Study Of The Impact Of Perceived Teacher Support On High School Students’ Learning Engagement: A Moderated Mediation Model

Learning engagement is one of the important indicators to observe the learners’ learning quality.In the study,"Learning Input Scale","questionnaire on students ’perception of teachers’ support behavior","Special Quality Table for Middle School Students" and "Youth Intention Self-regulation Questionnaire" were used to survey 1269 high school students in three senior middle schools in Inner Mongolia Autonomous Region,Guangdong Province and Fujian Province,explore high school perception teachers support influence on learning engagement,and hope and intentionality self-regulation in the mechanism between variables and demographic variables.The results indicate that:(1)the levels of perceived teacher support,learning engagement,hope and intentional self-regulation of high school students are in the medium and high range,and there are significant differences in some demographic variables.(2)High school students perceived teacher support and learning engagement,senior high school students have significant positive correlation between perceived teacher support and hope,senior high school students have significant positive correlation between perceived teacher support and intentional self-regulation,hope and hope and intentional self-regulation and learning engagement.(3)Hope to play a partial intermediary role between perceived teacher support and learning engagement.(4)Intentive self-regulation can not only play a regulating role between perceived teacher support and hope,but also play a regulating role between hope and learning engagement.This study reveals the relationship and mechanism of perceived teacher support and learning engagement,as well as the mediating role of hope and the regulatory effect of intentionality self-regulation,and tries to provide theoretical support and suggestions for helping high school students develop good learning engagement quality.