The association between perceived teacher emotional support and online learning engagement in high school students: the chain mediating effect of social presence and online learning self-efficacy

• Xindi Kong ^[1] ; Hongyu Liang ^[1] ; Chunsheng Wu ^[1] ; Zheyan Li ^[1] ; Yuxin Xie ^[2]
  1. [1] Inner Mongolia Normal University

     Inner Mongolia Normal University

     China

     
  2. [2] Hanggin Qi 5th Primary School, Erdos, Inner Mongolia Autonomous Region
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-024-00932-4
• Enlaces
  • Texto completo
• Resumen

  • Learning engagement is considered a reliable predictor for evaluating the effectiveness of online learning and has become a focal point in online education in recent years. This study investigated the roles and mechanisms of social presence and online learning self-efficacy in mediating the relationship between perceived teacher emotional support and online learning engagement among high school students. A total of 614 high school students were recruited as participants. They completed various measures, including the Perceived Teachers Emotional Support Questionnaire, the Social Presence Scale, the E-Learning Self-Efficacy Scale, and the Student Engagement in Distance Education Scale. The findings revealed that perceived teacher emotional support positively predicted high school students’ engagement in online learning, with social presence playing a significant mediating role. Furthermore, when online learning self-efficacy was considered, the study identified a unique role of social presence in the chained mediation model. These results contribute to a deeper understanding of the underlying mechanisms between perceived teacher emotional support and online learning engagement, thereby offering insights for enhancing engagement in online learning contexts.

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