Examining the Role of Perceived Teacher Support on Left‐Behind Students' Well‐Being in China: The Mediation Role of Motivation and Resilience

ABSTRACT Since learners believe that their teachers can offer them chances to choose, support them in autonomous problem solving, and comprehend their internal feelings, teacher support results in the feeling of being loved and cared for. At the same time, the significance of motivation and resilience on the well‐being of left‐behind students (LBS) has been emphasized within the educational sphere. The present research investigated the way teacher support affects learners' well‐being, with internal motivation and educational resilience as mediators. A total of 258 LBS were surveyed in the present research. The results revealed that teacher support significantly predicted both resilience and motivation (explaining 26.4% and 46.6% of their variance, respectively). Both mediators, in turn, significantly predicted well‐being. The model explained 18.7% of the variance in well‐being. The study indicated the significance of teacher support to the LBS's well‐being; therefore, maintaining the theoretical importance for enhancing their motivation and resilience.