Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students

Abstract

Background: To examine the relationships among perceived teacher support, academic emotions, and academic self-efficacy among junior high school students. Methods: A survey was distributed to 376 junior high students, utilizing scales for perceived teacher support, adolescent academic emotions, and self-efficacy. Data analysis included descriptive, correlation, and linear regression methods in SPSS 27.0, with mediation effects assessed using the PROCESS macro. Results: (1) Students’ perceived teacher support significantly and positively predicted academic self-efficacy (β = 0.22, t = 6.07, p < 0.001). (2) positive academic emotions (β = 0.44, t = 10.68, p < 0.001) and negative academic emotions (β = −0.32, t = −8.23, p < 0.001) independently mediated the relationship between perceived teacher support and students’ academic self-efficacy. (3) The mediating effect of positive academic emotions (effect size = 0.21) between perceived teacher support and academic competence self-efficacy was significantly greater than that of negative academic emotions (effect size = 0.05). However, the mediating effects of positive academic emotions (effect size = 0.11) and negative academic emotions (effect size = 0.06) on the relationship between perceived teacher support and academic behavior self-efficacy did not significantly differ. Conclusions: Perceived teacher support directly enhanced academic self-efficacy both directly and indirectly through academic emotions, with positive academic emotions offering a more effective pathway than negative emotions.