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      The Relationship between Teacher Support and Students' Academic Emotions: A Meta-Analysis

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          Abstract

          This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.

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          Most cited references83

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          Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

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            Social relationships and motivation in middle school: The role of parents, teachers, and peers.

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              Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment.

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                Author and article information

                Contributors
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                22 January 2018
                2017
                : 8
                : 2288
                Affiliations
                [1] 1Institute of Curriculum and Instruction, East China Normal University , Shanghai, China
                [2] 2Department of Special Education and Counselling, The Education University of Hong Kong , Hong Kong, Hong Kong
                Author notes

                Edited by: Barbara McCombs, University of Denver, United States

                Reviewed by: María Del Carmen Pérez Fuentes, University of Almería, Spain; Claudio Longobardi, Università degli Studi di Torino, Italy; María del Mar Molero, University of Almería, Spain

                *Correspondence: Yunhuo Cui cuiyunhuo@ 123456vip.163.com

                This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

                Article
                10.3389/fpsyg.2017.02288
                5786576
                29403405
                590a7d8c-4586-4f02-9ce9-dc6edad237a7
                Copyright © 2018 Lei, Cui and Chiu.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 12 April 2017
                : 18 December 2017
                Page count
                Figures: 1, Tables: 4, Equations: 0, References: 90, Pages: 12, Words: 8586
                Categories
                Psychology
                Review

                Clinical Psychology & Psychiatry
                teacher support,academic emotions,meta-analysis,students,moderator analysis

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