Family functioning and perceived academic achievement of adolescents from variable-centered and person-centered perspectives: the roles of teacher support and psychological capital

Introduction

Academic achievement is of paramount importance for adolescent development. However, how family functioning affects academic achievement through psychological capital (PsyCap), and the role of teacher support in this process, remain largely unexplored. Moreover, whether PsyCap exhibits heterogeneous profiles and how different environmental factors distinguish among them warrant further investigation.