Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement

Abstract

Academic achievement reflects students' learning outcomes over a period of time and serves as a crucial gauge of student learning levels, as well as a focal point of societal interest. To investigate the impact of teacher support on academic achievement and its mechanism of action, this study introduces two mediating variables-academic self-efficacy and academic emotions-to construct a chain mediation model, and conducts a survey among 800 university students in Nanjing. The findings reveal that teacher support directly impacts academic achievement; academic self-efficacy mediates the effect of teacher support on academic achievement; academic emotions also mediate the effect of teacher support on academic achievement; and there is a chain mediating effect of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement. This research elucidates the relationship between teacher support and academic achievement, providing a theoretical foundation and practical recommendations for enhancing the academic performance of university students.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 52 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.