Research on the Relationship Between Teacher Support and Learning Engagement in Chinese High School Information Technology Courses

Abstract

Exploring the relationship between teacher support and students' learning engagement in high school information technology courses can help improve students' learning ability. The researchers took 246 high school students from a city in China as the research subjects and used structural equation modeling to explore the relationship between teacher support and learning engagement in high school information technology courses from the perspective of computer self-efficacy. The results show that teacher support, computer self-efficacy, and learning engagement are positively correlated. Teacher support has a positive effect on information technology learning engagement, and computer self-efficacy plays a partial mediating role in the relationship between teacher support and information technology learning engagement.