Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning

With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students’ academic achievement, with a particular focus on the mediating roles of academic self-efficac...

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Autores principales: Huang, Liang, Wang, Dongsheng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2023
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10525361/
https://www.ncbi.nlm.nih.gov/pubmed/37753982
http://dx.doi.org/10.3390/bs13090704
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author Huang, Liang
Wang, Dongsheng
author_facet Huang, Liang
Wang, Dongsheng
author_sort Huang, Liang
collection PubMed
description With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students’ academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students’ academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students’ academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students’ academic achievement. Research implications are also discussed.
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spelling pubmed-105253612023-09-28 Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning Huang, Liang Wang, Dongsheng Behav Sci (Basel) Article With a sample of 651 university students experiencing emergency online learning during COVID-19, this study constructed a structural equation modelling to examine the effects of teacher support on students’ academic achievement, with a particular focus on the mediating roles of academic self-efficacy and student engagement. The results show that teacher support had significant total influences on university students’ academic achievement. Furthermore, academic self-efficacy and student engagement, respectively, mediated the effects of teacher support on students’ academic achievement. In addition, academic self-efficacy and student engagement sequentially mediated the effects of teacher support on students’ academic achievement. Research implications are also discussed. MDPI 2023-08-24 /pmc/articles/PMC10525361/ /pubmed/37753982 http://dx.doi.org/10.3390/bs13090704 Text en © 2023 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Huang, Liang
Wang, Dongsheng
Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title_full Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title_fullStr Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title_full_unstemmed Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title_short Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
title_sort teacher support, academic self-efficacy, student engagement, and academic achievement in emergency online learning
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10525361/
https://www.ncbi.nlm.nih.gov/pubmed/37753982
http://dx.doi.org/10.3390/bs13090704
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