Perceived teacher support and student engagement: The chain mediating effect of basic psychological needs satisfaction and learning drive

Abstract

This study explored the relationship between perceived teacher support and student engagement, and the influence of the basic psychological needs satisfaction and learning drive in this relationship. We sampled 1 136 Chinese higher vocational students, and 1 031 students’ questionnaires were valid (female = 39.3%, male = 60.7%; freshman = 27.1%, sophomore = 34.3%, juniors = 38.6%). Structural equation modelling results showed that students’ perceived teacher support directly and significantly predicted student engagement, and that learning drive played a mediating role. Also, the basic psychological needs satisfaction and the learning drive had a chain mediating effect in this relationship. Findings suggest a need for teachers to provide students with various supports for their basic psychological needs satisfaction, and learning drive, so as to improve their learning engagement.