Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support

Abstract

The purpose of this research is to test the mediation effect of self-efficacy on college student's perception of teacher autonomy support and students' deep learning, and whether the peer support perceived by students can moderate the relationship between perceived teacher autonomy support and deep learning. A survey of 1,800 college students from a provincial undergraduate normal university in Guizhou Province in China was conducted through the revised Perceived Teacher Autonomy Support Scale, Deep Learning Scale, Self-Efficacy Scale, and Perceived Peer Support Scale (Mean age = 21 years old, SD = 1.34). Data use SPSS23.0, AMOS22.0 for descriptive analysis and correlation analysis, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), moderation effect, and mediation effect analysis. The research results show that after controlling for gender, major, and grade, self-efficacy partially moderates the connection between perceived teacher autonomy support and deep learning of college students. Moreover, perceived peer support mediates the relationship between perceived teacher autonomy support and students' self-efficacy.

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

“…students' online SRL), which indicated that the more teacher autonomy support students perceive, the higher the students' self-efficacy will be and thus the higher the level of their online SRL. Teacher autonomy support influences students' self-efficacy, which is consistent with previous related research (Duchatelet & Donche, 2019;Li et al, 2020;Wang et al, 2016;Zhao & Qin, 2021) conducted in a traditional face-to-face environment. Zhao and Qin (2021) revealed that teacher autonomy support has a significant influence on students' self-efficacy.…”

“…Teacher autonomy support influences students' self-efficacy, which is consistent with previous related research (Duchatelet & Donche, 2019;Li et al, 2020;Wang et al, 2016;Zhao & Qin, 2021) conducted in a traditional face-to-face environment. Zhao and Qin (2021) revealed that teacher autonomy support has a significant influence on students' self-efficacy. Teacher autonomy support can satisfy students' internal motivation, which can encourage individual initiative (Gagné et al, 2003) and ultimately influence students' self-efficacy.…”

“…Recently, the influence of teacher autonomy support on students' self‐efficacy has been empirically examined. The results show that students' perceived teacher autonomy support influences their self‐efficacy (Duchatelet & Donche, 2019; Gutiérrez & Tomás, 2019; Li et al, 2020; Zhao & Qin, 2021). In addition, in an online environment, self‐efficacy is a personal characteristic factor that influences students' online SRL.…”

“…Martin et al ( 2021 ) revealed that self‐efficacy is significantly associated with achievement and significantly mediates the relationship between adaptability and achievement. In addition, research has investigated the mediating role of students' self‐efficacy between teacher autonomy support and students' deep learning (Zhao & Qin, 2021 ), children's academic achievement (Grijalva‐Quiñonez et al, 2020 ), and university students' academic success (Gutiérrez & Tomás, 2019 ). However, as far as we know, no study has investigated the mediating role that students' self‐efficacy plays on the influence of teacher autonomy support on students' online SRL.…”

Affective Cognition of Students’ Autonomous Learning in College English Teaching Based on Deep Learning

“…The 2016 Horizon Report (Higher Education Edition) states that Affective Computing (ACE) will be commonly used in the next 4–5 years ( Jain et al, 2016 ; Zhao and Qin, 2021 ). It is evident that facial expressions play a very crucial role in the way learners express their emotions.…”