Fostering positive academic emotions in overseas Chinese left-behind children: The role of perceived social support, emotion regulation and academic self-efficacy

Abstract

The current study explored the associations between perceived social support and positive academic emotions and the mediating roles of emotion regulation and academic self-efficacy among overseas Chinese left-behind children. A convenience sample of 418 overseas Chinese left-behind children aged between 11 and 16 completed self-reported questionnaires on perceived social support, emotion regulation, academic self-efficacy, and positive academic emotions. The results indicated that perceived social support positively predicted positive academic emotions among overseas Chinese left-behind children. Additionally, emotion regulation and academic self-efficacy mediated the relationship by a respective mediating role and a chain-mediating role. The results advanced our understanding of the connection between perceived social support and positive academic emotions and have implications for negative academic emotions prevention and interventions of overseas Chinese left-behind children in the future.