The effects of perceived teacher support on college students’ online learning engagement
The chain mediating role of digital literacy and academic emotions
Bibliographic Data
| ID | 21632044 |
|---|---|
| Authors | Yuran Yang (Shanghai Normal University Tianhua College), Chenxi Xu (0000-0001-7747-0033, Shanghai Normal University Tianhua College), Cuicui Chen (0000-0003-2952-5196, Shanghai Normal University Tianhua College, corresponding author) |
| Year | 2026 |
| Pages | 1-18 |
| Publication date | 2026-03-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2026.2624674 |
| OpenAlex | W7133743598 |
| Language | EN |
| References cited | 80 |
With the rapid advancement of digital technology and the widespread popularization of online learning, unraveling the mechanisms driving student engagement in virtual environments is critical. This study examined the associations between perceived teacher support and college students’ online learning engagement, with digital literacy and academic emotions included in a theoretically specified mediation framework. A total of 467 Chinese college students (163 male, 304 female) were recruited using convenience sampling to complete an online survey conducted in Shanghai, China. Structural equation modeling analysis indicated that perceived teacher support was positively associated with online learning engagement and indirectly through three pathways: (1) digital literacy as a mediator linking perceived teacher support and online learning engagement, (2) positive academic emotions as a mediator linking perceived teacher support and online learning engagement, and (3) a chain mediation pathway in which digital literacy and positive academic emotions sequentially mediate the relationship between perceived teacher support and online learning engagement. These findings highlight the dual role of teacher support in fostering technical competence (via digital literacy) and emotional well-being (via positive academic emotions), offering actionable insights for designing adaptive online pedagogy that integrates skill development and affective scaffolding
Computer-mediated communication · Digital Literacy · Educational technology · Electronic learning · Higher education · Literacy · Online learning · Technological literacy · Education and Learning Interventions · Grit, Self-Efficacy, and Motivation · Technology-Enhanced Education Studies
International Handbook of Emotions in Education
Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R
Critical Inquiry in a Text-Based Environment
Teacher enthusiasm and students’ social-behavioral learning engagement
Evaluating the Relationship Between Boredom and Academic Outcomes
Using qualitative methods to develop a survey measure of math and science engagement
Attitude, digital literacy and self efficacy
The Effect of Varying Degrees of Nonnormality in Structural Equation Modeling
Teacher-Student Relationships and Engagement
Flourishing students
Can we teach digital natives digital literacy?
Beyond cold technology
Teacher support and math engagement
Interaction and learning engagement in online learning
Facilitating Student Engagement Through Educational Technology
Measuring emotions in students’ learning and performance
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
Foreign language learning boredom and enjoyment
Nature-nurture reconceptualized in developmental perspective
Cutoff criteria for fit indexes in covariance structure analysis
Common method biases in behavioral research
The Control-Value Theory of Achievement Emotions
School Engagement
The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning
Causal mechanisms of the psychological needs for online gamified learning and the impact on learning engagement among college students
Longitudinal relationships among perceived teacher support, intrinsic motivation for math, and math learning outcomes
Mediating effect of sense of belonging on the relationship between teacher support and science literacy
Relations between perceived teacher support and academic achievement
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state
Automated detection of emotional and cognitive engagement in Mooc discussions to predict learning achievement
Towards teaching strategies addressing online learning in blended learning courses for adult-learners
The association between perceived teacher emotional support and online learning engagement in high school students
Examining the influencing effect of EFL students’ digital literacy on their online learning power
Elementary students’ cognitive and affective responses to impasses during mathematics problem solving
Teacher support, academic engagement and learning anxiety in online foreign language learning
Student engagement in online learning in Latin American higher education during the Covid‐19 pandemic
The impact of teachers' emotional support on EFL learners' online learning engagement
Teacher support and academic engagement among EFL learners
The effectiveness of the GoKoan e-learning platform in improving university students’ academic performance
Measuring teacher regulating activities concerning student learning in secondary education classrooms
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
The role of positive emotions in positive psychology
Resilience and online learning emotional engagement among college students in the digital age
Effort or Escape
Item Parceling in Structural Equation Modeling
Dynamics between perceived social support and study engagement among primary school students
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
The predictive effect of perceived teacher support on college EFL learners’ online learning engagement
The Human Factor
Social and Psychological Resources and Adaptation
Teacher Emotional Support Facilitates Academic Engagement Through Positive Academic Emotions and Mastery-Approach Goals Among College Students
Future time perspective, positive emotions and student engagement
The influence of teacher support on college students' learning engagement
| Citation velocity | historical |
|---|---|
| Highly cited | No |