The Imfluence of Teacher Support on the Academic Achievement of Chinese Effect of Learning Engagement and Learning Task Value

다국어 초록 (Multilingual Abstract)

The purpose of this study is to explore the impact of teacher support on academic achievement, with the mediating effects of learning engagement and learning task value. Based on previous research, a relevant research model and hypotheses were developed and tested. To scientifically validate the proposed research model and hypotheses, college students from four universities in Henan Province, China, were selected as survey respondents. A total of 500 questionnaires were distributed, and 430 valid responses were collected and analyzed, resulting in a response rate of 86%. The collected data were used to conduct reliability and validity analyses, descriptive statistical analyses, difference analyses, correlation analyses, and structural equation modeling. The relationships among variables were identified, and the mediating effects were verified. The analysis results are as follows. First, teacher support has a significant impact on academic achievement. Second, teacher support significantly influences learning engagement. Third, learning engagement has a significant effect on academic achievement. Fourth, teacher support has a significant effect on learning task value. Fifth, learning task value significantly impacts academic achievement. Sixth, teacher support significantly affects academic achievement through learning engagement, with the mediating effect of learning engagement being statistically significant. Seventh, teacher support significantly influences academic achievement through learning task value, with the mediating effect of learning task value being statistically significant. Based on the findings, this study provides the following insights: In China, universities should strengthen teacher support through targeted initiatives from both theoretical and practical perspectives. These measures can enhance students' capacity for academic achievement. Additionally, the findings indicate that teacher support indirectly influences Chinese college students' academic achievement through the factors of learning engagement and learning task value. Keywords: Chinese College Students, teacher support，academic achievement，learning engagement， learning task value

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Background1
• 2. Research Purposes 7
• 3. Research Questions 8
• Ⅱ. Theoretical Background 9
• 1. The Current Status of Academic Achievements Among
• University Students in China 9
• 2. Theoretical Basis13
• 1) Theory of Basic Psychological Needs13
• 2) Expectancy-Value Theory17
• 3. Teacher Support 22
• 1) Definition 22
• 2) Dimensions25
• 3) Previous Research on Teacher Support 28
• 4. Learning Engagement31
• 1) Definition 31
• 2) Dimensions36
• 3) Prior Research on Learning Engagement 42
• 5. Learning Task Value 46
• 1) Definition 46
• 2) Dimensions49
• 3) Prior Research on Learning Task Value53
• 6. Academic Achievement 56
• 1) Definition 56
• 2) Dimensions 60
• 3) Prior Research on Academic Achievement 63
• 7. Relationships Between Variables 67
• 1) Teacher Support and Academic Achievement67
• 2) Teacher Support and Learning Engagement69
• 3) Learning Engagement and Academic Achievement 72
• 4) Teacher Support and Learning Task Value 73
• 5) Learning Task Value and Academic Achievement75
• 6) The Mediating Effect of Learning Engagement Between
• Teacher Support and Academic Achievement77
• 7）The Mediating Effect of Learning Task Value Between
• Teacher Support and Academic Achievement80
• III. Research Methods83
• 1. Research Model and Hypotheses 83
• 2．Research Participants85
• 3. Research Procedure 87
• 4. Research Instruments 89
• 1) Teacher Support 89
• 2) Learning Engagement 91
• 3) Learning Task Value 93
• 4) Academic Achievement 94
• 5）Validity Test96
• 5. Data Analysis 109
• Ⅳ. Research Results 111
• 1. Common method bias test 111
• 2. Descriptive Analysis 113
• 3．Correlation Analysis115
• 4．Research Hypothesis Testing 118
• 1）Structural Equation Model119
• 2) Mediating Effect Test123
• 5. Results of Hypothesis Testing124
• Ⅴ. Conclusion and Suggestions 126
• 1. Summary126
• 2. Discussion and Conclusion 127
• 3. Limitations and Suggestions 135
• Reference 137
• Appendix161
• 국문초록 165