Perceived teacher support and student engagement among higher education students – a systematic literature review

BMC Psychology, Journal Year: 2025, Volume and Issue: 13(1)

Published: Feb. 11, 2025

Abstract Background Research on student engagement has garnered significant interest from educators and practitioners because of its direct impact academic success achievement. Engaged students tend to perform better academically exhibit fewer undesirable study behaviors, thereby enhancing outcomes. Objective This systematic literature review consolidates research the perceived teacher support in higher education. emphasizes association between improving students’ performance, motivation, retention. Furthermore, explores key theoretical frameworks, such as self-determination theory social cognitive theory, alongside methodological tools measurement instruments statistical analyses. The goal is equip psychologists educational researchers with insights into relevant tools, methods for advancing future studies within context Methods followed Preferred Reporting Items Systematic Reviews Meta-Analyses (PRISMA) methodology. We conducted a comprehensive search published English databases APA PsycNet, Scopus, ERIC, EBSCOHost, ProQuest, PubMed identify eligible 2014 2024. Results A 13 selected articles revealed that both personal characteristics school environment factors mediate moderate relationship engagement. include self-efficacy, fulfillment psychological needs, whereas involve learning quality teacher-student peer relationships. Our findings show lack prior 2020, most China limited contributions Malaysia Vietnam. reviewed predominantly used cross-sectional quantitative designs self-report questionnaires, employing like path analysis structural equation modeling. Theoretical frameworks mostly Fredricks et al.‘s model, while theories varied, three main patterns identified: influence, mediation through basic perspectives. crucial role education urges further exploration this under-researched area. Conclusion In conclusion, underscores It highlights methodologies, offering valuable aimed at context.

Language: Английский

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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, Journal Year: 2025, Volume and Issue: 13(1)

Published: March 12, 2025

With blended learning boosting explosively, satisfaction is confronted with challenges. Aiming at its enhancement, teacher support, an essential element of instruction, was investigated. To pinpoint the dynamics between support and satisfaction, 376 university students who participated in English were involved self-report questionnaires. A variable-centered approach for data analysis employed to examine chain mediation model, a person-centered one utilized exploring more personalized patterns samples. The investigation validated hypothesized model. SDT motivation engagement two successful mediators, they also formed effective mediator satisfaction. study analyzed reported, identified three latent profiles: below-average-both, average-both, high-both profile. Learners different profiles spotted disparate traits, those profile presenting most favorable results. This addresses gap research on four variables from perspective, innovatively combines analytical approaches, providing customized enlightenments into fostering students' progress. Pedagogical implications are part discussion.

Language: Английский

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Social support and problematic internet use among college students: The roles of psychological need satisfaction and academic stage

Current Psychology, Journal Year: 2025, Volume and Issue: unknown

Published: March 18, 2025

Language: Английский

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How perceived social support influences Chinese students’ intention to change majors: a chain mediation model with moderation

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: March 26, 2025

Introduction Reducing students’ non-interest-oriented and passive intention to change majors is crucial reducing the risk of changing improving quality talent training. Existing research often lacks a coherent framework, which makes mechanisms by perceived external environmental factors influence major mobility behaviours unclear. Therefore, this study used Social Cognitive Career Theory (SCCT) explore complex relationship between social support their cognition. Methods The paper surveyed students at four universities in Shandong Province, China, 2024 regarding support, majors, mental flow experience, self-efficacy, Results (1) In terms total effect, was significantly negatively correlated with majors. (2) mediation effect analysis, experience learning self-efficacy played an important chain role This explains internal mechanism effect. (3) analysis direct effects, positively contrary relatively high proportion but reflects current situation some choice (4) moderation moderated Discussion Students’ decreases when they translate into gain for learning. When two directly interact, level enhances cognition moderates flow. main providers (government, school, family members) should consider focusing on whether are translated motivation learning, so as ensure that make rational changes.

Language: Английский

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The More Anxious, the More Dependent? The Impact of Math Anxiety on AI‐Assisted Problem‐Solving

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

ABSTRACT Although the use of AI technology driven by anxiety has become increasingly common, research on relationship between high school students' math and their intention to for problem‐solving remains limited. This study, grounded in Stimulus‐Organism‐Response (SOR) model, aims explore solving problems among students. Using Math Anxiety Scale (AMAS), Perceived Social Support (PSSS), Problem‐Solving Behavior (AIPS), data from 391 students were collected. The analysis revealed following: (1) Students report levels a strong inclination tools problems; (2) support plays significant role alleviating anxiety, with family being most effective, followed friends teachers; (3) High are effective means reducing anxiety. study suggests that should be addressed, focus regulating application education promote its scientific use. Additionally, improving relationships providing mental health recommended alleviate an emotional social perspective. provides valuable insights educators policymakers, offering important references designing more human‐centered educational interventions, thereby promoting artificial intelligence mathematics education.

Language: Английский

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The Effect of Teacher Support on the Sustainable Online Academic Self-Efficacy of College Students: The Mediating Effect of Academic Procrastination

Sustainability, Journal Year: 2024, Volume and Issue: 16(5), P. 2123 - 2123

Published: March 4, 2024

Academic self-efficacy is an important condition to ensure learning effectiveness and improve the sustainability of online quality. The present study intended examine relationship among teacher support, academic procrastination, by employing a questionnaire survey structural equation modeling in environment. We report on data from N = 827 college students China. results showed following: that support its emotional, cognitive, autonomy dimensions have significant positive effects self-efficacy, it can predict through mediating effect procrastination. Therefore, order enhance learners, crucial increase provide guidance motivation reduce perceived courses activities. findings contribute exploration impact mechanism regarding providing theoretical empirical for enhancing development sustainable quality teaching.

Language: Английский

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Culture, emotion, and cognition: Understanding the psychological dynamics of Chinese sports with emotional regulation skills and cognitive reappraisal

Heliyon, Journal Year: 2024, Volume and Issue: 10(14), P. e34306 - e34306

Published: July 1, 2024

This study illuminates the complex relationship between cultural orientation towards collectivism, emotional regulation skills, cognitive reappraisal ability, sports engagement, perceived coach support, and self-efficacy in Chinese athletes' performance satisfaction. Seven hundred fifty athletes from Guangdong, Jiangsu, Sichuan completed 5-point Likert scale assessments. The employed structural equation modeling (SEM) to analyze variable connections. results reveal significant relationships satisfaction collectivism (β = 0.35, p < 0.001), skills 0.28, ability 0.32, 0.01), engagement 0.20, 0.05), support 0.25, 0.30, 0.001). These findings underscore importance of psychological factors shaping athlete well-being linked self-determination theory, social transactional model stress coping. Treatments that improve self-efficacy, control, coach-athlete may player happiness, retention, organizational performance. actions affect management economy. A supportive environment development initiatives boost performance, leading long-term success competitiveness.

Language: Английский

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Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents

Journal of Psychoeducational Assessment, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 2, 2024

This study assesses the psychometric properties of School Support Scale (SSS), part CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009 ), among 231 sixth- and seventh-grade students in urban public schools Chile. Results indicated satisfactory properties, replicating a unifactorial structure observed prior research ( Hanson & Kim, 2007 where items related to caring relationships high expectations loaded onto single factor, school support. Significant correlations were found with measures life satisfaction school-related affect. These findings underscore scale’s utility evaluating student perceptions support highlight avenues for future enhance its applicability across diverse educational contexts.

Language: Английский

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A longitudinal study on the impact of perceived stress on academic engagement among deaf college students: the moderating effect of positive emotions

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 15

Published: Nov. 15, 2024

Introduction This longitudinal study sought to examine the dynamic influence of perceived stress on academic engagement among deaf college students, as well assess moderating role positive emotions in this relationship. Given unique challenges faced by students educational environments, understanding these dynamics becomes crucial for developing effective support strategies. Methods Across a seven-month period, encompassing two semesters, 223 were evaluated three times using Perceived Stress Questionnaire, Academic Engagement and Positive Emotions Questionnaire. Results The results indicated that experienced high variable levels stress, along with inadequate similarly fluctuating engagement. Their moderately low but relatively consistent. was found be negative predictor engagement, while positively predicted Furthermore, acted factor, alleviating effects serving protective mechanism students. Discussion research sheds light impact reveals underlying mechanisms, contributing precious empirical evidence further our comprehension enhance special education services.

Language: Английский

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