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Cited by 10Education, Achievement, and GiftednessHigher Education Research StudiesCommunication in Education and Healthcare

A study on the relationship between higher vocational students' perceived teacher support and learning engagement: The chain mediation of academic self-efficacy and professional commitment

Open access
Zhou, Shibing, Wu, Wenchuan·2023·Nurture
DOI 10.55951/nurture.v17i4.435
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Abstract

Purpose: The primary purpose of this study is to analyze the interaction between teacher support and student participation in the learning process. Design/Methodology/Approach: 414 students from vocational colleges participated in this research. The data collected using a reliable and validated questionnaire was made to give an in-depth understanding of how much teachers supported their students' learning as well as their attitudes towards engagement and learning. Findings: Empirical studies have shown that perceived instructional support has a significant effect on students' participation in the learning process. Conclusion: Teacher support can not only directly affect students' learning engagement but also indirectly affect students' academic self-efficacy and career commitment. Research Limitations: This study may have specific limitations in sample selection methods, types and other aspects. Practical Implications: This study provides guidance and assistance for formulating effective education policies to enhance the level of learning engagement of college students and improve the quality of higher education. Contribution to Literature: The uniqueness of this study is to explore the internal mechanisms and external conditions that promote vocational college students' learning engagement from the perspective of teacher support.

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  • Cluster 6 focused on higher education teaching and included terms such as 'motivation,' 'self-efficacy,' and 'STEM'.

    “The fourth group focused on higher education teaching and included terms such as 'motivation,' 'self-efficacy,' and 'STEM' [31].”

    From Mapping the Research Landscape: A Comprehensive Bibliometric Analysis of Self-Determination Theory in Higher Education (2024) · cites this paper as [31]

    The Research Tools (section 3.3) and Conclusion (section 5.1) discuss academic self-efficacy and learning engagement among higher vocational students. Searches for the fourth group, Cluster 6, and STEM found no passage identifying a group of higher-education teaching terms. The overlap in ‘motivation’ and ‘self-efficacy’ does not establish the claimed grouping. (LLM, conf=0.77)

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Research works printed but not linked: 31

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Cited by

Sorted by citations

Authors
Zhou, S., & Wu, W.
Affiliations
Krirk University (TH)
ORCID
Venue
Nurture
Publisher
Nurture Publishing Group
Published
2023-09-01
Volume
17
Issue
4
Pages
595-606
ISSN
  • 1994-1625 (ISSN-L)
  • 1994-1633
DOI
10.55951/nurture.v17i4.435
OpenAlex
W4386571739
Cited by
10
References
1
Citations by year
2026: 2 · 2025: 2 · 2024: 5 · 2023: 1
FWCI
2.42
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
NURTURE (publishedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
Keywords
perceived teacher support, student engagement, academic self-efficacy, professional commitment, vocational college students, higher vocational education, serial mediation, pedagogical support

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