The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators-Reference-Cited by-同舟云学术

The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators

Published:2023-09-20 Issue: Volume: Page:1-15
ISSN:0143-4632
Container-title:Journal of Multilingual and Multicultural Development
language:en
Short-container-title:Journal of Multilingual and Multicultural Development

Author:

Yang Yingli¹,Du Chenxi¹

Affiliation:

1. School of International Studies, University of International Business and Economics, Beijing, People’s Republic of China

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Cultural Studies

Link

https://www.tandfonline.com/doi/pdf/10.1080/01434632.2023.2259879

Reference84 articles.

1. Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction

2. Measuring Teacher Practices That Support Student Motivation: Examining the Factor Structure of the Teacher as Social Context Questionnaire Using Multilevel Factor Analyses

3. Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation

4. Student engagement with school: Critical conceptual and methodological issues of the construct

5. Belmont M. E. Skinner J. Wellborn and J. Connell. 1988. Teacher as Social Context. A Measure of Student Perceptions of Teacher Provision of Involvement Structure and Autonomy Support (Tech. Rep. No. 102). Rochester NY: University of Rochester.

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