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Linking perceived teacher support to teacher–student relationships: Mediation of gratitude and moderation of humility.

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Title: Linking perceived teacher support to teacher–student relationships: Mediation of gratitude and moderation of humility.
Authors: Ma, Yi (AUTHOR), Li, Chao (AUTHOR)
Source: Social Behavior & Personality: an international journal. Apr2026, Vol. 54 Issue 4, p1-9. 9p.
Subjects: Teacher-student relationships, Educational support, Humility, Gratitude, Moderation (Statistics), College students, Mediation (Statistics)
Abstract: While prior research has linked perceived teacher support and teacher–student relationships (TSR), the underlying mechanisms are unclear. Thus, we investigated the mediating role of gratitude and the moderating effect of humility on this relationship. The sample comprised 387 university students in China. We found a positive association between perceived teacher support and TSR, with gratitude mediating this relationship. This implies that perceived teacher support enhanced TSR partly by evoking feelings of gratitude in students. Humility moderated this mediated pathway, as higher levels of humility amplified the indirect effect of perceived teacher support on TSR through gratitude. These results underscore the significance of considering both external support and individual differences in cultivating positive TSR. Theoretical and practical implications are discussed in detail. [ABSTRACT FROM AUTHOR]
Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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: Psychology and Behavioral Sciences Collection
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  Data: Linking perceived teacher support to teacher–student relationships: Mediation of gratitude and moderation of humility.
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  Data: <searchLink fieldCode="AR" term="%22Ma%2C+Yi%22">Ma, Yi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Chao%22">Li, Chao</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Social+Behavior+%26+Personality%3A+an+international+journal%22">Social Behavior & Personality: an international journal</searchLink>. Apr2026, Vol. 54 Issue 4, p1-9. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Humility%22">Humility</searchLink><br /><searchLink fieldCode="DE" term="%22Gratitude%22">Gratitude</searchLink><br /><searchLink fieldCode="DE" term="%22Moderation+%28Statistics%29%22">Moderation (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Mediation+%28Statistics%29%22">Mediation (Statistics)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While prior research has linked perceived teacher support and teacher–student relationships (TSR), the underlying mechanisms are unclear. Thus, we investigated the mediating role of gratitude and the moderating effect of humility on this relationship. The sample comprised 387 university students in China. We found a positive association between perceived teacher support and TSR, with gratitude mediating this relationship. This implies that perceived teacher support enhanced TSR partly by evoking feelings of gratitude in students. Humility moderated this mediated pathway, as higher levels of humility amplified the indirect effect of perceived teacher support on TSR through gratitude. These results underscore the significance of considering both external support and individual differences in cultivating positive TSR. Theoretical and practical implications are discussed in detail. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Behavior & Personality: an international journal is the property of Scientific Journal Publishers Limited 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=pbh&AN=192770216
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.2224/sbp.15849
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 1
    Subjects:
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Humility
        Type: general
      – SubjectFull: Gratitude
        Type: general
      – SubjectFull: Moderation (Statistics)
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Mediation (Statistics)
        Type: general
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      – TitleFull: Linking perceived teacher support to teacher–student relationships: Mediation of gratitude and moderation of humility.
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            NameFull: Ma, Yi
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              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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              Value: 54
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            – TitleFull: Social Behavior & Personality: an international journal
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