The Impact Of High School Students' Perceived Teacher Support On Their Learning Engagement: The Chain Mediating Role Of Academic Self-efficacy And Self-educational Expectation

For students,if they want to achieve ideal learning results,they need to improve their learning engagement,because learning engagement can directly predict students’ current academic performance.As the "guiding light" in students’ learning career,teachers have the most significant influence on students’ learning involvement level.High school is an important stage of individual development,and high school students’ self-confidence,character,values,behavior and attitude are more easily influenced by teachers.Therefore,this study takes the influence of high school students’ perceived teacher support on learning engagement as the research topic,and introduces two variables,academic self-efficacy and self-education expectation,to explore the effect path of perceived teacher support on learning engagement.At the same time,according to the research conclusions,the author puts forward some educational suggestions that can help improve the involvement of high school students,so as to provide help for the front line of education.In this study,high school students in Shaanxi Province were selected as research objects,and "perceived Teacher Support Scale","Academic Self-efficacy Scale","Self-education Expectation Scale" and "Learning Engagement Scale" were used as research tools to analyze the current situation of high school students’ perceived teacher support,academic self-efficacy,self-education expectation and learning engagement,as well as the demographic difference analysis.Then,correlation analysis was used to explore whether there was a correlation between variables,and a multiple mediation model was constructed to explore the mechanism of high school students’ perception of teacher support on learning engagement.The results are as follows:(1)Demography variables of high school students’ perceived teacher support,academic self-efficacy,self-education expectation and learning engagement are different;(2)High school students’ perceived teacher support,learning self-efficacy,self-education expectation and learning engagement are significantly positively correlated;(3)High school students’ perceived teacher support,academic self-efficacy and self-education expectation all positively predicted learning engagement;(4)Academic self-efficacy and self-education expectation play a partial mediating role in the relationship between high school students’ perceived teacher support and learning engagement;(5)Academic self-efficacy and self-education expectation have a chain mediating effect on high school students’ perceived influence of teacher support on learning engagement.Finally,based on the empirical results,semi-structured interviews were conducted with 6 high school students and 5 teachers of the school who participated in the questionnaire,and micro-analysis and discussion were carried out,and educational suggestions were put forward to improve the level of high school students’ learning involvement from the three aspects of school,teachers and students.