Xu Xiuni, Wu Zhen, Wei Dongpo
School of Automation and Electrical Engineering, Tianjin University of Technology and Education, Tianjin, China.
School of Electrical Engineering, Longdong University, Qingyang, Gansu, China.
Front Psychol. 2023 Feb 17;14:1116932. doi: 10.3389/fpsyg.2023.1116932. eCollection 2023.
Student engagement is a best predictor variable of student' development and success. It can be highly influenced by internal and external environmental factors, such as perceived teacher support.
In order to explore the influence of perceived teacher support on student engagement among higher vocational students, this study conducted a questionnaire on 1,136 Chinese higher vocational students using perceived teacher support, basic psychological needs satisfaction, learning drive, student engagement and Optimistic attributional styles for explaining positive events (OAS_P) five scales.
The results show that: (1) Perceived teacher support can't indirectly predict the student engagement among higher vocational students through basic psychological needs satisfaction; (2) Perceived teacher support can indirectly predict student engagement through learning drive; (3) Perceived teacher support can indirectly predict student engagement through basic psychological needs satisfaction and learning drive; (4) OAS_P has a significant moderation effect on both learning drive and student engagement.
The finding of this study stated that perceived teacher support has a significant influence on student engagement. So in the teaching process, teachers should pay attention to their learning psychology, provide them with various support and encouragement and beneficial guidance, stimulate their learning drive, help them form a positive and optimistic attribution style, and make them actively participate in learning and school life.
学生参与度是学生发展和成功的最佳预测变量。它会受到内部和外部环境因素的高度影响，比如感知到的教师支持。
为了探究感知到的教师支持对高职学生参与度的影响，本研究使用感知到的教师支持、基本心理需求满足、学习动力、学生参与度以及解释积极事件的乐观归因风格（OAS_P）五个量表，对1136名中国高职学生进行了问卷调查。
结果表明：（1）感知到的教师支持不能通过基本心理需求满足间接预测高职学生的参与度；（2）感知到的教师支持可以通过学习动力间接预测学生参与度；（3）感知到的教师支持可以通过基本心理需求满足和学习动力间接预测学生参与度；（4）OAS_P对学习动力和学生参与度均有显著的调节作用。
本研究结果表明，感知到的教师支持对学生参与度有显著影响。因此在教学过程中，教师应关注学生的学习心理，为他们提供各种支持、鼓励和有益的指导，激发他们的学习动力，帮助他们形成积极乐观的归因风格，使他们积极参与学习和学校生活。
