Understanding Classroom Engagement in Higher Education
The Roles of Teacher‐Student Rapport, Basic Psychological Needs Satisfaction, Task Value and Academic Resilience
Bibliographic Data
| ID | 21446394 |
|---|---|
| Authors | Changling Yang (0009-0004-1960-619X, Music College of Huaiyin Normal University Huaian China), Hua Liu (0000-0003-2798-3337, College of Liberal Arts and Law Henan Agricultural University Zhengzhou China, corresponding author) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70685 |
| OpenAlex | W7161266859 |
| Language | EN |
| References cited | 46 |
Classroom engagement has become an important issue in higher education because it is closely related to students' academic development and learning quality. However, the ways in which relational and motivational factors jointly shape classroom engagement remain underexplored. This study examined how teacher‐student rapport and basic psychological needs satisfaction were associated with classroom engagement among Chinese university students, with task value and academic resilience as mediators. Using survey data from 808 undergraduate students in China, the study employed structural equation modelling to test the proposed relationships among the variables. The results indicated that teacher‐student rapport and basic psychological needs satisfaction both had significant positive direct effects on classroom engagement. Moreover, task value and academic resilience significantly mediated the effects of teacher‐student rapport and basic psychological needs satisfaction on classroom engagement. These findings suggest that classroom engagement is influenced by classroom relationships, motivational beliefs and students' academic resilience. The study extends existing research by integrating these factors into one structural model and offers useful implications for promoting student engagement in higher education
Higher education · Psychological resilience · Resilience (materials science) · Structural equation modeling · Student engagement · Survey data collection · Task (project management) · Value (mathematics) · Communication in Education and Healthcare · Motivation and Self-Concept in Sports · Resilience and Mental Health
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Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
Exploring Chinese EFL learners’ engagement with large language models
Instructor–Student and Student–Student Rapport in the Classroom
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english
Academic resilience and its psychological and educational correlates
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Intrinsic and extrinsic motivation from a self-determination theory perspective
From expectancy-value theory to situated expectancy-value theory
School Engagement
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement
Expectancy–Value Theory of Achievement Motivation
Testing experimental-based models on the influence of teacher emotional support on students’ basic psychological needs, emotions, and emotional engagement
Student engagement in a higher education course
Social presence and teacher involvement
Building bridges in higher education
Using AI-driven chatbots to foster Chinese EFL students’ academic engagement
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Fostering Engagement in AI ‐Mediate Chinese EFL Classrooms
Teacher‐Student Interpersonal Behaviours and GenAI Feedback on Students' Achievement Emotions in EFL Writing
Exploring Chinese Secondary EFL Students' Self‐Regulated Learning and Task Engagement in AI ‐Assisted Classrooms
Trajectories of foreign language writing enjoyment in AI-mediated EFL contexts
Academic Resilience and Engagement in High School Students
Exploring the impact of AI-enhanced language tools on multilingual learners’ grit, enjoyment, anxiety, and emotional disengagement
Developing a short language classroom engagement scale (LCES) and linking it with needs satisfaction and achievement
Promoting engagement in online courses
| Highly cited | No |
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