Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning-Reference-Cited by-同舟云学术

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

Published:2023-08-24 Issue:9 Volume:13 Page:704
ISSN:2076-328X
Container-title:Behavioral Sciences
language:en
Short-container-title:Behavioral Sciences

Author:

Huang Liang¹^ORCID,Wang Dongsheng²^ORCID

Affiliation:

1. Department of Public Administration, Southeast University, Nanjing 211189, China

2. Faculty of Education, Northwest Normal University, Lanzhou 730070, China

Abstract

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.

Funder

Zhishan Scholarship

Publisher

MDPI AG

Subject

Behavioral Neuroscience,General Psychology,Genetics,Development,Ecology, Evolution, Behavior and Systematics

Link

https://www.mdpi.com/2076-328X/13/9/704/pdf

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