Effect of Teacher Support on Mental Health of College Students in China: A Study Demands-Resources Model Approach

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Xinglong Ma, Man Jiang
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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.
教师支持对大学生心理健康的影响:需求-资源模型研究
本研究旨在运用学习需求-资源模型探讨教师支持对大学生心理健康的影响。此外,研究还探讨了学习投入和机会的中介作用。中国大学生通过问卷调查的方式参与研究。我们采用方便抽样的方法,从参与者中收集了592份有效样本。结果显示,大学生对教师支持的感知与心理健康存在显著正相关。此外,研究还强调,学习投入和机会在大学生感知到的教师支持与心理健康之间起中介作用。这些发现对大学生心理健康管理具有重要的理论和实践意义。为促进学生的整体心理健康,教师应注重增加提供学习机会,从而促进学生的学习投入。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.60
自引率
9.10%
发文量
13
审稿时长
14 weeks
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