The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

被引：223

作者：

Lei, Hao ^{[1
]}

Cui, Yunhuo ^{[1
]}

Chiu, Ming Ming ^{[2
]}

机构：

[1] East China Normal Univ, Inst Curriculum & Instruct, Shanghai, Peoples R China

[2] Educ Univ Hong Kong, Dept Special Educ & Counselling, Hong Kong, Hong Kong, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2018年 / 8卷

关键词：

teacher support; academic emotions; meta-analysis; students; moderator analysis; PERCEIVED SOCIAL SUPPORT; MIDDLE SCHOOL YEARS; DEPRESSIVE SYMPTOMS; GENDER-DIFFERENCES; SOCIOEMOTIONAL ADJUSTMENT; SELF-ESTEEM; CLASSROOM; ENGAGEMENT; MOTIVATION; ACHIEVEMENT;

D O I：

10.3389/fpsyg.2017.02288

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

引用

页数：12

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