Abstract
This study aimed to investigate the effect of teacher support on college students’ mental health using the study demands-resources model. Additionally, it explored the mediating roles of study engagement and opportunities. Chinese college students participated in the study through a questionnaire survey. We employed convenience sampling to collect 592 valid samples from the participants. The results revealed a significant positive correlation between college students’ perceived teacher support and their mental health. Moreover, the study highlighted that study engagement and opportunities act as mediators between college students’ perceived teacher support and their mental health. These findings have important theoretical and practical implications for managing college students’ mental health. To enhance students’overall mental health, teachers should focus on increasing the provision of study opportunities, thereby fostering study engagement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
