What question did this study set out to answer?

The study aims to explore how family and teacher support influence academic self-efficacy among Chinese adolescents, considering self-esteem and personality factors.

February 16, 2026Open Access

The Influence of Family and Teacher Support on Academic Self-Efficacy in China: The Mediating Role of Self-Esteem and the Moderating Effect of Personality

RCRuoyi ChenWenzhou Medical University QSQiushi SunUniversity of Glasgow

Key Points

The study aims to explore how family and teacher support influence academic self-efficacy among Chinese adolescents, considering self-esteem and personality factors.
Surveyed 750 Chinese adolescents from diverse educational backgrounds.
Used stratified random sampling for a representative sample.
Applied structural equation modeling for data analysis to examine relationships among variables.
Family support positively correlates with academic self-efficacy (β = .30, p < .001).
Self-esteem mediates the effect of the support system on academic self-efficacy (β = .40, p < .006).
Personality moderates the relationship between support and academic self-efficacy (β = .15, p < .001).

Abstract

Cognitive health and academic achievement are crucial to adolescents’ contentment and social development in contemporary China. Despite numerous challenges, understanding the dynamic relationship between family, community, and personality is crucial. This study addresses a significant need by examining the psychological health and academic success enablers of Chinese adolescents. The study employs ecological systems theory and Bandura’s social cognitive theory to investigate the impact of family participation, community resources, teacher support, personality type, and academic self-efficacy on adolescents’ cognitive health. Seven hundred fifty Chinese adolescents from various regions and educational backgrounds were surveyed to assess the above criteria. The study used stratified random sampling to ensure a representative sample of China’s heterogeneous population. The structural equation modelling results show that adolescents’ academic self-efficacy is positively correlated with family support (β = .30, p < .001), community resources (β = .25, p < .001), parent-child ties (β = .50, p < .002), teacher support (β = .35, p < .004), personality type (β = .20, p < .006) and self-esteem (β = .45, p < .003). Mediation analysis reveals that self-esteem mediates the effect of the support system on academic self-efficacy (β = .40, p < .006). Moderation analysis reveals how personality moderates the support system-academic self-efficacy interaction, highlighting the complex relationship between personal attributes and external support (β = .15, p < .001). These findings may help educators, policymakers, and mental health professionals assist teenagers mentally and intellectually. Educational environments require comprehensive, multi-level interventions that address both individuals and the environment. Personality and self-esteem are crucial components of a support system.

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