Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (6): 707-714.doi: 10.16187/j.cnki.issn1001-4918.2018.06.09

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The Effects of Teacher Support and Psychological Suzhi on Middle School Students' Academic Achievement

CHEN Xu1, ZHANG Dajun1, CHEGN Gang2, HU Tianqiang1, LIU Guangzeng1   

  1. 1. Center for Students'Mental Health Education & School of Psychology, Southwest University, Chongqing 400715;
    2. School of Educational Science, Guizhou Normal University, Guiyang 550001
  • Online:2018-11-15 Published:2018-12-27

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Abstract: The current study aimed to explore the relationships among overall and different types of teacher support with the middle school students' academic achievement, and the effects of psychological suzhi in these relationships. We selected 824 middle school students(grade 7 to 12) from southwest China to participate in the study and used questionnaires to test the interested variables. Results of correlation found that there were significant positive correlations among teachers'support, psychological suzhi with middle school students'academic achievement. Teacher's emotional support was significant positive correlated with both psychological suzhi and academic achievement. What's more, teacher's learning support and ability support were significant positive correlate with psychological suzhi, but they were no significant correlation with academic achievement. Regression analysis indicated that after controlling gender and age, psychological suzhi played a complete mediating role in the relationship between teacher's overall support and academic achievement, and it also played a full mediating role in the relationship among teacher's learning support, ability support with students'academic achievement. However, pshchological suzhi partly mediated the relationship between teacher's emotional support and academic achievement.

Key words: teacher support, academic achievement, psychological suzhi, middle school students

CLC Number: 

  • G442
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