Teacher–student relationships and college students' psychological well-being

The mediating role of supportive school climate

Bibliographic Data

ID13916753
AuthorsYuan Xu (0000-0002-2341-7971, Civil Aviation Flight University of China, corresponding author), Qi Zhu (0000-0002-0507-8793, Flight Technology College, Civil Aviation Flight University of China, People's Republic of China), Yueyang Chen (0000-0002-2969-6537, Civil Aviation Flight University of China)
Year2024
Volume52
Issue2
Pages1-8
Publication date2024-02-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Behavior and Personality An International Journal (JOURNAL)
Journal identifiersISSN: 0301-2212 • E-ISSN: 1179-6391
PublisherScientific Journal Publishers Limited (PUBLISHER)
DOI10.2224/sbp.1298
OpenAlexW4392133115
LanguageEN

A quality teacher–student relationship facilitates students' psychological wellbeing, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students' psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student relationships and students' psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher–student relationships affect the psychological well-being of college students

Developmental psychology · Mathematics education · School climate · Grit, Self-Efficacy, and Motivation · Psychology · Psychology of Development and Education · Psychosocial Factors Impacting Youth · Social Psychology

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