The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation
Xiuqin Teng, Guirong Liu
Available Online June 2017.
- https://doi.org/10.2991/msmi-17.2017.46How to use a DOI?
- Teacher support; Academic achievement; Positive self-esteem; Psychological control
- 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.
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 -