Psychological Development and Education ›› 2022, Vol. 38 ›› Issue (4): 530-537.doi: 10.16187/j.cnki.issn1001-4918.2022.04.09

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The Relationship Between Teacher-student Interaction and College Students’ Learning Engagement in Online Learning: Mediation of Autonomous Motivation and Academic Emotions

LANG Yueru, GONG Shaoying, CAO Yang, WU Ya'nan   

  1. Key Laboratory of Adolescent Cyberpsychology and Behavior(CCNU), Ministry of Education/Hubei Human Development and Mental Health Key Laboratory(CCNU), School of Psychology, Central China Normal University, Wuhan 430079
  • Published:2022-07-13

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Abstract: This study aimed to explore the relationship between teacher-student interaction and learning engagement, as well as the role of autonomous motivation and academic emotions in online learning by using Teacher-student Interaction Questionnaire, Learning Self-regulation Questionnaire, Academic Emotions Questionnaire and Utrecht Work Engagement Scale-Student among 563 college students. Results were as follows:The online teacher-student interaction could not only directly predict learning engagement positively, but also could affect learning engagement positively through the mediation of positive emotions and the chain mediation of autonomous motivation and positive emotions. However, the mediating effect of negative emotions was not significant. These results show that teacher-student interaction in online learning could stimulate autonomous motivation of college students, promote their positive emotions and improve their learning engagement.

Key words: online learning, teacher-student interaction, leaning engagement, autonomous motivation, academic emotions

CLC Number: 

  • G442
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