This study investigates the impact of teacher social support on students’ emotions and learning engagement, examining cultural differences between U.S. and Chinese classrooms. Using Emotional Response Theory, the study finds that student positive emotions mediate the relationship between teacher support and student engagement in both cultures. However, Chinese students reported significantly more negative emotions, while U.S. students reported more positive emotions and higher perceived network support from teachers.
Publisher
Humanities & Social Sciences Communications
Published On
Jan 23, 2024
Authors
Moyi Jia, Jiuqing Cheng
Tags
teacher social support
student emotions
learning engagement
cultural differences
U.S. and Chinese classrooms
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