Teacher-student relationship and Academic self-regulation as predictors of emotional difficulties among school-age Children
This cross-sectional study of 478 Nigerian school-age children reveals that teacher-student relationship dynamics (specifically conflict and instrumental help) and academic self-regulation (particularly introjected motivation) are significant predictors of emotional difficulties, underscoring the importance of autonomy-supportive learning environments for better emotional adjustment.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
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