Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

Abstract

The study explored the multidimensional relationships between educational situation perception, teacher support, online learning engagement and academic self-efficacy in technology-based language learning in a sample of Chinese undergraduate students, and meanwhile examined the mediating effects of academic self-efficacy and teacher support. A total of 392 (126 male and 266 female) Chinese university students reported on their perceived educational situation, teacher support, online learning engagement, and academic self-efficacy. Results showed that educational situation perception was significantly and positively associated with teacher support, online learning engagement and academic self-efficacy; teacher support and academic self-efficacy was positively correlated with online learning engagement. More importantly, academic self-efficacy as well as teacher support mediated the relationship between educational situation perception and online learning engagement. These findings extended previous research by considering both the external factors (i.e., educational situation; teacher support) and the internal factors (i.e., academic self-efficacy) of influencing students’ online learning engagement in technology-based language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study highlighted the following aspects: (1) strengthening the consideration of the key elements of the educational situation; (2) clarifying the pivotal position of intelligent technology in educational situations; and (3) emphasizing the reconstruction of intelligence teaching ecology driven by learning activities. Besides, this study indicated the significance of elevating teachers’ awareness, willingness and capacity of the substantial supports in enhancing students’ online learning engagement and would inform that the future research on the connotation and ways of teacher support should be responding to technology-based learning environments.

Online Learning Environments, Learners’ Empowerment, and Learning Behavioral Engagement: The Mediating Role of Learning Motivation

“…“For this reason, only the ‘function of log likelihood’, AIC and BCC are reported. The likelihood ratio chi square statistic and other fit measures are not reported” (Pan, 2022a, p. 9). After deleting the path (LEm→LM with a path coefficient of 0.133, S.E.=0.066, C.R.= 2.018, p = .044, thereby supporting Hypothesis 6.…”

Correlation between students perceived parental expectations and students academic engagement: The intermediary effect of academic self-efficacy

“…In terms of the relationship between Schaufeli's three factor model on academic engagement and students' academic performance, there exist several studies on the concept. Studies show there is a positive influence on students' academic performances caused by vigor, dedication, and absorption separately and as a whole structure (Pan, 2022;Pan et al, 2023).…”

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students

“…In this way, students will be able to try and experience different educational resources, analyzing which of them will be more effective in their learning. To this end, the psycho-pedagogical areas can organize workshops for teachers to support the teaching and learning processes by creating positive classroom environments, acknowledging the motivations of each student and fostering academic engagement in them, understanding that, if they learn how to be efficient, they will obtain good results (Oriol-Granado et al, 2017;Pan, 2022). In other words, when university students develop academic self-efficacy, they will not only see their academic engagement improve , but also feel efficient during their internships and in their future jobs (Martínez-Martínez and Ventura, 2020;Hong et al, 2021).…”