Associations between teacher academic support and externalizing problem behaviors among Chinese adolescents: an analysis of chain mediation and moderating effects DOI Creative Commons
Xingchen Zhu, Wencan Li,

Chih‐Ting Su

et al.

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: March 3, 2025

This research examines how teacher academic support is linked to externalizing problem behaviors in adolescents, providing fresh perspectives on this critical relationship. Although previous studies have looked into the association between and behaviors, few concentrated specific impact of these behaviors. Moreover, aspects like self-education expectations, peer interactions, parental awareness remain inadequately addressed existing literature. In study, 1011 Chinese aged 13 17 years, participated an anonymous self-report survey. The findings reveal that acts as a protective factor against both self-educational expectations relationships serve mediators also highlights can indirectly reduce through sequential mediation relationships. Furthermore, knowledge identified moderating factor, with effect being more pronounced among adolescents higher levels knowledge. These results underscore significance addressing adolescent provide valuable insights for developing effective interventions.

Language: Английский

Associations between teacher academic support and externalizing problem behaviors among Chinese adolescents: an analysis of chain mediation and moderating effects DOI Creative Commons
Xingchen Zhu, Wencan Li,

Chih‐Ting Su

et al.

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: March 3, 2025

This research examines how teacher academic support is linked to externalizing problem behaviors in adolescents, providing fresh perspectives on this critical relationship. Although previous studies have looked into the association between and behaviors, few concentrated specific impact of these behaviors. Moreover, aspects like self-education expectations, peer interactions, parental awareness remain inadequately addressed existing literature. In study, 1011 Chinese aged 13 17 years, participated an anonymous self-report survey. The findings reveal that acts as a protective factor against both self-educational expectations relationships serve mediators also highlights can indirectly reduce through sequential mediation relationships. Furthermore, knowledge identified moderating factor, with effect being more pronounced among adolescents higher levels knowledge. These results underscore significance addressing adolescent provide valuable insights for developing effective interventions.

Language: Английский

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