Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Review
. 2018 Jan 22:8:2288.
doi: 10.3389/fpsyg.2017.02288. eCollection 2017.

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

Hao Lei  1 , Yunhuo Cui  1 , Ming Ming Chiu  2
Affiliations
Review

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

Hao Lei et al. Front Psychol. .

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.

Keywords: academic emotions; meta-analysis; moderator analysis; students; teacher support.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Funnel plot of effect sizes of the correlation between teacher support and academic emotions.
See this image and copyright information in PMC

Similar articles

See all similar articles

Cited by

See all "Cited by" articles

References

    1. *Afari E. (2013). The Effects of Psychosocial Learning Environment on Students' Attitudes Towards Mathematics. Rotterdam: Application of Structural Equation Modeling in Educational Research and Practice Sense Publishers.
    1. *Ahmed W., Minnaert A., van der Werf G., Kuyper H. (2010). Perceived social support and early adolescents' achievement: the mediational roles of motivational beliefs and emotions. J. Youth Adolesc. 39, 36–46. 10.1007/s10964-008-9367-7 - DOI - PMC - PubMed
    1. *Aldridge J. M., Afari E., Fraser B. J. (2013). Influence of teacher support and personal relevance on academic self-efficacy and enjoyment of mathematics lessons: a structural equation modeling approach. Alberta J. Educ. Res. 58, 614–633. 10.1037/t38960-000 - DOI
    1. Aldridge J. M., Fraser B. J., Huang T.-C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. J. Educ. Res. 93, 48–62. 10.1080/00220679909597628 - DOI
    1. *Allen D., Fraser B. J. (2007). Parent and student perceptions of classroom learning environment and its association with student outcomes. Learn. Environ. Res. 10, 67–82. 10.1007/s10984-007-9018-z - DOI

LinkOut - more resources