Teacher and family support, teacher–student relationship, and psychological capital in online learning: A moderated mediation model

Abstract

This research examined the impact of teacher support on students' psychological capital during the process of online learning, and investigated the mediating effect of the teacher–student relationship and the moderating role of family support. For this purpose, 577 junior high school students in China completed a survey. The findings revealed a positive relationship between teacher support and students' psychological capital. Moreover, teacher–student relationships mediated the influence of teacher support on students' psychological capital. Furthermore, family support moderated the link between teacher support and teacher–student relationships. These results have practical implications for guiding teachers' efforts in the online learning environment, facilitating teacher support, and providing more effective assistance to students who have little family support.