Teaching styles and school adjustment among migrant and non-migrant children in China: cross-sectional indirect associations via achievement goals and academic engagement

This study examines the associations between teaching styles (teacher autonomy support and teacher control) and school adjustment among migrant and non-migrant children in China, with achievement goals and academic engagement modeled as potential linking variables. Cross-sectional questionnaire data were collected from 1,147 fourth- to sixth-grade students, including 527 migrant children and 620 non-migrant children. The data were analyzed using structural equation modeling with multigroup comparisons based on Wald tests. Results indicate that teacher autonomy support is significantly positive