ArticleFrontiers in psychology2023
The relationship between perceived teacher support and student engagement among higher vocational students: A moderated mediation model.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Perceived teacher support and student engagement among higher education students - a systematic literature review.BMC psychology · 2025Pooled it
- Digital Learning Competence and Learning Performance Among Chinese Higher Vocational College Students: A Dual-Path Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2026Article
- Teacher emotional support and student well-being in higher education: a sequential motivational process via need satisfaction and autonomous motivation.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
- Teacher emotional support and learning engagement: a sequential mediation model of basic psychological needs satisfaction and enjoyment.Frontiers in psychology · 2026Article
- Exploring the influence of AI self-study rooms on K-12 learners' motivation, self-regulation, enjoyment, and engagement.Frontiers in psychology · 2026Article
- Variable- and person-centered approaches to teacher support and learning satisfaction in blended English learning: the role of SDT motivation and learning engagement.BMC psychology · 2025Article
- The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience.Scientific reports · 2025Article
- Time efficiency as a mediator between institutional support and higher education student engagement during e-learning.PloS one · 2025Article
- The relationship between perceived teacher support and student engagement in Chinese senior high school English classrooms: the mediating role of learning motivation.Frontiers in psychology · 2025Article
- Effects of perceived English teacher support on student engagement among Chinese EFL undergraduates: L2 motivational self system as the mediator.Frontiers in psychology · 2025Article
- Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment.BMC psychology · 2024Article
- Do scientific attitude and intelligence affect motivation towards STEM? Structural equation modelling.Frontiers in psychology · 2024Article
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3 authors.
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Abstract
Introduction: Student engagement is a best predictor variable of student' development and success. It can be highly influenced by internal and external environmental factors, such as perceived teacher support. Methods: In order to explore the influence of perceived teacher support on student engagement among higher vocational students, this study conducted a questionnaire on 1,136 Chinese higher vocational students using perceived teacher support, basic psychological needs satisfaction, learning drive, student engagement and Optimistic attributional styles for explaining positive events (OAS_P) five scales. Results: The results show that: (1) Perceived teacher support can't indirectly predict the student engagement among higher vocational students through basic psychological needs satisfaction; (2) Perceived teacher support can indirectly predict student engagement through learning drive; (3) Perceived teacher support can indirectly predict student engagement through basic psychological needs satisfaction and learning drive; (4) OAS_P has a significant moderation effect on both learning drive and student engagement. Discussion: The finding of this study stated that perceived teacher support has a significant influence on student engagement. So in the teaching process, teachers should pay attention to their learning psychology, provide them with various support and encouragement and beneficial guidance, stimulate their learning drive, help them form a positive and optimistic attribution style, and make them actively participate in learning and school life.
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