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Cited by 59Education, Achievement, and GiftednessHigher Education Research StudiesMotivation and Self-Concept in Sports

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

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Descals-Tomás, Adela, Rocabert-Beut, Esperanza, Abellán-Roselló, Laura, Gómez-Artiga, Amparo, Doménech-Betoret, Fernando·2021·International Journal of Environmental Research and Public Health
DOI 10.3390/ijerph18052606PMC PMC7967384
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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.

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  • Studies note that internal openness and communication can make institutional policies more accessible and visible to those they affect.

    “This conclusion is in concordance with studies by [55,57], who note that internal openness and communication can make institutional policies more accessible and visible to those they affect.”

    From Artificial Intelligence Governance in Higher Education: The Role of Knowledge-Based Strategies in Fostering Legal Awareness and Ethical Artificial Intelligence Literacy (2025) · cites this paper as [57]

    The Introduction (§1.1) discusses teacher and family support for university students, and the Discussion (§4.2) addresses student motivation and engagement. Neither section addresses whether internal openness or communication makes institutional policies more accessible or visible; searches for those terms found no relevant passage in our copy. (LLM, conf=0.76)

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Authors
Descals-Tomás, A., Rocabert-Beut, E., Abellán-Roselló, L., Gómez-Artiga, A., & Doménech-Betoret, F.
Affiliations
  • Developmental and Educational Psychology, Universitat de València, 46010 Valencia, Spain
  • Developmental and Educational Psychology, Universitat Jaume I, 12071 Castellón, Spain
  • Universitat de València (ES)
ORCID
Venue
International Journal of Environmental Research and Public Health
Publisher
MDPI AG
Published
2021-03-05
Volume
18
Issue
5
Pages
2606
ISSN
1660-4601 (ISSN-L)
DOI
10.3390/ijerph18052606
PMC
PMC7967384
OpenAlex
W3135480407
Cited by
59
References
8
Citations by year
2026: 14 · 2025: 15 · 2024: 10 · 2023: 13 · 2022: 6 · 2021: 1
FWCI
7.25
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • Repositori UJI (Universitat Jaume I) (submittedVersion, cc-by-sa)
  • Repository of Digital Objects for Teaching Research and Culture (University of Valencia) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
Keywords
teacher support, family support, student motivation, student engagement, intention to learn, achievement goals, behavioral engagement, university students, mediation
MeSH terms
Educational Personnel, Achievement, Humans, Motivation, Students, Universities

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