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

Author

Listed:
  • Tianxue Cui

    (University of Macau)

  • Emily Hongzhen Cheng

    (University of Macau)

  • Chester Chun Seng Kam

    (University of Macau)

  • Qimeng Liu

    (Beijing Normal University)

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.

Suggested Citation

  • Tianxue Cui & Emily Hongzhen Cheng & Chester Chun Seng Kam & Qimeng Liu, 2023. "A Moderated Mediation Model of Socio-Economic Status, Hope, Teacher-Student Relationship, and Autonomous Learning among Chinese Middle School Students," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(2), pages 671-688, April.
    • Handle: RePEc:spr:chinre:v:16:y:2023:i:2:d:10.1007_s12187-022-09991-9
    DOI: 10.1007/s12187-022-09991-9
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    References listed on IDEAS

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    3. Huichao Du & Yun Xiao & Liqiu Zhao, 2021. "Education and gender role attitudes," Journal of Population Economics, Springer;European Society for Population Economics, vol. 34(2), pages 475-513, April.
    4. Poon, Kean, 2020. "The impact of socioeconomic status on parental factors in promoting academic achievement in Chinese children," International Journal of Educational Development, Elsevier, vol. 75(C).
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