Proceedings of the 2017 International Conference on Management Science and Management Innovation (MSMI 2017)

The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation

Authors
Xiuqin Teng, Guirong Liu
Corresponding Author
Xiuqin Teng
Available Online June 2017.
DOI
https://doi.org/10.2991/msmi-17.2017.46How to use a DOI?
Keywords
Teacher support; Academic achievement; Positive self-esteem; Psychological control
Abstract
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 six migrant children participated in the study and the teacher support they perceived and their self-esteem were measured. Their academic achievements were acquired from the school dean's office. Results showed that:1) Positive self-esteem mediated the positive relation between teacher support and migrant children's academic achievement; 2) Psychological control moderated the relation between teacher support and positive self-esteem, such that the relation was weaker when the level of psychological control is high rather than low; 3) Psychological control moderated the mediating effect of positive self-esteem on teacher support-migrant children's academic achievement relationship, such that the mediating effect was weaker when the level of psychological control was high.
Open Access
This is an open access article distributed under the CC BY-NC license.

Download article (PDF)

Cite this article

TY  - CONF
AU  - Xiuqin Teng
AU  - Guirong Liu
PY  - 2017/06
DA  - 2017/06
TI  - The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation
BT  - Proceedings of the 2017 International Conference on Management Science and Management Innovation (MSMI 2017)
PB  - Atlantis Press
SP  - 211
EP  - 215
SN  - 2352-5428
UR  - https://doi.org/10.2991/msmi-17.2017.46
DO  - https://doi.org/10.2991/msmi-17.2017.46
ID  - Teng2017/06
ER  -