Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework

Abstract

Teaching endeavors to improve learners' well-being and educational engagement, as both factors contribute to progress facilitated by the integration of PP into the learning procedure, enhancing success in the academic cycle. Some studies have affirmed the significant effect of teacher support on learners' academic performance. Nevertheless, the precise mechanism linking teacher support, particularly emotional support, to student learning remains unclear. This research was structured to scrutinize the mediating influence of learner motivation in the connection between perceived emotional support and learners' engagement and well-being, employing the perspective of, a widely acknowledged psychological theory that centers on human motivation and the determinants influencing individuals to participate in specific behaviors, including learning. Consequently, the objective of this research was to assess the relationship between perceived emotional support, well-being, and student engagement with particular attention to the mediating role of motivation among 590 college students in Chinese universities. The results of the Structural Equation Model (SEM) indicate approximately 72% of the variations in perceived emotional support, well-being, engagement, and motivation. These relationships are significant at the 95% confidence level, indicating the robustness of the model in capturing the intricate dynamics among the variables within the educational context. Consequently, several implications are suggested for teachers, learners, teacher trainers, and other academic stakeholders.