Figure 1:
Summary of sample characteristics, study design, background, and data analysis methods in the research_
| Authors (year) | Country | Sample size | Study design | Research method | Educational background | Teaching mode | Data analysis method |
|---|---|---|---|---|---|---|---|
| Xu (2024) | China | 800 | C | Q | UE | FL | SEM |
| Shatila et al. (2024) | Lebanon | 350 | C | Q | UE | FL | SEM |
| Almarwani et al. (2024) | Saudi Arabia | 225 | C | Q | UE | FL | MLR |
| Wang et al. (2024) | China | 247 | C | M | UE | FL | SEM |
| Shao et al. (2023) | China | 3,514 | C | Q | UE | OL | SEM |
| Huang and Wang (2023) | China | 651 | C | Q | UE | OL | SEM |
| Zhou and Wu (2023) | China | 387 | C | Q | HVE | FL | SEM |
| Abdullah et al. (2022) | Malaysia | 400 | C | Q | UE | OL | SEM |
| Al-Awlaqi et al. (2022) | Yemen | 209 | C | Q | UE | BL | PLS-SEM |
| Chen et al. (2022) | China | 40 | E | Q | UE | BL | ANOVA |
| Goodman et al. (2021) | USA | 328 | C | Q | UE | FL | SEM |
| Aizawa (2025) | Japan | 53 | Not reported | M | UE | FL | T |
| Cai and Meng (2025) | China | 440 | C | Q | UE | FL | SEM |
| Dai (2024) | China | 100 | E | Q | UE | OL | G |
| Du et al. (2024) | China | 202 | C | Q | UE | FL | HR |
| Homyamyen et al. (2025) | Thailand & Indonesia | 197 | C | Q | UE | OL | SEM |
| Huéscar Hernández et al. (2020) | Spain & Portugal | 474 | C | Q | UE | FL | SEM |
| Taylor (2024) | Thailand | 57 | Not reported | M | UE | BL | T |
| Zhang (2024) | China | 2,543 | C | Q | UE+ HVE | BL | SEM |
| Zhang et al. (2024) | China | 567 | C | Q | ME | FL | SEM |
| Zou and Zou (2024) | 41 countries (global sample) | 9,418 | C | Q | UE | OL | SEM |
Summary of the link between perceived teacher support and academic achievement in the research_
| Authors (year) | Direct relationship | Mechanisms | Effect type |
|---|---|---|---|
| Xu (2024) | Positive | Academic self-efficacy, academic emotions | Partial mediation |
| Shatila et al. (2024) | Not reported | Perceived enjoyment | Partial mediation |
| Almarwani et al. (2024) | Positive | Not reported | Not reported |
| Wang et al. (2024) | Positive | Basic psychological needs – classroom engagement | Partial mediation |
| Shao et al. (2023) | Positive | Achievement motivation, basic psychological needs | Partial mediation |
| Huang and Wang (2023) | Positive | Academic self-efficacy, student engagement | Full mediation |
| Zhou and Wu (2023) | Positive | Academic self-efficacy, learning engagement, | Full mediation |
| Abdullah et al. (2022) | Positive | Not reported | Not reported |
| Al-Awlaqi et al. (2022) | Positive | Not reported | Not reported |
| Chen et al. (2022) | Not significant | Task difficulty | Moderation |
| Goodman et al. (2021) | Positive | Mindfulness – test anxiety cognitive symptoms | Full mediation |
| Aizawa (2025) | Positive | Not reported | Not reported |
| Cai and Meng (2025) | Positive | Not reported | Not reported |
| Dai (2024) | Not reported | Learning engagement | Indirect pathway suggested |
| Du et al. (2024) | Positive | Goal orientation | Partial mediation |
| Homyamyen et al. (2025) | Positive | Learning motivation | Non-significant |
| Huéscar Hernández et al. (2020) | Positive | Basic psychological needs – intrinsic motivation – grit | Partial mediation |
| Taylor (2024) | Positive | Not reported | Not reported |
| Zhang (2024) | Positive | Mental health | Partial mediation |
| Zhang et al. (2024) | Positive | Positive academic emotions | Partial mediation |
| Zou and Zou 2024 | Positive | Academic emotions | Partial mediation |
Summary of measurement tools in the research_
| Authors (year) | Perceived teacher support measures | Academic achievement measures | ||
|---|---|---|---|---|
| Scale | Dimensional structure | Scale | Dimensional structure | |
| Xu (2024) | Teacher support questionnaire | Autonomy support, emotional support, competence support | GPA | – |
| Shatila et al. (2024) | Perceived teacher support | Not reported | Academic performance scale | Single dimension |
| Almarwani et al. (2024) | Learning climate questionnaire | Perceived teacher autonomy support | GPA | – |
| Wang et al. (2024) | Tteacher autonomy support scale | Teacher autonomy support | IELTS speaking test | – |
| Shao et al. (2023) | Teachers’ emotional support scale | Positive classroom climate, teacher sensitivity, regard for students | Learning gains scale | Cognitive gains, skill gains, and affective gains |
| Huang and Wang (2023) | Course experience questionnaire | Single dimension | Academic achievement scale | Single dimension |
| Zhou and Wu (2023) | Learning climate questionnaire | Independent support, emotional support, ability support | Academic achievement scale | Learning cognitive ability, communication ability, self-management ability, interpersonal promotion. |
| Abdullah et al. (2022) | Teacher emotional support scale | Emotional support, academic support | Academic performance scale | Academic efficacy, self-perceived performance. |
| Al-Awlaqi et al. (2022) | Teacher academic support scale | Autonomy support, competence support | Learning performance scale | Not reported |
| Chen et al. (2022) | Teacher support scale | Cognitive support, emotional support | Chinese graduate psychology examination | – |
| Goodman et al. (2021) | Teacher support scale | Emotional support, academic support | GPA | – |
| Cai and Meng (2025) | Perceived teacher support scale | Learning support, emotional support, capacity support | GPA | – |
| Du et al. (2024) | Social support scale | School support, friend support, teacher support | Academic achievement scale | Single dimension |
| Homyamyen et al. (2025) | Teacher support scale | Teacher assistance, encouragement, accessibility, responsiveness | Learning achievement scale | Not reported |
| Huéscar Hernández et al. (2020) | Basic psychological need in exercise scale | Autonomy satisfaction, competence satisfaction, relatedness satisfaction | GPA | – |
| Zhang (2024) | Social support rating scale | Family support, peer support, teacher support, school support | Academic performance scale | Academic achievement, learning attitude, learning ability, innovation |
| Zhang et al. (2024) | Supervisor support scale | Not reported | Academic achievement scale | Academic dedication, academic performance, academic skills, and overall self-performance. |
| Zou and Zou (2024) | Perceived teacher support | Not reported | Learning outcomes scale | Not reported |