The Influence of Perceived Teacher Support on Chinese Local College Students Engagement: The Mediating Role of Self-Efficacy

被引：0

作者：

Gong, Wenting ^{[1
,2
]}

Xu, Chuang ^{[1
]}

机构：

[1] Hunan Inst Technol, Hengyang, Peoples R China

[2] Hunan Normal Univ, Changsha, Peoples R China

来源：

SAGE OPEN | 2024年 / 14卷 / 04期

关键词：

perceived teacher support; student engagement; perceived self-efficacy; local college students; HIGH-SCHOOL; MOTIVATION; AUTONOMY; SATISFACTION; PERCEPTIONS; ELEMENTARY; BELIEFS; BURNOUT; MODELS; NEEDS;

D O I：

10.1177/21582440241293327

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

Guided by ecological systems theory, this study investigated the relationship between the perceived teacher support, perceived self-efficacy, and student engagement of Chinese local college undergraduates. Data collection was carried out by questionnaire survey, and a convenience sample of 556 Chinese local college students (Male = 260, Female = 296) participated in the study. After reliability and validity analysis and SEM analysis, results show that perceived teacher support has a positive predictive effect on student engagement through the mediating effect of self-efficacy, whereas perceived teacher autonomy support has the greatest effect on student engagement, followed by teacher emotional support and teacher academic support. After discussing these results, practical significance to improve local college students' engagement and suggestions for future research are put forward.

引用

页数：13

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