The association between perceived teacher emotional support and online learning engagement in high school students: the chain mediating effect of social presence and online learning self-efficacy
European Journal of Psychology of Education, ISSN: 1878-5174, Vol: 40, Issue: 1
2025
Metric Options: CountsSelecting the 1-year or 3-year option will change the metrics count to percentiles, illustrating how an article or review compares to other articles or reviews within the selected time period in the same journal. Selecting the 1-year option compares the metrics against other articles/reviews that were also published in the same calendar year. Selecting the 3-year option compares the metrics against other articles/reviews that were also published in the same calendar year plus the two years prior.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Learning engagement is considered a reliable predictor for evaluating the effectiveness of online learning and has become a focal point in online education in recent years. This study investigated the roles and mechanisms of social presence and online learning self-efficacy in mediating the relationship between perceived teacher emotional support and online learning engagement among high school students. A total of 614 high school students were recruited as participants. They completed various measures, including the Perceived Teachers Emotional Support Questionnaire, the Social Presence Scale, the E-Learning Self-Efficacy Scale, and the Student Engagement in Distance Education Scale. The findings revealed that perceived teacher emotional support positively predicted high school students’ engagement in online learning, with social presence playing a significant mediating role. Furthermore, when online learning self-efficacy was considered, the study identified a unique role of social presence in the chained mediation model. These results contribute to a deeper understanding of the underlying mechanisms between perceived teacher emotional support and online learning engagement, thereby offering insights for enhancing engagement in online learning contexts.
Bibliographic Details
Springer Science and Business Media LLC
Provide Feedback
Have ideas for a new metric? Would you like to see something else here?Let us know