Teacher–student relationships and college students’ psychological well-being: The mediating role of supportive school climate

• Yuan Xu

  Students Affairs Division, Civil Aviation Flight University of China

• Qi Zhu

  Flight Technology College, Civil Aviation Flight University of China

• Yueyang Chen

  Students Affairs Division, Civil Aviation Flight University of China

A quality teacher–student relationship facilitates students’ psychological well-being, but the mechanism underlying this relationship remains unclear. To address this issue, we investigated the role of a supportive school climate in the link between teacher–student relationships and college students’ psychological well-being. We used a paper-based questionnaire to collect data from 318 students enrolled in three universities in west China, and used Amos 22.0 software to establish a structural equation model. The results indicated there was a significant positive link between teacher–student relationships and students’ psychological well-being, and that supportive school climate partially mediated this link. This study extends the conclusions of prior research and provides new insights into how teacher–student relationships affect the psychological well-being of college students.

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