The impact of perceived value on engagement: the role of teacher behavior

Abstract

PurposeThis paper investigates the impact of perceived value on academic engagement (AE) of students in an online learning environment. The mediating effect of teacher behavior (TB) on the relationships is also explored.Design/methodology/approachData were collected from 542 students studying at different specializations in Malaysia and Thailand academic institutions. This study employed a quantitative methodology and utilized the SmartPLS for data analyses.FindingsThe results suggest that students' perceived value is a strong predictor of AE, while TB positively and significantly mediated only social value–engagement association and spiritual value–engagement association.Practical implicationsThese findings suggest focusing on TB as a dynamic variable in pursuing students' AE. Still, the cross-cultural and gender differences uncovered added important factors to consider when designing online learning programs across different student groups.Originality/valueBy building on reasoned action theory (TRA) and integrating TRA with social motivational theory, this study provides novel theoretical insights that reveal mechanisms whereby students' perceived value promotes AE through TB in online learning.