Objective: This study examines the relationship between Teacher-Student Relationships and academic grades among Chinese rural high school students, focusing on the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.
Method: A moderated moderation analysis was conducted via Mplus on data collected from a sample of rural Chinese high school students. SEM was used to test the direct and interactive effects of these variables on academic outcomes.
Results: Teacher-Student Relationships were found to have a significant positive association with students' academic grades. Academic resilience plays a conditional moderating role, with students who have higher levels of resilience better able to maintain their academic performance, even when facing psychological distress. This suggests that resilience can buffer the impact of challenges, enhancing the positive influence of TSRs on academic outcomes.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11557326 | PMC |
| http://dx.doi.org/10.3389/fpsyg.2024.1416783 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
How does integrating 'disaster nursing' into nursing curricula impact nursing students' perception of disaster literacy and preparedness?
BMC Nurs
January 2025
Ege University, Medicine Faculty, Emergency Medicine Department, Izmir, Turkey.
Background: Disaster nursing involves systematic and professional care provided to communities affected by natural or man-made disasters. With limited resources in global disaster settings, nurses play a crucial role in disaster management. The aim of this study is to investigate the impact of integrating 'Disaster Nursing' into nursing curricula on nursing students' perceptions of disaster literacy and preparedness.
View Article and Find Full Text PDFAI performance assessment in blended learning: mechanisms and effects on students' continuous learning motivation.
Front Psychol
December 2024
Management College, Beijing Union University, Beijing, China.
Introduction: Blended learning combines the strengths of online and offline teaching and has become a popular approach in higher education. Despite its advantages, maintaining and enhancing students' continuous learning motivation in this mode remains a significant challenge.
Methods: This study utilizes questionnaire surveys and structural equation modeling to examine the role of AI performance assessment in influencing students' continuous learning motivation in a blended learning environment.
Age Differences in the Associations Between Interpersonal Relationships and Short-Form Video Addiction Symptoms: A Network Analysis.
Psychol Res Behav Manag
December 2024
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, People's Republic of China.
Purpose: A considerable body of evidence indicated that interpersonal relationships were significantly associated with short-form video addiction (SFVA) among adolescents, but how they are related on a symptom level at different ages remains unclear. This study aimed to explore the central symptoms of SFVA and distinct associations between three primary interpersonal relationships (ie, teacher-student relationships, parent-child relationships, peer relationships) and SFVA symptoms in early and middle adolescence.
Participants And Methods: After completing scales of SFVA, teacher-student relationship, parent-child relationship and peer relationship in 2022, a sample of 1579 fourth-grade students (age range: 10-12; = 10.
Positive Teacher-Student Relationships Lead to Less Cyberbullying Perpetration: A Within-Person Perspective.
J Youth Adolesc
December 2024
School of Educational Science, Shanxi University, No. 92 Wucheng Road, Taiyuan, 030006, China.
Adolescence is usually the beginning of externalizing problems. At the same time, as adolescents mature it drives changes in teacher-student relationships. Even though bidirectional associations between teacher-student relationships and cyberbullying perpetration exist, studies examining this link at the within-person level are lacking.
View Article and Find Full Text PDFContext matters: Diagnosing and targeting local barriers to success at school.
J Sch Psychol
February 2025
School of Psychology, University of Sussex, UK.
We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (N = 2070), we validated measures in a student survey of barriers experienced by students ages 11-16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!