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How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness

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Title: How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness
Language: English
Authors: Ying Li (ORCID 0000-0002-0246-076X), Jingshuai Gao, Limin Guo, Yating Lu, Yuan Li
Source: Journal of Adolescence. 2025 97(8):2212-2225.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Adolescent Attitudes, Psychological Patterns, Academic Achievement, Teacher Student Relationship, Teacher Behavior, Antisocial Behavior, High School Students, Student Attitudes, Foreign Countries, Emotional Experience, Personal Autonomy
Geographic Terms: China
DOI: 10.1002/jad.70033
ISSN: 0140-1971
1095-9254
Abstract: Background: Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance. Teachers foster intrinsic motivation and positive achievement emotions by providing autonomy support that fulfills students' psychological needs. In contrast, emotionally abusive teacher behaviors (e.g., sarcasm, belittlement) thwart these needs, leading to negative emotions and academic burnout. This study examined how teacher autonomy support and teacher emotional violence relate to students' achievement emotions, and whether teacher-student relatedness mediates these effects. Methods: 1506 high school students (52.3% girls; M[subscript age] = 15.94, SD = 0.69) from a county-level school in Shaanxi Province participated in our study. Participants completed self-report questionnaires, including the Learning Climate Questionnaire, Emotional Abuse Scale, Achievement Emotions Questionnaire, Teacher-Student Relationship Questionnaire, and a Demographic Questionnaire. Data collection for this cross-sectional study was completed in January 2024. Results: Teacher autonomy support was positively correlated with teacher-student relatedness and students' positive achievement emotions, whereas teacher emotional violence was associated with poorer teacher-student relationships and more negative emotions. Furthermore, teacher-student relatedness significantly mediated the effects of both autonomy support and emotional violence on students' achievement emotions. Conclusions: These findings highlight the pivotal role of supportive teacher behaviors and relationships in shaping students' emotional experiences. Enhancing teachers' autonomy support and eliminating emotional violence through targeted training could strengthen teacher-student relatedness and foster more positive achievement emotions among students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491160
Database: ERIC
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  Data: How Teacher Autonomy Support and Emotional Violence Shape Adolescent Achievement Emotions: The Mediating Effect of Teacher-Student Relatedness
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  Data: <searchLink fieldCode="AR" term="%22Ying+Li%22">Ying Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0246-076X">0000-0002-0246-076X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jingshuai+Gao%22">Jingshuai Gao</searchLink><br /><searchLink fieldCode="AR" term="%22Limin+Guo%22">Limin Guo</searchLink><br /><searchLink fieldCode="AR" term="%22Yating+Lu%22">Yating Lu</searchLink><br /><searchLink fieldCode="AR" term="%22Yuan+Li%22">Yuan Li</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescence%22"><i>Journal of Adolescence</i></searchLink>. 2025 97(8):2212-2225.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Adolescent+Attitudes%22">Adolescent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Antisocial+Behavior%22">Antisocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
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  Data: 10.1002/jad.70033
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  Data: 0140-1971<br />1095-9254
– Name: Abstract
  Label: Abstract
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  Data: Background: Achievement emotions (e.g., enjoyment, pride, anxiety, boredom) critically influence students' academic engagement and performance. Teachers foster intrinsic motivation and positive achievement emotions by providing autonomy support that fulfills students' psychological needs. In contrast, emotionally abusive teacher behaviors (e.g., sarcasm, belittlement) thwart these needs, leading to negative emotions and academic burnout. This study examined how teacher autonomy support and teacher emotional violence relate to students' achievement emotions, and whether teacher-student relatedness mediates these effects. Methods: 1506 high school students (52.3% girls; M[subscript age] = 15.94, SD = 0.69) from a county-level school in Shaanxi Province participated in our study. Participants completed self-report questionnaires, including the Learning Climate Questionnaire, Emotional Abuse Scale, Achievement Emotions Questionnaire, Teacher-Student Relationship Questionnaire, and a Demographic Questionnaire. Data collection for this cross-sectional study was completed in January 2024. Results: Teacher autonomy support was positively correlated with teacher-student relatedness and students' positive achievement emotions, whereas teacher emotional violence was associated with poorer teacher-student relationships and more negative emotions. Furthermore, teacher-student relatedness significantly mediated the effects of both autonomy support and emotional violence on students' achievement emotions. Conclusions: These findings highlight the pivotal role of supportive teacher behaviors and relationships in shaping students' emotional experiences. Enhancing teachers' autonomy support and eliminating emotional violence through targeted training could strengthen teacher-student relatedness and foster more positive achievement emotions among students.
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        PageCount: 14
        StartPage: 2212
    Subjects:
      – SubjectFull: Adolescent Attitudes
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Antisocial Behavior
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      – SubjectFull: High School Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Emotional Experience
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: China
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