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Abstract
This study explored the relationship between perceived teacher support and student engagement, and the influence of the basic psychological needs satisfaction and learning drive in this relationship. We sampled 1 136 Chinese higher vocational students, and 1 031 students’ questionnaires were valid (female = 39.3%, male = 60.7%; freshman = 27.1%, sophomore = 34.3%, juniors = 38.6%). Structural equation modelling results showed that students’ perceived teacher support directly and significantly predicted student engagement, and that learning drive played a mediating role. Also, the basic psychological needs satisfaction and the learning drive had a chain mediating effect in this relationship. Findings suggest a need for teachers to provide students with various supports for their basic psychological needs satisfaction, and learning drive, so as to improve their learning engagement.
Data availability
Some or all data, models, or code generated or used in this study are available from the corresponding author by request.
Informed consent and ethical approval
In this study, informed consent was obtained from all participants. And all participants were informed that participation was anonymous and voluntary, they could quit at any time. Ethics approval for this study was provided by Tianjin University of Technology and Education.
Conflict of interest
The authors declare that they have no conflicts of interest