家长-教师支持一致性与青少年学业福祉：响应曲面分析

Background Parental support and teacher support are usually studied as separate predictors of adolescents’ academic functioning, which leaves open whether the correspondence between these two resources carries its own significance. Drawing on ecological systems theory, developmental assets theory, and person–environment fit perspectives, this study examined how the joint configuration of parental and teacher support is associated with adolescents’ academic well-being, and whether expectancy-value motivation statistically accounts for part of this association. Methods Participants were 2,492 ju