Xiaohui Chen, Richard Peter Bailey, Xiaojiao Yin, Nadia Samsudin
{"title":"中国农村高中生的师生关系与学习成绩之间的关系：心理健康症状的调节作用和学习适应力的条件调节作用。","authors":"Xiaohui Chen, Richard Peter Bailey, Xiaojiao Yin, Nadia Samsudin","doi":"10.3389/fpsyg.2024.1416783","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>This study examines the relationship between Teacher-Student Relationships and academic grades among Chinese rural high school students, focusing on the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.</p><p><strong>Method: </strong>A moderated moderation analysis was conducted via Mplus on data collected from a sample of rural Chinese high school students. SEM was used to test the direct and interactive effects of these variables on academic outcomes.</p><p><strong>Results: </strong>Teacher-Student Relationships were found to have a significant positive association with students' academic grades. Academic resilience plays a conditional moderating role, with students who have higher levels of resilience better able to maintain their academic performance, even when facing psychological distress. This suggests that resilience can buffer the impact of challenges, enhancing the positive influence of TSRs on academic outcomes.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1416783"},"PeriodicalIF":2.6000,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11557326/pdf/","citationCount":"0","resultStr":"{\"title\":\"The relationship between teacher-student relationships and academic grades among Chinese rural high school students: the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.\",\"authors\":\"Xiaohui Chen, Richard Peter Bailey, Xiaojiao Yin, Nadia Samsudin\",\"doi\":\"10.3389/fpsyg.2024.1416783\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>This study examines the relationship between Teacher-Student Relationships and academic grades among Chinese rural high school students, focusing on the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.</p><p><strong>Method: </strong>A moderated moderation analysis was conducted via Mplus on data collected from a sample of rural Chinese high school students. SEM was used to test the direct and interactive effects of these variables on academic outcomes.</p><p><strong>Results: </strong>Teacher-Student Relationships were found to have a significant positive association with students' academic grades. Academic resilience plays a conditional moderating role, with students who have higher levels of resilience better able to maintain their academic performance, even when facing psychological distress. This suggests that resilience can buffer the impact of challenges, enhancing the positive influence of TSRs on academic outcomes.</p>\",\"PeriodicalId\":12525,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":\"15 \",\"pages\":\"1416783\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-10-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11557326/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2024.1416783\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2024.1416783","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
摘要
研究目的本研究探讨了中国农村高中生的师生关系与学业成绩之间的关系，重点关注心理健康症状的调节作用和学业适应力的条件调节作用：方法：我们通过 Mplus 对中国农村高中生样本数据进行了调节调节分析。方法：通过 Mplus 对中国农村高中学生的样本数据进行了调节调节分析，并使用 SEM 检验了这些变量对学习成绩的直接影响和交互影响：结果发现：师生关系与学生的学业成绩有显著的正相关。学业抗逆力起着有条件的调节作用，抗逆力水平较高的学生即使在面临心理困扰时也能更好地保持学业成绩。这表明，抗挫折能力可以缓冲挑战的影响，增强师生关系对学业成绩的积极影响。
The relationship between teacher-student relationships and academic grades among Chinese rural high school students: the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.
Objective: This study examines the relationship between Teacher-Student Relationships and academic grades among Chinese rural high school students, focusing on the moderating role of mental health symptoms and the conditional moderating effect of academic resilience.
Method: A moderated moderation analysis was conducted via Mplus on data collected from a sample of rural Chinese high school students. SEM was used to test the direct and interactive effects of these variables on academic outcomes.
Results: Teacher-Student Relationships were found to have a significant positive association with students' academic grades. Academic resilience plays a conditional moderating role, with students who have higher levels of resilience better able to maintain their academic performance, even when facing psychological distress. This suggests that resilience can buffer the impact of challenges, enhancing the positive influence of TSRs on academic outcomes.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
