Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning

被引：24
作者：
Huang, Liang [1 ]
Wang, Dongsheng [2 ]
机构：
[1] Southeast Univ, Dept Publ Adm, Nanjing 211189, Peoples R China
[2] Northwest Normal Univ, Fac Educ, Lanzhou 730070, Peoples R China
来源：
BEHAVIORAL SCIENCES | 2023年 / 13卷 / 09期
关键词：
teacher support; academic self-efficacy; student engagement; academic achievement; CLASSROOM SOCIAL-ENVIRONMENT; ADOLESCENTS PERCEPTIONS; SCHOOL; PERFORMANCE; BELIEFS; ROLES;
D O I：
10.3390/bs13090704
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students' academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students' academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students' academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students' academic achievement. Research implications are also discussed.
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页数：11
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