Teacher support and secondary school students' learning engagement: A moderated mediation model.

ABSTRACT: Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students' learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (M_age = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Dat

SUBMITTER: Shao Y 

PROVIDER: S-EPMC11757987 | biostudies-literature | 2025 Jan

REPOSITORIES: biostudies-literature