Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China.
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| Title: | Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China. |
|---|---|
| Authors: | Yang, Jianqiang1 (AUTHOR), Tan, Yuting1,2 (AUTHOR), Yang, Tao1 (AUTHOR) yangtao@bnu.edu.cn |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Dec2025, Vol. 34 Issue 6, p2071-2084. 14p. |
| Subject Terms: | *Socioeconomic status, *Educational equalization, *Master teachers, *Psychology of students, *Educational quality, Contextual analysis, Social support |
| Geographic Terms: | China |
| Abstract: | Both educational quality and equity matter for school education. The effect of teacher support on educational quality has been widely established. However, its impact on educational equity remains unknown. This study aims to explore the impact of teacher support on educational equity in China by examining the multilevel relationships between teacher support and socioeconomic status (SES) at the student and school levels. Data were obtained from the China National Assessment of Education Quality (CNAEQ) in 2015, which included 48964 eighth-grade students nested within 2459 schools. Students reported their demographic characteristics and perceptions of teacher support. Multilevel moderation analysis showed that both student and school SES were positively related to the two types of teacher support. Furthermore, school SES moderated the impact of student SES on teacher emotional support. The results emphasize the adverse effects of teacher support on educational equity at the student and school levels in China. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189137985 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yang%2C+Jianqiang%22">Yang, Jianqiang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tan%2C+Yuting%22">Tan, Yuting</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Yang%2C+Tao%22">Yang, Tao</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> yangtao@bnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Asia-Pacific+Education+Researcher+%28Springer+Science+%26+Business+Media+B%2EV%2E%29%22">Asia-Pacific Education Researcher (Springer Science & Business Media B.V.)</searchLink>. Dec2025, Vol. 34 Issue 6, p2071-2084. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Master+teachers%22">Master teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+analysis%22">Contextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Both educational quality and equity matter for school education. The effect of teacher support on educational quality has been widely established. However, its impact on educational equity remains unknown. This study aims to explore the impact of teacher support on educational equity in China by examining the multilevel relationships between teacher support and socioeconomic status (SES) at the student and school levels. Data were obtained from the China National Assessment of Education Quality (CNAEQ) in 2015, which included 48964 eighth-grade students nested within 2459 schools. Students reported their demographic characteristics and perceptions of teacher support. Multilevel moderation analysis showed that both student and school SES were positively related to the two types of teacher support. Furthermore, school SES moderated the impact of student SES on teacher emotional support. The results emphasize the adverse effects of teacher support on educational equity at the student and school levels in China. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189137985 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s40299-025-01015-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 2071 Subjects: – SubjectFull: Socioeconomic status Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Master teachers Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Educational quality Type: general – SubjectFull: Contextual analysis Type: general – SubjectFull: Social support Type: general – SubjectFull: China Type: general Titles: – TitleFull: Teacher Support and Socioeconomic Status (SES) at the Student and School Levels: Implications for Educational Equity in China. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yang, Jianqiang – PersonEntity: Name: NameFull: Tan, Yuting – PersonEntity: Name: NameFull: Yang, Tao IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01195646 Numbering: – Type: volume Value: 34 – Type: issue Value: 6 Titles: – TitleFull: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) Type: main |
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