Influence of Teacher and Family Support on University Student Motivation and Engagement

Abstract

Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.

Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study

“…Additionally, while self-monitoring procedures hold promise for adolescents, the majority of intervention studies supporting self-monitoring interventions in school settings have focused on younger students below 12 years of age [14]. Although early intervention is critical in the improvement of academic and behavioral performance for learners, including those with special needs, the development of interventions for adolescents is necessary especially for the prevention of failures.…”

Family and Academic Stress and Their Impact on Students' Depression Level and Academic Performance

“…Supportive parental reactions to unpleasant emotions in children have been linked to dimensions of emotional and social competence, such as emotion comprehension and friendship quality. Non-supportive or repressive parental reactions, on the other hand, have been connected to a child's stored negative affect and disordered behaviors during emotion-evoking events, probably due to an inability or unwillingness to communicate unpleasant sentiments ( 30 , 31 ).…”

Factors Affecting Undergraduates’ Academic Performance during COVID-19: Fear, Stress and Teacher-Parents’ Support

“…As online learning mostly happens at home, parents are among the most critical in ensuring learning takes place in a conducive environment. The role of social support, particularly teachers and parents' support, in dealing with adolescent emotional stress has been a subject in previous research [27][28][29]. Descals-Tomás et al [28] studied 267 Spanish university students and found positive teacher-family support on students' motivation and engagement.…”

“…The role of social support, particularly teachers and parents' support, in dealing with adolescent emotional stress has been a subject in previous research [27][28][29]. Descals-Tomás et al [28] studied 267 Spanish university students and found positive teacher-family support on students' motivation and engagement. They also noticed that teacher support is more substantial than parental support in motivation and engagement variables [28].…”

“…Descals-Tomás et al [28] studied 267 Spanish university students and found positive teacher-family support on students' motivation and engagement. They also noticed that teacher support is more substantial than parental support in motivation and engagement variables [28]. In another study by Awang et al [30], family support is a significant factor in the new environment adaptation process.…”