The impact of perceived teacher support on Chinese junior high school students' academic self-efficacy: The mediating roles of achievement goals and academic emotions.

Front Psychol · 2022 · PMC9716277 · PMID 36467207

Europe PMC DOI

hedged sentence

0.0600

closest p · 1.2× alpha

0.0600

boldest claim

The sentences

borderline significantp = 0.06so close (0.05 < p ≤ 0.1)

The path of perceived teacher support positively predicting self-efficacy through performance-approach goals and positive emotions is borderline significant ( p = 0.06).

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