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

BMC Psychology, Год журнала: 2025, Номер 13(1)

Опубликована: Фев. 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.

Язык: Английский

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Mobile Learning Application Integration in the English as a Foreign Language Classroom to Improve College Students’ Learning Outcomes

International Journal of Sociologies and Anthropologies Science Reviews, Год журнала: 2025, Номер 5(1), С. 75 - 90

Опубликована: Янв. 16, 2025

Background and Aim: Mobile Learning Application seems to facilitate the learning process by allowing teachers students have more interaction regardless of time space, thus creating a broader field for scope learning. This research explored whether mobile application integration in English as Foreign Language Classroom helped improve college students’ outcomes further analyzed psychological factors that worked with applications influence outcomes. The purpose carrying out is help vocational develop better outcomes, this also aims explore technology can effectively Materials Methods: A quasi-experiment was carried 224 survey followed. findings revealed MosoTeach application, improved terms vocabulary& grammar scores, reading writing scores. Also, system use together student self-efficacy, behavior engagement, social engagement positively influenced aforementioned explained 80.0% variance progress. Results: Although result showed cognitive affective did not present significant role outcome improvement, made progress MosoTeach. affirms breeds an interactive environment, where learn through both direct experience observation. Conclusion: improves performance.

Язык: Английский

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Unlocking success: How information literacy drives student engagement in Pakistan's higher learning business institutions

Information Development, Год журнала: 2025, Номер unknown

Опубликована: Янв. 17, 2025

The present research investigates how information literacy (IL) drives student engagement in Pakistan's higher-learning business institutions by examining its effect on engagement. Data were collected via a survey-based questionnaire from 390 students enrolled thirteen Higher Education Commission (HEC) ranked institutions, selected using non-proportional stratified sampling, and analyzed SPSS-24. analysis revealed high perceived engagement, encompassing academic, online, cognitive, social (with teachers peers), beyond-class, affective Correlation indicated significant positive correlation between IL including their sub-dimensions. results also demonstrated of overall Theoretically, this study contributes to the literature exploring connection comprehensively. Practically, findings highlight importance offer insights for educators, librarians, professionals, accrediting bodies developing integrating need-based, credit course time-to-time sessions across all levels education.

Язык: Английский

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Major factors influencing student engagement in Ethiopian higher education institutions: Evidence from one institution

PLoS ONE, Год журнала: 2025, Номер 20(2), С. e0318731 - e0318731

Опубликована: Фев. 6, 2025

This study investigates factors influencing student engagement in Ethiopian higher education, focusing on self-efficacy, teacher support, and technology support at Mattu University. A cross-sectional survey design was employed; involving 620 undergraduate students selected using stratified sampling. Data were collected through structured questionnaires analyzed Structural Equation Modeling (SEM) to assess the impact of these variables engagement. The findings reveal that self-efficacy collectively explain 69% variance engagement, with identified as strongest predictor. results highlight importance supportive teacher-student relationships, accessible digital resources, students’ confidence their academic abilities for fostering underscores need improved preparation, diverse instructional strategies, enhanced access resources. These offer practical recommendations policymakers educational institutions Ethiopia create more engaging learning environments, ultimately enhancing success retention education.

Язык: Английский

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What are the influencing factors of online learning engagement? A systematic literature review

Frontiers in Psychology, Год журнала: 2025, Номер 16

Опубликована: Март 17, 2025

Since the onset of COVID-19 pandemic in early 2020, online learning has gained widespread adoption as a mode both K-12 and higher education. Learning engagement serves crucial indicator quality is highly correlated with students' persistence, satisfaction, academic performance. Numerous researchers have conducted investigations into factors that influence engagement. This study employs systematic literature review methodology to synthesize 55 empirical studies published between January 2020 July 2023. The research findings reveal following: (1) Community Inquiry Theory, Self-determination Social Cognition Transaction Distance Technology Acceptance Model are most frequently utilized theories employed by analyze influencing (2) Factors from learners' perspective include Motivation, Digital Experience Literacy, Emotions Regulatory Strategies, Psychology, Self-Perception, Self-efficacy, Self-Directed Learning. Additionally, environment encompass Instrument, Task characteristics, Platforms Equipment, Physical Environment, Collaboration, Interaction. (3) Effective strategies enhance comprise setting clear goals for learners, improving their information social media literacy, strengthening self-directed ability, providing robust instructor support, creating an optimal environment. Through this comprehensive review, interested topic will gain broader understanding, while also obtaining evidence-based insights valuable recommendations future research.

Язык: Английский

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Exploring the determinants on continuance participation of college students toward blended learning: the stimulating role of course characteristics and instructor support

Frontiers in Psychology, Год журнала: 2025, Номер 16

Опубликована: Апрель 11, 2025

Background Blended learning (BL) has become an important method in the high education with rapid advancement of “Internet + Education,” however, college students face notable challenges, such as dropout rates, low participation and persistence, which largely reduce effect BL. Therefore, it is necessary to deeply analyze question: “What factors will influence students’ continuance behavior blended (CBBL)?” Methods Based on stimulus-organism-response (SOR) framework social cognitive theory, this study constructs integrated model “ Contextual facilitators–Individual characteristics–Continuance ,” examine relationships among course characteristics (BCC), instructor support (IST), individual attributes, motivation (LM), self-efficacy (SEF) engagement (LET), CBBL. Colleting 466 College who participated BL through Chinese university MOOCs, structural equation modeling (SEM) approach was used test proposed hypotheses. Results The empirical results indicating that, (1) explains 62.85% variance CBBL, LM, SEF, LET emerge key determinants influencing (2) BCC positively affects LM but no significant promotes CBBL rather than SEF. (3) ITS exerts a LET, most pronounced impact LET. Moreover, significantly facilitates via Originality/value This theoretically contributes literature extends application scope SOR framework. Also, reveals antecedents environment, crucial for guiding their promoting sustainable development education.

Язык: Английский

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Mediating role of digital skills and mobile self-efficacy in the stress and academic engagement of Peruvian university students in postpandemic virtual environments

BMC Psychology, Год журнала: 2024, Номер 12(1)

Опубликована: Сен. 10, 2024

Язык: Английский

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Exploring Students Online Learning Behavioral Engagement in University: Factors, Academic Performance and Their Relationship

Behavioral Sciences, Год журнала: 2025, Номер 15(1), С. 78 - 78

Опубликована: Янв. 17, 2025

As online learning platforms become prevalent, has been an important way for college students. Online engagement, as evaluation of quality, is crucial enhancing quality and promoting higher education by investigating students' engagement its influencing factors in the environment. This paper aims to identify key affecting behavioral engagement. Based on a literature review, Delphi expert consultation method was used build assessment framework covering five dimensions (participation, concentration, interaction, challenge, self-monitoring) with sixteen specific indicators. The Analytic Hierarchy Process (AHP) determined weights these factors. Then, data from 63 students using "Ketangpai" platform were collected analyzed explore correlation predictive relationships between behavior indicators academic achievements. results showed strong frequency accessing resources long-term performance, prediction model established. offers theoretical methodological insights designing activities evaluating quality. It supports intervening assessing processes improving Also, exploring relationship helps educators formulate personalized teaching strategies, effectiveness experiences.

Язык: 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, Год журнала: 2024, Номер 16(5), С. 2123 - 2123

Опубликована: Март 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.

Язык: Английский

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The mediating role of perceived teacher emotional support in EFL students’ social-emotional competence and psychological well-being: a structural equation modelling (SEM) study

Journal of Multilingual and Multicultural Development, Год журнала: 2023, Номер unknown, С. 1 - 17

Опубликована: Сен. 27, 2023

ABSTRACTA bulk of investigations has been done on the impact teachers' affective support English as a foreign language (EFL) students' academic performance. However, role perceived teacher in shaping learner-related psycho-emotional constructs rarely explored EFL settings. To bridge this gap, study used quantitative design to examine if influences/predicts social-emotional competence and psychological well-being or not. end, 370 Chinese students participated survey. The results structural equation modelling (SEM) analysis regression revealed that could respectively predict about 60% 65% changes participants' SEC PWB. also provided number implications for teachers educators regarding emotional basis second/foreign (L2) education suggested some future research directions.KEYWORDS: teacherEFL learnerperceived supportsocial-emotional competencepsychological Disclosure statementNo potential conflict interest was reported by author(s).Data availability statementThe data findings are available from corresponding author upon request.

Язык: Английский

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