The impact of perceived teacher support on students’ learning approach: the chain mediating role of academic engagement and achievement goal orientation

Abstract

Introduction: This present study investigated the influential effects of university students’ perceived teacher support on their learning approach by drawing on Personal Investment Theory and selecting academic engagement, mastery-avoidance goals and performance-approach goals as mediating variables. A conceptual model between these variables was constructed based on existing research and Personal Investment Theory. Methods: Self-report data from 543 Chinese university undergraduates was analyzed through whole group sampling to verify the model and clarify the underlying mechanisms by which perceived teacher support influences university students’ learning approach. The study also examined the chain mediatory effects of academic engagement, mastery-avoidance goals, and performance-approach goals. Results: The findings suggest that perceived teacher support directly and positively predicts students’ learning approach, while perceived teacher support indirectly predicts students’ learning approach through a chain of academic engagement, mastery-avoidance goals and performance-approach goals. Additionally, this study explores the mechanisms by which extrinsic and intrinsic factors influence the learning approach of university students and presents the process of forming the learning approach of university students. Discussion: The results of this study emphasize the significance and importance of improving the literacy of university teachers in terms of their attention to the academic engagement and achievement motivation of university students.