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This study aimed to investigate the effects of perceived teacher support on online language learners' engagement. Both quantitative and qualitative methods were adopted to explore the issue. A total of 1429 Chinese first-year non-English major students from different disciplines participated in the survey, and three of them were selected as semi-structured interviewees. The collected survey data were processed through multiple analyses with the help of SPSS 26.0 and AMOS 24.0, while qualitative data subsequently gathered from interviews served as supplementary evidence for examining the quantitative results. The findings indicated that online language learners were generally engaged at an intermediate level, and overall perceived teacher support was relatively close to the upper level. Furthermore, online language learners' engagement was positively correlated with perceived teacher support. Specifically, perceived intellectual support dominated in predicting overall engagement, cognitive engagement, emotional engagement, and social engagement, whereas perceived emotional support had the strongest influence on language learners' behavioral engagement in the online context. The implications of these findings for future studies and educational practices were discussed.

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BACKGROUND: Family violence has been shown to be associated with traditional adolescent bullying perpetration. However, few studies have considered the association between witnessing family violence and adolescent bullying perpetration in cyberspace. OBJECTIVE: The present study aimed to reveal the mechanism explaining the association between witnessing family violence and adolescent cyberbullying perpetration by testing the mediating effect of anger dysregulation and the moderating effect of teacher support. PARTICIPANTS AND SETTING: Participants were 751 Chinese adolescents (Mage at Time 1 = 13.25) who completed the measures of witnessing family violence, anger dysregulation, cyberbullying perpetration, and teacher support at three time points over the year. METHODS: Structural equation modeling was used to assess the direct and indirect effects of witnessing family violence on adolescent cyberbullying perpetration through anger dysregulation as a mediator and perceived teacher support as a moderator. RESULTS: The results showed that witnessing family violence at baseline positively predicted adolescent cyberbullying perpetration at T3, and anger dysregulation at T2 partially mediated this association. The positive relation between witnessing family violence and later anger dysregulation was stronger for adolescents who perceived higher levels of teacher support. CONCLUSIONS: Witnessing family violence could increase the risk for adolescent cyberbullying perpetration, with anger dysregulation mediating this association. The protective effect of perceived teacher support weakens as the levels of witnessing family violence increase. These findings offer insight into the connection between witnessing family violence and adolescent bullying perpetration in the digital age, emphasizing the importance of promoting programs to prevent intrafamilial violence.

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Objectives: This study examines the association between perceived teacher support and self-regulation in learning, and their combined relationship with online English learning engagement among university students in China. The objective is to uncover the underlying mechanisms of this relationship, with a particular focus on the role of self-regulation in learning as a mediator. Methods: The study involved 1,361 university students from Southwest China, predominantly female (73.84%) with an average age of 18.94 years (SD = 1.07). Refined measurement tools were employed to assess perceived teacher support, online English learning engagement, and self-regulation in learning. Results: The findings indicate that components of self-regulation, such as goal setting, environmental structuring, and time management, act as full mediators in the relationship between perceived teacher support and online English learning engagement. Conclusion: This research underscores the importance of self-regulation in learning in linking perceived teacher support with online English learning engagement. The insights gained are crucial for enhancing teaching strategies in online English language education.

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BACKGROUND: Both teacher support and math attitudes have been identified as associated with math anxiety in primary school children. However, little is known about how they are interrelated longitudinally. AIMS: The study was designed to examine the associations among perceived teacher support, math attitudes, and math anxiety in Chinese primary school students. SAMPLE: The sample included 1802 students (56.16% boys) initially in the third and fourth grades in two public schools in China. METHODS: A three-year cross-lagged panel design was conducted to examine the associations among perceived teacher support, math attitudes, and math anxiety. Moreover, a multigroup analysis was used to examine whether the associations varied by gender. RESULTS: There were reciprocal associations over time between math attitudes and math anxiety. Meanwhile, both math attitudes and math anxiety significantly predicted perceived teacher support one year later, but not vice versa. Further, the association between T1 math anxiety and T3 perceived teacher support was mediated by T2 math attitudes; the association between T1 math attitudes and T3 perceived teacher support, on the other hand, was mediated by T2 math anxiety. Moreover, there were no significant gender differences in these associations. CONCLUSIONS: Math anxiety and math attitudes objectively affected each other, and both of them significantly predicted later perceived teacher support, but not vice versa. This study demonstrates that children are not merely passive recipients of environmental influences and offers theoretical guidance for intervention practices that aim to reduce the risk of math anxiety.

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Meeting a student's autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students' learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students' use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.

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Introduction: Student engagement is a best predictor variable of student' development and success. It can be highly influenced by internal and external environmental factors, such as perceived teacher support. Methods: In order to explore the influence of perceived teacher support on student engagement among higher vocational students, this study conducted a questionnaire on 1,136 Chinese higher vocational students using perceived teacher support, basic psychological needs satisfaction, learning drive, student engagement and Optimistic attributional styles for explaining positive events (OAS_P) five scales. Results: The results show that: (1) Perceived teacher support can't indirectly predict the student engagement among higher vocational students through basic psychological needs satisfaction; (2) Perceived teacher support can indirectly predict student engagement through learning drive; (3) Perceived teacher support can indirectly predict student engagement through basic psychological needs satisfaction and learning drive; (4) OAS_P has a significant moderation effect on both learning drive and student engagement. Discussion: The finding of this study stated that perceived teacher support has a significant influence on student engagement. So in the teaching process, teachers should pay attention to their learning psychology, provide them with various support and encouragement and beneficial guidance, stimulate their learning drive, help them form a positive and optimistic attribution style, and make them actively participate in learning and school life.

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Since entering the post-epidemic era of COVID-19 at the end of 2021, schools have mostly adopted a combined online and offline teaching mode to effectively respond to the normalized epidemic, which has changed the traditional learning mode of students. Based on the study demand-resources (SD-R) model theory, this study developed a research model and proposed six research hypotheses to explore the relationship between Chinese university students' perceived teacher support (PTS), online academic self-efficacy (OAS-E), online academic emotions (OAE), sustainable online learning engagement (SOLE), and online academic persistence (OAP) in the post-epidemic era. In this study, 593 Chinese university students were invited to respond to a questionnaire survey using the convenience sampling method. The results of the study showed that: PTS had a positive effect on OAS-E and OAE; OAS-E had a positive effect on OAE; OAS-E and OAE had a positive effect on the students' SOLE; and SOLE had a positive effect on their OAP. Based on the analysis, it is recommended that teachers provide more support and resources to further enhance students' academic self-efficacy and academic emotions, and thus ensure students' SOLE and OAP.

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Objective:To explore the chain mediating effect of future orientation and academic engagement between perceived teacher support and academic procrastination in high school students.Methods:From December 2021 to February 2022, a survey was conducted on 550 high school students by the perceived teacher support questionnaire, the adolescent future orientation scale, the academic engagement scale, and the general procrastination scale-for student populations (GPS). Data were entered by EpiData 3.1 software, and SPSS 26.0 software was used to process and analyze the data by one-way ANOVA, Pearson correlation analysis and Bootstrap method test.Results:The scores of perceived teacher support, future orientation, academic engagement and academic procrastination were (3.77±0.80), (3.22±0.48), (68.11±18.08) and (52.32±11.78) respectively.The results of correlation analysis showed that academic procrastination was negatively correlated with perceived teacher support, future orientation and academic engagement ( r=-0.32, -0.38, -0.49, all P<0.01), while perceived teacher support was positively correlated with future orientation and academic engagement ( r=0.40, 0.43, both P<0.01). Future orientation was positively correlated with academic engagement ( r=0.56, P<0.01). The mediating effect analysis showed that perceived teacher support had a significant direct effect on academic procrastination (effect value: -0.10, 95% CI =-0.19--0.02), accounting for 32.26% of the total effect.The mediating effect between perceived teacher support and academic procrastination was found between future orientation and academic engagement (effect value: -0.05, 95% CI =-0.09- -0.02; effect values: -0.09, 95% CI=-0.15--0.05), accounting for 16.13% and 29.03% of the total effect respectively.Future orientation and academic engagement had a chain mediating effect between perceived teacher support and academic procrastination (effect value: -0.07, 95% CI=-0.10--0.04), accounting for 22.58% of the total effect. Conclusion:Perceived teacher support can influence academic procrastination, not only through the direct path, but also through the indirect path of future orientation and academic engagement, as well as chain mediating path between these two variables.

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Introduction: Teacher support is an important external factor that influences students academic self-efficacy, however, the mechanisms of the two factors are not yet fully explored. The purpose of this study was to investigate whether achievement goals and academic emotions could play a chain mediating role between perceived teacher support and academic self-efficacy. Methods: The study sample was made up of 1,074 Chinese junior high school students, and three structural equation models were constructed using data collected from on questionnaires. Results: The findings suggest that achievement goals and academic emotions can mediate the relationship between perceived teacher support and academic selfefficacy. Further analysis revealed that achievement goals and academic emotions may play a chain mediating role between perceived teacher support and academic selfefficacy. Discussion: These findings provide reference points for further refinement of the mechanism of the role of perceived teacher support on academic self-efficacy. They also serve to remind the teacher on the front line to focus on how to provide adequate teacher support to students in the context of online education, especially with regard to students academic emotions.

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This study is aimed at investigating the relationship between perceived teacher support and learning engagement and exploring the mediation role played by technology acceptance and learning motivation. It adopted a structural equation modeling (SEM) approach, with sampling 467 students from four middle schools in eastern China. The research findings showed that perceived teacher support is significantly associated with learning engagement. Learning motivation plays a mediating role in the relationship between perceived teacher support and learning engagement. There is the chain mediating effect of technology acceptance and learning motivation on the relationship between perceived teacher support and learning engagement. All of these are of great importance for the teachers in the middle schools, as they help to increase students' engagement with learning activities considering the background of the deep integration of information technology and education teaching.

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As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

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To clarify the relationship between higher vocational students' liking of teachers and their learning engagement, based on the theory of social exchange, 1,279 vocational students in the Yangtze River Delta and the Pearl River Delta in China are used as the research objects. From the perspective of students and teachers, SPSS and AMOS are used to conduct a two-stage linear regression analysis. The results show that (1) students' liking of their teachers has a positive effect on learning engagement; (2) liking positively affects students' psychological empowerment; (3) liking of teachers indirectly influences learning engagement through psychological empowerment; (4) teacher's support positively moderates the indirect relationship between liking of teachers and learning engagement through psychological empowerment. This study attempts to provide practical guidance for college students to provide learning engagement.

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Studying in universities is a crucial development stage for students, whose thoughts, feelings, and actions are affected by interactions with their teachers and peers. This study explored the relationships between perceived teacher support and mental health as well as those between peer relationship and mental health among university students, and examined the mediating effects of reality and Internet altruistic behaviors on these relationships. Perceived teacher support questionnaire, peer relationship satisfaction questionnaire, self-reported altruism questionnaire, Internet altruistic behavior questionnaire, and general health questionnaire were administered to 553 university students. Results demonstrated that perceived teacher support and peer relationship positively predicted reality and Internet altruistic behaviors and positively predicted mental health. Reality and Internet altruistic behaviors positively predicted mental health and exerted significant mediating effects on the correlations between perceived teacher support and mental health as well as those between peer relationship and mental health. The male and female students differed insignificantly in the mediating effects of reality and Internet altruistic behaviors. Therefore, no matter for males or females, teachers should provide sufficient support for the students and establish favorable relationships with them. Friendly relationships, comfort, and active communication among peer students are also essential for creating a healthy and harmonious interaction environment. Those various factors of the school have impacts on the mental health of university students through their altruistic behaviors. This study suggests that further emphasis on teacher support and peer relationship is needed to promote the positive development of altruistic behaviors among university students, and ultimately provide a viable contribution to the university students' mental health interventions.

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Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14-19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students' well-being.

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This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents' mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels of these risk and protective factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents' mental health differently by using a variable-centered approach. The sample consisted of 1'562 adolescents (Mage = 16.18, SD = 1.48, range = 14-20 years; 72% females) in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low (19%), average (47%), or high resilience (34%). Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach (i.e., a path analysis) revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents' mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents' educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland.

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School refusal (SR) is a complex problem that may be caused by different risk factors such as individual and contextual factors (Kearney, 2007; Maynard et al., 2018; Heyne et al., 2019). These mechanisms can be described in the context of self-determination theory (SDT). For these reasons, the purpose of the present study is investigate the relationship between teacher perceived psychological control and support, psychological basic needs, SR behavior, and academic achievement, on adolescent sample. It is hypothesized that teacher perceived psychological control and autonomy support play a role on need frustration and need satisfaction; in turn, need satisfaction could reduce while need frustration could promote SR behavior and number of absences. Finally, SR behavior and number of absences could reduce academic achievement. 263 students (196 females, 67 males) with an average age of 16.14 (SD = 1.35; range 13-20 years). SEM analyses with observed variables have shown that the final model fit well the data, χ2(8) = 16.34, p = 0.04, CFI = 0.96, SRMR = 0.04, RMSEA (90% CI) = 0.06 (0.01; 0.10), showing the following significant path: need satisfaction was positively predicted by perceived teacher support and negatively predicted by teacher perceived psychological control; need frustration was positively predicted by teacher perceived psychological control; number of absences was negatively predicted by need satisfaction; SR was positively predicted by need frustration; school achievement was negatively predicted by SR and number of absences. These results have several implications for the school context and the deepening of the construct of SR and absenteeism.

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PURPOSE: The current study investigated the association between body mass index (BMI) and health-related quality of life (HRQoL) among a large and non-clinical sample of adolescents, and tested the possible moderating effect of perceived teacher and classmate support on this association. METHODS: French-speaking Belgian adolescents (n = 11,342) self-reported height and weight, HRQoL (KIDSCREEN-10), as well as their perception of teacher and classmate relationships. Adjusting for sociodemographics, linear regression analyses with HRQoL as the outcome variable were performed for boys and girls separately. Interactions between BMI and teacher support, and between BMI and classmate support were included to examine the effect of this support on the association between BMI and HRQoL. RESULTS: Obesity was associated with lower HRQoL for boys (ß = - 2.14, p = 0.002) and for girls (ß = - 2.96, p = 0.001), while only overweight girls showed a significant impaired HRQoL compared with normal-weight ones (ß = - 0.94, p = 0.01). In both sexes, lower perceived teacher and classmate support was associated with lower HRQoL. Interactions between BMI and perceived teacher relationships, and between BMI and perceived classmate relationships, were not significant for boys as for girls. CONCLUSIONS: Perceived school-related social support constitutes an important dimension of adolescent well-being, suggesting the relevance of considering it for promoting greater HRQoL in overweight and obese youth. Future studies are needed to confirm the absence of moderating effect of this support and explore its effect on other weight-related factors, like body image, weight misperception and bullying, associated with decreased HRQoL in adolescents.

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