The Effect of Teacher Support on Migrant Children's Academic Achievement: A Moderated Mediation

摘要

This study attempted to examine the relationship between teacher support and migrant children's academic achievement as well as the mediating role of self-esteem and the moderating role of psychological control. Six hundred and six migrant children participated in the study and the teacher support they perceived and their self-esteem were measured. Their academic achievements were acquired from the school dean's office. Results showed that:1) Positive self-esteem mediated the positive relation between teacher support and migrant children's academic achievement; 2) Psychological control moderated the relation between teacher support and positive self-esteem, such that the relation was weaker when the level of psychological control is high rather than low; 3) Psychological control moderated the mediating effect of positive self-esteem on teacher support-migrant children's academic achievement relationship, such that the mediating effect was weaker when the level of psychological control was high.