ArticleJournal of computer assisted learning2022
Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy.
Article in Journal of computer assisted learning, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2025Pooled it
- The effects of perceived teacher support on online mathematics learning power: the mediating roles of artificial intelligence literacy and cognitive tools.Frontiers in psychology · 2026Article
- Evaluating academic motivation among Chinese secondary EFL learners: validation and measurement invariance.BMC psychology · 2025Article
- Artificial Intelligence in Higher Education: The Impact of Need Satisfaction on Artificial Intelligence Literacy Mediated by Self-Regulated Learning Strategies.Behavioral sciences (Basel, Switzerland) · 2025Article
- Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning.Behavioral sciences (Basel, Switzerland) · 2023Article
- Understanding college students' continuous usage intention of asynchronous online courses through extended technology acceptance model.Education and information technologies · 2023Article
- Effect of teacher autonomy support on the online self-regulated learning of students during COVID-19 in China: The chain mediating effect of parental autonomy support and students' self-efficacy.Journal of computer assisted learning · 2022Article
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2 authors.
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Abstract
Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students. Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL. Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.
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