The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation

DOI

10.2991/msmi-17.2017.46How to use a DOI?

Keywords

Teacher support; Academic achievement; Positive self-esteem; Psychological control

Abstract

This study attempted to examine the relationship between teacher support and migrant children's academic achievement as well as the mediating role of self-esteem and the moderating role of psychological control. Six hundred and six migrant children participated in the study and the teacher support they perceived and their self-esteem were measured. Their academic achievements were acquired from the school dean's office. Results showed that:1) Positive self-esteem mediated the positive relation between teacher support and migrant children's academic achievement; 2) Psychological control moderated the relation between teacher support and positive self-esteem, such that the relation was weaker when the level of psychological control is high rather than low; 3) Psychological control moderated the mediating effect of positive self-esteem on teacher support-migrant children's academic achievement relationship, such that the mediating effect was weaker when the level of psychological control was high.

Copyright

© 2017, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xiuqin Teng
AU  - Guirong Liu
PY  - 2017/06
DA  - 2017/06
TI  - The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation
BT  - Proceedings of the 2017 International Conference on Management Science and Management Innovation (MSMI 2017)
PB  - Atlantis Press
SP  - 211
EP  - 215
SN  - 2352-5428
UR  - https://doi.org/10.2991/msmi-17.2017.46
DO  - 10.2991/msmi-17.2017.46
ID  - Teng2017/06
ER  -