Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination

Zheng, Shuang; Liu, Hongrui; Yao, Meilin

doi:10.1007/s12187-022-10002-0

Cited by 4 publications

(2 citation statements)

References 106 publications

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“…Most existing studies have investigated the current status of academic procrastination in terms of three factors: delay in academic procrastination behaviors, negative emotional experiences, and delay in completing tasks [48]. As a mediating variable, academic procrastination predicts learning engagement [3] and learning efficacy [49], and studies have shown that academic procrastination mediates the effects of teacher support and the subjective well-being of adolescents [50]. Academic procrastination also mediates the effects of teacher support and academic achievement by students [51].…”

Section: Mediating Effects Of Academic Procrastinationmentioning

confidence: 99%

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Duan,

Zhao,

Zhang

et al. 2024

Sustainability

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Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online learning quality. The present study intended to examine the relationship among online teacher support, academic procrastination, and academic self-efficacy by employing a questionnaire survey and structural equation modeling in the online learning environment. We report on survey data from N = 827 college students from China. The results showed the following: that online teacher support and its emotional, cognitive, and autonomy support dimensions have significant positive effects on academic self-efficacy, and it can predict the academic self-efficacy of college students through the mediating effect of academic procrastination. Therefore, in order to enhance the academic self-efficacy of online learners, it is crucial to increase online teacher support, provide guidance and motivation to online learners, reduce academic procrastination, and improve the emotional, cognitive, and autonomy support perceived by students in online courses and learning activities. The findings contribute to the exploration of the impact and mechanism of online teacher support regarding the academic self-efficacy of learners, providing theoretical and empirical support for enhancing academic self-efficacy in online learning and the development of a sustainable quality of teaching.

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Section: Mediating Effects Of Academic Procrastinationmentioning

confidence: 99%

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Duan,

Zhao,

Zhang

et al. 2024

Sustainability

View full text Add to dashboard Cite

show abstract

“…Existing studies suggest that teacher support can reduce students’ procrastination behaviors ( Yang et al, 2023 ). In situations where students feel supported and cared for by their teachers, they are more likely to actively face academic tasks and avoid procrastination behaviors ( Zheng et al, 2023 ). When students reduce their procrastination behaviors, they are more likely to be academically and socially active, which eventually improves their positive emotions ( Tice and Baumeister, 1997 ).…”

Section: Research Hypothesismentioning

confidence: 99%

The relationship between teacher support and positive emotions in Chinese higher vocational students: multiple mediating effects of procrastination behavior and interpersonal assistance

et al. 2023

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BackgroundIn China, more than 5 million students enter higher vocational colleges each year, and the positive emotions of their students merits much attention.PurposeThis study aimed to explore the effect of teacher support on positive emotions among higher vocational students by further investigating the mediating role of procrastination behavior and interpersonal assistance.MethodsA questionnaire survey was conducted with 676 higher vocational students from Zhejiang Province, China. We used SPSS 26.0 for data analysis, which included correlation analysis, regression analysis and bootstrap-mediated effects tests.ResultsTeacher support positively predicted positive emotions (β = 0.302, p < 0.001) and interpersonal assistance (β = 0.170, p < 0.001), while procrastination behavior negatively predicted interpersonal assistance (β = −0.161, p < 0.001) and positive emotions (β = −0.088, p < 0.01). Interpersonal assistance positively predicted positive emotions (β = 0.279, p < 0.001). This study found that teacher support positively predicted positive emotions; either procrastination behavior or interpersonal assistance independently mediated the relationship between teacher support and positive emotions. These two variables (procrastination and interpersonal assistance) also acted as a chain mediator between teacher support and positive emotions. The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect.ConclusionThe study deeply explored the effects of teacher support on positive emotions among Chinese higher vocational students and found that teacher support plays an important role in positive emotion management. At the same time, we found the key roles played by procrastination behavior and interpersonal assistance between teacher support and positive emotion, which could provide data support and decision-making reference for enhancing higher education students’ well-being and positive emotions. This study can be regarded as a case study of social support theory and demonstrates the applicability of the theory in the field of positive emotions of higher vocational students.

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Perceived feedback and school belonging: the mediating role of subjective well-being

Li,

Kuo,

Huggins

2024

Front. Psychol.

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IntroductionThis study examined the interplay between perceived feedback (PF), subjective wellbeing (SWB), and students’ sense of belonging to school (SBS). School belonging is a key factor for decisions regarding academic studies, and is usually impacted by PF. The current study explored whether SWB mediates the established relationship between PF and SBS.MethodThis was achieved by applying a mediation model to PISA 2018 data from 12,058 students in four areas of China.ResultsPerceived feedback positively affected students’ SBS (β = 0.26, p < 0.01); and that SWB partially mediated this relationship between PF and SBS (β = 0.47, p < 0.01).DiscussionThe findings of this study have the potential to contribute to the existing literature on educational psychology and well-being. By shedding light on the mediating role of SWB, the research offers practical implications for educators and policymakers seeking to enhance students’ school belonging and other implications for their academic success. Further research can contribute to this promising area, by focusing on subjective wellbeing and its impact on a range of decisions being made by students during a critical phase of their personal and academic development.

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Social Support From Parents and Teachers and Adolescents’ Subjective Well‑Being: Mediating Effect of Cognitive Regulatory Learning and Academic Procrastination

Cited by 4 publications

References 106 publications

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

The relationship between teacher support and positive emotions in Chinese higher vocational students: multiple mediating effects of procrastination behavior and interpersonal assistance

Perceived feedback and school belonging: the mediating role of subjective well-being

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