ArticleFrontiers in psychology2022
Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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12 citing papers in PubMed, 1 synthesis or guideline pooled it, 27 citations in OpenAlex.
- Perceived teacher support and student engagement among higher education students - a systematic literature review.BMC psychology · 2025Pooled it
- Academic self-efficacy and class engagement across Chinese learning motivation profiles among international students in Zhejiang, China.BMC psychology · 2026Article
- The impact of homeroom teacher support on high school students' academic motivation: a serial mediation model of classmate support and basic psychological needs satisfaction.BMC psychology · 2026Article
- Enhancing Rural Children's Cognitive Abilities Through Teacher Support: Quasi-Experimental Evidence from Longitudinal Data in China.Journal of Intelligence · 2026Article
- Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment.Frontiers in psychology · 2026Article
- Linking teacher caring to perceived course-related learning gains: the sequential mediating roles of academic self-efficacy and learning engagement.Frontiers in psychology · 2026Article
- The relationship between perceived teacher support and student engagement in Chinese junior high school music classrooms: the role of learning motivation.Frontiers in psychology · 2026Article
- The effect of social support on learning engagement among Chinese nursing interns: the mediating role of self-efficacy.BMC nursing · 2025Article
- The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience.Scientific reports · 2025Article
- How perceived social support influences Chinese students' intention to change majors: a chain mediation model with moderation.Frontiers in psychology · 2025Article
- Article
- Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport.Frontiers in psychology · 2023Article
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Authors and funding
5 authors at 3 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
College students' motivation and engagement are regarded as essential factors to promote their academic development and wellbeing. However, motivation and engagement among college students appear to decline after they enter the university. Guided by the framework of self-determination theory, this study attempted to explore a motivational model of how three dimensions of perceived teacher support (autonomy, structure, and involvement) related to student motivation and class engagement, using need satisfaction as a mediator. Drew on a survey of the perceptions of 705 Chinese university students, the results showed that besides structure, both autonomy support and involvement positively related to students' need satisfaction. Further, need satisfaction was positively associated with autonomous motivation, controlled motivation, and class engagement and negatively linked with amotivation. Yet, only autonomous motivation was positively predicted for class engagement. Need satisfaction and the chain from need satisfaction to autonomous motivation were found to be the significant mediators. The practical implications of educational practices are discussed.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.