Fig 1.
Theoretical model of the relationship between perceived school climate and negative emotions: The mediating roles of social avoidance and distress and psychological resilience and the moderating role of physical exercise level.
Table 1.
The sample information.
Table 2.
Descriptive statistics, internal consistency reliability, and fit indices for confirmatory factor analysis (CFA) of key variables.
Table 3.
Comparative fit indices for alternative factor structures of key constructs.
Fig 2.
Correlation matrix of key variables.
PSC, perceived school climate. NEE, negative emotions. SAD, social avoidance and distress. PSR, psychological resilience. PEL, physical exercise level.
Table 4.
Descriptive statistics and differences across demographic variables for key variables.
Table 5.
Questionnaire model fitting indicators.
Fig 3.
Structural equation model of the relationship between perceived school climate and negative emotions, mediated by social avoidance and distress, and psychological resilience.
All paths are significant at the 0.001 level.
Table 6.
Total, direct and indirect effects in the multiple mediator model.
Table 7.
Testing for structural invariance across gender.
Table 8.
Moderation analysis of physical exercise level on the relationship between perceived school climate and negative emotions.
Fig 4.
Interaction effect of perceived school climate and physical exercise level on negative emotions.