Exploring chain mediating effect of school belonging and resilience on the relationship between Chinese high school students' perceived teachers' academic support and self-regulated learning
Bibliographic Data
| ID | 21067732 |
|---|---|
| Authors | Yue Zhang (0000-0003-1198-882X, Beijing Language and Culture University, corresponding author), Zishu Meng (Beijing Union University), Hailan Jiang (Jinhua University of Vocational Technology), Xiaoqiong Ren (Beijing Normal University) |
| Year | 2026 |
| Volume | 88 |
| Pages | 101571 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2026.101571 |
| OpenAlex | W7125974641 |
| Language | EN |
| References cited | 41 |
Academic achievement · Mediation · Psychological resilience · Social support · Structural equation modeling · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Resilience and Mental Health
The relationship between social support and student adjustment
Social supports from teachers and peers as predictors of academic and social motivation
Autonomy-supportive teaching
Psychological Resilience
A social cognitive view of self-regulated academic learning.
Academic stress in Chinese schools and a proposed preventive intervention program
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Teachers' communication of differential expectations for children's classroom performance
Academic Emotions in Students' Self-Regulated Learning and Achievement
Intrinsic and extrinsic motivation from a self-determination theory perspective
Common method biases in behavioral research
Where does culture belong at school? Exploring the role of individualism and power distance in school belonging across cultures
Online and face-to-face classroom multitasking and academic performance
Longitudinal relations between teacher support and academic achievement among Chinese children
Social Cognitive Theory
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The effect of academic performance, individualistic and collectivistic orientation on Chinese youth’s adjustment
Unveiling the Relationship Between Students’ Perceived Support by Significant Others and Academic Achievement in English Learning
Unravelling students’ perceived EFL teacher support
Self-regulated learning strategies, self-efficacy, and learning engagement of EFL students in smart classrooms
Who benefits the most? Teacher expectations and their relation with students’ achievement in mathematics in primary school
Exploring the relationship between students' perceived teacher support, empathy and boredom in English learning
| Highly cited | No |
|---|