What does this research mean for the field?

Positive academic emotions and perceived teacher support significantly enhance student engagement, well-being, and academic performance, with teacher support mediating student well-being through positive achievement emotions. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To evaluate the interrelations among achievement emotions, psychological well-being, perceived teacher support, and instructional outcomes in secondary school settings.

August 30, 2026Open Access

Human Emotions and Psychological Well-Being in Educational Settings: Implications for Teaching and Learning

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Authors

KSKiran Shahan FFFizah Fatima AAAsif Ali

Discussion

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Overview

Cross-sectional study reveals positive achievement emotions mediate teacher support and student well-being in secondary schools, highlighting emotional climate as vital for academic success.

Key Points

To evaluate the interrelations among achievement emotions, psychological well-being, perceived teacher support, and instructional outcomes in secondary school settings.
Conducted a quantitative, cross-sectional descriptive-correlational survey utilizing stratified random sampling of students in Grades 8 through 11 and their teachers across geographic regions and school sectors.
Administered validated self-report instruments assessing eight achievement emotions, adolescent well-being across five dimensions, perceived teacher support, and teacher emotion regulation.
Analyzed associations and pathways using Pearson correlations, multiple linear regression, and bootstrapped mediation analyses.
Adolescent psychological well-being was moderate-to-high overall, with connectedness and happiness rated highest and perseverance rated lowest.
Positive achievement emotions (particularly enjoyment and hope) were positively associated with engagement, adaptive learning strategies, and academic performance, whereas negative emotions showed negative associations.
Bootstrapped mediation showed perceived teacher support significantly enhanced student well-being via positive achievement emotions, while teacher cognitive reappraisal positively influenced teacher well-being.

Cite This Study

Shahan et al. (2026) studied this question.

synapsesocial.com/papers/6a93efe56c1a8fb52e79bfcb https://doi.org/10.5281/zenodo.22093836

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August 30, 2026Open Access

Human Emotions and Psychological Well-Being in Educational Settings: Implications for Teaching and Learning

View Full Paper

Ask AI

Bookmark

Authors

KSKiran Shahan FFFizah Fatima AAAsif Ali

Discussion

Member takes

Overview

Cross-sectional study reveals positive achievement emotions mediate teacher support and student well-being in secondary schools, highlighting emotional climate as vital for academic success.

Key Points

To evaluate the interrelations among achievement emotions, psychological well-being, perceived teacher support, and instructional outcomes in secondary school settings.
Conducted a quantitative, cross-sectional descriptive-correlational survey utilizing stratified random sampling of students in Grades 8 through 11 and their teachers across geographic regions and school sectors.
Administered validated self-report instruments assessing eight achievement emotions, adolescent well-being across five dimensions, perceived teacher support, and teacher emotion regulation.
Analyzed associations and pathways using Pearson correlations, multiple linear regression, and bootstrapped mediation analyses.
Adolescent psychological well-being was moderate-to-high overall, with connectedness and happiness rated highest and perseverance rated lowest.
Positive achievement emotions (particularly enjoyment and hope) were positively associated with engagement, adaptive learning strategies, and academic performance, whereas negative emotions showed negative associations.
Bootstrapped mediation showed perceived teacher support significantly enhanced student well-being via positive achievement emotions, while teacher cognitive reappraisal positively influenced teacher well-being.

Cite This Study

Shahan et al. (2026) studied this question.

synapsesocial.com/papers/6a93efe56c1a8fb52e79bfcb https://doi.org/10.5281/zenodo.22093836

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