Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (6): 700-707.doi: 10.16187/j.cnki.issn1001-4918.2020.06.08

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The Relationship between Perceived Teachers' Support and Academic Engagement among High School Students: The Chain Mediating Effect of Academic Self-efficacy and Achievement Goal Orientation

JIA Xuji1,2,3, CAI Lin4, LIN Lin1,2,3, LIN Chongde5   

  1. 1. Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
    2. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
    3. Tianjin Social Science Laboratory of Students'Mental Development and Learning, Tianjin 300387;
    4. Ideological and Political Theory Teaching Department, Sichuan Institute of Industrial Technology, Deyang 618000;
    5. Institute of Developmental Psychology, Beijing Normal University, Beijing 100875
  • Published:2020-11-20

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Abstract: 498 high school students were investigated to explore the effect of perceived teachers' support on academic engagement, as well as the chain mediating effect of academic self-efficacy and achievement goal orientation. The measurement included students' perceived teachers support behavior scale, academic engagement scale, academic self-efficacy questionnaire and achievement goal questionnaire. The results showed that: (1) Teachers' support indirectly predicted academic engagement through academic self-efficacy. Teachers' support indirectly predicted academic engagement through mastery approach and performance approach and performance avoidance. (2)Academic self-efficacy→mastery approach,academic self-efficacy→performance approach and academic self-efficacy→performance avoidance played a chain mediating effect respectively between perceived teachers' support and academic engagement. However, the mediating effect of self-efficacy→mastery avoidance was not significant. These results revealed that perceived teachers' support not only predicted academic engagement through academic self-efficacy, mastery approach, performance approach and performance avoidance, but also indirectly predict academic engagement of high school students through the chain mediating effect of academic self-efficacy and achievement goal orientation.

Key words: perceived teachers’ support, academic engagement, academic self-efficacy, achievement goal orientation

CLC Number: 

  • G442
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