PERCEIVED TEACHER REJECTION AND ACADEMIC-RELATED QUALITY OF LIFE AMONG SECONDARY SCHOOL STUDENTS: INTERVENING ROLE OF ACADEMIC SELF-REGULATION

Abstract

The purpose of this study was to examine the relationship among perceived teacher rejection, academic self-regulation, and academic-related quality of life in students. The hypothesis posited that academic self-regulation would mediate the relationship between perceived teacher rejection and academic-related quality of life in adolescents. A correlational research design was employed for the study. A sample of 260 students (130 boys and 130 girls) aged 12-17 years (M=14.26, SD=2.27) was recruited using nonprobability purposive sampling from private and public sector secondary schools. The instruments used for data collection included the Teacher’s Acceptance-Rejection/Control Questionnaire, Child Version (Short Form) - Child TARQ/Control (Rohner, 2002), the Academic Self-Regulation Scale - SRQ-A (Vansteenkiste et al., 2009), and the Quality of School Life Scale - QSL (Epstein & McPartland, 1976), along with a demographic information sheet and informed consent forms. Mediation analysis was carried out using structural equation modelling (SEM) revealed significant mediating effect of academic self-regulation between perceived teacher rejection and academic quality of life. Indicating an increase in teacher rejection tended to enhance academic self-regulation, which in turn positively influenced academic quality of life. This study underscores the significance of understanding the dynamic interplay between perceived teacher acceptance-rejection, academic self-regulation, and academic-related quality of life. It highlights the critical role of teachers’ accepting or rejecting behaviours in shaping students' academic-related quality of life and suggests potential avenues for improving students' academic experiences by focusing on these dynamics.