Author Introduction

Lihua Zhou^1,2,3*,Yabing Gao^1,2,3, Jiangbo Hu⁴, Xiaoqing Tu^1,2,3and Xiaoxian Zhang^5*

¹School of Education, Zhejiang International Studies University, Hangzhou, China,²Institute for Studies on Education Governance, Zhejiang International Studies University, Hangzhou, China,³Institute for China-South Africa Comparative Education Studies, Zhejiang International Studies University, Hangzhou, China,⁴Faculty of Arts, Macquarie School of Education, Macquarie University, Sydney, NSW, Australia,⁵Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China.

Subject

Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator.

Abstract

College students’ motivation and engagement are regarded as essential factorsto promote their academic development and wellbeing. However, motivationand engagement among college students appear to decline after they enterthe university. Guided by the framework of self-determination theory, this study attempted to explore a motivational model of how three dimensions of perceived teacher support (autonomy, structure, and involvement) related to student motivation and class engagement, using need satisfaction as a mediator. Drew on a survey of the perceptions of 705 Chinese university students, the results showed that besides structure, both autonomy support and involvement positively related to students’ need satisfaction. Further, need satisfaction was positively associated with autonomous motivation, controlled motivation, and class engagement and negatively linked with amotivation. Yet, only autonomous motivation was positively predicted for class engagement. Need satisfaction and the chain from need satisfaction to autonomous motivation were found to be the significant mediators. The practical implications of educational practices are discussed.

Keywords

teacher support, motivation, class engagement, need satisfaction, self-determination theory, Chinese college students.

Article source

Zhou, L.H., Gao, Y. B., Hu, J.B., Tu, X. Q., & Zhang, X. X. (2022).Effects of perceived teacher support on motivation and engagement amongst Chinese college students: Need satisfaction as the mediator.Frontiers inPsychology,13,1–12.

URL

https://www.frontiersin.org/articles/10.3389/fpsyg.2022.949495/full