{"title":"Effect of Teacher Support on Mental Health of College Students in China: A Study Demands-Resources Model Approach","authors":"Xinglong Ma, Man Jiang","doi":"10.5430/ijhe.v12n5p152","DOIUrl":null,"url":null,"abstract":"This study aimed to investigate the effect of teacher support on college students’ mental health using the study demands-resources model. Additionally, it explored the mediating roles of study engagement and opportunities. Chinese college students participated in the study through a questionnaire survey. We employed convenience sampling to collect 592 valid samples from the participants. The results revealed a significant positive correlation between college students’ perceived teacher support and their mental health. Moreover, the study highlighted that study engagement and opportunities act as mediators between college students’ perceived teacher support and their mental health. These findings have important theoretical and practical implications for managing college students’ mental health. To enhance students’overall mental health, teachers should focus on increasing the provision of study opportunities, thereby fostering study engagement.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5430/ijhe.v12n5p152","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study aimed to investigate the effect of teacher support on college students’ mental health using the study demands-resources model. Additionally, it explored the mediating roles of study engagement and opportunities. Chinese college students participated in the study through a questionnaire survey. We employed convenience sampling to collect 592 valid samples from the participants. The results revealed a significant positive correlation between college students’ perceived teacher support and their mental health. Moreover, the study highlighted that study engagement and opportunities act as mediators between college students’ perceived teacher support and their mental health. These findings have important theoretical and practical implications for managing college students’ mental health. To enhance students’overall mental health, teachers should focus on increasing the provision of study opportunities, thereby fostering study engagement.