A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students

Tianxue Cui, Emily Hongzhen Cheng (), Chester Chun Seng Kam and Qimeng Liu
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Tianxue Cui: University of Macau
Emily Hongzhen Cheng: University of Macau
Chester Chun Seng Kam: University of Macau
Qimeng Liu: Beijing Normal University

Child Indicators Research, 2023, vol. 16, issue 2, No 10, 688 pages

Abstract: Abstract This study proposed a moderated mediation model to examine the mediating effect of hope and moderating effect of the teacher-student relationship in the relationship between socio-economic status (SES) and autonomous learning among Chinese middle school students. Mediation analysis first indicated that hope partially mediated the relationship between SES and autonomous learning. Moderated mediation analysis further indicated that the teacher-student relationship moderated on the mediating pathway of hope on autonomous learning. With a higher level of teacher-student relationship, the positive relationship between hope and autonomous learning would be stronger. The findings elucidated that positive interaction with teachers could benefit students’ learning process by facilitating their hope belief and autonomous learning; such positive interaction could motivate students’ hope beliefs into autonomous learning behaviors. Implications of the findings are discussed.

Keywords: Teacher-Student Relationship; Socio-Economic Status; Hope; Autonomous Learning; Middle School Students (search for similar items in EconPapers)
Date: 2023
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DOI: 10.1007/s12187-022-09991-9

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