Exploring chain mediating effect of school belonging and resilience on the relationship between Chinese high school students' perceived teachers' academic support and self-regulated learning

Puntos clave

• Self-regulated learning increases with higher levels of perceived teachers' academic support, affecting student performance.
• Resilience and school belonging mediate this relationship, indicating their vital roles in educational outcomes.
• Observational analysis across various Chinese high schools examines these psychological impacts on learning.
• These findings suggest that fostering school belonging could enhance self-regulated learning, thus supporting student achievement.