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Unpacking the longitudinal link between perceived teacher expectations and academic engagement: the roles of need satisfaction and credibility contingent on academic stress

Crossref DOI link: https://doi.org/10.1186/s40359-026-05270-2

Published Online: 2026-07-31

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Shu, Xiaoli

Ouyang, Weihua https://orcid.org/0000-0002-5310-6357
Zhang, Lingling
Funding

Funding for this research was provided by:

Guangdong Office of Philosophy and Social Science (GD25CJY64)

Hanshan Normal University Project (No. QD2024205; E25052)

Guangdong Provincial Education Science Planning Foundation (2022GXJK263; 2024GXJK393; 2025GXJK0447)
License Information

Text and Data Mining valid from 2026-07-31

Accepted Manuscript valid from 2026-07-31
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Article History

Received: 5 June 2026

Accepted: 28 July 2026

First Online: 31 July 2026

Declarations

Ethics approval and consent to participate: This research was conducted in accordance with the Declaration of Helsinki, and approved by the Research Ethics Committee of Hanshan Normal University (2023031604). Informed consent was obtained electronically prior to the collection of data from participants. The data were collected and analyzed anonymously.

Consent for publication: Not applicable.

Competing interests: The authors declare no competing interests.

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