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November 20, 2025Behavioral SciencesOpen Access

Does Teacher Support Scaffold Engagement? Academic Self-Efficacy as Mediator and Proactive Personality as Moderator Among Chinese High School Students

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Authors

WSWenmei SunQWQiaoyu WuXZXinle Zhang

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Overview

Findings reveal perceived teacher support enhances academic engagement in high school students, suggesting self-efficacy and proactive personality significantly influence this relationship.

Key Points

  • Perceived teacher support significantly enhances academic engagement among students, emphasizing its importance.
  • Teacher support boosts engagement levels, with academic self-efficacy acting as a mediator in the process.
  • The approach involved surveying 1664 high school students in Henan Province, China, using validated scales for support and engagement.
  • Implications highlight the need for supportive teaching strategies as proactive personality strengthens engagement through self-efficacy.

Cite This Study

Sun et al. (2025) studied this question.

synapsesocial.com/papers/6924f07ac0ce034ddc34fda7https://doi.org/10.3390/bs15111594
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