ArticleFrontiers in psychology2023
Enhancing Chinese students' academic engagement: the effect of teacher support and teacher-student rapport.
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 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.
- Perceived teacher support and student engagement among higher education students - a systematic literature review.BMC psychology · 2025Pooled it
- Dynamic relationships among anxiety, psychological resilience, and academic engagement in junior secondary school students: a three-wave longitudinal study.Frontiers in psychology · 2026Article
- When support becomes a burden: overprotective educational support and resilience among vulnerable students.Frontiers in psychology · 2026Article
- Risk factors and coping strategies of music performance anxiety among student pianists in higher education: a phenomenological research perspective.Frontiers in psychology · 2026Article
- The relationship between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement: the mediating roles of basic psychological needs and autonomous motivation.Frontiers in psychology · 2025Article
- Academic resilience and academic performance of university students: the mediating role of teacher support.Frontiers in psychology · 2025Article
- Do the interpersonal effects of gamified online destination websites better stimulate tourists' travel intentions?PloS one · 2025Article
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Authors and funding
2 authors.
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Abstract
Academic engagement plays an undeniable role in students' leaning outcome. Therefore, identifying the influential antecedents of promoting students' academic engagement is extremely crucial. Despite previous empirical studies have delved into the part played by several student-related and teacher-related factors in triggering Chinese students' academic engagement, the exploration on the roles of teacher support and teacher-student rapport is still scant. Thus, this study attempts to concentrate on the influence of teacher support and teacher-student rapport on undergraduate students' academic engagement in China. Three scales of the questionnaire-one each for teacher's support, student-teacher rapport, and the level of academic engagement-were completed by a total of 298 undergraduate students. Spearman Rho test was adopted to detect the correlations between the variables. Following that, multiple regression analysis was used to estimate the predictive power of the dependent variables. The result found that teacher support and teacher-student rapport exert a tremendous influence on boosting Chinese students' academic engagement. The leading implications and future directions are also presented.
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