A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness

Jian-Yong Chen; Chia-Ching Tu

doi:10.29333/ejmste/115847

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Jian-Yong Chen ¹ ², Chia-Ching Tu ³ ^*

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¹ Dhurakij Pundit University, THAILAND² Hunan University of Arts and Science, CHINA³ Department of Education Management, CAIC, Dhurakij Pundit University, Bangkok, THAILAND^* Corresponding Author

Abstract

In this study, the teacher support scale, the hardiness scale and the learning adaptation scale were used in a kindergarten teacher’s college in Changde. A survey was conducted among 1148 college students to analyze the relationship between teacher support, hardiness and learning adaptation, and to explore whether hardiness plays a role in the moderation between teacher support and learning adaptation. The result is that: (1) Teacher support can significantly predict students’ learning adaptation; (2) Hardiness can also be significant predication of students’ learning adaptation; (3) Hardiness can play a moderator role in teacher support and learning adaptation. I conclude by acknowledging the limitations of this study and recommending further research.

Keywords

teacher support
learning adaptation
hardiness
moderating

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 15, Issue 12, December 2019, Article No: em1827

https://doi.org/10.29333/ejmste/115847

Publication date: 20 Dec 2019

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Article Downloads: 1872

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APA

Chen, J.-Y., & Tu, C.-C. (2019). A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1827. https://doi.org/10.29333/ejmste/115847

Vancouver

Chen JY, Tu CC. A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness. EURASIA J Math Sci Tech Ed. 2019;15(12):em1827. https://doi.org/10.29333/ejmste/115847

AMA

Chen JY, Tu CC. A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness. EURASIA J Math Sci Tech Ed. 2019;15(12), em1827. https://doi.org/10.29333/ejmste/115847

Chicago

Chen, Jian-Yong, and Chia-Ching Tu. "A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 12 (2019): em1827. https://doi.org/10.29333/ejmste/115847

Harvard

Chen, J.-Y., and Tu, C.-C. (2019). A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness. Eurasia Journal of Mathematics, Science and Technology Education, 15(12), em1827. https://doi.org/10.29333/ejmste/115847

MLA

Chen, Jian-Yong et al. "A Study on Teacher Support and Learning Adaptation among Six-year Normal University Freshmen: The Moderating Effect of the Hardiness". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 12, 2019, em1827. https://doi.org/10.29333/ejmste/115847