Original Research ARTICLE
The Relationship between Teacher Support and Migrant Children’s Academic Achievement: A Moderated Mediation
- 1Qilu Normal University, China
Based on Self-Determination Theory (SDT)，this study attempted to examine the relationship between teacher support and migrant children’s academic achievement as well as the mediating role of self-esteem and the moderating role of psychological control. Six hundred and one migrant children participated in the study and completed self-report questionnaires concerning teacher support, self-esteem and psychological control. Results indicated that self-esteem mediated the positive relationship between teacher support and academic achievement. Psychological control moderated the relationship between teacher support and self-esteem. Furthermore, psychological control moderated the mediating effect of self-esteem on teacher support–academic achievement relationship, such that the mediating effect was weaker when the level of psychological control was high.
Keywords: teacher support, Academic Achievement, positive esteem, Self-deprecation, Psychological control
Received: 12 Mar 2019;
Accepted: 01 Oct 2019.
Copyright: © 2019 Teng and Liu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Prof. Guirong Liu, Qilu Normal University, Jinan, 250013, Shandong, China, email@example.com