Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students

Background: To examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students. Methods: A survey was distributed to 376 junior high students, utilizing scales for perceived teacher support, adolescent academic emotions, and...

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Autors principals:	Wenmei Sun, Daixin He, Binxin Dong, Xubo Liu
Format:	Artigo
Idioma:	Inglês
Publicat:	MDPI AG 2026-03-01
Col·lecció:	Behavioral Sciences
Matèries:	perceived teacher support academic emotions academic self-efficacy academic competence self-efficacy academic behavior self-efficacy
Accés en línia:	https://www.mdpi.com/2076-328X/16/3/415
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