Teachers play a pivotal role in enhancing the learning engagement of secondary school students, according to recent research. A study conducted on 665 participants from public secondary schools in Eastern China reveals significant insights about how teacher support impacts student engagement through various psychological factors.
The research highlights the complex dynamics between teacher support and learning engagement, identifying academic self-efficacy and psychological resilience as key mediators. At the same time, the study emphasizes the moderative role of positive academic emotions, which underpins the importance of emotional well-being within the learning environment.
High levels of engagement are known to correlate with academic success, not only fueling classroom discussions but also fostering motivation and improving overall performance. Conversely, low engagement can lead to feelings of anxiety, boredom, and even increased dropout rates. Hence, enhancing engagement has become a priority for educators worldwide.
The study defines learning engagement as comprising behavioral, emotional, and cognitive dimensions, underscoring how active participation and positive emotional responses can impact students’ academic trajectories. Teacher support encompasses both emotional and academic support, with the former involving trust and encouragement from teachers, and the latter focusing on practical assistance and guidance.
Previous research has established the importance of teacher support; as it nurtures positive relationships within the classroom, it also encourages students to participate more actively. The current study sought to explore the mechanisms linking teacher support to learning engagement, and findings reveal positive correlations between teacher support and both academic self-efficacy and psychological resilience.
Academic self-efficacy refers to students’ belief in their abilities to succeed academically — higher self-efficacy is associated with greater engagement. Emotional support from teachers tends to bolster this self-efficacy, with findings indicating the significant mediative role of both self-efficacy and psychological resilience on the pathway from teacher support to learning engagement. The study concludes, "Academic self-efficacy plays a significant partial mediative role in the relationship between teacher support and secondary school students’ learning engagement." This suggests when teachers provide support, they increase students’ confidence and persistence, which are integral to engagement.
Psychological resilience, defined as the capacity to adapt to adversity, also showed significant impacts on learning engagement. Data analysis revealed students with higher resilience could navigate challenges more efficiently — reinforcing the idea of teacher support as a foundational element for fostering resilience. The findings corroborate previous theories and research emphasizing the connection between perceived teacher support, resilience, and student engagement.
Crucially, the study identified positive academic emotions as moderative factors, enhancing students’ ability to translate self-efficacy beliefs and resilience skills. "Positive academic emotion moderated the relationship between academic self-efficacy and psychological resilience," the study reports. This means positive emotional experiences enrich students’ learning capabilities by supporting effective coping strategies during challenging times.
The research not only addresses existing gaps but provides actionable insights for educators. By fostering supportive classroom environments, teachers may optimize their students’ learning experiences. Denoting the importance of both emotional and academic support enhances the dialogue around educational strategies. Encouraging students to reflect upon their academic skills and partake in supportive interventions can drastically affect their academic outcomes.
While the study provides valuable perspectives, several limitations must be noted — such as its reliance on self-reported measures, prompting discussions on potential biases. The authors recommend adopting longitudinal approaches for future studies to assess causal relationships and broader applicability beyond regional demographics.
Overall, the evidence emphasizes the multifaceted role of teachers within educational settings, advocating for their involvement and attention to fulfil the emotional and academic needs of students. Supporting the psychological aspects of learning creates not only resilient students but also fosters enriched learning environments for all involved.