ArticleFrontiers in psychology2025
A study on the impact of perceived teacher emotional support on university students' online learning engagement: the mediating role of academic burnout.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- The Impact of Perceived Teacher Emotional Support on Student Learning: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Teacher Emotional Support and Adolescent Student Burnout: A Moderated Mediation Model of Family Cohesion and Meaning in Life.Behavioral sciences (Basel, Switzerland) · 2026Article
- Mindfulness and learning engagement among undergraduate dance majors: the serial mediating roles of self-efficacy and academic burnout.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
- A sustainable bilingual learning ecosystem in higher education: teacher and peer support under SDG 4.7.Frontiers in psychology · 2026Article
- The influence of teacher-student relationship on learning burnout in college students major in vocal music: a moderated mediation model.Frontiers in psychology · 2026Article
- Social support and psychological safety in university volleyball: a qualitative study of sustained participation.Frontiers in psychology · 2026Article
- The buffering effect of perceived teacher support on students' academic burnout in online learning: a mini review.Frontiers in psychology · 2026Review
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Authors and funding
6 authors.
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Abstract
Introduction: This study investigates the impact of perceived teacher emotional support on university students' engagement in online learning, with a particular focus on the mediating role of academic burnout. Although prior research has established that perceived teacher emotional support positively influences learning engagement and that academic burnout has a negative effect, the underlying mechanisms among these three variables in an online learning context remain unclear. Methods: Participants were drawn from a public university in China. Data were collected from 361 undergraduate students through a structured questionnaire, and the relationships among the key variables were analyzed using Structural Equation Modeling (SEM). Results: The findings indicate that perceived teacher emotional support is a significant predictor of online learning engagement. Moreover, academic burnout serves as a mediator: higher levels of perceived emotional support from teachers are associated with lower levels of burnout and increased engagement in online learning activities. These results underscore the critical role of perceived teacher emotional support in mitigating academic burnout and enhancing students' motivation and participation in online learning environments.
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