Research On The Influence Mechanism Of Teachers’ Self-support On College Students’ Learning Engagement

The quality of higher education has become a common concern of all sectors of society.In the current era of vigorous development of higher education,how to improve my country’s higher education has become a top priority.Some studies have shown that the learning input of Chinese college students is a major indicator of China’s educational development level.Learning input is malleable,and the campus environment has a great impact on it.Among them,teachers,as an important subject of the school environment,naturally play an indispensable role.Although relevant research results have proved the significant impact of teacher support on college students’ learning engagement,the research on the mechanism remains to be deepened.Based on this,this paper uses teacher autonomy support as a separate variable to study its effect on college students’ learning engagement.On the basis of self-determination theory,this paper divides learning engagement into three aspects: behavioral engagement,emotional engagement and cognitive engagement,and systematically discusses the mechanism between teachers’ autonomous support and college students’ learning engagement.First,through the sorting out of student self-determination theory and related literature,a mathematical model is constructed that teachers’ self-support directly affects students’ learning engagement.Then,based on the theory of self-efficacy and the control-value theory of emotions,by introducing three intermediary factors of academic self-efficacy,positive academic emotion and negative academic emotion,the mediating effects of them on the relationship between teachers’ autonomous support and learning engagement are studied.Thirdly,relevant hypotheses are given for the theoretical model,and a questionnaire on "Teacher’s Self-support and College Students’ Learning Engagement" is compiled.Finally,hypothesis testing was performed using structural equation modeling and Bootstrap sampling.Through the analysis,it can be seen that in terms of behavior,emotion and cognition and other aspects of learning investment,teachers’ self-support has a positive impact on the learning investment of college students.and cognitive input play an important mediating role.In addition,teachers’ autonomous support cannot affect college students’ learning engagement through negative academic emotions.Academic self-efficacy and positive academic emotions play a chain mediating role between teachers’ self-support and college students’ learning engagement.Through theoretical research,it can provide suggestions for formulating policies on how to improve college students’ learning input,so as to provide reference for promoting the improvement of teaching quality in colleges and universities.