How teacher support shapes reading literacy among urban primary school pupils in China: evidence from achievement emotions and reading self-efficacy.
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
achievement emotionsprimary schoolquality education (SDG 4)reading literacyself-efficacyteacher support
Come citare questo studio
Xue Feng, Wee Hoe Tan, Yue Xiang, Dahlia Janan, Ghayth Kamel Shaker Al-Shaibani. (2026). How teacher support shapes reading literacy among urban primary school pupils in China: evidence from achievement emotions and reading self-efficacy.. Frontiers in psychology. DOI: 10.3389/fpsyg.2026.1909401
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