The influence of perceived teacher support on online English learning engagement among Chinese university students: a cross-sectional study on the mediating effects of self-regulation.
Front Psychol
; 15: 1246958, 2024.
Article
em En
| MEDLINE
| ID: mdl-38414870
ABSTRACT
Objectives:
This study examines the association between perceived teacher support and self-regulation in learning, and their combined relationship with online English learning engagement among university students in China. The objective is to uncover the underlying mechanisms of this relationship, with a particular focus on the role of self-regulation in learning as a mediator.Methods:
The study involved 1,361 university students from Southwest China, predominantly female (73.84%) with an average age of 18.94 years (SD = 1.07). Refined measurement tools were employed to assess perceived teacher support, online English learning engagement, and self-regulation in learning.Results:
The findings indicate that components of self-regulation, such as goal setting, environmental structuring, and time management, act as full mediators in the relationship between perceived teacher support and online English learning engagement.Conclusion:
This research underscores the importance of self-regulation in learning in linking perceived teacher support with online English learning engagement. The insights gained are crucial for enhancing teaching strategies in online English language education.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Idioma:
En
Revista:
Front Psychol
Ano de publicação:
2024
Tipo de documento:
Article
País de afiliação:
China