Mental Health Service Center, Huanghuai University, Zhumadian, China.
School of Psychology, Northwest Normal University, Lanzhou, China.
Sci Rep. 2024 Nov 18;14(1):28396. doi: 10.1038/s41598-024-78402-6.
This research explored the link between teacher-student relationships and learning engagement, considering perceived social support as a mediator and academic self-efficacy as a moderator. A total of 930 college students completed the Academic Self-Efficacy Scale, Teacher-Student Relationships Questionnaire, Multidimensional Scale of Perceived Social Support, and College Student Learning Engagement Questionnaire. Mediating and moderating effects were investigated using SPSS19.0 and one of its process plugins 3.5. The findings indicated (1) teacher-student relationships positively predicted learning engagement; (2) perceived social support mediated the link between teacher-student relationships and learning engagement; and (3) academic self-efficacy moderated the initial phase of the pathway to the mediating role of perceived social support. Moreover, the mediating effect was more significant at elevated academic self-efficacy levels. Establishing harmonious relationships between teachers and students, nurturing students' confidence in their academic abilities , and expanding students' access to social support were essential to boosting the educational involvement of college students. The study findings will help educators enhance college students' engagement in learning and provide recommendations for educators to conduct educational and teaching activities.
本研究探讨了师生关系与学习投入之间的联系，考虑到感知到的社会支持作为中介，以及学业自我效能感作为调节因素。共有 930 名大学生完成了学业自我效能感量表、师生关系问卷、多维感知社会支持量表和大学生学习投入问卷。使用 SPSS19.0 及其过程插件 3.5 研究了中介和调节效应。研究结果表明：（1）师生关系正向预测学习投入；（2）感知到的社会支持在师生关系与学习投入之间起中介作用；（3）学业自我效能感调节了感知到的社会支持中介作用的初始阶段。此外，在学业自我效能感较高的水平下，中介效应更为显著。建立和谐的师生关系，培养学生对学业能力的信心，扩大学生获得社会支持的途径，对于提高大学生的教育参与度至关重要。研究结果将有助于教育工作者提高大学生的学习投入，并为教育工作者开展教育教学活动提供建议。
