Teacher Support, Academic Self-Efficacy, Student Engagement, and Academic Achievement in Emergency Online Learning
Liang Huang, Dongsheng Wang- Behavioral Neuroscience
- General Psychology
- Genetics
- Development
- Ecology, Evolution, Behavior and Systematics
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.