The impact of teacher support on school adaptation among Chinese urban adolescents: a moderated mediation model.

IF 3.5 2区医学 Q1 PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH BMC Public Health Pub Date : 2025-02-10 DOI:10.1186/s12889-025-21758-9

Guangbao Fang, Mengqing Xie, Chuixue Zheng, Jiaxin Wang

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引用次数: 0

Abstract

Background: The issue of school adaptation among urban adolescents has received increasing attention. Previous research has primarily focused on Chinese rural and mobile adolescents, exploring the impact of factors such as teacher support, resilience, and left-behind status on their academic achievement. However, there has been relatively limited research on urban adolescents in this regard.

Methods: In line with the study's objectives, this study selected parent and student questionnaires from the CEPS (2013-2014) and CEPS (2014-2015) datasets for a matched analysis. This process resulted in a final sample of 2502 urban adolescents aged 13 to 15. The key variables examined included teacher academic support, teacher emotional support, teacher relationship support, resilience, school adaptation, and left-behind status. To investigate these relationships, we employed structural equation modeling to explore how resilience mediates the impact of teacher support on school adaptation among urban adolescents. Additionally, we examined whether left-behind status moderates this mediation process.

Results: The findings reveal that teacher support directly affects the school adaptation of urban adolescents and also indirectly influences it through the mediating role of resilience. Additionally, the left-behind status significantly moderates the direct effect of teacher relationship support on school adaptation among urban adolescents, but it does not similarly affect the direct impact of teacher academic support and emotional support.

Conclusions: Enhancing teacher support can effectively enhance the resilience of urban adolescents, leading to improved school adaptation. For left-behind adolescents, strengthening the quality of teacher-student relationships is particularly crucial for their school adaptation. Moreover, providing all students with consistent emotional support is essential, as it positively influences school adaptation regardless of their left-behind status.

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来源期刊

BMC Public Health 医学-公共卫生、环境卫生与职业卫生

CiteScore

6.50

自引率

4.40%

发文量

2108

审稿时长

1 months

期刊介绍： BMC Public Health is an open access, peer-reviewed journal that considers articles on the epidemiology of disease and the understanding of all aspects of public health. The journal has a special focus on the social determinants of health, the environmental, behavioral, and occupational correlates of health and disease, and the impact of health policies, practices and interventions on the community.