The Relationship Between Perceived Teacher Support and Junior High School Students' Academic Adjustment: The Chain‐Mediated Role of Academic Self‐Concept and Intentional Self‐Regulation

ABSTRACT On the basis of the self‐systems model of motivational development, we explore the interface between the perceived teacher support and academic adjustment of junior high school students, along with the chained mediating roles of academic self‐concept and intentional self‐regulation. In this study, the Perceived Teacher Support Behavioral Scale, Adolescent Academic Self‐Concept Scale, Intentional Self‐Regulation Scale, and Academic Adjustment Scale were used to administer questionnaires to 550 junior high school students. The results indicate that (1) teacher support, as perceived by junior high school students, is positively correlated with academic adjustment. (2) Academic self‐concept and intentional self‐regulation play separate mediating roles between perceived teacher support and academic adjustment. (3) Academic self‐concept and intentional self‐regulation serve as a chain mediating role between perceived teacher support and academic adjustment. Teacher support, as perceived by junior high school students, significantly influences their academic adjustment, and its influence is exercised through academic self‐concepts and intentional self‐regulation.