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Teacher support as a predictor of school adjustment: the mediating role of emotional intelligence.

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Title: Teacher support as a predictor of school adjustment: the mediating role of emotional intelligence.
Authors: Ramos-Díaz, Estibaliz (AUTHOR), Fernández-Zabala, Arantza (AUTHOR), Axpe, Inge (AUTHOR), Goñi, Eider (AUTHOR)
Source: Scandinavian Journal of Educational Research. Jun2026, Vol. 70 Issue 4, p751-765. 15p.
Subjects: Emotional intelligence, Student engagement, Academic support programs, Adolescence, Psychological resilience, Social support, Psychological factors, Student adjustment
Abstract: Previous research has shown positive links between perceived social support and school adjustment. Nevertheless, the psychological mechanisms underlying these relationships remain unclear. This study examines the impact of teacher support on school engagement and resilience, and whether emotional intelligence mediates these relationships. The sample included 945 high school students (425 boys, 520 girls; Mage = 14.50 years, SD = 1.82) from the Basque Country. Several models are tested to analyze the effects of teacher support and emotional intelligence on school engagement and resilience. Findings support a model where teacher support has a direct effect on school engagement and a indirect effect on both engagement and resilience through emotional intelligence. These results highlight the key role of emotional intelligence in adolescence and the importance of teacher support fostering it. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd 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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PubType: Academic Journal
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  Data: Teacher support as a predictor of school adjustment: the mediating role of emotional intelligence.
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  Data: <searchLink fieldCode="AR" term="%22Ramos-Díaz%2C+Estibaliz%22">Ramos-Díaz, Estibaliz</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fernández-Zabala%2C+Arantza%22">Fernández-Zabala, Arantza</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Axpe%2C+Inge%22">Axpe, Inge</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goñi%2C+Eider%22">Goñi, Eider</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Jun2026, Vol. 70 Issue 4, p751-765. 15p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+resilience%22">Psychological resilience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink><br /><searchLink fieldCode="DE" term="%22Student+adjustment%22">Student adjustment</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Previous research has shown positive links between perceived social support and school adjustment. Nevertheless, the psychological mechanisms underlying these relationships remain unclear. This study examines the impact of teacher support on school engagement and resilience, and whether emotional intelligence mediates these relationships. The sample included 945 high school students (425 boys, 520 girls; Mage = 14.50 years, SD = 1.82) from the Basque Country. Several models are tested to analyze the effects of teacher support and emotional intelligence on school engagement and resilience. Findings support a model where teacher support has a direct effect on school engagement and a indirect effect on both engagement and resilience through emotional intelligence. These results highlight the key role of emotional intelligence in adolescence and the importance of teacher support fostering it. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd 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=193891167
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00313831.2025.2506390
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 751
    Subjects:
      – SubjectFull: Emotional intelligence
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Academic support programs
        Type: general
      – SubjectFull: Adolescence
        Type: general
      – SubjectFull: Psychological resilience
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      – SubjectFull: Social support
        Type: general
      – SubjectFull: Psychological factors
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      – SubjectFull: Student adjustment
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            NameFull: Ramos-Díaz, Estibaliz
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            NameFull: Fernández-Zabala, Arantza
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            NameFull: Axpe, Inge
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            NameFull: Goñi, Eider
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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