Family functioning and perceived academic achievement of adolescents from variable-centered and person-centered perspectives: the roles of teacher support and psychological capital.
Frontiers in psychology · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
adolescentsfamily functioninglatent profile analysismoderated mediationperceived academic achievementpsychological capitalteacher supportAdolescentsFamily FunctioningModerated MediationLatent Profile AnalysisPsychological CapitalTeacher SupportPerceived Academic Achievement
Come citare questo studio
Wang L, Zhu Y. (2026). Family functioning and perceived academic achievement of adolescents from variable-centered and person-centered perspectives: the roles of teacher support and psychological capital.. Frontiers in psychology. DOI: 10.3389/fpsyg.2026.1915045
Consulta la pubblicazione originale ↗