The Impact of Perceived Teacher Support on Student Academic Achievement: A Chain Mediation Analysis (Poster 32)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

This study examined the chain-mediating effect of student self-efficacy and academic resilience on the dynamics between perceived teacher support and academic achievement among high school students. Analyzing data from 10,840 participants aged 16-19 (M=17.3, SD=0.95, 49.7% females), results indicated that: (1) perceived teacher support significantly positively predicted academic achievement; student self-efficacy and academic resilience not only individually mediated between perceived teacher support and academic achievement, but also formed a chained mediation. (2) students from low SES backgrounds, particularly females, demonstrated lower levels of resilience, self-efficacy, and academic achievement, compared to their peers. This highlights the critical need for targeted professional development programs for teachers aimed at boosting students' self-efficacy and academic resilience, which in turn can enhance their academic achievement.

Authors

• Liting Guo, Peking University

• Chen Yihan, Peking University