Unfolding the Moderating Role of Gender in the Relationship Between Teacher Support and Students’ Well-being: Evidence from PISA 2022

Ya-di Yang () and Jia-qi Zheng ()
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Ya-di Yang: University of Macau
Jia-qi Zheng: Jinan University

Child Indicators Research, 2024, vol. 17, issue 6, No 7, 2503-2526

Abstract: Abstract Teacher support has a vital impact on students’ well-being. However, the role of gender in the relationship between teacher support and students’ well-being remained unstudied in East Asia. The present study aims to unravel the relationship between three types of teacher support (i.e., autonomy, competence, relatedness) and four dimensions of students’ subjective well-being (i.e., life satisfaction, positive affect, negative affect, and eudaemonism), as well as identify the moderating effect of gender. Multiple linear regression with a moderation analysis was implemented for 34,968 fifteen-year-old students from five East Asian economies participating in the Programme for International Student Assessment (PISA) 2022. Results indicated that teacher support significantly influenced students’ subjective well-being in East Asia. Moreover, gender significantly moderated the relationship between teacher support (i.e., autonomy, competence, relatedness) and students’ eudaemonism. Compared with males, teacher competence support was more effective in fostering females’ eudaemonism in East Asia. This study provides new insights into developing students’ well-being from the gender perspective.

Keywords: Teacher Support; Students’ well-being; PISA 2022; Self-determination Theory (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s12187-024-10172-z

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