دورية أكاديمية
Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation.
| العنوان: | Understanding the Role of Teacher-Student Relationships in Students' Online Learning Engagement: Mediating Role of Academic Motivation. |
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| المؤلفون: | Akram H; School of International Education, North China University of Water Resources and Electric Power, Zhengzhou, PR China., Li S; School of International Education, North China University of Water Resources and Electric Power, Zhengzhou, PR China. |
| المصدر: | Perceptual and motor skills [Percept Mot Skills] 2024 Aug; Vol. 131 (4), pp. 1415-1438. Date of Electronic Publication: 2024 Apr 22. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: SAGE Country of Publication: United States NLM ID: 0401131 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-688X (Electronic) Linking ISSN: 00315125 NLM ISO Abbreviation: Percept Mot Skills Subsets: MEDLINE |
| أسماء مطبوعة: | Publication: 2016- : Thousand Oaks, California : SAGE Original Publication: Louisville, Ky. : Southern Universities Press |
| مواضيع طبية MeSH: | Motivation* , Students*/psychology , Students*/statistics & numerical data , Education, Distance*/methods , Interpersonal Relations*, Humans ; Male ; Female ; Young Adult ; Adult ; Pakistan ; Learning ; Universities ; Personal Autonomy |
| مستخلص: | Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students' engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students' online learning engagement; and between students' intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students' intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study's practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design. Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. |
| فهرسة مساهمة: | Keywords: academic motivation; extrinsic motivation; intrinsic motivation; online learning engagement; self-determination theory; teacher-student relationships |
| تواريخ الأحداث: | Date Created: 20240422 Date Completed: 20240801 Latest Revision: 20240801 |
| رمز التحديث: | 20240801 |
| DOI: | 10.1177/00315125241248709 |
| PMID: | 38647390 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1558-688X |
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| DOI: | 10.1177/00315125241248709 |