Crossmark

Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement

Published Online: 2024-10-21

Authors

Xu, Bingjie
License Information

Text and Data Mining valid from 2024-10-21

Version of Record valid from 2024-10-21
More Information

Article History

Received: 31 July 2024

Accepted: 8 October 2024

First Online: 21 October 2024

Competing interests

: The authors declare no competing interests.

: This study was approved by the Institutional Review Board (IRB) of Jinling Institute of Technology, School of Business (Approval Date: February 18, 2024).

: All methods were carried out in accordance with relevant guidelines and regulations.

: Informed consent was obtained from all participants. Participants voluntarily clicked on the survey link and were informed of the research purpose before filling out the questionnaire. Submission of the completed questionnaire was considered as providing informed consent. Participants were free to exit the survey at any time.

Document is current