Perceived teacher support and learning engagement: The mediating effect of psychological capital

This study delved into the impact of perceived teacher support on learning engagement and scrutinized the mediating role of psychological capital. We administered a survey covering aspects of perceived teacher support, learning engagement, and psychological capital to 398 undergraduates from a major comprehensive university in eastern China. Data analysis was performed using SPSS 21.0 and Amos 21.0. The results revealed that perceived teacher support notably predicted learning engagement and psychological capital, and that psychological capital significantly predicted learning engagement. Further, psychological capital mediated the association between perceived teacher support and learning engagement. These discoveries augment prior research by integrating external (teacher support) and internal (psychological capital) elements influencing students’ learning engagement, thus deepening comprehension of the combined effect of inherent and extrinsic power mechanisms on learning engagement.