and students' academic self-efficacy. (3) The mediating effect of positive academic emotions (effect size = 0.21) between perceived teacher support and academic competence self-efficacy was significantly greater than that of negative academic emotions (effect size = 0.05). However, the mediating effects of positive academic emotions (effect size = 0.11) and negative academic emotions (effect size = 0.06) on the relationship between perceived teacher support and academic behavior self-efficacy did not significantly differ. CONCLUSIONS: Perceived 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.

Source: Behavioral Sciences

DOI: 10.3390/bs16030415

Authors: Wenmei Sun, Daixin He, Binxin Dong, Xubo Liu

Institution: Henan Normal University

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Experimental and Cognitive Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,654